2022 UNIVERSITY CATALOG

Volume 21-22, No. 2 • January 2022

2021 University Catalog
Volume 21-22, No. 2
January 2022

Undergraduate and Graduate Programs

Division of Arts and Sciences
School of Business, Technology, and Health Care
Administration
School of Nursing and Health Sciences
School of Public Service and Education
School of Social and Behavioral Sciences

Capella Tower
225 South Sixth Street, Ninth Floor
Minneapolis, MN 55402
toll- free 1.888.CAPELLA (227.3552)
fax 612.977.5060
www.capella.edu

©
2022 Capella University. All rights reserved.
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1.888.CAPELLA (227.3552) Capella University 2

Table of Contents
Welcome to Capella University���������������������������������������������������� 7 Tuition and Fee Refunds����������������������������������������������������� 142
A Message from the President . . . . . . . . . . . . . . . . . . . . . . 7 UNDERGRADUATE AND GRADUATE PROGRAMS . . . . . . 145
About Capella University . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 A Message from the Dean of the Division of Arts and
University Mission Statement Sciences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
University Values Division of Arts and Sciences General Education Courses 147
Educational Philosophy
Diversity and Inclusion Statement Undergraduate Concentrations . . . . . . . . . . . . . . . . . . . . . 155
Capella University History Accounting
Institutional Accreditation Addictions
Professional Accreditation Behavioral Health
Affirmative Action Finance
Ownership of University Forensic Psychology
Academic Freedom Health Care Management
Access to Learning Resources Human Resource Management
Background Check Requirements Management and Leadership
Capella’s Commitment to Learner Success Marketing
Course Accommodations Project Management
Degree Offerings
School of Business, Technology, and Health Care
Doctoral Candidate Badge Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179
External Requests
Learner Complaints A Message from the Dean of Business, Technology, and
Learner Contact Information Health Care Administration . . . . . . . . . . . . . . . . . . . . . . . . 179
Plagiarism and Content Matching Undergraduate—Business Academic Offerings . . . . . . . . . 183
Residencies Bachelor of Science (BS) in Business Specializations
Right to Change Requirements Accounting
Special Topics Accounting CPA
State Regulatory Information Accounting, FlexPath option
Campus Centers Business Administration
Social Media and Service Requests Business Administration,
Transcripts FlexPath option
Transferability of Capella University Credits Finance
Computer Requirements Health Care Management
Financial Aid Health Care Management, FlexPath option
Governance Human Resource Management
Learner Services Human Resource Management, FlexPath option
Military Education Benefits
Management and Leadership
Offering Information
Management and Leadership, FlexPath option
Marketing
University Policies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Project Management
Mission Statement and Education Philosophy���������������������� 53 Project Management, FlexPath option
Admission������������������������������������������������������������������������������ 55 Undergraduate Business Certificate Program
Admission Components Accounting
Addmission Requirements Graduate—Business Academic Offerings . . . . . . . . . . . . . 261
Maximum Time to Degree Completion�������������������������������� 77 Doctor of Philosophy (PhD) in Business Management
Academic Calendars�������������������������������������������������������������� 82 Specializations
Course Registration �������������������������������������������������������������� 86 General Business Management
Academic Integrity and Honesty ������������������������������������������ 96 Accounting
Academic Standing�������������������������������������������������������������� 101 Human Resource Management
Academic Readiness������������������������������������������������������������ 109 Information Technology Management
Transfer Credit and Prior Learning Assessment������������������ 113 Leadership
Learner Code of Conduct���������������������������������������������������� 119 Project Management
Learner Grievance���������������������������������������������������������������� 126
Strategy and Innovation
Tuition and Fees������������������������������������������������������������������ 131
Tuition and Fees Table
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Doctor of Business Administration (DBA) Specializations Undergraduate—Technology Academic Offerings . . . . . . 413

General Management Bachelor of Science (BS) in
General Management, FlexPath option Information Technology Specializations
Organizational Leadership and Development General Information Technology
Organizational Leadership and Development, FlexPath General Information Technology, FlexPath option
option Health Information Management
Strategy and Innovation Information Assurance and Cybersecurity
Strategy and Innovation, FlexPath option Information Assurance and Cybersecurity, FlexPath option
Master of Business Administration (MBA) Specializations Software Development
Self-Designed Bachelor of Science (BS) in
Self-Designed, FlexPath option Information Technology Minors
Health Care Management Data Analytics
Health Care Management, FlexPath option Data Management
Human Resource Management Network Technology: Cisco®
Human Resource Management, FlexPath option Network Technology: Microsoft®
Project Management Graduate—Technology Academic Offerings . . . . . . . . . . . 457
Project Management, FlexPath option Doctor of Philosophy (PhD) in Information Technology
Master of Science (MS) in Human Resource Management Specializations
General Human Resource Management General Information Technology
General Human Resource Management, FlexPath option Information Assurance and Cybersecurity
Health Care Project Management
Health Care, FlexPath option Doctor of Information Technology (DIT) Degree Program
Business Graduate Certificate Programs Master of Science (MS) in Analytics
Human Resource Management Master of Science (MS) in Information Assurance and
Cybersecurity Specializations
Undergraduate—Health Care Administration
Digital Forensics
Academic Offerings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 342
Health Care Security
Bachelor of Science (BS) in Health Care Administration
Specializations Network Defense
Health Information Management Master of Science (MS) in Information Technology
Accelerated Master’s Pathway, BS in Health Care Specializations
Administration/MHA option General Information Technology
Health Information Management, FlexPath option Analytics
Accelerated Master’s Pathway, BS in Health Care Cybersecurity
Administration/MHA option, FlexPath option Enterprise Networks and Cloud Computing
Leadership Project Management
Accelerated Master’s Pathway, BS in Health Care School of Nursing and Health Sciences . . . . . . . . . . . . . . . 498
Administration/MHA option
Leadership, FlexPath option A Message from the Interim Dean of Nursing and Health
Accelerated Master’s Pathway, BS in Health Care Sciences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 498
Administration/MHA option, FlexPath option Undergraduate—Health Sciences Academic Offerings . . . 502
Graduate—Health Care Administration Bachelor of Science in Public Health (BS) Degree Program
Academic Offerings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 384 Accelerated Master’s Pathway, BS in Public
Doctor of Health Administration (DHA) Specializations Health/MPH option
General Health Administration Undergraduate—Department of Nursing
Health Care Leadership Academic Offerings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 513
Health Care Quality and Analytics Bachelor of Science in
Health Policy and Advocacy Nursing (BSN) Degree Program
Master of Health Administration (MHA) Specializations Accelerated Master’s Pathway, BSN/MSN option
General Health Administration Bachelor of Science in
General Health Administration, FlexPath option Nursing (BSN) Degree Program, FlexPath option
Accelerated Master’s Pathway, BSN/MSN option, FlexPath
Health Care Informatics
option
Health Care Informatics, FlexPath option
Health Care Leadership Graduate—Health Sciences Academic Offerings . . . . . . . . 531
Health Care Leadership, FlexPath option Doctor of Public Health (DrPH) Degree Program
Health Care Operations Master of Public Health (MPH) Degree Program
Graduate Certificate Program
Public Health
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Graduate—Department of Nursing Master of Science (MS) in Higher Education Specializations

Academic Offerings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 539 Adult Education
Doctor of Nursing Practice (DNP) Higher Education Leadership and Administration
Doctor of Nursing Practice (DNP), Preparatory Program Human Services Academic Offerings . . . . . . . . . . . . . . . . . 717
Doctor of Nursing Practice (DNP), FlexPath Option Doctor of Human Services (DHS) Specialization
Master of Science in Nursing (MSN) Specializations Leadership and Organizational Management
Care Coordination Master of Science (MS) in Human Services Specializations
RN-to-MSN Care Coordination Leadership and Organizational Management
Care Coordination, FlexPath option Social and Community Services
RN-to-MSN Care Coordination, FlexPath option
Public Service Leadership Academic Offerings . . . . . . . . . 728
Nursing Education
RN-to-MSN Nursing Education Doctor of Public Administration (DPA) Degree Program
​Nursing Education, FlexPath option Master of Public Administration (MPA) Degree Program
RN-to-MSN Nursing Education, FlexPath option Public Service Leadership Concentrations
Nursing Informatics Human Resource Management
RN-to-MSN Nursing Informatics Project Management
Nursing Informatics, FlexPath option Department of Social Work Academic Offerings . . . . . . . . 736
RN-to-MSN Nursing Informatics, FlexPath option
Doctor of Social Work (DSW) Degree Program
Nursing Leadership and Administration
Master of Social Work (MSW)—Advanced Standing
RN-to-MSN Nursing Leadership and Administration Degree Program
Nursing Leadership and Administration, FlexPath option Master of Social Work (MSW) Degree Program
RN-to-MSN Nursing Leadership and Administration,
FlexPath option School of Social and Behavioral Sciences . . . . . . . . . . . . . 753
Nursing Graduate Certificate Programs A Message from the Dean of Social and
Care Coordination Behavioral Sciences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 753
Nursing Informatics Department of Counseling and Family Therapy
Nursing Leadership Academic Offerings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 756
School of Public Service and Education . . . . . . . . . . . . . . 630 Doctor of Philosophy (PhD) in
Advanced Studies in Human Behavior Specialization
A Message from the Dean of Public Service and General Advanced Studies in Human Behavior
Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 630 Doctor of Philosophy (PhD) in
Education Academic Offerings . . . . . . . . . . . . . . . . . . . . . 633 Counselor Education and Supervision Degree Program
Doctor of Philosophy (PhD) in Education Specializations Master of Science (MS) in
Leadership in Educational Administration Addiction Studies Degree Program
Leadership for Higher Education Master of Science (MS) in
Nursing Education Clinical Mental Health Counseling Degree Program
Master of Science (MS) in
Doctor of Education (EdD) Specializations Marriage and Family Therapy Degree Program
Adult Education Master of Science (MS) in
Curriculum and Instruction School Counseling Degree Program
Educational Leadership Counseling Graduate Certificate Programs
Educational Leadership, FlexPath option Contemporary Theory in Addictive Behavior
Performance Improvement Leadership Contemporary Theory in Mental Health Services
Reading and Literacy Contemporary Theory in School-Based Services
Systemic Couple and Family Therapy
Master of Education (MEd) in Teaching and Learning
Master of Education (MEd) Undergraduate—Department of Psychology
in Teaching and Learning, FlexPath Option Academic Offerings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 795
Master of Science (MS) in Education Specializations Bachelor of Science (BS) in Psychology Specializations
Curriculum and Instruction General Psychology
Early Childhood Education General Psychology, FlexPath option
Early Childhood Education Studies Applied Behavior Analysis
English Language Learning and Teaching Bachelor of Science (BS) in Psychology Pre-Counseling
Leadership in Educational Administration Degree Program
Reading and Literacy Graduate—Psychology Academic Offerings . . . . . . . . . . . 814
Special Education Teaching
Master of Science (MS) in Education Innovation and Doctor of Philosophy (PhD) in Psychology Specializations
Technology Specializations
General Educational Technology
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General Psychology
Behavior Analysis
Developmental Psychology
Educational Psychology
Industrial/Organizational Psychology
Doctor of Psychology (PsyD) Specialization
Clinical Psychology
Doctor of Psychology (PsyD) in School Psychology Degree
Program
Education Specialist (EdS) in School Psychology Degree
Program
Master of Science (MS) in Psychology Specializations
General Psychology
General Psychology, FlexPath option
Applied Behavior Analysis
Child and Adolescent Development
Child and Adolescent Development, FlexPath option
Educational Psychology
Educational Psychology, FlexPath option
Industrial/Organizational Psychology
Industrial/Organizational Psychology, FlexPath option
Sport Psychology
Sport Psychology, FlexPath option
Master of Science (MS) in Clinical Psychology Specializations
Applied Research
Clinical Counseling
Forensic
Master of Science (MS) in School Psychology Degree Program
Psychology Certificate Programs
Applied Behavior Analysis
Play Therapy
COURSE DESCRIPTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . 902
Faculty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1307
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Welcome to Capella University

A Message from the President

Welcome to Capella University!

You may have initially selected Capella University because it offers the accredited
program you seek, or because of its convenient 24/7 availability, or because it came
highly recommended by a friend or family member. But we’ve found that after one
course, our learners’ reasons for attending Capella University change. What our
learners find in the courserooms is an active and engaging community of learners
and faculty, in which learners are invited to contribute their own knowledge and
experiences while benefitting from the perspectives of their peers. Our learners tell
us that this interaction with world-class faculty and with fellow learners from around
the globe not only builds their skills and capabilities, but inspires them to make a
difference—in their own lives as well as in their work places and communities.

This catalog is a comprehensive resource that gives you a sense of the breadth
and depth of Capella University. It contains detailed descriptions of our schools,
Richard Senese, PhD, LP programs, and courses, as well as helpful information about our learner-facing
Capella University President
services, policies, and procedures.

What the catalog cannot adequately convey is the power of the learning experience
you will find here. During your time at Capella you will build strong relationships
with faculty, fellow learners, and advisors, and you will engage in an academic
program that is more rigorous and rewarding than you can imagine.

I wish you the best of luck in your studies and for your future academic and
professional success.

Thanks for joining us.

Best regards,

Richard Senese, PhD, LP

Capella University President
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About Capella
University Mission Statement

The mission of Capella University is to extend access to high quality bachelor’s, master’
s, specialist, doctoral, and certificate programs for adults who seek to maximize their
personal and professional potential. This mission is fulfilled through innovative
programs that are responsive to the needs of adult learners and involve active,
engaging, challenging, and relevant learning experiences offered in a variety of delivery
modes.

University Values

Capella University is a learning-centered community that values:

Our learners.

We foster the success and achievement of our learners by providing an academically

rich, outcomes-based education and a value-added customer experience.

Human potential.

We honor the potential of each person. We believe in people, challenge them, and help
them achieve their goals; we enable transformations.

Achievement.

The achievement of Capella learners is our measure of success. We’re proud to take
accountability for our individual and organizational results.

Decisive collaboration.

As a nimble organization, we foster a culture of decisiveness that is informed by

practical collaboration. We empower each other to seek input and constructive debate,
then make decisions and move forward.
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Innovation.

We value innovation and entrepreneurial risk-taking. We strive for continuous

improvement of both the learning experience and our business performance.

Integrity.

We live our values with transparency and high ethical standards. We honor our
commitments.

Educational Philosophy

At Capella University, we believe education transforms people’s lives and society—

immediately and permanently. The innovative, intentionally designed competency-
based education we offer enables adult learners to meet challenges in their careers,
lead and make new contributions in their disciplines, and reach their professional and
personal goals. Our educational pathways respect existing expertise and allow learners
to focus on what is essential, as they gain new competencies and expand on those they
already have. The credentials they earn are signs of the professional relevancy, quality,
and immediate applicability of their educational experience at Capella University and
help to create new opportunities in the future. As partners in their education, we proudly
serve the lifelong learning ambitions that allow our learners, alumni, their many
communities, and our broader society to thrive.

Diversity and Inclusion Statement

Capella University believes that a diverse learning community is vital to achieving our
mission of extending access to higher education. We believe that attracting, engaging,
and supporting diverse learners, faculty, and staff strengthens our university. Capella
values human potential and is committed to being an inclusive and culturally competent
institution. Capella strives to promote equity within and beyond our community through
intentional actions and the transformative exchange of ideas.
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Academic Freedom

Capella University is committed to freedom of expression and inquiry and strives to

promote an atmosphere in which rigorous academic dialogue is maintained without
compromising the university’s commitment to collegiality, civility, and diversity.

Capella History

In 1992, Stephen Shank, former CEO of Tonka Corporation, provided the vision,
leadership, and a portion of the initial funding for the incorporation of a distance-
learning institution of higher education. Shank had observed that adults were
underserved by traditional universities, partly because attending classes can be
difficult for many working adults, and traditional curriculum may not correspond with
the professional goals of mature adults. He envisioned a barrier-free university that
people could attend remotely. The Graduate School of America (TGSA), which
eventually became Capella University, was established.

In 1993, Dr. Harold Abel, an experienced leader in higher education and a former
president of three universities, joined Stephen Shank to serve as founding president
and academic leader of The Graduate School of America (TGSA). Dr. Abel assembled
a premier faculty, built graduate curricula, and guided the university toward academic
accreditation. In 1997, during the presidency of Dr. Bruce Francis, TGSA was
accredited by the Higher Learning Commission and became a member of the North
Central Association of Colleges and Schools (NCA). The university’s accreditation was
reaffirmed by the Higher Learning Commission in 2008 and in 2015.

The Graduate School of America initially offered master’s and doctoral degree
programs in Education, Human Services, and Organization and Management. Two
years after receiving accreditation, TGSA became Capella University and went on to
establish the schools of Business, Education, Human Services, Technology, and the
Harold Abel School of Psychology.

The undergraduate learning experience was enhanced by a reorganization of schools

in 2004 to form the School of Undergraduate Studies and the School of Business and
Technology. In 2009, to better meet the professional needs of its learners in public
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service fields, Capella formed the School of Public Service Leadership. Capella’s
Harold Abel School of Social and Behavioral Sciences, was established in 2010.
Programs from the two former schools, the School of Human Services and the Harold
Abel School of Psychology, moved into that school, which housed the Department of
Counseling and the Department of Psychology. In 2014, Capella separated its nursing
and health care programs from the remainder of the School of Public Service
Leadership’s portfolio in order to better serve its learners as they progress toward
their professional goals. In 2015, Capella moved the Department of Social Work to the
School of Public Service Leadership to better align the social work programs with the
school’s human services, leadership, public administration, and public service programs
and mission.

As part of its commitment to transparency, in 2009 Capella University launched a

unique, award-winning website, www.capellaresults.com, dedicated to sharing
learning and career outcomes information. The site includes data on demonstration of
learning outcomes, student satisfaction, and career outcomes that reflect Capella
graduates’ success.

In 2013, the Higher Learning Commission approved two competency-based, direct

assessment program options, called FlexPath, for the BS in Business, Business
Administration specialization and the MBA, General Business Administration
specialization. That same year, both offerings were also approved by the Department of
Education for federal financial aid eligibility. Since that time, Capella has continued to
expand its FlexPath portfolio. In 2020, Capella received Higher Learning Commission
and Department of Education approval for the first doctoral-level FlexPath offering.

In 2018, to better serve the professional needs of learners in respective programs, the
Harold Abel School of Social and Behavioral Sciences became two schools,
reestablishing the Harold Abel School of Psychology and creating the School of
Counseling and Human Services. Also in 2018, undergraduate programs and courses
within the School of Undergraduate Studies were aligned with their appropriate school
creating more integrated schools that include the full range of degree levels and
general education courses moved to the Division of Arts and Sciences.
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With a goal of building on and continuing previous improvements in learner outcomes

and impacts, in 2020, Capella was reorganized into the following four schools: the
School of Business, Technology, and Health Care Administration; the School of Nursing
and Health Sciences; the School of Public Service and Education; and the School of
Social and Behavioral Sciences.

Institutional Accreditation

Capella University is accredited by the Higher Learning Commission, an institutional

accreditation agency recognized by the U.S. Department of Education.

Professional Accreditation

Select Capella University programs and specializations have received professional

accreditations.

Affirmative Action

Capella University is an affirmative action employer.

Ownership of University

Capella University is owned by Strategic Education, Inc.

Access to Learning Resources

Capella University recognizes the need to provide limited access to the online
courseroom, Campus, the Capella University Library, and other Capella University
learning resources to persons other than Capella learners, alumni, faculty, and staff, as
described below.

Courseroom Access

For regulatory, accreditation, and other purposes, the courseroom may be accessed
and observed by persons other than Capella learners, faculty, and staff. Access to the
courseroom will be authorized by the chief academic officer only after the review of
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such a request and the determination that access is necessary and appropriate, does
not infringe on the activities of learners and faculty, and does not threaten the academic
integrity of the courseroom. Although the courseroom is not open to public access upon
demand, it is not a private or confidential domain; neither learners nor faculty should
assume privacy within the courseroom.

Library and Campus Access

For regulatory, accreditation, and other purposes, access to the Campus, Capella
University Library, and other Capella learning resources may be granted to persons
other than Capella learners, alumni, faculty, and staff. Access to these resources will be
authorized by the chief academic officer only after the review of such a request and the
determination that access is necessary and appropriate and does not threaten the
integrity of the university.

Background Check Requirements

Learners may be required to pass fingerprint and/or background checks required by a

site or state licensing office in order to complete site-based learning requirements (such
as practica, internships, or immersion experiences). Learners are responsible for
understanding and complying with any applicable background check requirements,
including any fees associated with completing the background check (approximately
$36–$200 depending on state and/or site requirements). Learners will not be able to
complete Capella’s program if site-based learning requirements cannot be completed
due to a failed background check. In some cases, a positive background check may
result in remediation and/or academic sanctions, including administrative removal from
the program. Additionally, fingerprint and/or background checks are required for most
professional licenses and many professions. Learners are responsible for
understanding how their personal and criminal background may impact their ability to
complete the degree program, earn a professional license or secure employment.
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Capella's Commitment to Learner Success

Capella University is committed to helping learners succeed. To that end, the
university has developed a combination of coursework and support services intended
to facilitate a strong start for learners. New learners can expect the following support:

• The University Orientation Seminar provides all new learners with the knowledge,
skills, and advice they need to be successful in Capella’s online learning environment.
Learners navigate Capella’s online courseroom, take a virtual tour of university support
services, and engage in an online discussion with an orientation facilitator and other
new learners.

• Learners begin their program with a first course that sets the stage for the rest of their
studies.

Course Accommodations

Many courses at Capella include required live web conferencing activities and/or
learner audio/video recordings. Learners who require assistive technology or alternative
communication methods to participate in these activities should contact Disability
Services to request accommodations.

Degree Offerings

Capella University offers Bachelor of Science (BS), Bachelor of Science in Nursing

(BSN), Master of Education (MEd), Master of Science (MS), Master of Science in
Nursing (MSN), Master of Business Administration (MBA), Master of Health
Administration (MHA), Master of Public Administration (MPA), Master of Public Health
(MPH), Master of Social Work (MSW), Education Specialist (EdS), Doctor of Philosophy
(PhD), Doctor of Business Administration (DBA), Doctor of Education (EdD), Doctor of
Health Administration (DHA), Doctor of Human Services (DHS), Doctor of Information
Technology (DIT), Doctor of Nursing Practice (DNP), Doctor of Public Administration
(DPA), Doctor of Public Health (DrPH), Doctor of Psychology (PsyD), and Doctor of
Social Work (DSW) degrees.
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Doctoral Candidate Badge

Recognizing Doctoral Learner Achievement

This badge is issued in recognition of the individual’s completion of advanced graduate

study. Learners in PhD programs who qualify for this academic badge have
successfully completed their required didactic courses and comprehensive exam and
have moved into the dissertation phase of their program. For learners in professional
doctorate programs, this recognition signifies the completion of their required didactic
courses and transition to dissertation or doctoral capstone.

Eligibility

To be eligible for the electronic Doctoral Candidate Badge, a learner must currently be
admitted to a doctoral program in any of Capella University’s graduate schools and
registered for doctoral coursework. Eligible learners must have completed
requirements and coursework as outlined for their program by their school. This
typically includes completion of core, specialization, and elective courses and relevant
program and residency requirements, including site-based learning, with a minimum
cumulative grade point average of 3.0 on a 4.0 scale. Eligible learners will receive an
email notification with instructions for claiming their badge.

External Requests
The university maintains a record of external requests for learners’ education records,
except for directory information, and of the disposition of the requests. The university
may disclose education records to authorized agencies and appropriate institutions as
specified in the FERPA policy located on Campus.

Learner Complaints

Learners who have complaints that have not otherwise been resolved through contact
with Academic Advising, Enrollment Services, Financing Support Team, University
Operations Support, or Technical Support may submit their request to OACS@capella.
edu.
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Learner Contact Information

Learners are responsible for keeping their contact information accurate and current.
Learner information may be updated at any time on Campus or via Learner Support.
The primary form of official communication from Capella University is through email.
Learners are required to maintain active email addresses. To ensure receipt of
important communications, learners should make sure that spam filters are set to
receive email from Capella University.

Plagiarism and Content Matching

Capella University uses a source matching tool both during University admissions
processes and in academic courses. Learners who take courses at Capella
understand and agree that all required coursework may be submitted for a textual
similarity review. All reviewed coursework will then be included as source documents in
the Capella reference database for the sole purpose of identifying plagiarism in future
documents.

Residencies

Most doctoral and clinically focused master’s programs require learners to attend
residencies offered in various locations. Residencies provide opportunities for learners
to become familiar with Capella University resources, develop or affirm academic skill
sets, acquire clinical skill competencies, learn research methodologies, and prepare for
the comprehensive examination and dissertation processes.

Through these face-to-face experiences, learners extend participation in Capella’s

learning community by networking, focusing on academic success strategies,
interacting with peers and faculty, and developing academic competencies that support
program completion. Capella believes that the sense of community developed during
residencies will endure throughout the program and become an essential part of a
successful learner experience. Additional details regarding residency requirements
can be found on Campus.
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Right to Change Requirements

Neither the Capella University Catalog, nor any of the information and requirements
contained herein, constitute a contract or create any contractual commitments between
Capella University and any student, any prospective student, or any third party. The
information and program requirements contained in the Capella University Catalog are
regularly updated and are subject to change without notice. All updates to the catalog
will be posted on Capella’s website.

Special Topics

Special topics courses may be available to certain doctoral learners. Special topics
courses, in which learners work one-to-one with a faculty tutor, are offered quarterly.
Additional details and requirements related to these courses can be found in the
University Policies section of this catalog and on Campus.

State Regulatory Information

State Authorization

Capella University is registered as a private institution with the Minnesota Office of

Higher Education and is an approved institutional participant in the National Council for
State Authorization Reciprocity Agreements (NC-SARA).

Capella University is authorized to operate in all SARA member states (http://www.nc-

sara.org/content/sara-statestatus), and is registered, authorized, or otherwise not
subject to approval in all states not currently participating in SARA.

California Bureau for Private Postsecondary Education

P.O. Box 980818

West Sacramento, CA 95798-0818

888.370.7589

www.bppe.ca.gov
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Capella University is registered with the Bureau as an Out of State Institution pursuant
to the California Private Postsecondary Education Act of 2009.

Student Tuition Recovery Fund (STRF) Disclosure

Colorado Commission on Higher Education

1600 Broadway, Suite 2200

Denver, CO 80202

303.862.3001

highered.colorado.gov

Florida Department of Education

Licensed by the Commission for Independent Education, Florida Department of

Education. Additional information regarding this institution may be obtained by
contacting the Commission at 325 West Gaines Street, Suite 1414, Tallahassee, FL
32399-0400, toll-free telephone number (888)224-6684.

Georgia Nonpublic Postsecondary Education Commission

2082 East Exchange Place; Suite 220

Tucker, GA 30084-5305

770.414.3300

https://gnpec.georgia.gov

Minnesota Office of Higher Education

Capella University is registered with the Minnesota Office of Higher Education pursuant
to sections 136A.61 to 136A.71. Registration is not an endorsement of the institution.
Credits earned at the institution may not transfer to all other institutions.
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Minnesota Office of Higher Education

1450 Energy Park Dr., Suite 350

St. Paul, MN 55108

www.ohe.state.mn.us 651-642-0567

Nevada Commission on Postsecondary Education

2800 E. St. Louis Avenue

Las Vegas, NV 89104

702.486.7330

Nevada maintains a student indemnification account that may be used to indemnify a

student or enrollee who has suffered damage as a result of the discontinuance of
operation or violation of any provision of NRS 394.383 to 394.560.

Tennessee Higher Education Commission

404 James Robertson Parkway, Suite 1900

Nashville, TN 37243-0830

615.741.3605

http://www.tn.gov/thec

Capella University is authorized by the Tennessee Higher Education Commission. This

authorization must be renewed each year and is based on an evaluation by minimum
standards concerning quality of education, ethical business practices, health and
safety, and fiscal responsibility.
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Washington State Nursing Care Quality Assurance Commission (NCQAC)

Capella University is approved by the Washington State Nursing Care Quality
Assurance Commission to provide practice experiences in the state of Washington for
DNP and MSN programs. For more information go to this website link: http://www.doh.
wa.gov/LicensesPermitsandCertificates/NursingCommission/

Campus Centers

Colorado

800 18th Street

Denver, CO 80202

Florida

20 North Orange Avenue, Suite 102B

Orlando, FL 32801 (pending regulatory approval)

Georgia

805 Peachtree Street, Suite E1

Atlanta, GA 30308

1330 Augusta West Parkway

Augusta, GA, 30909

Nevada

303 3rd Street, Suite 3

Reno, NV 89501

Tennessee

7275 Appling Farms Parkway

Memphis, TN 38133
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Social Media and Service Requests

Learner requests for enrollment and registration changes and other official actions must
be communicated to Capella University via e-mail, telephone, or designated form.
Requests made via social media platforms are not official and will not be processed.

Transcripts

Learners may request transcripts on Campus or by calling Learner Support at 1.888.

CAPELLA (227.3552). Capella University reserves the right to withhold the official
transcripts of learners who are not in good financial standing with the institution.

Transferability of Capella University Credits or Program Points

The transferability of Capella quarter credits or program points to another institution is

solely at the discretion of that institution. It is the learner’s responsibility to contact that
institution to confirm whether Capella quarter credits or program points will be accepted.
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Computer Requirements
Review these requirements carefully; computer hardware, software, and an Internet
connection are the primary means of participating in courses and thus are significant
contributors to academic success. Capella provides learners with the opportunity to
purchase Microsoft® products at a significant discount (see Course Materials >
Software Discounts). These requirements are subject to change. The most current
requirements are published on Campus and are reflected in the Computer Check-Up
tool, also available on Campus.

Internet connection: Capella University’s technical support staff strongly recommends

a broadband (Cable or DSL) Internet connection. Other highspeed and broadband
connections will work but will not provide the best performance of tools and resources
used by Capella, such as a Satellite connection or a shared/community internet
connection.

Mobile: Refer to the Capella Mobile support page for details on accessing Capella
sites from a mobile device, such as iPhone, Android, and Chromebooks.

Minimum Requirements

Internet Connection

Broadband 600kbps upload and download speed

Software Requirements*

Word Processing application to save and open Microsoft Office formats (.docx, .xlsx, .
pptx)

Adobe Acrobat Reader to view PDF files

Anti-Virus Software to scan files and emails

Mac Software Requirements**

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Mac Mojave (10.14)

Mac Catalina (10.15)

Mac Big Sur (11.2)

One of the following internet browsers for accessing and navigating Capella sites:

Safari

Firefox

Chrome

Apple QuickTime

Windows Software Requirements**

Windows 8

Windows 10

One of the following internet browsers for accessing and navigating Capella sites:

Microsoft Edge

Firefox

Chrome

Windows Media Player

Hardware Requirements***

2 GHz Processor

4GB of Memory (RAM)

30GB of free storage space

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* Specific courses or programs may have additional requirements as noted in both the
course syllabus and bookstore.

** Mobile devices can also be used with Capella sites and courses but it is required to
have a computer with full operating system like Windows or Mac to ensure access to all
sites, tools, and resources used by Capella and Capella courses.

*** Capella learners are responsible for arranging the hardware necessary to complete
coursework, e.g. for listing to or recording audio, viewing or recording video, and/or
participating in web conferencing (synchronous or asynchronous). Hardware is not
covered by the resource kit fee.

Recommended Specifications

Internet Connection

Broadband (Cable or DSL)

Software Requirements*

Microsoft Office 2016 or higher (Word, Excel, PowerPoint)

Adobe Acrobat Reader (Current Release)

Mac Software Requirements**

With Current Software Updates

Firefox (Current Release)

Chrome (Current Release)

Apple QuickTime (Current Release)

Windows Software Requirements**

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With Current Windows Updates

Firefox (Current Release)

Chrome (Current Release)

Windows Media Player (Current Release)

Hardware Requirements***

3 GHz Processor or higher

8GB or higher of Memory (RAM)

Webcam and Headset

* Specific courses or programs may have additional requirements as noted in the

course syllabus.

** Mobile devices can also be used with Capella sites and courses but it is required to
have a computer with full operating system like Windows or Mac to ensure access to all
sites, tools, and resources used by Capella and Capella courses.

*** Capella learners are responsible for arranging the hardware necessary to complete
coursework, e.g. for listing to or recording audio, viewing or recording video, and/or
participating in web conferencing (synchronous or asynchronous). Hardware is not
covered by the resource kit fee.

Information technology courses also require:

• Windows Professional or higher is required for IIS functionality

• 30 GB of free hard disk space

• Mac users will need a Windows install or Windows setup with Parallels

• 2GB or greater of RAM highly recommended

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• Backup storage device

Some MBA courses also require Windows

• Mac users will need a Windows install or Windows set-up with Parallels

Capella recommends that new learners use or purchase a computer with the
recommended standards listed above at the beginning of their program and review
these technical standards on a regular basis.

While other browsers and platforms may perform adequately, Capella cannot provide
technical support for browsers other than those listed above. Browsers listed as
recommended are Capella’s primary choice for best performance within the Capella
courseroom and other related sites.

Adobe Acrobat is a registered trademark of Adobe Systems Incorporated in the United

States and/or other countries. Mac, QuickTime, iPhone and Safari are registered
trademarks of Apple Computer, Inc. Microsoft Office, Media Player, Microsoft Edge,
and Windows are registered trademarks of Microsoft Corporation in the United States
and/or other countries. Firefox is a registered trademark of Mozilla Corporation. Chrome
and Chromebooks is a registered trademark of Google.
Volume 21-22 No. 2
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Financial Aid
Capella University offers assistance to learners who would like to secure educational
funding to help finance their academic program. Learners can find out more about
financial aid by calling 1.888.CAPELLA (227.3552) or on Campus at Financial Aid and
Finances FAQs .

Course Repeat Policy

Undergraduate and Graduate Learners

Financial aid may be used to cover the cost of the first repeat of a failed course and for
the first repeat of a course for which the learner received a passing grade. Learners
approved to repeat a course beyond this may not use financial aid to cover the cost of
the additional course repeats. This rule does not impact graduate learners in the
comprehensive examination or dissertation courses.

Repeat course credits ineligible for financial aid are not included in course load
calculations for financial aid purposes.

Financial Aid Satisfactory Academic Progress

Federal and state laws require learners to maintain satisfactory academic progress
during their period of enrollment to remain eligible for financial aid. In compliance with
federal and state regulations, Capella University has established policies for all learners
regarding financial aid satisfactory academic progress, financial aid warning, financial
aid probation, and the financial aid appeals process.

These policies are described in detail on Campus at Resources, Policies and

Administration, University Policies.
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FlexPath Option and Course Progression Requirements

Financial aid recipients enrolled in a program with the FlexPath learning format
must meet progression requirements to continue to receive financial aid
disbursements.

The minimum progression requirements to maintain eligibility are as follows:

Graduate Learners

Miniumum Program Point Enrollment

1.5 program points

24-Week Program Point Requirement

4.5 program points

48-Week Program Point Requirement

9 program points
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Undergraduate Learners

Minimum Program Point Enrollment

3 program points

24-Week Program Point Requirement

9 program points

48-Week Program Point Requirement

18 program points

Progression is evaluated at weeks 24 and 48 of the learner’s academic year. If

progression is not met, the payment period end date may be extended, disbursements
may be delayed, and there may be a loss of financial aid eligibility.

Refund Procedure for Financial Aid Recipients

Learners receiving financial aid should contact the Financing Support Team before
canceling course registration and requesting a refund. They may be required to pay
back all or part of the financial aid award prior to receiving any refund from Capella
University.

Return of Title IV Policy

Financial aid recipients who completely withdraw from their program or drop all of their
courses prior to the 60 percent point of a term are subject to the Federal Return of Title
IV Funds policy regulations for any federal aid not earned. Details of actual refund
calculations are available upon request from the Financing Support Team. Financial aid
funds will be returned to the appropriate agency.

Undergraduate learners will have funds returned in the order of:

1. Unsubsidized Direct Loans

2.
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2. Subsidized Direct Loans

3. Federal Grants
4. Federal Supplemental Educational Opportunity Grants (FSEOG)

Graduate learners will have funds returned in the order of:

1. Unsubsidized Direct Loans

2. Graduate PLUS Loans

Financial aid eligibility is in direct correlation with course participation. If learners

withdraw from Capella and have received financial aid, specific procedures will be
followed, which can be found in the Tuition and Fee Refunds policy located on
Campus.

Scholarships

Capella University offers scholarships to new learners, currently enrolled learners and
alumni. Eligibility rules apply. Connect with us for details or visit Capella.edu or
Campus for more information. External scholarship search engines are available on
Campus. Scholarships found using these search engines are not sponsored by Capella.
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Governance
CAPELLA UNIVERSITY

University Administration

The Board of Trustees and the administrators of Capella University are committed to
excellence in all aspects of the institution. Along with an enthusiasm for working with
adult learners, Capella’s leaders bring many years of experience to designing and
delivering higher education programs.

Richard Senese, PhD, LP

President

Constance St. Germain, EdD, JD

Provost

Senior Vice President of Academic Affairs

Charlyn Hilliman, PhD, MPA

Vice President, Academic Enrichment and Learner Support

Seth Lockner, BA

VP, HR Consulting

Todd Sorensen, JD

General Counsel

Mike Wickard, MBA

VP, Finance
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Barbara Butts Williams, PhD

Executive Dean

Social Responsibility & Community Engagement

Dean Emerita

School of Business, Technology, and Health Care Administration

J. Heather Welzant, PhD

Dean

School of Public Service and Education

Melissa McIntyre, PhD

Associate Dean

School of Public Service and Education

Josh Stanley, EdD

Dean

School of Social and Behavioral Sciences

Jody Neuman-Aamlie, PhD, LP

Assistant Dean

School of Social and Behavioral Sciences

Irene Nicolet PhD, NCSP, LSSP

Assistant Dean
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School of Social and Behavioral Sciences

Jennifer Straub, PhD

Interim Dean

School of Business, Technology, and Health Care Administration

Cheryl Boncuore, PhD

Associate Dean

School of Business, Technology, and Health Care Administration

Lisa Kreeger, PdD, RN

Dean

School of Nursing and Health Sciences

Bridget Roberts, PhD

Associate Dean

School of Nursing and Health Sciences

Melissa Weaver, MA

Dean

Division of Arts and Sciences

Ying Iverson, PhD

Assistant Provost

Academic Affairs
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Elizabeth Riley, PhD

Assistant Provost

Faculty Affairs

Curtis Brant, PhD

Dean

Research and Scholarship

Kelly Brooks, MPA

Registrar

Genevieve Feliu, PhD

Vice President

Academic Innovation

Tom Sonnek, MFA

Director

University Operations & Analysis

Capella University Board of Trustees

The Board of Trustees provides oversight and guidance regarding Capella University’s
policies and programs.

Mark Brown, MBA

Adrian Butler, DM

Diane Dayson, PhD

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Eric Jolly, PhD (Board Chair)

Christopher King, PhD (Vice Chair)

Rochelle Petermann, MS, LPC

Lori Riley, MBA, MS

Diana Rodriguez, MBA

Richard Senese, PhD, LP

Steven Snyder, PhD

Dwaun Warmack, EdD

Harry Williams, PhD

Todd Sorensen, JD (Board Secretary)

STRATEGIC EDUCATION, INC.

Executive Management

Robert S. Silberman

Executive Chairman

Karl McDonnell

President and Chief Executive Officer

Daniel W. Jackson

Executive Vice President and

Chief Financial Officer

Lizette B. Herraiz, Esq.

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General Counsel

Christa Hokenson

Chief Human Resources Officer

Andrew Watt

President, U.S. Higher Education

Strategic Education Inc. Board of Trustees

Charlotte F. Beason, EdD

Rita D. Brogley

John T. Casteen, III, PhD

Nate Fick

J. Kevin Gilligan (Vice Chairman)

Robert R. Grusky

Jerry L. Johnson

Karl McDonnell

Michael A, McRobbie, PhD

Robert S. Silberman (Executive Chairman)

William Slocum

G. Thomas Waite, III

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Learner Services
For day-to-day needs, Capella’s learner support services are available online through
Campus, via email, and through tollfree calls within the United States.

• Campus —Campus allows learners to access Capella’s services in one convenient

place. Learners can register for courses, apply for financial assistance, view an
unofficial transcript, and access a variety of other convenient resources. For questions
or concerns regarding enrollment and registration, courses, access, financial aid, billing,
or technical problems that are not answered on Campus, learner support associates
are available to assist learners at 1.888.CAPELLA (227.3552) or
LearnerSupport@capella.edu.

• Advisors—Academic advisors help learners make a successful transition into their

program and serve as an ongoing source of support throughout their education.
Advisors communicate with learners on an ongoing basis, providing academic and
personal strategies and support, clarifying university procedures, tracking and
discussing academic progress, and providing information about any changes that may
affect learners.

• Academic Records—Learner Services and Operations maintains confidential,

accurate academic records of learners as they progress through their program.
Learners may request official transcripts and view and print their unofficial transcripts
any time on Campus.

Learners must submit a written request for release of their academic record to a third
party. Unless otherwise specified, academic record information released to a third-party
requestor includes any documents collected or created during the application process;
documents or information related to academic program, including transcripts, test
scores, grades, university advising records, financial aid information, and changes to
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 38

enrollment status; and any official correspondence to or from a learner pertaining to his
or her academic progress, advising, financial status, learning disability records, physical
disability records, academic dishonesty records, and disciplinary and learner conduct
records.

• Academic Success Resources—Capella’s academic success resources help

learners maximize their personal and professional potential by offering engaging
opportunities through a variety of delivery modes, including math, computer, and
general study skills modules; free academic tutoring; motivation and time management
strategies; effective online learning and degree planning tools; and additional academic
skills resources on topics such as critical thinking and reading, scholarly writing, and
academic honesty. Learners can access these resources any time on Campus.

• Alumni Association—Alumni benefit from networking opportunities, professional and

career services, alumni grants, selected use of library resources, alumni newsletters
and communications, and other opportunities to stay involved as a graduate of Capella
University. More information on the Capella University Alumni Association can be found
on Campus.

• Career Center—Career Center services are designed to help learners successfully

navigate the career planning and development process as they pursue and complete
their degree. Although the Career Center does not guarantee employment upon degree
completion or provide placement services, it provides career counseling, job search
advising, and career management support to all Capella learners and alumni. Career
Center staff interacts with learners via email and telephone to assist with career-related
activities such as resume, CV, and cover letter development; interview preparation;
effective job search strategy; and career advancement efforts. Career Center resources
are helpful to learners in gathering occupational information and trends, accessing job
postings, and viewing sample job search documents. For more information about these
resources and services, visit the Career Center on Campus, and use the “Ask a Career
Counselor” email feature to connect with a counselor.
Volume 21-22 No. 2
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• Disability Services—Capella University recognizes its obligations to accommodate

the needs of learners with disabilities under the ADA Amendments Act of 2008, the
Americans with Disabilities Act (ADA) of 1990, and the Rehabilitation Act of 1973.
Capella is committed to providing reasonable accommodations to qualified learners
with disabilities in university programs and activities. Additionally, many courses at
Capella include required live web conferencing activities and/or learner audio/ video
recordings. Learners who require assistive technology or alternative communication
methods to participate in these activities should contact Disability Services to request
accommodations. For more information, visit Disability Services on Campus or email
DisabilityServices@capella.edu.

• Enrollment Services—Capella University’s Enrollment Services team assists

prospective learners from the point of initial inquiry through the application, admission,
and enrollment phases. Call 1.888.CAPELLA (227.3552) for assistance.

• Faculty and Mentors—Learners work with faculty and mentors who assist them
during important phases of their program. Faculty and mentor biographies by school
can be found on Campus.

• Financial Aid—Financial Aid advisors help learners explore the options available for
financing their education. Capella’s online financial aid resources provide learners with
information about federal loans, federal undergraduate grants, military tuition
assistance, veteran’s benefits, special aid programs, and employer tuition
reimbursement. For more information visit Financial Aid on Campus; call Learner
Support at 1.888.CAPELLA (227.3552), option 1; or email FAST@capella.edu.

• Institutional Review Board (IRB) and the Compliance Office—Capella University is

dedicated to safeguarding human research participants and promoting excellence in
research through its commitment to ethical principles for the responsible conduct of
research. Ensuring the highest standards of ethical conduct in research and the
protection of the rights and welfare of human research participants is a shared
responsibility between the Capella University research community and the IRB. The
IRB and Compliance Office promotes compliance with applicable local, state, and
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 40

federal regulations and fosters ethical research through education, IRB review, quality
assurance and improvement initiatives,and compliance monitoring. For more
information, email IRB@capella.edu.

• Learner Accounts—The Learner Accounts team is responsible for ensuring

accurate, timely billing of learner accounts for tuition and fees, employer
reimbursement, and financial aid disbursements. For questions about statements or
billing, call Learner Support at 1.888.CAPELLA (227.3552) or email
LearnerSupport@capella.edu.

• Library—Capella provides a full range of academic library resources and services in

an online environment. The Capella University Library website, accessible on Campus,
provides access to thousands of full-text articles, citations, abstracts, technical reports,
and electronic books (e-books). Learners may also request books, copies of articles,
and other resources from university libraries nationwide. In addition, Capella reference
librarians are available to assist learners and faculty with research questions, help
learners use library databases effectively, and teach learners to successfully navigate
the library website. Learners may contact a reference librarian by calling
1.888.375.8221 or emailing Librarian@capella.edu.

• Military Support—Military Support services are available to Capella learners who are
affiliated with the armed forces.Military Support team members assist learners who are
experiencing an interruption in their program due to military obligations with military
leave of absence requests and answer questions about military and veterans benefits.
For more information about the resources and support available to servicemembers,
veterans, and their families, visit Military Support on Campus. Additionally, existing
learners may contact Military Support directly at 1.888.227.9885. Other interested
parties may contact Military Support at 1.888.227.2706.
Volume 21-22 No. 2
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• New Learner Experience Team—Capella University’s New Learner Experience team

provides support to new learners in adjusting to the Capella learning community and
their degree program through the facilitation of the University Orientation Seminar.
Learners may contact the New Learner Experience team by calling Learner Support at
1.888. CAPELLA (227.3552) or by visiting Campus.

• Online Writing Center—To help learners improve their written communication skills,
Capella offers a variety of writing resources, including writing courses, online tutoring,
writing self-assessment tools, and writing guidelines and references. The Online Writing
Center, accessible on Campus, also offers face-to-face writing instruction at
residencies in school- and writing-focused sessions.
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Military Education Benefits

Military and Veteran Education and Employment Benefits

Capella University is approved by the Minnesota State Approving Agency to grant

veterans education benefits. Learners may determine their eligibility for veterans
benefits by visiting www.gibill.va.gov or contacting the Department of Veterans Affairs
(VA) at 1.888.442.4551. Learners can find more information about veterans education
benefits on the Military Support page on Campus.

Capella honors the following military and veterans education benefits:

• Post-9/11 GI Bill® (Chapter 33)

• Montgomery GI Bill (Chapter 30 and Chapter 1606)

• Reserve Educational Assistance Program (REAP) (Chapter 1607)

• Survivors and Dependents Educational Assistance (DEA) (Chapter 35)

• Veterans Educational Assistance Program (VEAP) (Chapter 32)

• Tuition Assistance and Top-Up

• Minnesota GI Bill

Capella also honors the following military and veterans employment benefit:

• Veteran Readiness and Employment (Chapter 31)

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Yellow Ribbon Program

In partnership with the Department of Veterans Affairs (VA), Capella University is a part
of the Yellow Ribbon Program, a provision of the Post-9/11 GI Bill. Learners can find
more information on the Yellow Ribbon Program on the Military Support page on
Campus.

Capella Service Grant

Because only veterans are eligible for the Yellow Ribbon Program, Capella offers a
grant program for active duty servicemembers (and their dependents) who are eligible
for the Post-9/11 GI Bill at the 100 percent level. If tuition and fees exceed the
Post-9/11 GI Bill’s annual benefit limit, the Capella Service Grant will cover the unmet
cost. Learners can find more information about this program on the Military Support
page on Campus.

Tuition Assistance (TA)

Capella University accepts Tuition Assistance (TA) vouchers from each branch of the
United States military, as well as the National Guard, Reserve, and Department of
Defense (DoD). Capella is also a partner institution with ArmyIgnitEd. Capella
University has signed the Department of Defense Memorandum of Understanding,
which took effect in September 2014. Capella University has submitted its intent to
comply with executive order 13607, Principles of Excellence. To learn more about any
military or veteran benefits, please visit the Military Support page on Campus.

GI Bill® is a registered trademark of the U.S. Department of Veterans Affairs (VA).

More information about education benefits offered by VA is available at the official U.S.
government Web site at http://www.benefits.va.gov/gibill.
Volume 21-22 No. 2
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Offering Information
Bachelor's/Master's Options

Capella University offers two bachelor’s/master’s options that allow learners to

complete master’s-level coursework while they are enrolled in an undergraduate degree
program.

Accelerated Master’s Pathway Options

Accelerated master’s pathway (AMP) options are designated undergraduate offerings

that incorporate specific master’s-level courses into a learner’s undergraduate core or
specialization requirements.

Learners may apply and be admitted to AMP-designated undergraduate programs upon

initial entry to Capella University, or they may elect to later change into an AMP option
through the change of program process. To qualify for an accelerated master’s pathway
option, learners must submit transcripts from all previous higher education institutions,
have received a minimum 3.0 cumulative grade point average (GPA) on all previous
college coursework, and have no fewer than 24 total eligible transfer credits. Learners
who apply to change into an AMP option after initial admission to the university must
have a minimum 2.8 cumulative GPA at Capella and at least 24 completed college
credits.

Once enrolled in a GuidedPath accelerated master’s pathway option, learners must

maintain an overall cumulative GPA of 2.8 and receive no more than one grade of “C”
in any master’s-level course to remain enrolled in the AMP option. Learners falling
below this threshold will be automatically changed into the associated non-AMP
GuidedPath undergraduate offering.
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Once enrolled in a FlexPath accelerated master’s pathway option, learners are

expected to earn a minimum "proficient" evaluation on all master's level competencies
and all competencies in their program. Learners who receive "basic" evaluations in
more than one course will be automatically changed into the associated non-AMP
FlexPath undergraduate offering.

Once learners have successfully completed the requirements for their bachelor’s
degree program and their degree has been awarded, they may apply to the master’s
degree program that corresponds to their chosen accelerated master’s pathway option.
Learners are encouraged to enroll in their master’s degree program within one year of
graduating from their bachelor’s degree program to ensure all master’s-level courses
are relevant and applicable to the graduate program’s degree requirements.

Combined Bachelor's/Master's Option

Combined bachelor’s/master’s options are designated bachelor’s offerings with a set of

master’s-level courses that are applied to the requirements for a bachelor’s degree and
may also be applied in a subsequent master’s degree program. In combined option
offerings, the master’s-level courses are often applied toward learners’ undergraduate
elective requirements.

To qualify for a GuidedPath combined option, learners must enroll in an eligible

bachelor’s degree program and earn a minimum 2.8 cumulative grade point average
(GPA) while completing the first 100 quarter credits of bachelor’s-level coursework,
which includes a minimum of 18 quarter credits earned at Capella University (first
course and at least 12 quarter credits of core and/ or specialization or minor courses).
After completing 100 quarter credits of bachelor’s-level coursework, learners may
request to be enrolled in an eligible combined option during which they complete 12–15
quarter credits of master’s-level coursework. Learners must receive no more than one
grade of "C" in any master's-level course and maintain an overall cumulative GPA of
2.8 to remain enrolled in the combined option.
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Once learners have successfully completed the requirements for their bachelor’s
degree program and their degree has been awarded, they may apply for the master’s
degree program that corresponds to their chosen combined option. Learners are
encouraged to enroll in their master’s degree program within one year of graduating
from their bachelor’s degree program to ensure all master’s-level courses are relevant
and applicable to the graduate program’s degree requirements. The 12–15 quarter
credits of master’s-level coursework completed as part of the requirements for their
bachelor’s degree program will be applied toward those for their master’s degree
program.

To qualify for a FlexPath combined option, learners must enroll in an eligible bachelor’s
degree program and earn a minimum evaluation of “Proficient” on all competencies
while completing the first 50 program points of bachelor’s-level coursework, which
includes a minimum of 9 program points earned at Capella University (first course and
6 program points of core and/or specialization courses). After completing 50
program points of bachelor’s-level coursework, learners may request to be enrolled in
an eligible combined option during which they complete 6–7.5 program points
of master’s-level coursework. Learners are expected to earn a minimum "proficient"
evaluation on all master's level competencies and all competencies in their program.
Learners who receive "basic" evaluations in more than one course will be automatically
changed into the associated non-combined option undergraduate offering.

Once learners have successfully completed the requirements for their bachelor’s
degree program and their degree has been awarded, they may apply for the master’s
degree program that corresponds to their chosen combined option. Learners are not
guaranteed admission into a corresponding master’s degree program and must
complete a separate application for admission to the program. Learners are
encouraged to enroll in their master’s degree program within one year of graduating
from their bachelor’s degree program to ensure all master’s-level courses are relevant
and applicable to the graduate program’s degree requirements, and must start
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their master’s degree program in accordance with the University’s Academic

Calendar. The 6–7.5 program points of master’slevel coursework completed as part of
the requirements for their bachelor’s degree program will be applied toward those for
their master’s degree program.

Honors Pathway

The honors pathway is an option available to high-performing GuidedPath learners in

undergraduate degree programs.

The honors pathway is incorporated into the learner's undergraduate degree program
and consists of 15 quarter credits of interdisciplinary honors general education courses
aligned to the following three general education distribution areas: communication,
humanities, and social science. In addition to completing these courses, learners
connect outside of the courseroom in Capella Connect and have access to other
benefits available only to honors learners.

To qualify for the honors pathway, learners must have completed a minimum of 39
quarter credits, including at least 15 quarter credits of Capella University credit with a
minimum 3.5 cumulative Capella grade point average (GPA). Applicants must also
meet the minimum requirements for their degree program.

Once enrolled in the honors pathway, learners must maintain an overall cumulative
GPA of 3.5 to remain in the honors pathway and receive the honors pathway
designation with their conferred degree. Learners who fall below this threshold will have
two quarters of active registration to improve their GPA to 3.5 or the learner will be
removed from the honors pathway.

Learners enrolled in the honors pathway must earn a grade of “B" or better in the
honors courses (PHI-H2005, SOC-H3005, and COM-H4005). Learners who do not
attain at least a “B" after one allowable retake will be removed from the honors
pathway. Learners who do not re-take the course within two quarters of active
registration will be removed from the pathway. Learners who have been removed from
the honors pathway may not return to or graduate from the honors pathway.
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Upon degree conferral, the honors pathway is noted on the transcript and diploma for
those who have successfully completed the requirements for their bachelor's degree
and the honors pathway.

Undergraduate Certificate Programs

Undergraduate certificate programs provide learners with the opportunity to pursue new
knowledge and skills through completion of a concentrated undergraduate-level
programs of study.

Graduate Certificate Programs

Graduate certificate programs provide learners with the opportunity to pursue new
knowledge and skills through completion of a concentrated graduate-level programs of
study.

Learning Delivery Models

Capella University offers two delivery models for completing degree and certificate
programs: the original GuidedPath, which is structured in credit hours and in which
learners earn grades; and the innovative FlexPath, which is a self-paced, non-credit
bearing, direct assessment delivery model for earning the same degree or certificate.
Both models are delivered online and, in both, learning is measured through the
demonstration of competencies.

GuidedPath

GuidedPath allows learners to earn a Capella degree or certificate by demonstrating

competencies through structured weekly assignments and interactions with faculty and
peers in the online courseroom. Faculty offer substantive feedback on and assign
grades to learners’ coursework. Courses are offered in a traditional quarter-based
academic calendar. The degree or certificate is awarded upon completion of the
learner’s program requirements. All Capella programs and certificates are offered in the
GuidedPath delivery model, unless otherwise noted.
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FlexPath

FlexPath allows learners to earn a Capella degree or certificate through the

demonstration of competencies on assessments completed at one’s own pace.
Learners prepare for assessments through self-designed study, which may include
work experience and resources recommended by faculty and tutors. Faculty provide
substantive feedback on and evaluate learners’ assessments in terms of the level of
competency demonstration, rather than assigning grades. FlexPath has a flat-rate
tuition for a subscription period of 12 weeks, during which learners may be registered
for two courses concurrently; learners may complete courses at their own pace but
must complete a course within the subscription period. The degree or certificate is
awarded upon completion of the program requirements. FlexPath is available for select
offerings.

Multiple Specializations

Multiple specializations are designed to provide learners with knowledge in more than
one course of study within an eligible degree program. They lead to the award of a
single degree with two or more specializations. Learners enrolled in an eligible degree
program may request to be enrolled in additional eligible specializations at any point
during their program. The degree and its specializations are awarded simultaneously
upon completion of the program requirements for each specialization.

Professional Licensure and Certification

Capella University offers academic programs leading to advanced degrees in a number

of fields for which professional practice requires licensure or certification by state, local,
or professional boards. However, because licensing or certification standards vary,
Capella University makes no representation, warranty, or guarantee that successful
completion of the degree or certificate program will permit the learner to obtain
licensure or certification. Learners who enroll in a Capella University degree program in
a field for which professional practice requires any type of licensure or certification are
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solely responsible for determining and complying with state, local, or professional
licensure and certification requirements. These learners are also responsible for taking
the steps necessary to satisfy those requirements. As part of the admission process,
Capella University requires all learners in these programs to sign the Licensure
Disclosure & Responsibilities Acknowledgment in which they agree that it is their
responsibility to understand and comply with licensing and certification laws and
regulations. Additional information on professional licensure and certification can be
found on Campus.

Concentrations

Concentrations are designed to provide learners with deeper knowledge in a specific

subject area. They include a specific set of courses in a narrowly defined field of study
that is taken either to fulfill a degree program requirement or add to a degree program
requirement. Learners enrolled in an eligible degree program that does not include a
concentration as part of its requirements may request to be enrolled in eligible
concentrations at any point during their program. The degree and concentration are
awarded simultaneously upon completion of the program and concentration
requirements.
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University Policy
Capella University policies apply to all Capella learners. Since some policies may be updated after
publication, learners, faculty, and staff should refer to Campus for current policies and procedures.
Learners are responsible for understanding and following the most current version of all Capella
University policies.

Governance • 3.01.08 Academic Degree and

Policy Certificate Requirements PDF
• 3.01.09 Degree and Certificate
• 1.01.01 Mission Statement and Conferral PDF
Educational Philosophy PDF • 3.01.10 Doctoral Learners PDF
• 1.01.02 University
Governance PDF Curriculum
• 1.01.04 Development and
Compliance PDF • 3.02.01 Program and Course
• 1.01.05 Policy Exceptions PDF Development PDF
• 1.01.08 Course Numbering PDF • 3.02.05 Non-Credit Continuing
• 1.01.09 Diversity and Inclusion Education Offerings PDF
Statement PDF • 3.02.06 Academic Quality and
• 1.01.10 Academic Freedom PDF Effectiveness PDF

Academic Administration Research

Admissions
• 3.03.01 Human Research
• 2.01.01 Admission PDF Protections PDF
• 2.01.02 Maximum Time to Degree • 3.03.02 Publication of
Completion PDF Dissertations PDF
• 3.03.03 Use of Confidential
Enrollment and Registration Information PDF
• 3.03.04 Intellectual Property,
• 2.02.01 Academic Year PDF Curriculum PDF
• 2.02.02 Course Registration PDF • 3.03.05 Conflict of Interest in
• 2.02.03 Concurrent Program Research PDF
Enrollments PDF • 3.03.06 Research Misconduct PDF
• 2.02.07 Changing Academic
Program PDF Assessment, Credits, Grading
• 2.02.08 Leave of Absence PDF
• 2.02.10 Separation from the • 3.04.01 Academic Readiness PDF
University PDF • 3.04.04 Application of Capella
• 2.02.11 Background Checks PDF Credits PDF
• 2.02.12 Military Leave PDF • 3.04.05 Attendance at
Residencies PDF
Academic Affairs • 3.04.06 Access to Learning
Academic Standards Resources PDF
• 3.04.07 Grading PDF
• 3.01.01 Academic Integrity and • 3.04.08 Incomplete Grades PDF
Honesty PDF • 3.04.09 Appealing a Grade PDF
• 3.01.03 Academic Recognition PDF • 3.04.11 Transfer Credit and Prior
• 3.01.04 Academic Standing PDF Learning Assessment PDF
• 3.01.05 Financial Aid Satisfactory
Academic Progress PDF
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Learner Affairs Tuition and Fees

Records and Documents
• 4.03.01 Tuition and Fees PDF
• 4.01.01 FERPA and Learner • 4.03.02 Tuition and Fee Refunds PDF
Directory Information PDF
• 4.01.02 Retention of Learner Academic Services
Records and Work Products PDF
• 4.01.04 University Catalog PDF • 4.04.01 Interlibrary Loan PDF
• 4.01.05 Posthumous • 4.04.02 Licensure PDF
Recognition PDF • 4.04.03 Honor Societies and
• 4.01.06 Official Learner Name of Professional Organizations PDF
Record PDF
• 4.01.07 Honorary Degrees PDF Faculty Affairs

Rights and Responsibilities • 5.01.01 Selection of Faculty

Members PDF
• 4.02.01 Learner Disability • 5.01.03 Faculty Appointments of
Accommodations PDF Capella Grads PDF
• 4.02.02 Learner Code of • 5.01.04 Faculty Orientation and
Conduct PDF Onboardings PDF
• 4.02.03 Learner Grievance PDF • 5.01.05 Sufficient Number of Full
• 4.02.04 Discrimination, Harassment, Time Faculty PDF
and Assault PDF • 5.01.06 Faculty Workloads PDF
• 4.02.05 Drugs and Alcohol PDF • 5.01.07 Emeriti Faculty and Staff
• 4.02.09 Sexual Harassment PDF Status PDF
Volume 21-22 No. 2
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University Policy 1.01.01 Mission Statement and

Educational Philosophy
Policy Revision Approval Date: May 12, 2016
Policy Revision Effective Date: June 1, 2016
Procedure Approval Date: May 12, 2016
Procedure Effective Date: June 1, 2016

POLICY STATEMENT
Mission Statement
The mission of Capella University is to extend access to high-quality bachelor’s, master’s,
specialist, doctoral, and certificate programs for adults who seek to maximize their personal and
professional potential. This mission is fulfilled through innovative programs that are responsive
to the needs of adult learners and involve active, engaging, challenging, and relevant learning
experiences offered in a variety of delivery modes.

Educational Philosophy
At Capella University, we believe education transforms people’s lives and society—immediately
and permanently. The innovative, intentionally designed competency-based education we offer
enables adult learners to meet challenges in their careers, lead and make new contributions in
their disciplines, and reach their professional and personal goals. Our educational pathways
respect existing expertise and allow learners to focus on what is essential as they gain new
competencies and expand on those they already have. The credentials they earn are signs of the
professional relevancy, quality, and immediate applicability of their educational experience at
Capella University and help to create new opportunities in the future. As partners in their
education, we proudly serve the lifelong learning ambitions that allow our learners, alumni, their
many communities, and our broader society to thrive.

RATIONALE
Capella University’s mission statement and educational philosophy describe the organization’s
purpose, provides a philosophical framework for its activities, and inform its values and program
offerings.

DEFINITIONS
None

PROCEDURES
None
Volume 21-22 No. 2
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POLICY OWNERS
Academic Owner: President
Operations Owner: Academic Publications

RELATED DOCUMENTS
None

REVISION HISTORY
Original Policy Approval Date: July 27, 2002
Revision Dates: 3-13-07; 5-12-16
Administrative edits as result of ongoing review: 2-12-10; 4-17-12; 9-16-21
Formerly university policy 1.01 Mission Statement
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University Policy 2.01.01 Admission

Policy Approval Date: May 8, 2015
Policy Effective Date: July 1, 2015
Procedure Approval Date: March 31, 2020
Procedure Effective Date: July 1, 2020

POLICY STATEMENT
Capella University was founded with a commitment to extend access to high-quality higher
education and is dedicated to the success of its learners. As a part of the admission process, the
university seeks to assess an applicant’s potential to succeed in its online environment. Applicants
must meet the program-specific admission requirements outlined in the accompanying table to be
offered admission to Capella University. All applicants are also expected to read, speak, and write
fluently in English. Although particular emphasis is placed on the applicant’s academic history,
non-academic factors may also be considered when evaluating an application for admission.
Therefore, additional information and/or application materials may be requested and considered on
an individual basis. Exceptions to admission requirements may be granted by the school dean or
designee. There are no exceptions to admission requirements for the Doctor of Psychology
program.

Learners are responsible for fulfilling the program requirements specified in the catalog in effect at
the time they are enrolled.

Learners seeking to take an individual course at Capella may be admitted to the university as non-
degree-seeking learners. Some courses may not be available to non-degree-seeking learners. Non-
degree-seeking learners registered for a Capella course are subject to all applicable university rules
and policies.

University Minimum Admission Requirements for GuidedPath Programs and Courses

Capella Minimum Level of Education Minimum Programs with Additional
Academic Completed; Postsecondary Degree- Requirements
Offering Education from an Institution Conferred
Accredited by a U.S. Department Grade Point
of Education-Recognized Average (on
Accrediting Agency or an a 4.0 scale)
Internationally Recognized
Institution
Non-Degree Bachelor’s-level course: high None Counselor Education courses*
school diploma or equivalent
Master’s-level course: bachelor’s
degree
Doctoral-level course: master’s
degree
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Undergraduate High School diploma or equivalent None School of Busines, Technology, and
Certificate Health Care Administration’s
Accounting, Network Technology:
Cisco, Network Technology:
Microsoft, and Software Development
undergraduate certificates*
BS High school diploma or equivalent None All undergraduate degree programs*

All Accelerated Master’s Pathway

options*
RN-to-BSN High school diploma or equivalent, None School of Nursing and Health
and Sciences’ RN-to-BSN degree
program*
A diploma or associate’s degree in 2.0
nursing
Graduate Bachelor’s degree 2.3 School of Nursing and Health
Certificate Sciences’ Care Coordination, Nursing
Informatics, and Nursing Leadership
graduate certificates*

School of Social and Behavioral

Sciences’ Applied Behavior Analysis
and Play Therapy graduate
certificates*
MS Bachelor’s degree 2.3 School of Public Service and
MBA Education’s MS Leadership in
Educational Administration
MEd specialization*
MHA
MPA School of Public Service and
Education’s MS Early Childhood
Education and Reading and Literacy
Specializations*

School of Social and Behavioral

Sciences’ MS in Addiction Studies,
MS in Clinical Mental Health
Counseling, MS in Marriage and
Family Therapy, MS in Clinical
Mental Health Counseling, MS in
School Counseling, and MS in School
Psychology degree programs*
MPH Bachelor’s degree 2.5
MSW Bachelor’s degree 2.7 School of Public Service and
Education’s MSW and MSW—
Advanced Standing degree program*
MSN Bachelor’s degree 2.8 School of Nursing and Health
Sciences’ MSN degree program*
RN-to-MSN 135 undergraduate credits 2.8 School of Nursing and Health
Sciences’ RN-to-MSN degree
program*
Post-Master’s Master’s degree 3.0
Certificate
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EdS Master’s degree 3.0 School of Social and Behavioral

Sciences’ EdS in School Psychology*
PhD Master’s degree (related master’s 3.0 School of Public Service and
DBA degree preferred) Education’s PhD Leadership in
Educational Administration, and
DIT Nursing Education specializations*
EdD
DHA School of Nursing and Health
DNP Sciences’ DNP degree program and
DrPH DNP Preparatory Program*
DEM School of Nursing and Health
DPA Sciences’ DrPH degree program*
DSW
DHS School of Public Service and
PsyD Education’s DSW degree program*

School of Social and Behavioral

Sciences’ PhD in Counselor
Education and Supervision degree
program*

School of Social and Behavioral

Sciences’ PhD in Behavior Analysis
specialization*

School of Social and Behavioral

Sciences’ PsyD Clinical Psychology
degree program and PsyD in School
Psychology degree program*
* Select degree programs have higher GPA and/or additional admission requirements. Refer to procedures section VI
of this policy and Capella’s University Catalog for more information.

FlexPath Admission Requirements

Capella Minimum Level of Education Recommended Programs with Additional
Academic Completed; Postsecondary Grade Point Requirements
Offering Education from an Institution Average* (on a
Accredited by a U.S. 4.0 scale)
Department of Education-
Recognized Accrediting Agency
or an Internationally Recognized
Institution
BS, FlexPath High school diploma or 2.8
option equivalent, and 45 applied transfer
college credits
BSN, High school diploma or 2.8 School of Nursing and Health
FlexPath equivalent, 45 applied transfer Sciences’ FlexPath option in the
RN-to-BSN degree program*
option college credits, and a diploma or
associate’s degree in nursing
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Graduate Bachelor’s degree 2.5 School of Business, Technology,

Certificate, and Health Care Administration’s
FlexPath options in the Business
FlexPath Intelligence, Business Management,
option Entrepreneurship, and Management
Consulting graduate certificates*
MS, FlexPath Bachelor’s degree 2.8 School of Business, Technology,
option; and Health Care Administration’s
FlexPath options in the MBA degree
MBA, program*
FlexPath
option; School of Nursing and Health
Sciences’ FlexPath options in the
MHA, MSN degree program*
FlexPath
option
MEd,
FlexPath
option;
MSN,
FlexPath
option
DBA, Master’s degree (related master’s 3.0 School of Nursing and Health
FlexPath degree preferred) Sciences’ FlexPath option in the
DNP degree program*
option
DNP,
FlexPath
Option
EdD,
FlexPath
Option
FlexPath program admission is evaluated using a holistic review of an applicant’s academic history as well as any
applicable industry credentials. Lower GPA may be considered with additional documentation. No GPA under 2.0
will be considered for admission.
*
Select degree programs have higher GPA and/or additional admission requirements. Refer to procedures section VII
of this policy and Capella’s University Catalog for more information.

International and English as a Second Language Applicants

International applicants must have attended an internationally recognized institution. All
applicants are expected to understand, read, speak, and write fluently in English.

Equal Opportunity and Nondiscrimination

Capella University prohibits discriminatory practices and pledges to seek out and minimize all
forms of discrimination in all of its activities and programs. The university supports federal and
state legislation prohibiting discrimination against any person based on race, color, creed, religion,
sex, national origin, age, marital status, disability, sexual orientation, or status with regard to
public assistance. Further, it is the university’s policy to assure equal opportunity to all persons
with disabilities, disabled veterans, and veterans of the Vietnam era. The university complies with
Volume 21-22 No. 2
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Title IX of the Education Amendments of 1972, Titles VI and VII of the Civil Rights Act of 1964
and regulations, Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act
of 1990, and the ADA Amendments Act of 2008.

RATIONALE
The purpose of this policy is to ensure that Capella University upholds quality standards for
admission while extending access to high-quality higher education.

DEFINITIONS
Program Start Date
Program start date reflects the official start date of a learner’s academic program and is assigned
when a learner first registers for at least one course that is part of a degree or certificate program if
they remain registered through course census date (12th calendar day of a course).

PROCEDURES
I. Application Materials for All Applicants
A. Applicants must complete the admission application and submit all required program-
specific documentation as detailed in the Admission Components table.
B. Any application materials submitted become the property of Capella University. These
materials will not be returned or forwarded to another institution.
C. Truth in Information
If unexplained discrepancies appear between statements or documents provided to Capella
University as a part of admission materials and information otherwise obtained, applicants
may be rejected for admission, admission may be revoked, or learners may be dismissed.

II. All International and Second-Language Applicants

A. Transcript Evaluation
1. Applicants must have any international college or university transcripts evaluated and
reviewed for eligibility for admission.
2. Applicants may elect to have their transcripts evaluated by an approved organization
and sent to Capella or may choose to have Capella arrange a third-party evaluation for
an additional, nonrefundable fee. Capella-facilitated evaluations are for the sole
purpose of Capella admission review and may not be accepted by other academic
institutions.
3. Transcript evaluation is not a guarantee of admission.
B. English Proficiency
1. Applicants whose language of instruction is not English are required to take one of the
following English proficiency tests and achieve the listed minimum score.
a. Duolingo English Test with a minimum acceptable score of 105, including a
minimum acceptable score of 105 in both the Literacy and Productivity
subcomponents.
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b. Test of English as a Foreign Language (TOEFL) with a minimum acceptable score

of 550 for the paper-based test or 79 for those completing the Internet-based
examination.
c. International English Language Testing System (IELTS) with a minimum
acceptable score of 6.5.
d. Pearson Test of English (PTE) with a minimum acceptable score of 59.
e. Michigan English Language Assessment Battery (MELAB) with a minimum
acceptable score of 77.
2. Applicants who have earned a postsecondary degree from a U.S.-accredited university
are not required to take an English proficiency test.
C. Student Visas
Capella is an online university and does not issue I-20 forms (U.S. Department of
Homeland Security Certificates of Eligibility for student visas). Capella cannot fulfill
requests for student visas. Obtaining any necessary immigration authorizations for
residencies, site-based learning, and any other non-online university events and activities
is the sole responsibility of the learner.
D. Capella University complies with US Federal Office of Foreign Assets Control (OFAC)
sanctions. International sanctions regarding the import of services may affect admission
decisions for applicants in some countries.

III. Evaluation Process for All Applicants

The submitted information, in addition to any previous academic work at Capella, is reviewed
by Admissions in accordance with admission requirements for the requested program. Clinical
programs may also require faculty interviews of applicants. The review of all application
material results in one of the following recommendations:
A. Applicant meets all admission requirements and is offered admission.
B. Applicants who do not fully satisfy admission requirements may be considered as
exceptions and may be asked to submit a resume, extended goal statement, and/or other
relevant documents in addition to initial application materials. These applications are
reviewed by the school for an admission decision. The decision is referred to Admissions
for processing.
C. Conditional Admission may be available to applicants for select programs.
1. Under conditional admission status, applicants who have not yet submitted all official
transcripts and/or other required documentation may be granted permission to
matriculate into their program while continuing the application process.
2. Learners granted conditional admission have until the end of the first full quarter
following their program start date to submit all official transcripts and/or required
documentation. Upon acceptance of their admission offer, learners under conditional
admission status will be permitted to register for second quarter courses at the next
quarter start.
3. Upon submission of all required materials, the application will be reviewed according
to the evaluation process.
4. Learners under conditional admission status are ineligible to have financial aid
disbursed until they have been fully admitted. Learners are encouraged to contact a
financing coach for more information.
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5. Learners who fail to complete the application, submit all official transcripts and/or
other required documentation, or meet admission requirements will be
administratively withdrawn from the university.
D. The applicant does not meet admission requirements. Admission is denied.
1. Conditionally admitted learners who are denied full admission are allowed to complete
any coursework in progress at the time of the denial and will remain registered in their
current course(s) unless they initiate a course drop or withdrawal pursuant to
university policy 2.02.02 Course Registration.
2. Learners are financially responsible for any tuition and fees related to their course(s) in
accordance with university policy 4.03.02 Tuition and Fee Refunds.

IV. Site-Based Learning (Field Experiences/Practice Immersions, Internships, or Practica)

To ensure availability, appropriate supervision, and an equivalent experience in site-based
learning, all individuals admitted to the School of Nursing and Health Sciences, and the School
of Social and Behavioral Sciences with any required, elective, or optional site-based learning
must be eligible to work within the United States, Guam, Puerto Rico, or the U.S. Virgin
Islands at the time of the experience, and must agree that this experience will be completed
within the United States, Guam, Puerto Rico, or the U.S. Virgin Islands.

Note: Capella University is not able to offer visas or other types of work permits; therefore,
obtaining any necessary authorization is the sole responsibility of the learner. All individuals
admitted to School of Nursing and Health Sciences and the School of Social and Behavioral
Sciences specializations that include site-based learning (field experiences/practice
immersions, internships, or practica) must be eligible to work within the United States, Guam,
Puerto Rico, or the U.S. Virgin Islands at the time of the experience and must agree that this
experience will be completed within the United States, Guam, Puerto Rico, or the U.S. Virgin
Islands.

V. Returning Learners
A. Learners who have been separated from the university through discontinuation or
administrative withdrawal may be required to reapply for admission.
B. Reapplication for admission is subject to review by the school dean or designee. The
decision of the school dean or designee is final and not subject to appeal.
C. Learners who do not register for courses for four consecutive quarters will be
administratively withdrawn from the university and must reapply for admission. Admitted
learners must meet the program-specific admission requirements effective in the catalog
current at the time of admission.
D. Alumni applicants seeking admission to a degree program at the same level as a conferred
Capella degree will be ineligible for admission when that program is identical, equivalent,
or has substantive course overlap to the individual’s previously-earned degree, as defined
by the Registrar’s Office.
E. Doctoral alumni are ineligible for admission to a second Capella doctoral degree.

VI. Additional Admission Requirements for GuidedPath Programs

The following degree programs and specializations have additional admission requirements
related to accreditation, licensing, or other determining factors:
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A. Non-Degree Admission
Non-degree-seeking learners planning to take a graduate-level counseling course are
required to submit a degree-conferred transcript for a bachelor’s degree as well as
transcripts from all previous institutions at which graduate work was completed (minimum
degree-conferred GPA of 2.7 for undergraduate work and 3.0 cumulative GPA for
graduate work). A rationale statement may also be required.
B. All Undergraduate Degree Programs
1. Applicants to all undergraduate degree and certificate programs must be at least 24
years old.
a. This age requirement may be waived for military applicants, veterans, and
applicants with 24 or more applied transfer quarter credits of prior
college/university coursework.
b. Applied transfer college coursework and/or credentials that map to preapproved
prior learning assessment opportunities may be considered toward the 24-credit
minimum equivalency total.
2. Undergraduate applicants must have attended a state-recognized public or private high
school or home school, or obtained a General Education Diploma (GED, high school
equivalent) from a recognized education provider.
a. Self-reported credentials, including high school transcripts are subject to
verification.
b. Official transcripts that cannot be verified will be reviewed on a case-by-case
basis.
3. Applicants who do not have any credits eligible for college/university transfer must
successfully complete a university-approved examination.
4. Applicants to Accelerated Master’s Pathway options must have a cumulative 2.8 GPA
on all previous college coursework, and no fewer than 24 applied transfer quarter
credits.
C. School of Nursing and Health Sciences
1. Applicants to the RN-to-BSN degree program must have a current, independently
verifiable, and unrestricted RN license (or its equivalent) to practice in the United
States.
2. Applicants to the RN-to-BSN degree program who do not have any credits eligible for
college/university transfer must successfully complete a university-approved
examination.
3. Applicants to the Care Coordination, Nursing Informatics, and Nursing Leadership
graduate certificates must have a current, independently verifiable, and unrestricted
RN license (or its equivalent) to practice in the United States, and a bachelor’s degree
in nursing with a minimum 2.8 degree-conferred GPA from an institution accredited
by a U.S. Department of Education-recognized accrediting agency or an
internationally recognized institution.
4. Applicants to the MSN Care Coordination, Nursing Education, Nursing Informatics,
and Nursing Leadership and Administration specializations must have a current,
independently verifiable, and unrestricted RN license (or its equivalent) to practice in
the United States, and a bachelor’s degree in nursing from an institution accredited by
a U.S. Department of Education-recognized accrediting agency or an internationally
recognized institution.
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5. Applicants to the RN-to-MSN Bridge Care Coordination, Nursing Education, Nursing

Informatics, and Nursing Leadership and Administration specializations must have a
current, independently verifiable, and unrestricted RN license (or its equivalent) to
practice in the United States, and a minimum of 135 completed undergraduate credits
with a cumulative GPA of 2.8.
6. Applicants to the DNP degree program must have a current, independently verifiable
and unrestricted RN license (or its equivalent) to practice in the United States, one
year of licensed RN work experience or currently be employed as an RN, and a
master’s degree in nursing.
7. Applicants to the DNP Preparatory Program must have a current, independently
verifiable, and unrestricted RN license (or its equivalent) to practice in the United
States, one year of licensed RN work experience or currently be employed as an RN, a
bachelor’s degree in nursing, and a master’s degree.
8. Applicants to the DrPH degree program must have a related graduate degree or any
graduate degree and a graduate certificate in public health.
D. School of Public Service and Education
1. Applicants to the PhD and MS Leadership in Educational Administration
specializations must have three years of licensed teaching experience. Applicants to
the Georgia Professional Standards Commission performance-based building-level
leadership program and the PhD Leadership in Educational Administration
specialization must hold a master’s degree in educational leadership or other approved
field, meet pre-service educational leadership requirements, serve in a leadership role
or position in a partner district, and meet any other specific admission requirements
outlined in a district partnership agreement.
2. Applicants to the MS Early Childhood Education and Reading and Literacy
specializations must have completed general education coursework equivalent to
Capella’s undergraduate general education requirements.
3. Applicants to the PhD Nursing Education specialization must have a current,
unrestricted RN license (or its equivalent) to practice in the United States and a
master’s degree in nursing.
4. Applicants to the MSW degree program must have a bachelor’s degree from a
regionally accredited institution or an internationally recognized institution with a
minimum 2.7 degree-conferred GPA.
5. Applicants to the MSW—Advanced Standing degree program must have a bachelor’s
degree in social work from a Council of Social Work Education (CSWE)-accredited
program and regionally accredited institution, or an international program recognized
by CSWE’s International Social Work Degree Recognition and Evaluation Service at
the time of degree conferral with a minimum 3.0 degree-conferred GPA.
6. Applicants to the DSW degree program must have a master’s degree in social work
from an institution accredited by the CSWE.
E. School of Social and Behavioral Sciences
1. Applicants to the MS in Addiction Studies program are required to submit a degree-
conferred transcript for a bachelor’s degree as well as transcripts from all previous
institutions at which graduate work was completed (minimum degree-conferred GPA
of 2.3 for undergraduate work and 3.0 cumulative GPA for related graduate work).
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Applicants will also be assessed on professionalism and academic fit to the program as
determined by the school.
2. Applicants to the MS in Clinical Mental Health Counseling, MS in Marriage and
Family Therapy, and MS in School Psychology programs are required to submit a
degree-conferred transcript for a bachelor’s degree as well as transcripts from all
previous institutions at which graduate work was completed (minimum degree-
conferred GPA of 2.7 for undergraduate work and 3.0 cumulative GPA for related
graduate work). Applicants will also be assessed on professionalism and academic fit
to the program as determined by the school.
3. Applicants to the MS in School Counseling degree program are required to submit a
degree-conferred transcript for a bachelor’s degree as well as transcripts from all
previous institutions at which graduate work was completed (minimum degree-
conferred GPA of 3.0 for undergraduate work and related graduate work. Applicants
will also be assessed on professionalism and academic fit to the program as
determined by the school.
4. Applicants to the EdS in School Psychology degree program must have an MS in
School Psychology from an institution accredited by an agency recognized by the
U.S. Department of Education, or from an internationally recognized institution.
Applicants will also be assessed on professionalism and academic fit to the program as
determined by the school.
5. Applicants to the PhD in Counselor Education and Supervision degree program are
required to submit a degree-conferred transcript from a master’s degree program
accredited by the Council for Accreditation of Counseling and Related Educational
Programs (CACREP) or CACREP-curriculum equivalent as well as transcripts from all
previous institutions at which graduate work was completed (minimum degree-
conferred GPA of 3.25 and a 3.25 cumulative GPA for related graduate work).
Applicants will also be assessed on professionalism and academic fit to the program as
determined by the school.
6. Applicants to the Applied Behavior Analysis graduate certificate must have a
bachelor’s degree in psychology, counseling, social work, education, medicine,
engineering, occupational or speech therapy, or a related field.
7. Applicants to the Play Therapy graduate certificate are required to have a minimum 3.0
degree-conferred GPA from a master’s degree-granting institution and a master’s
degree in counseling or psychology. Active learners currently enrolled in a Capella
University master’s counseling or psychology degree program may be admitted to the
Play Therapy graduate certificate upon the successful completion of specific,
predetermined courses within their degree program and/or specialization provided they
have a minimum 3.0 cumulative GPA at the time of application.
8. Applicants to the PhD in Psychology, Behavior Analysis specialization must hold a
current BCBA certification.
9. Applicants to the PsyD Clinical Psychology specialization must have a master’s degree
in psychology or a related field with a minimum 3.0 degree-conferred GPA. Applicants
will also be assessed on professionalism and academic fit to the program as determined
by the school.
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10. Applicants to the PsyD in School Psychology degree program must have a master’s
degree with a minimum 3.0 degree-conferred GPA. Applicants will also be assessed on
professionalism and academic fit to the program as determined by the school.

VII. Additional Requirements for FlexPath Programs

A. Applicants to FlexPath options in the BS degree programs will be evaluated for admission
with a holistic review. Applicants with a GPA of less than 2.8 will be required to submit
additional documents for review.
B. Applicants to the FlexPath option in the RN-to-BSN degree program must have a current,
independently verifiable, and unrestricted RN license (or its equivalent) to practice in the
United States. Applicants will be evaluated for admission with a holistic review.
Applicants with a GPA of less than 2.8 will be required to submit additional documents
for review.
C. Applicants to FlexPath options in the graduate certificates in Business Intelligence,
Business Management, Entrepreneurship, and Management Consulting will be evaluated
for admission with a holistic review. Applicants must have a bachelor’s degree in a
business-related field, or a bachelor’s degree in a non-business-related field in addition to
relevant business experience.
D. Applicants to FlexPath options in the MBA degree program will be evaluated for
admission with a holistic review. Applicants must have a bachelor’s degree in a business-
related field, or a bachelor’s degree in a non-business-related field in addition to relevant
business experience. Applicants with a GPA of less than 2.8 will be required to submit
additional documents for review.
E. Applicants to the FlexPath options in the MSN degree program will be evaluated with a
holistic review. Applicants must have a current, independently verifiable, and unrestricted
RN license (or its equivalent) to practice in the United States, and a bachelor’s degree in
nursing from an institution accredited by a U.S. Department of Education-recognized
accrediting agency or an internationally recognized institution.
F. Applicants to the FlexPath option in the DNP degree program must have a current,
independently verifiable, and unrestricted RN license (or its equivalent) to practice in the
United States, one year of licensed RN work experience or currently be employed as an
RN, and a master’s degree in nursing.

POLICY OWNERS
Academic Owner: Registrar
Operations Owner: Admissions & Records Operations

RELATED DOCUMENTS
University policy 2.01.02 Maximum Time to Degree Completion
University policy 2.02.02 Course Registration
University policy 2.02.10 Separation from the University
University policy 3.01.04 Academic Standing
University policy 3.04.04 Application of Capella Credits
University policy 4.01.01 FERPA and Learner Directory Information
Volume 21-22 No. 2
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REVISION HISTORY
Original Policy Approval Date: January 21, 2005
Revision Dates: 1-1-06; 3-13-08; 6-12-08; 10-7-08; 12-4-09; 9-1-10; 9-27-10; 12-1-11; 3-23-12;
6-21-12; 8-20-12; 1-22-13; 8-21-13; 2-6-14; 3-23-14; 10-31-14; 5-8-15; 8-14-15; 8-11-16; 8-23-
18; 12-20-16; 10-18-17; 10-15-18; 7-1-19; 10-10-19; 3-31-20
Administrative edits as result of ongoing review: 10-1-08; 1-16-09; 5-27-09; 7-29-09; 11-19-09;
1-13-10; 2-18-10; 4-20-10; 5-13-10; 7-26-10; 8-11-10; 10-26-10; 1-25-11; 5-17-11; 7-28-11; 8-9-
11; 10-25-11; 1-9-12; 2-16-12; 7-1-12; 10-18-12; 11-6-12; 7-7-14; 1-29-15; 4-15-15; 7-10-15; 7-
30-15; 11-17-15; 1-4-16; 1-22-16; 2-15-16; 3-7-16; 5-4-16; 10-1-16; 10-27-16; 12-14-16; 4-26-17;
7-26-17; 8-16-17; 10-25-17; 1-24-18; 4-1-18; 4-25-18; 6-12-18; 1-1-19; 1-24-19; 7-1-19; 10-1-19;
1-7-20; 1-29-20; 4-29-20; 5-20-20; 6-30-20; 3-26-21; 4-28-21; 7-28-21; 9-15-21; 10-14-21; 11-4-
21
Volume 21-22 No. 2
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Admission Components
Click link below to view admission components.

Division of Arts and Sciences

School of Business, Technology, and Health Care Administration

School of Nursing and Health Sciences

School of Public Service and Education

School of Social and Behavioral Sciences

Volume 21-22 No. 2
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Division of Arts and Sciences Admission Components

Acknowledgment Agreement

Official Transcript from Previous Institution*

International Applicants: Proof of English Equivalency

Liscensure Disclosure & Responsibilities Acknowledgment

Government-Issued ID

* Select degree programs have higher GPA and/or additional admission requirements.
Refer to procedures section VI of university policy 2.01.01 Admission for more
information.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 69

School of Business, Technology, and Health Care

Administration Admission Components
Acknowledgment Agreement

Official Transcript from Previous Institution*

International Applicants: Proof of English Equivalency

Government-Issued ID

Liscensure Disclosure & Responsibilities Acknowledgment

Background Acknowledgment - MS in Information Assurance and Security degree

program (all specializations)

* Select degree programs have higher GPA and/or additional admission requirements.
Refer to procedures section VI of university policy 2.01.01 Admission for more
information.
Volume 21-22 No. 2
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School of Nursing and Health Sciences Admission

Components
Acknowledgment Agreement

Official Transcript from Previous Institution*

International Applicants: Proof of English Equivalency

Liscensure Disclosure & Responsibilities Acknowledgment

Government-Issued ID

* Select degree programs have higher GPA and/or additional admission requirements.
Refer to procedures section VI of university policy 2.01.01 Admission for more
information.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 71

School of Public Service and Education Admission

Components
Acknowledgment Agreement

Official Transcript from Previous Institution*

International Applicants: Proof of English Equivalency

Liscensure Disclosure & Responsibilities Acknowledgment

Government-Issued ID

Automatic Course Registration Acknowledgment - Doctor of Social Work

degree program; Doctor of Public Administration degree program; Master of Public
Administration degree program

Letters of Recommendation: MSW degree program; MSW—Advanced Standing

degree program

Curriculum Vitae: MSW degree program; MSW—Advanced Standing degree program

Admission Essay/Writing Samples: MSW degree program; MSW—

Advanced Standing degree program

Teaching Experience Verification Form - PhD and MS Leadership in Educational

Administration specializations; PhD Special Education Leadership specialization

Teaching License Background Form - MS Early Childhood Education and Reading

and Literacy specializations
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Experience and Access Acknowledgement - MEd in Teaching and Learning; MS

General Educational Technology, Competency-Based Instruction, Curriculum and
Instruction, Early Childhood Education Studies, English Language Learning and
Teaching, Instruction in the 1:1 Environment, Personalized Learning, Professional
Growth and Development, and Special Education Teaching specializations

* Select degree programs have higher GPA and/or additional admission requirements.
Refer to procedures section VI of university policy 2.01.01 Admission for more
information.
Volume 21-22 No. 2
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School of Social and Behavioral Sciences Admission

Components
Acknowledgment Agreement

BS Psychology Pre-Counseling Acknowledgment Form

Official Transcript from Previous Institution*

International Applicants: Proof of English Equivalency

Government Issued ID

Liscensure Disclosure & Responsibilities Acknowledgment

Letters of Recommendation - PsyD Clinical Psychology specializations; PsyD in

School Psychology degree program; PhD General Counselor Education and
Supervision specialization; MS in Addiction Studies degree program; MS in Marriage
and Family Therapy, Clinical Mental Health Counseling, and General School
Counseling specializations

Curriculum Vitae - PsyD Clinical Psychology specializations; PsyD in School

Psychology degree program; PhD General Counselor Education and Supervision
specialization; MS in Addiction Studies degree program; MS in Marriage and Family
Therapy, Clinical Mental Health Counseling, and General School Counseling
specializations

Admission Essay/Writing Samples - PsyD Clinical Psychology specializations;

PsyD in School Psychology degree program; PhD General Counselor Education and
Supervision specialization; MS in Addiction Studies degree program; MS in Marriage
and Family Therapy, Clinical Mental Health Counseling, and General School
Counseling specializations
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Faculty Interview: PsyD Clinical Psychology specializations; PsyD in

School Psychology degree program

* Select degree programs have higher GPA and/or additional admission requirements.
Refer to procedures section VI of university policy 2.01.01 Admission for more
information.
Volume 21-22 No. 2
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UNIVERSITY MINIMUM ADMISSION REQUIREMENTS

Minimum Level of Education Completed; Minimum

Post-Secondary Education from an Cumulative
Capella Academic
Institution Accredited by a U.S. Department Grade Point Programs with Additional Requirements
Offering
of Education-Recognized Accrediting Agency Average (on
or an Internationally Recognized Institution a 4.0 scale)
Non-Degree Bachelor’s-level course: high school diploma None Counselor Education courses.*
or equivalent.
Master’s-level course: bachelor’s degree.
Doctoral-level course: master’s degree.
Undergraduate High School diploma or equivalent None School of Business and Technology’s Accounting, Network Technology; Cisco,
Certificate and Network Technology; Microsoft, and Software Development undergraduate
certificates.*
BS High school diploma or equivalent. None All undergraduate degree programs.*
All Accelerated Master’s Pathway options.*
RN-to-BSN High school diploma or equivalent None School of Nursing and Health Sciences’ RN-to-BSN degree program.*
and a diploma or associate’s degree in
nursing. 2.00
Graduate Bachelor’s degree 2.30 School of Nursing and Health Sciences’ Care Coordination, Nursing Informatics,
Certificate and Nursing Leadership graduate certificates.*
Harold Abel School of Psychology’s Applied Behavior Analysis and Play Therapy
graduate certificates.*

MS Bachelor’s degree 2.30 School of Education’s MS Leadership in Educational Administration

MBA specialization.*
MEd School of Education’s MS Early Childhood Education and Reading and Literacy
Specializations*
MHA
School of Counseling and Human Services’ MS in Addiction Studies, MS in
MPA Marriage and Family Therapy, MS in Clinical Mental Health Counseling, and MS
in School Counseling degree programs.*

MPH Bachelor’s degree 2.50

MSW Bachelor’s degree 2.70 School of Public Service Leadership’s MSW and MSW—Advanced Standing
degree program.*
MSN Bachelor’s degree 2.80 School of Nursing and Health Sciences’ MSN degree program.*
RN-to-MSN 135 Undergraduate credits 2.80 School of Nursing and Health Sciences’ RN-to-MSN degree program.*
Post-Master’s Master’s degree 3.00
Certificate

EdS Master’s degree 3.0

PhD Master’s degree (related master’s degree 3.00 School of Education’s PhD Leadership in Educational Administration, and Nursing
DBA preferred) Education specializations.*
DIT School of Nursing and Health Sciences’ DNP degree program and DNP
Preparatory Program.*
EdD
School of Nursing and Health Sciences’ DrPH degree program*
DHA School of Public Service Leadership’s DSW degree program.*
DNP School of Counseling and Human Services’ PhD in Counselor Education and
DrPH Supervision degree program.*
DEM Harold Abel School of Psychology’s PhD in Behavior Analysis specialization.*
DPA Harold Abel School of Psychology’s PsyD Clinical Psychology degree program
and PsyD in School Psychology degree program*
DSW
DHS
PsyD
* Select degree programs have higher GPA and/or additional admission requirements. Refer to procedures section VI of this policy and Capella’s University
Catalog for more information.
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FLEXPATH ADMISSION REQUIREMENTS

Minimum Level of Education Completed;

Recommended
Post-Secondary Education from an
Capella Academic Grade Point
Institution Accredited by a U.S. Department Programs with Additional Requirements
Offering Average* (on a
of Education-Recognized Accrediting Agency
4.0 scale)
or an Internationally Recognized Institution
BS, FlexPath option High school diploma or equivalent and 45 2.80
applied transfer college credits.

BSN, FlexPath option High school diploma or equivalent, 45 2.80 School of Nursing and Health Sciences’ FlexPath option in the
applied transfer college credits, and RN-to-BSN degree program*
A diploma or associate’s degree in nursing
Graduate Certificate, Bachelor’s degree 2.50 School of Business and Technology’s FlexPath options in the Business
FlexPath Option Intelligence, Business Management, Entrepreneurship, and Management
Consulting graduate certificates.*
MS, FlexPath option; Bachelor’s degree 2.80 School of Business and Technology’s FlexPath options in the MBA degree
MBA, FlexPath option; program.*
MHA, FlexPath option; School of Nursing and Health Sciences’ FlexPath options in the MSN
MEd, FlexPath option; degree program*
MSN, FlexPath option
DBA, FlexPath option Master’s degree (related master’s degree 3.0 School of Nursing and Health Sciences’ FlexPath option in the DNP
DNP, FlexPath option preferred) degree program*
EdD, FlexPath option
FlexPath program admission is evaluated using a holistic review of an applicant’s academic history. Lower GPA may be considered with additional
documentation. No GPA under 2.00 will be considered for admission.
* Select degree programs have higher GPA and/or additional admission requirements. Refer to procedures section VII of this policy and Capella’s University
Catalog for more information.
Volume 21-22 No. 2
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University Policy 2.01.02 Maximum Time to

Degree Completion
Policy Revision Approval Date: March 27, 2007
Policy Revision Effective Date: July 1, 2007
Procedure Approval Date: October 11, 2018
Procedure Effective Date: November 1, 2018

POLICY STATEMENT
Capella University requires learners to complete all degree or certificate program requirements
within specific time limits in order to be eligible to graduate. Learners who do not complete
their degree or certificate program within required time limits, which are based on their degree or
certificate level, will be administratively withdrawn from the university. These time limits are
the outside dates for completion and do not supersede the obligation to maintain satisfactory
academic progress throughout the learner’s program of study. Time limits for degree and
certificate programs are outlined in this policy.

Time limits for Capella University degree and certificate programs are as follows:

Degrees and Certificates Maximum Time to Completion

Bachelor’s Degree 8 years

Master’s Degree* 4 years

Education Specialist Degree 4 years

Doctoral Degree** 7 years

Certificate 3 years

* Learners enrolled in the Master of Science in Marriage and Family Therapy, Master of
Science in Clinical Mental Health Counseling, Master of Science in School Counseling,
Master of Science in Clinical Psychology with a specialization in Clinical Counseling, or
Master of Science in Nursing have a maximum of six years to complete their degree
program.

* Learners enrolled in the Master of Social Work have a maximum of six years to complete
their degree program. Learners enrolled in the Master of Social Work—Advanced Standing
have a maximum of four years to complete their degree program.

* Learners enrolled in the Master of Public Health have a maximum of five years to complete
their degree program.
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** Learners enrolled in the PsyD degree program have a maximum of nine years to complete
their degree program.

RATIONALE
By limiting the length of time learners may take to complete their degree or certificate program,
Capella University supports learner success, helping learners make reasonable and timely
progress in their programs and ensuring that their completed degrees and certificates are
representative of current coursework.

DEFINITIONS
Certificate
A certificate is a non-degree credential at a specific level that is awarded upon successful
completion of coursework and learning experiences in an academic or professional field.

Dean’s Designee
A dean’s designee is an individual designated by the dean to act on their behalf. The designee
must be in a leadership position equivalent to or above a faculty chair (e.g., an associate or
assistant dean).

Degree
A degree is the name of a specific academic degree that may include a broad academic subject.

Degree Extension Form (DEF)

A Degree Extension Form is a written communication between the learner and the school
describing the conditions under which an extension may be granted.

Degree Program
A degree program is a specific set of coursework and learning experiences in a field of study
that, upon successful completion, results in the conferral of a degree or credential.

Maximum Time to Completion

Maximum time to completion is the time allotted for learners to complete their degree or
certificate program. Maximum time to completion begins on the learner’s program’s initial
census date and continues regardless of course activity, registration status, or change of
specialization, minor, concentration, catalog, or delivery model until a degree is conferred.

PROCEDURES
I. Federal Financial Aid Impact
This is a university policy separate from financial aid policies. Therefore, the listed time
limits may not align with financial aid eligibility requirements. For further information,
contact a financing coach or see the financial aid policies located on Campus.

II. Change of Degree or Certificate Program and Maximum Time to Completion

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A. Learners who change their degree or certificate program are assigned a new maximum
time to completion.
B. Learners who are changing their specialization, minor, concentration, catalog, or
delivery model are not assigned a new maximum time to completion.

III. Failure to Meet Maximum Time to Completion

A. Learners will be notified via email one quarter prior to the last date of eligibility for
maximum time to completion that they will be administratively withdrawn from the
university unless they have a signed Degree Extension Form (DEF), granting them an
exception that extends their maximum time to completion deadline.
B. Learners will be notified via email that they have been administratively withdrawn
from the university effective as of the last date of their maximum time to completion.

IV. Maximum Time to Completion Extensions

A. Extension Criteria
Extensions requested due to change of specialization or extenuating circumstances may
be approved by the faculty chair and validated by the Admissions & Records
Operations department. Extensions are generally limited to between two and four
quarters, unless the learner’s circumstance warrants a longer period, as approved by the
dean or dean’s designee.
B. Extension Application Process
Bachelor’s, master’s, specialist, and certificate learners may apply for an extension by
contacting Academic Advising to discuss their status.
1. Learners consult with Academic Advising to identify their remaining degree or
certificate program requirements, propose a new time frame for completion if
necessary, and discuss any potential financial aid impact.
2. Learners complete the Degree Extension Form (DEF) located on Campus that
reflects the new completion date based on the proposed extension.
3. Learners and their academic coaches sign the DEF and submit it to the dean’s
designee for review, along with appropriate academic rationale.
C. Extension Approvals
1. The dean’s designee reviews the proposed DEF and rationale and determines if they
meet the criteria for approval.
2. If the extension request is approved, the decision and rationale are filed in the
learner’s official academic record.
3. If the extension request is not approved, the learner is notified that they will be
administratively withdrawn from the university when the maximum time to
completion deadline has expired.
4. The decision of the dean’s designee is final.
D. Failure to Meet DEF Terms
Learners who cannot complete their degree or certificate program within the time frame
of their DEF will be administratively withdrawn from the university, with no option to
appeal.
E. Doctoral Extensions
Doctoral learners are reviewed for eligibility for extensions by the university.
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1. The president’s designee reviews the learner’s history and progress and makes a
decision. Learners are notified in writing of the academic review and decision of a
degree extension.
2. Learners who are not awarded an extension or who cannot complete their doctoral
degree program within the time frame of their extension will be administratively
withdrawn from the university. Doctoral learners may appeal their administrative
withdrawal.

V. Readmission and Maximum Time to Completion

A. Readmission Eligibility
1. Learners who have discontinued from the university or who have been
administratively withdrawn after four consecutive quarters of inactivity may apply
for readmission at any time.
2. Administrative Withdrawal
a. Bachelor’s- and master’s-level learners who have been administratively
withdrawn from the university as a result of not completing their degree or
certificate program before the maximum time to completion deadline may
reapply for admission to Capella University.
b. Doctoral-level learners who have been administratively withdrawn from the
university as a result of not completing their degree program before the
maximum time to completion deadline are not eligible for readmission to that
program or for admission to any doctoral program at Capella University.
B. Readmission and Maximum Time to Completion
Learners who are readmitted are assigned a new maximum time to completion and
catalog.

VI. Administrative Withdrawal Appeals Process for Doctoral Learners

A. Learners must appeal an administrative withdrawal decision within seven calendar days
of being sent notification of the decision.
B. Learners must notify the university of their intent to appeal.
C. Learners must indicate their plan for future academic progress and success.
D. Learners must include an explanation of the circumstances surrounding their
administrative withdrawal and the impact of those circumstances on the learner’s
academic progress. The case decision is based on the learner’s progress, their plan for
completion, and documentation/evidence supplied by the learner.
E. Learners are not permitted to register for any Capella course (including non-credit
courses, residencies, etc.) while the outcome of their appeal is pending.
F. A president’s designee reviews the appeal, makes a determination, and emails the
learner to notify him or her of the decision.
G. The decision of the president’s designee is final. Matters that have been reviewed and
have received a final decision under this policy are not eligible for further review under
another policy.

VII. All procedures in this policy apply to learners in GuidedPath and FlexPath programs.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 81

POLICY OWNERS
Academic Owner: Registrar
Operations Owner: Admissions & Records Operations

RELATED DOCUMENTS
University policy 2.01.01 Admission
University policy 2.02.03 Concurrent Program Enrollments
University policy 2.02.07 Changing Academic Program
University policy 2.02.08 Leave of Absence
University policy 2.02.12 Military Leave
University policy 3.01.04 Academic Standing
University policy 3.01.05 Financial Aid Satisfactory Academic Progress
University policy 4.01.02 Retention of Learner Records and Work Products
University policy 4.03.02 Tuition and Fee Refunds
Financial Aid policies—See Campus

REVISION HISTORY
Original Policy Approval Date: July 1, 2005
Revision Dates: 6-12-07; 3-10-09; 6-21-12; 12-17-13; 5-13-14, 8-11-16; 1-10-18; 10-11-18
Administrative edits as result of ongoing review: 1-8-09; 5-27-09; 7-29-09; 1-13-10; 2-18-10; 5-
13-10; 6-25-10; 7-26-10; 10-25-11; 4-17-12; 10-18-12; 3-3-15; 4-15-15; 7-30-15; 10-1-15; 10-
29-15; 1-6-16; 4-22-16; 11-1-16; 12-14-16; 9-1-17; 4-1-18; 5-23-19; 8-1-19; 4-1-20; 7-29-20; 3-
26-21
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 82

ACADEMIC CALENDAR WINTER AND SPRING 2022

WINTER QUARTER 2022 SPRING QUARTER 2022

Mid-
ACADEMIC DEADLINES January February
February
March April May Mid-May June

11-02-22 11-02-22 11-02-22 11-02-22 02-01-22 02-01-22 02-01-22 02-01-22

6-Week Legacy
Course Registration Begins 11-02-22 11-02-22 02-01-22 02-01-22
MBA Program
10-Week MBA
11-02-22 11-02-22 11-02-22 02-01-22 02-01-22 02-01-22
Program
01-10-22 02-07-22 03-07-22 04-11-22 05-10-21 06-07-21
6-Week Legacy
Quarterly and Monthly Start 01-10-22 02-21-22 04-11-22 05-23-22
MBA Program
Courses Begin
10-Week MBA
01-10-22 02-07-22 03-07-22 04-11-22 05-10-21 06-07-21
Program
01-12-22 02-09-22 03-09-22 04-13-22 05-12-21 06-09-21

Quarterly and Monthly Start 6-Week Legacy

01-12-22 02-23-22 04-13-22 05-25-22
Registration Ends MBA Program
10-Week MBA
01-12-22 02-09-22 03-09-22 04-13-22 05-12-21 06-09-21
Program
01-21-22 02-18-22 03-18-22 04-22-22 05-21-21 06-18-21
6-Week Legacy
Last Day to Drop Course 01-21-22 03-04-22 04-22-22 06-03-22
MBA Program
Without “W”
10-Week MBA
01-21-22 02-18-22 03-18-22 04-22-22 05-21-21 06-18-21
Program

Midquarter Courses Begin * 01-10-22 02-14-22 04-11-22 05-16-22

Midquarter Course Registration Ends * 01-12-22 02-16-22 04-13-22 05-18-22

 Last Day to Drop Midquarter Course

01-21-22 02-25-22 04-22-22 05-27-22
Without “W” *
Last Day to Drop Midquarter Course
02-03-22 03-10-22 05-05-22 06-09-22
With “W” *

Midquarter Courses End * 02-11-22 03-18-22 05-13-22 06-17-22

02-28-22 03-28-22 04-25-22 05-30-22 06-27-22 07-26-21

Last Day to Drop Course 6-Week Legacy

02-08-22 03-22-22 05-10-22 06-21-22
With “W” MBA Program
10-Week MBA
02-28-22 03-28-22 04-25-22 05-30-22 06-27-22 07-25-22
Program
03-18-22 04-15-22 05-13-22 06-17-22 07-15-22 08-12-22
6-Week Legacy
End of Quarter 02-18-22 04-01-22 05-20-22 07-01-22
MBA Program
10-Week MBA
03-18-22 04-15-22 05-13-22 06-17-22 07-15-22 08-12-22
Program

* NOT Applicable to MBA Programs

2022 HOLIDAY SCHEDULE

Capella will observe the following holiday schedule in 2022. The office switchboard will be closed on the following dates:

New Year’s Day Monday, January 3, 2022 Juneteenth Friday, June 17, 2022 Thanksgiving Day Thursday, November 24, 2022
Martin Luther King Jr. Day Monday, January 17, 2022 Independence Day Friday, July 4, 2022 Day after Thanksgiving Friday, November 25, 2022
Memorial Day Monday, May 30, 2022 Labor Day Monday, September 5, 2022 Christmas Day Monday, December 26, 2022
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 83

ACADEMIC CALENDAR WINTER AND SPRING 2022, continued

WINTER QUARTER 2022 SPRING QUARTER 2022

Mid-
FINANCIAL DEADLINES January February
February
March April May Mid-May June

01-14-22 02-11-22 03-12-21 04-15-22 05-13-22 06-10-22

Last Day to Drop Quarter 6-Week Legacy
and Monthly Start Courses 01-14-22 02-25-22 04-15-22 05-27-22
MBA Program
With 100% Refund 10-Week MBA
01-14-22 02-11-22 03-12-21 04-15-22 05-13-22 06-10-22
Program
01-21-22 02-18-22 03-19-21 04-22-22 05-20-22 06-17-22
Last Day to Drop Quarter 6-Week Legacy
01-21-22 03-04-22 04-22-22 06-03-22
and Monthly Start Courses MBA Program
With 75% Refund 10-Week MBA
01-21-22 02-18-22 03-19-21 04-22-22 05-20-22 06-17-22
Program
Last Day to Drop Midquarter Course
01-14-22 02-18-22 04-15-22 05-20-22
With 100% Refund *
Last Day to Drop Midquarter Course
01-21-22 02-25-22 04-22-22 05-27-22
With 75% Refund *

* NOT Applicable to MBA Programs

ACADEMIC CALENDAR SUMMER AND FALL 2022

SUMMER QUARTER 2022 FALL QUARTER 2022

Mid- Mid-
ACADEMIC DEADLINES July August
August
September October November
November
December

05-03-22 05-03-22 05-03-22 05-03-22 08-02-22 08-02-22 08-02-22 08-02-22

6-Week Legacy
Course Registration Begins 05-03-22 05-03-22 08-02-22 08-02-22
MBA Program
10-Week MBA
05-03-22 05-03-22 05-03-22 08-02-22 08-02-22 08-02-22
Program
07-12-21 08-08-22 09-12-22 10-10-22 11-7-22 12-05-22
6-Week Legacy
Quarterly and Monthly Start 07-11-22 08-22-22 10-10-22 11-21-22
MBA Program
Courses Begin
10-Week MBA
07-11-22 08-08-22 09-12-22 10-10-22 11-07-22 12-05-22
Program
07-13-22 08-10-22 09-14-22 10-12-22 11-09-22 12-07-22

Quarterly and Monthly Start 6-Week Legacy

07-13-22 08-24-22 10-12-22 11-23-22
Registration Ends MBA Program
10-Week MBA
07-13-22 08-10-22 09-14-22 10-12-22 11-09-22 12-07-22
Program
07-22-22 08-19-22 09-23-22 10-21-22 11-18-22 12-16-22
6-Week Legacy
Last Day to Drop Course 07-22-22 09-02-22 10-21-22 12-02-22
MBA Program
Without “W”
10-Week MBA
07-22-22 08-19-22 09-23-22 10-21-22 11-18-22 12-16-22
Program
Midquarter Courses Begin * 07-11-22 08-15-22 10-10-22 11-14-22
Midquarter Course Registration Ends * 07-13-22 08-17-22 10-12-22 11-16-22
 Last Day to Drop Midquarter Course
07-22-22 08-26-22 10-21-22 11-25-22
Without “W” *
Last Day to Drop Midquarter Course
08-04-22 09-08-22 11-03-22 12-08-22
With “W” *
Midquarter Courses End * 08-12-22 09-16-22 11-11-22 12-16-22

* NOT Applicable to MBA Programs

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1.888.CAPELLA (227.3552) Capella University 84

ACADEMIC CALENDAR SUMMER AND FALL 2022, continued

SUMMER QUARTER 2022 FALL QUARTER 2022

Mid- Mid-
ACADEMIC DEADLINES, continued July August
August
September October November
November
December

08-29-22 09-26-22 10-31-22 11-28-22 12-26-22 01-23-23

Last Day to Drop Course 6-Week Legacy

08-09-22 09-20-22 11-08-22 12-20-22
With “W” MBA Program
10-Week MBA
08-29-22 09-26-22 10-31-22 11-28-22 12-26-22 01-23-23
Program
09-17-21 10-14-22 11-18-22 12-16-22 01-13-23 02-10-23
6-Week Legacy
08-19-22 09-30-22 11-18-22 12-30-22
End of Quarter MBA Program
10-Week MBA
09-16-22 10-14-22 11-18-22 12-16-22 01-13-23 02-10-23
Program

SUMMER QUARTER 2022 FALL QUARTER 2022

Mid- Mid-
FINANCIAL DEADLINES July August
August
September October November
November
December

07-16-21 08-13-21 09-17-21 10-14-22 11-11-22 12-09-22

Last Day to Drop Quarter 6-Week Legacy
and Monthly Start Courses 07-16-21 08-27-21 10-14-22 11-25-22
MBA Program
With 100% Refund 10-Week MBA
07-16-21 08-13-21 09-17-21 10-14-22 11-11-22 12-09-22
Program
07-23-21 08-20-21 09-24-21 10-21-22 11-18-22 12-16-22
Last Day to Drop Quarter 6-Week Legacy
07-23-21 09-03-21 10-21-22 12-02-22
and Monthly Start Courses MBA Program
With 75% Refund 10 Week MBA
07-23-21 08-20-21 09-24-21 10-21-22 11-18-22 12-16-22
P-ogram
Last Day to Drop Midquarter Course
07-16-21 08-20-21 10-14-22 11-18-22
With 100% Refund *
Last Day to Drop Midquarter Course
07-23-21 08-27-21 10-21-22 11-25-22
With 75% Refund *

* NOT Applicable to MBA Programs

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 85

FLEXPATH ACADEMIC CALENDAR

First courses in FlexPath begin once each month (see charts below). All other FlexPath courses do not have set start dates, so learners may register and start a course on any
day of the week. Please refer to the following guide to determine dates and deadlines for those courses.

Last Day to Drop Without a Transcript Record of the Course: 12 calendar days from the start of that course (including the date of registration).

Last Date to Drop With a “W”: 61 calendar days from the start of that course (including the date of registration).

Course End Date (last date to submit assessment(s)): 84 calendar days from the start of that course (including the date of registration). If the learner has a passing grade,
the learner may end their course at any time prior to this date by pushing the course completion button in the courseroom.

Competency Scores Posted Date (when a learner hasn’t used the course completion button to end the course): 89 calendar days from the start of that course (count
includes the date of registration).

FLEXPATH ACADEMIC CALENDAR WINTER AND SPRING 2022

JANUARY FEBRUARY MARCH APRIL MAY JUNE

2022 2022 2022 2022 2022 2022

ACADEMIC DEADLINES Jan 10 Feb 7 Mar 7 Apr 11 May 9 Jun 6

Courses Begin (8:00 am Central Time) 01-10-22 02-07-22 03-07-22 04-11-22 05-09-22 06-06-22

Last Day to Drop Without a Transcript

Record of the Course 01-21-22 02-18-22 03-18-22 04-22-22 05-20-22 06-17-22
(by 11:59 pm Central Time)

Last Day to Drop With a “W”

03-11-22 04-08-22 05-06-22 06-10-22 07-08-22 08-05-22
(by 11:59 pm Central Time)

Course End Date (last date to submit

assessment(s)) 04-03-22 05-01-22 05-29-22 07-03-22 07-31-22 08-28-22
(by 5:00 pm Central Time)
Competency Scores Posted Date
(when a learner hasn’t used the course 04-08-22 05-06-22 06-03-22 07-08-22 08-05-22 09-02-22
completion button to end the course)

FLEXPATH ACADEMIC CALENDAR SUMMER AND FALL 2022

JULY AUGUST SEPTEMBER OCTOBER NOVEMBER DECEMBER

2022 2022 2022 2022 2022 2022

ACADEMIC DEADLINES Jul 11 Aug 8 Sept 12 Oct 10 Nov7 Dec 5

Courses Begin (8:00 am Central Time) 07-11-22 08-08-22 09-12-22 10-10-22 11-07-22 12-05-22

Last Day to Drop Without a Transcript

Record of the Course 07-22-22 08-19-22 09-23-22 10-21-22 11-18-22 12-16-22
(by 11:59 pm Central Time)

Last Day to Drop With a “W”

09-09-22 10-07-22 11-11-22 12-09-22 01-06-23 02-03-23
(by 11:59 pm Central Time)

Course End Date (last date to submit

assessment(s)) 10-02-22 10-30-22 12-04-22 01-01-23 01-29-23 02-26-23
(by 5:00 pm Central Time)
Competency Scores Posted Date
(when a learner hasn’t used the course 10-07-22 11-04-22 12-09-22 01-06-23 02-03-23 03-03-23
completion button to end the course)
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1.888.CAPELLA (227.3552) Capella University 86

University Policy 2.02.02 Course Registration

Policy Revision Approval Date: May 20, 2016
Policy Revision Effective Date: July 1, 2016
Procedure Approval Date: August 30, 2019
Procedure Effective Date: October 1, 2019

POLICY STATEMENT
Learners’ university enrollment status is based on course registration. Upon course registration,
learners agree to pay tuition and fees to Capella University as stated in university policy 4.03.01
Tuition and Fees. GuidedPath learners may not register for more than three concurrent courses,
and FlexPath learners may not register for more than two concurrent courses. Doctoral learners
engaged in the advanced doctoral phase of their program may only register for courses in the
comprehensive examination, dissertation, or capstone course sequence, unless specified in the
University Catalog. Learners are allowed one opportunity to repeat a course they have
completed for which they have been assigned a grade.

Learners who wish to cancel their course registration must adhere to the deadlines outlined in the
academic calendar. Learners may drop a course during the first 12 calendar days of the course
without academic penalty. Learners may withdraw from a course on or after the 13th calendar
day of the course through the last day to withdraw from a course, as defined in this policy.

RATIONALE
The purpose of this policy is to provide clear and consistent directions, guidelines,
responsibilities, and accountabilities associated with course registration-related activities.

DEFINITIONS
Advanced Doctoral Phase
The advanced doctoral phase begins after a learner has completed all didactic coursework and
residencies. An advanced doctoral learner’s requirements include any remaining courses in the
comprehensive examination, dissertation, or doctoral capstone course sequence, and any
additional program requirements as published in the University Catalog.

Course Census Day

Course census day refers to the 12th calendar day of a course at 11:59 p.m. Central Time.

Course Drop
Course drop refers to learners formally removing themselves from a course roster during the first
12 calendar days of a course. A course drop applies to one course at a time and does not assume
withdrawal from the university. A course drop should not be confused with a leave of absence,
which refers to a learner taking leave from the university and all associated courses for a specific
period of time. A course drop is not reflected on the learner’s official transcript. Advanced
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1.888.CAPELLA (227.3552) Capella University 87

doctoral learners should refer to the Capella University Doctoral Manual for details pertaining to
their programs.

Course Withdrawal
Course withdrawal refers to learners formally removing themselves from a course roster after the
12th calendar day of the course and before the deadline to withdraw from a course expires. A
course withdrawal applies to one course at a time and does not assume withdrawal from the
university. A course withdrawal is reflected on the learner’s official transcript and is included in
attempted credits when monitoring financial aid satisfactory academic progress, as described in
university policy 3.01.05 Financial Aid Satisfactory Academic Progress, and is further detailed
in the Capella University Doctoral Manual.

Initial Course Participation

Initial course participation refers to the submission of grade-eligible courseroom activities before
the end of course census day.

Last Day to Withdraw from a Course

Learners may not withdraw from a course after 11:59 p.m. Central Time on the 50th calendar
day of a 10-week course, after 11:59 p.m. Central Time on the 30th calendar day of a six-week
course, after 11:59 p.m. Central Time on the 25th calendar day of a five-week course, or after
11:59 p.m. Central Time on the 15th calendar day of a three-week course. Learners may not
withdraw from a FlexPath course after 11:59 p.m. Central Time on the 61st calendar day of the
course. Last dates for course withdrawals will be designated as needed for terms of other
lengths.

Ongoing Course Participation

Ongoing course participation refers to the submission and completion of grade-eligible
courseroom activities throughout the duration of the course.

School’s Designee
A school’s designee is an individual designated by the dean to act on the school’s behalf. The
designee must be in a leadership position equivalent to or above a faculty chair.

PROCEDURES
I. Registration for All Learners
A. Learners register for courses, including residencies, using Campus’s online course
registration process. Some courses require a more specific registration process, as
follows:
1. Preregistration/auto-registration
a. Learners work with appropriate Capella University staff to create an academic
plan. During this process, learners may consent to be preregistered for their
courses.
b. Preregistration/auto-registration is the default registration process for some
programs.
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1.888.CAPELLA (227.3552) Capella University 88

c. Once learners have been registered for their courses, they will be sent an
automated email confirming their registration has been completed.
2. Special Topics, Practicum, and Internship Registrations
a. Special topics course registration requires the consent of the appropriate school
and may require a written course learning plan. Learners must submit their
request for the special topics course through Academic Advising for school
review.
b. Special topics courses may be repeated for credit with a different topic at the
school’s discretion.
c. Site-based learning registrations require the consent of the appropriate school
and may require a written course learning plan or application. Learners must
submit their request for site-based learning registrations through Academic
Advising for school review.
B. Upon course registration, learners agree to pay tuition and fees to Capella University as
stated in university policy 4.03.01 Tuition and Fees.
C. Learners should refer to the current academic calendar available on Campus for course
registration dates and deadlines.

II. Concurrent Course Registration for Comprehensive Examination and Dissertation Learners
A. Doctoral learners registered for comprehensive examination and dissertation courses
may only be registered for courses in the comprehensive examination and dissertation
course sequence.
B. Doctoral learners registered for courses outside of the comprehensive examination and
dissertation course sequence, with the exception of site-based learning, will be dropped
from their other courses by school administrative staff. Learners will be informed of
the administrative course drop via email.
C. Doctoral learners may request an exception from their school allowing them to take a
course outside of the comprehensive examination and dissertation course sequence.

III. Repeating Courses for All Learners

A. Learners are allowed one opportunity to repeat a course they have completed and for
which they have been assigned a grade.
B. Courses from which learners withdraw and for which they receive a Withdrawal (“W”)
grade on their transcript are not considered completed courses; therefore, the single
repeat restriction does not apply.
C. In exceptional circumstances, learners who wish to repeat a course more than once may
request an exception to this policy. Learners must obtain written approval for the
exception from the school dean or designee prior to course registration.
D. When a course is repeated, the grade considered for credit and grade point average
(GPA) calculations will be the highest grade earned.
1. Each attempt at the course appears on the transcript, and all attempts are used to
evaluate the learner’s completion percentage for evaluation of financial aid
satisfactory academic progress (FASAP).
2. Only one course attempt is included in the GPA calculation.
E. For a course to be considered a repeat of a previous course, the learner must complete
the same course, as defined by the title and course number. If a new course has been
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1.888.CAPELLA (227.3552) Capella University 89

designated by the school as the original course’s equivalent, it will be considered an

identical course for purposes of this policy. If a course is retired, it will no longer be
possible to repeat the course.
F. The school may approve course substitutions in lieu of repeating a course to fulfill
graduation requirements for the content area, but the credit and GPA calculations for
both courses are included in the cumulative statistics.
G. Special topics courses may not be repeated.
H. Dissertation courses will not be subject to repeat course procedures.

IV. Course Drop or Withdrawal

Course Drop Period Course Withdrawal Period

3-week
0–12 calendar days 13–15 calendar days
course session
5-week
0–12 calendar days 13–25 calendar days
course session
6-week
0–12 calendar days 13–30 calendar days
course session
10-week
0–12 calendar days 13–50 calendar days
course session
12-week
0–12 calendar days 13–61 calendar days
FlexPath session

A. Learners canceling, dropping, or withdrawing from their course(s) are encouraged to

refer to university policy 4.03.02 Tuition and Fee Refunds to determine the financial
implications of their actions.
B. Advanced Doctoral Learners
Advanced doctoral learners should refer to the Capella University Doctoral Manual for
details pertaining to their programs.
C. Course Drop
1. Learners may drop a course during the first 12 calendar days of the course or
FlexPath session without academic penalty. A course drop during this time does
not appear on the learner’s transcript and does not affect grade point average
(GPA).
2. Learners may be financially impacted should they drop a course after the first five
calendar days of the course. FlexPath learners may be financially impacted should
they drop a course after the start of the FlexPath session. Learners are responsible
for fully understanding the financial implications of a course drop. Learners should
refer to university policy 4.03.02 Tuition and Fee Refunds to determine the
financial implications of a course drop.
3. Learners who receive financial aid should discuss the potential financial
implications of a course drop, including the return of financial aid funds, with a
financing coach.
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1.888.CAPELLA (227.3552) Capella University 90

4. To drop a course, learners must contact a designated Enrollment Services

representative, Academic Advising representative, or FlexPath coach or complete
and submit an online course drop request via the course drop functionality in
Campus’s Student Center.
a. Learners are responsible for clearly expressing their intention to drop a course
by using language that indicates that intention through a specific request for
institutional action. Course drop requests must include the following:
i. Learner name and verifiable contact information
ii. Course number and title
iii. Quarter or session/term/year
b. Learners may not use any other means to officially express their intention to
drop a course, including verbal or written communication with faculty,
discussion posts, or social media platforms.
5. Learners receive confirmation that the course drop request has been processed via
Campus’s Student Center or email. Learners are responsible for checking their
course registration status in Campus’s Student Center.
6. Learners who drop a course after the open course registration deadline will not be
able to reverse the course drop.
D. Course Withdrawal
1. Learners may withdraw from a course from the 13th calendar day of the course
through the official last day to withdraw.
2. Learners may be financially impacted should they withdraw from a course.
Learners are responsible for fully understanding the financial implications of a
course withdrawal. Learners should refer to university policy 4.03.02 Tuition and
Fee Refunds to determine the financial implications of a course withdrawal.
3. Learners who receive financial aid should discuss the potential financial
implications of a course withdrawal, including the return of financial aid funds,
with a financing coach.
4. To withdraw from a course, learners must contact a designated Enrollment Services
representative, Academic Advising representative, or FlexPath coach or complete
and submit an online course withdrawal request via the course withdrawal
functionality in Campus’s Student Center.
a. Learners are responsible for clearly expressing their intention to withdraw from
a course by using language that indicates that intention through a specific
request for institutional action. Course withdrawal requests must include the
following:
i. Learner name and verifiable contact information
ii. Course number and title
iii. Quarter or session/term/year
b. Learners may not use any other means to officially express their intention to
withdraw from a course, including verbal or written communication with
faculty, discussion posts, or social media platforms.
5. Learners receive confirmation of receipt of the course withdrawal request via
Campus’s Student Center or email. Learners are responsible for checking their
course registration status in Campus’s Student Center.
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1.888.CAPELLA (227.3552) Capella University 91

6. Learners who withdraw from a course after the course registration deadline will not
be able to reverse the withdrawal.
7. The following consequences apply to a learner who withdraws from a course from
the 13th calendar day of the course through the last day to withdraw:
a. The learner receives a Withdrawal (“W”) grade for the course.
b. The grade of “W” appears on the learner’s transcript.
c. The grade of “W” does not affect GPA, but course credits are included in
attempted credits when monitoring financial aid satisfactory academic progress,
as described in university policy 3.01.05 Financial Aid Satisfactory Academic
Progress.
8. Once the course has been in session past the official last day to withdraw from the
course, this option is no longer available to learners. Should unforeseen
extenuating circumstances arise after the deadline to withdraw from a course has
passed, learners may refer to section V of this policy for recourse.

V. Late Course Withdrawal

A. If unforeseen extenuating circumstances require learners to withdraw from their
course(s) following the official last day to withdraw, learners may petition for a late
course withdrawal to receive a Withdrawal (“W”) grade on their academic record for
the course(s) by providing proper documentation of the circumstance. Such requests
must be submitted prior to the end of the course. If the extenuating circumstance does
not allow the learner to submit the request by the deadline, third-party documentation
demonstrating this fact must be provided.
B. Learners are encouraged to discuss the situation with their instructor to determine,
given the circumstances of the need for late course withdrawal, if a course withdrawal
or an Incomplete (“I”) grade request best suits the situation. In instances when “I”
grades are requested and approved, learners have no longer than the last day of the 10-
week course of the next academic quarter (or sooner, if so noted by the instructor) to
complete their coursework in compliance with university policy 3.04.08 Incomplete
Grades. FlexPath learners must contact their academic coach to review available
options.
C. If it is determined that the learner needs to request a late course withdrawal, the learner
should contact Academic Advising to initiate the request.
D. Learners who receive financial aid should discuss the potential financial implications of
a late course withdrawal, including the return of financial aid funds, with a financing
coach.
E. Extenuating circumstances may include but are not limited to the death of a family
member, job-required relocation, or severe physical injury or illness. Documentation of
the circumstance must be provided by parties other than the learner; for example, a
death certificate, a letter from the learner’s supervisor, or a letter from the learner’s
physician must accompany the request.
F. To be considered for a late course withdrawal accommodation, learners must be able to
demonstrate ongoing participation in the course(s) in question up to the time of their
documented extenuating circumstance. The case is determined based on the
documentation/evidence supplied by the learner.
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G. The school’s designee will review and approve or deny the request. The decision and
rationale will be forwarded to the Admissions & Records Operations department for
validation.
H. Academic Advising will contact learners to notify them of the denial decision. The
Admissions & Records Operations department will email learners to notify them of the
approval decision, copying their instructors and academic coaches.
I. Military learners called to active duty should refer to university policy 2.02.08 Leave of
Absence.
J. University policy 4.03.02 Tuition and Fee Refunds remains in effect and does not
provide any financial accommodation for late course withdrawals.
K. No grades can be changed to a “W” for any previous terms.

VI. Appealing a Denied Late Course Withdrawal

A. To request an appeal of the decision to deny a late course withdrawal, learners should
contact Academic Advising and provide the appropriate academic rationale.
B. The registrar will review the appeal and render a decision within 14 calendar days of
receipt of the appeal
C. The decision of the registrar is final and not subject to further appeal.
D. The learner will be notified by email of the appeal decision.

VII. Additional GuidedPath Course Registration Procedures

A. Course Load
1. Learners may not register for more than three concurrent courses.
2. Non-credit-bearing residency registration will not be included in a learner’s course
load.
B. Course Repeat Financial Aid Implications
1. For learners in GuidedPath programs, financial aid may be used to cover the cost of
the first repeat of a course for which the learner received either a passing or failing
grade. Learners approved to repeat a course beyond this may not use financial aid
to cover the cost of the additional course repeats.
2. Repeat course credits ineligible for financial aid are not included in course load
calculations for financial aid purposes.
C. Enrollment Status Based on Course Registration
1. Undergraduate Learners
a. Undergraduate learners registered for 12 or more credits of Capella courses each
quarter are considered to be enrolled on a full-time basis.
b. Undergraduate learners registered for six or more but fewer than 12 credits of
Capella courses each quarter are considered to be enrolled on a half-time basis.
2. Graduate Learners
a. Graduate learners registered in six or more credits of Capella courses each
quarter are considered to be enrolled on a full-time basis.
b. Graduate learners registered in three or more but fewer than six credits of
Capella courses each quarter are considered to be enrolled on a half-time basis.
c. Doctoral learners registered in comprehensive examination and dissertation
courses or doctoral capstone courses are certified as full time.
D. Late Course Registration
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1. Learners must request and receive permission from the appropriate school to
register for a course between the end of open course registration and the eighth
calendar day of the course.
2. Late Course Registration Process
a. Learners may request permission to register for a course between the end of
open course registration and the eighth calendar day of the course by contacting
Academic Advising.
b. The request is reviewed by the Admissions & Records Operations department
and the school in which the learner requests the late course registration.
c. If approved, Capella registers the learner for the course, and the learner receives
a course registration confirmation via email.
E. GuidedPath Course Participation
1. Initial Course Participation
a. Learners who submit a grade-eligible courseroom activity before the end of
course census day have satisfied the requirement for initial course participation.
b. Learners who have satisfied the requirement for initial course participation
agree to pay the applicable course tuition.
c. Learners who have satisfied the requirement for initial course participation but
who wish to drop or withdraw from the course may initiate a request pursuant to
section IV of this policy. Learners who have satisfied the requirement for initial
course participation and who drop or withdraw from the course will be held to
the refund schedule described in university policy 4.03.02 Tuition and Fee
Refunds.
d. Learners who do not satisfy the requirement for initial course participation will
be dropped from the course.
e. A course drop due to failing to meet the requirement for initial course
participation is not noted on the learner’s transcript and does not affect the
learner’s grade point average (GPA).
f. Learners who are dropped from a course for failing to satisfy the requirement
for initial course participation will be refunded 100 percent of the course tuition.
g. Learners who are dropped from a course for failing to satisfy the requirement
for initial course participation may request a late course registration pursuant to
section VII.D of this policy. If the request is approved, the learner will be
charged the applicable tuition and fees.
h. Learners who request a course drop or withdrawal as described in section IV of
this policy and who have not satisfied the requirement for initial course
participation will be refunded 100 percent of the course tuition.
i. Learners registered in non-credit-bearing residencies, practica, internships or
laboratory, dissertation, or doctoral capstone courses will not be dropped from
their course(s) for failing to satisfy the requirement for initial course
participation, but they will be subject to any financial aid award disbursement
participation requirements.
2. Ongoing Course Participation
a. Learners who continuously submit and complete grade-eligible courseroom
activities are satisfying the requirement for ongoing course participation.
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Learners must continuously participate in their courses to successfully complete

the course.
b. Learners who do not participate in a course for 14 or more consecutive days are
not satisfying the requirement for ongoing course participation.
c. Learners who do not satisfy the requirement for ongoing course participation
will be notified by email.
d. Within 14 calendar days of receiving notification that they are not satisfying the
requirement for ongoing course participation, the learner must resume
participation in the course.
e. Learners who do not resume participation in the course will be withdrawn
administratively from the course and will be held to the refund schedule
described in university policy 4.03.02 Tuition and Fee Refunds.
f. If the learner is administratively withdrawn from the course during the
acceptable course withdrawal period, the learner will receive a grade of “W” for
the course. If the learner is administratively withdrawn from the course after
the acceptable course withdrawal period, the learner will receive a grade of “F”
for the course. The grade will be noted on the learner’s transcript and will
affect the learner’s GPA.
g. Learners registered in practica, internships, field experiences, residencies or
comprehensive examination, dissertation, doctoral capstone, or directed study
courses will not be administratively withdrawn from their course(s) for failing
to satisfy the requirement for ongoing course participation, but they will be
subject to any financial aid award disbursement participation requirements.

VIII. Additional FlexPath Course Registration Procedures

A. Auto-Registration
FlexPath learners must contact their academic coach to make changes to their auto-
registration plan or to request manual registration in a course. Unless a change is
requested, auto-registration defaults to one course at a time for all FlexPath learners.
B. Course Load
FlexPath learners may not be registered in more than two concurrent courses.
C. Repeating Courses
For FlexPath learners, financial aid may be used to cover the cost of the first repeat of a
course a learner has failed. Financial aid is not available to cover the cost of repeated
courses for which the learner received a passing evaluation.
D. Enrollment Status
FlexPath learners who are registered in a course or courses are considered to be
enrolled on a full-time basis.
E. FlexPath Participation
1. FlexPath Initial Course Participation
a. Learners who submit their target dates before the end of course census day have
satisfied the requirement for FlexPath initial course participation.
b. Learners who have satisfied the requirement for FlexPath initial course
participation and who drop or withdraw from the course will be held to the
refund schedule described in university policy 4.03.02 Tuition and Fee Refunds.
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c. Learners who do not satisfy the requirement for FlexPath initial course
participation will be dropped from the course.
d. A course drop due to failing to meet the requirement for FlexPath initial course
participation is not noted on the learner’s transcript and does not affect the
learner’s grade point average (GPA).
2. FlexPath Engagement
a. Learners who regularly submit and complete predetermined FlexPath activities
are satisfying the requirement for FlexPath engagement. Learners must
regularly satisfy engagement requirements to successfully complete a FlexPath
course.
b. Learners who do not complete predetermined FlexPath activities for 14 or more
consecutive days are not satisfying the requirement for FlexPath engagement
and will be notified by email.
c. Learners who do not satisfy the FlexPath engagement requirement for 21 or
more consecutive days will be contacted by their academic coach to discuss the
consequences of non-engagement.
d. Learners who do not resume engagement in their FlexPath course within 28
days will be withdrawn administratively from the course and may be
responsible for tuition and fees as described in university policy 4.03.02 Tuition
and Fee Refunds.
e. Learners who are withdrawn administratively from a course for failing to meet
the FlexPath engagement requirement will receive a competency evaluation of
“Non-Performance” for the course. The competency evaluation will be noted
on the learner’s transcript.

POLICY OWNERS
Academic Owner: Provost
Operations Owner: Admissions & Records Operations

RELATED DOCUMENTS
University policy 2.02.08 Leave of Absence
University policy 4.03.01 Tuition and Fees
University policy 4.03.02 Tuition and Fee Refunds
Late Course Registration form—Campus

REVISION HISTORY
Original Policy Approval Date: February 19, 2007
Revision Dates: 7-1-06; 1-11-07; 5-22-08; 12-29-09; 11-19-12; 6-6-13; 3-23-14; 12-1-14; 7-2-
15; 4-28-16; 5-20-16; 8-11-16; 8-23-18; 12-7-18
Administrative edits as result of ongoing review: 5-27-09; 2-17-10; 7-15-10; 10-28-10; 12-20-
10; 4-1-11; 7-1-11; 1-18-12; 4-17-12; 8-6-12; 2-1-13; 2-11-14; 4-15-15; 7-8-15; 11-12-15; 11-1-
16; 12-14-16; 4-1-18; 5-23-19; 8-30-19; 12-6-19; 4-1-20; 3-26-21
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University Policy 3.01.01 Academic Integrity and Honesty

Policy Revision Approval Date: March 23, 2014
Policy Revision Effective Date: April 1, 2014
Procedure Approval Date: November 30, 2020
Procedure Effective Date: December 1, 2020

POLICY STATEMENT
Capella University is committed to providing learners with the competencies and skills
associated with academic integrity and honesty. Capella learners are expected to act with
integrity and honesty in all their interactions as associated with their academic endeavors
pursuant to this policy. Academic dishonesty occurs when learners take unauthorized actions in
the completion of their academic work and may include but is not limited to plagiarism,
unauthorized collaboration, deceit, and interference with another learner.

Learners are expected to be the sole authors of their work and to acknowledge the authorship of
others’ work through proper citation and reference. Use of another person’s ideas, including
another learner’s, without proper reference or citation constitutes plagiarism and academic
dishonesty and is prohibited conduct. Capella extends the concept of plagiarism to include
issues of copyright and trademark infringement.

Collaboration in the completion of coursework is prohibited unless explicitly permitted by the

course instructor. Where such collaboration is permitted by the course instructor, learners must
acknowledge any collaboration and its extent in all submitted coursework.

The consequences of academic dishonesty are determined on a case-by-case basis may include
but are not limited to non-acceptance of submitted coursework, failing grade on an assignment,
lower grade in a course, failing grade in a course, written warning, suspension from the
university, removal from the program, administrative withdrawal or dismissal from the
university, or cancellation of previously awarded course credits or degrees. Cancellation of
previously awarded degrees require the review and determination by the Capella University
Board of Trustees.

Capella University learners, faculty, and staff share the responsibility for promptly reporting any
alleged violation of this policy.

RATIONALE
In support of Capella University’s core values, this policy establishes the standards for academic
integrity and enforces the university’s commitment to teaching and learning while maintaining
academic integrity, authenticity, ethics, and scholarship in one’s work as a learner at the
university. This policy also establishes the due process procedures for the internal resolution of
acts of academic dishonesty.
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DEFINITIONS

Plagiarism
Plagiarism is presenting someone else’s ideas or work as one’s own. Plagiarism also includes
copying verbatim or rephrasing ideas without properly acknowledging the source by author, date,
and publication medium. Learners must take great care, whether in a draft or final version of a
paper or project, to distinguish their own ideas and language from information acquired from
other sources. Sources include published primary and secondary materials, electronic media,
unpublished materials, and information and ideas gained through other people.

Sanction
A sanction is a disciplinary consequence that may be issued by faculty or the university due to a
learner committing an act of academic dishonesty.

PROCEDURES
I. Academic Resources
The Publication Manual of the American Psychological Association (APA) is a required
tool to help learners identify work that must be referenced, including their own published
works, and determine how it must be cited. To avoid any instances that may be construed
as plagiarism, learners should consult the APA style guide to apply the proper citation
format. However, where this policy and the APA style guide diverge, this policy will take
precedence.

II. Application to Doctoral Learners

A. This policy and procedure applies to all allegations of plagiarism involving doctoral
learners and dissertation or doctoral capstones prior to receipt of IRB approval or “not
human subjects research” designation letter from the Capella University IRB.
B. All allegations of plagiarism involving a dissertation or doctoral capstone after receipt
of IRB approval or “not human subjects research” designation letter will be processed
according to the provisions in university policy 3.03.06 Research Misconduct.

III. Reporting Allegations of Academic Dishonesty

A. Anyone may report an allegation of academic dishonesty.
B. The allegation should be reported verbally or in writing to the faculty member or
university official responsible for supervising the course or activity during which the
allegation occurred.
C. The individual receiving the report of the allegation will bring it to the attention of the
faculty member or university official directly associated with the course or activity
during which the alleged academic dishonesty occurred, should the report be made to
someone other than this faculty member or university official.

IV. Resolution of Allegations of Academic Dishonesty

The faculty member or university official directly associated with the course or activity
during which the alleged academic dishonesty occurred will contact the learner to notify
him or her of the alleged academic dishonesty. The learner will be given the opportunity to
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explain or refute the allegation. Documentation of the alleged academic dishonesty and
any issued sanctions will become part of the learner’s official academic record.
A. If the faculty member or university official determines that the allegation was
accurately identified as academic dishonesty, the faculty member or university official
may offer the learner an opportunity to demonstrate academic integrity, conduct
teaching/learning experiences to improve academic integrity competencies and skills,
and/or issue another sanction appropriate to the course or activity.
B. A record of the reporting individual’s or university official’s sanction will become part
of the learner’s official academic record.

V. Academic Dishonesty Sanctions

A. A single instance of academic dishonesty may result in severe sanctions, depending on
the offense. Multiple instances of academic dishonesty may result in more severe
sanctions.
B. A failing course grade sanction can be issued during or after a learner’s participation in
a course. A learner who receives a failing grade as a sanction for a course is prohibited
from dropping or withdrawing from that course.
C. The university may refer allegations of academic dishonesty to a university designee
to review the evidence associated with the allegation in conjunction with the
learner’s complete academic integrity history.
1. If the university designee confirms or issues a sanction, the sanctioned learner
will be notified in writing of the decision.
2. The university designee may refer allegations of academic dishonesty to an
independent review panel.
D. Learners have the right to appeal faculty-, university official-, or university designee-
issued sanctions to an independent review panel.

VI. Review by Independent Review Panel

A. An independent review panel may be convened at the university’s discretion or due to a
learner appeal of a faculty-, university official-, or university designee-issued sanction.
B. An independent review panel is sponsored by the provost.
C. A learner must submit their appeal within 30 calendar days after notification of the
decision for which the learner is making the appeal has been sent. The appeal request
must include a request for review of the allegation and must provide evidence that a
violation of this policy did not occur or that administered sanctions were inappropriate.

VII. Independent Review Panel Review Process

A. Upon being convened, the university will acknowledge the request and inform all
involved parties that a review has been initiated.
B. All involved parties will be given the opportunity to submit written statements and
other evidence supporting their respective positions.
C. All involved parties will be given the opportunity to present their respective positions to
the panel.
D. The panel will review the evidence associated with the academic dishonesty allegation;
any sanction already issued by faculty, a university official, or a university designee;
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and any statements made by an involved party. The panel will issue a decision as soon
as practicable.
E. The panel may conduct a full review of the learner, including their complete history of
academic integrity. In the event the panel identifies additional alleged instances of
academic dishonesty, the panel will notify the learner and provide an opportunity to
respond.
F. The panel maintains the right to issue an appropriate sanction. The panel’s sanction
may be more or less severe than any prior sanction issued to the learner.
G. If the panel recommends the cancellation of previously awarded credits or degrees, the
matter will be referred to the provost or president’s designee for determination.
H. In the event that the provost or president’s designee believes that a degree conferred by
Capella should be revoked as a result of an academic dishonesty finding, the Capella
University Board of Directors must review the case and vote whether to revoke the
degree. The respondent will receive written notification of the final determination and
any corrective/disciplinary action to be taken.
I. Both parties have the right to appeal the panel’s decision pursuant to procedure VII.

VIII. Appeal Process

A. A written appeal request must be submitted to the president’s designee via certified
mail or email within 10 calendar days of notification of the panel’s decision being sent.
B. Upon receipt of the appeal request, the president’s designee will acknowledge the
request and inform all involved parties that an appeal has been initiated.
C. The president’s designee will review all prior evidence, records, and faculty and panel
decisions associated with the academic dishonesty allegation. The president’s designee
may direct the panel to provide additional information.
D. Following review, the president’s designee will issue a decision and report it to all
involved individuals as soon as practicable. The decision may uphold the panel’s
decision, reverse the panel’s decision, or alter the panel’s decision.
E. The decision of the president’s designee is final. Matters that have been reviewed and
have received a final decision under this policy are not eligible for further review under
another policy.

IX. Recording a Final Decision

A record of any final decision and all related materials will become part of the learner’s
official academic record and upon request will be made available to all Capella boards and
any appropriate regulatory bodies.

X. Copyright
A. Faculty, staff, and learners must comply with federal copyright and trademark laws,
such as the Digital Millennium Copyright Act.
B. No one may use Capella information resources and other information technology tools
for unauthorized file sharing, posting of copyrighted materials as one’s own, or other
copyright violations.
C. In addition to Capella University sanctions, under The Digital Millennium Copyright
Act, copyright infringement can result in civil and criminal liabilities for unauthorized
distribution of copyrighted materials including but not limited to the following:
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1. Payment of money to the copyright holder in a lawsuit—between $750 and $30,000

for each file, and up to $150,000 for each file if the infringement was willful.
2. Payment of copyright holder’s costs and attorney fees to bring the lawsuit.
3. Payment of criminal fines up to $250,000, and up to 10 years jail time.
4. Seizure and destruction of infringing files.

XI. All procedures in this policy apply to learners in GuidedPath and FlexPath programs.

POLICY OWNERS
Academic Owner: Provost
Operations Owner: Office of Academic Community Standards

RELATED DOCUMENTS
University policy 1.01.05 Policy Exceptions
University policy 2.02.10 Separation from the University
University policy 3.03.02 Publication of Dissertations and Doctoral Capstones
University policy 3.03.06 Research Misconduct
University policy 4.02.02 Learner Code of Conduct
University policy 4.02.03 Learner Grievance

REVISION HISTORY
Original Policy Approval Date: July 27, 2002
Revision Dates: 1-1-05; 8-28-07; 7-29-09; 8-12-11; 8-20-12; 3-23-14; 7-28-14; 8-11-16; 3-30-
17; 10-31-17; 3-31-20; 11-30-20
Administrative edits as result of ongoing review: 12-20-07; 2-19-10; 4-17-12; 4-24-13; 11-1-16;
12-14-16; 4-1-18; 10-15-18; 5-23-19; 7-1-20; 3-26-21
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University Policy 3.01.04 Academic Standing

Policy Approval Date: May 10, 2010
Policy Effective Date: July 1, 2010
Procedure Approval Date: August 27, 2021
Procedure Effective Date: September 1, 2021

POLICY STATEMENT
Capella University requires that all learners maintain good academic standing in order to remain
enrolled at the university. Academic standing is determined by academic performance and is
measured by both the cumulative grade point average (GPA) and program-specific requirements
listed in the University Catalog. Failure to maintain good academic standing may result in
probation, administrative withdrawal, or dismissal. Learners may appeal an administrative
withdrawal or dismissal decision pursuant to this policy and its procedures.

Requirements
Undergraduate learners are required to maintain a cumulative GPA of 2.0 or higher.

Graduate learners are required to maintain a cumulative GPA of 3.0 or higher.

Cumulative GPA is calculated separately for undergraduate and graduate coursework.

Learners must meet the program-specific requirements listed in the University Catalog pursuant
to this policy and its procedures.

RATIONALE
Capella University requires all learners to maintain good academic standing. This policy
outlines the standards and procedures for maintaining and evaluating academic standing.

DEFINITIONS
Administrative Withdrawal
Administrative withdrawal is a university-initiated separation of a learner from the university.

Dean’s Designee
A dean’s designee is an individual designated by the dean to act on their behalf. The designee
must be in a leadership position equivalent to or above a faculty chair (e.g., an associate or
assistant dean).

Dismissal
Dismissal is a university-initiated permanent separation of a learner from the university and is
noted on the learner’s academic transcript.
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President’s Designee
A president’s designee is an individual designated by the university president to act on their
behalf.

Program-Specific Requirements
Program-specific requirements refer to the requirements listed in the University Catalog that are
necessary for the conferral of a degree or certificate.

Readmission
Readmission is the process by which learners reapply for admission to the university after at
least four quarters of academic inactivity or after being placed on an academic status that
requires readmission.

PROCEDURES
I. Academic Standing Requirements for All Learners
A. Academic standing requirements consist of one or more of the following major
components:
1.Program-specific requirements
2.Cumulative grade point average (GPA)
3.FlexPath requirements
B. To maintain good academic standing, learners must meet all of the requirements in
each area.
C. These requirements are described further in sections II, III, and IV of this policy.
D. Non-degree learners who fail four courses will be administratively withdrawn from the
university. These learners will not be eligible to return to a non-degree enrollment but
may seek admission to a degree program.

II. Program-Specific Requirements for Learners in GuidedPath or FlexPath Programs

A. Program-specific requirements include professional standards requirements and other
requirements unique to individual programs, and are listed in the University Catalog
and program-specific manual, if applicable.
B. Assessing Academic Standing and Program-Specific Requirements
1. Academic standing is assessed at the end of each academic quarter.
2. Academic standing is first assessed after the first full quarter of academic activity.
3. Learners must meet the established criteria for each requirement.
4. Learners who do not meet the established criteria for each requirement are no
longer considered to be in good academic standing and may not be able to continue
their program until they successfully complete each requirement.
5. Learners who do not meet the established criteria for each requirement on their first
attempt are given a second opportunity to successfully complete the requirements.
6. Learners who do not meet the established criteria for each requirement after a
second attempt may be administratively withdrawn from their program.
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7. Learners receive an email notification when they fail to complete their program-
specific requirements on their first attempt. Learners receive an email notification
of administrative withdrawal status when they fail to complete their program-
specific requirements on their second attempt. However, it is the learner’s
responsibility to know these standards, and failure to receive the notification does
not nullify the learner’s academic status.
8. Learners’ current academic status remains on their official record until there is
academic activity for evaluation.
9. Learners return to the university at the same academic status as when they departed.
10. Doctoral-level learners who have been administratively withdrawn from the
university as a result of failing to meet program-specific requirements are not
eligible for readmission to that program or for admission to any doctoral program at
Capella University.
11. Learners may appeal an administrative withdrawal decision pursuant to section V of
this policy.
C. Assessing Academic Standing and Professional Standards Requirements
1. Academic standing is assessed on an ongoing basis throughout the course of the
learner’s program.
2. Learners must meet the established criteria for their program’s professional
standards requirements at all times.
D. Review of Suspected Failure to Meet Program Professional Standards Requirements
1. Learners who are alleged to have failed to meet the established criteria for their
program’s professional standards requirements are sent notification of the allegation
and provided the opportunity to refute or resolve the allegation.
2. The matter will be referred to the School Designee. In the event an allegation of
failing to meet the established criteria for professional standards requirements also
involves an alleged violation of another university policy, the School Designee will
review. Those allegations will be reviewed together with the professional standards
review.
3. The School Designee will provide the opportunity for all involved parties to state
their respective case in writing.
4. The School Designee will issue a decision, which may include a decision on any
sanction deemed appropriate by the School Designee, which may include but is not
limited to a reflection paper, remedial activity, course withdrawal, course retake, or
administrative withdrawal. The School Designee may in their discretion refer the
matter for further deliberation by a Faculty Review Panel. A record of the School
Designee’s decision and sanction will become part of the learner’s official academic
record.
5. The School Designee will report their decision to the learner as soon as practicable.
A record of the School Designee’s decision and sanction will become part of the
learner’s official academic record.
6. If referred to a Faculty Review Panel, the panel will provide the opportunity to hear
from all involved parties and for each party to state their respective case in writing.
Upon request, either party will be provided the opportunity to conference.
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7. The panel will determine the appropriate sanction, which may include but is not
limited to a reflection paper, remedial activity, course withdrawal, course retake, or
administrative withdrawal.
8. The panel designee will report the panel’s decision to the learner as soon as
practicable. A record of the panel’s decision and sanction will become part of the
learner’s official academic record.
9. Learners who are determined to have failed to meet established criteria for their
program’s professional standards requirements are no longer considered to be in
good academic standing and may be administratively withdrawn from the
university.
E. Administrative Withdrawal Appeals
1. Learners must appeal an administrative withdrawal decision within seven calendar
days of being sent notification of the decision.
2. Learners must complete and submit the Academic Standing Appeal Form.
3. Learners must include an explanation of the extenuating circumstances surrounding
their administrative withdrawal and the impact the circumstances had on their
academic progress. The case is determined by the documentation/evidence supplied
by the learner.
4. Learners must indicate their plan for future academic success.
5. Learners are not permitted to register for any Capella course (including non-credit
courses, residencies, etc.) pending the outcome of their appeal.
6. The president’s designee (and a dean’s designee in cases involving professional
standards requirements) reviews the appeal, makes a determination, and emails the
learner to notify him or her of the decision.
7. The decision of the president’s designee or dean’s designee is final. Matters that
have been reviewed and have received a final decision under this policy are not
eligible for further review under another policy.

III. Cumulative Grade Point Average (GPA) Requirements for Learners in GuidedPath
Programs
A. Undergraduate learners are required to maintain a cumulative GPA of 2.0 or higher.
Graduate learners are required to maintain a cumulative GPA of 3.0 or higher.
B. Grades Impacting Academic Standing
No Grade (“NG”), Withdrawal (“W”), Incomplete (“I”), In Progress (“IP”),
Satisfactory (“S”), and Not Satisfactory (“NS”) grades are included in the course
completion ratio but do not impact the learner’s cumulative GPA.
C. Repeated Courses
When a course is repeated, the grade considered for the credit and GPA calculations
will be the higher of the two grades earned. Each attempt will be used in evaluating the
course completion ratio. Refer to university policies 2.01.02 Maximum Time to Degree
Completion, 2.02.02 Course Registration, 3.01.05 Financial Aid Satisfactory Academic
Progress, 3.04.07 Grading, and 3.04.08 Incomplete Grades for more information.
D. Graduate-Level Credit and Cumulative GPA
1. Graduate-level credit completed as part of the requirements for an undergraduate
degree program will be included in the learner’s undergraduate cumulative GPA.
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2. Graduate-level credit completed as part of the requirements for an undergraduate

degree program and subsequently applied to a graduate degree program will not be
included in the learner’s graduate cumulative GPA.
E. Measuring Academic Standing for GPA
1. Academic standing is measured at the end of each academic quarter.
2. Academic standing is first measured after the first full quarter of academic activity.
Examples:
Learners who register for courses during a monthly start are measured at the end of
quarter two based on academic activity from their initial start date through the end
of quarter two.
Learners who register for courses at the beginning of a quarter are measured at the
end of quarter one based on academic activity from their initial start date through
the end of quarter one.
3. Learners’ academic standing is measured only following quarters in which they are
registered in one or more GuidedPath courses. Learners’ academic standing does
not change following a quarter of academic inactivity.
4. Learners who fail to meet the minimum cumulative GPA requirement for their
undergraduate or graduate coursework are placed on probation or dismissal status.
5. Learners receive an email notification when they have been placed on probation or
dismissal status. However, it is the learner’s responsibility to know these standards,
and failure to receive the notification does not nullify the academic status.
6. Learners’ current academic status remains on their official record until there is
academic activity for evaluation.
7. Learners return to the university at the same academic status as when they departed.
F. Probation Due to GPA
1. Criteria/Notification
a. Learners are placed on probation status when they fail to meet the minimum
cumulative GPA requirement for their undergraduate or graduate coursework.
b. Learners receive an email notification when they have been placed on probation
stages one, two, three, four, or five. A record of the notification will become
part of the learner’s official academic record.
c. Probation status cannot be appealed.
2. Probation—stages one and two
a. Learners placed on probation stages one or two will be directed to tools to use in
developing a plan for their return to good academic standing and future
academic success.
b. Learners placed on probation stages one or two are encouraged to work with
Academic Advising in developing their plan to return to good academic
standing and future academic success.
3. Probation—stage three
a. Learners placed on probation stage three will have future course registrations
cancelled and a registration hold placed on their record.
b. Learners placed on probation stage three must work with Academic Advising in
developing a Learner Support Plan (LSP) for their return to good academic
standing and future academic success.
i. Learners must complete and submit the LSP to Academic Advising.
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c. Learners placed on probation stage three will be required to have an Academic

Advising-approved LSP before they are permitted to register for any future
courses.
4. Academic standing and LSP extensions
a. In some circumstances, learners may be granted an LSP extension beyond
probation stage three to return to good academic standing.
b. LSP extension criteria
i. Learners must show quarterly GPA improvement.
ii. Learners must meet the following minimum cumulative quarterly GPA
standards:
1) 2.0 cumulative quarterly GPA for undergraduate learners
2) 3.0 cumulative quarterly GPA for graduate learners
c. Learners must meet both criteria to be granted an LSP extension.
5. Reinstatement to good academic standing
a. Learners placed on probation status are removed from probation when their
GPA meets the requirement for their undergraduate or graduate coursework.
b. Learners receive an email notification when they have been removed from
probation status.
c. A record of the notification will become part of the learner’s official academic
record.
G. Dismissal
1. Criteria/Notification
Learners are dismissed from the university when they fail to meet the terms of the
school-approved Learner Support Plan (LSP) extension after probation stage three.
Learners dismissed from the university are ineligible to register for any Capella
course (including non-credit courses, residencies, etc.) and are ineligible for
readmission to any Capella University program at any time in the future.
2. Dismissal appeal
Learners have the option to appeal an administrative withdrawal or dismissal
decision pursuant to section V of this policy.
H. Dismissal Appeals
1. Learners must appeal a dismissal decision within seven calendar days of being sent
notification of the decision.
2. Learners must complete and submit the Academic Standing Appeal Form.
3. Learners must include an explanation of the extenuating circumstances surrounding
their dismissal and the impact the circumstances had on their academic progress.
The case is determined by the documentation/evidence supplied by the learner.
4. Learners must indicate their plan for future academic success.
5. Learners are not permitted to register for any Capella course (including non-credit
courses, residencies, etc.) pending the outcome of their appeal.
6. The president’s designee (and a dean’s designee in cases involving professional
standards requirements) reviews the appeal, makes a determination, and emails the
learner to notify him or her of the decision.
7. The decision of the president’s designee or dean’s designee is final. Matters that
have been reviewed and have received a final decision under this policy are not
eligible for further review under another policy.
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IV. FlexPath Academic Standing Requirements

A. Learners who are enrolled in a FlexPath option are required to successfully complete
every competency.
B. Assessing Academic Standing for FlexPath
1. Academic standing is assessed at the end of each FlexPath course.
2. FlexPath learners must meet the minimum performance level for their career level:
a. Undergraduate learners whose performance is below “Basic” on one or more
competencies within a course will have failed to meet minimum requirements
for good academic standing for that course.
b. Graduate learners whose performance is below “Proficient” on one or more
competencies within a course will have failed to meet minimum requirements
for good academic standing for that course.
3. Learners whose records reflect failure to meet minimum requirements for good
academic standing in two courses will be removed from the FlexPath option for
their degree program. If the learner is enrolled in concurrent certificate programs,
the learner will also be removed from the FlexPath option for those programs.
4. Learners are not allowed to return to the FlexPath option at their degree level once
they have been removed for failure to meet minimum FlexPath performance
requirements for good academic standing.
C. Administrative Withdrawal Appeals
1. FlexPath learners must appeal an administrative withdrawal decision within
fourteen calendar days of being sent notification of the decision.
2. Learners must complete and submit the Academic Standing Appeal Form.
3. Learners must include an explanation of the extenuating circumstances surrounding
their dismissal and the impact the circumstances had on their academic progress.
The case is determined by the documentation/evidence supplied by the learner.
4. Learners must indicate their plan for future academic success.
5. Learners are not permitted to register for any Capella course (including non-credit
courses, residencies, etc.) pending the outcome of their appeal.
6. The president’s designee (and a dean’s designee in cases involving professional
standards requirements) reviews the appeal, makes a determination, and emails the
learner to notify him or her of the decision.
7. The decision of the president’s designee or dean’s designee is final. Matters that
have been reviewed and have received a final decision under this policy are not
eligible for further review under another policy.
D. Repeating Courses
When repeating a course in the FlexPath option, the course in which the learner
demonstrates all competencies at a level required for degree conferral will be used to
determine completion of FlexPath performance requirements for good academic
standing.
1. Each course attempt appears on the transcript.
2. All course attempts are used to evaluate the learner’s completion percentage, per
university policy 3.01.05 Financial Aid Satisfactory Academic Progress.
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V. Recording Academic Standing

Probation, administrative withdrawal, and dismissal are official academic statuses.
Dismissal is noted on the learner’s official academic transcript.

POLICY OWNER
Academic Owner: Provost
Operations Owner: Academic Advising

RELATED DOCUMENTS
University policy 2.02.02 Course Registration
University policy 3.01.05 Financial Aid Satisfactory Academic Progress
University policy 3.04.01 Academic Readiness
University policy 3.04.07 Grading
University policy 3.04.08 Incomplete Grades

REVISION HISTORY
Original Policy Approval Date: May 18, 2007
Effective Date: January 1, 2008
Revision Dates: 6-4-10; 4-28-10; 9-1-10; 6-6-13; 8-28-2013; 7-28-14; 10-31-14; 8-11-16; 10-
18-17; 1-10-18; 7-8-20; 4-1-21; 9-1-21
Administrative edits as result of ongoing review: 7-30-09; 4-17-12; 8-6-12; 10-23-13; 2-10-14;
2-9-15; 11-1-16; 12-14-16; 1-4-18; 5-23-19; 4-1-20; 5-1-20;10-6-20
Content previously contained in university policy 02.60 Satisfactory Academic Progress
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University Policy 3.04.01 Academic Readiness

Policy Revision Approval Date: June 4, 2009
Policy Revision Effective Date: June 5, 2009
Procedure Approval Date: March 31, 2020
Procedure Effective Date: April 1, 2020

POLICY STATEMENT
To participate in Capella University programs, all learners must demonstrate academic readiness
by successfully completing Capella’s first course. In addition, undergraduate learners must
demonstrate fundamental writing skills and logical reasoning competence as described in the
procedures contained within this policy.

RATIONALE
First course is a course that all learners must successfully complete to continue participating in
all Capella University programs. It is designed to assist learners with identifying the areas of
support they need in order to be successful and to ensure that they are prepared to continue their
studies.

Undergraduate learners must possess adequate competency in the areas of writing and logical
reasoning in order to be successful in their program. Therefore, a minimum level of writing and
logical reasoning competence is established as a requirement for participating in Capella
programs as defined in this policy and procedures.

DEFINITIONS
Administrative Withdrawal
Administrative withdrawal is a university-initiated separation of a learner from the university.

Concurrent Course
A concurrent course is a course that runs simultaneously, either in its entirety or partially, with
another course, including first course.

First Course
First course is the learner’s initial course, which provides the disciplinary foundation of each
program. It is required for all learners in degree programs and some certificate programs and is
designed to ensure learners demonstrate sufficient academic readiness for subsequent Capella
courses.

PROCEDURES
I. First Course Registration for All Learners
A. At the time of admission, enrollment counselors register learners for their required first
course and discuss with them the importance of its successful completion.
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B. Undergraduate learners who do not have any credits eligible for college/university
transfer must prove successful performance within first course. If successful
performance is not met, learners will be dropped from subsequent courses.
1. Undergraduate learners who begin first course in the second month of a quarter and
who do not have a midterm grade of “C” or higher will be dropped from their
subsequent courses.
2. Undergraduate learners who begin first course in the third month of a quarter and who
do not have a midterm grade of “C” or higher will be dropped from course(s)
beginning at the second 5-week session of the next quarter.

II. Successful Completion of First Course for All Learners

A. Undergraduate learners must receive a passing grade, or passing FlexPath competency
evaluations, in first course, which requires successful completion of the writing and
logical reasoning assessments.
B. Learners who successfully complete first course may register for the next course(s) of
their programs.

III. Failure to Meet Academic Readiness Standards in GuidedPath and FlexPath Programs
A. Learners who earn a grade of “F” in first course, or a FlexPath evaluation of “non-
performance” on any competency, have not demonstrated the standards of academic
readiness. They will be connected with academic readiness tools and will work with their
academic coach to develop a plan to strengthen areas in need of improvement. Learners
will remain registered in their concurrent course(s) unless they initiate a course drop or
withdrawal. They will not be allowed to register for any additional courses or continue
their program until they successfully complete first course.
B. Learners who receive an Incomplete (“I”) grade in first course have not demonstrated the
standards of academic readiness. They will be connected with academic readiness tools
and will work with their academic coach to develop a plan to strengthen areas in need of
improvement. Learners will remain registered in their concurrent course(s) unless they
initiate a course drop or withdrawal. They will not be allowed to register for any
additional courses or continue their program until they successfully complete first course
in compliance with university policy 3.04.08 Incomplete Grades.
C. Learners who drop first course have not demonstrated the standards of academic
readiness. They will not be allowed to complete courses in which they are concurrently
registered at the time of the first course drop. They will not be allowed to register for any
additional courses or continue their program until they successfully complete first course.
D. Learners who withdraw from first course have not demonstrated the standards of
academic readiness. They will be connected with academic readiness tools and will work
with their academic coach to develop a plan to strengthen areas in need of improvement.
Learners will remain registered in their concurrent course(s) unless they initiate a course
drop or withdrawal. They will not be allowed to register for any additional courses or
continue their program until they successfully complete first course.
E. University policy 4.03.02 Tuition and Fee Refunds remains in effect and does not provide
any financial accommodation for first course failure.

IV. Second First Course Attempt for GuidedPath Learners

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A. Learners are responsible for meeting the guidelines of all university policies to be eligible
to register for a second first course attempt.
B. Graduate learners who fail first course on their initial attempt are allowed a second first
course attempt at the beginning of a quarter at their discretion.
C. Undergraduate learners who fail first course on their initial attempt must request and
obtain faculty approval for a second attempt from their school. If school approval is not
granted for a second attempt at first course, undergraduate learners must wait one
calendar year or complete eight additional transferable quarter credits before reapplying
for admission.
D. Learners who drop or withdraw from first course are allowed to register for first course at
the beginning of a quarter at their discretion.
E. Learners who register for a second first course attempt will not be allowed to register for
any concurrent course(s) until after they successfully complete first course.
F. Learners register for their second first course attempt by contacting their academic coach.
G. Learners who fail first course on their second attempt will be administratively withdrawn
from the university.
H. Undergraduate learners withdrawn from the university as a result of failing their second
attempt at first course are not eligible for admission into any undergraduate degree or
certificate program.
I. Learners may appeal an administrative withdrawal pursuant to section VI.

V. Second First Course Attempt for FlexPath Learners

A. FlexPath learners are responsible for meeting the guidelines of all university policies to
be eligible to register for a second first course attempt.
B. Graduate learners enrolled in FlexPath who fail first course on their initial attempt are
allowed a second first course attempt at the beginning of a month at their discretion.
C. Undergraduate learners enrolled in FlexPath who fail first course on their initial attempt
must work with their academic coach to obtain approval for a second attempt of first
course.
D. FlexPath learners who drop or withdraw from first course are allowed to register for first
course at the beginning of a month at their discretion.
E. FlexPath learners who register for a second first course attempt will not be allowed to
register for any concurrent course(s) or continue their program until they successfully
complete first course.
F. FlexPath learners register for their second first course attempt by contacting their
academic coach.
G. FlexPath learners who fail first course on their second attempt will be administratively
withdrawn from the university and are not allowed to return to the FlexPath model.
H. Undergraduate learners withdrawn from the university as a result of failing their second
attempt at first course are not eligible for admission into any undergraduate degree or
certificate program.
I. Learners may appeal an administrative withdrawal pursuant to section VI.

VI. Administrative Withdrawal Appeal Due to Extenuating Circumstances for All Learners
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A. Within seven calendar days of the administrative withdrawal notice being sent to the
learner, the learner may appeal the administrative withdrawal decision due to extenuating
circumstances occurring during the quarter of first course failure.
B. Extenuating circumstances may include but are not limited to the death of a family
member, job-required relocation, or severe physical injury or illness. Documentation of
the circumstance must be provided by parties other than the learner; for example, a death
certificate, a letter from the learner’s supervisor, or a letter from the learner’s physician
must accompany the request.
C. Learners must be able to demonstrate satisfactory, ongoing participation in first course up
to the time the extenuating circumstances occurred.
D. If the appeal is approved, the learner may only register for first course. Learners will not
be allowed to register for any additional courses or continue their program until they
successfully complete first course.
E. The decision of the school dean or designee is final. Matters that have been reviewed and
have received a final decision under this policy are not eligible for further review under
another policy.

POLICY OWNERS
Academic Owner: Deans
Operations Owner: Academic Advising

RELATED DOCUMENTS
University policy 2.01.01 Admission
University policy 2.02.02 Course Registration
University policy 2.02.10 Separation from the University
University policy 3.01.04 Academic Standing
University policy 3.01.05 Financial Aid Satisfactory Academic Progress
University policy 3.04.08 Incomplete Grades

REVISION HISTORY
Original Policy Approval Date: January 1, 2006
Revision Dates: 1-1-06; 11-1-06; 1-1-07; 11-1-10; 3-8-12; 6-6-13; 10-31-14; 9-18-15; 8-11-16;
3-31-20
Administrative edits as result of ongoing review: 11-17-09; 2-22-10; 7-29-13; 2-10-14; 12-14-
16; 7-26-17; 4-1-18
Formerly university policy 02.055 Academic Readiness
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University Policy 3.04.11 Transfer Credit and

Prior Learning Assessment
Policy Approval Date: March 11, 2011
Policy Effective Date: July 1, 2011
Procedure Approval Date: October 28, 2015
Procedure Effective Date: November 1, 2015

POLICY STATEMENT
Capella University recognizes relevant external learning that may be acceptable for credit toward
a Capella degree or certificate program, including academic credit earned at other accredited
institutions, credit based on nationally recognized examination programs, and credit based on
prior learning.

Capella evaluates official transcripts from regionally accredited or internationally recognized

institutions to determine acceptance of transfer credit. Capella may accept transfer credit from
some non-regionally accredited institutions or programs on a case-by-case basis.

Capella also awards credit for acquired learning external to the university, based on nationally
recognized examination programs such as the College-Level Examination Program (CLEP) and
DANTES Subject Standardized Tests (DSST), and American Council on Education (ACE)-
recommended credits for learning, including business-related certifications and corporate and
military training.

As a competency-based institution, Capella allows learners to document their prior learning

through prior learning assessment (PLA), which demonstrates that they have mastered the
competencies of one or more specific Capella courses. If mastery of the competencies is
successfully demonstrated, learners are awarded credit for the Capella course(s) as described in
this policy and its related procedures.

Capella reserves the right to limit the number of external and PLA credits accepted toward the
requirements of specific degree and certificate programs, in conjunction with the minimum
residence requirements described in university policy 3.01.09 Degree and Certificate Conferral.

RATIONALE
Capella University acknowledges that education occurs throughout all of a learner's life stages
and in a variety of contexts and settings. When learning is relevant to the knowledge, skills, and
competencies of a specific Capella academic program, applicants have the opportunity to provide
documentation of that learning and be awarded appropriate credit to be applied toward the
completion of their academic program.
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DEFINITIONS
Competencies
Competencies are the defined learning outcomes for each course in each of Capella University's
academic programs. Learners must demonstrate these outcomes to successfully complete a
course.

Prior Learning Assessment (PLA)

Prior learning assessment (PLA) is an approved means of academically evaluating and assessing
knowledge that is acquired prior to beginning an academic program at Capella.

PROCEDURES
I. Transfer Credit Requirements for All Learners
A. To be considered for transfer credit, coursework must have been completed at an
academic institution or program that was accredited prior to the learner’s withdrawal
from the institution. Transfer credit will be considered if an institution or program had
provisional accreditation at the time the learner withdrew from the institution.
B. Courses eligible for transfer will be evaluated using criteria such as the course credit
total, department, title, level, and description of course content. In order for an external
course to apply as a Capella course, it must be evaluated as having significant shared
content.
C. Credit awarded by other institutions through processes such as transfer, prior learning
assessment (PLA) credit, portfolio assessments, or credit by examination will not be
accepted for transfer credit at Capella.
D. Not all courses for which Capella may award transfer credit are offered by Capella
University, but may be allowed to transfer in as general elective credit to programs that
offer electives.
E. In order to award transfer credit, some programs at Capella may require that the
original coursework was taken as part of a program holding specific program
accreditation.
F. Some Capella courses are not eligible for fulfillment through transfer credit as noted in
the University Catalog course descriptions.
G. Undergraduate Transfer Credit
1. Minimum Grade Requirement
Applicants with previous undergraduate coursework from institutions meeting
Capella’s qualifications for transfer credit may only be awarded transfer credit for
coursework completed with a grade of “C-” (or equivalent) or better.
2. Vocational Courses
a. Capella will review vocational courses from technical colleges and programs for
transfer credit, provided the institution holds appropriate accreditation, as
described in section I of this policy.
b. Capella will accept a maximum of 18 quarter credits of approved vocational
coursework as transfer credit; these credits may only be applied to Capella
elective courses.
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c. Some programs may offer courses that apply specifically to a program of study.
Any such vocational transfer credit used toward program requirements will be
included in the 18-credit transfer maximum.
3. Developmental or remedial coursework will not be awarded undergraduate transfer
credit.
4. Associate of Arts (AA) Requirements for Transfer Credit
a. An Associate of Arts (AA) degree from a Minnesota Transfer Curriculum
institution may satisfy Capella’s 45-quarter-credit general education
requirement provided that:
i. The degree was granted in 1994 or later.
ii. The degree was granted with a cumulative GPA of 2.0 or higher.
iii. The degree included at least 90 earned quarter credits.
iv. Each course meets the criteria for transfer as articulated in this policy.
b. Applicants who do not meet all of these criteria will receive a course-by-course
transfer credit evaluation to determine credit that will fulfill their general
education requirements, and may be required to complete additional general
education coursework.
H. Graduate Learners
1. Applicants with previous graduate coursework from institutions meeting Capella’s
qualifications for transfer credit may only be awarded transfer credit for coursework
completed with a grade of “B-” (or equivalent) or better.
2. Graduate-level courses applied toward a previous undergraduate degree will not be
awarded graduate-level transfer credit.
3. Undergraduate-level courses applied toward a graduate degree program are not
evaluated for graduate credit unless specified on the transcript key.
4. Only courses that meet the Council for Accreditation of Counseling and Related
Educational Programs (CACREP) Standards will be accepted for transfer to the
PhD in Counselor Education and Supervision degree program.
5. Development, vocational, or remedial coursework will not be awarded graduate
transfer credit.
I. Transfer credit can be applied to select Capella certificate programs as determined by
the school.

II. International Transfer Credit for All Learners

International courses may be awarded transfer credit depending on the review by a Capella-
approved third-party evaluator who will assess their equivalency to U.S. courses or degree
programs. Both an official transcript (or its equivalent) and a diploma (if a degree has been
awarded) must be submitted to complete the evaluation process.

III. Transfer Credit Evaluation Process for All Learners

A. Applicants seeking transfer credit from each previously attended external institution
must submit official transcripts from the awarding institution(s) in sealed envelopes or
through secure electronic transfer.
B. The Admissions & Records Operations (ARO) department reviews applicant transcripts
and evaluates them against the criteria of the associated academic program and this
policy. The transfer credit evaluation includes a summary of the courses that have been
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accepted for transfer and awarded transfer credit toward the applicant’s academic
program; transfer credit is awarded for those courses.
C. Official transfer credit evaluations will be processed after the ARO department receives
all official transcripts from each external institution or, for those entering undergraduate
programs, after the end of the applicant’s first academic quarter, whichever comes first.
D. Change Requests
1. Learners may request a change of catalog, degree or certificate program,
specialization, or concentration by submitting the Change Program, Specialization, or
Concentration Form located on Campus. Learners considering such changes should
refer to university policy 2.02.07 Changing Academic Program.
2. Learners who make a change will have their previously awarded transfer credit re-
evaluated and, if necessary, an advising team that specializes in the learner’s new
degree program will be assigned. The advising team will assist the learner in
completing a new academic plan.

IV. Appeal of Transfer Credit Evaluation for All Learners

A. Learners and applicants have the right to appeal their transfer credit evaluation.
1. To appeal the results of the transfer credit evaluation, applicants or learners must
submit a formal appeal request to the Admissions & Records Operations (ARO)
department by completing and submitting the Transfer Credit Appeal Form located
on Campus. Learners must submit additional information, including an extended
course description and course syllabus.
2. The ARO department will review all records from prior transfer credit evaluations
and may consult with appropriate academic leadership in reviewing the appeal.
3. Following review of the appeal and records of prior transfer credit evaluations, the
ARO department will issue a decision and report it to the learner or applicant as
soon as practicable.
4. The duration of the transfer credit evaluation appeal review process is determined
by the complexities of the case, but is not to exceed 90 calendar days.
B. The decision of the ARO department is final.

V. Transfer of Earned Capella Credits/Program Points for All Learners

The transferability of Capella quarter credits or program points to another institution is solely at
the discretion of that institution. It is the learner’s responsibility to contact that institution to
confirm whether Capella quarter credits or program points will be accepted.

VI. External Learning Assessments for All Learners

A. The following nationally recognized examination programs will be considered for
transfer credit toward a Capella bachelor's degree program:
1. Advanced Placement (AP) examinations
Transfer credit is awarded for the successful completion of AP examinations as
outlined by the American Council on Education (ACE) recommendations. When
applicable, these credits are counted toward the completion of general education
requirements and/or electives. If there is no ACE recommendation for the
examination, scores of 3 or higher will be awarded six quarter credits.
2. International Baccalaureate (IB) examinations
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Learners who have earned an IB diploma with composite scores of 30 or higher are
awarded 12 quarter credits for each higher-level examination and three quarter
credits for each standard-level examination. Learners who participated in an IB
program but did not receive an IB diploma, or received a composite score lower
than 30, are awarded 12 quarter credits for each higher-level examination on which
they scored 5 or higher.
3. College-Level Examination Program (CLEP)
Transfer credit is awarded for the successful completion of CLEP examinations as
outlined by ACE recommendations.
4. DANTES Subject Standardized Tests (DSST)
Transfer credit is awarded for successful completion of DSST examinations as
outlined by ACE recommendations.
B. ACE-recommended credits
1. Capella awards credit for knowledge obtained through learning experiences such as
military training, corporate training, and business-related certifications that have
been reviewed and recommended for credit by ACE.
2. All eligible ACE credit recommendations are considered for transfer and are
applied as appropriate to Capella’s academic programs.

VII. Prior Learning Assessment (PLA) for All Learners

A. PLA is a process by which learners demonstrate that they have mastered the
competencies of one or more specific Capella courses. If mastery of the course
competencies is successfully demonstrated, learners are awarded credit for the Capella
course. PLA does not fulfill Capella’s credit residence requirements as described in
university policy 3.01.09 Degree and Certificate Conferral.
B. PLA Eligibility for All Learners
Capella currently awards credit for prior learning for a limited number of courses at the
bachelor’s and master’s levels. Learners should refer to the Prior Learning Assessment
Center located on Campus. To request credit for prior learning through the PLA
process, a learner must:
1. Be admitted to an approved Capella program.
2. Verify with their advising team that courses for which PLA credit is being
requested apply to the requirements outlined in their academic plan.
3. Verify with their advising team that the courses for which PLA credit is being
requested are in alignment with Capella’s credit residence requirements described
in university policy 3.01.09 Degree and Certificate Conferral.
C. Whether a request for PLA credit is approved or denied, Capella PLA fees are
nonrefundable. Fees per credit are listed in the tuition and fees schedule located on
Campus.
D. Any certification presented for PLA credit may only be applied to one degree level per
learner.
E. PLA Request Timing
All learners are encouraged to submit PLA requests as early as possible. Delaying
submission of a PLA request until the final quarters of a degree program may result in
the loss of potential PLA credit. Learners should plan their PLA requests carefully to
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ensure compliance with minimum university credit residence requirements as described

in university policy 3.01.09 Degree and Certificate Conferral.

VIII. Additional Considerations for FlexPath Learners

A. All transfer and PLA credit must be completed prior to starting any program in the
FlexPath format. Any professional certification or external courses taken concurrently
with FlexPath enrollment cannot be recognized in the Capella degree program.
B. FlexPath Transfer Credit Considerations
1. FlexPath learners are only eligible to have courses evaluated and receive transfer
credit within 12 weeks of starting their first FlexPath course.
2. FlexPath learners requesting to apply transfer courses will have courses evaluated
against the credit-bearing versions of the program and applied to the degree
requirements as appropriate.
C. FlexPath Prior Learning Assessment (PLA) Considerations
1. FlexPath learners are only eligible to submit certifications for PLA credit within 12
weeks of starting their first FlexPath course.
2. Learners may not gain credit by petition for FlexPath courses.

POLICY OWNERS
Academic Owner: Registrar
Operations Owner: Admissions & Records Operations

RELATED DOCUMENTS
University policy 2.01.01 Admission

REVISION HISTORY
Original Policy Approval Date: March 11, 2011
Revision Dates: 6-1-12; 10-8-12; 9-16-13; 10-28-15
Administrative edits as result of ongoing review: 4-1-12; 4-24-13; 12-8-15; 8-11-16; 3-1-17; 4-
1-18; 1-1-19; 5-23-19; 7-12-19; 4-1-20; 6-30-20; 11-4-20; 3-26-21

Content previously contained in university policies 3.04.02 Credit for Prior Learning and 3.04.03
Transfer of Credit
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University Policy 4.02.02 Learner Code of Conduct

Policy Revision Approval Date: September 23, 2011
Policy Revision Effective Date: October 1, 2011
Procedure Approval Date: July 25, 2017
Procedure Effective Date: August 1, 2017

POLICY STATEMENT
Capella University learners are expected to conduct themselves in a manner guided by respect,
collegiality, honesty, and ethical behavior as part of their academic development. Learner
conduct that infringes on the quality of such an educational experience is not acceptable. This
policy describes the types of conduct that are deemed prohibited and unacceptable. (Separate
university policies address academic honesty and discrimination, harassment, and assault. For
further details, see university policies 3.01.01 Academic Integrity and Honesty and 4.02.04
Discrimination, Harassment, and Assault.) This policy also serves as Capella’s tool to combat
impersonation, identity theft, text mining, and/or creation of fictitious identities in an effort to
secure access to federal funds.

Prohibited learner conduct includes but is not limited to the following: complicity, dishonesty,
disruptive conduct, disrespect, document forgery, illegal activity, impersonation, text mining,
and theft, as described in the definitions section of this policy.

RATIONALE
This policy sets a high standard of conduct for members of the university community that
reflects Capella University’s values of human potential, achievement, decisive collaboration,
innovation, and integrity. This policy also reflects Capella’s philosophy of resolving issues at
the most direct level and in the most equitable way possible, and defines the appropriate terms
and procedures required to meet these standards.

DEFINITIONS
Complicity
Complicity is helping, procuring, encouraging, and/or cooperating with another person in the
commission of a violation of the learner code of conduct.

Dishonesty
Dishonesty is intentionally providing false information or forging, altering, or falsifying
university documents. Learners may not misrepresent their academic record or status (which
includes referring to oneself publicly as “doctor” prior to the conferral of an earned doctoral
degree).

Dismissal
Dismissal is a university-initiated permanent separation of a learner from the university and is
noted on the learner’s official academic transcript.
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Disrespect
Disrespect is harassing, threatening, or embarrassing others. Learners may not post, transmit,
communicate, promote, or distribute content that is racially, religiously, or ethnically offensive
or is harmful, abusive, vulgar, sexually explicit, or otherwise offensive or discriminatory.
Learners are expected to behave in an appropriate manner and treat other learners and university
faculty, staff, and administrators with respect at all times.

Disruptive Conduct
Disruptive conduct is engaging or participating in an activity that interferes with teaching,
administration, and other university functions, whether in the online course environment or at a
university-sponsored event (e.g., residency and commencement). Examples of disruptive
conduct include, but are not limited to the following:
1. Threatening or belligerent language, posturing, physical acts, or gestures
2. Vulgar or offensive language or gestures
3. Bullying or cyber-bullying
4. Disturbance of public peace
5. Lewd or indecent language or behavior
6. Inciting others to engage in disruptive conduct
This list of examples of disruptive conduct is not exhaustive, and Capella reserves the right to
determine whether behavior constitutes disruptive conduct on a case-by-case basis.

Document Forgery
Forging documents is falsifying any document or evidence required for admission to the
university, completion of a course or examination, or receipt of any other university-related
privilege or benefit, whether in print or electronic form.

Illegal Activity
Illegal activity is any behavior that results in a criminal conviction.

Impersonation
Impersonation is assuming the identity of another.

Prohibited Conduct
Prohibited conduct includes but is not limited to complicity, dishonesty, disruptive conduct,
disrespect, document forgery, illegal activity, impersonation, text mining, or theft.

Sanction
A sanction is disciplinary action that may result from prohibited conduct. Disciplinary action
may include one or more of the following: non-acceptance of work submitted; failing grade on
an assignment; lowered grade for a course; failing grade in a course; formal, written warning;
suspension from the university; dismissal from the university; and cancellation of a previously-
awarded academic credit or degree. This list of possible sanctions is not exhaustive, and Capella
University reserves the right to assign sanctions on a case-by-case basis.

Summary Suspension
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Summary suspension is the immediate suspension of a learner in cases involving egregious

violation of the learner code of conduct. Summary suspension is a temporary status during
which a learner is denied access to the courseroom and prohibited from engaging in university
activities while an evaluation of the prohibited conduct is being completed.

Suspension
Suspension is a university-initiated temporary status during which a learner is denied access to
the courseroom and prohibited from engaging in university activities until stated conditions have
been met.

Text Mining
Text mining is analyzing and then synthesizing information from electronic documents, email
messages, and other free-form text written by others as a way to create summary content of
written work that is presented as one’s own for the express purpose of seeking an advantage in
completing one’s academic assignment and/or work.

Theft
Theft is taking property that is not one’s own or posting, transmitting, promoting, or distributing
content that violates copyright or other protected intellectual property rights. Unauthorized use
of university property is prohibited. Theft and abuse of computer resources is prohibited.

Written Warning
A written warning may result from engaging in prohibited conduct; it describes certain
conditions learners must meet to continue to have access to the courseroom.

PROCEDURES
I. Reporting Suspected Prohibited Conduct
A. Anyone may report an instance of alleged prohibited conduct.
B. The alleged prohibited conduct should be reported verbally or in writing to any
member of the university’s faculty, staff, or administration.
C. The university faculty, staff, or administration member will report the alleged
prohibited conduct verbally or in writing to their supervisor. Should the alleged
prohibited conduct occur during a university-sponsored activity or event (e.g.,
residency), the faculty, staff, or administration member will have the authority to
report it to the event manager directly associated with the activity or event.
D. The individual receiving the report of the alleged prohibited conduct will bring it to
the attention of the university official directly associated with the activity or event.

II. Initial Resolution Process

Whenever possible, instances of alleged prohibited conduct should be resolved at the
discretion of the university official directly associated with the activity or event during
which the alleged prohibited conduct occurred.
A. The university official responsible for the activity or event during which the alleged
prohibited conduct occurred will review the circumstances surrounding the alleged
prohibited conduct to determine the appropriate action for the situation.
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1. The university official will contact the learner to notify him or her of the alleged
prohibited conduct.
2. The learner will be given the opportunity to explain or refute the alleged
prohibited conduct.
3. The university official will issue a decision.
a. If no further action is required, the university official will notify the learner
via email of their decision and indicate that the matter is resolved.
b. If further action is required, the university official will notify the learner of the
next steps in the process and include copies of any relevant university
policies.
B. The university official will forward a copy of the decision notification and any
evidence of the prohibited conduct to the appropriate school designee to be filed in
the learner’s official academic record.
C. The learner has the right to appeal the university official’s decision, as described in
section V.

III. Summary Suspension

A. In cases of an allegation of an egregious act of prohibited conduct; or in the case of
prohibited conduct that suggests a threat of danger to any Capella faculty, staff,
employee, contractor, or learner; a learner may be immediately suspended through
this summary suspension process if it appears that the allegation of prohibited
conduct is substantiated. The university official directly associated with the course,
activity, or event in which the prohibited conduct occurs, has the discretion to
determine, consistent with this section, when summary suspension is appropriate.
B. If a summary suspension is issued, the university official directly associated with the
activity or event during which the alleged prohibited conduct occurred should
promptly notify the learner of their summary suspension and their right to be heard by
submitting a written response and/or responding by telephone within seven calendar
days from the date said notification is issued.
C. The university official directly associated with the activity or event during which the
prohibited conduct occurred will complete the procedures described in sections II.A
and II.B of this policy within 10 calendar days of issuing the notification of summary
suspension.
D. The learner may submit a written request for extension of time for their written or
telephone response beyond the seven calendar day deadline described in section III.B
of this policy. These extensions will automatically be granted for up to a maximum
of 30 calendar days. However, in the event the learner exercises their right to an
extension, the deadline for the university official’s decision described in section III.C
of this policy will be extended for the same duration as the learner’s extension, with
the summary suspension remaining in effect the entire time.
E. Outcome
1. In the event that the university official determines that prohibited conduct
occurred, the process continues as described in section II of this policy, with the
suspension remaining in place unless and until a review panel or the president’s
designee overturns the suspension as described in sections IV and V of this
policy.
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2. In the event that the university official finds no prohibited conduct, or in the event
that no decision is issued by the university official within the time constraints
described in sections III.C and III.D of this policy, the summary suspension will
expire and the learner will return to their status previous to the summary
suspension.
a. In this instance, the learner will have an opportunity to complete the missed
coursework within 10 calendar days of returning to the courseroom without
penalty.
b. If the learner was in the last two weeks of the course, they have the option of
receiving an Incomplete (“I”) grade; in that case, the coursework must be
completed and submitted no later than two weeks after the course ends; or
c. The learner may choose to withdraw from the course and retake the course
without financial penalty or any penalty for reusing work previously
submitted to fulfill assignments for that specific course.

IV. Code of Conduct Review

A. Review by Independent Panel
1. The university convenes independent panels for two distinct purposes under this
policy:
a. Of its own accord and without prompting from faculty or a learner, the
university may elect to review reports of prohibited conduct through an
independent university panel that will convene to review evidence related to
the report of prohibited conduct beyond a single course; and
b. Upon a learner’s appeal from a decision described in sections II.B or III.C of
this policy, a university panel will convene to consider the appeal. The
procedures for this appeal are described in section IV.B of this policy.
2. Regardless of whether the panel is convened under section IV.A.1.a or IV.A.1.b
of this policy, the panel will do the following:
a. Undertake a full investigation and review of the learner, including their
history and prior conduct. In all cases, and even in the event of a proceeding
under section IV.A.1.b of this policy, the panel shall not be limited to the
specific conduct at issue in any faculty’s decision to sanction; and
b. Maintain the right to determine the appropriate sanction, if any. In all cases,
and even in the event of a proceeding under section IV.A.1.b of this policy, a
panel’s sanction may be more or less severe than any prior sanction assessed
to the learner, at the panel’s discretion.
3. Upon initiation of the code of conduct review described in section IV.A.1.a or
IV.A.1.b of this policy, the panel designee will acknowledge receipt of the request
and inform all involved parties that a review by an independent panel has been
initiated.
B. Within 10 calendar days of being sent notification that a formal resolution process has
been initiated, all involved parties must submit information regarding the matter to
the panel designee. This information must include the following:
1. The individual(s) against whom the alleged prohibited conduct is directed.
2. A brief description of the alleged prohibited conduct, including the date(s),
time(s), and place(s).
3. Any efforts to resolve the matter during the initial resolution process.
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4. The corrective action the learner is seeking.

C. Following referral of the matter, the panel will convene to review the materials and
issue a decision as soon as practicable.
1. The panel will investigate all evidence supporting and/or refuting the alleged
prohibited conduct, the learner’s complete academic record, any further issues
surrounding the alleged prohibited conduct, and the school’s response.
2. The panel will provide adequate opportunity to hear from all involved parties and
for each party to state their respective case in writing. Upon request, either party
will be provided the opportunity to appear before the panel, either in person or via
telephone.
3. Upon evaluation of the evidence and hearing from all involved parties, the panel
will issue a decision and deliver the resolution for implementation.
4 In cases of policy violation, the panel will determine the appropriate sanction,
which may include a written warning, suspension, or in cases of serious and/or
repeated prohibited conduct, dismissal from the university.
5. The panel designee will report the panel’s decision to all involved parties as soon
as practicable. A record of the panel’s decision and sanction will become part of
the learner’s official academic record.
6. Both parties have the right to appeal the panel’s decision, as described in section
V.

V. Formal Appeal Process

If either party chooses to appeal the panel’s decision, they must submit a formal, written
appeal request to the president’s designee. The appeal request must be submitted via
mail or email and within 10 calendar days of being sent notification of the panel’s
decision.
A. Upon receiving the appeal request, the president’s designee will acknowledge receipt
of the request and inform all involved parties that a formal appeal process has been
initiated.
B. The president’s designee will receive and review the record developed during the
formal resolution process. In addition, at their sole discretion, the president’s
designee may accept or reject any evidence not presented at the formal resolution
process stage.
C. Following the review, the president’s designee will issue a decision and report it to all
involved parties as soon as practicable. The decision will do one of the following: a)
uphold the findings of the panel, b) reverse the findings of the panel, c) direct the
panel to provide additional information, or d) the president’s designee will determine
their own findings. In the event the president’s designee requests additional
information from the panel, the involved parties will be notified of a revised time
frame for the determination of the grievance.
D. In the event the president’s designee reverses the findings of the panel:
1. The learner will have an opportunity to complete the missed coursework within
10 calendar days of returning to the courseroom, without penalty.
2. If the learner was in the last two weeks of the course, they have the option of
receiving an Incomplete (“I”) grade and must complete and submit the
coursework no later than two weeks after the course ends; or
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3. The learner may choose to withdraw from the course and retake the course
without financial penalty or any penalty for reusing work previously submitted to
fulfill assignments for that specific course.
E. The decision of the president’s designee is final. Matters that have been reviewed and
have received a final decision under this policy are not eligible for further review
under another policy.
F. A record of the final decision and all related materials will become part of the
learner’s official academic record and, upon request, will be made available to all
Capella University boards and any appropriate regulatory bodies.

VI. All procedures in this policy apply to learners in GuidedPath and FlexPath programs.

POLICY OWNERS
Academic Owner: President
Operations Owner: Office of Academic and Community Standards

RELATED DOCUMENTS
University policy 2.02.10 Separation from the University
University policy 3.01.01 Academic Integrity and Honesty
University policy 3.03.01 Human Research Protections
University policy 4.02.03 Learner Grievance
University policy 4.02.04 Discrimination, Harassment, and Assault
University policy 4.02.05 Drugs and Alcohol
University policy 4.02.09 Sexual Harassment

REVISION HISTORY
Original Policy Approval Date: February 28, 2005
Revision Dates: 7-1-06; 1-1-07; 7-29-09; 9-27-11; 10-23-13; 7-28-14; 8-11-16; 7-25-17
Administrative edits as result of ongoing review: 2-22-10; 4-17-12; 8-6-12; 10-18-12; 4-24-13;
11-1-16; 12-14-16; 4-1-18; 4-1-20; 3-26-21; 7-13-21
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University Policy 4.02.03 Learner Grievance

Policy Revision Approval Date: July 24, 2009
Policy Revision Effective Date: August 1, 2009
Procedure Approval Date: August 11, 2016
Procedure Effective Date: September 1, 2016

POLICY STATEMENT
This policy provides a structured process for resolving problems, complaints, or grievances
relating to the execution of institutional policies or procedures. Capella University ensures that
learners will not be subject to unfair actions as a result of their initiation of a grievance
proceeding.

RATIONALE
Capella University strives to provide learners with a positive, collaborative, and healthy
approach to solving grievances with faculty, staff, and administration members. The purpose of
this policy is to define the process for the internal resolution of problems, complaints, and
grievances at Capella University. A separate process has been established for grade appeals.

DEFINITIONS
Faculty
Faculty members include core faculty, adjunct faculty, and other Capella employees that serve in
an instructional capacity (e.g., independent contractors).

Grievance
A grievance is a complaint against an individual based on specific facts that there has been a
misinterpretation, misapplication, discriminatory application, or violation of a university policy
or procedure that may or may not include a violation of rights as set forth in university policy
4.02.02 Learner Code of Conduct. The intent of the grievance process is to resolve a complaint
by informal and, if necessary, formal means.

Grievance Review Panel (GRP)

A Grievance Review Panel is an independent review panel to which all learner grievances are
referred during the formal resolution process. The GRP is appointed by the Office of Academic
and Community Standards.

Learner
A learner is someone who is enrolled in a degree or certificate program or is enrolled as a course
learner at the time during which the alleged grievance occurred. Many members of the
university have dual-constituency status (e.g., a staff member registered in academic coursework
who is also a learner). For the purposes of this policy, the constituency affected will dictate the
policy and procedure to be invoked.
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President’s Designee
A president’s designee is an individual designated by the university president to act on their
behalf.

Staff
Staff members are any university employees other than faculty.

PROCEDURES
I. Policy Scope
This policy and procedure applies under all circumstances except the following:
A. Learners’ grievances against other learners. These will be processed according to the
provisions described in university policy 4.02.02 Learner Code of Conduct.
B. Claims of harassment and/or discrimination. These will be processed according to the
provisions described in university policy 4.02.04 Discrimination, Harassment, and
Assault.
C. Personnel matters occurring outside the academic experience.
D. Matters that are addressed under another university policy.
E. Matters that have been reviewed and have received a final decision under another
university policy.

II. Initial Resolution Process

A. Before filing a formal, written grievance, the aggrieved party is encouraged to first
make a good faith effort to confer with the party against whom they have a grievance.
This represents an effort to achieve a fair and reasonable resolution to the grievance by
informal means.
B. The aggrieved party may contact the Office of Academic and Community Standards for
assistance in the resolution effort.

III. Formal Resolution Process

If the aggrieved party does not receive an adequate resolution to the grievance, they may
submit a formal, written grievance to the Office of Academic and Community Standards.
A. Upon receiving the grievance, the Office of Academic and Community Standards will
acknowledge receipt of the grievance and inform all involved parties that a formal
resolution process has been initiated and that the grievance is being referred to a
Grievance Review Panel (GRP).
B. Within 10 calendar days of being sent notification that a formal resolution process has
been initiated, all involved parties must submit information regarding the matter to the
GRP designee. This information must include:
1. The individual(s) or department(s) against whom the grievance is directed.
2. A brief description of the grievance, including the date(s), time(s), and place(s).
3. Any efforts to resolve the matter during the initial resolution process.
4. The corrective action the grievant is seeking.
C. Following referral of the matter, the GRP will convene to review the materials and
issue a decision as soon as practicable.
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1. The GRP will investigate all evidence supporting and/or refuting the grievance, and
any further issues surrounding the grievance.
2. The GRP will provide adequate opportunity to hear from all involved parties and
for each party to state their respective case in writing. Upon request, either party
will be provided the opportunity to appear before the panel, either in person or via
telephone.
3. Upon evaluation of the evidence and hearing from all involved parties, the GRP
will issue a decision and set forth a resolution to be implemented.
4. The GRP designee will report the GRP’s decision to all involved parties as soon as
practicable. A record of the GRP’s decision will become part of the learner’s
official academic record.
5. Both parties have the right to appeal the GRP’s decision, as described in section IV.

IV. Formal Appeal Process

If either party chooses to appeal the Grievance Review Panel’s (GRP) decision, they must
submit a formal, written appeal request to the president’s designee. The appeal request
must be submitted via mail or email within 10 calendar days of being sent notification of
the GRP’s decision.
A. Upon receiving the appeal request, the president’s designee will acknowledge receipt of
the request and inform all involved parties that a formal appeal process has been
initiated.
B. The president’s designee will receive and review all prior evidence, records,
evaluations, and GRP decisions associated with the grievance.
C. Following the review, the president’s designee will issue a decision and report it to all
involved parties as soon as practicable. The decision will do one of the following: a)
uphold the findings of the GRP, b) reverse the findings of the GRP, c) direct the GRP to
provide additional information, or d) the president’s designee will determine their own
findings. In the event the president’s designee requests additional information from the
GRP, the involved parties will be notified of a revised time frame for the determination
of the grievance.
D. The decision of the president’s designee is final.
E. A record of the final decision and all related materials will become part of the learner’s
official academic record and, upon request, will be made available to all Capella
University boards and any appropriate regulatory bodies.

V. External Resolution Process

A. For Learners Seeking Resolution Through the Minnesota Office of Higher Education
In some circumstances, Learners may submit their complaints to the Minnesota Office
of Higher Education. For more information, please see Minnesota Statute 136A.672.
Learners in California, Florida, and Georgia should contact their states’ higher
education regulatory authorities.
B. For California Learners
If a complaint cannot be resolved after exhausting the institution’s learner grievance
procedure, a learner may file a complaint with the Bureau for Private Postsecondary
Education. A complaint may be filed by writing
(https://bppe.ca.gov/forms_pubs/complaint.pdf) or by contacting the Bureau's
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Enforcement Section: Bureau for Private Postsecondary Education, P.O. Box 980818,
West Sacramento, CA 95798-0818, 888.370-7589.
C. For Florida Learners
If a complaint cannot be resolved after exhausting the institution’s learner grievance
procedure, Florida learners may file complaints with the Florida Commission for
Independent Education: 325 W. Gaines St., Suite 1414, Tallahassee, FL 32399;
888.224.6684. Learners must contact the commission for further details.
D. For Georgia Learners
If the complaint cannot be resolved after exhausting the institution’s learner grievance
procedure, the learner may file a complaint with the Georgia Nonpublic Postsecondary
Education Commission: 2082 East Exchange Place, Suite 220, Tucker, GA 30084-
5305; 770.414.3300. A complaint must be submitted via the Commission’s online
complaint form in accordance with their Student Complaint Procedures:
https://gnpec.georgia.gov/student-complaints.
E. For Tennessee Learners
If a complaint cannot be resolved after exhausting the institution’s learner grievance
procedure, the learner may file a complaint with the Tennessee Higher Education
Commission; 404 James Robertson Parkway, Suite 1900; Nashville, TN 37423;
615.741.3605

VI. All procedures in this policy apply to learners in GuidedPath and FlexPath programs.

POLICY OWNERS
Academic Owner: President
Operations Owner: Office of Academic and Community Standards

RELATED DOCUMENTS
University policy 2.01.02 Maximum Time to Degree Completion
University policy 2.02.02 Course Registration
University policy 2.02.10 Separation from the University
University policy 3.01.01 Academic Integrity and Honesty
University policy 3.01.04 Academic Standing
University policy 3.03.06 Research Misconduct
University policy 3.04.09 Appealing a Grade
University policy 4.02.02 Learner Code of Conduct
University policy 4.02.04 Discrimination, Harassment, and Assault
University policy 4.02.05 Drugs and Alcohol

REVISION HISTORY
Original Policy Approval Date: July 27, 2002
Original Policy Effective Date: November 3, 2003
Policy Revision Dates: 7-1-04; 10-1-05; 1-1-06; 7-24-09; 7-28-14; 8-11-16
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Administrative edits as result of ongoing review: 2-17-10; 5-17-11; 8-4-11; 4-17-12; 7-6-12; 8-
6-12; 9-26-12; 7-31-13; 8-21-13; 10-23-13; 2-5-15; 3-23-15; 4-15-15; 6-12-15; 9-28-15; 5-4-16;
11-1-16; 12-14-16; 4-1-18; 1-1-19; 7-1-19; 4-1-20; 4-27-20; 3-26-21
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University Policy 4.03.01 Tuition and Fees

Policy Revision Approval Date: January 11, 2007
Policy Revision Effective Date: April 1, 2007
Procedure Approval Date: July 25, 2017
Procedure Effective Date: August 1, 2017

POLICY STATEMENT
Capella University’s executive leadership is authorized to establish a tuition and fees structure
for all university programs and activities. Tuition and fees are listed in the tuition and fees
schedule published in Capella’s University Catalog and on the university website. Learners are
responsible for payment of their tuition and fees according to the schedule and this policy and its
related procedures.

RATIONALE
The purpose of this policy is to name those groups or individuals within the university who have
the authority to determine tuition and fees and the manner in which they are charged for courses,
residencies, admission, transcripts, prior learning assessment petition review, and graduation.

DEFINITIONS
None

PROCEDURES
I. Tuition Structure
A. Course Tuition
Tuition charges are structured in multiple ways, including flat-rate quarterly, flat-rate
per-session, and per-credit tuition as outlined in the tuition and fees table. Learners in
all programs pay tuition based on the program and/or courses in which they are
registered and according to the tuition and fees table.
B. Residency Tuition
1. Residency tuition and fees
a. Learners pay tuition for each residency they attend.
b. Learners are responsible for the cost of their travel, accommodations, food,
and other expenses associated with residencies.
2. Residency cancellation fee
a. Learners canceling their non-credit-bearing residency registration may be
charged a cancellation fee for the full tuition of the residency, depending on
when the cancellation is made. See the Residencies section of Campus for
details on registration and cancellation fees.
b. Learners canceling their credit-bearing residency registration, as described in
section IV of university policy 2.02.02 Course Registration, should refer to
university policy 4.03.02 Tuition and Fee Refunds to determine the financial
implications of their actions.
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C. Payment of Tuition and Fees

1. American Express, Discover, MasterCard, Visa, wire transfer, paper check, and e-
check payments are accepted.
2. Payment is due prior to the start of the quarter or prior to the start of the course or
residency for those courses or residencies beginning mid-quarter.
3. Payments received will be counted toward learners’ current and outstanding
tuition and fees. Non-financial aid refunds will only be issued to learners whose
accounts do not have current and outstanding tuition and fee balances.

II. Other Fees

A. All fees are due upon assessment.
B. Admission Application Fees
1. A credit card or U.S. bank account (e-check) payment is required with the online
admission application.
2. The amount of the admission application fee is automatically determined based on
the information provided during the admission process.
3. Refer to the tuition and fees schedule on the Capella University website for
application and international transcript evaluation fees.
C. Resource Kit and Technology Fee
Either a resource kit fee or a technology fee will be assessed for select programs at
the start of each quarter or session following standard tuition due dates.
D. Official Transcript Fee
1. Capella University charges for official transcripts.
2. The university also reserves the right to withhold the official transcripts of
learners who are not in good financial standing with the institution.
E. Diploma Fee
1. Capella University charges for duplicate diplomas.
2. The university also reserves the right to withhold original or duplicate diplomas of
learners who are not in good financial standing with the institution.
F. Prior Learning Assessment Evaluation Fee
1. Capella University requires learners seeking credit for prior learning to pay an
evaluation fee for each evaluation.
2. Refer to the tuition and fees schedule on the Capella University website for the
prior learning assessment evaluation fee.
3. Prior learning assessment evaluation fees are nonrefundable, regardless of
outcome.
G. Non-Sufficient Funds (NSF)
1. If a check or e-check is returned to Capella due to non-sufficient funds, closed
accounts, or any other reason, an NSF fee will be charged to the learner’s account.
2. A fee will be charged for each check or e-check that is returned, reversed, or
stopped payment.
H. For California Learners Only: Student Tuition Recovery Fund (STRF) Fee
California residents should refer to the following language provided by the state of
California regarding the student tuition recovery fund fee:
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The State of California established the Student Tuition Recovery Fund (STRF) to relieve or mitigate
economic loss suffered by a student in an educational program at a qualifying institution, who is or was
a California resident while enrolled, or was enrolled in a residency program, if the student enrolled in
the institution, prepaid tuition, and suffered an economic loss.

Unless relieved of the obligation to do so, you must pay the state-imposed assessment for the STRF, or
it must be paid on your behalf, if you are a student in an educational program, who is a California
resident, or are enrolled in a residency program, and prepay all or part of your tuition.

You are not eligible for protection from the STRF and you are not required to pay the STRF
assessment if you are not a California resident, or are not enrolled in a residency program

It is important that you keep copies of your enrollment agreement, financial aid documents, receipts, or
any other information that documents the amount paid to the school. Questions regarding the STRF
may be directed to the Bureau for Private Postsecondary Education, 2535 Capitol Oaks Drive, Suite
400, Sacramento, CA 95833, (916) 431-6959 or (888) 370-7589.

To be eligible for STRF, you must be a California resident or enrolled in a residency program, prepaid
tuition, paid or deemed to have paid the STRF assessment, and suffered an economic loss as a result of
any of the following:

1. The institution, a location of the institution, or an educational program offered by the institution
was closed or discontinued, and you did not choose to participate in a teach-out plan approved by
the Bureau or did not complete a chosen teach-out plan approved by the Bureau.
2. You were enrolled at an institution or a location of the institution within the 120 day period before
the closure of the institution or location of the institution, or were enrolled in an educational
program within the 120 day period before the program was discontinued.
3. You were enrolled at an institution or a location of the institution more than 120 days before the
closure of the institution or location of the institution, in an educational program offered by the
institution as to which the Bureau determined there was a significant decline in the quality or value
of the program more than 120 days before closure.
4. The institution has been ordered to pay a refund by the Bureau but has failed to do so.
5. The institution has failed to pay or reimburse loan proceeds under a federal student loan program
as required by law, or has failed to pay or reimburse proceeds received by the institution in excess
of tuition and other costs.
6. You have been awarded restitution, a refund, or other monetary award by an arbitrator or court,
based on a violation of this chapter by an institution or representative of an institution, but have
been unable to collect the award from the institution.
7. You sought legal counsel that resulted in the cancellation of one or more of your student loans and
have an invoice for services rendered and evidence of the cancellation of the student loan or loans.

To qualify for STRF reimbursement, the application must be received within four (4) years from the
date of the action or event that made the student eligible for recovery from STRF.

A student whose loan is revived by a loan holder or debt collector after a period of noncollection may,
at any time, file a written application for recovery from STRF for the debt that would have otherwise
been eligible for recovery. If it has been more than four (4) years since the action or event that made
the student eligible, the student must have filed a written application for recovery within the original
four (4) year period, unless the period has been extended by another act of law.

However, no claim can be paid to any student without a social security number or a taxpayer
identification number.
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III. Reimbursements and Discounts

A. Employer Reimbursements
1. Learners receiving employer tuition assistance must arrange for payment to
Capella prior to the start of their course(s).
2. This policy does not affect learners receiving veterans or vocational rehabilitation
assistance, active armed forces learners, or learners whose employers arrange to
receive an invoice directly from Capella.
B. Direct Bills
1. Direct bills and tuition assistance vouchers are only an option when no specific
grade is required by the learner’s employer or third party as a condition of
reimbursement. Learners must complete and submit direct bills or tuition
assistance vouchers prior to the start of the course.
2. Direct bill invoices are created and sent after census.
3. The learner will be responsible for paying any amount remaining from refusal or
inability of employer or third party to pay.
C. Employer, Military, or Educational Institution Affiliation Discounts
1. Learners may be eligible for an affiliation tuition discount due to an arrangement
between Capella University and the learner’s employer or a military or
educational institution.
2. Affiliation discounts are contingent on an ongoing agreement between Capella
University and the employer or military or educational institution.
3. It is the eligible learner’s responsibility to request the applicable discount.
4. Capella University will not retroactively apply a discount.
5. Capella University reserves the right to validate the affiliation status of all
learners offered a tuition discount prior to and after applying the discount.
6. Learners must maintain the applicable affiliation in order to continue to receive
the discount. Learners may be subject to yearly verification of their affiliation.
7. If a learner qualifies for more than one affiliation discount, the most favorable
discount to the learner applies.
8. If the learner provides evidence of the affiliation status after the requested time
frame, the discount will be applied to future quarters only.
9. Tuition discounts do not apply to residency tuition.

IV. Capella University Scholarships

A. Learners may be considered for Capella University scholarships by completing an
application and any requested documents. Scholarship application and fulfillment of
requirements does not guarantee that a scholarship will be awarded.
B. Scholarships may be used for tuition and fees for courses, residencies, or other
academic requirements as stated in the description and details for each scholarship.
C. Award of a scholarship may impact financial aid, employer tuition, and Veterans
Affairs benefits.

V. Special Business Office Hold (SBOH)

A. All learners with an outstanding balance may be placed on SBOH.
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B. FlexPath learners who are removed from their course(s) for SBOH after the last day
to drop will be assigned a Withdrawal (“W”) grade.
C. While on SBOH, learners are not granted access to university activities or academic
personnel or services, including advisors, mentors, courses, or the library.
D. Access to the courseroom may be regained upon resolution of the account balance
within the time lines communicated to affected learners.
E. Learners who do not pay their outstanding account balance while on SBOH may be
administratively withdrawn from the university.
F. Learners who are administratively withdrawn for SBOH will be sent to a third party
collection agency and/or reported to a credit bureau.

VI. Three-Day Cancellation

Learners providing written notice of cancellation within three days (excluding Saturday,
Sunday, and federal and state holidays) of paying any fee will receive a 100 percent
refund.

VII. Collection Agency/Credit Reporting

Learners who refuse or are unable to pay an outstanding past-due balance may have their
account sent to a collection agency and/or reported to a credit bureau.

VIII. Resources for Communicating Tuition and Fees Information

A. Tuition and fees are posted in Capella’s University Catalog and on Campus.
B. Tuition and fees are subject to change.
C. Tuition and fees schedule can be found at:
http://www.capella.edu/content/dam/capella/PDF/tuition_chart.pdf

IX. All procedures with this policy apply to learners in GuidedPath and FlexPath programs.

POLICY OWNERS
Academic Owner: University Finance Leader
Operations Owner: University Finance Leader

RELATED DOCUMENTS
University policy 2.02.02 Course Registration
University policy 4.03.02 Tuition and Fee Refunds

REVISION HISTORY
Original Policy Approval Date: January 31, 2005
Revision Dates: 6-12-07; 6-21-12; 6-6-13; 5-13-14; 10-31-14; 5-4-15; 8-11-16; 6-7-17; 7-25-17
Administrative edits as result of ongoing review: 12-20-07; 10-1-08; 1-20-09; 5-27-09; 7-29-09;
11-19-09; 1-13-10; 5-13-10; 7-27-10; 8-11-10; 12-20-10; 2-14-11; 7-28-14; 11-19-15; 12-11-15;
4-11-16; 11-1-16; 12-14-16; 12-15-17; 4-1-18; 6-1-18; 7-1-18; 3-26-21
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TUITION AND FEES TABLE

ALL SCHOOLS (NONREFUNDABLE) Undergraduate Graduate
Application fee $50 $50
International transcript evaluation fee $100 $100
Prior Learning Assessment petition evaluation fee per credit $75 $125
Prior Learning Assessment documented credit evaluation fee* $50 $50
Prior Learning Assessment individual documented credit fee $100
* The Prior Learning Assessment documented credit evaluation fee is assessed once per quarter of submission for the evaluation of all eligible certifications.

Tuition Tuition Quarterly Tuition

(Per Upper- (Per Lower- (Comprehensive
SCHOOL OF BUSINESS, TECHNOLOGY, AND HEALTH CARE Tuition Resource Kit Division Division Quarterly Tuition Examination and
ADMINISTRATION (SOBTH) (Per Credit) (Per Quarter) Credit) Credit) (Flat Rate) Dissertation)
Bachelor of Science (BS) in Business $150 $411 $357
Undergraduate Certificate in Accounting* $411 $150
Doctor of Philosophy (PhD) in Business $4,850 $4,350
Doctor of Philosphy (PhD) in Organization and Management $4,850 $4,350

Tuition Tuition
(Per Upper- (Per Lower- Quarterly Program
Tuition Resource Kit Division Division Capped Price Tuition Cap
(Per Credit) (Per Quarter) Credit) Credit)
$965/$1,930/$2,895/
Doctor of Philosophy (PhD) in Business Management† $965 $175
$3,860/$4,825/$5,000‡
$750/$1,500/$2,250/$3,000/
Doctor of Business Administration (DBA)† $750 $175 $45,000 ||
$3,750/$4,500/$4,850§
Bachelor of Science (BS) in Information Technology $175 $411 $357
Undergraduate Certificate in Network Technology: Cisco* $175 $411 $357
Undergraduate Certificate in Network Technology: Microsoft* $175 $411 $357
Undergraduate Certificate in Software Development* $175 $411 $357
$750/$1,500/$2,250/$3,000/
Doctor of Information Technology (DIT)† $750 $175 $45,000 ||
$3,750/$4,500/$4,850§
Master of Business Administration (MBA) $805 $175
Master of Science (MS) in Analytics $695 $175
Master of Science (MS) in Human Resource Management $725 $175
Graduate Certificate in Business Administration* $805 $175
Graduate Certificate in Human Resource Management* $725 $150
$965/$1,930/$2,895/
Doctor of Philosophy (PhD) in Information Technology† $965 $175
$3,860/$4,825/$5,000‡
Master of Science (MS) in Information Assurance and Security $695 $175
Master of Science (MS) in Information Assurance and Cybersecurity $695 $175
Master of Science (MS) in Information Systems and
$695 $175
Technology Management
Master of Science (MS) in Information Technology $695 $175
Master of Science (MS) in Leadership $725 $175
Graduate Certificate in Analytics Using SAS®* $695 $175
Graduate Certificate in Advanced Analytics Using SAS®* $695 $175
Graduate Certificate in Digital Forensics* $695 $175
Graduate Certificate in Information Assurance and Cybersecurity* $695 $175
Graduate Certificate in Network Defense* $695 $175
Graduate Certificate in Project Management* $695 $175
Bachelor of Science (BS) in Health Care Administration $125 $375 $357
Doctor of Health Administration (DHA) $755 $175 $48,000 ||
Master of Health Administration (MHA) $535 $125
Graduate Certificate in Health Care $535 $125
* Certificate tuition costs may vary when taken concurrently with other programs.
†
Learners are responsible for the cost of their travel, accommodations, food, and other expenses associated with residencies. See university policy 3.04.05 Attendance at Residencies and the Residencies page on
Campus. Learners who cancel their residency registration more than 30 days prior to the start of the residency will not be assessed a cancellation fee. Learners who cancel their residency registration 7–30 days
prior to the start of the residency will be assessed a $150 cancellation fee. Learners who cancel their residency registration 0–7 days prior to the start of the residency will be assessed the entire residency fee.
‡
The quarterly capped tuition rates are as follows for learners enrolled in the Doctor of Philosophy (PhD) in Business Management or PhD in Information Technology degree programs: $965 for learners registered
in 1 quarter credit; $1,930 for learners registered in 2 quarter credits; $2,895 for learners registered in 3 quarter credits; $3,860 for learners registered in 4 quarter credits; $4,825 for learners registered in 5
quarter credits; and $5,000 for learners registered in 6 or more quarter credits.
§
The quarterly capped tuition rates are as follows for learners enrolled in the Doctor of Business Administration (DBA) or Doctor of Technology (DIT) degree programs: $750 for learners registered in 1 quarter
credit; $1,500 for learners registered in 2 quarter credits; $2,250 for learners registered in 3 quarter credits; $3,000 for learners registered in 4 quarter credits; $3,750 for learners registered in 5 quarter credits;
$4,500 for learners registered in 6 quarter credits; and $4,850 for learners registered in 7 or more quarter credits.
||
Learners may be eligible for the Program Tuition Cap if they are a new learner starting their program in an eligible start month. Some exclusions may apply in accordance with other scholarship or tuition payment
arrangements. Eligibility requirements apply. Call an enrollment counselor at 1.866.679.9682 for more details.
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TUITION AND FEES TABLE, continued

Tuition Resource Kit

(Per 12-Week (Per 12-Week Program Tuition
Session) Session) Cap
Bachelor of Science (BS) in Business, FlexPath option $2,500 $125
Bachelor of Science (BS) in Information Technology, FlexPath option $2,500 $125
Doctor of Business Administration (DBA), FlexPath option† $3,200 $175 $45,000 ||
Master of Business Administration (MBA), FlexPath option $2,750 $175
Master of Science (MS) in Information Systems and Technology
$2,600
Management, FlexPath otpion
Master of Science (MS) in Human Resource Management, FlexPath option $2,500 $175
Graduate Certificate in Business Administration, FlexPath option $2,750 $175
Bachelor of Science (BS) in Health Care Administration, FlexPath option $2,500 $125
Master of Health Administration (MHA), FlexPath option $2,400 $125
Graduate Certificate in Health Care $2,200 $125

* Certificate tuition costs may vary when taken concurrently with other programs.
†
Learners are responsible for the cost of their travel, accommodations, food, and other expenses associated with residencies. See university policy 3.04.05 Attendance at Residencies and the Residencies page on
Campus. Learners who cancel their residency registration more than 30 days prior to the start of the residency will not be assessed a cancellation fee. Learners who cancel their residency registration 7–30 days prior
to the start of the residency will be assessed a $150 cancellation fee. Learners who cancel their residency registration 0–7 days prior to the start of the residency will be assessed the entire residency fee.
‡
 he quarterly capped tuition rates are as follows for learners enrolled in the Doctor of Philosophy (PhD) in Business Management or PhD in Information Technology degree programs: $965 for learners registered
T
in 1 quarter credit; $1,930 for learners registered in 2 quarter credits; $2,895 for learners registered in 3 quarter credits; $3,860 for learners registered in 4 quarter credits; $4,825 for learners registered in 5 quarter
credits; and $5,000 for learners registered in 6 or more quarter credits.
§
 he quarterly capped tuition rates are as follows for learners enrolled in the Doctor of Business Administration (DBA) or Doctor of Technology (DIT) degree programs: $750 for learners registered in 1 quarter credit;
T
$1,500 for learners registered in 2 quarter credits; $2,250 for learners registered in 3 quarter credits; $3,000 for learners registered in 4 quarter credits; $3,750 for learners registered in 5 quarter credits; $4,500 for
learners registered in 6 quarter credits; and $4,850 for learners registered in 7 or more quarter credits.
||
Learners may be eligible for the Program Tuition Cap if they are a new learner starting their program in an eligible start month. Some exclusions may apply in accordance with other scholarship or tuition payment
arrangements. Eligibility requirements apply. Call an enrollment counselor at 1.866.679.9682 for more details.
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TUITION AND FEES TABLE, continued

Tuition
SCHOOL OF NURSING AND Tuition Resource Kit (Per Upper-Division Tuition Program
HEALTH SCIENCES (SONHS) (Per Credit) (Per Quarter) Credit) (Per Lower-Division Credit) Tuition Cap
Bachelor of Science in Nursing (BSN) $125 $375 $357
Bachelor of Science (BS) in Public Health $125 $375 $357
Doctor of Public Health (DrPH) $755 $175 $48,000§
Master of Public Health (MPH) $500 $125
Graduate Certificate in Public Health* $500 $125
Doctor of Nursing Practice (DNP)† $800 $175/$125‡ $32,000§
Master of Science in Nursing (MSN) $435 $125
Graduate Certificate in Care Coordination* $435 $125
Graduate Certificate in Diabetes Nursing* $435 $125
Graduate Certificate in Nursing Informatics* $435 $125
Graduate Certificate in Nursing Leadership* $435 $125
Post-Master’s Certificate in Epidemiology $755 $175
Post-Master’s Certificate in Nursing Education $435 $125

Tuition Resource Kit Program

(Per 12-Week Session) (Per 12-Week Session) Tuition Cap

Bachelor of Science in Nursing (BSN), FlexPath option $3,200 $50

Master of Science in Nursing (MSN), FlexPath option $2,700 $125

Doctor of Nursing Practice (DNP), FlexPath option $3,200 $175 $32,000§

* Certificate tuition costs may vary when taken concurrently with other programs.
†
Learners enrolled in the Doctor of Nursing Practice (DNP) Preparatory Program are charged $435 per credit for their DNP Preparatory Program courses.
‡
The Resource Kit fees (per Quarter) are as follows: $175 for learners enrolled in the Doctor of Nursing Practice (DNP) degree program and $125 for learners enrolled in the Doctor of
Nursing Practice (DNP) Preparatory Program.
§
Learners may be eligible for the Program Tuition Cap if they are a new learner starting their program in an eligible start month. Some exclusions may apply in accordance with other
scholarship or tuition payment arrangements. Eligibility requirements apply. Call an enrollment counselor at 1.866.679.9682 for more details.
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TUITION AND FEES TABLE, continued

Tuition Tuition
SCHOOL OF PUBLIC SERVICE AND EDUCATION Tuition Resource Kit (Per Upper-Division (Per Lower-Division Quarterly Capped Program
(SOPSE) (Per Credit) (Per Quarter) Credit) Credit) Price Tuition Cap
Bachelor of Science (BS) in Criminal Justice $150 $411 $357
Bachelor of Science (BS) in Public Safety $150 $411 $357
Doctor of Emergency Management (DEM) $710 $175
Doctor of Philosophy (PhD) in Criminal Justice† $710 $175
Master of Science (MS) in Criminal Justice $540 $150
Master of Science (MS) in Emergency Management $540 $150
Master of Science (MS) in Public Safety $540 $150
Doctor of Public Administration (DPA) †
$710 $175 $45,000§
Master of Public Administration (MPA) $540 $150
$975/$1,950/$2,925/
Doctor of Social Work (DSW)† $975 $175 $45,000§
$3,900/$4,385‡
Master of Social Work (MSW)—Advanced Standing† $525 $150
Master of Social Work (MSW)† $525 $150
Doctor of Education (EdD) $745 $175 $32,000§
Doctor of Philosophy (PhD) in Education †
$745 $175
Education Specialist (EdS) $745 $175

Master of Education (MEd) in Teaching and Learning $455 $150

Master of Science (MS) in Education $455 $150

Master of Science (MS) in Education Innovation and
$455 $150
Technology
Master of Science (MS) in Higher Education $455 $150
Doctor of Human Services (DHS) $710 $175 $45,000§
Master of Science (MS) in Human Services $550 $150
Graduate Certificate in Education $455 $150
Graduate Certificate in Education Innovation and
$455 $150
Technology
Graduate Certificate in Human Services $550 $125
Graduate Certificate in Nonprofit Management and
$550 $125
Leadership
Post-Bachelor’s Certificate in Public Safety $540
Post-Master’s Certificate in Educational Leadership and
$745 $175
Management
Quarterly Tuition
Tuition Resource Kit Quarterly Tuition Dissertation Research (Comprehensive
(Per Credit) (Per Quarter) (Flat Rate) Seminar Examination
and Dissertation)

Doctor of Philosophy (PhD) in Human Services† $700 $175 $2,780

Doctor of Philosophy (PhD) in Emergency Management† $710 $175 $2,130

Doctor of Philosophy (PhD) in Public Safety† $4,850 $4,175
Tuition Resource Kit
Program
(Per 12-Week (Per 12-Week
Tuition Cap
Session) Session)
Master of Education (MEd) in Teaching and Learning,
$2,400 $150
FlexPath option

Doctor of Eduction (EdD), FlexPath option $3,200 $175 $32,000§

* Certificate tuition costs may vary when taken concurrently with other programs.
†
Learners are responsible for the cost of their travel, accommodations, food, and other expenses associated with residencies. See university policy 3.04.05 Attendance at Residencies and the
Residencies page on Campus. Learners who cancel their residency registration more than 30 days prior to the start of the residency will not be assessed a cancellation fee. Learners who cancel
their residency registration 7–30 days prior to the start of the residency will be assessed a $150 cancellation fee. Learners who cancel their residency registration 0–7 days prior to the start of
the residency will be assessed the entire residency fee.
‡
 he quarterly capped tuition rates are as follows for learners enrolled in the Doctor of Social Work (DSW) degree program: $975 for learners registered in 1 quarter credit; $1,950 for learners registered in 2 quarter
T
credits; $2,925 for learners registered in 3 quarter credits; $3,900 for learners registered in 4 quarter credits; and $4,385 for learners registered in 5 or more quarter credits.
§
Learners may be eligible for the Program Tuition Cap if they are a new learner starting their program in an eligible start month. Some exclusions may apply in accordance with other scholarship or tuition payment
arrangements. Eligibility requirements apply. Call an enrollment counselor at 1.866.679.9682 for more details.
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TUITION AND FEES TABLE, continued

Quarterly Quarterly Tuition
Tuition Resource Kit Tuition (Comprehensive Examination
SCHOOL OF SOCIAL AND BEHAVIORAL SCIENCES (SOSBS) (Per Credit) (Per Quarter) (Flat Rate) and Dissertation)
Doctor of Philosophy (PhD) in Counselor Education and Supervision† $710 $175
Doctor of Philosophy (PhD) in Counseling Studies $4,806 $4,175
Master of Science (MS) in Addiction Counseling $510
Master of Science (MS) in Addiction Studies† $560 $175
Master of Science (MS) in Career Counseling $510
Master of Science (MS) in Marriage and Family Counseling/Therapy† $487 $175
Master of Science (MS) in Marriage and Family Therapy †
$487 $175
Master of Science (MS) in Clinical Mental Health Counseling† $487 $175
Master of Science (MS) in School Counseling† $487 $175
Graduate Certificate in Contemporary Theory in Addictive Behavior* $487 $175
Graduate Certificate in Contemporary Theory in Couple Family Services* $487 $175
Graduate Certificate in Contemporary Theory in Mental Health Services* $487 $175
Graduate Certificate in Contemporary Theory in School-Based Services* $487 $175
Graduate Certificate in Diversity Studies* $487
Graduate Certificate in Systemic Couple and Family Therapy* $487 $175
Tuition Resource Kit
Quarterly Capped Price
(Per Credit) (Per Quarter)
Doctor of Philosophy (PhD) in Advanced Studies in Human Behavior† $965/$1,930/$2,895/$3,860/
$965 $175
$4,825/$4,900‡
Master of Science (MS) in Studies in Human Behavior $560 $150
Tuition Resource Kit Tuition Tuition
(Per Credit) (Per Quarter) (Per Upper-Division Credit) (Per Lower-Division Credit)
Bachelor of Science (BS) in Psychology $150 $411 $357
Bachelor of Science (BS) in Psychology Pre-Counseling Program $150 $411 $357

Tuition
(Per 12-Week Resource Kit
Session) (Per 12-Week Session)
Bachelor of Science (BS) in Psychology, FlexPath option $2,500 $125

* Certificate tuition costs may vary when taken concurrently with other programs.
†
Learners are responsible for the cost of their travel, accommodations, food, and other expenses associated with residencies. See university policy 3.04.05 Attendance at Residencies and the Residencies page
on Campus. Learners who cancel their residency registration more than 30 days prior to the start of the residency will not be assessed a cancellation fee. Learners who cancel their residency registration 7–30 days
prior to the start of the residency will be assessed a $150 cancellation fee. Learners who cancel their residency registration 0–7 days prior to the start of the residency will be assessed the entire residency fee.
‡
 he quarterly capped tuition rates are as follows for learners enrolled in the Doctor of Philosophy (PhD) in Advanced Studies in Human Behavior program: $965 for learners registered in 1 quarter credit; $1,930
T
for learners registered in 2 quarter credits; $2,895 for learners registered in 3 quarter credits; $3,860 for learners registered in 4 quarter credits; $4,825 for learners registered in 5 quarter credits; and $4,900 for
learners registered in 6 quarter credtis..
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TUITION AND FEES TABLE, continued

Tuition Quarterly Tuition Year-in- Year-in- Year-in-

(Per Credit (Comprehensive Residence† Residence† Residence†
Tuition Resource Kit for Practicum Quarterly Examination (Weekend-in- (Week-in- (Extended
(Per Credit) (Per Quarter) Coursework) Tuition and Dissertation) Residence) Residence) Seminar)
Doctor of Philosophy (PhD) in Psychology† $540 $175 $2,780
Doctor of Psychology (PsyD) $540 $175 $2,780 $600 $3,290
Doctor of Psychology (PsyD) in School Psychology† $540 $175 $2,780 $1,495 $2,990
Education Specialist (EdS) in School Psychology† $495 $175
Master of Science (MS) in School Psychology† $495 $160
Master of Science (MS) in Clinical Psychology †
$485 $160
Master of Science (MS) in Psychology $495 $160
Graduate Certificate in Applied Behavior Analysis* $495 $160
Graduate Certificate in Play Therapy* $495 $160
Specialist Certificate in School Psychology* $495 $160

Tuition Resource Kit

(Per 12-Week Session) (Per 12-Week Session)

Master of Science (MS) in Psychology, FlexPath

$2,800 $160
option

* Certificate tuition costs may vary when taken concurrently with other programs.
†
Learners are responsible for the cost of their travel, accommodations, food, and other expenses associated with residencies. See university policy 3.04.05 Attendance at Residencies and the Residencies page
on Campus. Learners who cancel their residency registration more than 30 days prior to the start of the residency will not be assessed a cancellation fee. Learners who cancel their residency registration 7–30 days
prior to the start of the residency will be assessed a $150 cancellation fee. Learners who cancel their residency registration 0–7 days prior to the start of the residency will be assessed the entire residency fee.
‡
 he quarterly capped tuition rates are as follows for learners enrolled in the Doctor of Philosophy (PhD) in Advanced Studies in Human Behavior program: $965 for learners registered in 1 quarter credit; $1,930 for
T
learners registered in 2 quarter credits; $2,895 for learners registered in 3 quarter credits; $3,860 for learners registered in 4 quarter credits; $4,825 for learners registered in 5 quarter credits; and $4,900 for learners
registered in 6 quarter credtis..
Volume 21-22 No. 2
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University Policy 4.03.02 Tuition and Fee Refunds

Policy Revision Approval Date: January 30, 2007
Policy Revision Effective Date: April 1, 2007
Procedure Approval Date: July 2, 2015
Procedure Effective Date: July 1, 2015

POLICY STATEMENT
Capella University’s executive leadership is authorized to establish a tuition and fees refund
structure and schedule for all university programs and activities as specified in this policy and its
related procedures and schedules. Individual states may require a separate tuition refund
schedule.

RATIONALE
The purpose of this policy is to clearly state how and when tuition refunds are granted.

DEFINITIONS
Course Census Day
Course census day refers to the 12th calendar day of a course at 11:59 p.m. Central Time.

Initial Course Participation

Initial course participation refers to the completion of courseroom activities, such as submitting
assignments or discussion question responses before the end-of-course census day.

Ongoing Course Participation

Ongoing course participation refers to the continuous completion of courseroom activities, such
as submitting assignments or discussion question responses throughout the duration of the
course.

PROCEDURES
I. Tuition Structure and Fees for All Learners
A. Course Tuition
Tuition charges are structured in multiple ways, including flat-rate quarterly, flat-rate per-
session, and per-credit tuition as outlined in the tuition and fees table. Learners in all
programs pay tuition based on the program and/or courses for which they are registered
and according to the tuition and fees table.
B. Fees
1. Capella University does not provide refunds for books, supplies, non-credit-bearing
residencies, or other listed fees unless noted.
2. Resource Kit Refund and Technology Fee Refund
a. For GuidedPath courses that have a resource kit fee or a technology fee, the fee
will be refundable only during the first five days of the course.
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b. For FlexPath courses that have a resource kit fee or a technology fee, the fee will
be refundable during the 100-percent-refund period for the FlexPath session.

Note: No refund is given for tuition paid on a quarterly basis if a learner remains registered
in one or more courses. For more information about course drops and withdrawals, refer to
university policy 2.02.02 Course Registration.

II. Credit-Bearing Tuition Refund Schedule

A. Initial Course Participation
1. Learners who are dropped from a course for failing to satisfy the requirement for
initial course participation will be refunded 100 percent of the course tuition.
2. Learners who request a course drop or withdrawal as described in section IV of
university policy 2.02.02 Course Registration and who have not satisfied the
requirement for initial course participation will be refunded 100 percent of the course
tuition.
B. Ongoing Course Participation
Learners who are administratively withdrawn from a course for failing to satisfy the
requirement for ongoing course participation will be responsible for tuition based on the
date of their withdrawal.
C. The following schedule applies to learners in credit-bearing courses:

Withdrawal or Drop Date Tuition

From the Class Start Date Refund
Through fifth calendar day 100%
6–12 calendar days 75%
Remainder of the term No refund

III. FlexPath Tuition Refund Schedule

A. FlexPath Participation and Engagement
Learners who are administratively withdrawn from a course for failing to satisfy the
requirement for FlexPath initial participation or engagement will be responsible for
tuition based on the date of their drop or withdrawal.
B. FlexPath Refund Schedule
FlexPath learners will adhere to the following refund schedule.
1. FlexPath learners in their first FlexPath program session will be refunded 100 percent
of their subscription tuition if canceling on or before course census day, the 12th
calendar day of the course.
2. FlexPath learners in their first FlexPath program session who have completed a
FlexPath course and cancel their subscription between completion of that course and
census will not receive a subscription tuition refund.
3. FlexPath learners in their second or a later session will not be eligible for subscription
tuition refunds.
C. FlexPath Program Changes
Learners making a change to their FlexPath program may be eligible for a prorated
tuition refund based on the date of the change of academic program. Learners should
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contact an academic coach to discuss available options and the Financing Support Team
to determine whether they are eligible for a prorated tuition refund.

POLICY OWNERS
Academic Owner: University Finance Leader
Operations Owner: University Finance Leader

RELATED DOCUMENTS
University policy 2.02.02 Course Registration
University policy 4.03.01 Tuition and Fees

REVISION HISTORY
Original Policy Approval Date: January 31, 2005
Revision Dates: 4-1-05; 6-12-07; 6-21-12; 10-24-12; 6-6-13; 12-17-13; 6-6-14
Administrative edits as result of ongoing review: 12-20-07; 10-1-08; 1-20-09; 5-27-09; 9-24-09;
11-19-09; 1-13-10; 5-13-10; 8-11-10; 7-1-11; 10-25-11; 1-1-15; 7-8-15; 9-28-15; 11-13-15; 2-
01-16; 4-11-16; 8-11-16; 11-1-16; 12-14-16; 4-1-18; 6-1-18; 7-1-18; 4-1-20
Formerly university policy 04.46 Tuition Refunds
UNDERGRADUATE AND
GRADUATE
PROGRAMS

Division of Arts and Sciences

School of Business, Technology,
and Health Care Administration
School of Nursing and Health
Sciences
School of Public Service and
Education
School of Social and Behavioral
Sciences
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Division of Arts and Sciences

Melissa Weaver, MA
Dean of the Division of Arts and Sciences

A Message from the Dean of the Division of Arts and Sciences

Capella is dedicated to providing high-quality academic programs for adult learners

pursuing a baccalaureate degree. Through the undergraduate Arts and Sciences
curriculum, you will have the opportunity to connect your course experiences to your
program of study and life beyond the courseroom. We integrate a broad-based,
interdisciplinary curriculum with focused academic requirements that complement your
career aspirations and enhance your professional skills.

Our Arts and Sciences faculty members are scholar-practitioners with a wealth of
knowledge and experience accumulated from years of scholarly investigation and practical
experience. Faculty will challenge you to develop professional skills through complex
experiences and use your scholarly insights to recognize,address, and evaluate the
challenges of the workplace and life.

Please accept my personal thank you for choosing Capella University for your studies. I
look forward to the day when I can extend my personal congratulations on successfully
completing your program of study.

Melissa Weaver, MA

Dean of the Division of Arts and Sciences

Division of Arts and Sciences General Education Courses and Concentration Information

General Education Courses

Undergraduate Concentrations

Visit the Division of Arts and Sciences admission component page for more information.
Volume 21-22 No. 2
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General Education Courses

Division of Arts and Sciences

Essential Undergraduate Learning Outcomes

Intercultural Competence: Learners will demonstrate the ability to engage effectively

in a local and global society and apply civic knowledge to real-world situations.

Ethics: Learners will demonstrate ethical reasoning by making sound decisions, taking
appropriate actions with awareness of the rights and well-being of others, and
identifying the impact of personal and professional behavior.

Personal and Social Responsibility: Learners will make personal and

professional decisions with respect for human diversity, equality, and inclusion, and
develop self and social awareness by understanding personal strengths and
limitations.

Relationship Building: Learners will demonstrate the teamwork skills necessary to

effectively work with others, establish new networks, and cultivate existing networks.

Problem Solving: Learners will identity and frame problems, explore big questions
and ideas, and create effective, ethical, and evidence-based solutions.

Critical Thinking: Learners will develop the thinking skills necessary to think
independently, initiate action, integrate differing points of view, and develop a process
of reasoning.

Innovative Thinking: Learners will develop the creative thinking skills necessary to
create innovative solutions and the agility to embrace and adapt to change.

Quantitative Reasoning: Learners will apply basic mathematical skills to interpret

quantitative information in a results-driven context.
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Scientific and Evidence-Based Inquiry: Learners will use research and empirical
evidence to further develop questions, propose explanations to problems or scenarios,
and to use a scientific lens to describe the world around them.

Information Literacy: Learners will apply inquiry and analysis skills to the ability to
locate, analyze, and use knowledge and resources appropriately. Learners will act
ethically by providing credit to original authors and sources.

Communication: Learners will develop the skills necessary to articulate ideas

effectively in a variety of written, oral, and visual formats using an appropriate tone and
purpose for the intended audience.

Integrative Learning: Learners will use multi-disciplinary and multi-contextual lenses

to address complex ideas and questions, synthesize transferable skills and concepts
across disciplines, and apply transferable knowledge to professional disciplines.

Capella University’s general education curriculum works in concert with the coursework
in a learner’s field of study to develop reflective-practitioners at the bachelor’s level.
Reflective-practitioners learn to use analytical and relational skills to improve their
professional practices through action, reflection, and adaptation.

At Capella University, the general education curriculum is structured around the

development of knowledge and skills within four major distribution areas:

1. Communication: Capella learners develop the communication skills necessary to

effectively use the English language to communicate both verbally and in written form.
They develop the thinking skills necessary to critically evaluate information, integrate
differing points of view, and establish a reasoned course of action for effectively solving
problems. These critical thinking skills are reinforced throughout the program and
through reading, writing, speaking, and listening.
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2. Humanities: Capella learners develop an understanding of the arts and humanities

as an expression of human culture, and through the critical analysis of works of art,
literature, and philosophy, they develop the ability to form their own aesthetic
judgments. Through reflection on their own values and positions, as well as those of
others, they learn what it means to be a socially responsible citizen in today’s world and
develop the ability to appropriately exercise that citizenship.

3. Natural Science and Mathematics: Capella learners develop an understanding of

the scientific methods used to study the natural sciences phenomena and an
appreciation of the role scientific inquiry plays in addressing the critical issues facing
today’s world. They develop an understanding of mathematical and logical reasoning
and the ability to use mathematics and logic to address problems in their personal and
professional lives.

4. Social Science: Capella learners develop an understanding of the scientific methods

used to study human behavior and interaction and acquire knowledge of the
predominant social science theories.

General Education Courses †

Choose 45 quarter credits with a minimum of 6 quarter credits from each category.

Communication

COM-H4005 * Communicating and Integrating Solutions in 6 quarter credits

the Professional World

COM1150 Introduction to Digital and Information 6 quarter credits

Literacy

COM1250 Workplace Communication 6 quarter credits

COM2000 Intercultural Communication 6 quarter credits

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COM3700 Conflict Resolution 6 quarter credits

COM4100 Media and Culture 6 quarter credits

ENG1000 English Composition 6 quarter credits

ENG1100 Writing Strategies for Criminal Justice 6 quarter credits

ENG1250 Introduction to Technical and Business 6 quarter credits

Writing

ENG2250 Academic Research and Writing 6 quarter credits

Humanities

HUM1100 Exploring Cultures: Adapting in a Global 4 quarter credits

World

HUM1200 Philosophy of Work 6 quarter credits

PHI-H2005 Honors Seminar: Critical Thinking for the 3 quarter credits

Professional World

PHI2000 Ethics 6 quarter credits

PHI3200 Ethics in Health Care 6 quarter credits

Natural Science and Mathematics

BIO1000 Human Biology 6 quarter credits

MAT1050 College Algebra 6 quarter credits

MAT1100 Using Math in the Real World 4 quarter credits

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MAT2001 Statistical Reasoning 6 quarter credits

MAT2051 * Discrete Mathematics 6 quarter credits

MAT2100 Data-Driven Decisions 4 quarter credits

NSC1150 Science and Innovation 6 quarter credits

PHY1000 Introduction to Astronomy 6 quarter credits

Social Science

ECO1150 Personal Economics: Introduction to 6 quarter credits

Financial Planning

HIS1150 U.S. History: How the Past Informs the 6 quarter credits
Present

POL1110 U.S. and Nevada Government 6 quarter credits

PSYC1000 Introduction to Psychology 6 quarter credits

SOC-H3005 * Honors Professional Seminar 6 quarter credits

SOC1150 How Society Works: Diversity, Collaboration, 6 quarter credits

and Problem Solving

SOC1200 Preparing for the Future of Work 4 quarter credits

SOC2000 Cultural Diversity 6 quarter credits

SOC3400 Social Deviance 6 quarter credits

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In addition, choose 21 quarter credits of additional undergraduate courses from general

education courses above.

Nevada residents must complete POL1110 as part of their general education

requirements.

General Education Courses, FlexPath option †

Choose 22.5 program points with a minimum of 3 program points from each category.

Communication

COM-FP3700 Conflict Resolution 3 program points

COM-FPX1150 Introduction to Digital and Information 3 program points

Literacy

COM-FPX1250 Workplace Communication 3 program points

COM-FPX3700 Conflict Resolution 3 program points

ENG-FP1000 English Composition 3 program points

ENG-FPX1000 English Composition 3 program points

ENG-FPX1250 Introduction to Technical and Business 3 program points

Writing

ENG-FPX2250 Academic Research and Writing 3 program points

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Humanities

HUM-FPX1100 Exploring Cultures: Adapting in a Global 2 program points

World

PHI-FP2000 Ethics 3 program points

PHI-FP3200 Ethics in Health Care 3 program points

PHI-FPX2000 Ethics 3 program points

PHI-FPX3200 Ethics in Health Care 3 program points

Natural Science and Mathematics

BIO-FP1000 Human Biology 3 program points

BIO-FPX1000 Human Biology 3 program points

MAT-FP1050 College Algebra 3 program points

MAT-FP1100 Using Math in the Real World 2 program points

MAT-FP2001 Statistical Reasoning 3 program points

MAT-FP2051 * Discrete Mathematics 3 program points

MAT-FPX2001 Statistical Reasoning 3 program points

MAT-FPX2100 Data-Driven Decisions 2 program points

NSC-FPX1150 Science and Innovation 3 program points

Social Science

ECO-FPX1150 Personal Economics: Introduction to 3 program points

Financial Planning
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HIS-FPX1150 U.S. History: How the Past Informs the 3 program points
Present

POL-FPX1110 U.S. and Nevada Government 3 program points

PSYC-FPX1000 Introduction to Psychology 3 program points

SOC-FP1200 Preparing for the Future of Work 2 program points

SOC-FP2000 Cultural Diversity 3 program points

SOC-FPX1150 How Society Works: Diversity, Collaboration, 3 program points

and Problem Solving

SOC-FPX1200 Preparing for the Future of Work 2 program points

SOC-FPX2000 Cultural Diversity 3 program points

In addition, choose 10.5 program points of undergraduate courses from general

education courses above.

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

† Some Capella degree programs and specializations require specific courses as part
of their curriculum. Learners should refer to their program requirements.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.

Nevada residents must complete POL-FPX1110 as part of their general

education requirements.
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Undergraduate Concentrations
Division of Arts and Sciences

Accounting

Addictions

Behavioral Health

Finance

Forensic Psychology

Health Care Management

Human Resource Management

Management and Leadership

Marketing

Project Management
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Accounting
Division of Arts and Sciences

The Accounting concentration provides learners with a basic understanding of

accounting in an organization, including how to create financial statements and
evaluate an enterprise’s financial health. Learners gain an understanding of budgeting
and analyze the time value of money. Learners also examine General Accepted
Accounting Principles (GAAP) and Financial Accounting Standard Board (FASB)
pronouncements.

Five Required Courses

24 quarter credits

BUS3061 Fundamentals of Accounting 3 quarter credits

BUS3062 Fundamentals of Finance 3 quarter credits

BUS4060 * Financial Accounting Principles 6 quarter credits

BUS4061 * Managerial Accounting Principles 6 quarter credits

BUS4062 * Intermediate Financial Accounting Topics 6 quarter credits

and Trends
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Total

24 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.
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Addictions
Division of Arts and Sciences

In the Addictions concentration, learners apply knowledge of theories, treatments, and

current research needed to understand and respond to the psychological and
behavioral aspects of a variety of addictions. Successful graduates of this concentration
are prepared to pursue additional undergraduate-level training, or advanced education
in treating addictions. They are also prepared to pursue careers in entry-level positions
such as intake worker or psychiatric technician, or in areas such as prevention
education.

Four Required Courses

18 quarter credits

PSYC2300 Introduction to Addiction Theories 3 quarter credits

PSYC2900 * Introduction to Psychology of Personality 3 quarter credits

PSYC3110 * Abnormal Psychology 6 quarter credits

PSYC4300 * Introduction to Addiction Treatment 6 quarter credits

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Total

18 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

Please note that some courses within this program have prerequisites that are not listed
as required courses, which may increase the total number of courses needed to
complete this program.
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Behavioral Health
Division of Arts and Sciences

In the Behavioral Health concentration, learners demonstrate foundational counseling

knowledge, application, and skills and apply them to general behavioral health topics in
the field of psychology. Learners who successfully complete this concentration are
prepared to pursue graduate work in the areas of clinical psychology, counseling
psychology, mental health counseling, marriage and family therapy,
addictions counseling, school counseling, social work, or other psychology-related
degrees; and/or pursue careers such as case manager, crisis worker, victim advocate,
psychiatric technician, or other entry-level careers in the field of psychology.

Four Required Courses

18 quarter credits

PSYC2320 * Introduction to Counseling and 3 quarter credits

Psychotherapy

PSYC2900 * Introduction to Psychology of Personality 3 quarter credits

PSYC3110 * Abnormal Psychology 6 quarter credits

PSYC4320 * Theories of Counseling and Psychotherapy 6 quarter credits

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Total

18 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

Please note that some courses within this program have prerequisites that are not listed
as required courses, which may increase the total number of courses needed to
complete this program.
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Finance
Division of Arts and Sciences

The Finance concentration presents finance fundamentals and emphasizes financial

decisionmaking principles, financial analysis, and the evaluation of financial information.
The concentration is designed to prepare learners to engage in meaningful dialogue
about the financial health of organizations and use financial information to make ethical
and effective business decisions.

Four Required Courses

21 quarter credits

BUS3062 Fundamentals of Finance 3 quarter credits

BUS4070 * Foundations in Finance 6 quarter credits

BUS4072 * Analysis for Financial Management 6 quarter credits

BUS4073 * Investments and Portfolio Management 6 quarter credits

Total

21 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.
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Forensic Psychology
Division of Arts and Sciences

In the Forensic Psychology concentration, learners demonstrate foundational

knowledge and application of the interactions between the legal system and
psychology. The concentration focuses on introductory knowledge of the psychology
behind criminal behavior and of the roles forensic psychology professionals play in legal
proceedings and treatment. Additionally, learners recognize the role, rights, and needs
of victims in the criminal justice process. Successful graduates of this concentration are
prepared to pursue graduate work in forensic psychology or other areas of psychology
of interest, or pursue careers in entry-level positions within the criminal justice system,
such as a victim advocate or child protective worker.

Four Required Courses

18 quarter credits

PSYC2330 Introduction to Forensic Psychology 3 quarter credits

PSYC3110 * Abnormal Psychology 6 quarter credits

PSYC3130 Criminal Psychology and Behavior 6 quarter credits

PSYC3150 Victimology 3 quarter credits

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Total

18 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

Please note that some courses within this program have prerequisites that are not listed
as required courses, which may increase the total number of courses needed to
complete this program.
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Health Care Management

Division of Arts and Sciences

In the Health Care Management concentration, learners acquire a basic understanding

of health care business functions, including health care administration, health care
economics, quality assurance and risk management, and ethics in health care
operations. Learners explore public health, health policy, and operations within health
services organizations and examine clinical scenarios and the impact health care
reform has on providers, insurers, and consumers.

Six Required Courses

24 quarter credits

BHA4002 History of the United States Health Care 3 quarter credits

System

BHA4003 Present and Future State Developments 3 quarter credits

within the United States Health Care System

BHA4006 Health Care Regulation and Compliance 6 quarter credits

BHA4008 Health Care Budgeting and Reporting 3 quarter credits

BHA4009 Health Care Reimbursement Systems 3 quarter credits

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BUS4121 Ethics in Health Care Management 6 quarter credits

Total

24 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

Please note that some courses within this program have prerequisites that are not listed
as required courses, which may increase the total number of courses needed to
complete this program.
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Human Resource Management

Division of Arts and Sciences

Learners in this concentration apply the principles of human resource management

to support organizational outcomes. Throughout the coursework, learners develop the
skills and competence necessary to attract, recruit, engage, develop, and retain
employees. Learners also build the fundamental knowledge of compensation, benefits,
and the legal framework that guides the employment lifecycle.

Three Required Courses

18 quarter credits

BUS3040 Fundamentals of Human Resource 6 quarter credits

Management

BUS4044 * Legal Issues in Human Resource 6 quarter credits

Management

BUS4045 * Recruiting, Retention, and Development 6 quarter credits

Total

18 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.
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Management and Leadership

Division of Arts and Sciences

In the Management and Leadership concentration, learners gain the knowledge and
abilities needed to coordinate, implement, promote, supervise, and direct the
activities of individuals, organizations, and businesses in order to effectively lead
people and manage organizations. Learners also demonstrate the management,
interpersonal, and professional thinking skills necessary to impact organizational
effectiveness.

Four Required Courses

18 quarter credits

BUS3011 Fundamentals of Management 3 quarter credits

BUS3012 Fundamentals of Leadership 3 quarter credits

BUS4012 * Leadership in Organizations 6 quarter credits

BUS4013 * Organizational Structure, Learning, and 6 quarter credits

Performance
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Total

18 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.
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Marketing
Division of Arts and Sciences

The Marketing concentration presents marketing fundamentals and emphasizes the 4

P’s of marketing: product, price, place, and promotion. The curriculum also addresses
sales and channel processes, brand identity, and marketing and research
communications approaches. The concentration is designed to prepare learners to
effectively contribute to the planning and execution of marketing activities in
organizations.

Four Required Courses

24 quarter credits

BUS3030 Fundamentals of Marketing and Sales 6 quarter credits

BUS4030 * Marketing Distribution Channel Management 6 quarter credits

BUS4033 * Brand Identity and Marketing 6 quarter credits

Communications

BUS4036 * Marketing Research 6 quarter credits

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Total

24 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.
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Project Management
Division of Arts and Sciences

The Project Management concentration presents the fundamentals of project

management, including the skills, tools, and techniques used to initiate, plan, execute,
control, and close projects. The concentration also presents principles of systems
thinking and a systems solutions approach to manage project integration, scope, and
change, as well as how to manage the project triple-constraints of time, cost, and
quality. The concentration is designed to prepare learners to understand and apply
globally recognized project management best practices and methodologies to
professional and personal projects.

Four Required Courses

21 quarter credits

PM3000 Principles of Project Management 3 quarter credits

PM4010 * Process Groups and Knowledge Areas in 6 quarter credits

Project Management

PM4020 * Integration and Scope Management 6 quarter credits

PM4030 * Scheduling, Cost, and Quality Management 6 quarter credits

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Total

21 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.
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Undergraduate—Business, Technology, and Health Care

Administration Academic Offerings
Business

Concentrations

Management and
Behavioral Health
Degree Specializations/ Honors Multiple Specializations

Management

Management

Management
Health Care
Accounting

Psychology

Leadership
Addictions

Marketing
Resource
Forensic
Program Minors Pathway (must be within the same degree program)

Finance

Human

Project
Accounting        
Accounting,
FlexPath option
Business
Administration         
Business
Administration,
FlexPath option
Finance        
Health Care
Management        
Health Care
Management,
FlexPath option
Bachelor of
Science (BS) in Human Resource        
Business Management
Human Resource
Management,
FlexPath option
Management and
Leadership        
Management and
Leadership,
FlexPath option
Marketing        
Project
Management        
Project
Management,
FlexPath option

Undergraduate Accounting
Certificate

Health Care Administration

Degree Programs Specializations Accelerated Master’s Pathway Honors Pathway

Health Information Management  

Health Information Management, FlexPath option 

Bachelor of Science (BS) in Health
Care Administration
Leadership  

Leadership, FlexPath option 

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Undergraduate—Business, Technology, and Health Care

Administration Academic Offerings, continued

Technology

Concentrations
Multiple

Management and
Behavioral Health

Cloud Application
Specializations

and Application
Development

Development

Development
Programming
Management

Management

Management
Development
Degree Specializations/ Honors

Health Care
(must be
Accounting

Psychology

Leadership
Addictions

Marketing
Resource
Forensic
Finance

Human

Mobile
Program Minors Pathway

Project
within the

Web
same degree
program)

General
Information       
Technology
General
Information
Technology,
FlexPath option
Information
Assurance and       
Cybersecurity
Information
Assurance and
Bachelor of Cybersecurity,
Science FlexPath option
(BS) in
Information Software
Technology Development      

Data Analytics
Minor      

Data Management
Minor      

Network
Technology      
Cisco® Minor
Network
Technology      
Microsoft® Minor
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 176

Graduate—Business, Technology, and Health Care

Administration Academic Offerings

Business
Multiple Specializations
Degree Programs Specializations Certificate Programs (must be within the same
degree program)
General Business Management
Accounting
Doctor of Human Resource Management
Philosophy (PhD)
Information Technology Management
in Business
Management Leadership
Project Management
Strategy and Innovation
General Management
General Management, FlexPath option
Organizational Leadership and Developement
Doctor of
Business Administration Organizational Leadership and Developement,
(DBA) FlexPath option

Strategy and Innovation

Strategy and Innovation, FlexPath option
Self-Designed
Self-Designed, FlexPath option
Health Care Management 
Master of Health Care Management, FlexPath option
Business Administration
(MBA) Human Resource Management 
Human Resource Management, FlexPath option
Project Management 
Project Management, FlexPath option
General Human Resource Management
Master of Science General Human Resource Management,
(MS) in FlexPath option
Human Resource
Management Health Care

Health Care, FlexPath option

Graduate Certificate in Human Resource Management

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 177

Graduate—Business, Technology, and Health Care

Administration Academic Offerings, continued

Health Care Administration

Degree Programs Specializations Certificate Programs

General Health Administration

Health Care Leadership

Doctor of Health Administration (DHA)
Health Care Quality and Analytics

Health Policy and Advocacy

General Health Administration

General Health Administration, FlexPath option

Health Care Informatics

Master of Health Administration (MHA)
Health Care Informatics, FlexPath option

Health Care Leadership

Health Care Leadership, FlexPath option

Health Care Operations

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 178

Graduate—Business, Technology, and Health Care

Administration Academic Offerings, continued

Technology

Multiple Specializations
Degree Programs Specializations Certificate Programs (must be within the same degree
program)

General Information Technology

Doctor of Philosophy (PhD) in
Information Assurance and Cybersecurity
Information Technology
Project Management

Doctor of Information
Technology (DIT)
Master of Science (MS) in
Analytics

Digital Forensics 
Master of Science (MS) in
Health Care Security 
Information Assurance and Cybersecurity
Network Defense 

General Information Technology

Analytics 
Master of Science (MS) in
Information Technology
Cybersecurity 

Enterprise Networks and Cloud Computing 

Project Management 
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 179

School of Business, Technology, and Health Care

Administration

Jennifer A. Straub, PhD

Interim Dean of Business, Technology, and Health Care Administration

A Message from the Interim Dean of Business, Technology, and Health Care Administration

Welcome to the School of Business, Technology, and Health Care Administration at

Capella University. Our school offers doctoral, master's, and bachelor's degrees, and
certificate programs. Within each program, a range of specialized and current, profession-
relevant curricula provide you with opportunities to build knowledge and expand your skills.

Our business degrees offer preparation for the workplace through application of theory and
practice of core business and professional knowledge and skills in a variety of
organizational, technological, and academic settings.

Our information technology degrees integrate technology skill development with the
business enterprise knowledge needed in today’s rapidly changing global workplace by
cultivating best practices in the field of IT and linking theory with practice in fundamentally
new ways.

Our health care administration degrees provide learners with the knowledge, competencies,
research, evidence-based best practices, and skills to meet the challenges and
opportunities within current and global health care environments.

On behalf of myself and our faculty, welcome to Capella University's School of Business,
Technology, and Health Care Administration. We are committed to providing a rich and
rewarding learning experience and look forward to your academic success.

Jennifer A. Straub, PhD

Interim Dean of Business, Technology, and Health Care Administration

Volume 21-22 No. 2
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School Mission Statement

Our mission is to educate adult learners using highly relevant curriculum and
exceptional instruction to deliver competency-based learning. Our learners’ educational
experiences provide immediate impact to their jobs as well as lay the foundation for
addressing challenges throughout their professional careers. Our learners participate
in thoughtful, faculty-guided learning communities that support the sharing of
experience and knowledge across industries, professions, and geographies. The
School of Business, Technology, and Health Care Administration is committed to
continual integration of relevant theory with effective practice. In our own work and in
the education of our learners, we provide and develop the necessary framework to
drive meaningful solutions to complex problems. Through the development of business,
research, information technology, and health care management knowledge, our
learners are uniquely equipped to be exceptional problem solvers who make a positive
impact in their organizations, communities, and society.

Visit the School of Business, Technology, and Health Care Administration tuition and fee
and admission component pages for more information.

Business

Undergraduate Programs

Undergraduate Business Degree Programs

Bachelor of Science (BS) in Business

Undergraduate Business Certificate Programs

Accounting
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 181
Graduate Programs

Graduate Business Degree Programs

Doctor of Philosophy (PhD) in Business Management

Doctor of Business Administration (DBA)

Master of Business Administration (MBA)

Master of Science (MS) in Human Resource Management

Graduate Business Certificate Programs

Graduate Certificate in Human Resource Management

Health Care Administration

Undergraduate Programs

Undergraduate Health Care Administration Degree Programs

Bachelor of Science (BS) in Health Care Administration

Graduate Programs

Graduate Health Care Administration Degree Programs

Doctor of Health Administration (DHA)

Master of Health Administration (MHA)

Technology

Undergraduate Programs
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 182

Undergraduate Information Technology Degree Programs

Bachelor of Science (BS) in Information Technology

Graduate Programs

Graduate Information Technology Degree Programs

Doctor of Philosophy (PhD) in Information Technology

Doctor of Information Technology (DIT)

Master of Science (MS) in Analytics

Master of Science (MS) in Information Assurance and Cybersecurity

Master of Science (MS) in Information Technology

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 183

Bachelor of Science (BS) in Business

School of Business, Technology, and Health Care Administration

The Bachelor of Science in Business degree program integrates the mastery of

business fundamentals with practical application in a rich, interactive learning
environment that enhances learners’ personal and organizational effectiveness in their
chosen field of study. The curriculum provides an integrated approach to complex
organizational systems, preparing learners to work in collaboration with diverse work
groups and functional areas.

Specializations

Accounting

Accounting CPA

Accounting, FlexPath option

Business Administration

Business Administration, FlexPath option

Finance

Health Care Management

Health Care Management, FlexPath option

Human Resource Management

Human Resource Management, FlexPath option

Management and Leadership

Management and Leadership, FlexPath option

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 184

Marketing

Project Management

Project Management, FlexPath option

Volume 21-22 No. 2
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BS in Business, Accounting
School of Business, Technology, Health Care Administration

In the Accounting specialization, learners acquire and apply various methods of

ethically maintaining accurate and up-to-date financial records and reporting
procedures for business transactions. Learners also gain and practice an
understanding of a wide array of accounting-related services, including budget analysis,
financial and investment planning, and financial statement and internal control auditing.
These skills prepare graduates for a profession in financial, managerial, or government
accounting. In addition to accounting expertise, learners in this specialization
demonstrate the interpersonal and communication skills required to present information
to both internal and external clients, influencing organizational effectiveness at all levels
of their organization. This specialization is not designed to prepare learners for a CPA
exam.

General Education Requirements

Choose 45 quarter credits with a minimum of 6 quarter credits from each category; see
General Education Courses.

Required courses:

MAT2001 Statistical Reasoning 6 quarter credits

-or-
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 186

Additional Program Requirements

BUS1003 Developing Business Thinking † 6 quarter credits

Core courses

42 quarter credits

BUS3003 Developing a Business Perspective ‡ 6 quarter credits

-or-

BUS3007 Developing a Business Perspective § 6 quarter credits

BUS3011 Fundamentals of Management 3 quarter credits

BUS3012 Fundamentals of Leadership 3 quarter credits

BUS3021 Fundamentals of Business Law 3 quarter credits

BUS3022 Fundamentals of Supply Chain Management 3 quarter credits

BUS3030 Fundamentals of Marketing and Sales 6 quarter credits

BUS3040 Fundamentals of Human Resource 6 quarter credits

Management

BUS3050 Fundamentals of Organizational 6 quarter credits

Communication

BUS3061 Fundamentals of Accounting 3 quarter credits

BUS3062 Fundamentals of Finance 3 quarter credits

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 187

Specialization courses

48 quarter credits

BUS4060 * Financial Accounting Principles 6 quarter credits

BUS4061 * Managerial Accounting Principles 6 quarter credits

BUS4062 * Intermediate Financial Accounting Topics 6 quarter credits

and Trends

BUS4063 * Advanced Financial Accounting Topics and 6 quarter credits

Trends

BUS4064 * Cost Accounting for Planning and Control 6 quarter credits

BUS4065 * Income Tax Concepts and Strategies 6 quarter credits

BUS4068 * Contemporary Auditing Using Investigative 6 quarter credits

Accounting Practices

BUS4070 * Foundations in Finance 6 quarter credits

Elective courses

39║quarter credits
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 188

Choose any undergraduate courses.

Capstone course

6 quarter credits

Taken during the learner’s final quarter:

BUS4993 Business Capstone Project 6 quarter credits

Total

180 quarter credits

Honors Pathway

Learners enrolled in the honors pathway complete the following general education
courses.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 189

Honors courses

15 quarter credits

PHI-H2005 Honors Seminar: Critical Thinking for the 3 quarter credits

Professional World

COM-H4005 * Communicating and Integrating Solutions in 6 quarter credits

the Professional World

SOC-H3005 * Honors Professional Seminar 6 quarter credits

These courses are applied toward the general education requirement and taken in
addition to the remaining required courses.

Total

180 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

† Learners who are determined to need additional support developing academic and
professional writing and reading skills based on academic assessment must take
BUS1003 during their first quarter.

‡ Learners who have completed BUS1003 are required to take BUS3003.

§ Learners who are not required to take BUS1003 are placed in BUS3007.

║Learners enrolled in the Accounting specialization must complete 39 quarter credits of

additional undergraduate courses. However, those learners enrolled in the Accounting
specialization who have completed BUS1003 choose only 33 quarter credits of
additional undergraduate courses.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 190

Nevada residents must complete POL1110 as part of their general education

requirements.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.

Eligible Concentrations

Finance

Health Care Management

Human Resource Management

Management and Leadership

Marketing

Project Management

Multiple Specializations available (must be within the same degree program)

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 191

BS in Business, Accounting, CPA

School of Business, Technology, and Health Care Administration

Learners in the BS Accounting CPA acquire and apply various methods of ethically
maintaining accurate and up-to-date records. Learners gain an understanding of a wide
array of accountingrelated services, including budget analysis, financial and investment
planning, and financial statement and internal control auditing. Learners also delve
deeper into accounting ethics as well as forensic, governmental, and international
accounting. In addition, learners demonstrate the interpersonal and communication
skills required to present information to both internal and external clients, influencing
organizational effectiveness at all levels of an organization. Successful graduates of the
BS Accounting CPA are prepared to pursue a profession in financial, managerial,
taxation, auditing, nonprofit, or government accounting. Completion of the BS
Accounting CPA alone does not adequately prepare learners to be eligible to sit for the
CPA exam or to become licensed certified public accountants. Learners also need to
understand and follow their specific state licensing requirements to ensure they meet
their state’s requirements.

General Education Requirements

Choose 45 quarter credits with a minimum of 6 quarter credits from each category; see
General Education Courses.

Required course:

MAT2001 Statistical Reasoning 6 quarter credits

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 192

Additional Program Requirements

BUS1003 Developing Business Thinking † 6 quarter credits

Core courses

42 quarter credits

BUS3003 Developing a Business Perspective ‡ 6 quarter credits

-or-

BUS3007 Developing a Business Perspective § 6 quarter credits

BUS3011 Fundamentals of Management 3 quarter credits

BUS3012 Fundamentals of Leadership 3 quarter credits

BUS3021 Fundamentals of Business Law 3 quarter credits

BUS3022 Fundamentals of Supply Chain Management 3 quarter credits

BUS3030 Fundamentals of Marketing and Sales 6 quarter credits

BUS3040 Fundamentals of Human Resource 6 quarter credits

Management

BUS3050 Fundamentals of Organizational 6 quarter credits

Communication

BUS3061 Fundamentals of Accounting 3 quarter credits

BUS3062 Fundamentals of Finance 3 quarter credits

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 193

Specialization courses

48 quarter credits

BUS4060 * Financial Accounting Principles 6 quarter credits

BUS4061 * Managerial Accounting Principles 6 quarter credits

BUS4062 * Intermediate Financial Accounting Topics 6 quarter credits

and Trends

BUS4063 * Advanced Financial Accounting Topics and 6 quarter credits

Trends

BUS4064 * Cost Accounting for Planning and Control 6 quarter credits

BUS4065 * Income Tax Concepts and Strategies 6 quarter credits

BUS4068 * Contemporary Auditing Using Investigative 6 quarter credits

Accounting Practices

BUS4070 * Foundations in Finance 6 quarter credits

Accounting CPA

In addition, choose 12 quarter credits from the following courses:

BUS4110 * Forensic Accounting 3 quarter credits

BUS4111 Ethics in Accounting 3 quarter credits

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 194

BUS4112 * Accounting Research 3 quarter credits

BUS4113 * International Accounting 3 quarter credits

BUS4114 * Government and Nonprofit Accounting 3 quarter credits

BUS4115 Business Law in Accounting 6 quarter credits

Elective courses

27║quarter credits

Choose any undergraduate courses.

Capstone course

6 quarter credits

Taken during the learner’s final quarter:

BUS4993 Business Capstone Project 6 quarter credits

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 195

Total

180 quarter credits

Honors Pathway

Learners enrolled in the honors pathway complete the following general education
courses.

Honors courses

15 quarter credits

PHI-H2005 Honors Seminar: Critical Thinking for the 3 quarter credits

Professional World

COM-H4005 * Communicating and Integrating Solutions in 6 quarter credits

the Professional World

SOC-H3005 * Honors Professional Seminar 6 quarter credits

These courses are applied toward the general education requirement and taken in
addition to the remaining required courses.

Total

180 quarter credits

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 196

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

† Learners who are determined to need additional support developing academic and
professional writing and reading skills based on academic assessment must take
BUS1003 during their first quarter.

‡ Learners who have completed BUS1003 are required to take BUS3003.

§ Learners who are not required to take BUS1003 are placed in BUS3007.

║Learners enrolled in the Accounting CPA must complete 27 quarter credits of

additional undergraduate courses. However, those learners enrolled in the Accounting
CPA who have completed BUS1003 choose only 21 quarter credits of additional
undergraduate courses.

Nevada residents must complete POL1110 as part of their general education

requirements.

Completion of Accounting CPA courses alone will not meet the educational
requirements to be eligible to sit for the CPA exam or to become licensed certified
public accountants. Graduates will need to complete additional credits and/or degrees
outside of Capella. Each state has minimum credit requirements and specific course
requirements that exceed Capella’s graduation requirements. Learners seeking a CPA
license will need to evaluate their Capella coursework to determine how their state’s
educational requirements can be fulfilled. State licensing regulations and professional
standards vary; learners are responsible for understanding and complying with the
requirements of the state in which they intend to work.

Eligible Concentrations

Finance

Health Care Management

Human Resource Management

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 197

Management and Leadership

Marketing

Project Management

Multiple Specializations available (must be within the same degree program)

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 198

BS in Business, Accounting, FlexPath Option

School of Business, Technology, and Health Care Administration

In the Accounting specialization, learners acquire and apply various methods of

ethically maintaining accurate and up-to-date financial records and reporting
procedures for business transactions. Learners also gain and practice an
understanding of a wide array of accounting-related services, including budget analysis,
financial and investment planning, and financial statement and internal control auditing.
These skills prepare graduates for a profession in financial, managerial, or government
accounting. In addition to accounting expertise, learners in this specialization
demonstrate the interpersonal and communication skills required to present information
to both internal and external clients, influencing organizational effectiveness at all levels
of their organization. This specialization is not designed to prepare learners for a CPA
exam. Learners who pursue this specialization through the FlexPath option earn a BS
in Business through selfpaced demonstrations of competencies.

General Education Requirements

A minimum of 22.5 program points; see General Education Courses, FlexPath option.†

Additional Program Requirements

Core courses

21 program points

BUS-FPX3007 Developing a Business Perspective 3 program points

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 199

BUS-FPX3011 Fundamentals of Management 1.5 program points

BUS-FPX3012 Fundamentals of Leadership 1.5 program points

BUS-FPX3021 Fundamentals of Business Law 1.5 program points

BUS-FPX3022 Fundamentals of Supply Chain Management 1.5 program points

BUS-FPX3030 Fundamentals of Marketing and Sales 3 program points

BUS-FPX3040 Fundamentals of Human Resource 3 program points

Management

BUS-FPX3050 Fundamentals of Organizational 3 program points

Communication

BUS-FPX3061 Fundamentals of Accounting 1.5 program points

BUS-FPX3062 Fundamentals of Finance 1.5 program points

Specialization courses

24 program points

BUS-FPX4060 * Financial Accounting Principles 3 program points

BUS-FPX4061 * Managerial Accounting Principles 3 program points

BUS-FPX4062 * Intermediate Financial Accounting Topics 3 program points

and Trends
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 200

BUS-FPX4063 * Advanced Financial Accounting Topics and 3 program points

Trends

BUS-FPX4064 * Cost Accounting for Planning and Control 3 program points

BUS-FPX4065 * Income Tax Concepts and Strategies 3 program points

BUS-FPX4068 * Contemporary Auditing Using Investigative 3 program points

Accounting Practices

BUS-FPX4070 * Foundations in Finance 3 program points

Elective courses

19.5 program points

Choose courses to fulfill total program points.†

Capstone course

3 program points

Taken during the learner’s final quarter:

BUS-FPX4993 Business Capstone Project 3 program points

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 201

Total

90 program points

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

† Learners in this specialization choose general education and elective courses from
the FlexPath (-FPX) course list.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.

Nevada residents must complete POL-FPX1110 as part of their general education

requirements.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 202

BS in Business, Business Administration

School of Business, Technology, and Health Care Administration

The BS Business Administration specialization provides learners with opportunities to

develop and demonstrate the business, interpersonal, and professional knowledge,
skills, and abilities needed to contribute to organizational effectiveness across all
functional levels in manufacturing, service, professional, and government arenas.
Learners select elective courses based on their individual professional needs.

General Education Requirements

Choose 45 quarter credits with a minimum of 6 quarter credits from each category; see
General Education Courses.

Additional Program Requirements

BUS1003 Developing Business Thinking † 6 quarter credits

Core courses

42 quarter credits

BUS3003 Developing a Business Perspective ‡ 6 quarter credits

BUS3007 Developing a Business Perspective § 6 quarter credits

BUS3011 Fundamentals of Management 3 quarter credits

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 203

BUS3012 Fundamentals of Leadership 3 quarter credits

BUS3021 Fundamentals of Business Law 3 quarter credits

BUS3022 Fundamentals of Supply Chain Management 3 quarter credits

BUS3030 Fundamentals of Marketing and Sales 6 quarter credits

BUS3040 Fundamentals of Human Resource 6 quarter credits

Management

BUS3050 Fundamentals of Organizational 6 quarter credits

Communication

BUS3061 Fundamentals of Accounting 3 quarter credits

BUS3062 Fundamentals of Finance 3 quarter credits

Specialization courses

36 quarter credits

Required course:

BUS4801 Ethics and Enterprise 6 quarter credits

In addition, choose 30 quarter credits of upper-division business or project

management courses.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 204

Elective courses

51 quarter credits

Choose 51 quarter credits of additional undergraduate courses.║

Capstone course

6 quarter credits

Taken during the learner’s final quarter:

BUS4993 Business Capstone Project 6 quarter credits

Total

180 quarter credits

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 205

Honors Pathway

Learners enrolled in the honors pathway complete the following general education
courses.

Honors courses

15 quarter credits

PHI-H2005 Honors Seminar: Critical Thinking for the 3 quarter credits

Professional World

COM-H4005 * Communicating and Integrating Solutions in 6 quarter credits

the Professional World

SOC-H3005 * Honors Professional Seminar 6 quarter credits

These courses are applied toward the general education requirement and taken in
addition to the remaining required courses.

Total

180 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

† Learners who are determined to need additional support developing academic and
professional writing and reading skills based on academic assessment must take
BUS1003 during their first quarter.

‡ Learners who have completed BUS1003 are required to take BUS3003.

§ Learners who are not required to take BUS1003 are placed in BUS3007.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 206

║Learners who have completed BUS1003 choose 45 quarter credits of

additional undergraduate courses.

Nevada residents must complete POL1110 as part of their general education

requirements.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.

Eligible Concentrations

Accounting

Finance

Health Care Management

Human Resource Management

Management and Leadership

Marketing

Project Management

Multiple Specializations available (must be within the same degree program)

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 207

BS in Business, Business Administration, FlexPath Option

School of Business, Technology, Health Care Administration

The BS Business Administration specialization provides learners with opportunities to

develop and demonstrate the business, interpersonal, and professional knowledge,
skills, and abilities needed to contribute to organizational effectiveness across all
functional levels in manufacturing, service, professional, and government arenas.
Learners select elective courses based on their individual professional needs. Learners
who pursue this specialization through the FlexPath option earn a BS in Business
through self-paced demonstrations of competencies.

General Education Requirements

A minimum of 22.5 program points; see General Education Courses, FlexPath option.†

Additional Program Requirements

Core courses

21 program points

BUS-FPX3007 Developing a Business Perspective 3 program points

BUS-FPX3011 Fundamentals of Management 1.5 program points

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 208

BUS-FPX3012 Fundamentals of Leadership 1.5 program points

BUS-FPX3021 Fundamentals of Business Law 1.5 program points

BUS-FPX3022 Fundamentals of Supply Chain Management 1.5 program points

BUS-FPX3030 Fundamentals of Marketing and Sales 3 program points

BUS-FPX3040 Fundamentals of Human Resource 3 program points

Management

BUS-FPX3050 Fundamentals of Organizational 3 program points

Communication

BUS-FPX3061 Fundamentals of Accounting 1.5 program points

BUS-FPX3062 Fundamentals of Finance 1.5 program points

Specialization courses

18 program points

Required course:

BUS-FPX4801 Ethics and Enterprise 3 program points

In addition, 15 program points of upper-division business or project management

courses.†
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 209

Elective courses

25.5 program points

Choose additional FlexPath undergraduate courses to fulfill total program points.†

Capstone course

3 program points

Taken during the learner’s final quarter:

BUS-FPX4993 Business Capstone Project 3 program points

Total

At least 90 program points

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.
† Learners in this specialization choose general education, specialization, and elective
courses from the FlexPath (-FPX) course list.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.

Nevada residents must complete POL-FPX1110 as part of their general education

requirements.
Volume 21-22 No. 2
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BS in Business, Finance
School of Business, Technology, and Health Care Administration

Finance professionals help organizations find and manage the resources needed to
grow, make investments and acquisitions, plan for the future, and manage existing
assets. Undergraduate learners in the Finance specialization build the finance
knowledge and skills needed to advance in the financial services industry or as a
finance professional within a public or private organization. In addition to finance
expertise, learners demonstrate the management, interpersonal, and professional
thinking skills needed to impact effectiveness across all levels of their organization.
Learners select elective courses based on their individual professional needs.

General Education Requirements

Choose 45 quarter credits with a minimum of 6 quarter credits from each category; see
General Education Courses.

Required course:

MAT2001 Statistical Reasoning 6 quarter credits

Additional Program Requirements

BUS1003 Developing Business Thinking † 6 quarter credits

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 211

Core courses

42 quarter credits

BUS3003 Developing a Business Perspective ‡ 6 quarter credits

-or-

BUS3007 Developing a Business Perspective § 6 quarter credits

BUS3011 Fundamentals of Management 3 quarter credits

BUS3012 Fundamentals of Leadership 3 quarter credits

BUS3021 Fundamentals of Business Law 3 quarter credits

BUS3022 Fundamentals of Supply Chain Management 3 quarter credits

BUS3030 Fundamentals of Marketing and Sales 6 quarter credits

BUS3040 Fundamentals of Human Resource 6 quarter credits

Management

BUS3050 Fundamentals of Organizational 6 quarter credits

Communication

BUS3061 Fundamentals of Accounting 3 quarter credits

BUS3062 Fundamentals of Finance 3 quarter credits

Specialization courses

48 quarter credits
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 212

BUS4070 * Foundations in Finance 6 quarter credits

BUS4071 * Financial Markets and Institutions 6 quarter credits

BUS4072 * Analysis for Financial Management 6 quarter credits

BUS4073 * Investments and Portfolio Management 6 quarter credits

BUS4801 Ethics and Enterprise 6 quarter credits

In addition, choose 18 quarter credits from the following courses:

BUS4074 * Entrepreneurial Finance 6 quarter credits

BUS4075 * Public and Nonprofit Finance 6 quarter credits

BUS4076 * Issues in International Finance 6 quarter credits

BUS4077 * Risk Management Strategies 6 quarter credits

BUS4078 * Financial Institution Management 6 quarter credits

BUS4079 * Real Estate Finance 6 quarter credits

Elective courses

39 quarter credits

Choose 39 quarter credits of additional undergraduate courses.║

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 213

Capstone course

6 quarter credits

Taken during the learner’s final quarter:

BUS4993 Business Capstone Project 6 quarter credits

Total

180 quarter credits

Honors Pathway

Learners enrolled in the honors pathway complete the following general education
courses.

Honors courses

15 quarter credits
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 214

PHI-H2005 Honors Seminar: Critical Thinking for the 3 quarter credits

Professional World

COM-H4005 * Communicating and Integrating Solutions in 6 quarter credits

the Professional World

SOC-H3005 * Honors Professional Seminar 6 quarter credits

These courses are applied toward the general education requirement and taken in
addition to the remaining required courses.

Total

180 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

† Learners who are determined to need additional support developing academic and
professional writing and reading skills based on academic assessment must take
BUS1003 during their first quarter.

‡ Learners who have completed BUS1003 are required to take BUS3003.

§ Learners who are not required to take BUS1003 are placed in BUS3007.

║Learners who have completed BUS1003 choose 33 quarter credits of additional

undergraduate courses.

Nevada residents must complete POL1110 as part of their general education

requirements.

Eligible Concentrations

Accounting
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 215

Health Care Management

Human Resource Management

Management and Leadership

Marketing

Project Management

Multiple Specializations available (must be within the same degree program)

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 216

BS in Business, Health Care Management

School of Business, Technology, and Health Care Administration

The bachelor’s Health Care Management specialization provides learners with an

opportunity to demonstrate their understanding of basic health care business functions,
including accounting, finance, human resources, communications, and marketing, as
well as more focused functions such as quality assurance, risk management, and
health care operations. Other specialization topics include health care laws and
regulations, leadership, and ethics. Successful graduates of this specialization are
prepared to pursue leadership or management roles in today’s challenging health care
environment.

General Education Requirements

Choose 45 quarter credits with a minimum of 6 quarter credits from each category; see
General Education Courses.

Additional Program Requirements

Core courses

42 quarter credits

NHS4000 Developing a Health Care Perspective 6 quarter credits

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 217

BHA4002 History of the United States Health Care 3 quarter credits

System

BHA4003 Present and Future State Developments 3 quarter credits

within the United States Health Care System

BUS3011 Fundamentals of Management 3 quarter credits

BUS3012 Fundamentals of Leadership 3 quarter credits

BUS3030 Fundamentals of Marketing and Sales 6 quarter credits

BUS3040 Fundamentals of Human Resource 6 quarter credits

Management

BUS3050 Fundamentals of Organizational 6 quarter credits

Communication

BUS3061 Fundamentals of Accounting 3 quarter credits

BUS3062 Fundamentals of Finance 3 quarter credits

Specialization courses

48 quarter credits

BHA4004 Patient Safety and Quality Improvement in 6 quarter credits

Health Care

BHA4006 Health Care Regulation and Compliance 6 quarter credits

BHA4008 Health Care Budgeting and Reporting 3 quarter credits

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 218

BHA4009 Health Care Reimbursement Systems 3 quarter credits

BHA4010 Introduction to Health Care Research 6 quarter credits

BHA4102 Leadership and Communication in Health 6 quarter credits

Care Organizations

BHA4104 Strategic Leadership and Workforce 6 quarter credits

Planning in Health Care

BHA4106 Introduction to Managing Health Care 6 quarter credits

Information

BUS4121 Ethics in Health Care Management 6 quarter credits

Elective courses

39 quarter credits

Choose 39 quarter credits of additional undergraduate courses.

Capstone course

6 quarter credits

Taken during the learner’s final quarter:

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 219

BUS4993 Business Capstone Project 6 quarter credits

Total

180 quarter credits

Honors Pathway

Learners enrolled in the honors pathway complete the following general education
courses.

Honors courses

15 quarter credits

PHI-H2005 Honors Seminar: Critical Thinking for the 3 quarter credits

Professional World

COM-H4005 * Communicating and Integrating Solutions in 6 quarter credits

the Professional World

SOC-H3005 * Honors Professional Seminar 6 quarter credits

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 220

These courses are applied toward the general education requirement and taken in
addition to the remaining required courses.

Total

180 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

Nevada residents must complete POL1110 as part of their general education

requirements.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.

Eligible Concentrations

Accounting

Finance

Human Resource Management

Management and Leadership

Marketing

Project Management

Multiple Specializations available (must be within the same degree program)

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 221

BS in Business, Health Care Management, FlexPath

Option
School of Business, Technology, and Health Care Administration

The bachelor’s Health Care Management specialization provides learners with

anopportunity to demonstrate their understanding of basic health care business
functions, including accounting, finance, human resources, communications, and
marketing, as well as more focused functions such as quality assurance, risk
management, and health care operations. Other specialization topics include health
care laws and regulations, leadership, and ethics. Successful graduates of this
specialization are prepared to pursue leadership or management roles in today’s
challenging health care environment. Learners who pursue this specialization through
the FlexPath option earn a BS in Business through self-paced demonstrations of
competencies.

General Education Requirements

A minimum of 22.5 program points; see General Education Courses, FlexPath option.†

Additional Program Requirements

Core courses

21 program points
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 222

NHS-FPX4000 Developing a Health Care Perspective 3 program points

BHA-FPX4002 History of the United States Health Care 1.5 program points
System

BHA-FPX4003 Present and Future State Developments 1.5 program points

within the United States Health Care System

BUS-FPX3011 Fundamentals of Management 1.5 program points

BUS-FPX3012 Fundamentals of Leadership 1.5 program points

BUS-FPX3030 Fundamentals of Marketing and Sales 3 program points

BUS-FPX3040 Fundamentals of Human Resource 3 program points

Management

BUS-FPX3050 Fundamentals of Organizational 3 program points

Communication

BUS-FPX3061 Fundamentals of Accounting 1.5 program points

BUS-FPX3062 Fundamentals of Finance 1.5 program points

Specialization courses

24 program points

BHA-FPX4004 Patient Safety and Quality Improvement in 3 program points

Health Care
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 223

BHA-FPX4006 Health Care Regulation and Compliance 3 program points

BHA-FPX4008 Health Care Budgeting and Reporting 1.5 program points

BHA-FPX4009 Health Care Reimbursement Systems 1.5 program points

BHA-FPX4010 Introduction to Health Care Research 3 program points

BHA-FPX4102 Leadership and Communication in Health 3 program points

Care Organizations

BHA-FPX4104 Strategic Leadership and Workforce 3 program points

Planning in Health Care

BHA-FPX4106 Introduction to Managing Health Care 3 program points

Information

BUS-FPX4121 Ethics in Health Care Management 3 program points

Elective courses

19.5 program points

Choose courses to fulfill total program points.†

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 224

Capstone course
3 program points

Taken during the learner’s final quarter:

BUS-FPX4993 Business Capstone Project 3 program points

Total

90 program points

* Denotes courses that have prerequisite(s).Refer to the descriptions for further details.

† Learners in this specialization choose general education, specialization, and elective

courses fromthe FlexPath (-FPX) course list.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.

Nevada residents must complete POL-FPX1110 as part of their general education

requirements.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 225

BS in Business, Human Resource Management

School of Business, Technology, and Health Care Administration

Learners in the bachelor’s Human Resource Management specialization build the

human resource management, interpersonal, and professional thinking skills needed to
manage talent, develop intellectual capital, deal with continuous change, and impact
organizational effectiveness as HR leaders and managers at all levels of their
organizations. Learners gain and demonstrate a working knowledge of how to staff an
organization, train and develop employees, maintain a fair and equitable compensation
system, establish human resource policies and procedures, and institute strategies to
meet the HR needs for the organization’s future.

General Education Requirements

Choose 45 quarter credits with a minimum of 6 quarter credits from each category; see
General Education Courses.

Additional Program Requirements

BUS1003 Developing Business Thinking † 6 quarter credits

Core courses

42 quarter credits

BUS3003 Developing a Business Perspective ‡ 6 quarter credits

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 226

-or-

BUS3007 Developing a Business Perspective § 6 quarter credits

BUS3011 Fundamentals of Management 3 quarter credits

BUS3012 Fundamentals of Leadership 3 quarter credits

BUS3021 Fundamentals of Business Law 3 quarter credits

BUS3022 Fundamentals of Supply Chain Management 3 quarter credits

BUS3030 Fundamentals of Marketing and Sales 6 quarter credits

BUS3040 Fundamentals of Human Resource 6 quarter credits

Management

BUS3050 Fundamentals of Organizational 6 quarter credits

Communication

BUS3061 Fundamentals of Accounting 3 quarter credits

BUS3062 Fundamentals of Finance 3 quarter credits

Specialization courses

48 quarter credits

BUS4043 * Compensation and Benefits Management 6 quarter credits

BUS4044 * Legal Issues in Human Resource 6 quarter credits

Management
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 227

BUS4045 * Recruiting, Retention, and Development 6 quarter credits

BUS4046 * Employee and Labor Relations 6 quarter credits

BUS4047 * Employee Training and Development 6 quarter credits

BUS4048 * International Human Resource Management 6 quarter credits

Issues

BUS4801 Ethics and Enterprise 6 quarter credits

BUS4802 Change Management 6 quarter credits

Elective courses

39 quarter credits

Choose 39 quarter credits of additional undergraduate courses.║

Capstone course

6 quarter credits

Taken during the learner’s final quarter:

BUS4993 Business Capstone Project 6 quarter credits

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 228

Total

180 credits

Honors Pathway

Learners enrolled in the honors pathway complete the following general education
courses.

Honors courses

15 quarter credits

PHI-H2005 Honors Seminar: Critical Thinking for the 3 quarter credits

Professional World

COM-H4005 * Communicating and Integrating Solutions in 6 quarter credits

the Professional World

SOC-H3005 * Honors Professional Seminar 6 quarter credits

These courses are applied toward the general education requirement and taken in
addition to the remaining required courses.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 229

Total

180 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

† Learners who are determined to need additional support developing academic and
professional writing and reading skills based on academic assessment must take
BUS1003 during their first quarter.

‡ Learners who have completed BUS1003 are required to take BUS3003.

§ Learners who are not required to take BUS1003 are placed in BUS3007.

║Learners who have completed BUS1003 choose 33 quarter credits of additional

undergraduate courses.

Nevada residents must complete POL1110 as part of their general education

requirements.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.

Eligible Concentrations

Accounting

Finance

Health Care Management

Management and Leadership

Marketing

Project Management

Multiple Specializations available (must be within the same degree program)

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 230

BS in Business, Human Resource Management, FlexPath

Option
School of Business, Technology, and Health Care Administration

Learners in the bachelor’s Human Resource Management specialization build the

human resource management, interpersonal, and professional thinking skills needed to
manage talent, develop intellectual capital, deal with continuous change, and impact
organizational effectiveness as HR leaders and managers at all levels of their
organizations. Learners gain and demonstrate a working knowledge of how to staff an
organization, train and develop employees, maintain a fair and equitable compensation
system, establish human resource policies and procedures, and institute strategies to
meet the HR needs for the organization’s future. Learners who pursue this
specialization through the FlexPath option earn a BS in Business through self-paced
demonstrations of competencies.

General Education Requirements

A minimum of 22.5 program points; see General Education Courses, FlexPath option.†

Additional Program Requirements

Core courses

21 program points
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 231

BUS-FPX3007 Developing a Business Perspective 3 program points

BUS-FPX3011 Fundamentals of Management 1.5 program points

BUS-FPX3012 Fundamentals of Leadership 1.5 program points

BUS-FPX3021 Fundamentals of Business Law 1.5 program points

BUS-FPX3022 Fundamentals of Supply Chain Management 1.5 program points

BUS-FPX3030 Fundamentals of Marketing and Sales 3 program points

BUS-FPX3040 Fundamentals of Human Resource 3 program points

Management

BUS-FPX3050 Fundamentals of Organizational 3 program points

Communication

BUS-FPX3061 Fundamentals of Accounting 1.5 program points

BUS-FPX3062 Fundamentals of Finance 1.5 program points

Specialization courses

24 program points

BUS-FPX4043 * Compensation and Benefits Management 3 program points

BUS-FPX4044 * Legal Issues in Human Resource 3 program points

Management
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 232

BUS-FPX4045 * Recruiting, Retention, and Development 3 program points

BUS-FPX4046 * Employee and Labor Relations 3 program points

BUS-FPX4047 * Employee Training and Development 3 program points

BUS-FPX4048 * International Human Resource Management 3 program points

Issues

BUS-FPX4801 Ethics and Enterprise 3 program points

BUS-FPX4802 Change Management 3 program points

Elective courses

19.5 program points

Choose courses to fulfill total program points.†

Capstone course

3 program points

Taken during the learner’s final quarter:

BUS-FPX4993 Business Capstone Project 3 program points

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 233

Total

90 program points

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

† Learners in this specialization choose general education, specialization, and elective

courses from the FlexPath (-FPX) course list.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.

Nevada residents must complete POL-FPX1110 as part of their general education

requirements.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 234

BS in Business, Management and Leadership

School of Business, Technology, and Health Care Administration

Learners in the bachelor’s Management and Leadership specialization develop and

apply the skills and competencies necessary to successfully coordinate, implement,
promote, supervise, and lead people in a dynamic, global environment. Throughout the
specialization, learners demonstrate the management, interpersonal, and professional
thinking skills needed to impact organizational effectiveness as leaders and managers
at all levels of their organizations.

General Education Requirements

Choose 45 quarter credits with a minimum of 6 quarter credits from each category; see
General Education Courses.

Additional Program Requirements

BUS1003 Developing Business Thinking † 6 quarter credits

Core courses

42 quarter credits

BUS3003 Developing a Business Perspective ‡ 6 quarter credits

-or-
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 235

BUS3007 Developing a Business Perspective § 6 quarter credits

BUS3011 Fundamentals of Management 3 quarter credits

BUS3012 Fundamentals of Leadership 3 quarter credits

BUS3021 Fundamentals of Business Law 3 quarter credits

BUS3022 Fundamentals of Supply Chain Management 3 quarter credits

BUS3030 Fundamentals of Marketing and Sales 6 quarter credits

BUS3040 Fundamentals of Human Resource 6 quarter credits

Management

BUS3050 Fundamentals of Organizational 6 quarter credits

Communication

BUS3061 Fundamentals of Accounting 3 quarter credits

BUS3062 Fundamentals of Finance 3 quarter credits

Specialization courses

48 quarter credits

BUS4011 * Virtual Team Collaboration 6 quarter credits

BUS4012 * Leadership in Organizations 6 quarter credits

BUS4013 * Organizational Structure, Learning, and 6 quarter credits

Performance
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 236

BUS4014 * Operations Management for Competitive 6 quarter credits

Advantage

BUS4015 * Strategic Planning and Implementation 6 quarter credits

BUS4016 * Global Business Relationships 6 quarter credits

BUS4801 Ethics and Enterprise 6 quarter credits

BUS4802 Change Management 6 quarter credits

Elective courses

39 quarter credits

Choose 39 quarter credits of additional undergraduate courses.║

Capstone course

6 quarter credits

Taken during the learner’s final quarter:

BUS4993 Business Capstone Project 6 quarter credits

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 237

Total

180 quarter credits

Honors Pathway

Learners enrolled in the honors pathway complete the following general education
courses.

Honors courses

15 quarter credits

PHI-H2005 Honors Seminar: Critical Thinking for the 3 quarter credits

Professional World

COM-H4005 * Communicating and Integrating Solutions in 6 quarter credits

the Professional World

SOC-H3005 * Honors Professional Seminar 6 quarter credits

These courses are applied toward the general education requirement and taken in
addition to the remaining required courses.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 238

Total

180 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

† Learners who are determined to need additional support developing academic and
professional writing and reading skills based on academic assessment must take
BUS1003 during their first quarter.

‡ Learners who have completed BUS1003 are required to take BUS3003.

§ Learners who are not required to take BUS1003 are placed in BUS3007.

║Learners who have completed BUS1003 choose 33 quarter credits of additional

undergraduate courses.

Nevada residents must complete POL1110 as part of their general education

requirements.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.

Eligible Concentrations

Accounting

Finance

Health Care Management

Human Resource Management

Marketing

Project Management

Multiple Specializations available (must be within the same degree program)

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 239

BS in Business, Management and Leadership, FlexPath

Option
School of Business, Technology, and Health Care Administration

Learners in the bachelor’s Management and Leadership specialization develop and

apply the skills and competencies necessary to successfully coordinate, implement,
promote, supervise, and lead people in a dynamic, global environment. Throughout the
specialization, learners demonstrate the management, interpersonal, and professional
thinking skills needed to impact organizational effectiveness as leaders and managers
at all levels of their organizations. Learners who pursue this specialization through the
FlexPath option earn a BS in Business through self-paced demonstrations of
competencies.

General Education Requirements

A minimum of 22.5 program points; see General Education Courses, FlexPath option.†

Additional Program Requirements

Core courses

21 program points

BUS-FPX3007 Developing a Business Perspective 3 program points

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 240

BUS-FPX3011 Fundamentals of Management 1.5 program points

BUS-FPX3012 Fundamentals of Leadership 1.5 program points

BUS-FPX3021 Fundamentals of Business Law 1.5 program points

BUS-FPX3022 Fundamentals of Supply Chain Management 1.5 program points

BUS-FPX3030 Fundamentals of Marketing and Sales 3 program points

BUS-FPX3040 Fundamentals of Human Resource 3 program points

Management

BUS-FPX3050 Fundamentals of Organizational 3 program points

Communication

BUS-FPX3061 Fundamentals of Accounting 1.5 program points

BUS-FPX3062 Fundamentals of Finance 1.5 program points

Specialization courses

24 program points

BUS-FPX4011 * Virtual Team Collaboration 3 program points

BUS-FPX4012 * Leadership in Organizations 3 program points

BUS-FPX4013 * Organizational Structure, Learning, and 3 program points

Performance
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 241

BUS-FPX4014 * Operations Management for Competitive 3 program points

Advantage

BUS-FPX4015 * Strategic Planning and Implementation 3 program points

BUS-FPX4016 * Global Business Relationships 3 program points

BUS-FPX4801 Ethics and Enterprise 3 program points

BUS-FPX4802 Change Management 3 program points

Elective courses

19.5 program points

Choose courses to fulfill total program points.†

Capstone course

3 program points

Taken during the learner’s final quarter:

BUS-FPX4993 Business Capstone Project 3 program points

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 242

Total

90 program points

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

† Learners in this specialization choose general education, specialization, and elective

courses from the FlexPath (-FPX) course list.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.

Nevada residents must complete POL-FPX1110 as part of their general education

requirements.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 243

BS in Business, Marketing
School of Business, Technology, and Health Care Administration

The undergraduate Marketing specialization provides learners with fundamental

business knowledge and emphasizes marketing research; sales, marketing, and
channel management processes; brand identity and marketing communications;
change management; and business ethics. Learners may choose to focus on the
fundamentals of sales and marketing or broaden their study to include a stronger
emphasis on marketing strategy, international marketing, customer behavior, services
marketing, or public relations. Upon successful completion of this specialization,
learners have gained the marketing expertise and the management, interpersonal, and
professional thinking skills needed to increase organizational effectiveness.

General Education Requirements

Choose 45 quarter credits with a minimum of 6 quarter credits from each category; see
General Education Courses.

Required course:

MAT2001 Statistical Reasoning 6 quarter credits

Additional Program Requirements

BUS1003 Developing Business Thinking † 6 quarter credits

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 244

Core courses

42 quarter credits

BUS3003 Developing a Business Perspective ‡ 6 quarter credits

-or-

BUS3007 Developing a Business Perspective § 6 quarter credits

BUS3011 Fundamentals of Management 3 quarter credits

BUS3012 Fundamentals of Leadership 3 quarter credits

BUS3021 Fundamentals of Business Law 3 quarter credits

BUS3022 Fundamentals of Supply Chain Management 3 quarter credits

BUS3030 Fundamentals of Marketing and Sales 6 quarter credits

BUS3040 Fundamentals of Human Resource 6 quarter credits

Management

BUS3050 Fundamentals of Organizational 6 quarter credits

Communication

BUS3061 Fundamentals of Accounting 3 quarter credits

BUS3062 Fundamentals of Finance 3 quarter credits

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 245

Specialization courses

48 quarter credits

BUS4022 * E-Marketing 6 quarter credits

BUS4030 * Marketing Distribution Channel Management 6 quarter credits

BUS4033 * Brand Identity and Marketing 6 quarter credits

Communications

BUS4036 * Marketing Research 6 quarter credits

BUS4801 Ethics and Enterprise 6 quarter credits

BUS4802 Change Management 6 quarter credits

In addition, choose 12 quarter credits from the following courses:

BUS4024 * Customer Behavior 6 quarter credits

BUS4027 * Public Relations 6 quarter credits

BUS4037 * Digital Marketing Tools 6 quarter credits

Elective courses

39 quarter credits

Choose 39 quarter credits of additional undergraduate courses.║

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 246

Capstone course

6 quarter credits

Taken during the learner’s final quarter:

BUS4993 Business Capstone Project 6 quarter credits

Total

180 quarter credits

Honors Pathway

Learners enrolled in the honors pathway complete the following general education
courses.

Honors courses

15 quarter credits
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 247

PHI-H2005 Honors Seminar: Critical Thinking for the 3 quarter credits

Professional World

COM-H4005 * Communicating and Integrating Solutions in 6 quarter credits

the Professional World

SOC-H3005 * Honors Professional Seminar 6 quarter credits

These courses are applied toward the general education requirement and taken in
addition to the remaining required courses.

Total

180 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

† Learners who are determined to need additional support developing academic and
professional writing and reading skills based on academic assessment must take
BUS1003 during their first quarter.

‡ Learners who have completed BUS1003 are required to take BUS3003.

§ Learners who are not required to take BUS1003 are placed in BUS3007.

║Learners who have completed BUS1003 choose 33 quarter credits of additional

undergraduate courses.

Nevada residents must complete POL1110 as part of their general education

requirements.

Eligible Concentrations

Accounting
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 248

Finance

Health Care Management

Human Resource Management

Management and Leadership

Project Management

Multiple Specializations available (must be within the same degree program)

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 249

BS in Business, Project Management

School of Business, Technology, and Health Care Administration

The Project Management specialization provides undergraduate business learners with

a foundational education in the processes, procedures, tools, and techniques of
coordinating and managing projects in an organizational setting. The curriculum
integrates practice and theory, and focuses on the basics of project management and
ten knowledge areas of practice, including but not limited to resource allocation, risk
assessment, and stakeholder management. Learners examine the role of project
manager as a change agent working with others to create value for an organization.
The curriculum focuses on development of project management technical skills,
professional behavior, and strategic awareness that is required to make informed
decisions. Successful graduates of this specialization are prepared to pursue careers
as project coordinators, project managers, business analysts, and program managers.

General Education Requirements

Choose 45 quarter credits with a minimum of 6 quarter credits from each category; see
General Education Courses.

Required course:

MAT2001 Statistical Reasoning 6 quarter credits

Additional Program Requirements

BUS1003 Developing Business Thinking † 6 quarter credits

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 250

Core courses

42 quarter credits

BUS3003 Developing a Business Perspective ‡ 6 quarter credits

-or-

BUS3007 Developing a Business Perspective § 6 quarter credits

BUS3011 Fundamentals of Management 3 quarter credits

BUS3012 Fundamentals of Leadership 3 quarter credits

BUS3022 Fundamentals of Supply Chain Management 3 quarter credits

BUS3030 Fundamentals of Marketing and Sales 6 quarter credits

BUS3040 Fundamentals of Human Resource 6 quarter credits

Management

BUS3050 Fundamentals of Organizational 6 quarter credits

Communication

BUS3061 Fundamentals of Accounting 3 quarter credits

BUS3062 Fundamentals of Finance 3 quarter credits

PM3000 Principles of Project Management 3 quarter credits

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 251

Specialization courses

48 quarter credits

PM4010 * Process Groups and Knowledge Areas in 6 quarter credits

Project Management

PM4020 * Integration and Scope Management 6 quarter credits

PM4030 * Scheduling, Cost, and Quality Management 6 quarter credits

PM4040 * Human Resources and Motivation 6 quarter credits

Management

PM4050 * Communication and Stakeholder 6 quarter credits

Management

PM4060 * Risk Management in Project Management 6 quarter credits

PM4070 * Procurement Management in Project 6 quarter credits

Management

PM4080 * Agile Project Management 6 quarter credits

Elective courses

39 quarter credits

Choose 39 quarter credits of additional undergraduate courses.║

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 252

Capstone course

6 quarter credits

Taken during the learner’s final quarter:

BUS4993 Business Capstone Project 6 quarter credits

Total

180 quarter credits

Honors Pathway

Learners enrolled in the honors pathway complete the following general education
courses.

Honors courses

15 quarter credits
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 253

PHI-H2005 Honors Seminar: Critical Thinking for the 3 quarter credits

Professional World

COM-H4005 * Communicating and Integrating Solutions in 6 quarter credits

the Professional World

SOC-H3005 * Honors Professional Seminar 6 quarter credits

These courses are applied toward the general education requirement and taken in
addition to the remaining required courses.

Total

180 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

† Learners who are determined to need additional support developing academic and
professional writing and reading skills based on academic assessment must take
BUS1003 during their first quarter.

‡ Learners who have completed BUS1003 are required to take BUS3003.

§ Learners who are not required to take BUS1003 are placed in BUS3007.

║Learners who have completed BUS1003 choose 33 quarter credits of additional

undergraduate courses.

Nevada residents must complete POL1110 as part of their general education

requirements.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.
Volume 21-22 No. 2
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Eligible Concentrations

Accounting

Finance

Health Care Management

Human Resource Management

Management and Leadership

Marketing

Multiple Specializations available (must be within the same degree program)

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BS in Business, Project Management, FlexPath Option

School of Business, Technology, and Health Care Administration

The Project Management specialization provides undergraduate business learners with

a foundational education in the processes, procedures, tools, and techniques of
coordinating and managing projects in an organizational setting. The curriculum
integrates practice and theory, and focuses on the basics of project management and
ten knowledge areas of practice, including but not limited to resource allocation, risk
assessment, and stakeholder management. Learners examine the role of project
manager as a change agent working with others to create value for an organization.
The curriculum focuses on development of project management technical skills,
professional behavior, and strategic awareness that is required to make informed
decisions. Successful graduates of this specialization are prepared to pursue careers
as project coordinators, project managers, business analysts, and program managers.
Learners who pursue this specialization through the FlexPath option earn a BS in
Business through self-paced demonstrations of competencies.

General Education Requirements

A minimum of 22.5 program points; see General Education Courses, FlexPath option.†

Additional Program Requirements

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Core courses

21 program points

BUS-FPX3007 Developing a Business Perspective 3 program points

BUS-FPX3011 Fundamentals of Management 1.5 program points

BUS-FPX3012 Fundamentals of Leadership 1.5 program points

BUS-FPX3022 Fundamentals of Supply Chain Management 1.5 program points

BUS-FPX3030 Fundamentals of Marketing and Sales 3 program points

BUS-FPX3040 Fundamentals of Human Resource 3 program points

Management

BUS-FPX3050 Fundamentals of Organizational 3 program points

Communication

BUS-FPX3061 Fundamentals of Accounting 1.5 program points

BUS-FPX3062 Fundamentals of Finance 1.5 program points

PM-FPX3000 Principles of Project Management 1.5 program points

Specialization courses

24 program points

PM-FPX4010 * Process Groups and Knowledge Areas in 3 program points

Project Management
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PM-FPX4020 * Integration and Scope Management 3 program points

PM-FPX4030 * Scheduling, Cost, and Quality Management 3 program points

PM-FPX4040 * Human Resources and Motivation 3 program points

Management

PM-FPX4050 * Communication and Stakeholder 3 program points

Management

PM-FPX4060 * Risk Management in Project Management 3 program points

PM-FPX4070 * Procurement Management in Project 3 program points

Management

PM-FPX4080 * Agile Project Management 3 program points

Elective courses

19.5 program points

Choose courses to fulfill total program points.†

Capstone course

3 program points
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Taken during the learner’s final quarter:

BUS-FPX4993 Business Capstone Project 3 program points

Total

90 program points

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

† Learners in this specialization choose general education, specialization, and elective

courses from the FlexPath (-FPX) course list.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.

Nevada residents must complete POL-FPX1110 as part of their general education

requirements.
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Accounting Undergraduate Certificate

School of Business, Technology, and Health Care Administration

Learners in this undergraduate certificate gain a basic knowledge of accounting

theories, concepts, and principles; acquire and apply various methods used to ethically
maintain accurate and up-to-date financial records; and practice an understanding of a
wide array of accounting-related topics, including budgeting, taxation, financial and
investment planning, and financial statement and internal control auditing. This
undergraduate certificate is not designed to prepare learners for a CPA exam.

Eight Required Courses

45 quarter credits

BUS3061 Fundamentals of Accounting 3 quarter credits

BUS4060 * Financial Accounting Principles 6 quarter credits

BUS4061 * Managerial Accounting Principles 6 quarter credits

BUS4062 * Intermediate Financial Accounting Topics 6 quarter credits

and Trends

BUS4063 * Advanced Financial Accounting Topics and 6 quarter credits

Trends
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BUS4064 * Cost Accounting for Planning and Control 6 quarter credits

BUS4065 * Income Tax Concepts and Strategies 6 quarter credits

BUS4068 * Contemporary Auditing Using Investigative 6 quarter credits

Accounting Practices

Total

45 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.
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Doctor of Philosophy (PhD) in Business Management

School of Business, Technology, and Health Care Administration

The Doctor of Philosophy (PhD) in Business Management degree program blends

theory and practice and is designed to provide learners with the business knowledge
and skills needed to lead 21st-century organizations in global, uncertain, and rapidly
changing environments. Throughout the program, learners develop and apply
foundational, interdisciplinary business knowledge and critical- and systems-thinking
skills. Learners engage in a curriculum in which they integrate research, theory, and
personal reflection with practice; evaluate the wisdom and practicality of organizational
theories, structures, and systems; and explore other related topics, including
accounting, finance, and marketing; global micro- and macroeconomics; strategy;
leadership; ethics; and research. Upon successful completion of this degree program,
learners are prepared to apply business knowledge and skills in research, teaching,
consulting, or management.

Specializations

General Business Management

Accounting

Human Resource Management

Information Technology Management

Leadership

Project Management

Strategy and Innovation

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PhD in Business Management, General Business

Management
School of Business, Technology, and Health Care Administration

The doctoral specialization in General Business Management provides learners with a

deep understanding of business theory, research, and practice. The curriculum focuses
on business systems and leadership, financial management, accounting, economics,
strategy, and social responsibility. In addition, core courses will also equip learners with
a strong global, ethical, and inter-disciplinary perspective. In addition to the core
curriculum, learners gain advanced knowledge and skills in research design and
application. Successful completion of the General Business Management specialization
prepares learners to lead, consult, or teach in the field of business management with a
theoretical and pragmatic perspective, creating practical solutions to real-world
problems.

Fifteen Required Courses

70 quarter credits

BMGT8002 Research Processes, Theory and Practice in 6 quarter credits

Global Business

BMGT8006 Business Principles and Practices 4 quarter credits

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-or-

BMGT8014 Accounting and Finance Principles and 4 quarter credits

Practice

BMGT-V8925 * Doctoral Project Development – Topic 3 quarter credits

Ideation

BMGT-V8926 * Doctoral Project Development – Topic 3 quarter credits

Development

BMGT-V8927 * Doctoral Project Development – Framework 3 quarter credits

Development

BMGT8008 Ethics and Leadership in Global 4 quarter credits

Environments

BMGT8012 Marketing Principles and Practice 4 quarter credits

-or-

BMGT8016 Strategic Management and Practice 4 quarter credits

BMGT8019 * Business Dissertation Specialization 4 quarter credits

Literature

BMGT8028 Foundations of Research, Scholarly 4 quarter credits

Literature, and Theory in Management

BMGT8055 * Business Special Topics: Literature Review 4 quarter credits

RSCH7860 Survey of Research Methods 4 quarter credits

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In addition, choose one of the following two categories:

For quantitative research:

BMGT8035 * Tests, Measurements, and Business 4 quarter credits

Research Design

BMGT8043 * Quantitative Research Techniques 2 4 quarter credits

RSCH7864 Quantitative Design and Analysis 4 quarter credits

For qualitative research:

BMGT8044 * Qualitative Research Design and Data 4 quarter credits

Analysis

BMGT8046 * Qualitative Data Collection Strategies, Data 4 quarter credits

Collection Guides, and Field Testing

RSCH7868 * Qualitative Design and Analysis 4 quarter credits

Upon completion of all required coursework:

GBUS9919 * Doctoral Comprehensive Examination 3 quarter credits

Learners must register for GBUS9960 a minimum of four times to fulfill their
specialization requirements.

GBUS9960 * Dissertation Courseroom 3 quarter credits

each
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Five Elective Courses

20 quarter credits

Choose any business management (BMGT) course(s).

Total

90 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.
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PhD in Business Management, Accounting

School of Business, Technology, and Health Care Administration

The PhD in Business Management specialization in Accounting is designed for

accounting faculty, accounting professionals such as certified public accountants and
certified and chartered management accountants, or those with a Master of
Accountancy or equivalent degree. The specialization provides learners with the
opportunity to develop advanced knowledge of accounting research, practice, and
education and strengthen the skills needed to think critically about and formulate
appropriate solutions to accounting problems in the global era. Throughout the
specialization, learners evaluate advanced theoretical constructs, standards, and
techniques of accounting practice; analyze strategic implications of accounting issues;
and conduct scholarly research that contributes to the field of accounting. Successful
completion of this specialization prepares learners to pursue advancement in
accounting research, practice, teaching, management, or consulting.

Twenty-Three Required Courses

86 quarter credits

Core courses:

BMGT8002 Research Processes, Theory and Practice in 6 quarter credits

Global Business
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BMGT8006 Business Principles and Practices 4 quarter credits

-or-

BMGT8014 Accounting and Finance Principles and 4 quarter credits

Practice

BMGT-V8925 * Doctoral Project Development – Topic 3 quarter credits

Ideation

BMGT-V8926 * Doctoral Project Development – Topic 3 quarter credits

Development

BMGT-V8927 * Doctoral Project Development – Framework 3 quarter credits

Development

BMGT8008 Ethics and Leadership in Global 4 quarter credits

Environments

BMGT8012 Marketing Principles and Practice 4 quarter credits

-or-

BMGT8016 Strategic Management and Practice 4 quarter credits

BMGT8019 * Business Dissertation Specialization 4 quarter credits

Literature

BMGT8028 Foundations of Research, Scholarly 4 quarter credits

Literature, and Theory in Management

BMGT8055 * Business Special Topics: Literature Review 4 quarter credits

RSCH7860 Survey of Research Methods 4 quarter credits

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In addition, choose one of the following two categories:

For quantitative research:

BMGT8035 * Tests, Measurements, and Business 4 quarter credits

Research Design

BMGT8043 * Quantitative Research Techniques 2 4 quarter credits

RSCH7864 Quantitative Design and Analysis 4 quarter credits

For qualitative research:

BMGT8044 * Qualitative Research Design and Data 4 quarter credits

Analysis

BMGT8046 * Qualitative Data Collection Strategies, Data 4 quarter credits

Collection Guides, and Field Testing

RSCH7868 * Qualitative Design and Analysis 4 quarter credits

Specialization courses:

BMGT8110 Advanced Research in Accounting 4 quarter credits

BMGT8112 Financial Reporting 4 quarter credits

BMGT8114 Accounting in the Global Era 4 quarter credits

BMGT8116 Forensic Accounting 4 quarter credits

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Upon completion of all required coursework:

GBUS9919 * Doctoral Comprehensive Examination 3 quarter credits

Learners must register for GBUS9960 a minimum of four times to fulfill their
specialization requirements.

GBUS9960 * Dissertation Courseroom 3 quarter credits

each

One Elective Course

4 quarter credits

Choose any business management (BMGT) course(s).

Total

90 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details
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PhD in Business Management, Human Resource

Management
School of Business, Technology, and Health Care Administration

The PhD Human Resource Management specialization focuses on knowledge and

skills needed to teach, consult, lead, practice, and conduct research in the field of
human resource management. Learners evaluate multidisciplinary theories and human
resource management strategies and practices for creating flexible and innovative
settings in the 21st century’s global workplace. The specialization focuses on key
issues related to attracting, developing, and retaining a global workforce. The
coursework addresses diverse demographic and cultural perspectives, the influence of
new technologies on the workplace, and the impact of the dynamic external work
environment on human resource management practices.

Twenty-Three Required Courses

86 quarter credits

Core courses:

BMGT8002 Research Processes, Theory and Practice in 6 quarter credits

Global Business

BMGT8006 Business Principles and Practices 4 quarter credits

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-or-

BMGT8014 Accounting and Finance Principles and 4 quarter credits

Practice

BMGT-V8925 * Doctoral Project Development – Topic 3 quarter credits

Ideation

BMGT-V8926 * Doctoral Project Development – Topic 3 quarter credits

Development

BMGT-V8927 * Doctoral Project Development – Framework 3 quarter credits

Development

BMGT8008 Ethics and Leadership in Global 4 quarter credits

Environments

BMGT8012 Marketing Principles and Practice 4 quarter credits

-or-

BMGT8016 Strategic Management and Practice 4 quarter credits

BMGT8019 * Business Dissertation Specialization 4 quarter credits

Literature

BMGT8028 Foundations of Research, Scholarly 4 quarter credits

Literature, and Theory in Management

BMGT8055 * Business Special Topics: Literature Review 4 quarter credits

RSCH7860 Survey of Research Methods 4 quarter credits

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In addition, choose one of the following two categories:

For quantitative research:

BMGT8035 * Tests, Measurements, and Business 4 quarter credits

Research Design

BMGT8043 * Quantitative Research Techniques 2 4 quarter credits

RSCH7864 Quantitative Design and Analysis 4 quarter credits

For qualitative research:

BMGT8044 * Qualitative Research Design and Data 4 quarter credits

Analysis

BMGT8046 * Qualitative Data Collection Strategies, Data 4 quarter credits

Collection Guides, and Field Testing

RSCH7868 * Qualitative Design and Analysis 4 quarter credits

Specialization courses:

BMGT8410 Foundations of Human Resource Theory 4 quarter credits

and Practice

BMGT8412 Creating Adaptive, Innovative Workplaces 4 quarter credits

BMGT8414 Attracting and Retaining Talent 4 quarter credits

BMGT8416 Human Resource Practices for Developing 4 quarter credits

Talent
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Upon completion of all required coursework:

GBUS9919 * Doctoral Comprehensive Examination 3 quarter credits

Learners must register for GBUS9960 a minimum of four times to fulfill their
specialization requirements.

GBUS9960 * Dissertation Courseroom 3 quarter credits

each

One Elective Course

4 quarter credits

Choose any business management (BMGT) course(s).

Total

90 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.
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PhD in Business Management, Information Technology

Management
School of Business, Technology, and Health Care Administration

The PhD in Business Management specialization in Information Technology

Management is designed for mid- and senior-level IT professionals and practicing IT
executives, individuals with senior business management experience, or those with a
master’s degree in a related field. The specialization focuses on emerging trends,
technological influences, and multidisciplinary research to advance the theory and
practice of leading IT strategic planning and management in complex environments,
including diverse organizational and global cultural contexts. Learners evaluate
collaborative relationships among IT and other leaders in the organization in pursuit of
organizational goals; strategies for fostering an organizational culture that integrates
technological innovation within the context of changing business needs; and the ethical
and legal issues that influence the theory and practice of IT management. The
specialization prepares learners to lead, consult, or teach in the field of IT
management from an informed, strategic viewpoint, creating practical solutions to
emerging real-world problems encountered as organizations compete in the global
marketplace.

Twenty-Three Required Courses

86 quarter credits

Core courses:
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BMGT8002 Research Processes, Theory and Practice in 6 quarter credits

Global Business

BMGT8006 Business Principles and Practices 4 quarter credits

-or-

BMGT8014 Accounting and Finance Principles and 4 quarter credits

Practice

BMGT-V8925 * Doctoral Project Development – Topic 3 quarter credits

Ideation

BMGT-V8926 * Doctoral Project Development – Topic 3 quarter credits

Development

BMGT-V8927 * Doctoral Project Development – Framework 3 quarter credits

Development

BMGT8008 Ethics and Leadership in Global 4 quarter credits

Environments

BMGT8012 Marketing Principles and Practice 4 quarter credits

-or-

BMGT8016 Strategic Management and Practice 4 quarter credits

BMGT8019 * Business Dissertation Specialization 4 quarter credits

Literature

BMGT8028 Foundations of Research, Scholarly 4 quarter credits

Literature, and Theory in Management

BMGT8055 * Business Special Topics: Literature Review 4 quarter credits

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RSCH7860 Survey of Research Methods 4 quarter credits

In addition, choose one of the following two categories:

For quantitative research:

BMGT8035 * Tests, Measurements, and Business 4 quarter credits

Research Design

BMGT8043 * Quantitative Research Techniques 2 4 quarter credits

RSCH7864 Quantitative Design and Analysis 4 quarter credits

For qualitative research:

BMGT8044 * Qualitative Research Design and Data 4 quarter credits

Analysis

BMGT8046 * Qualitative Data Collection Strategies, Data 4 quarter credits

Collection Guides, and Field Testing

RSCH7868 * Qualitative Design and Analysis 4 quarter credits

Specialization courses:

BMGT8210 Information Technology Leaders as Partners 4 quarter credits

in Organizational Strategic Planning

BMGT8212 Leading Information Technology Strategic 4 quarter credits

Planning in Complex and Global
Environments
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BMGT8214 Guiding the Implementation of Information 4 quarter credits

Technology Policies and Processes

BMGT8216 Innovating Information Technology Life 4 quarter credits

Cycle Management Processes in a
Changing Environment

Upon completion of all required coursework:

GBUS9919 * Doctoral Comprehensive Examination 3 quarter credits

Learners must register for GBUS9960 a minimum of four times to fulfill their
specialization requirements.

GBUS9960 * Dissertation Courseroom 3 quarter credits

each

One Elective Course

4 quarter credits

Choose any business management (BMGT) course(s).

Total

90 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.
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PhD in Business Management, Leadership

School of Business, Technology, and Health Care Administration

The PhD Leadership specialization emphasizes multi-disciplinary scholarly literature

and emerging trends in the leadership field, advancing the theory or practice of
leadership to meet the challenges of leading in a dynamic global business environment.
The specialization helps learners develop leadership qualities that support integrating
multiple perspectives by building the skills in systems thinking, critical thinking, creative
thinking, reflective thinking, and statistical thinking that enable leaders to build
productive relationships and strengthen an organization’s viability. The specialization
focuses on helping leaders become aware of and shift their beliefs and behaviors as
leaders enabling them to more effectively influence and impact the organization and its
external environment.

Twenty-Three Required Courses

86 quarter credits

Core courses:

BMGT8002 Research Processes, Theory and Practice in 6 quarter credits

Global Business

BMGT8006 Business Principles and Practices 4 quarter credits

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-or-

BMGT8014 Accounting and Finance Principles and 4 quarter credits

Practice

BMGT-V8925 * Doctoral Project Development – Topic 3 quarter credits

Ideation

BMGT-V8926 * Doctoral Project Development – Topic 3 quarter credits

Development

BMGT-V8927 * Doctoral Project Development – Framework 3 quarter credits

Development

BMGT8008 Ethics and Leadership in Global 4 quarter credits

Environments

BMGT8012 Marketing Principles and Practice 4 quarter credits

-or-

BMGT8016 Strategic Management and Practice 4 quarter credits

BMGT8019 * Business Dissertation Specialization 4 quarter credits

Literature

BMGT8028 Foundations of Research, Scholarly 4 quarter credits

Literature, and Theory in Management

BMGT8055 * Business Special Topics: Literature Review 4 quarter credits

RSCH7860 Survey of Research Methods 4 quarter credits

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In addition, choose one of the following two categories:

For quantitative research:

BMGT8035 * Tests, Measurements, and Business 4 quarter credits

Research Design

BMGT8043 * Quantitative Research Techniques 2 4 quarter credits

RSCH7864 Quantitative Design and Analysis 4 quarter credits

For qualitative research:

BMGT8044 * Qualitative Research Design and Data 4 quarter credits

Analysis

BMGT8046 * Qualitative Data Collection Strategies, Data 4 quarter credits

Collection Guides, and Field Testing

RSCH7868 * Qualitative Design and Analysis 4 quarter credits

Specialization courses:

BMGT8610 Leadership Theory and Practice in a Global 4 quarter credits

Environment

BMGT8612 Leadership as Personal Practice 4 quarter credits

BMGT8614 Leading the Organizational System 4 quarter credits

BMGT8616 Leading Dynamic Systems with Multi- 4 quarter credits

Dimensional Thinking
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Upon completion of all required coursework:

GBUS9919 * Doctoral Comprehensive Examination 3 quarter credits

Learners must register for GBUS9960 a minimum of four times to fulfill their
specialization requirements.

GBUS9960 * Dissertation Courseroom 3 quarter credits

each

One Elective Course

4 quarter credits

Choose any business management (BMGT) course(s).

Total

90 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.
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PhD in Business Management, Project Management

School of Business, Technology, and Health Care Administration

The PhD in Business Management specialization in Project Management is designed

for learners with a working knowledge of project management, for example those with a
Project Management Professional (PMP®) certification or at least one master’s-level
project management course. The specialization focuses on current and emerging
methodologies and frameworks; contemporary leadership theories and practices;
communications approaches; social networking theories; and complexity theories for
improving project and program results. Learners investigate and acquire the
knowledge, skills, tools, and techniques necessary to effectively lead projects and
programs in a variety of settings, and to conduct appropriate research to improve
project management practices. Topics include advanced project and program
management methodologies, risk management, portfolio optimization, and leadership.
Successful completion of this specialization prepares learners to lead, consult, perform
research, or teach in the field of project management from an informed, strategic
perspective.

Twenty-Three Required Courses

86 quarter credits
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Core courses:

BMGT8002 Research Processes, Theory and Practice in 6 quarter credits

Global Business

BMGT8006 Business Principles and Practices 4 quarter credits

-or-

BMGT8014 Accounting and Finance Principles and 4 quarter credits

Practice

BMGT-V8925 * Doctoral Project Development – Topic 3 quarter credits

Ideation

BMGT-V8926 * Doctoral Project Development – Topic 3 quarter credits

Development

BMGT-V8927 * Doctoral Project Development – Framework 3 quarter credits

Development

BMGT8008 Ethics and Leadership in Global 4 quarter credits

Environments

BMGT8012 Marketing Principles and Practice 4 quarter credits

-or-

BMGT8016 Strategic Management and Practice 4 quarter credits

BMGT8019 * Business Dissertation Specialization 4 quarter credits

Literature

BMGT8028 Foundations of Research, Scholarly 4 quarter credits

Literature, and Theory in Management

BMGT8055 * Business Special Topics: Literature Review 4 quarter credits

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RSCH7860 Survey of Research Methods 4 quarter credits

In addition, choose one of the following two categories:

For quantitative research:

BMGT8035 * Tests, Measurements, and Business 4 quarter credits

Research Design

BMGT8043 * Quantitative Research Techniques 2 4 quarter credits

RSCH7864 Quantitative Design and Analysis 4 quarter credits

For qualitative research:

BMGT8044 * Qualitative Research Design and Data 4 quarter credits

Analysis

BMGT8046 * Qualitative Data Collection Strategies, Data 4 quarter credits

Collection Guides, and Field Testing

RSCH7868 * Qualitative Design and Analysis 4 quarter credits

Specialization courses:

BMGT8430 Advanced Concepts of Project Management 4 quarter credits

Methodologies

BMGT8432 Projects as Complex Adaptive Systems 4 quarter credits

BMGT8434 Advanced Risk Management Systems and 4 quarter credits

Research
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BMGT8436 Dynamics of Program and Portfolio 4 quarter credits

Management

Upon completion of all required coursework:

GBUS9919 * Doctoral Comprehensive Examination 3 quarter credits

Learners must register for GBUS9960 a minimum of four times to fulfill their
specialization requirements.

GBUS9960 * Dissertation Courseroom 3 quarter credits

each

One Elective Course

4 quarter credits

Choose any business management (BMGT) course(s).

Total
90 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.
Volume 21-22 No. 2
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PhD in Business Management, Strategy and Innovation

School of Business, Technology, and Health Care Administration

The PhD Strategy and Innovation specialization provides learners with a theoretical and
practical orientation to the strategies organizations use to create and sustain
innovations and compete in today’s business environment. The curriculum emphasizes
evidence-based, multi-disciplined research; practices for analyzing global trends and
competitive information; seeking innovation opportunities; developing breakthrough
strategies; and creating an organizational environment that enables innovation and
change. Learners explore trend analysis and foresight planning; processes for
identifying risks and innovation opportunities; and strategies for building continued
organizational innovation, sustainability, and adaptation. Successful completion of this
specialization prepares learners to lead, consult, research, or teach in the area of
organizational strategy.

Twenty-Three Required Courses

86 quarter credits

Core courses:

BMGT8002 Research Processes, Theory and Practice in 6 quarter credits

Global Business

BMGT8006 Business Principles and Practices 4 quarter credits

Volume 21-22 No. 2
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-or-

BMGT8014 Accounting and Finance Principles and 4 quarter credits

Practice

BMGT-V8925 * Doctoral Project Development – Topic 3 quarter credits

Ideation

BMGT-V8926 * Doctoral Project Development – Topic 3 quarter credits

Development

BMGT-V8927 * Doctoral Project Development – Framework 3 quarter credits

Development

BMGT8008 Ethics and Leadership in Global 4 quarter credits

Environments

BMGT8012 Marketing Principles and Practice 4 quarter credits

-or-

BMGT8016 Strategic Management and Practice 4 quarter credits

BMGT8019 * Business Dissertation Specialization 4 quarter credits

Literature

BMGT8028 Foundations of Research, Scholarly 4 quarter credits

Literature, and Theory in Management

BMGT8055 * Business Special Topics: Literature Review 4 quarter credits

RSCH7860 Survey of Research Methods 4 quarter credits

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In addition, choose one of the following two categories:

For quantitative research:

BMGT8035 * Tests, Measurements, and Business 4 quarter credits

Research Design

BMGT8043 * Quantitative Research Techniques 2 4 quarter credits

RSCH7864 Quantitative Design and Analysis 4 quarter credits

For qualitative research:

BMGT8044 * Qualitative Research Design and Data 4 quarter credits

Analysis

BMGT8046 * Qualitative Data Collection Strategies, Data 4 quarter credits

Collection Guides, and Field Testing

RSCH7868 * Qualitative Design and Analysis 4 quarter credits

Specialization courses:

BMGT8130 Foresight: Anticipating the Future 4 quarter credits

BMGT8132 Identifying Opportunities for Innovation 4 quarter credits

BMGT8134 Competing with Disruptive Innovation 4 quarter credits

BMGT8136 Building an Innovation Strategy 4 quarter credits

Upon completion of all required coursework:

GBUS9919 * Doctoral Comprehensive Examination 3 quarter credits

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Learners must register for GBUS9960 a minimum of four times to fulfill their
specialization requirements.

GBUS9960 * Dissertation Courseroom 3 quarter credits

each

One Elective Course

4 quarter credits

Choose any business management (BMGT) course(s).

Total

90 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.
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Doctor of Business Administration (DBA)

School of Business, Technology, and Health Care Administration

The Doctor of Business Administration (DBA) degree program is designed for

individuals who aspire to achieve career advancement, including senior level positions
in management, strategy, or leadership: or for those interested in business consulting
or education. The program is scholar-practitioner focused, technology-driven, and
grounded in Accreditation Council for Business Schools and Programs (ACBSP)
content, enabling learners to solve business problems using data, facts, and logic.
Learners develop a professional brand to assist them with exceeding their economic,
career, and personal goals. Graduates complete a capstone project, demonstrating
their high-level of expertise, confidence, and strategic thinking to drive progress and
change within a specific business or industry.

Specializations

General Management

General Management, FlexPath option

Organizational Leadership and Development

Organizational Leadership and Development, FlexPath option

Strategy and Innovation

Strategy and Innovation, FlexPath option

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DBA in General Management

School of Business, Technology, and Health Care Administration

The DBA General Management specialization examines the scholarly and practitioner
literature and emerging trends in the field of management. Learners design projects
which address the challenges and opportunities for improving ways to manage,
organize, and structure organizations. The specialization allows learners to analyze
various aspects of management by selecting a composite of specialization courses in
strategy and innovation, and organizational leadership before moving into more specific
topic development. Learners gain an understanding of decision-making using relevant
data and methods; deciding how to incorporate supply chains into organizational
planning; consideration of how mergers, acquisitions, or coopetition may assist
organizational success; or rethinking the types of management styles or processes that
are used to establish successful business operations. Current and relevant topics
surrounding management will be central to the work done in the specialization.

Seventeen Required Courses

90 quarter credits

Core courses:

DB8400 Your DBA Journey 6 quarter credits

DB8405 Effective Organizational Leadership 6 quarter credits

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DB8410 Addressing Problems in Human Resources 6 quarter credits

and Compliance

DB8415 Strategic Decision Making 6 quarter credits

DB8420 Teaching Business in Higher Education 6 quarter credits

RSCH7860 Survey of Research Methods 4 quarter credits

RSCH7864 Quantitative Design and Analysis 4 quarter credits

RSCH7868 * Qualitative Design and Analysis 4 quarter credits

Specialization courses:

DB8610 * Leadership Theory and Practice 4 quarter credits

-or-

DB8710 * Strategy and Innovation - Theorizing, 4 quarter credits

Crafting, Executing

DB8620 * High Performance Leadership 4 quarter credits

-or-

DB8720 * Strategic Digital Transformation 4 quarter credits

DB8630 * Catalysts for Change 4 quarter credits

-or-
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DB8730 * Managing Innovation, Design, and Creativity 4 quarter credits

DB8840 * Seminar: General Management Topic 6 quarter credits

Development

DB8850 * Seminar: General Management Literature 6 quarter credits

Review

Upon completion of all required core and specialization coursework:

DB9801 * Proposal Writing 6 quarter credits

DB9802 * Data Analysis Practice and IRB Approval 6 quarter credits

DB9803 * Project Results 6 quarter credits

DB9804 * Final Reviews and Presentation 6 quarter credits

Total
90 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.
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DBA in General Management, FlexPath option

School of Business, Technology, and Health Care Administration

The DBA General Management specialization examines the scholarly and practitioner
literature and emerging trends in the field of management. Learners design projects
which address the challenges and opportunities for improving ways to manage,
organize, and structure organizations. The specialization allows learners to analyze
various aspects of management by selecting a composite of specialization courses in
strategy and innovation, and organizational leadership before moving into more specific
topic development. Learners gain an understanding of decision-making using relevant
data and methods; deciding how to incorporate supply chains into organizational
planning; consideration of how mergers, acquisitions, or coopetition may assist
organizational success; or rethinking the types of management styles or processes that
are used to establish successful business operations. Current and relevant topics
surrounding management will be central to the work done in the specialization.
Learners who pursue this specialization through the FlexPath option earn a DBA
through self-paced demonstrations of competencies.

Seventeen Required Courses

45 program points
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Core courses:

DB-FPX8400 Your DBA Journey 3 program points

DB-FPX8405 Effective Organizational Leadership 3 program points

DB-FPX8410 Addressing Problems in Human Resources 3 program points

and Compliance

DB-FPX8415 Strategic Decision Making 3 program points

DB-FPX8420 Teaching Business in Higher Education 3 program points

RSCH-FPX7860 Survey of Research Methods 2 program points

RSCH-FPX7864 Quantitative Design and Analysis 2 program points

RSCH-FPX7868 * Qualitative Design and Analysis 2 program points

Specialization courses:

DB-FPX8610 * Leadership Theory and Practice 2 program points

-or-

DB-FPX8710 * Strategy and Innovation - Theorizing, 2 program points

Crafting, Executing

DB-FPX8620 * High Performance Leadership 2 program points

-or-

DB-FPX8720 * Strategic Digital Transformation 2 program points

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DB-FPX8630 * Catalysts for Change 2 program points

-or-

DB-FPX8730 * Managing Innovation, Design, and Creativity 2 program points

DB-FPX8840 * Seminar: General Management Topic 3 program points

Development

DB-FPX8850 * Seminar: General Management Literature 3 program points

Review

Upon completion of all required core and specialization coursework:

DB-FPX9801 * Proposal Writing 3 program points

DB-FPX9802 * Data Analysis Practice and IRB Approval 3 program points

DB-FPX9803 * Project Results 3 program points

DB-FPX9804 * Final Reviews and Presentation 3 program points

Total

45 program points

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.
GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.
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DBA in Organizational Leadership and Development

School of Business, Technology, and Health Care Administration

The DBA Organizational Leadership and Development specialization analyzes the

scholarly and practitioner literature and emerging trends in the leadership and human
resources fields. Learners design projects which address the challenges and
opportunities for improving organizational effectiveness. The specialization helps
learners create their own leadership style using self-management techniques; cultivate
skills to inspire, motivate, and mobilize their workplaces; and acquire the skills and
knowledge to lead change and transform their organizations. Current and relevant
topics surrounding leaders and human resources will be central to the work done in the
specialization, including leadership theory and practices, high performance leadership,
and positive change models.

Seventeen Required Courses

90 quarter credits

Core courses:

DB8400 Your DBA Journey 6 quarter credits

DB8405 Effective Organizational Leadership 6 quarter credits

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DB8410 Addressing Problems in Human Resources 6 quarter credits

and Compliance

DB8415 Strategic Decision Making 6 quarter credits

DB8420 Teaching Business in Higher Education 6 quarter credits

RSCH7860 Survey of Research Methods 4 quarter credits

RSCH7864 Quantitative Design and Analysis 4 quarter credits

RSCH7868 * Qualitative Design and Analysis 4 quarter credits

Specialization courses:

DB8610 * Leadership Theory and Practice 4 quarter credits

DB8620 * High Performance Leadership 4 quarter credits

DB8630 * Catalysts for Change 4 quarter credits

DB8640 * Seminar: Leadership Topic Development 6 quarter credits

DB8650 * Seminar: Leadership Literature Review 6 quarter credits

Upon completion of all required core and specialization coursework:

DB9801 * Proposal Writing 6 quarter credits

DB9802 * Data Analysis Practice and IRB Approval 6 quarter credits

DB9803 * Project Results 6 quarter credits

DB9804 * Final Reviews and Presentation 6 quarter credits

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Total

90 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.
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1.888.CAPELLA (227.3552) Capella University 300

DBA in Organizational Leadership and Development,

FlexPath option
School of Business, Technology, and Health Care Administration

The DBA Organizational Leadership and Development specialization analyzes the

scholarly and practitioner literature and emerging trends in the leadership and human
resources fields. Learners design projects which address the challenges and
opportunities for improving organizational effectiveness. The specialization helps
learners create their own leadership style using self-management techniques; cultivate
skills to inspire, motivate, and mobilize their workplaces; and acquire the skills and
knowledge to lead change and transform their organizations. Current and relevant
topics surrounding leaders and human resources will be central to the work done in the
specialization, including leadership theory and practices, high performance leadership,
and positive change models. Learners who pursue this specialization through the
FlexPath option earn a DBA through self-paced demonstrations of competencies.

Seventeen Required Courses

45 program points

Core courses:

DB-FPX8400 Your DBA Journey 3 program points

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DB-FPX8405 Effective Organizational Leadership 3 program points

DB-FPX8410 Addressing Problems in Human Resources 3 program points

and Compliance

DB-FPX8415 Strategic Decision Making 3 program points

DB-FPX8420 Teaching Business in Higher Education 3 program points

RSCH-FPX7860 Survey of Research Methods 2 program points

RSCH-FPX7864 Quantitative Design and Analysis 2 program points

RSCH-FPX7868 * Qualitative Design and Analysis 2 program points

Specialization courses:

DB-FPX8610 * Leadership Theory and Practice 2 program points

DB-FPX8620 * High Performance Leadership 2 program points

DB-FPX8630 * Catalysts for Change 2 program points

DB-FPX8640 * Seminar: Leadership Topic Development 3 program points

DB-FPX8650 * Seminar: Leadership Literature Review 3 program points

Upon completion of all required core and specialization coursework:

DB-FPX9801 * Proposal Writing 3 program points

DB-FPX9802 * Data Analysis Practice and IRB Approval 3 program points

DB-FPX9803 * Project Results 3 program points

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DB-FPX9804 * Final Reviews and Presentation 3 program points

Total

45 program points

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.
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DBA in Strategy and Innovation

School of Business, Technology, and Health Care Administration

The DBA Strategy and Innovation specialization analyzes the scholarly and practitioner
literature and emerging trends in the fields of strategy and innovation. Learners design
projects which consider how visionary leaders use strategic and innovative methods to
transform their organizational landscapes. The specialization helps learners critically
examine how company leaders increase their organizational agility, adaptability,
identification of opportunities, and competitive advantages. Current and relevant topics
surrounding strategy and innovation will be central to the work done in the
specialization, including theorizing, crafting, and executing strategy and innovation;
strategic digital transformation; and managing innovation, design, and creativity.

Seventeen Required Courses

90 quarter credits

Core courses:

DB8400 Your DBA Journey 6 quarter credits

DB8405 Effective Organizational Leadership 6 quarter credits

DB8410 Addressing Problems in Human Resources 6 quarter credits

and Compliance
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DB8415 Strategic Decision Making 6 quarter credits

DB8420 Teaching Business in Higher Education 6 quarter credits

RSCH7860 Survey of Research Methods 4 quarter credits

RSCH7864 Quantitative Design and Analysis 4 quarter credits

RSCH7868 * Qualitative Design and Analysis 4 quarter credits

Specialization courses:

DB8710 * Strategy and Innovation - Theorizing, 4 quarter credits

Crafting, Executing

DB8720 * Strategic Digital Transformation 4 quarter credits

DB8730 * Managing Innovation, Design, and Creativity 4 quarter credits

DB8740 * Seminar: Strategy and Innovation Topic 6 quarter credits

Development

DB8750 * Seminar: Strategy and Innovation Literature 6 quarter credits

Review

Upon completion of all required core and specialization coursework:

DB9801 * Proposal Writing 6 quarter credits

DB9802 * Data Analysis Practice and IRB Approval 6 quarter credits

DB9803 * Project Results 6 quarter credits

DB9804 * Final Reviews and Presentation 6 quarter credits

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Total

90 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.
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DBA in Strategy and Innovation, FlexPath option

School of Business, Technology, and Health Care Adminsitration

The DBA Strategy and Innovation specialization analyzes the scholarly and practitioner
literature and emerging trends in the fields of strategy and innovation. Learners design
projects which consider how visionary leaders use strategic and innovative methods to
transform their organizational landscapes. The specialization helps learners critically
examine how company leaders increase their organizational agility, adaptability,
identification of opportunities, and competitive advantages. Current and relevant topics
surrounding strategy and innovation will be central to the work done in the
specialization, including theorizing, crafting, and executing strategy and innovation;
strategic digital transformation; and managing innovation, design, and creativity.
Learners who pursue this specialization through the FlexPath option earn a DBA
through self-paced demonstrations of competencies.

Seventeen Required Courses

45 program points

Core courses:

DB-FPX8400 Your DBA Journey 3 program points

DB-FPX8405 Effective Organizational Leadership 3 program points

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DB-FPX8410 Addressing Problems in Human Resources 3 program points

and Compliance

DB-FPX8415 Strategic Decision Making 3 program points

DB-FPX8420 Teaching Business in Higher Education 3 program points

RSCH-FPX7860 Survey of Research Methods 2 program points

RSCH-FPX7864 Quantitative Design and Analysis 2 program points

RSCH-FPX7868 * Qualitative Design and Analysis 2 program points

Specialization courses:

DB-FPX8710 * Strategy and Innovation - Theorizing, 2 program points

Crafting, Executing

DB-FPX8720 * Strategic Digital Transformation 2 program points

DB-FPX8730 * Managing Innovation, Design, and Creativity 2 program points

DB-FPX8740 * Seminar: Strategy and Innovation Topic 3 program points

Development

DB-FPX8750 * Seminar: Strategy and Innovation Literature 3 program points

Review

Upon completion of all required core and specialization coursework:

DB-FPX9801 * Proposal Writing 3 program points

DB-FPX9802 * Data Analysis Practice and IRB Approval 3 program points

DB-FPX9803 * Project Results 3 program points

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DB-FPX9804 * Final Reviews and Presentation 3 program points

Total

45 program points

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.
Volume 21-22 No. 2
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Master of Business Administration (MBA)

School of Business, Technology, and Health Care Administration

The Master of Business Administration (MBA) degree program is designed to provide

working professionals with the knowledge and skills necessary for achieving their
professional and personal goals and advancing their careers. It provides broad
exposure to core business disciplines and the opportunity to increase the depth of
competency in areas of specialization. Learners engage in a curriculum that presents
practical and relevant content integrated across functional business areas and
emphasizes business analytics and leadership as key elements required by MBA
graduates to be successful in the workplace. Upon successful completion of this degree
program, learners have gained knowledge and skills in foundational business areas,
integration across disciplines, the abilities to lead and collaborate in complex and
diverse environments, and the ability to use data and evidence-based decision making
in the workplace. Graduates are prepared to pursue advanced business careers
managing today’s complex, culturally diverse, global organizations.

Specializations

Self-Designed

Self-Designed, FlexPath option

Health Care Management

Health Care Management, FlexPath option

Human Resource Management

Human Resource Management, FlexPath option

Project Management

Project Management, FlexPath option

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MBA in Self-Designed
School of Business, Technology, and Health Care Administration

The MBA Self-Designed specialization provides an introduction to foundational

business disciplines including leadership, accounting, finance, marketing, operations,
strategy, and business analytics. Learners in this specialization are able to incorporate
courses in a variety of disciplines to meet individual interests and needs.

Eight Required Courses

33 quarter credits

MBA5002 MBA Leadership 4 quarter credits

MBA5006 * Business Strategy 4 quarter credits

MBA5008 Applied Business Analytics 4 quarter credits

MBA5010 Accounting Methods for Leaders 4 quarter credits

MBA5012 * Marketing Management 4 quarter credits

MBA5014 * Applied Managerial Finance 4 quarter credits

MBA5016 * Operations Management for Leaders 4 quarter credits

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Taken during the learner’s final quarter:

MBA5910 * MBA Capstone Experience 5 quarter credits

Elective Courses

12 quarter credits

Choose three graduate-level courses.

Total

45 quarter credits
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MBA in Self-Designed, FlexPath Option

School of Business, Technology, and Health Care Administration

Only learners enrolled in the FlexPath MBA degree program or the FlexPath MS
in Information Systems and Technology Management degree program may take
FlexPath MBA courses. MBA learners may not take courses associated with any
other program within the School of Business, Technology, and Health Care
Administration or any other school at Capella University while they are enrolled
in the FlexPath MBA degree program.

The MBA Self-Designed specialization provides an introduction to foundational

business disciplines including leadership, accounting, finance, marketing, operations,
strategy, and business analytics. Learners in this specialization are able to incorporate
courses in a variety of disciplines to meet individual interests and needs. Learners who
pursue this specialization through the FlexPath option earn an MBA through self-paced
demonstrations of competencies.

Eight Required Courses

16.5 program points

MBA-FPX5002 MBA Leadership 2 program points

MBA-FPX5006 * Business Strategy 2 program points

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MBA-FPX5008 Applied Business Analytics 2 program points

MBA-FPX5010 Accounting Methods for Leaders 2 program points

MBA-FPX5012 * Marketing Management 2 program points

MBA-FPX5014 * Applied Managerial Finance 2 program points

MBA-FPX5016 * Operations Management for Leaders 2 program points

Taken during the learner’s final quarter:

MBA-FPX5910 * MBA Capstone Experience 2.5 program points

Three Elective Courses

6 program points

Choose three from the following recommended electives:

ACC-FPX5610 * Advanced Accounting, Budget Planning and 2 program points

Control

ANLY-FPX5510 * Advanced Business Analytics 2 program points

ENTR-FPX5412 New Ventures and Entrepreneurship 2 program points

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FIN-FPX5710 Economic Foundations for Financial 2 program points

Decision Making

HCM-FPX5310 Decision-Making in the Health Care System 2 program points

HCM-FPX5312 * Analyzing the Health Care Environment 2 program points

HCM-FPX5314 * Driving Health Care Results 2 program points

HRM-FPX5060 * Sourcing and Managing Talent in the 2 program points

Workplace

HRM-FPX5090 * Retaining and Engaging Employees for the 2 program points

Modern Workforce

HRM-FPX5310 Strategic Human Resource Management 2 program points

ITEC-FPX5030 Emerging Technologies 2 program points

LEAD-FPX5210 Leading Global and Diverse Cultures 2 program points

LEAD-FPX5220 Leader as Change Agent 2 program points

MKT-FPX5410 Digital Marketing 2 program points

MKT-FPX5416 Consumer Insights 2 program points

OPS-FPX5620 * Supply Chain Foundations and Management 2 program points

OPS-FPX5630 * Strategic Supply Chain Sourcing 2 program points

PM-FPX5018 Project Management Foundations 2 program points

PM-FPX5332 * Project Management, Planning, Execution, 2 program points

and Control

PM-FPX5333 * Project Budgeting, Procurement, and Quality 2 program points

PM-FPX5334 * Project Risk Assessment and Control 2 program points

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OR

Choose at least three graduate-level courses totaling a minimum of 6 program points.†

Total

22.5 program points

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

† Learners in this degree program choose electives from the FlexPath (-FPX) course
list.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.
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MBA in Health Care Management

School of Business, Technology, and Health Care Administration

The MBA Health Care Management specialization focuses on the application of

business and management knowledge, skills, and abilities learners need within the
complex and dynamic health care industry. Learners gain a thorough understanding of
the health care system; government influence; and law, ethics, policy, and
organizational strategy. Learners use evidence-based decision making that drives
quality management, operations, and financial management practices based on
organizational strategy and goals. Upon successful completion of this specialization,
learners will have developed the knowledge and skills needed to pursue middle- or
senior-level positions within health care organizations or organizations that serve the
health care industry.

Eleven Required Courses

45 quarter credits

Core courses:

MBA5002 MBA Leadership 4 quarter credits

MBA5006 * Business Strategy 4 quarter credits

MBA5008 Applied Business Analytics 4 quarter credits

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MBA5010 Accounting Methods for Leaders 4 quarter credits

MBA5012 * Marketing Management 4 quarter credits

MBA5014 * Applied Managerial Finance 4 quarter credits

MBA5016 * Operations Management for Leaders 4 quarter credits

Specialization courses:

HCM5310 Decision-Making in the Health Care System 4 quarter credits

HCM5312 * Analyzing the Health Care Environment 4 quarter credits

HCM5314 * Driving Health Care Results 4 quarter credits

Taken during the learner’s final quarter:

MBA5910 * MBA Capstone Experience 5 quarter credits

Total

45 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.

Multiple Specializations available (must be within the same degree program)

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MBA in Health Care Management, FlexPath Option

School of Business, Technology, and Health Care Administration

Only learners enrolled in the FlexPath MBA degree program or the FlexPath MS
in Information Systems and Technology Management degree program may take
FlexPath MBA courses. MBA learners may not take courses associated with any
other program within the School of Business, Technology, and Health Care
Administration or any other school at Capella University while they are enrolled
in the FlexPath MBA degree program.

The MBA Health Care Management specialization focuses on the application of

business and management knowledge, skills, and abilities learners need within the
complex and dynamic health care industry. Learners gain a thorough understanding of
the health care system; government influence; and law, ethics, policy, and
organizational strategy. Learners use evidence-based decision making that drives
quality management, operations, and financial management practices based on
organizational strategy and goals. Upon successful completion of this specialization,
learners will have developed the knowledge and skills needed to pursue middle- or
senior-level positions within health care organizations or organizations that serve the
health care industry. Learners who pursue this specialization through the FlexPath
option earn an MBA through self-paced demonstrations of competencies.

Eleven Required Courses

22.5 program points

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Core courses:

MBA-FPX5002 MBA Leadership 2 program points

MBA-FPX5006 * Business Strategy 2 program points

MBA-FPX5008 Applied Business Analytics 2 program points

MBA-FPX5010 Accounting Methods for Leaders 2 program points

MBA-FPX5012 * Marketing Management 2 program points

MBA-FPX5014 * Applied Managerial Finance 2 program points

MBA-FPX5016 * Operations Management for Leaders 2 program points

Specialization courses:

HCM-FPX5310 Decision-Making in the Health Care System 2 program points

HCM-FPX5312 * Analyzing the Health Care Environment 2 program points

HCM-FPX5314 * Driving Health Care Results 2 program points

Taken during the learner’s final quarter:

MBA-FPX5910 * MBA Capstone Experience 2.5 program points

Total
22.5 program points
* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.
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MBA in Human Resource Management

School of Business, Technology, and Health Care Administration

The MBA Human Resource Management (HRM) specialization focuses on the

application of knowledge, competencies, and skills necessary to integrate business and
human resource functions in organizations. Learners focus on communicating clearly to
stakeholders and developing data-informed recommendations in support of
organizational goals and strategy. Upon successful completion of this specialization,
learners are prepared to make informed, practitioner-based decisions resulting in
increased professional development, organizational growth, and enterprise
sustainability. Upon successful completion of this specialization, learners have gained
relevant knowledge, competencies, and skills enabling them to enter or advance in
HRMrelated careers and to make appropriate decisions about human capital.

Eleven Required Courses

45 quarter credits

Core courses:

MBA5002 MBA Leadership 4 quarter credits

MBA5006 * Business Strategy 4 quarter credits

MBA5008 Applied Business Analytics 4 quarter credits

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MBA5010 Accounting Methods for Leaders 4 quarter credits

MBA5012 * Marketing Management 4 quarter credits

MBA5014 * Applied Managerial Finance 4 quarter credits

MBA5016 * Operations Management for Leaders 4 quarter credits

Specialization courses:

HRM5060 * Sourcing and Managing Talent in the 4 quarter credits

Workplace

HRM5090 * Retaining and Engaging Employees for the 4 quarter credits

Modern Workforce

HRM5310 Strategic Human Resource Management 4 quarter credits

Taken during the learner’s final quarter:

MBA5910 * MBA Capstone Experience 5 quarter credits

Total

45 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.

Multiple Specializations available (must be within the same degree program)

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MBA in Human Resource Management, FlexPath Option

School of Business, Technology, and Health Care Administration

Only learners enrolled in the FlexPath MBA degree program or the FlexPath MS
in Information Systems and Technology Management degree program may take
FlexPath MBA courses. MBA learners may not take courses associated with any
other program within the School of Business, Technology, and Health Care
Administration or any other school at Capella University while they are enrolled
in the FlexPath MBA degree program.

The MBA Human Resource Management (HRM) specialization focuses on the

application of knowledge, competencies, and skills necessary to integrate business and
human resource functions in organizations. Learners focus on communicating clearly to
stakeholders and developing data-informed recommendations in support of
organizational goals and strategy. Upon successful completion of this specialization,
learners are prepared to make informed, practitioner-based decisions resulting in
increased professional development, organizational growth, and enterprise
sustainability. Upon successful completion of this specialization, learners have gained
relevant knowledge, competencies, and skills enabling them to enter or advance in
HRM-related careers and to make appropriate decisions about human capital.
Learners who pursue this specialization through the FlexPath option earn an MBA
through self-paced demonstrations of competencies.

Eleven Required Courses

22.5 program points

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Core courses:

MBA-FPX5002 MBA Leadership 2 program points

MBA-FPX5006 * Business Strategy 2 program points

MBA-FPX5008 Applied Business Analytics 2 program points

MBA-FPX5010 Accounting Methods for Leaders 2 program points

MBA-FPX5012 * Marketing Management 2 program points

MBA-FPX5014 * Applied Managerial Finance 2 program points

MBA-FPX5016 * Operations Management for Leaders 2 program points

Specialization courses:

HRM-FPX5060 * Sourcing and Managing Talent in the 2 program points

Workplace

HRM-FPX5090 * Retaining and Engaging Employees for the 2 program points

Modern Workforce

HRM-FPX5310 Strategic Human Resource Management 2 program points

Taken during the learner’s final quarter:

MBA-FPX5910 * MBA Capstone Experience 2.5 program points

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Total

22.5 program points

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.
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MBA in Project Management

School of Business, Technology, and Health Care Administration

The MBA Project Management specialization aligns with the Project Management
Institute’s (PMI®) global standards. This specialization introduces learners to
fundamental project management theories, processes, and strategies and provides
learners with the knowledge, skills, and experience to ensure project success. Learners
focus on developing decisionmaking skills and the ability to reflect on the impact of their
judgment in dynamic project situations. Upon successful completion of this
specialization, learners are prepared to pursue advanced project management
positions in global enterprises or entrepreneurial start-ups.

Eleven Required Courses

45 quarter credits

Core courses:

MBA5002 MBA Leadership 4 quarter credits

MBA5006 * Business Strategy 4 quarter credits

MBA5008 Applied Business Analytics 4 quarter credits

MBA5010 Accounting Methods for Leaders 4 quarter credits

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MBA5014 * Applied Managerial Finance 4 quarter credits

MBA5016 * Operations Management for Leaders 4 quarter credits

PM5018 Project Management Foundations 4 quarter credits

Specialization courses:

PM5332 * Project Management, Planning, Execution, 4 quarter credits

and Control

PM5333 * Project Budgeting, Procurement, and Quality 4 quarter credits

PM5334 * Project Risk Assessment and Control 4 quarter credits

Taken during the learner’s final quarter:

MBA5910 * MBA Capstone Experience 5 quarter credits

Total

45 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.

Multiple Specializations available (must be within the same degree program)

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MBA in Project Management, FlexPath Option

School of Business, Technology, and Health Care Administration

Only learners enrolled in the FlexPath MBA degree program or the FlexPath MS
in Information Systems and Technology Management degree program may take
FlexPath MBA courses. MBA learners may not take courses associated with any
other program within the School of Business, Technology, and Health Care
Administration or any other school at Capella University while they are enrolled
in the FlexPath MBA degree program.

The MBA Project Management specialization aligns with the Project Management
Institute’s (PMI®) global standards. This specialization introduces learners to
fundamental project management theories, processes, and strategies and provides
learners with the knowledge, skills, and experience to ensure project success. Learners
focus on developing decision-making skills and the ability to reflect on the impact of
their judgment in dynamic project situations. Upon successful completion of this
specialization, learners are prepared to pursue advanced project management
positions in global enterprises or entrepreneurial start-ups. Learners who pursue this
specialization through the FlexPath option earn an MBA through self-paced
demonstrations of competencies.

Eleven Required Courses

22.5 program points

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Core courses:

MBA-FPX5002 MBA Leadership 2 program points

MBA-FPX5006 * Business Strategy 2 program points

MBA-FPX5008 Applied Business Analytics 2 program points

MBA-FPX5010 Accounting Methods for Leaders 2 program points

MBA-FPX5014 * Applied Managerial Finance 2 program points

MBA-FPX5016 * Operations Management for Leaders 2 program points

PM-FPX5018 Project Management Foundations 2 program points

Specialization courses:

PM-FPX5332 * Project Management, Planning, Execution, 2 program points

and Control

PM-FPX5333 * Project Budgeting, Procurement, and Quality 2 program points

PM-FPX5334 * Project Risk Assessment and Control 2 program points

Taken during the learner’s final quarter:

MBA-FPX5910 * MBA Capstone Experience 2.5 program points

Total
22.5 program points

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.
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Master of Science (MS) in Human Resource Management

School of Business, Technology, and Health Care Administration

The Master of Science in Human Resource Management degree program provides

learners with the knowledge and skills to lead and manage strategic and operational
human resources management (HRM) functions in organizations. The curriculum
introduces behavioral competencies to help learners develop leadership and influencing
skills in the practice of human resource management and their ability to effectively
address real-world HRM challenges to deliver business results. Learners also apply
evidenced-based decision making to align strategy and practice and partner with
organizational leadership.

General Human Resource Management

General Human Resource Management, FlexPath option

Health Care

Health Care, FlexPath option

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MS in Human Resource Management, General Human

Resource Management
School of Business, Technology, and Health Care Administration

The General Human Resource Management specialization provides learners with the
knowledge and skills to lead and manage strategic and operational human resources
management (HRM) functions in organizations. Learners select courses based on their
individual professional needs to gain knowledge of specific areas in the discipline and
profession of HRM and develop their ability to effectively address real-world HRM
challenges to deliver business results.

Eleven Required Courses

At least 45 quarter credits

HRM5002 Survey of Human Resource Management in 4 quarter credits

Practice

HRM5055 * Comprehensive Reward Systems 4 quarter credits

HRM5060 * Sourcing and Managing Talent in the 4 quarter credits

Workplace
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HRM5065 * Employment Law in the Successful 4 quarter credits

Workplace

HRM5070 * Workplace Learning in the Digital Age 4 quarter credits

HRM5080 * Evidence-Based Decision Making for HR 4 quarter credits

Professionals

HRM5090 * Retaining and Engaging Employees for the 4 quarter credits

Modern Workforce

In addition, choose three from the following courses AND the capstone course:

ED7631 Introduction to Training and Performance 4 quarter credits

Systems

HRM5075 * Leading and Influencing for the Human 4 quarter credits

Resource Practitioner

HRM5100 * HRM Professional Internship 4 quarter credits

HRM5112 Certification Examination Preparation for the 4 quarter credits

aPHR, PHR and SPHR

HRM5115 Certification Examination Preparation for the 4 quarter credits

SHRM-CP and SHRM-SCP

HRM5118 * Human Resource Legal Challenges and 4 quarter credits

Solutions

HRM5120 * Global Human Resource Practice 4 quarter credits

HRM5401 * The Legal, Ethical, and Regulatory 4 quarter credits

Environment of Health Care
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HRM5402 * Planning, Sourcing, and Developing Talent 4 quarter credits

in Health Care Organizations

HRM5403 * Transforming the Employee Experience in 4 quarter credits

Health Care

LEAD5210 Leading Global and Diverse Cultures 4 quarter credits

LEAD5220 Leader as Change Agent 4 quarter credits

PSY6710 Principles of Industrial/Organizational 5 quarter credits

Psychology

Taken during the learner’s final quarter:

HRM5960 * HRM Capstone: Improving and Transforming 5 quarter credits

HR Practice

Total

At least 45 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.
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MS in Human Resource Management, General Human

Resource Management, FlexPath Option
School of Business, Technology, and Health Care Administration

The General Human Resource Management specialization provides learners with the
knowledge and skills to lead and manage strategic and operational human resources
management (HRM) functions in organizations. Learners select courses based on their
individual professional needs to gain knowledge of specific areas in the discipline and
profession of HRM and develop their ability to effectively address real-world HRM
challenges to deliver business results. Learners who pursue this specialization through
the FlexPath option earn a MS in Human resource Management through self-paced
demonstrations of competencies.

Eleven Required Courses

At least 22.5 program points

HRM-FPX5002 Survey of Human Resource Management in 2 program points

Practice

HRM-FPX5055 * Comprehensive Reward Systems 2 program points

HRM-FPX5060 * Sourcing and Managing Talent in the 2 program points

Workplace
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HRM-FPX5065 * Employment Law in the Successful 2 program points

Workplace

HRM-FPX5070 * Workplace Learning in the Digital Age 2 program points

HRM-FPX5080 * Evidence-Based Decision Making for HR 2 program points

Professionals

HRM-FPX5090 * Retaining and Engaging Employees for the 2 program points

Modern Workforce

In addition, choose three from the following courses AND the capstone course:

HRM-FPX5075 * Leading and Influencing for the Human 2 program points

Resource Practitioner

HRM-FPX5118 * Human Resource Legal Challenges and 2 program points

Solutions

HRM-FPX5120 * Global Human Resource Practice 2 program points

HRM-FPX5401 * The Legal, Ethical, and Regulatory 2 program points

Environment of Health Care

HRM-FPX5402 * Planning, Sourcing, and Developing Talent 2 program points

in Health Care Organizations

LEAD-FPX5210 Leading Global and Diverse Cultures 2 program points

LEAD-FPX5220 Leader as Change Agent 2 program points

Taken during the learner’s final quarter:

HRM Capstone: Improving and Transforming

HRM-FPX5960 * 2.5 program points
HR Practice
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Total

At least 22.5 program points

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.
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MS in Human Resource Management, Health Care

School of Business, Technology, and Health Care Administration

The Health Care specialization provides learners with the knowledge and skills to lead
and manage strategic human resources management (HRM) functions in a health care
organization’s legal and regulatory environment. Learners develop competencies in
how to help manage the health care employee experience which include workforce
planning, talent utilization and development, a high-performance culture, and employee
wellness.

Eleven Required Courses

At least 45 quarter credits

Core courses:

HRM5002 Survey of Human Resource Management in 4 quarter credits

Practice

HRM5055 * Comprehensive Reward Systems 4 quarter credits

HRM5060 * Sourcing and Managing Talent in the 4 quarter credits

Workplace

HRM5065 * Employment Law in the Successful 4 quarter credits

Workplace
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HRM5070 * Workplace Learning in the Digital Age 4 quarter credits

HRM5080 * Evidence-Based Decision Making for HR 4 quarter credits

Professionals

HRM5090 * Retaining and Engaging Employees for the 4 quarter credits

Modern Workforce

Specialization courses:

HRM5401 * The Legal, Ethical, and Regulatory 4 quarter credits

Environment of Health Care

HRM5402 * Planning, Sourcing, and Developing Talent 4 quarter credits

in Health Care Organizations

HRM5403 * Transforming the Employee Experience in 4 quarter credits

Health Care

Taken during the learner’s final quarter:

HRM5960 * HRM Capstone: Improving and Transforming 5 quarter credits

HR Practice

Total

At least 45 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.
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MS in Human Resource Management, Health Care,

FlexPath Option
School of Business, Technology, and Health Care Administration

The Health Care specialization provides learners with the knowledge and skills to lead
and manage strategic human resources management (HRM) functions in a health care
organization’s legal and regulatory environment. Learners develop competencies in
how to help manage the health care employee experience which include workforce
planning, talent utilization and development, a high-performance culture, and employee
wellness. Learners who pursue this specialization through the FlexPath option earn an
MS in Human Resource Management through self-demonstration of competencies.

Eleven Required Courses

At least 22.5 program points

Core courses:

HRM-FPX5002 Survey of Human Resource Management in 2 program points

Practice

HRM-FPX5055 * Comprehensive Reward Systems 2 program points

HRM-FPX5060 * Sourcing and Managing Talent in the 2 program points

Workplace
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HRM-FPX5065 * Employment Law in the Successful 2 program points

Workplace

HRM-FPX5070 * Workplace Learning in the Digital Age 2 program points

HRM-FPX5080 * Evidence-Based Decision Making for HR 2 program points

Professionals

HRM-FPX5090 * Retaining and Engaging Employees for the 2 program points

Modern Workforce

Specialization courses:

HRM-FPX5401 * The Legal, Ethical, and Regulatory 2 program points

Environment of Health Care

HRM-FPX5402 * Planning, Sourcing, and Developing Talent 2 program points

in Health Care Organizations

HRM-FPX5403 * Transforming the Employee Experience in 2 program points

Health Care

Taken during the learner’s final quarter:

HRM-FPX5960 * HRM Capstone: Improving and Transforming 2.5 program points

HR Practice

Total
At least 22.5 program points

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.
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Graduate Certificate in Human Resource Management

School of Business, Technology, and Health Care Administration

The Human Resource Management graduate certificate provides learners with the
principles and practices of the human resource management function. Learners in this
graduate certificate have the opportunity to enhance skills, knowledge, and abilities
through the development of HR competencies.

Four Required Courses

16 quarter credits

HRM5002 Survey of Human Resource Management in 4 quarter credits

Practice

HRM5060 * Sourcing and Managing Talent in the 4 quarter credits

Workplace

HRM5090 * Retaining and Engaging Employees for the 4 quarter credits

Modern Workforce

In addition, choose one from the following courses:

HRM5055 * Comprehensive Reward Systems 4 quarter credits

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HRM5065 * Employment Law in the Successful 4 quarter credits

Workplace

HRM5070 * Workplace Learning in the Digital Age 4 quarter credits

HRM5075 * Leading and Influencing for the Human 4 quarter credits

Resource Practitioner

HRM5112 Certification Examination Preparation for the 4 quarter credits

aPHR, PHR and SPHR

HRM5115 Certification Examination Preparation for the 4 quarter credits

SHRM-CP and SHRM-SCP

Total

16 quarter credits
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Bachelor of Science (BS) in Health Care Administration

School of Business, Technology, and Health Care Administration

The Bachelor of Science in Health Care Administration degree program

prepares learners to pursue roles as health care professionals who meet the industry’s
need for entry-level to mid-career-management talent. The curriculum includes
focused, practical explorations of the United States health care system, including
population/community health; organizational development and behavior
theory; operations assessment and improvement; management of human resources;
health care finance; economics and decision making; strategic health care
planning; health care marketing; quality management; statistical analysis; and research
methodology. Throughout the program, learners engage in collaborative group
experiences that help them develop and strengthen the communication, collaboration,
problemsolving, and decision-making skills needed to influence health care
professionals and organizational processes, lead performance management, ensure
the implementation of initiatives, and optimize the effectiveness of health care
organizations.

Specializations

Health Information Management

Health Information Management, FlexPath option

Leadership

Leadership, FlexPath option

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Accelerated Master's Pathways

BS in Health Care Administration/MHA option, Health Information Management

BS in Health Care Administration/MHA option, Health Information

Management, FlexPath option

BS in Health Care Administration/MHA option, Leadership

BS in Health Care Administration/MHA option, Leadership, FlexPath option

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BS in Health Care Administration, Health Information

Management
School of Business, Technology, and Health Care Administration

In the Bachelor of Science in Health Care Administration, Health Information

Management specialization, learners gain an understanding of medical terminology,
electronic health records and health information systems, data management, quality
management, statistical analysis, data governance, and information security. Upon
successful completion of this specialization, learners are prepared to pursue entry-level
positions as health information support specialists, health information systems
support specialists, patient registrars, health information abstractors, and physician
office specialists.

General Education Requirements

Choose 45 quarter credits with a minimum of 6 quarter credits from each category; see
General Education Courses.

Core courses

42 quarter credits
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NHS4000 Developing a Health Care Perspective 6 quarter credits

BHA4002 History of the United States Health Care 3 quarter credits

System

BHA4003 Present and Future State Developments 3 quarter credits

within the United States Health Care System

BHA4004 Patient Safety and Quality Improvement in 6 quarter credits

Health Care

BHA4006 Health Care Regulation and Compliance 6 quarter credits

BHA4008 Health Care Budgeting and Reporting 3 quarter credits

BHA4009 Health Care Reimbursement Systems 3 quarter credits

BHA4010 Introduction to Health Care Research 6 quarter credits

BUS4121 Ethics in Health Care Management 6 quarter credits

Specialization courses

54 quarter credits

BHA4102 Leadership and Communication in Health 6 quarter credits

Care Organizations
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BHA4106 Introduction to Managing Health Care 6 quarter credits

Information

HIM4610 Medical Terminology 6 quarter credits

HIM4620 * Data Management in Health Information 6 quarter credits

Systems

HIM4630 * Statistical Analysis for Health Information 6 quarter credits

Management

HIM4640 * Electronic Health Records and Health 6 quarter credits

Information Systems

HIM4650 * Decision Support and Quality Management 6 quarter credits

in Health Information Management

HIM4660 * Information Security, Privacy, and Ethics in 6 quarter credits

Health Care

HIM4670 Health Information Systems and 6 quarter credits

Management

Elective courses

33 quarter credits

Choose 33 quarter credits of additional undergraduate courses.

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Capstone course

6 quarter credits

BHA4020 Health Care Administration Capstone Project 6 quarter credits

Total

180 quarter credits

Honors Pathway

Learners enrolled in the honors pathway complete the following general education
courses.
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Honors courses

15 quarter credits

PHI-H2005 Honors Seminar: Critical Thinking for the 3 quarter credits

Professional World

COM-H4005 * Communicating and Integrating Solutions in 6 quarter credits

the Professional World

SOC-H3005 * Honors Professional Seminar 6 quarter credits

These courses are applied toward the general education requirement and taken in
addition to the remaining required courses.

Total

180 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

Nevada residents must complete POL1110 as part of their general education

requirements.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.

Accelerated Master's Pathways

Accelerated Master's Pathway, BS in Health Care Administration/MHA option, Health

Information Management
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Accelerated Master's Pathway, BS in Health Care

Administration/MHA Option, Health Information
Management
School of Business, Technology, and Health Care Administration

In the Bachelor of Science in Health Care Administration, Health Information

Management specialization, learners gain an understanding of medical terminology,
electronic health records and health information systems, data management, quality
management, statistical analysis, data governance, and information security. Upon
successful completion of this specialization, learners are prepared to pursue entry-level
positions as health information support specialists, health information systems
support specialists, patient registrars, health information abstractors, and physician
office specialists.

For more information see the Accelerated Master’s Pathway Options section on the
Offering Information page.

Accelerated Master’s Pathway, BS in Health Care Administration/MHA option

Learners enrolled in the Accelerated Master’s Pathway, BS in Health Care

Administration/MHA option complete the following master’s-level courses in lieu of
BHA4006 and BHA4102.
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Master’s-level courses

12 quarter credits

MHA5010 Strategic Health Care Planning 4 quarter credits

MHA5012 * Organizational Leadership and Governance 4 quarter credits

NHS6004 Health Care Law and Policy 4 quarter credits

These courses are taken in addition to the general education and remaining required
courses.

General Education Requirements

Choose 45 quarter credits with a minimum of 6 quarter credits from each category; see
General Education Courses.

Core courses

42 quarter credits
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NHS4000 Developing a Health Care Perspective 6 quarter credits

BHA4002 History of the United States Health Care 3 quarter credits

System

BHA4003 Present and Future State Developments 3 quarter credits

within the United States Health Care System

BHA4004 Patient Safety and Quality Improvement in 6 quarter credits

Health Care

BHA4006 Health Care Regulation and Compliance 6 quarter credits

BHA4008 Health Care Budgeting and Reporting 3 quarter credits

BHA4009 Health Care Reimbursement Systems 3 quarter credits

BHA4010 Introduction to Health Care Research 6 quarter credits

BUS4121 Ethics in Health Care Management 6 quarter credits

Specialization courses

54 quarter credits

BHA4102 Leadership and Communication in Health 6 quarter credits

Care Organizations
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BHA4106 Introduction to Managing Health Care 6 quarter credits

Information

HIM4610 Medical Terminology 6 quarter credits

HIM4620 * Data Management in Health Information 6 quarter credits

Systems

HIM4630 * Statistical Analysis for Health Information 6 quarter credits

Management

HIM4640 * Electronic Health Records and Health 6 quarter credits

Information Systems

HIM4650 * Decision Support and Quality Management 6 quarter credits

in Health Information Management

HIM4660 * Information Security, Privacy, and Ethics in 6 quarter credits

Health Care

HIM4670 Health Information Systems and 6 quarter credits

Management

Elective courses

33 quarter credits

Choose 33 quarter credits of additional undergraduate courses.

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Capstone course

6 quarter credits

Taken during the learner’s final quarter:

BHA4020 Health Care Administration Capstone Project 6 quarter credits

Total

180 quarter credits

Honors Pathway

Learners enrolled in the honors pathway complete the following general education
courses.
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Honors courses

15 quarter credits

PHI-H2005 Honors Seminar: Critical Thinking for the 3 quarter credits

Professional World

COM-H4005 * Communicating and Integrating Solutions in 6 quarter credits

the Professional World

SOC-H3005 * Honors Professional Seminar 6 quarter credits

These courses are applied toward the general education requirement and taken in
addition to the remaining required courses.

Total

180 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

Nevada residents must complete POL1110 as part of their general education

requirements.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.
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BS in Health Care Administration, Health Information

Management, FlexPath option
School of Business, Technology, and Health Care Administration

In the Bachelor of Science in Health Care Administration, Health Information

Management specialization, learners gain an understanding of medical terminology,
electronic health records and health information systems, data management, quality
management, statistical analysis, data governance, and information security. Upon
successful completion of this specialization, learners are prepared to pursue entry-level
positions as health information support specialists, health information systems
support specialists, patient registrars, health information abstractors, and physician
office specialists. Learners who pursue this specialization through the FlexPath option
earn a BS in Health Care Administration through self-paced demonstrations of
competencies.

General Education Requirements

Choose 22.5 program requirements with a minimum of 6 quarter credits from each
category; see General Education Courses, FlexPath option. †
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Core courses

21 program points

NHS-FPX4000 Developing a Health Care Perspective 3 program points

BHA-FPX4002 History of the United States Health Care 1.5 program points
System

BHA-FPX4003 Present and Future State Developments 1.5 program points

within the United States Health Care System

BHA-FPX4004 Patient Safety and Quality Improvement in 3 program points

Health Care

BHA-FPX4006 Health Care Regulation and Compliance 3 program points

BHA-FPX4008 Health Care Budgeting and Reporting 1.5 program points

BHA-FPX4009 Health Care Reimbursement Systems 1.5 program points

BHA-FPX4010 Introduction to Health Care Research 3 program points

BUS-FPX4121 Ethics in Health Care Management 3 program points

Specialization courses

27 program points
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BHA-FPX4102 Leadership and Communication in Health 3 program points

Care Organizations

BHA-FPX4106 Introduction to Managing Health Care 3 program points

Information

HIM-FPX4610 Medical Terminology 3 program points

HIM-FPX4620 * Data Management in Health Information 3 program points

Systems

HIM-FPX4630 * Statistical Analysis for Health Information 3 program points

Management

HIM-FPX4640 * Electronic Health Records and Health 3 program points

Information Systems

HIM-FPX4650 * Decision Support and Quality Management 3 program points

in Health Information Management

HIM-FPX4660 * Information Security, Privacy, and Ethics in 3 program points

Health Care

HIM-FPX4670 Health Information Systems and 3 program points

Management

Elective courses

16.5 program points

Choose 16.5 program points of additional undergraduate courses. †

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Capstone course

3 program points

Taken during the learner’s final quarter:

BHA-FPX4020 Health Care Administration Capstone Project 3 program points

Total

90 program points

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

† Learners in this degree program choose general education and elective courses from
the FlexPath (-FPX) course list.
GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.

Nevada residents must complete POL-FPX1110 as part of their general education

requirements.
Accelerated Master's Pathways

Accelerated Master's Pathway, BS in Health Care Administration/MHA option, Health

Information Management, FlexPath option
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Accelerated Master's Pathway, BS in Health Care

Administration/MHA Option, Health Information
Management, FlexPath Option
School of Business, Technology, and Health Care Administration

In the Bachelor of Science in Health Care Administration, Health Information

Management specialization, learners gain an understanding of medical terminology,
electronic health records and health information systems, data management, quality
management, statistical analysis, data governance, and information security. Upon
successful completion of this specialization, learners are prepared to pursue entry-level
positions as health information support specialists, health information systems
support specialists, patient registrars, health information abstractors, and physician
office specialists. Learners who pursue this specialization through the FlexPath option
earn a BS in Health Care Administration through self-paced demonstrations of
competencies.

For more information see the Accelerated Master’s Pathway Options section on the
Offering Information page.

Accelerated Master’s Pathway, BS in Health Care Administration/MHA option,

FlexPath option

Learners enrolled in the Accelerated Master’s Pathway, BS in Health Care

Administration/MHA option, FlexPath option complete the following master’s-level
courses in lieu of BHA-FPX4006 and BHA-FPX4102.
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Master’s-level courses

6 program points

MHA-FPX5010 Strategic Health Care Planning 2 program points

MHA-FPX5012 * Organizational Leadership and Governance 2 program points

NHS-FPX6004 Health Care Law and Policy 2 program points

These courses are taken in addition to the general education and remaining required
courses.

General Education Requirements

A minimum of 22.5 program points; see General Education Courses, FlexPath option. †
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Core courses

21 program points

NHS-FPX4000 Developing a Health Care Perspective 3 program points

BHA-FPX4002 History of the United States Health Care 1.5 program points
System

BHA-FPX4003 Present and Future State Developments 1.5 program points

within the United States Health Care System

BHA-FPX4006 Health Care Regulation and Compliance 3 program points

BHA-FPX4008 Health Care Budgeting and Reporting 1.5 program points

BHA-FPX4009 Health Care Reimbursement Systems 1.5 program points

BHA-FPX4010 Introduction to Health Care Research 3 program points

BUS-FPX4121 Ethics in Health Care Management 3 program points

Specialization courses

27 program points

BHA-FPX4102 Leadership and Communication in Health 3 program points

Care Organizations
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BHA-FPX4106 Introduction to Managing Health Care 3 program points

Information

HIM-FPX4610 Medical Terminology 3 program points

HIM-FPX4620 * Data Management in Health Information 3 program points

Systems

HIM-FPX4630 * Statistical Analysis for Health Information 3 program points

Management

HIM-FPX4640 * Electronic Health Records and Health 3 program points

Information Systems

HIM-FPX4650 * Decision Support and Quality Management 3 program points

in Health Information Management

HIM-FPX4660 * Information Security, Privacy, and Ethics in 3 program points

Health Care

HIM-FPX4670 Health Information Systems and 3 program points

Management

Elective courses
16.5 program points

Choose 16.5 program points of additional undergraduate courses. †

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Capstone course

3 program points

Taken during the learner’s final quarter:

BHA-FPX4020 Health Care Administration Capstone Project 3 program points

Total

90 program points

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

† Learners in this degree program choose general education and elective courses from
the FlexPath (-FPX) course list.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.

Nevada residents must complete POL-FPX1110 as part of their general education

requirements.
Volume 21-22 No. 2
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BS in Health Care Administration, Leadership

School of Business, Technology, and Health Care Administration

The Bachelor of Science in Health Care Administration specialization in Leadership

focuses on providing a foundation upon which learners can build their professional skills
surrounding effective change management and the leadership of highperformance
teams in a variety of complex, dynamic health care environments. The specialization
curriculum emphasizes evidence-based best practices for change leadership, planning
and marketing, patient safety and quality improvement, health care economics,
wellness promotion, team collaboration, and professional development that build a
continuous learning system for sustainable health care delivery. Upon successful
completion of this specialization, learners are prepared to pursue department-level
management positions in a wide range of health care settings.

General Education Requirements

Choose 45 quarter credits with a minimum of 6 quarter credits from each category; see
General Education Courses.

Core courses

42 quarter credits
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 365

NHS4000 Developing a Health Care Perspective 6 quarter credits

BHA4002 History of the United States Health Care 3 quarter credits

System

BHA4003 Present and Future State Developments 3 quarter credits

within the United States Health Care System

BHA4004 Patient Safety and Quality Improvement in 6 quarter credits

Health Care

BHA4006 Health Care Regulation and Compliance 6 quarter credits

BHA4008 Health Care Budgeting and Reporting 3 quarter credits

BHA4009 Health Care Reimbursement Systems 3 quarter credits

BHA4010 Introduction to Health Care Research 6 quarter credits

BUS4121 Ethics in Health Care Management 6 quarter credits

Specialization courses

36 quarter credits

BHA4102 Leadership and Communication in Health 6 quarter credits

Care Organizations
Volume 21-22 No. 2
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BHA4104 Strategic Leadership and Workforce 6 quarter credits

Planning in Health Care

BHA4106 Introduction to Managing Health Care 6 quarter credits

Information

BHA4108 Managing Population Health 6 quarter credits

BHA4110 Health Care Systems and Operations 6 quarter credits

BHA4112 Economics of Health Care 6 quarter credits

Elective courses

51 quarter credits

Choose 51 quarter credits of additional undergraduate courses.

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 367

Capstone course
6 quarter credits

Taken during the learner’s final quarter:

BHA4020 Health Care Administration Capstone Project 6 quarter credits

Total
180 quarter credits

Honors Pathway

Learners enrolled in the honors pathway complete the following general education
courses.

Honors courses

15 quarter credits

PHI-H2005 Honors Seminar: Critical Thinking for the 3 quarter credits

Professional World

COM-H4005 * Communicating and Integrating Solutions in 6 quarter credits

the Professional World
Volume 21-22 No. 2
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SOC-H3005 * Honors Professional Seminar 6 quarter credits

These courses are applied toward the general education requirement and taken in
addition to the remaining required courses.

Total

180 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

Nevada residents must complete POL1110 as part of their general education

requirements.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.

Accelerated Master's Pathways

Accelerated Master's Pathway, BS in Health Care Administration/MHA

option, Leadership
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 369

Accelerated Master's Pathway, BS in Health Care

Administration/MHA Option, Leadership
School of Business, Technology, and Health Care Administration

The Bachelor of Science in Health Care Administration specialization in Leadership

focuses on providing a foundation upon which learners can build their professional skills
surrounding effective change management and the leadership of highperformance
teams in a variety of complex, dynamic health care environments. The specialization
curriculum emphasizes evidence-based best practices for change leadership, planning
and marketing, patient safety and quality improvement, health care economics,
wellness promotion, team collaboration, and professional development that build a
continuous learning system for sustainable health care delivery. Upon successful
completion of this specialization, learners are prepared to pursue department-level
management positions in a wide range of health care settings.

For more information see the Accelerated Master’s Pathway Options section on the
Offering Information page.

Accelerated Master’s Pathway, BS in Health Care Administration/MHA option

Learners enrolled in the Accelerated Master’s Pathway, BS in Health Care

Administration/MHA option complete the following master’s-level courses in lieu of
BHA4006 and BHA4102.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 370

Master’s-level courses

12 quarter credits

MHA5010 Strategic Health Care Planning 4 quarter credits

MHA5012 * Organizational Leadership and Governance 4 quarter credits

NHS6004 Health Care Law and Policy 4 quarter credits

These courses are taken in addition to the general education and remaining required
courses.

General Education Requirements

Choose 45 quarter credits with a minimum of 6 quarter credits from each category; see
General Education Courses.

Core courses

42 quarter credits
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 371

NHS4000 Developing a Health Care Perspective 6 quarter credits

BHA4002 History of the United States Health Care 3 quarter credits

System

BHA4003 Present and Future State Developments 3 quarter credits

within the United States Health Care System

BHA4004 Patient Safety and Quality Improvement in 6 quarter credits

Health Care

BHA4006 Health Care Regulation and Compliance 6 quarter credits

BHA4008 Health Care Budgeting and Reporting 3 quarter credits

BHA4009 Health Care Reimbursement Systems 3 quarter credits

BHA4010 Introduction to Health Care Research 6 quarter credits

BUS4121 Ethics in Health Care Management 6 quarter credits

Specialization courses

36 quarter credits

BHA4102 Leadership and Communication in Health 6 quarter credits

Care Organizations
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 372

BHA4104 Strategic Leadership and Workforce 6 quarter credits

Planning in Health Care

BHA4106 Introduction to Managing Health Care 6 quarter credits

Information

BHA4108 Managing Population Health 6 quarter credits

BHA4110 Health Care Systems and Operations 6 quarter credits

BHA4112 Economics of Health Care 6 quarter credits

Elective courses

51 quarter credits

Choose 51 quarter credits of additional undergraduate courses.

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 373

Capstone course
6 quarter credits

Taken during the learner’s final quarter:

BHA4020 Health Care Administration Capstone Project 6 quarter credits

Total

180 quarter credits

Honors Pathway

Learners enrolled in the honors pathway complete the following general education
courses.

Honors courses

15 quarter credits

PHI-H2005 Honors Seminar: Critical Thinking for the 3 quarter credits

Professional World

COM-H4005 * Communicating and Integrating Solutions in 6 quarter credits

the Professional World
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 374

SOC-H3005 * Honors Professional Seminar 6 quarter credits

These courses are applied toward the general education requirement and taken in
addition to the remaining required courses.

Total

180 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

Nevada residents must complete POL1110 as part of their general education

requirements.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 375

BS in Health Care Administration, Leadership, FlexPath

option
School of Business, Technology, and Health Care Administration

The Bachelor of Science in Health Care Administration specialization in Leadership

focuses on providing a foundation upon which learners can build their professional skills
surrounding effective change management and the leadership of high performance
teams in a variety of complex, dynamic health care environments. The specialization
curriculum emphasizes evidence-based best practices for change leadership, planning
and marketing, patient safety and quality improvement, health care economics,
wellness promotion, team collaboration, and professional development that build a
continuous learning system for sustainable health care delivery. Upon successful
completion of this specialization, learners are prepared to pursue department-level
management positions in a wide range of health care settings. Learners who pursue
this specialization through the FlexPath option earn a BS in Health Care Administration
through self-paced demonstrations of competencies.

General Education Requirements

A minimum of 22.5 program points; see General Education Courses, FlexPath option. †
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 376

Core courses

21 program points

NHS-FPX4000 Developing a Health Care Perspective 3 program points

BHA-FPX4002 History of the United States Health Care 1.5 program points
System

BHA-FPX4003 Present and Future State Developments 1.5 program points

within the United States Health Care System

BHA-FPX4004 Patient Safety and Quality Improvement in 3 program points

Health Care

BHA-FPX4006 Health Care Regulation and Compliance 3 program points

BHA-FPX4008 Health Care Budgeting and Reporting 1.5 program points

BHA-FPX4009 Health Care Reimbursement Systems 1.5 program points

BHA-FPX4010 Introduction to Health Care Research 3 program points

BUS-FPX4121 Ethics in Health Care Management 3 program points

Specialization courses

18 program points
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 377

BHA-FPX4102 Leadership and Communication in Health 3 program points

Care Organizations

BHA-FPX4104 Strategic Leadership and Workforce 3 program points

Planning in Health Care

BHA-FPX4106 Introduction to Managing Health Care 3 program points

Information

BHA-FPX4108 Managing Population Health 3 program points

BHA-FPX4110 Health Care Systems and Operations 3 program points

BHA-FPX4112 Economics of Health Care 3 program points

Elective courses

25.5 program points

Choose 22.5 program points of additional undergraduate courses. †

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 378

Capstone course

3 program points

Taken during the learner’s final quarter:

BHA-FPX4020 Health Care Administration Capstone Project 3 program points

Total
90 program points

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

† Learners in this degree program choose general education and elective courses from
the FlexPath (-FPX) course list.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.

Nevada residents must complete POL-FPX1110 as part of their general education

requirements.

Accelerated Master's Pathway

Accelerated Master's Pathway, BS in Health Care Administration/MHA option,

Leadership, FlexPath option
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 379

Accelerated Master's Pathway, Bachelor of Science (BS)

in Health Care Administration/MHA Option, Leadership,
FlexPath Option
School of Business, Technology, and Health Care Administration

The Bachelor of Science in Health Care Administration specialization in Leadership

focuses on providing a foundation upon which learners can build their professional skills
surrounding effective change management and the leadership of high performance
teams in a variety of complex, dynamic health care environments. The specialization
curriculum emphasizes evidence-based best practices for change leadership, planning
and marketing, patient safety and quality improvement, health care economics,
wellness promotion, team collaboration, and professional development that build a
continuous learning system for sustainable health care delivery. Upon successful
completion of this specialization, learners are prepared to pursue department-level
management positions in a wide range of health care settings. Learners who pursue
this specialization through the FlexPath option earn a BS in Health Care Administration
through selfpaced demonstrations of competencies.

For more information see the Accelerated Master’s Pathway Options section on the
Offering Information page.

Accelerated Master’s Pathway, BS in Health Care Administration/MHA option,

FlexPath option

Learners enrolled in the Accelerated Master’s Pathway, BS in Health Care

Administration/MHA option, FlexPath option complete the following master’s-level
courses in lieu of BHA-FPX4006 and BHA-FPX4102.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 380

Master’s-level courses

6 program points

MHA-FPX5010 Strategic Health Care Planning 2 program points

MHA-FPX5012 * Organizational Leadership and Governance 2 program points

NHS-FPX6004 Health Care Law and Policy 2 program points

These courses are taken in addition to the general education and remaining required
courses.

General Education Requirements

A minimum of 22.5 program points; see General Education Courses, FlexPath option. †
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 381

Core courses

21 program points

NHS-FPX4000 Developing a Health Care Perspective 3 program points

BHA-FPX4002 History of the United States Health Care 1.5 program points
System

BHA-FPX4003 Present and Future State Developments 1.5 program points

within the United States Health Care System

BHA-FPX4004 Patient Safety and Quality Improvement in 3 program points

Health Care

BHA-FPX4006 Health Care Regulation and Compliance 3 program points

BHA-FPX4008 Health Care Budgeting and Reporting 1.5 program points

BHA-FPX4009 Health Care Reimbursement Systems 1.5 program points

BHA-FPX4010 Introduction to Health Care Research 3 program points

BUS-FPX4121 Ethics in Health Care Management 3 program points

Specialization courses

18 program points
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 382

BHA-FPX4102 Leadership and Communication in Health 3 program points

Care Organizations

BHA-FPX4104 Strategic Leadership and Workforce 3 program points

Planning in Health Care

BHA-FPX4106 Introduction to Managing Health Care 3 program points

Information

BHA-FPX4108 Managing Population Health 3 program points

BHA-FPX4110 Health Care Systems and Operations 3 program points

BHA-FPX4112 Economics of Health Care 3 program points

Elective courses

25.5 program points

Choose 25.5 program points of additional undergraduate courses. †

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 383

Capstone course

3 program points

Taken during the learner’s final quarter:

BHA-FPX4020 Health Care Administration Capstone Project 3 program points

Total
90 program points

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

† Learners in this degree program choose general education and elective courses from
the FlexPath (-FPX) course list.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.

Nevada residents must complete POL-FPX1110 as part of their general education

requirements.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 384

Doctor of Health Administration (DHA)

School of Business, Technology, and Health Care Administration

The Doctor of Health Administration (DHA) degree program is designed to develop and
strengthen the knowledge, skills, and attitudes health care administrators need to lead
in today’s complex and dynamic health care delivery environment. Learners focus on
developing a strategic orientation to approaching health administration problems and
issues, innovative thinking skills that produce effective solutions, and a results-oriented
leadership style that is grounded in performance measurement and management.
Throughout the program, learners apply evidence-based leadership and management
strategies, analyze the challenges and opportunities associated with health policy
development and implementation, and evaluate emerging trends and innovations in
health administration. Building on these skills, learners conduct an action research
project that is designed to improve the performance of a health care delivery system
and contribute new information to the field. Upon successful completion of this degree
program, learners are prepared to pursue advanced health administration leadership
roles in academic, organizational, consulting, or policy-making settings.

Specializations

General Health Administration

Health Care Leadership

Health Care Quality and Analytics

Health Policy and Advocacy

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 385

DHA, General Health Administration

School of Business, Technology, and Health Care Administration

The DHA General Health Administration specialization is designed for health

administration practitioners who want to develop applied research and leadership
competencies in health administration. The curriculum presents a breadth of health
administration topics, including contemporary leadership roles, strategic vision and
planning, evidence-based leadership, national and global perspectives of health policy,
and policy advocacy and analysis. Upon successful completion of this specialization,
learners are prepared to pursue senior-level leadership and management positions in
the health care industry.

Sixteen Required Courses

76 quarter credits

NHS8002 Collaboration, Communication, and Case 4 quarter credits

Analysis for Doctoral Learners

DHA8004 Innovative Business Practices in Health Care 6 quarter credits

DHA8007 Strategic Financial Management in Health 6 quarter credits

Care

DHA8008 Health Care Policy Processes 6 quarter credits

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NHS8040 21st-Century Health Care Improvement 4 quarter credits

NHS8051 * Preparing for the Professional Doctorate in 4 quarter credits

Public Health and Health Administration

NHS8065 * Foundations of Evidence-Based Practice in 4 quarter credits

Health Care

NHS8701 * Keystone: Defining the Doctoral Project 4 quarter credits

RSCH7864 Quantitative Design and Analysis 4 quarter credits

Choose three from the following courses:

DHA8020 Health Policy in the United States 6 quarter credits

DHA8022 Global Health Policy 6 quarter credits

DHA8026 Regulatory Compliance for Health Care 6 quarter credits

Leaders

DHA8032 Strategic Vision and Planning in Health Care 6 quarter credits

DHA8034 Evidence-Based Leadership in Health Care 6 quarter credits

DHA8036 Health Care Leadership Excellence in a 6 quarter credits

Consumer-Driven Market

DHA8040 Health Data Analytics in Quality 6 quarter credits

DHA8042 Performance Management and Process 6 quarter credits

Improvement in Health Care

DHA8044 Patient Safety, Accreditation, and Regulation 6 quarter credits

in Health Care
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 387

Learners must register for DHA9971 a minimum of four times to fulfill their program
requirements.

DHA9971 Doctoral Capstone † 4 quarter credits

each

Total

76 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

† Learners are responsible for the cost of their travel, accommodations, food, and other
expenses associated with this course.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 388

DHA, Health Care Leadership

School of Business, Technology, and Health Care Administration

The DHA Health Care Leadership specialization promotes synthesis of advanced-level

leadership concepts, theories, and techniques into professional practice. The
curriculum emphasizes evidence-based leadership and management, with particular
focus on contemporary leadership roles, strategic vision and planning, and performance
measurement and management. Upon successful completion of this specialization,
learners are prepared to pursue senior-level leadership and management positions in
the health care industry, such as health administration chief operating officer, executive
officer, or department director.

Sixteen Required Courses

76 quarter credits

Core courses:

NHS8002 Collaboration, Communication, and Case 4 quarter credits

Analysis for Doctoral Learners

DHA8004 Innovative Business Practices in Health Care 6 quarter credits

DHA8007 Strategic Financial Management in Health 6 quarter credits

Care
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 389

DHA8008 Health Care Policy Processes 6 quarter credits

NHS8040 21st-Century Health Care Improvement 4 quarter credits

NHS8051 * Preparing for the Professional Doctorate in 4 quarter credits

Public Health and Health Administration

NHS8065 * Foundations of Evidence-Based Practice in 4 quarter credits

Health Care

NHS8701 * Keystone: Defining the Doctoral Project 4 quarter credits

RSCH7864 Quantitative Design and Analysis 4 quarter credits

Specialization courses:

DHA8032 Strategic Vision and Planning in Health Care 6 quarter credits

DHA8034 Evidence-Based Leadership in Health Care 6 quarter credits

DHA8036 Health Care Leadership Excellence in a 6 quarter credits

Consumer-Driven Market

Learners must register for DHA9971 a minimum of four times to fulfill their program
requirements.

DHA9971 Doctoral Capstone † 4 quarter credits

each
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1.888.CAPELLA (227.3552) Capella University 390

Total

76 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

† Learners are responsible for the cost of their travel, accommodations, food, and other
expenses associated with this course.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 391

DHA, Health Care Quality and Analytics

School of Business, Technology, and Health Care Administration

The DHA Health Care Quality and Analytics specialization is designed for health
administration practitioners who want to develop advanced competencies focused on
health care quality and data analytics. The curriculum emphasizes proficiency in quality
improvement, risk assessment, communication, legal issues, and strategies that
contribute to performance management, process improvement, and building a culture of
safety. Upon successful completion of this specialization, learners are prepared to
pursue senior-level positions in quality and safety where they will assure accountability
and reliability in quality and safety improvement initiatives in a variety of health care
settings.

Sixteen Required Courses

76 quarter credits

Core courses:

NHS8002 Collaboration, Communication, and Case 4 quarter credits

Analysis for Doctoral Learners

DHA8004 Innovative Business Practices in Health Care 6 quarter credits

Volume 21-22 No. 2
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DHA8007 Strategic Financial Management in Health 6 quarter credits

Care

DHA8008 Health Care Policy Processes 6 quarter credits

NHS8040 21st-Century Health Care Improvement 4 quarter credits

NHS8051 * Preparing for the Professional Doctorate in 4 quarter credits

Public Health and Health Administration

NHS8065 * Foundations of Evidence-Based Practice in 4 quarter credits

Health Care

NHS8701 * Keystone: Defining the Doctoral Project 4 quarter credits

RSCH7864 Quantitative Design and Analysis 4 quarter credits

Specialization courses:

DHA8040 Health Data Analytics in Quality 6 quarter credits

DHA8042 Performance Management and Process 6 quarter credits

Improvement in Health Care

DHA8044 Patient Safety, Accreditation, and Regulation 6 quarter credits

in Health Care

Learners must register for DHA9971 a minimum of four times to fulfill their program
requirements.

DHA9971 Doctoral Capstone † 4 quarter credits

each
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 393

Total
76 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

† Learners are responsible for the cost of their travel, accommodations, food, and other
expenses associated with this course.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 394

DHA, Health Policy and Advocacy

School of Business, Technology, and Health Care Administration

The DHA Health Policy and Advocacy specialization promotes synthesis of

advanced-level health policy advocacy concepts, theories, and techniques into
professional practice. The curriculum emphasizes national and global perspectives of
health policy and policy advocacy and analysis, with particular focus on
evidence-based strategies for promoting positive community-oriented health outcomes
and influencing health policy change. Upon successful completion of this
specialization, learners are prepared to pursue senior-level positions in national or
international health advocacy.

Sixteen Required Courses

76 quarter credits

Core courses:

NHS8002 Collaboration, Communication, and Case 4 quarter credits

Analysis for Doctoral Learners

DHA8004 Innovative Business Practices in Health Care 6 quarter credits

DHA8007 Strategic Financial Management in Health 6 quarter credits

Care

DHA8008 Health Care Policy Processes 6 quarter credits

Volume 21-22 No. 2
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NHS8040 21st-Century Health Care Improvement 4 quarter credits

NHS8051 * Preparing for the Professional Doctorate in 4 quarter credits

Public Health and Health Administration

NHS8065 * Foundations of Evidence-Based Practice in 4 quarter credits

Health Care

NHS8701 * Keystone: Defining the Doctoral Project 4 quarter credits

RSCH7864 Quantitative Design and Analysis 4 quarter credits

Specialization courses:

DHA8020 Health Policy in the United States 6 quarter credits

DHA8022 Global Health Policy 6 quarter credits

DHA8026 Regulatory Compliance for Health Care 6 quarter credits

Leaders

Learners must register for DHA9971 a minimum of four times to fulfill their program
requirements.

DHA9971 Doctoral Capstone † 4 quarter credits

each

Total

76 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

† Learners are responsible for the cost of their travel, accommodations, food, and other
expenses associated with this course.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 396

Master of Health Administration (MHA)

School of Business, Technology, and Health Care Administration

The Master of Health Administration (MHA) degree program prepares learners to

assume roles as health care administrators or managers who meet the industry’s need
for master’s-prepared health care administrators. The curriculum includes
practicebased explorations of health care systems and technology; policy and law;
health care finance; economics and decision making; strategic health care planning;
organizational leadership and governance; quality, risk, and regulatory compliance;
health care information systems and informatics; research methodology; and ethical
and professional standards of practice. Throughout the program, learners engage in
collaborative group experiences that help them develop and strengthen the
communication, collaboration, problem-solving, and decision-making skills needed to
lead and manage complex health care organizations. Successful graduates of this
degree program are prepared to apply culturally competent, evidencebased
professional health care administration practices across national and global
environments.

Specializations

General Health Administration

General Health Administration, FlexPath option

Health Care Informatics

Health Care Informatics, FlexPath option

Health Care Leadership

Health Care Leadership, FlexPath option

Health Care Operations

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 397

MHA, General Health Administration

School of Business, Technology, and Health Care Administration

The MHA General Health Administration specialization synthesizes the fundamental

concepts, principles, and processes presented in the core curriculum with the concepts,
principles, and processes associated with general health administration and process
improvement. The specialization curriculum includes practice-based explorations and
collaborative group experiences in a choice of health administration specialization
topics, including human capital management, health care consumerism and marketing,
facilities and capital asset management, comparative models of global health systems,
health care policy drivers, and policy and legislative development processes. Upon
successful completion of this specialization, learners are prepared to pursue careers as
supervisors, managers, and directors in various health care settings, such as health
clinics, hospitals, and ambulatory care health facilities, with an emphasis on general
health administration.

Twelve Required Courses

48 quarter credits

Core courses:

NHS5004 Communication, Collaboration, and Case 4 quarter credits

Analysis for Master’s Learners
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MHA5006 Health Care Finance and Reimbursement 4 quarter credits

MHA5010 Strategic Health Care Planning 4 quarter credits

MHA5012 * Organizational Leadership and Governance 4 quarter credits

MHA5017 Data Analysis for Health Care Decisions 4 quarter credits

NHS6004 Health Care Law and Policy 4 quarter credits

NHS6008 Economics and Decision Making in Health 4 quarter credits

Care

MHA5020 * Health Administration Capstone 4 quarter credits

Specialization courses:

MHA5014 * Health Care Quality, Risk, and Regulatory 4 quarter credits

Compliance

MHA5016 * Introduction to Health Information Systems 4 quarter credits

MHA5028 * Comparative Models of Global Health 4 quarter credits

Systems

In addition, choose one from the following courses:

MHA5022 * Human Capital Management in Health Care 4 quarter credits

MHA5026 * Facilities and Capital Asset Management 4 quarter credits

MHA5040 * Health Administration Change Leadership 4 quarter credits

MHA5042 * Team Development and Personal 4 quarter credits

Leadership in Health Care Settings
Volume 21-22 No. 2
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MHA5062 Health Care Delivery: New Environments in 4 quarter credits

Health Informatics

MHA5064 * Health Care Information Systems Analysis 4 quarter credits

and Design for Administrators

MHA5066 * Cornerstones of Health Informatics for 4 quarter credits

Organizational Operations

MHA5068 * Leadership, Management, and Meaningful 4 quarter credits

Use of Health Care Technology

Total

48 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

† Learners are responsible for the cost of their travel, accommodations, food, and other
expenses associated with this course.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 400

MHA, General Health Administration, FlexPath Option

School of Business, Technology, and Health Care Administration

The MHA General Health Administration specialization synthesizes the fundamental

concepts, principles, and processes presented in the core curriculum with the concepts,
principles, and processes associated with general health administration and process
improvement. The specialization curriculum includes practice-based explorations and
collaborative group experiences in a choice of health administration specialization
topics, including human capital management, health care consumerism and marketing,
facilities and capital asset management, comparative models of global health systems,
health care policy drivers, and policy and legislative development processes. Upon
successful completion of this specialization, learners are prepared to pursue careers as
supervisors, managers, and directors in various health care settings, such as health
clinics, hospitals, and ambulatory care health facilities, with an emphasis on general
health administration. Learners who pursue this specialization through the FlexPath
option earn an MHA through self-paced demonstrations of competencies.

Twelve Required Courses

24 program points
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 401

Core courses:

NHS-FPX5004 Communication, Collaboration, and Case 2 program points

Analysis for Master’s Learners

MHA-FPX5006 Health Care Finance and Reimbursement 2 program points

MHA-FPX5010 Strategic Health Care Planning 2 program points

MHA-FPX5012 * Organizational Leadership and Governance 2 program points

MHA-FPX5017 Data Analysis for Health Care Decisions 2 program points

NHS-FPX6004 Health Care Law and Policy 2 program points

NHS-FPX6008 Economics and Decision Making in Health 2 program points

Care

MHA-FPX5020 * Health Administration Capstone 2 program points

Specialization courses:

MHA-FPX5014 * Health Care Quality, Risk, and Regulatory 2 program points

Compliance

MHA-FPX5016 * Introduction to Health Information Systems 2 program points

MHA-FPX5028 * Comparative Models of Global Health 2 program points

Systems

In addition, choose one from the following courses:

MHA-FPX5022 * Human Capital Management in Health Care 2 program points

MHA-FPX5026 * Facilities and Capital Asset Management 2 program points

MHA-FPX5040 * Health Administration Change Leadership 2 program points

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MHA-FPX5042 * Team Development and Personal 2 program points

Leadership in Health Care Settings

MHA-FPX5062 Health Care Delivery: New Environments in 2 program points

Health Informatics

MHA-FPX5064 Health Care Information Systems Analysis 2 program points

and Design for Administrators

MHA-FPX5066 Cornerstones of Health Informatics for 2 program points

Organizational Operations

MHA-FPX5068 Leadership, Management, and Meaningful 2 program points

Use of Health Care Technology

Total

24 program points

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.
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MHA, Health Care Informatics

School of Business, Technology, and Health Care Administration

The MHA Health Care Informatics specialization focuses on the impact of information
technology within the ever-changing health care industry. The specialization immerses
learners into the world of health informatics and explores the depth and breadth of
health information systems and how they influence strategic planning, decision making,
and daily operations. The specialization curriculum emphasizes best practices in health
informatics essentials, including electronic medical records, workflow, meaningful use,
change management, and information technology alignment with regard to clinical
operations. Upon successful completion of this specialization, learners are prepared to
pursue director-level and leadership positions in a wide range of health care settings
and organizations that utilize various health information technologies.

Twelve Required Courses

48 quarter credits

Core courses:

NHS5004 Communication, Collaboration, and Case 4 quarter credits

Analysis for Master’s Learners

MHA5006 Health Care Finance and Reimbursement 4 quarter credits

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MHA5010 Strategic Health Care Planning 4 quarter credits

MHA5012 * Organizational Leadership and Governance 4 quarter credits

MHA5017 Data Analysis for Health Care Decisions 4 quarter credits

NHS6004 Health Care Law and Policy 4 quarter credits

NHS6008 Economics and Decision Making in Health 4 quarter credits

Care

MHA5020 * Health Administration Capstone 4 quarter credits

Specialization courses:

MHA5062 Health Care Delivery: New Environments in 4 quarter credits

Health Informatics

MHA5064 * Health Care Information Systems Analysis 4 quarter credits

and Design for Administrators

MHA5066 * Cornerstones of Health Informatics for 4 quarter credits

Organizational Operations

MHA5068 * Leadership, Management, and Meaningful 4 quarter credits

Use of Health Care Technology

Total
48 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.
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MHA, Health Care Informatics, FlexPath Option

School of Business, Technology, and Health Care Administration

The MHA Health Care Informatics specialization focuses on the impact of information
technology within the ever-changing health care industry. The specialization immerses
learners into the world of health informatics and explores the depth and breadth of
health information systems and how they influence strategic planning, decision making,
and daily operations. The specialization curriculum emphasizes best practices in health
informatics essentials, including electronic medical records, workflow, meaningful use,
change management, and information technology alignment with regard to clinical
operations. Upon successful completion of this specialization, learners are prepared to
pursue director-level and leadership positions in a wide range of health care settings
and organizations that utilize various health information technologies. Learners who
pursue this specialization through the FlexPath option earn an MHA through self-paced
demonstrations of competencies.

Twelve Required Courses

24 program points

Core courses:

NHS-FPX5004 Communication, Collaboration, and Case 2 program points

Analysis for Master’s Learners
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MHA-FPX5006 Health Care Finance and Reimbursement 2 program points

MHA-FPX5010 Strategic Health Care Planning 2 program points

MHA-FPX5012 * Organizational Leadership and Governance 2 program points

MHA-FPX5017 Data Analysis for Health Care Decisions 2 program points

NHS-FPX6004 Health Care Law and Policy 2 program points

NHS-FPX6008 Economics and Decision Making in Health 2 program points

Care

MHA-FPX5020 * Health Administration Capstone 2 program points

Specialization courses:

MHA-FPX5062 Health Care Delivery: New Environments in 2 program points

Health Informatics

MHA-FPX5064 Health Care Information Systems Analysis 2 program points

and Design for Administrators

MHA-FPX5066 Cornerstones of Health Informatics for 2 program points

Organizational Operations

MHA-FPX5068 Leadership, Management, and Meaningful 2 program points

Use of Health Care Technology

Total

24 program points
* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.
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MHA, Health Care Leadership

School of Business, Technology, and Health Care Administration

The MHA Health Care Leadership specialization focuses on effective change

management and the development of high-performance teams in complex, dynamic
health care environments. The specialization curriculum emphasizes evidencebased
best practices for change leadership, coaching, team collaboration, and professional
development that build a continuous learning system for sustainable health care
delivery. Upon successful completion of this specialization, learners are prepared to
pursue director-level and leadership positions in a wide range of health care settings.

Twelve Required Courses

48 quarter credits

Core courses:

NHS5004 Communication, Collaboration, and Case 4 quarter credits

Analysis for Master’s Learners

MHA5006 Health Care Finance and Reimbursement 4 quarter credits

MHA5010 Strategic Health Care Planning 4 quarter credits

MHA5012 * Organizational Leadership and Governance 4 quarter credits

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MHA5017 Data Analysis for Health Care Decisions 4 quarter credits

NHS6004 Health Care Law and Policy 4 quarter credits

NHS6008 Economics and Decision Making in Health 4 quarter credits

Care

MHA5020 * Health Administration Capstone 4 quarter credits

Specialization courses:

MHA5014 * Health Care Quality, Risk, and Regulatory 4 quarter credits

Compliance

MHA5016 * Introduction to Health Information Systems 4 quarter credits

MHA5040 * Health Administration Change Leadership 4 quarter credits

MHA5042 * Team Development and Personal 4 quarter credits

Leadership in Health Care Settings

Total

48 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.
GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.
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MHA, Health Care Leadership, FlexPath Option

School of Business, Technology, and Health Administration

The MHA Health Care Leadership specialization focuses on effective change

management and the development of high-performance teams in complex, dynamic
health care environments. The specialization curriculum emphasizes evidencebased
best practices for change leadership, coaching, team collaboration, and professional
development that build a continuous learning system for sustainable health care
delivery. Upon successful completion of this specialization, learners are prepared to
pursue director-level and leadership positions in a wide range of health care settings.
Learners who pursue this specialization through the FlexPath option earn an MHA
through self-paced demonstrations of competencies.

Twelve Required Courses

24 program points

Core courses:

NHS-FPX5004 Communication, Collaboration, and Case 2 program points

Analysis for Master’s Learners

MHA-FPX5006 Health Care Finance and Reimbursement 2 program points

MHA-FPX5010 Strategic Health Care Planning 2 program points

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MHA-FPX5012 * Organizational Leadership and Governance 2 program points

MHA-FPX5017 Data Analysis for Health Care Decisions 2 program points

NHS-FPX6004 Health Care Law and Policy 2 program points

NHS-FPX6008 Economics and Decision Making in Health 2 program points

Care

MHA-FPX5020 * Health Administration Capstone 2 program points

Specialization courses:

MHA-FPX5014 * Health Care Quality, Risk, and Regulatory 2 program points

Compliance

MHA-FPX5016 * Introduction to Health Information Systems 2 program points

MHA-FPX5040 * Health Administration Change Leadership 2 program points

MHA-FPX5042 * Team Development and Personal 2 program points

Leadership in Health Care Settings

Total

24 program points

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.
GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.
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MHA, Health Care Operations

School of Business, Technology, and Health Administration

The MHA Health Care Operations specialization synthesizes the fundamental concepts,
principles, and processes presented in the core curriculum with the concepts,
principles, and processes associated with effective health care operations and process
improvement. The specialization curriculum emphasizes strategic leadership and
management and is designed to prepare learners to lead operational solutions in all
aspects of health care operations, including human capital management, health care
consumerism and marketing in health care, and facilities and capital asset
management. Upon successful completion of this specialization, learners are prepared
to pursue director-level positions in health care operations supervising multiple health
care-related departments.

Twelve Required Courses

48 quarter credits

Core courses:

NHS5004 Communication, Collaboration, and Case 4 quarter credits

Analysis for Master’s Learners

MHA5006 Health Care Finance and Reimbursement 4 quarter credits

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MHA5010 Strategic Health Care Planning 4 quarter credits

MHA5012 * Organizational Leadership and Governance 4 quarter credits

MHA5017 Data Analysis for Health Care Decisions 4 quarter credits

NHS6004 Health Care Law and Policy 4 quarter credits

NHS6008 Economics and Decision Making in Health 4 quarter credits

Care

MHA5020 * Health Administration Capstone 4 quarter credits

Specialization courses:

MHA5014 * Health Care Quality, Risk, and Regulatory 4 quarter credits

Compliance

MHA5016 * Introduction to Health Information Systems 4 quarter credits

MHA5022 * Human Capital Management in Health Care 4 quarter credits

MHA5026 * Facilities and Capital Asset Management 4 quarter credits

Total

48 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details
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Bachelor of Science (BS) in Information Technology

School of Business, Technology, and Health Care Administration

The ABET-accredited Bachelor of Science in Information Technology degree program

integrates technology skill development with the business enterprise knowledge needed
in today’s rapidly changing, global workplace. The curriculum focuses on key elements
of the IT lifecycle, including requirements analysis, architecture, software construction,
and support and maintenance. Learners develop a fundamental understanding of
software, hardware, networks, databases, humancomputer interaction, project
management, and security and gain knowledge of both theory and practice that are
required of today’s IT professional. Building on all of these concepts and skills, learners
then specialize in fields that prepare them for specific IT careers.

Specializations

General Information Technology

General Information Technology, FlexPath option

Information Assurance and Cybersecurity

Information Assurance and Cybersecurity, FlexPath option

Software Development

Minors

Data Analytics

Data Management

Network Technology: Cisco® and Network Technology: Microsoft®

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BS in Information Technology, General Information

Technology
School of Business, Technology, and Health Care Administration

In the General Information Technology specialization, undergraduate learners develop

their knowledge and skills in courses that cover the fundamental IT domains of
networking, database, web development, systems analysis and design, and project
management. Learners may also select more advanced IT courses that allow them to
develop deeper and broader knowledge and skills in IT topics including web
development, networking, project management, and graphics and multimedia.

General Education Requirements

Choose 45 quarter credits with a minimum of 6 quarter credits from each category; see
General Education Courses.

Required courses:

MAT1050 College Algebra 6 quarter credits

MAT2051 * Discrete Mathematics 6 quarter credits

Volume 21-22 No. 2
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Additional Program Requirements

Core courses

54 quarter credits

IT1006 Information Technology Concepts and 6 quarter credits

Practices

IT2230 Introduction to Database Systems 3 quarter credits

IT2249 Introduction to Programming with Java 6 quarter credits

IT2250 Introduction to Network Technology 3 quarter credits

IT3165 Ethics for the Information Technology 3 quarter credits

Professional

IT3212 Introduction to Web Development 3 quarter credits

IT3215 * Introduction to JavaScript 3 quarter credits

IT3225 Business Goals for the Information 3 quarter credits

Technology Professional

IT3301 * User Experience and Interaction Design 3 quarter credits

IT3315 Hardware and Operating Systems 3 quarter credits

IT3318 Systems Administration 3 quarter credits

IT3345 * Software Architecture 3 quarter credits

IT3349 * Intermediate Java Programming 3 quarter credits

IT3355 * Network Architecture 3 quarter credits

IT3358 Information Security Concepts for the 3 quarter credits

Information Technology Professional
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PM3000 Principles of Project Management 3 quarter credits

Specialization courses

30 quarter credits

Choose 30 quarter credits of upper division health information management,

information technology, or project management courses.

Elective courses

45 quarter credits

Choose 45 quarter credits of additional undergraduate courses.

Capstone course

6 quarter credits

Taken during the learner’s final quarter:

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IT4990 Information Technology Capstone Project 6 quarter credits

Total

180 quarter credits

Honors Pathway

Learners enrolled in the honors pathway complete the following general education
courses.

Honors courses

15 quarter credits

PHI-H2005 Honors Seminar: Critical Thinking for the 3 quarter credits

Professional World

COM-H4005 * Communicating and Integrating Solutions in 6 quarter credits

the Professional World

SOC-H3005 * Honors Professional Seminar 6 quarter credits

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These courses are applied toward the general education requirement and taken in
addition to the remaining required courses.

Total

180 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

Nevada residents must complete POL1110 as part of their general education

requirements.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.

Eligible Concentrations

Accounting

Finance

Health Care Management

Human Resource Management

Management and Leadership

Marketing

Multiple Specializations available (must be within the same degree program)

Volume 21-22 No. 2
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BS in Information Technology, General Information

Technology, FlexPath Option
School of Business, Technology, and Health Care Administratoin

In the General Information Technology specialization, undergraduate learners develop

their knowledge and skills in courses that cover the fundamental IT domains of
networking, database, web development, systems analysis and design, and project
management. Learners may also select more advanced IT courses that allow them to
develop deeper and broader knowledge and skills in IT topics including web
development, networking, project management, and graphics and multimedia.
Learners who pursue this specialization through the FlexPath option earn a BS in IT
through self-paced demonstrations of competencies.

General Education Requirements

A minimum of 22.5 program points; see General Education Courses, FlexPath option.†

Additional Program Requirement

Core courses

27 program points

Communication Strategies for the 3 program points

IT-FP1006
Information Technology Professional
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IT-FP2230 Introduction to Database Systems 1.5 program points

IT-FP2249 Introduction to Programming with Java 3 program points

IT-FP2250 Introduction to Network Technology 1.5 program points

IT-FP3165 Ethics for the Information Technology 1.5 program points

Professional

IT-FP3212 Introduction to Web Development 1.5 program points

IT-FP3215 * Introduction to JavaScript 1.5 program points

IT-FP3225 Business Goals for the Information 1.5 program points

Technology Professional

IT-FP3301 * User Experience and Interaction Design 1.5 program points

IT-FP3315 Hardware and Operating Systems 1.5 program points

IT-FP3318 Systems Administration 1.5 program points

IT-FP3345 * Software Architecture 1.5 program points

IT-FP3349 * Intermediate Java Programming 1.5 program points

IT-FP3355 * Network Architecture 1.5 program points

IT-FP3358 Information Security Concepts for the 1.5 program points

Information Technology Professional

PM-FP3000 Principles of Project Management 1.5 program points

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Specialization courses

15 program points

In addition, 15 program points of upper division health information management,

information technology, or project management courses.†

Elective courses

22.5 program points

Complete at least 22.5 program points of additional undergraduate courses.†

Capstone course

3 program points

Taken during the learner’s final quarter:

IT-FP4990 Information Technology Capstone Project 3 program points

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Total

At least 90 program points

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

† Learners in this specialization choose general education, specialization, and elective

courses from the FlexPath (-FP) course list.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.

Nevada residents are not eligible to enroll in this specialization.

Volume 21-22 No. 2
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BS in Information Technology, Information Assurance and

Cybersecurity
School of Business, Technology, and Health Care Administration

In the Information Assurance and Cybersecurity specialization, learners acquire and

apply various processes, tools, technologies, and methods of securing an enterprise. In
particular, learners evaluate security policies, social engineering, access control,
authentication, perimeter security, disaster recovery and business continuity, risk
management, incident response, viruses, malware, spam, encryption, and other
infrastructure security techniques. In addition to information assurance and
cybersecurity expertise, learners in this specialization demonstrate the business,
interpersonal, and communication skills required to influence internal decision making
and overall organizational effectiveness.

General Education Requirements

Choose 45 quarter credits with a minimum of 6 quarter credits from each category; see
General Education Courses.

Required courses:

MAT1050 College Algebra 6 quarter credits

MAT2051 * Discrete Mathematics 6 quarter credits

Volume 21-22 No. 2
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Additional Program Requirements

Core courses

51 quarter credits

IT1006 Information Technology Concepts and 6 quarter credits

Practices

IT2230 Introduction to Database Systems 3 quarter credits

IT2249 Introduction to Programming with Java 6 quarter credits

IT2250 Introduction to Network Technology 3 quarter credits

IT3165 Ethics for the Information Technology 3 quarter credits

Professional

IT3212 Introduction to Web Development 3 quarter credits

IT3215 * Introduction to JavaScript 3 quarter credits

IT3225 Business Goals for the Information 3 quarter credits

Technology Professional

IT3301 * User Experience and Interaction Design 3 quarter credits

IT3315 Hardware and Operating Systems 3 quarter credits

IT3318 Systems Administration 3 quarter credits

IT3345 * Software Architecture 3 quarter credits

IT3349 * Intermediate Java Programming 3 quarter credits

IT3355 * Network Architecture 3 quarter credits

Volume 21-22 No. 2
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PM3000 Principles of Project Management 3 quarter credits

Specialization courses

51 quarter credits

IT2240 Introduction to Programming 3 quarter credits

IT4070 * Cyber Defense and Countermeasures 6 quarter credits

IT4071 * Cyber Attacks and Ethical Hacking 6 quarter credits

IT4073 * Organizational Security 6 quarter credits

IT4075 * Computer Forensics 6 quarter credits

IT4076 * Security Management and Policies 6 quarter credits

IT4079 * Python Scripting 6 quarter credits

IT4080 * Operating Systems and Application Security 6 quarter credits

IT4803 * System Assurance Security 6 quarter credits

Elective courses

27 quarter credits

Choose 27 quarter credits of additional undergraduate courses.

Volume 21-22 No. 2
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Capstone course

6 quarter credits

Taken during the learner’s final quarter:

IT4993 Cybersecurity Capstone 6 quarter credits

Total

180 quarter credits

Honors Pathway

Learners enrolled in the honors pathway complete the following general education
courses.
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Honors courses

15 quarter credits

PHI-H2005 Honors Seminar: Critical Thinking for the 3 quarter credits

Professional World

COM-H4005 * Communicating and Integrating Solutions in 6 quarter credits

the Professional World

SOC-H3005 * Honors Professional Seminar 6 quarter credits

These courses are applied toward the general education requirement and taken in
addition to the remaining required courses.

Total

180 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

Nevada residents must complete POL1110 as part of their general education

requirements.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.

Eligible Concentrations

Accounting

Forensic Psychology

Health Care Management

Volume 21-22 No. 2
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Management and Leadership

Marketing

Multiple Specializations available (must be within the same degree program)

Volume 21-22 No. 2
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BS in Information Technology, Information Assurance and

Cybersecurity, FlexPath Option
School of Business, Technology, and Health Care Administration

In the Information Assurance and Cybersecurity specialization, learners acquire and

apply various processes, tools, technologies, and methods of securing an enterprise. In
particular, learners evaluate security policies, social engineering, access control,
authentication, perimeter security, disaster recovery and business continuity, risk
management, incident response, viruses, malware, spam, encryption, and other
infrastructure security techniques. In addition to information assurance and
cybersecurity expertise, learners in this specialization demonstrate the business,
interpersonal, and communication skills required to influence internal decision making
and overall organizational effectiveness. Learners who pursue this specialization
through the FlexPath option earn a BS in IT through self-paced demonstrations of
competencies.

General Education Requirements

A minimum of 22.5 program points; see General Education Courses, FlexPath option.†

Additional Program Requirements

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Core courses

25.5 program points

IT-FP1006 Communication Strategies for the 3 program points

Information Technology Professional

IT-FP2230 Introduction to Database Systems 1.5 program points

IT-FP2249 Introduction to Programming with Java 3 program points

IT-FP2250 Introduction to Network Technology 1.5 program points

IT-FP3165 Ethics for the Information Technology 1.5 program points

Professional

IT-FP3212 Introduction to Web Development 1.5 program points

IT-FP3215 * Introduction to JavaScript 1.5 program points

IT-FP3225 Business Goals for the Information 1.5 program points

Technology Professional

IT-FP3301 * User Experience and Interaction Design 1.5 program points

IT-FP3315 Hardware and Operating Systems 1.5 program points

IT-FP3318 Systems Administration 1.5 program points

IT-FP3345 * Software Architecture 1.5 program points

IT-FP3349 * Intermediate Java Programming 1.5 program points

IT-FP3355 * Network Architecture 1.5 program points

PM-FP3000 Principles of Project Management 1.5 program points

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Specialization courses

25.5 program points

IT-FP2240 Introduction to Programming 1.5 program points

IT-FP4070 * Cyber Defense and Countermeasures 3 program points

IT-FP4071 * Cyber Attacks and Ethical Hacking 3 program points

IT-FP4073 * Organizational Security 3 program points

IT-FP4075 * Computer Forensics 3 program points

IT-FP4076 * Security Management and Policies 3 program points

IT-FP4079 * Python Scripting 3 program points

IT-FP4080 * Operating Systems and Application Security 3 program points

IT-FP4803 * System Assurance Security 3 program points

Elective courses

13.5 program points

Choose 13.5 program points of additional undergraduate courses.†

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Capstone course

3 program points

Taken during the learner’s final quarter:

IT-FP4990 Information Technology Capstone Project 3 program points

Total

At least 90 program points

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

† Learners in this specialization choose general education, specialization, and elective

courses from the FlexPath (-FP) course list.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.

Nevada residents are not eligible to enroll in this specialization.

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BS in Information Technology, Software Development

School of Business, Technology, and Health Care Administration

The Software Development specialization helps learners to develop increasingly

complex computer programs and end-user applications using Agile methods as well as
theories, concepts, and practices supported by the Software Engineering Body of
Knowledge (SWEBOK) . Software requirements definition, design, construction, testing,
and application security methods are applied in all approaches. Learners also choose
from four concentrations: Mobile Development, Web Development, Cloud Application
Development, and Programming and Application Development. Successful graduates
of this specialization are prepared to pursue careers as software developers, software
engineers, application analysts, or to seek associated software development industry
certifications.

Mobile Development Concentration

The mobile development concentration prepares learners to apply core software

development knowledge, skills, and abilities to the development of applications
designed for mobile platforms. The courses address planning, evaluating, designing,
and managing mobile applications in environments from single user to complex
enterprises. Upon successful completion of the software development specialization
with a mobile development concentration, learners are prepared to pursue careers as
mobile application designers and developers, software engineers, or to seek associated
mobile application development industry certifications.
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Web Development Concentration

The web development concentration prepares learners to apply core software

development knowledge, skills, and abilities to the development of webbased
applications. The courses address planning, evaluating, designing, and managing
interactive, data-oriented, web-based applications that meet fundamental design
standards. Upon successful completion of the software development specialization with
a web development concentration, learners are prepared to pursue careers as web
application designers and developers, software engineers, analysts, or to seek
associated web application development industry certifications.

Cloud Application Development Concentration

The cloud application development concentration prepares learners to apply core

software development knowledge, skills, and abilities to the development of
cloud-based applications. The courses address planning, evaluating, designing, and
managing interactive, data-oriented, cloud-based applications that are optimized for
performance and meet security standards. Upon successful completion of the software
development specialization with a cloud application development concentration,
learners are prepared to pursue careers as cloud application designers and
developers, software engineers, analysts, or to seek associated cloud application
development industry certifications.

Programming and Application Development Concentration

The programming and application development concentration prepares learners to

apply core software development knowledge, skills, and abilities to the development of
desktop applications. The concentration provides the learner with a range of
experience with different programming languages and platforms. The courses address
planning, evaluating, designing, and managing data-oriented applications.
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Upon successful completion of the software development specialization with the

programming and application development concentration, learners are prepared to
pursue careers as software developers, software engineers, programmer analysts, or
to seek associated programming application development industry certifications.

General Education Requirements

Choose 45 quarter credits with a minimum of 6 quarter credits from each category; see
General Education Courses.

Required courses:

MAT1050 College Algebra 6 quarter credits

MAT2051 * Discrete Mathematics 6 quarter credits

Additional Program Requirements

Core courses

54 quarter credits

IT1006 Information Technology Concepts and 6 quarter credits

Practices

IT2230 Introduction to Database Systems 3 quarter credits

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IT2249 Introduction to Programming with Java 6 quarter credits

IT2250 Introduction to Network Technology 3 quarter credits

IT3165 Ethics for the Information Technology 3 quarter credits

Professional

IT3212 Introduction to Web Development 3 quarter credits

IT3215 * Introduction to JavaScript 3 quarter credits

IT3225 Business Goals for the Information 3 quarter credits

Technology Professional

IT3301 * User Experience and Interaction Design 3 quarter credits

IT3315 Hardware and Operating Systems 3 quarter credits

IT3318 Systems Administration 3 quarter credits

IT3345 * Software Architecture 3 quarter credits

IT3349 * Intermediate Java Programming 3 quarter credits

IT3355 * Network Architecture 3 quarter credits

IT3358 Information Security Concepts for the 3 quarter credits

Information Technology Professional

PM3000 Principles of Project Management 3 quarter credits

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Specialization courses

48 quarter credits

IT4711 * Software Requirements 3 quarter credits

IT4731 * Database Development 3 quarter credits

IT4733 * Advanced Database Development 3 quarter credits

IT4772 * Software Design and Modeling 3 quarter credits

IT4774 * Software Construction 6 quarter credits

IT4776 * Software Testing, Security, and Quality 6 quarter credits

Assurance

In addition, choose one of the following concentrations:

For a Mobile Development concentration:

IT4736 * SQL and NoSQL Programming 6 quarter credits

IT4749 * Advanced Java Application Development 6 quarter credits

IT4782 Mobile Application Development Essentials 3 quarter credits

IT4784 * Advanced Mobile Application Development 3 quarter credits

IT4786 * Cross-Platform Mobile Application 3 quarter credits

Development

IT4789 * Mobile Cloud Computing Application 3 quarter credits

Development
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For a Web Development concentration:

IT4736 * SQL and NoSQL Programming 6 quarter credits

IT4791 * Fundamentals of Website Design 3 quarter credits

IT4793 * Advanced Website Design 3 quarter credits

IT4795 * Web Application Development 3 quarter credits

IT4797 * Advanced Web Application Development 3 quarter credits

IT4799 * Dynamic Web Development 6 quarter credits

For a Cloud Application Development concentration:

IT4736 * SQL and NoSQL Programming 6 quarter credits

IT4749 * Advanced Java Application Development 6 quarter credits

IT4751 * Cloud Computing Development 6 quarter credits

IT4753 * DevOps Practices for Cloud Computing 6 quarter credits

For a Programming and Application Development concentration:

IT4736 * SQL and NoSQL Programming 6 quarter credits

IT4747 * C# Programming and Application 6 quarter credits

Development

IT4749 * Advanced Java Application Development 6 quarter credits

IT4751 * Cloud Computing Development 6 quarter credits

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Elective courses

27 quarter credits

Choose 27 quarter credits of additional undergraduate courses.

Capstone course

6 quarter credits

Taken during the learner’s final quarter:

IT4990 Information Technology Capstone Project 6 quarter credits

Total

180 quarter credits

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Honors Pathway

Learners enrolled in the honors pathway complete the following general education
courses.

Honors courses

15 quarter credits

PHI-H2005 Honors Seminar: Critical Thinking for the 3 quarter credits

Professional World

COM-H4005 * Communicating and Integrating Solutions in 6 quarter credits

the Professional World

SOC-H3005 * Honors Professional Seminar 6 quarter credits

These courses are applied toward the general education requirement and taken in
addition to the remaining required courses.

Total

180 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

Nevada residents must complete POL1110 as part of their general education

requirements.

Multiple Specializations available (must be within the same degree program)

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BS in Information Technology, Data Analytics

School of Business, Technology, and Health Care Administration

The Data Analytics minor is designed to provide learners with the knowledge, skills, and
abilities necessary to examine data in a variety of applications and settings. The
curriculum addresses the range of process and workflow concepts and activities that
comprise data analytics within an IT environment. Specific topics include data
identification and collection as well as data cleansing and quality measurement. These
topics are applied to data mining and analytics projects involving data transformation,
manipulation, analysis, and presentation. This minor prepares learners to successfully
solve IT problems using a variety of data analytics tools and techniques. Learners
acquire an understanding of the roles of data governance and management as factors
that impact data analytics with data preparation. Learners gain knowledge of
transformation and manipulation in order to prepare datasets for business analysts and
to create business solutions specific to the IT environment. This minor provides
foundational information for learners with an interest in pursuing SAS® certifications.

General Education Requirements

Choose 45 quarter credits with a minimum of 6 quarter credits from each category; see
General Education Courses.

Required courses:

MAT1050 College Algebra 6 quarter credits

MAT2051 * Discrete Mathematics 6 quarter credits

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Additional Program Requirements

Core courses

54 quarter credits

IT1006 Information Technology Concepts and 6 quarter credits

Practices

IT2230 Introduction to Database Systems 3 quarter credits

IT2249 Introduction to Programming with Java 6 quarter credits

IT2250 Introduction to Network Technology 3 quarter credits

IT3165 Ethics for the Information Technology 3 quarter credits

Professional

IT3212 Introduction to Web Development 3 quarter credits

IT3215 * Introduction to JavaScript 3 quarter credits

IT3225 Business Goals for the Information 3 quarter credits

Technology Professional

IT3301 * User Experience and Interaction Design 3 quarter credits

IT3315 Hardware and Operating Systems 3 quarter credits

IT3318 Systems Administration 3 quarter credits

IT3345 * Software Architecture 3 quarter credits

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IT3349 * Intermediate Java Programming 3 quarter credits

IT3355 * Network Architecture 3 quarter credits

IT3358 Information Security Concepts for the 3 quarter credits

Information Technology Professional

PM3000 Principles of Project Management 3 quarter credits

Minor courses

24 quarter credits

IT4200 * Data Governance and Stewardship 3 quarter credits

IT4300 * Data Storage Strategies 3 quarter credits

IT4310 * Data Integration 3 quarter credits

IT4320 * ETL and Data Transformation 3 quarter credits

IT4330 * Data Mining and Analysis in Information 3 quarter credits

Technology

IT4340 * Data Interpretation and Statistical Analysis in 3 quarter credits

Information Technology

IT4350 * Information Solutions and Delivery 3 quarter credits

Strategies

IT4460 * Data Distribution and Virtualization 3 quarter credits

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Elective courses

51 quarter credits

Choose 51 quarter credits of additional undergraduate courses.

Capstone course

6 quarter credits

Taken during the learner’s final quarter:

IT4990 Information Technology Capstone Project 6 quarter credits

Total

180 quarter credits

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* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

Nevada residents must complete POL1110 as part of their general education

requirements.

Eligible Concentrations

Accounting

Forensic Psychology

Health Care Management

Management and Leadership

Marketing

Multiple Specializations available (must be within the same degree program)

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BS in Information Technology, Data Management

School of Business, Technology, and Health Care Administration

The Data Management minor is designed to provide learners with the knowledge, skills,
and abilities necessary to support an effective data management program in a variety of
settings. The curriculum addresses the range of process and workflow concepts and
activities specific to effective management of organizational data assets. Specific topics
include data governance, architecture, design and integration, database administration,
data modeling and standards, and strategies and techniques in traditional, distributed,
and virtual environments. Learners integrate recognized concepts in business process,
data architecture and design, and database development with best practices used in
real-world situations, in order to excel as practitioners in their chosen careers. Upon
successful completion of this minor, learners are prepared to effectively solve business
challenges using a variety of data management processes. This minor provides
foundational information for learners with an interest in pursuing Certified Data
Management Professional (CDMP) certification offered by Data Management
Association (DAMA).

General Education Requirements

Choose 45 quarter credits with a minimum of 6 quarter credits from each category; see
General Education Courses.

Required courses:

MAT1050 College Algebra 6 quarter credits

MAT2051 * Discrete Mathematics 6 quarter credits

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Additional Program Requirements

Core courses

54 quarter credits

IT1006 Information Technology Concepts and 6 quarter credits

Practices

IT2230 Introduction to Database Systems 3 quarter credits

IT2249 Introduction to Programming with Java 6 quarter credits

IT2250 Introduction to Network Technology 3 quarter credits

IT3165 Ethics for the Information Technology 3 quarter credits

Professional

IT3212 Introduction to Web Development 3 quarter credits

IT3215 * Introduction to JavaScript 3 quarter credits

IT3225 Business Goals for the Information 3 quarter credits

Technology Professional

IT3301 * User Experience and Interaction Design 3 quarter credits

IT3315 Hardware and Operating Systems 3 quarter credits

IT3318 Systems Administration 3 quarter credits

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IT3345 * Software Architecture 3 quarter credits

IT3349 * Intermediate Java Programming 3 quarter credits

IT3355 * Network Architecture 3 quarter credits

IT3358 Information Security Concepts for the 3 quarter credits

Information Technology Professional

PM3000 Principles of Project Management 3 quarter credits

Minor courses

24 quarter credits

BUS4200 * Identifying Core Business Processes and 3 quarter credits

Master Data

IT4200 * Data Governance and Stewardship 3 quarter credits

IT4210 * Data Architecture and Design 3 quarter credits

IT4220 * Database Administration 3 quarter credits

IT4230 * Managing Data Integration 3 quarter credits

IT4240 * Data Quality Management 3 quarter credits

IT4450 * Data Modeling Standards and Techniques 3 quarter credits

IT4460 * Data Distribution and Virtualization 3 quarter credits

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Elective courses

51 quarter credits

Choose 51 quarter credits of additional undergraduate courses.

Capstone course

6 quarter credits

Taken during the learner’s final quarter:

IT4990 Information Technology Capstone Project 6 quarter credits

Total

180 quarter credits

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* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

Nevada residents must complete POL1110 as part of their general education

requirements.

Eligible Concentrations

Accounting

Forensic Psychology

Health Care Management

Management and Leadership

Marketing

Multiple Specializations available (must be within the same degree program)

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BS in Information Technology, Network Technology:

Cisco® and Network Technology: Microsoft®
School of Business, Technology, and Health Care Administration

Network Technology: Cisco®

The Network Technology: Cisco minor is designed to provide learners with the
knowledge and skills needed to administer Cisco networks in a variety of environments.
The curriculum addresses planning, designing, configuring, and troubleshooting Cisco
networks in environments ranging from small, local networks to enterprisewide
integrated networks. Learners demonstrate an understanding of cloud computing,
security, wireless networks, and RFID architectures. Upon successful completion of this
minor, learners are prepared to pursue careers as network analysts, administrators,
security engineers, support engineers, and consultants, or to pursue associated
network technology industry certifications.

Network Technology: Microsoft®

The Network Technology: Microsoft minor is designed to provide learners with the
knowledge and abilities needed to administer Microsoft networks in a variety of
environments. The curriculum addresses planning, designing, configuring, and
troubleshooting Microsoft networks in environments ranging from small, local networks
to enterprise-wide integrated networks. Learners apply knowledge of cloud computing,
security, wireless networks, virtualizations, Active Directory, and RFID architectures.
Upon successful completion of this minor, learners are prepared to pursue careers as
network analysts, administrators, security engineers, support engineers, and
consultants, or to pursue associated network technology industry certifications.
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General Education Requirements

Choose 45 quarter credits with a minimum of 6 quarter credits from each category; see
General Education Courses.

Required courses:

MAT1050 College Algebra 6 quarter credits

MAT2051 * Discrete Mathematics 6 quarter credits

Additional Program Requirements

Core courses

54 quarter credits

IT1006 Information Technology Concepts and 6 quarter credits

Practices

IT2230 Introduction to Database Systems 3 quarter credits

IT2249 Introduction to Programming with Java 6 quarter credits

IT2250 Introduction to Network Technology 3 quarter credits

IT3165 Ethics for the Information Technology 3 quarter credits

Professional

IT3212 Introduction to Web Development 3 quarter credits

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IT3215 * Introduction to JavaScript 3 quarter credits

IT3225 Business Goals for the Information 3 quarter credits

Technology Professional

IT3301 * User Experience and Interaction Design 3 quarter credits

IT3315 Hardware and Operating Systems 3 quarter credits

IT3318 Systems Administration 3 quarter credits

IT3345 * Software Architecture 3 quarter credits

IT3349 * Intermediate Java Programming 3 quarter credits

IT3355 * Network Architecture 3 quarter credits

IT3358 Information Security Concepts for the 3 quarter credits

Information Technology Professional

PM3000 Principles of Project Management 3 quarter credits

Minor courses

24 quarter credits

Choose at least one of the following minors:

For a Network Technology: Cisco minor:

IT4150 * Internetworking Architectures 1 3 quarter credits

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IT4155 * Internetworking Architectures 2 3 quarter credits

IT4160 * Internetwork Analysis and Design 3 quarter credits

IT4165 * Internetwork System Assurance and Security 3 quarter credits

IT4170 * Wireless Networks 3 quarter credits

IT4561 * Linux Operating Systems 3 quarter credits

IT4571 * Advanced Linux Operating Systems 3 quarter credits

IT4580 * RFID Technologies 3 quarter credits

For a Network Technology: Microsoft minor:

IT4511 * Cloud Concepts and Architecture 3 quarter credits

IT4521 * Cloud Management and Administration 3 quarter credits

IT4530 * Enterprise Administration 3 quarter credits

IT4541 * Enterprise Server Infrastructure 1 3 quarter credits

IT4551 * Enterprise Server Infrastructure 2 3 quarter credits

IT4561 * Linux Operating Systems 3 quarter credits

IT4571 * Advanced Linux Operating Systems 3 quarter credits

IT4580 * RFID Technologies 3 quarter credits

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Elective courses

51 quarter credits

Choose 51 quarter credits of additional undergraduate courses.

Capstone course

6 quarter credits

Taken during the learner’s final quarter:

IT4990 Information Technology Capstone Project 6 quarter credits

Total

180 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

Nevada residents must complete POL1110 as part of their general education

requirements.

GuidedPath courses fulfill the program requirements and prerequisites for each
delivery model.
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Eligible Concentrations

Accounting

Forensic Psychology

Health Care Management

Management and Leadership

Marketing

Multiple Specializations available (must be within the same degree program)

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Doctor of Philosophy (PhD) in Information Technology

School of Business, Technology, and Health Care Administration

The Doctor of Philosophy in Information Technology provides learners with advanced

information technology knowledge and skills, and assists them in developing solid
research and scholarly writing abilities. The program culminates in a dissertation that
adds to the existing body of IT knowledge. The PhD in Information Technology
prepares learners to pursue careers in organizations or in consulting and/or teaching.

Specializations

General Information Technology

Information Assurance and Cybersecurity

Project Management
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PhD in Information Technology, General Information

Technology
School of Business, Technology, and Health Care Administration

Learners in the doctoral General Information Technology specialization may select

courses from one or more specializations, provided that they meet all general
specialization requirements and any course prerequisites. Learners are expected to
choose electives that provide a coherent foundation for research in one or more areas
of information technology. Successfully completing the General Information Technology
specialization prepares learners to lead, consult, or teach in the field of IT.

Twenty Required Courses

74 quarter credits

TS8005 Research Processes, Theory, and Practice 6 quarter credits

in Information Technology

BMGT-V8925 * Doctoral Project Development – Topic 3 quarter credits

Ideation

BMGT-V8926 * Doctoral Project Development – Topic 3 quarter credits

Development
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BMGT-V8927 * Doctoral Project Development – Framework 3 quarter credits

Development

BMGT8019 * Business Dissertation Specialization 4 quarter credits

Literature

BMGT8028 Foundations of Research, Scholarly 4 quarter credits

Literature, and Theory in Management

BMGT8055 * Business Special Topics: Literature Review 4 quarter credits

BMGT8212 Leading Information Technology Strategic 4 quarter credits

Planning in Complex and Global
Environments

BMGT8214 Guiding the Implementation of Information 4 quarter credits

Technology Policies and Processes

BMGT8216 Innovating Information Technology Life 4 quarter credits

Cycle Management Processes in a
Changing Environment

RSCH7860 Survey of Research Methods 4 quarter credits

TS8940 * Information Technology Consulting Practice 4 quarter credits

Seminar

-or-

TS8950 * Teaching Practice Seminar in Information 4 quarter credits

Technology Education

In addition, choose one of the following two categories:

For quantitative research:

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BMGT8035 * Tests, Measurements, and Business 4 quarter credits

Research Design

BMGT8043 * Quantitative Research Techniques 2 4 quarter credits

RSCH7864 Quantitative Design and Analysis 4 quarter credits

For qualitative research:

BMGT8044 * Qualitative Research Design and Data 4 quarter credits

Analysis

BMGT8046 * Qualitative Data Collection Strategies, Data 4 quarter credits

Collection Guides, and Field Testing

RSCH7868 * Qualitative Design and Analysis 4 quarter credits

Upon completion of all required coursework:

TS9919 * Doctoral Comprehensive Examination 3 quarter credits

Learners must register for TS9960 a minimum of four times to fulfill their specialization
requirements.

TS9960 * Dissertation Courseroom 3 quarter credits

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Four Elective Courses

16 quarter credits

Choose any business management (BMGT) or technology systems (TS) course(s).

Total

90 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.
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PhD in Information Technology, Information Assurance

and Cybersecurity
School of Business, Technology, and Health Care Administration

The doctoral Information Assurance and Cybersecurity specialization offers a terminal

degree option for information security professionals in the information technology field
and IT professionals who have a master’s degree in computer science or a related field.
Specialization topics include information confidentiality, integrity, and availability. This
specialization provides learners with advanced research, scholarly writing, and
information security skills, and culminates in a dissertation that advances the body of
information security knowledge. Successful graduates of this specialization are
prepared to pursue careers as information security consultants, managers, or educators.

Twenty-Five Required Courses

90 quarter credits

Core courses:

TS8005 Research Processes, Theory, and Practice 6 quarter credits

in Information Technology

BMGT-V8925 * Doctoral Project Development – Topic 3 quarter credits

Ideation
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BMGT-V8926 * Doctoral Project Development – Topic 3 quarter credits

Development

BMGT-V8927 * Doctoral Project Development – Framework 3 quarter credits

Development

BMGT8019 * Business Dissertation Specialization 4 quarter credits

Literature

BMGT8028 Foundations of Research, Scholarly 4 quarter credits

Literature, and Theory in Management

BMGT8055 * Business Special Topics: Literature Review 4 quarter credits

BMGT8212 Leading Information Technology Strategic 4 quarter credits

Planning in Complex and Global
Environments

BMGT8214 Guiding the Implementation of Information 4 quarter credits

Technology Policies and Processes

BMGT8216 Innovating Information Technology Life 4 quarter credits

Cycle Management Processes in a
Changing Environment

RSCH7860 Survey of Research Methods 4 quarter credits

TS8940 * Information Technology Consulting Practice 4 quarter credits

Seminar

-or-

TS8950 * Teaching Practice Seminar in Information 4 quarter credits

Technology Education
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In addition, choose one of the following two categories:

For quantitative research:

BMGT8035 * Tests, Measurements, and Business 4 quarter credits

Research Design

BMGT8043 * Quantitative Research Techniques 2 4 quarter credits

RSCH7864 Quantitative Design and Analysis 4 quarter credits

For qualitative research:

BMGT8044 * Qualitative Research Design and Data 4 quarter credits

Analysis

BMGT8046 * Qualitative Data Collection Strategies, Data 4 quarter credits

Collection Guides, and Field Testing

RSCH7868 * Qualitative Design and Analysis 4 quarter credits

Specialization courses:

TS8531 Network Security Advances 4 quarter credits

TS8533 Enterprise Security Risk Management 4 quarter credits

TS8535 System and Application Security Advances 4 quarter credits

TS8537 Assurance Controls and Compliance 4 quarter credits

Management
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Upon completion of all required coursework:

TS9919 * Doctoral Comprehensive Examination 3 quarter credits

Learners must register for TS9960 a minimum of four times to fulfill their specialization
requirements.

TS9960 * Dissertation Courseroom 3 quarter credits

Total
90 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.
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PhD in Information Technology, Project Management

School of Business, Technology, and Health Care Administration

The doctoral Project Management specialization offers a terminal degree option for
information technology project management professionals and IT professionals who
have a master’s degree in computer science or a related field. Specialization topics
include project and program management, risk management, project governance, and
portfolio optimization. This specialization provides learners with advanced research,
scholarly writing, and IT project management skills, and culminates in a dissertation
that advances the body of IT project management knowledge. Upon successful
completion of this specialization, learners are prepared to pursue careers as IT project
management consultants, managers, or educators.

Twenty-Four Required Courses

90 quarter credits

Core courses:

TS8005 Research Processes, Theory, and Practice 6 quarter credits

in Information Technology

BMGT-V8925 * Doctoral Project Development – Topic 3 quarter credits

Ideation
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BMGT-V8926 * Doctoral Project Development – Topic 3 quarter credits

Development

BMGT-V8927 * Doctoral Project Development – Framework 3 quarter credits

Development

BMGT8019 * Business Dissertation Specialization 4 quarter credits

Literature

BMGT8028 Foundations of Research, Scholarly 4 quarter credits

Literature, and Theory in Management

BMGT8055 * Business Special Topics: Literature Review 4 quarter credits

BMGT8212 Leading Information Technology Strategic 4 quarter credits

Planning in Complex and Global
Environments

BMGT8214 Guiding the Implementation of Information 4 quarter credits

Technology Policies and Processes

BMGT8216 Innovating Information Technology Life 4 quarter credits

Cycle Management Processes in a
Changing Environment

RSCH7860 Survey of Research Methods 4 quarter credits

TS8940 * Information Technology Consulting Practice 4 quarter credits

Seminar

-or-

TS8950 * Teaching Practice Seminar in Information 4 quarter credits

Technology Education
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In addition, choose one of the following two categories:

For quantitative research:

BMGT8035 * Tests, Measurements, and Business 4 quarter credits

Research Design

BMGT8043 * Quantitative Research Techniques 2 4 quarter credits

RSCH7864 Quantitative Design and Analysis 4 quarter credits

For qualitative research:

BMGT8044 * Qualitative Research Design and Data 4 quarter credits

Analysis

BMGT8046 * Qualitative Data Collection Strategies, Data 4 quarter credits

Collection Guides, and Field Testing

RSCH7868 * Qualitative Design and Analysis 4 quarter credits

Specialization courses:

BMGT8430 Advanced Concepts of Project Management 4 quarter credits

Methodologies

BMGT8432 Projects as Complex Adaptive Systems 4 quarter credits

BMGT8434 Advanced Risk Management Systems and 4 quarter credits

Research

BMGT8436 Dynamics of Program and Portfolio 4 quarter credits

Management
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Upon completion of all required coursework:

TS9919 * Doctoral Comprehensive Examination 3 quarter credits

Learners must register for TS9960 a minimum of four times to fulfill their specialization
requirements.

TS9960 * Dissertation Courseroom 3 quarter credits

Total

90 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.
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Doctor of Information Technology (DIT)

School of Business, Technology, and Health Care Administration

The Doctor of Information Technology (DIT) degree program is designed for

experienced professionals seeking to advance in their careers as senior technology
managers, consultants, researchers, or teachers. Throughout the program, learners
integrate information technology and research with practice, and develop expertise in
IT, cybersecurity, and managing IT projects. Successful completion of this degree
program prepares learners to apply the knowledge in the research literature related to
their selected capstone topic to make better decisions involving Information Technology.

Sixteen Required Courses

82 quarter credits

This program is designed to be completed in a recommended sequence.

Learners should consult the DIT Campus page for sequence information.

DIT8004 Research and Practice in Information 6 quarter credits

Technology

BMGT8432 Projects as Complex Adaptive Systems 4 quarter credits

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BMGT8434 Advanced Risk Management Systems and 4 quarter credits

Research

DIT-V8925 * Doctoral Project Development – Topic 3 quarter credits

Ideation

DIT-V8926 * Doctoral Project Development – Topic 3 quarter credits

Development

DIT8210 * Information Technology Leaders as Partners 6 quarter credits

in Organizational Strategic Planning

DIT8214 Guiding the Implementation of Information 6 quarter credits

Technology Policies and Processes

DIT8216 * Innovating Information Technology Life 6 quarter credits

Cycle Management Processes in a
Changing Environment

DIT8940 Information Technology Consulting Practice 6 quarter credits

Seminar

DIT8950 Teaching Practice Seminar in Information 6 quarter credits

Technology Education

RSCH7860 Survey of Research Methods 4 quarter credits

RSCH7864 Quantitative Design and Analysis 4 quarter credits

RSCH7868 * Qualitative Design and Analysis 4 quarter credits

TS8535 System and Application Security Advances 4 quarter credits

TS8537 Assurance Controls and Compliance 4 quarter credits

Management
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Learners must register for DIT9971 a minimum of three times to fulfill their program
requirements:

DIT9971 * Doctoral Capstone 4 quarter credits

Total

82 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.
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Master of Science (MS) in Analytics

School of Business, Technology, and Health Care Administration

The Master of Science in Analytics degree program prepares data analytics

professionals to work with, understand, and transform data to develop solutions that
resolve applied problems while effectively providing insights and communicating results
to the organization. Throughout the program, learners develop skills in data sources,
statistics, data mining, applied analytics and modeling, leadership, reporting,
forecasting, and visualization in order to solve problems within a variety of industry
domains. Additionally, learners strengthen their collaboration, communication,
presentation, and negotiation skills. Upon successful completion of this degree
program, learners are prepared to pursue careers in the diverse field of data analytics.

Twelve Required Courses

48 quarter credits

Required courses:

ANLT5002 Basic Applications of Analytics 4 quarter credits

ANLT5010 * Foundations in Analytics 4 quarter credits

ANLT5020 * Data Sources for Analytics 4 quarter credits

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ANLT5030 * Statistical Methods in Analytics 4 quarter credits

ANLT5040 Leadership for Analytics 4 quarter credits

ANLT5050 * Concepts of Data Mining 4 quarter credits

ANLT5060 * Applied Forecasting 4 quarter credits

ANLT5070 * Text Mining 4 quarter credits

ANLT5080 * Advanced Analytics and Modeling 4 quarter credits

ANLT5090 * Reporting Solutions with Analytics 4 quarter credits

ANLT5100 * Visual Analytics 4 quarter credits

Taken during the learner’s final quarter:

ANLT5900 * Capstone in Analytics 4 quarter credits

Total

48 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.
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Master of Science (MS) in Information Assurance and

Cybersecurity
School of Business, Technology, Health Care Administration

The Master of Science in Information Assurance and Cybersecurity degree program

prepares information security professionals to assess information security risks and
develop and implement solutions to safeguard the information assets and enterprise IT
infrastructures of organizations. Learners examine the technical and managerial
controls critical to the success of an information assurance program, including security
fundamentals, network, operating system and application security, information security
ethics, laws and regulations, risk assessment and management and planning. Upon
successful completion of this degree program, learners are prepared to pursue careers
as information and security specialists.

Specializations

Digital Forensics

Health Care Security

Network Defense
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MS in Information Assurance and Cybersecurity, Digital

Forensics
School of Business, Technology, and Health Care Administration

The Digital Forensics master’s specialization prepares information security

professionals for successful performance-effective computer forensics and the legal
challenges associated with conducting computer forensics investigations. Learners
examine the ways data can be hidden on a computer, evaluate computer forensics
investigation tools and procedures, apply methods of handling and transporting
uncovered data, and create the reports necessary for presentation of digital forensic
evidence at trial.

Twelve Required Courses

48 quarter credits

Core courses:

IAS5002 Communication Skills for Today’s 4 quarter credits

Information Security Professional

IAS5010 Information Technology Security 4 quarter credits

Fundamentals
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IAS5015 * Network Security Fundamentals and 4 quarter credits

Cryptography

IAS5020 * Information Security Regulatory and Legal 4 quarter credits

Environment

IAS5025 * Operating System Defense 4 quarter credits

IAS5030 * Identifying and Managing Risk 4 quarter credits

Specialization courses:

IAS5100 Data Engineering 4 quarter credits

IAS5110 * Digital Forensics Processes 4 quarter credits

IAS5120 Digital Forensics Tools 4 quarter credits

IAS5130 Programming for Security Professionals 4 quarter credits

IAS5200 Network Architecture and Cyberoperations 4 quarter credits

Capstone course

4 quarter credits

Taken during the learner’s final quarter:

IAS5900 * IAS Capstone 4 quarter credits

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Total

48 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

Multiple Specializations available (must be within the same degree program)

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MS in Information Assurance and Cybersecurity, Health

Care Security
School of Business, Technology, and Health Care Administration

The Health Care Security master’s specialization prepares information security

professionals for the specific security needs of the health care field. Learners analyze
the requirements of HIPAA privacy regulations as well as other federal and state legal
security requirements, determine security risks caused by third parties used as part of
health care, and evaluate the differences in types of health care data. Learners apply
the compliance and enforcement processes in the health care environment needed to
prevent security breaches and protect patient privacy. In addition, learners apply the
technology used to investigate security breaches as well as to create physical and
technical safeguards for the health care environment.

Twelve Required Courses

48 quarter credits

Core courses:

IAS5002 Communication Skills for Today’s 4 quarter credits

Information Security Professional

IAS5010 Information Technology Security 4 quarter credits

Fundamentals
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IAS5015 * Network Security Fundamentals and 4 quarter credits

Cryptography

IAS5020 * Information Security Regulatory and Legal 4 quarter credits

Environment

IAS5025 * Operating System Defense 4 quarter credits

IAS5030 * Identifying and Managing Risk 4 quarter credits

Specialization courses:

IAS5110 * Digital Forensics Processes 4 quarter credits

IAS5230 Secure Network Design and Engineering 4 quarter credits

IAS5310 Health Care Environment 4 quarter credits

IAS5320 * Patient Privacy Rights and Health Care 4 quarter credits

Regulatory Requirements

IAS5330 * Third Party Risk Management in Health Care 4 quarter credits

Capstone course

4 quarter credits

Taken during the learner’s final quarter:

IAS5900 * IAS Capstone 4 quarter credits

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Total

48 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

Multiple Specializations available (must be within the same degree program)

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MS in Information Assurance and Cybersecurity, Network

Defense
School of Business, Technology, and Health Care Administration

The Network Defense master’s specialization prepares information security

professionals to assess, develop, and implement solutions to safeguard the information
assets and enterprise IT infrastructures of an organization. Learners examine the
technical and managerial controls critical to the success of a network defense
specialization, including network security controls and testing, telecommunication,
cryptography, penetration testing, visualization, risk assessment, and information
security regulation standards.

Twelve Required Courses

48 quarter credits

Core courses:

IAS5002 Communication Skills for Today’s 4 quarter credits

Information Security Professional

IAS5010 Information Technology Security 4 quarter credits

Fundamentals
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IAS5015 * Network Security Fundamentals and 4 quarter credits

Cryptography

IAS5020 * Information Security Regulatory and Legal 4 quarter credits

Environment

IAS5025 * Operating System Defense 4 quarter credits

IAS5030 * Identifying and Managing Risk 4 quarter credits

Specialization courses:

IAS5130 Programming for Security Professionals 4 quarter credits

IAS5200 Network Architecture and Cyberoperations 4 quarter credits

IAS5211 Mobile and Wireless Network Architecture 4 quarter credits

and Security

IAS5220 Network Security Controls and Testing 4 quarter credits

IAS5230 Secure Network Design and Engineering 4 quarter credits

Capstone course

4 quarter credits

Taken during the learner’s final quarter:

IAS5900 * IAS Capstone 4 quarter credits

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Total

48 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

Multiple Specializations available (must be within the same degree program)

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Master of Science (MS) in Information Technology

School of Business, Technology, Health Care Administration

The Master of Science in Information Technology degree program provides computing

professionals a technology-oriented career path with advanced knowledge, skills, and
abilities in existing and emerging technologies. In this program, learners may pursue a
specialization that allows them to combine technical electives to meet their professional
needs. Throughout the program, learners develop theoretical and functional skills to
analyze and address technical and organizational problems, needs, and opportunities.
Learners also strengthen the communication, critical thinking, collaborative, and
problem-solving skills needed in today’s fast-changing IT organizations.

Specializations

General Information Technology

Analytics

Cybersecurity

Enterprise Networks and Cloud Computing

Project Management
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MS in Information Technology, General Information

Technology
School of Business, Technology, and Health Care Administration

The General Information Technology master’s specialization provides an understanding

of information technology topics by providing flexibility in selecting courses of special
importance to the learner. In conjunction with the core curriculum, the General
Information Technology specialization presents learners the depth of coverage that
matches their personal experience and unique professional needs.

Seven Required Courses

28 quarter credits

ITEC5002 Information Technology and System Trends 4 quarter credits

ITEC5010 * Security and Enterprise Networks 4 quarter credits

ITEC5020 * Application and Database Development 4 quarter credits

ITEC5030 * Emerging Technologies 4 quarter credits

PM5018 Project Management Foundations 4 quarter credits

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Taken during the learner’s final quarters:

ITEC5900 * Applied Information Technology Project 1 4 quarter credits

ITEC5905 * Applied Information Technology Project 2 4 quarter credits

Five Elective Courses

20 quarter credits

Choose any graduate information technology course(s).

Total

48 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.
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MS in Information Technology, Analytics

School of Business, Technology, and Health Care Administration

The Analytics master’s specialization provides learners the knowledge needed to work
with, understand, and transform data to support decision making. Learners develop
solutions that address applied organizational and technical problems in a global
environment. Learners also evaluate and select tools and methods to design systems
and applications, while obtaining a working knowledge of analytics tools to analyze
business problems, complete data projects, and adhere to ethical standards.

Twelve Required Courses

48 quarter credits

Core courses:

ITEC5002 Information Technology and System Trends 4 quarter credits

ITEC5010 * Security and Enterprise Networks 4 quarter credits

ITEC5020 * Application and Database Development 4 quarter credits

ITEC5030 * Emerging Technologies 4 quarter credits

PM5018 Project Management Foundations 4 quarter credits

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Specialization courses:

ANLT5010 * Foundations in Analytics 4 quarter credits

ANLT5020 * Data Sources for Analytics 4 quarter credits

ANLT5030 * Statistical Methods in Analytics 4 quarter credits

ANLT5100 * Visual Analytics 4 quarter credits

ITEC5040 * Predictive Models and Classification 4 quarter credits

Methods

Taken during the learner’s final quarters:

ITEC5900 * Applied Information Technology Project 1 4 quarter credits

ITEC5905 * Applied Information Technology Project 2 4 quarter credits

Total

48 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

Multiple Specializations available (must be within the same degree program)

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MS in Information Technology, Cybersecurity

School of Business, Technology, and Health Care Administration

The Cybersecurity master’s specialization is designed to prepare learners to manage

data and information security within organization, industry, and legal parameters for
technology stakeholders. Learners focus on developing competencies and information
security knowledge and experience through practice and interaction. Learners apply
tools, strategies, and legal and ethical considerations to mitigate risk, design solutions,
and identify opportunities.

Twelve Required Courses

48 quarter credits

Core courses:

ITEC5002 Information Technology and System Trends 4 quarter credits

ITEC5010 * Security and Enterprise Networks 4 quarter credits

ITEC5020 * Application and Database Development 4 quarter credits

ITEC5030 * Emerging Technologies 4 quarter credits

PM5018 Project Management Foundations 4 quarter credits

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Specialization courses:

IAS5015 * Network Security Fundamentals and 4 quarter credits

Cryptography

IAS5020 * Information Security Regulatory and Legal 4 quarter credits

Environment

IAS5025 * Operating System Defense 4 quarter credits

IAS5030 * Identifying and Managing Risk 4 quarter credits

IAS5220 Network Security Controls and Testing 4 quarter credits

Taken during the learner’s final quarters:

ITEC5900 * Applied Information Technology Project 1 4 quarter credits

ITEC5905 * Applied Information Technology Project 2 4 quarter credits

Total

48 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

Multiple Specializations available (must be within the same degree program)

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MS in Information Technology, Enterprise Networks and

Cloud Computing
School of Business, Technology, and Health Care Administration

In the Enterprise Networks and Cloud Computing master’s specialization, learners

focus on current and emerging enterprise network and cloud infrastructure trends and
operational issues. Learners strengthen their knowledge of current network and cloud
architecture that prepares them to plan, design, implement, and troubleshoot enterprise
IT infrastructure for an organization, and explore the ramifications of increasingly
complex networks specific to security and privacy, with emphasis on cloud architecture
and enterprise network service environments. Additional topics also include the impacts
of regulation and laws on the governance of networks and the cost-benefit of various
network and cloud architecture offerings. Finally, learners demonstrate hands-on
practice in the use of cloud services to configure and implement cloud infrastructure,
virtual machines, data servers, and application deployment.

Twelve Required Courses

48 quarter credits

Core courses:

ITEC5002 Information Technology and System Trends 4 quarter credits

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ITEC5010 * Security and Enterprise Networks 4 quarter credits

ITEC5020 * Application and Database Development 4 quarter credits

ITEC5030 * Emerging Technologies 4 quarter credits

PM5018 Project Management Foundations 4 quarter credits

Specialization courses:

ISTM5110 * Strategic Management of Network 4 quarter credits

Technology

ISTM5112 * Global Network Policy, Regulation, and 4 quarter credits

Governance

ISTM5114 * Enterprise Network Analysis, Architecture, 4 quarter credits

and Design

ITEC5050 * Cloud Architecture and Distributed Systems 4 quarter credits

ITEC5060 * Cloud Application Deployment and 4 quarter credits

Operations

Taken during the learner’s final quarters:

ITEC5900 * Applied Information Technology Project 1 4 quarter credits

ITEC5905 * Applied Information Technology Project 2 4 quarter credits

Total

48 quarter credits
* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

Multiple Specializations available (must be within the same degree program)

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MS in Information Technology, Project Management

School of Business, Technology, and Health Care Administration

Learners in the Project Management master’s specialization examine the fundamentals

of project management from the lens of the current state of technology, including its
organizational, legal, ethical, and professional influences. Specialization topics present
a real-world understanding that include the application of processes, techniques, and
tools used to plan, initiate, execute, control, and close projects; project budgeting,
procurement, and quality; project plan development; project risk management; and
project leadership management using both traditional and Agile project management
methodologies.

Twelve Required Courses

48 quarter credits

Core courses:

ITEC5002 Information Technology and System Trends 4 quarter credits

ITEC5010 * Security and Enterprise Networks 4 quarter credits

ITEC5020 * Application and Database Development 4 quarter credits

ITEC5030 * Emerging Technologies 4 quarter credits

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PM5018 Project Management Foundations 4 quarter credits

Specialization courses:

PM5332 * Project Management, Planning, Execution, 4 quarter credits

and Control

PM5333 * Project Budgeting, Procurement, and Quality 4 quarter credits

PM5334 * Project Risk Assessment and Control 4 quarter credits

PM5335 * Project Leadership and Management 4 quarter credits

PM5336 * Agile Project Management Theory and 4 quarter credits

Practice

Taken during the learner’s final quarters:

ITEC5900 * Applied Information Technology Project 1 4 quarter credits

ITEC5905 * Applied Information Technology Project 2 4 quarter credits

Total

48 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details

Multiple Specializations available (must be within the same degree program)

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Undergraduate—Nursing and Health Sciences

Academic Offerings

Health Sciences

Degree Programs Accelerated Master’s Pathway Honors Pathway

Bachelor of Science (BS) in Public Health  

Department of Nursing

Degree Programs Accelerated Master’s Pathway Honors Pathway

Bachelor of Science in Nursing

 
(BSN)
Bachelor of Science in Nursing

(BSN), FlexPath Option
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Graduate—Nursing and Health Sciences

Academic Offerings
Health Sciences

Degree Programs Specializations Certificate Programs

Doctor of Public Health (DrPH)

Master of Public Health (MPH)

Graduate Certificate in Public Health

Department of Nursing

Certificate
Degree Programs Specializations
Programs

Doctor of Nursing Practice (DNP)

Doctor of Nursing Practice (DNP),
FlexPath option
Care Coordination

RN-to-MSN Care Coordination

Care Coordination, FlexPath option

RN-to-MSN Care Coordination, FlexPath option

Nursing Education

RN-to-MSN
Nursing Education

Nursing Education, FlexPath option

RN-to-MSN Nursing Education, FlexPath option

Master of Science in Nursing (MSN)
Nursing Informatics

RN-to-MSN Nursing Informatics

Nursing Informatics, Flexpath option

RN-to-MSN Nursing Informatics, Flexpath option

Nursing Leadership and Administration

RN-to-MSN
Nursing Leadership and Administration

Nursing Leadership and Administration, FlexPath option

RN-to-MSN Nursing Leadership and

Administration, FlexPath option

Graduate Certificate in Care Coordination

Graduate Certificate in Nursing Informatics

Graduate Certificate in Nursing Leadership

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School of Nursing and Health Sciences

Lisa Kreeger, PhD, RN

Dean of Nursing and Health Sciences
A Message from the Dean of the School of Nursing and Health Sciences

At the School of Nursing and Health Sciences, we offer bachelor’s, master’s, doctoral
degree and certificate programs in select specialty areas. Our expert faculty members
have designed curricula to enable our learners and graduates to impact patient, systems,
and population outcomes. We do this by maintaining close collaborative relationships with
our colleagues in practice to ensure we are appropriately focusing on current and emerging
needs. In addition, our school curriculum framework focuses all programs on developing
competencies in the critical areas of interprofessional teamwork, quality improvement,
evidence-based practice, and information management.

Our rigorous online competency-based coursework is designed to engage the learner and
make learning immediately applicable. All our courses incorporate real-world assignments
that reflect the challenges of the practice environment. Our goal is to give learners the
opportunity to demonstrate competencies using real tools, processes, and practices.
Learning takes place in a highly supportive environment enriched with multiple resources
aimed at assisting with success.

Thank you for choosing us as your partner on your educational journey.

Lisa Kreeger, PhD, RN

Dean of Nursing and Health Sciences

School Mission Statement

The mission of the School of Nursing and Health Sciences is to be a leader in providing
quality undergraduate and graduate nursing and health care education with distinction
in scholarship and practice for health care practitioners and leaders seeking to
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maximize their personal and professional potential, preparing them for a lifetime of
learning, service, leadership, and contribution. This mission is fulfilled through
innovative programs responsive to needs of adult learners and an online environment.
The program provides the nursing and health care professional with the knowledge,
competencies, research, evidence-based best practices, and skills to meet the
challenges and opportunities within current and global nursing, health care, public
health, and inter-professional environments. Graduates are prepared to apply culturally
competent, evidence-based professional practices to improve the outcomes of both
diverse populations and health care organizations.

Visit the School of Nursing and Health Sciences tuition and fees and admission
compontent pages for more information.

Health Sciences

Undergraduate Programs

Undergraduate Health Sciences Degree Programs

Bachelor of Science (BS) in Public Health

Accelerated Master's Pathways

Accelerated Master’s Pathway, BS in Public Health/MPH option

Graduate Programs

Graduate Health Sciences Degree Programs

Doctor of Public Health (DrPH)

Master of Public Health (MPH)

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Graduate Health Sciences Certificate Programs

Public Health graduate certificate

Department of Nursing

Undergraduate Programs

Undergraduate Nursing Degree Programs

Bachelor of Science in Nursing (BSN)

Bachelor of Science in Nursing (BSN), FlexPath option

Accelerated Master's Pathways

Accelerated Master's Pathway, BSN/MSN option

Accelerated Master's Pathway, BSN/MSN option, FlexPath option

Graduate Programs

Graduate Nursing Degree Programs

Doctor of Nursing Practice (DNP)

Doctor of Nursing Practice (DNP), Preparatory Program

Doctor of Nursing Practice (DNP), FlexPath option

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Master of Science in Nursing (MSN)

Graduate Nursing Certificate Programs

Care Coordination graduate certificate

Nursing Informatics graduate certificate

Nursing Leadership graduate certificate

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Bachelor of Science (BS) in Public Health

School of Nursing and Health Sciences

The Bachelor of Science in Public Health degree program provides learners with
foundational knowledge in the core areas of biostatistics, epidemiology, environmental
health, social determinants, and public health policy and management. The degree
program curriculum emphasizes the theories of social and behavioral change that guide
public health professionals in understanding health behaviors in the contexts in which
they occur; structural and social barriers to better health; statistical data evaluation and
interpretation; and evidence-based practices for the ways in which public health
professionals can use a collaborative community approach to promote disease
prevention through the planning and evaluation of public health programs and policies.
Upon successful completion of this degree program, learners are prepared to
supplement their current position with public health knowledge or pursue entry-level
positions within the field of public health.

General Education Requirements

Choose 45 quarter credits with a minimum of 6 quarter credits from each category; see
General Education Courses.
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Required courses

66 quarter credits

NHS4000 Developing a Health Care Perspective 6 quarter credits

BHA4010 Introduction to Health Care Research 6 quarter credits

BHA4102 Leadership and Communication in Health 6 quarter credits

Care Organizations

BHA4108 Managing Population Health 6 quarter credits

PHI3200 Ethics in Health Care 6 quarter credits

PUBH4001 Foundations of Public Health 4 quarter credits

PUBH4003 Introduction to Theories of Social and 4 quarter credits

Behavioral Change

PUBH4006 Social Determinants of Health and Wellness 4 quarter credits

PUBH4009 Introduction to Biostatistics 4 quarter credits

PUBH4012 Introduction to Epidemiology 4 quarter credits

PUBH4015 Planning and Evaluation in Evidence-Based 4 quarter credits

Practice

PUBH4018 Introduction to Public Health Policy and 4 quarter credits

Management

PUBH4024 Introduction to Environmental Health 4 quarter credits

PUBH4027 Community Health Promotion, Education 4 quarter credits

and Advocacy
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Elective courses

63 quarter credits

Choose 63 quarter credits of additional undergraduate courses.

Capstone course

6 quarter credits

Taken during the learner’s final quarter:

PUBH4900 Public Health Capstone 6 quarter credits

Total

180 quarter credits

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Honors Pathway

Learners enrolled in the honors pathway complete the following general education
courses.

Honors courses

15 quarter credits

PHI-H2005 Honors Seminar: Critical Thinking for the 3 quarter credits

Professional World

COM-H4005 * Communicating and Integrating Solutions in 6 quarter credits

the Professional World

SOC-H3005 * Honors Professional Seminar 6 quarter credits

These courses are applied toward the general education requirement and taken in
addition to the remaining required courses.

Total

180 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.
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Nevada residents must complete POL1110 as part of their general education

requirements.

Accelerated Master's Pathway

Accelerated Master's Pathway, Bachelor of Science (BS) in Public Health/MPH option

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Accelerated Master's Pathway, BS in Public Health/MPH

Option
School of Nursing and Health Sciences

The Bachelor of Science in Public Health degree program provides learners with
foundational knowledge in the core areas of biostatistics, epidemiology, environmental
health, social determinants, and public health policy and management. The degree
program curriculum emphasizes the theories of social and behavioral change that guide
public health professionals in understanding health behaviors in the contexts in which
they occur; structural and social barriers to better health; statistical data evaluation and
interpretation; and evidence-based practices for the ways in which public health
professionals can use a collaborative community approach to promote disease
prevention through the planning and evaluation of public health programs and policies.
Upon successful completion of this degree program, learners are prepared to
supplement their current position with public health knowledge or pursue entry-level
positions within the field of public health.

For more information see the Accelerated Master’s Pathway Options section on the
Offering Information page.

Accelerated Master’s Pathway, BS in Public Health/MPH option

Learners enrolled in the Accelerated Master’s Pathway, BS in Public Health/MPH

option complete the following master’s-level courses in lieu of PUBH4003, PUBH4006,
and PUBH4024.
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Master's-level courses

12 quarter credits

MPH5220 Social Determinants of Health Equity 4 quarter credits

MPH5503 Environmental Health Concepts in Public 4 quarter credits

Health

MPH5506 Social and Behavioral Foundations in Public 4 quarter credits

Health

These courses are taken in addition to the general education and remaining required
courses.

General Education Requirements

Choose 45 quarter credits with a minimum of 6 quarter credits from each category; see
General Education Courses.
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Required courses

66 quarter credits

NHS4000 Developing a Health Care Perspective 6 quarter credits

BHA4010 Introduction to Health Care Research 6 quarter credits

BHA4102 Leadership and Communication in Health 6 quarter credits

Care Organizations

BHA4108 Managing Population Health 6 quarter credits

PHI3200 Ethics in Health Care 6 quarter credits

PUBH4001 Foundations of Public Health 4 quarter credits

PUBH4003 Introduction to Theories of Social and 4 quarter credits

Behavioral Change

PUBH4006 Social Determinants of Health and Wellness 4 quarter credits

PUBH4009 Introduction to Biostatistics 4 quarter credits

PUBH4012 Introduction to Epidemiology 4 quarter credits

PUBH4015 Planning and Evaluation in Evidence-Based 4 quarter credits

Practice

PUBH4018 Introduction to Public Health Policy and 4 quarter credits

Management

PUBH4024 Introduction to Environmental Health 4 quarter credits

PUBH4027 Community Health Promotion, Education 4 quarter credits

and Advocacy
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Elective courses

63 quarter credits

Choose 63 quarter credits of additional undergraduate courses.

Capstone course

6 quarter credits

Taken during the learner’s final quarter:

PUBH4900 Public Health Capstone 6 quarter credits

Total
180 quarter credits
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* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

Honors Pathway

Learners enrolled in the honors pathway complete the following general education
courses.

Honors courses

15 quarter credits

PHI-H2005 Honors Seminar: Critical Thinking for the 3 quarter credits

Professional World

COM-H4005 * Communicating and Integrating Solutions in 6 quarter credits

the Professional World

SOC-H3005 * Honors Professional Seminar 6 quarter credits

These courses are applied toward the general education requirement and taken in
addition to the remaining required courses.
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Total

180 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

Nevada residents must complete POL1110 as part of their general education

requirements.
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Bachelor of Science in Nursing (BSN)

School of Nursing and Health Sciences

The Bachelor of Science in Nursing accredited† degree program (RN-to-BSN) prepares

registered nurses for expanded professional nursing practice that impacts patient,
systems, and population outcomes. In the program, learners develop and integrate
knowledge and skills in patient-centered care, population health, interprofessional
collaboration and teamwork, quality improvement, evidence-based practice, and
informatics.

General Education Requirements

Choose 45 quarter credits with a minimum of 6 quarter credits from each category; see
General Education Courses.

Additional Program Requirements

Foundational nursing courses

30 quarter credits

Undergraduate nursing skills coursework totaling 30 quarter credits.

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Required courses

42 quarter credits

NHS4000 Developing a Health Care Perspective 6 quarter credits

NURS4010 Leading People, Processes, and 6 quarter credits

Organizations in Interprofessional Practice

NURS4020 Improving Quality of Care and Patient Safety 6 quarter credits

NURS4030 Making Evidence-Based Decisions 6 quarter credits

NURS4040 Managing Health Information and 6 quarter credits

Technology

NURS4050 Coordinating Patient-Centered Care 6 quarter credits

NURS4060 Practicing in the Community to Improve 6 quarter credits

Population Health

Elective courses

57 quarter credits

Choose 57 quarter credits of additional undergraduate courses.

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Capstone course

6 quarter credits

Taken during the learner’s final quarter:

NURS4900 * Capstone Project for Nursing 6 quarter credits

Total

180 quarter credits

Honors Pathway

Learners enrolled in the honors pathway complete the following general education
courses.

Honors courses

15 quarter credits
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PHI-H2005 Honors Seminar: Critical Thinking for the 3 quarter credits

Professional World

COM-H4005 * Communicating and Integrating Solutions in 6 quarter credits

the Professional World

SOC-H3005 * Honors Professional Seminar 6 quarter credits

These courses are applied toward the general education requirement and taken in
addition to the remaining required courses.

Total

180 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

† The BSN, MSN, and DNP degree programs at Capella University are accredited by
the Commission on Collegiate Nursing Education, One Dupont Circle, NW Suite 530,
Washington, DC 20036, (202) 887-6791.

Washington residents are currently not eligible to enroll in this degree program.

Nevada residents must complete POL1110 as part of their general education

requirements.

The BSN degree program requires learners to maintain a current,independently

verifiable, and unrestricted RN license throughout their program.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.
Accelerated Master's Pathway

Accelerated Master's Pathway, BSN/MSN option

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Accelerated Master's Pathway, BSN/MSN Option

School of Nursing and Health Sciences

The Bachelor of Science in Nursing accredited† degree program (RN-to-BSN) prepares

registered nurses for expanded professional nursing practice that impacts patient,
systems, and population outcomes. In the program, learners develop and integrate
knowledge and skills in patient-centered care, population health, interprofessional
collaboration and teamwork, quality improvement, evidence-based practice, and
informatics.

For more information see the Accelerated Master's Pathways section on the Offering
Information page.

Accelerated Master's Pathway, BSN/MSN option

Learners enrolled in the Accelerated Master's Pathway, BSN/MSN Nursing complete

the following master’s-level courses in lieu of NURS4020 and NURS4030.

Master's-level courses

12 quarter credits

NHS6004 Health Care Law and Policy 4 quarter credits

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NURS6011 Evidence-Based Practice for Patient- 4 quarter credits

Centered Care and Population Health

NURS6016 Quality Improvement of Interprofessional 4 quarter credits

Care

These courses are taken in addition to the general education and remaining required
courses.

General Education Requirements

Choose 45 quarter credits with a minimum of 6 quarter credits from each category; see
General Education Courses.

Additional Program Requirements

Foundational nursing courses

30 quarter credits

Undergraduate nursing skills coursework totaling 30 quarter credits.

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Required courses

42 quarter credits

NHS4000 Developing a Health Care Perspective 6 quarter credits

NURS4010 Leading People, Processes, and 6 quarter credits

Organizations in Interprofessional Practice

NURS4020 Improving Quality of Care and Patient Safety 6 quarter credits

NURS4030 Making Evidence-Based Decisions 6 quarter credits

NURS4040 Managing Health Information and 6 quarter credits

Technology

NURS4050 Coordinating Patient-Centered Care 6 quarter credits

NURS4060 Practicing in the Community to Improve 6 quarter credits

Population Health
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Elective courses

57 quarter credits

Choose 57 quarter credits of additional undergraduate courses.

Capstone course

6 quarter credits

Taken during the learner’s final quarter:

NURS4900 * Capstone Project for Nursing 6 quarter credits

Total

180 quarter credits

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Honors Pathway

Learners enrolled in the honors pathway complete the following general education
courses.

Honors courses

15 quarter credits

PHI-H2005 Honors Seminar: Critical Thinking for the 3 quarter credits

Professional World

COM-H4005 * Communicating and Integrating Solutions in 6 quarter credits

the Professional World

SOC-H3005 * Honors Professional Seminar 6 quarter credits

These courses are applied toward the general education requirement and taken in
addition to the remaining required courses.

Total

180 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

† The BSN, MSN, and DNP degree programs at Capella University are accredited by
the Commission on Collegiate Nursing Education, One Dupont Circle, NW Suite 530,
Washington, DC 20036, (202) 887-6791.

Alabama and Washington residents are not eligible to enroll in this degree program.
Volume 21-22 No. 2
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Nevada residents must complete POL1110 as part of their general education

requirements.

The BSN degree program requires learners to maintain a current, independently

verifiable, and unrestricted RN license throughout their program.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.
Volume 21-22 No. 2
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Bachelor of Science in Nursing (BSN), FlexPath Option

School of Nursing and Health Sciences

The Bachelor of Science in Nursing accredited* degree program (RN-to-BSN) prepares

registered nurses for expanded professional nursing practice that impacts patient,
systems, and population outcomes. In the program, learners develop and integrate
knowledge and skills in patient-centered care, population health, interprofessional
collaboration and teamwork, quality improvement, evidence-based practice, and
informatics. Learners who pursue this degree program through the FlexPath option
earn a BSN through self-paced demonstrations of competencies.

General Education Requirements

A minimum of 22.5 program points; see General Education Courses, FlexPath option. †

Additional Program Requirements

Foundational nursing courses

15 program points

Undergraduate nursing skills coursework totaling 15 program points †

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Required courses

21 program points

NHS-FPX4000 Developing a Health Care Perspective 3 program points

NURS-FPX4010 Leading People, Processes, and 3 program points

Organizations in Interprofessional Practice

NURS-FPX4020 Improving Quality of Care and Patient Safety 3 program points

NURS-FPX4030 Making Evidence-Based Decisions 3 program points

NURS-FPX4040 Managing Health Information and 3 program points

Technology

NURS-FPX4050 Coordinating Patient-Centered Care 3 program points

NURS-FPX4060 Practicing in the Community to Improve 3 program points

Population Health
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Elective courses

28.5 program points

Choose additional FlexPath undergraduate courses to fulfill total program points. †

Capstone course

3 program points

Taken during the learner’s final quarter:

NURS-FPX4900 * Capstone Project for Nursing 3 program points

Total

At least 90 program points

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* The BSN, MSN, and DNP degree programs at Capella University are accredited by
the Commission on Collegiate Nursing Education, One Dupont Circle, NW Suite 530,
Washington, DC 20036, (202) 887-6791.

† Learners in this degree program choose general education, foundational nursing, and
elective courses from the FlexPath (-FPX) course list.

Washington residents are currently not eligible to enroll in this degree program.

Nevada residents must complete POL-FPX1110 as part of their general education

requirements.

The BSN, FlexPath option degree program requires learners to maintain a current,
independently verifiable, and unrestricted RN license throughout their program.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.

Accelerated Master's Pathway

Accelerated Master's Pathway, BSN/MSN option, FlexPath option

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 527

Accelerated Master's Pathway, BSN/MSN Option,

FlexPath Option
School of Nursing and Health Sciences

The Bachelor of Science in Nursing accredited* degree program (RN-to-BSN) prepares

registered nurses for expanded professional nursing practice that impacts patient,
systems, and population outcomes. In the program, learners develop and integrate
knowledge and skills in patient-centered care, population health, interprofessional
collaboration and teamwork, quality improvement, evidence-based practice, and
informatics. Learners who pursue this degree program through the FlexPath option
earn a BSN through self-paced demonstrations of competencies.

For more information see the Accelerated Master's Pathways section on the Offering
Information page.

Accelerated Master's Pathway, BSN/MSN option, FlexPath option

Learners enrolled in the Accelerated Master's Pathways, BSN/MSN option, FlexPath

option complete the following master’slevel courses in lieu of
NURS-FPX4020 and NUSR-FPX4030.

Master's-level courses

6 program points

NHS-FPX6004 Health Care Law and Policy 2 program points

NURS-FPX6011 Evidence-Based Practice for Patient- 2 program points

Centered Care and Population Health
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NURS-FPX6016 Quality Improvement of Interprofessional 2 program points

Care

These courses are taken in addition to the general education and remaining required
courses.

General Education Requirements

A minimum of 22.5 program points; see General Education Courses, FlexPath option. †

Additional Program Requirements

Foundational nursing courses

15 program points

Undergraduate nursing skills coursework totaling 15 program points. †

Required courses

21 program points
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1.888.CAPELLA (227.3552) Capella University 529

NHS-FPX4000 Developing a Health Care Perspective 3 program points

NURS-FPX4010 Leading People, Processes, and 3 program points

Organizations in Interprofessional Practice

NURS-FPX4020 Improving Quality of Care and Patient Safety 3 program points

NURS-FPX4030 Making Evidence-Based Decisions 3 program points

NURS-FPX4040 Managing Health Information and 3 program points

Technology

NURS-FPX4050 Coordinating Patient-Centered Care 3 program points

NURS-FPX4060 Practicing in the Community to Improve 3 program points

Population Health

Elective courses

28.5 program points

Choose additional FlexPath undergraduate courses to fulfill total program points. †

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1.888.CAPELLA (227.3552) Capella University 530

Capstone course

3 program points

Taken during the learner’s final quarter:

NURS-FPX4900 * Capstone Project for Nursing 3 program points

Total

90 program points

* The BSN, MSN, and DNP degree programs at Capella University are accredited by
the Commission on Collegiate Nursing Education, One Dupont Circle, NW Suite 530,
Washington, DC 20036, (202) 887-6791.

† Learners in this degree program choose general education, foundational nursing, and
elective courses from the FlexPath (-FPX) course list.

Alabama and Washington residents are not eligible to enroll in this degree program.

Nevada residents must complete POL-FPX1110 as part of their general education

requirements.

The BSN, FlexPath option degree program requires learners to maintain a current,
independently verifiable, and unrestricted RN license throughout their program.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.
Volume 21-22 No. 2
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Doctor of Public Health (DrPH)

School of Nursing and Health Sciences

The Doctor of Public Health (DrPH) degree program is designed to prepare public
health professionals to positively impact health across diverse communities through
leadership, service, research, and practice. Learners evaluate theories, research, and
ethical parameters guiding public health practice; analyze various factors that impact
population-based health disparities; and assess the efficacy of national and global
public health programs and practices. Building on this knowledge, learners apply
scholarly research within a particular professional context to advance their knowledge
as public health practitioners; developing and leading collaborative, evidencebased
public health solutions that mitigate health disparities and meet the needs of diverse
populations; and implementing sustainable public health policies and programs that
promote individual and population health and quality health care access. Upon
successful completion of this degree program, graduates are prepared to lead culturally
competent, evidence-based professional practices to improve the outcomes of both
diverse populations and public health organizations.

Practicum Requirement(s):

Minimum of 100 supervised practicum hours. See the Practicum section, below, for
more information.
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Sixteen Required Courses

76 quarter credits

NHS8002 Collaboration, Communication, and Case 4 quarter credits

Analysis for Doctoral Learners

DRPH8130 Leadership and Emerging Trends in Public 6 quarter credits

Health

DRPH8140 Educating the Public Health Workforce 6 quarter credits

DRPH8170 Applied Methods in Epidemiology 6 quarter credits

DRPH8210 Public Health Policy Design 6 quarter credits

DRPH8212 Design and Implementation of Public Health 6 quarter credits

Strategies

DRPH8300 Community Health Behavior and Promotion 6 quarter credits

NHS8040 21st-Century Health Care Improvement 4 quarter credits

NHS8051 * Preparing for the Professional Doctorate in 4 quarter credits

Public Health and Health Administration

NHS8065 * Foundations of Evidence-Based Practice in 4 quarter credits

Health Care

NHS8701 * Keystone: Defining the Doctoral Project 4 quarter credits

RSCH7864 Quantitative Design and Analysis 4 quarter credits

Learners must register for DRPH9971 a minimum of four times to fulfill their program
requirements.
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1.888.CAPELLA (227.3552) Capella University 533

DRPH9971 Doctoral Capstone † 4 quarter credits

each

Total

76 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

† Learners are responsible for the cost of their travel, accommodations, food, and other
expenses associated with this course.

Practicum

Learners enrolled in the Doctor of Public Health (DrPH) degree program must complete
100 supervised hours of hands-on practicum at an approved site as a requirement of
their program. In the DrPH practicum, learners apply the skills developed throughout
the course of the program in a public health setting where the practicum is completed.
The practicum provides learners with the opportunity to participate in advanced practice
with guidance from a preceptor and mentor and engage in in-depth work within a
practice environment that is the focus of their capstone paper. Learners use the
practicum experience to help them achieve their program outcomes, competencies, and
learning objectives. Practicum hours are considered complete once all program
required practicum hours have been successfully achieved. Partial completion of
practicum hours requirements cannot be verified for licensure or transfer of credits.
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Master of Public Health (MPH)

School of Nursing and Health Sciences

The Master of Public Health (MPH) degree program focuses on preparing health
professionals to protect and improve the health of communities and populations through
promotion of healthy lifestyles and environments; research and education; prevention of
injuries, disease, and epidemics; identification of environmental hazards; and disaster
response. This program provides learners with knowledge and application of
fundamental public health concepts, theories, and practices and emphasizes the role of
the public health professional in assessing health status; mitigating health disparities;
analyzing epidemiology of specific diseases; developing, implementing, and sustaining
public health programs; managing administrative functions; conducting program
evaluation and outcomes research; developing and sustaining public-private
partnerships to meet the health needs of diverse populations; and assuring the quality
of public health services and products. Upon completion of this program, learners have
gained knowledge and skills in health management, population-based research, and
community public health practice. Successful graduates are prepared to assume
positions in government, private, or community-based public health organizations.

Practicum Requirement(s):

Minimum of 80 supervised practicum hours. See the Practicum section, below, for more
information.
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Fifteen Required Courses

60 quarter credits

NHS5004 Communication, Collaboration, and Case 4 quarter credits

Analysis for Master’s Learners

MPH5100 * Management of Health Service 4 quarter credits

Organizations

MPH5200 * Social and Behavioral Research Methods 4 quarter credits

MPH5220 Social Determinants of Health Equity 4 quarter credits

MPH5304 Learning to Lead in Public Health Settings: 4 quarter credits

Personal and Team Development

MPH5500 Introduction to Public Health Administrative 4 quarter credits

Systems

MPH5503 Environmental Health Concepts in Public 4 quarter credits

Health

MPH5506 Social and Behavioral Foundations in Public 4 quarter credits

Health

MPH5509 Principles of Biostatistics 4 quarter credits

MPH5512 * Principles of Epidemiology 4 quarter credits

MPH5515 * Public Health Advocacy and Social Change 4 quarter credits

MPH5921 * Public Health Practicum 1 † 4 quarter credits

MPH5922 * Public Health Practicum 2 † 4 quarter credits

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1.888.CAPELLA (227.3552) Capella University 536

MPH5990 * Public Health Capstone 4 quarter credits

NHS6008 Economics and Decision Making in Health 4 quarter credits

Care

Total

60 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

† Learners are responsible for the cost of their travel, accommodations, food, and other
expenses associated with this course.

Practicum

Learners enrolled in the Master of Public Health (MPH) degree program complete
practicum as a requirement of their program. The practicum consists of the following
online courses and supervised experience. The practicum (MPH5921, MPH5922) is a
series of online courses that learners take to complete an 80-hour experience. Learners
apply course competencies and further develop related skills within a supervised public
health setting. In the MPH practicum, learners blend their courseroom education with
real-world experiences to develop generalist practice skills under the leadership and
supervision of an experienced preceptor. This practicum provides learners with the
opportunity to experience direct practice in public health. Practicum hours are
considered complete once all program required practicum hours have been
successfully achieved. Partial completion of practicum hours requirements cannot be
verified for licensure or transfer of credits.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 537

Public Health Graduate Certificate

School of Nursing and Health Sciences

The Public Health graduate certificate is designed for professionals who want to
enhance their knowledge in core public health concepts, including health
administration, environmental health, biostatistics, behavioral health, and epidemiology.

Five Required Courses

20 quarter credits

MPH5500 Introduction to Public Health Administrative 4 quarter credits

Systems

MPH5503 Environmental Health Concepts in Public 4 quarter credits

Health

MPH5506 Social and Behavioral Foundations in Public 4 quarter credits

Health

MPH5509 Principles of Biostatistics 4 quarter credits

MPH5512 * Principles of Epidemiology 4 quarter credits

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Total

20 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.
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Doctor of Nursing Practice (DNP)

School of Nursing and Health Sciences

The accredited† Doctor of Nursing Practice (DNP) degree program is designed for
master’sprepared nurses who want to move into administrative positions, nurse
administrators who want to expand their leadership responsibilities, or nurse leaders
who want to design and implement health care delivery programs. The curriculum
emphasizes effective health care delivery; patient advocacy; and health care
policy development, implementation, and reform. Throughout the program, learners
assess and apply theory, build therapeutic relationships, design and implement
therapeutic interventions, and lead and manage in the health care environment. Upon
successful completion of this degree program, learners are prepared to apply the
knowledge and skills needed to meet diverse patient needs and improve health care
delivery. The DNP degree program is not designed to prepare advanced practice
registered nurses for roles as nurse practitioners, clinical nurse specialists, certified
nurse midwives, or certified nurse anesthetists. Registered nurses who have a master’s
degree in nursing or a field other than nursing may pursue Capella’s DNP.

Practicum Requirement(s):

Minimum of 1,000 supervised practicum hours. See the Practicum section, below, for
more information.

Thirteen Required Courses

52 quarter credits
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NHS8002 Collaboration, Communication, and Case 4 quarter credits

Analysis for Doctoral Learners

NHS8040 21st-Century Health Care Improvement 4 quarter credits

NURS8010 Executive Leadership in Contemporary 4 quarter credits

Nursing

NURS8012 Nursing Technology and Health Care 4 quarter credits

Information Systems

NURS8014 * Global Population Health 4 quarter credits

NURS8030 * Evidence-Based Practice Process for the 4 quarter credits

Nursing Doctoral Learner

NURS8045 * Doctoral Writing and Professional Practice 4 quarter credits

NURS9100 * Defining the Nursing Doctoral Project 4 quarter credits

NURS9901 * Nursing Doctoral Project 1 4 quarter credits

NURS9902 * Nursing Doctoral Project 2 4 quarter credits

NURS9903 * Nursing Doctoral Project 3 4 quarter credits

NURS9904 * Nursing Doctoral Project 4 4 quarter credits

RSCH7864 Quantitative Design and Analysis 4 quarter credits

Total

52 quarter credits
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 541

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

† The BSN, MSN, and DNP degree programs at Capella University are accredited by
the Commission on Collegiate Nursing Education, One Dupont Circle, NW Suite 530,
Washington, DC 20036, (202) 887-6791.

Alabama residents are not eligible to enroll in this program.

This program does not prepare graduates for licensure as an RN or APRN.

Learners enrolled in the DNP degree program are required to maintain a current,
unrestricted RN license throughout their program.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.

Practicum

Learners enrolled in the Doctor of Nursing Practice degree program must have 1,000
documented hours of post-bachelor’s, hands-on practicum experience as a requirement
of their program. The practicum experience requires learners to synthesize and expand
the knowledge and skills acquired throughout the program by applying evidence-based
methods to practice. Learners are responsible for finding an appropriate preceptor to
oversee the practicum experience. With their preceptors, learners then engage in in-
depth work within a practice environment that is the focus of their final project. The
environment for the practicum experience is a professional site at which learners, with
the support of program faculty and their on-site preceptors, design and participate in a
practice change initiative such as a pilot study, program evaluation, quality
improvement project, evaluation of a new practice model, or consulting project.
Learners use the practicum experience to help them achieve the DNP program
outcomes and competencies and the learning objectives related to the American
Association of Colleges of Nursing’s The Essentials of Doctoral Education for Advanced
Nursing Practice. Practicum hours are considered complete once all program required
practicum hours have been successfully achieved. Partial completion of practicum
hours requirements cannot be verified for licensure or transfer of credits.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 542

Doctor of Nursing Practice (DNP), Preparatory Program

School of Nursing and Health Sciences

Capella University offers a DNP Preparatory Program for registered nurses who have a
master’s degree in a field other than nursing. Learners in the DNP Preparatory program
who do not have a master’s degree in nursing are required to successfully complete
NURS6013, NURS6014, and NURS6038 with a cumulative 3.0 or higher GPA prior to
registering for NHS8002. An MSN degree will not be conferred as part of that
offering.

The accredited† Doctor of Nursing Practice (DNP) degree program is designed for
master’s-prepared nurses who want to move into administrative positions, nurse
administrators who want to expand their leadership responsibilities, or nurse leaders
who want to design and implement health care delivery programs. The curriculum
emphasizes effective health care delivery; patient advocacy; and health care policy
development, implementation, and reform. Throughout the program, learners gain
competency in assessing and applying theory, building therapeutic relationships,
designing and implementing therapeutic interventions, and leading and managing in the
health care environment. Upon successful completion of this degree program, learners
are prepared to apply the knowledge and skills needed to meet diverse patient needs
and improve health care delivery. The DNP degree program is not designed to prepare
advanced practice registered nurses for roles as nurse practitioners, clinical nurse
specialists, certified nurse midwives, or certified nurse anesthetists. Registered nurses
who have a master’s degree in nursing, those who have a master’s degree in a field
other than nursing, and those who have a BSN degree may pursue Capella’s DNP.

Preparatory Program

The DNP Preparatory Program provides registered nurses who have a Bachelor’s of
Science in Nursing (BSN) and a master’s degree in an unrelated field the opportunity to
pursue a Doctor of Nursing Practice (DNP). The DNP Preparatory Program curriculum
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 543

incorporates The Essentials of Master’s Education in Nursing established by the

American Association of Colleges of Nursing (AACN) and is designed to expand
learners’ knowledge of nursing theory, advanced nursing practice, evidence-based
practice, quality improvement, informatics, and leadership concepts in order to help
them develop a practice framework that supports change and informs decision making
in a complex health care environment. In addition, learners assess various factors that
impact the delivery of culturally competent health care. Upon successful completion of
the DNP Preparatory Program courses, learners pursue the program requirements for
the Doctor of Nursing Practice (DNP) degree program. A Master of Science in
Nursing (MSN) degree will not be conferred.

Practicum Requirement(s):

Minimum of 1,000 supervised practicum hours. See the Practicum section, below, for
more information.

DNP Preparatory Program

Three Required Courses

12 quarter credits

DNP Preparatory Program courses:

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 544

NURS6013 Principles of Advanced Nursing Practice 4 quarter credits

NURS6014 Advanced Leadership for Contemporary 4 quarter credits

Nursing

NURS6038 Evidence-Based Practice and Technology 4 quarter credits

for Nursing

Thirteen Required Courses

52 quarter credits

NHS8002 Collaboration, Communication, and Case 4 quarter credits

Analysis for Doctoral Learners

NHS8040 21st-Century Health Care Improvement 4 quarter credits

NURS8010 Executive Leadership in Contemporary 4 quarter credits

Nursing

NURS8012 Nursing Technology and Health Care 4 quarter credits

Information Systems

NURS8014 * Global Population Health 4 quarter credits

NURS8030 * Evidence-Based Practice Process for the 4 quarter credits

Nursing Doctoral Learner
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1.888.CAPELLA (227.3552) Capella University 545

NURS8045 * Doctoral Writing and Professional Practice 4 quarter credits

NURS9100 * Defining the Nursing Doctoral Project 4 quarter credits

NURS9901 * Nursing Doctoral Project 1 4 quarter credits

NURS9902 * Nursing Doctoral Project 2 4 quarter credits

NURS9903 * Nursing Doctoral Project 3 4 quarter credits

NURS9904 * Nursing Doctoral Project 4 4 quarter credits

RSCH7864 Quantitative Design and Analysis 4 quarter credits

Total

64 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

† The BSN, MSN, and DNP degree programs at Capella University are accredited by
the Commission on Collegiate Nursing Education, One Dupont Circle, NW Suite 530,
Washington, DC 20036, (202) 887-6791.

‡ Learners are responsible for the cost of their travel, accommodations, food, and other
expenses associated with this course.

Alabama residents are not eligible to enroll in this program.

This program does not prepare graduates for licensure as an RN or APRN.

Learners enrolled in the DNP degree program are required to maintain a current,
unrestricted RN license throughout their program.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 546

Practicum

Learners enrolled in the Doctor of Nursing Practice degree program must have 1,000
documented hours of post-bachelor’s, hands-on practicum experience as a requirement
of their program. The practicum experience requires learners to synthesize and expand
the knowledge and skills acquired throughout the program by applying evidence-based
methods to practice. Learners are responsible for finding an appropriate preceptor to
oversee the practicum experience. With their preceptors, learners then engage in in-
depth work within a practice environment that is the focus of their final project. The
environment for the practicum experience is a professional site at which learners, with
the support of program faculty and their on-site preceptors, design and participate in a
practice change initiative such as a pilot study, program evaluation, quality
improvement project, evaluation of a new practice model, or consulting project.
Learners use the practicum experience to help them achieve the DNP program
outcomes and competencies and the learning objectives related to the American
Association of Colleges of Nursing’s The Essentials of Doctoral Education for
Advanced Nursing Practice. Practicum hours are considered complete once all
program required practicum hours have been successfully achieved. Partial completion
of practicum hours requirements cannot be verified for licensure or transfer of credits.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 547

Doctor of Nursing Practice (DNP), FlexPath Option

School of Nursing and Health Sciences

The accredited† Doctor of Nursing Practice (DNP) degree program is designed for
master’s-prepared nurses who want to pursue administrative positions, nurse
administrators who want to expand their leadership responsibilities, or nurse leaders
who want to design and implement health care delivery programs. The curriculum
emphasizes effective health care delivery; patient advocacy; and health care policy
development, implementation, and reform. Throughout the program, learners assess
and apply theory, build therapeutic relationships, design and implement therapeutic
interventions, and lead and manage in the health care environment. Upon successful
completion of this degree program, learners are prepared to apply the knowledge and
skills needed to meet diverse patient needs and improve health care delivery. The DNP
degree program is not designed to prepare advanced practice registered nurses for
roles as nurse practitioners, clinical nurse specialists, certified nurse midwives, or
certified nurse anesthetists. Registered nurses who have a master’s degree in nursing
or a field other than nursing may pursue Capella’s DNP. Learners who pursue this
degree program through the FlexPath option earn a DNP through self-paced
demonstrations of competencies.

Practicum Requirement(s):

Minimum of 1,000 supervised practicum hours. See the Practicum section, below, for
more information.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 548

Thirteen Required Courses

26 program points

NHS-FPX8002 Collaboration, Communication, and Case 2 program points

Analysis for Doctoral Learners

NHS-FPX8040 21st-Century Health Care Leadership 2 program points

NURS-FPX8010 Executive Leadership in Contemporary 2 program points

Nursing

NURS-FPX8012 Nursing Technology and Health Care 2 program points

Information Systems

NURS-FPX8014 * Global Population Health 2 program points

NURS-FPX8030 * Evidence-Based Practice Process for the 2 program points

Nursing Doctoral Learner

NURS-FPX8045 * Doctoral Writing and Professional Practice 2 program points

NURS-FPX9100 * Defining the Nursing Doctoral Project 2 program points

NURS-FPX9901 * Nursing Doctoral Project 1 2 program points

NURS-FPX9902 * Nursing Doctoral Project 2 2 program points

NURS-FPX9903 * Nursing Doctoral Project 3 2 program points

NURS-FPX9904 * Nursing Doctoral Project 4 2 program points

RSCH-FPX7864 Quantitative Design and Analysis 2 program points

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Total

26 program points

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

† The BSN, MSN, and DNP degree programs at Capella University are accredited by
the Commission on Collegiate Nursing Education, One Dupont Circle, NW Suite 530,
Washington, DC 20036, (202) 887-6791.

Alabama residents are not eligible to enroll in this degree program.

This program does not prepare graduates for licensure as an RN or APRN.

Learners enrolled in the DNP, FlexPath option degree program are required to maintain
a current, unrestricted RN license throughout their program.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.

Practicum

Learners enrolled in the Doctor of Nursing Practice degree program must have 1,000
documented hours of post-bachelor’s, hands-on practicum experience as a requirement
of their program. The practicum experience requires learners to synthesize and expand
the knowledge and skills acquired throughout the program by applying evidence-based
methods to practice. Learners are responsible for finding an appropriate preceptor to
oversee the practicum experience. With their preceptors, learners then engage in in-
depth work within a practice environment that is the focus of their final project. The
environment for the practicum experience is a professional site at which learners, with
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 550

the support of program faculty and their on-site preceptors, design and participate in a
practice change initiative such as a pilot study, program evaluation, quality
improvement project, evaluation of a new practice model, or consulting project.
Learners use the practicum experience to help them achieve the DNP program
outcomes and competencies and the learning objectives related to the American
Association of Colleges of Nursing’s The Essentials of Doctoral Education for Advanced
Nursing Practice. Practicum hours are considered complete once all program required
practicum hours have been successfully achieved. Partial completion of practicum
hours requirements cannot be verified for licensure or transfer of credits.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 551

Master of Science in Nursing (MSN)

School of Nursing and Health Sciences

The accredited* Master of Science in Nursing (MSN) degree program is designed to

prepare registered nurses for advanced nursing practice in a variety of innovative and
specialized roles, such as directors of care coordination, directors of professional
practice, diabetes specialists, chief informatics nurse officers, and chief system nurse
officers. The MSN degree program focuses on high-level knowledge and skill
development in the integration of sciences and humanities into nursing practice,
organizational and systems leadership, quality improvement and safety, the translation
and integration of scholarship into practice, informatics and health care technologies,
health policy and advocacy, interprofessional collaboration, clinical prevention and
population health, and advanced nursing practice. The Master of Science in Nursing
degree program does not prepare learners for certification or licensure as an advanced
practice registered nurse.

Specializations

MSN, Care Coordination

RN-to-MSN, Care Coordination

MSN, Care Coordination, FlexPath option

RN-to-MSN, Care Coordination, FlexPath option

MSN, Nursing Education

RN-to-MSN, Nursing Education

MSN, Nursing Education, FlexPath option

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 552

RN-to-MSN, Nursing Education, FlexPath option

MSN, Nursing Informatics

RN-to-MSN, Nursing Informatics

MSN, Nursing Informatics, FlexPath option

RN-to-MSN, Nursing Informatics, FlexPath option

MSN, Nursing Leadership and Administration

RN-to-MSN, Nursing Leadership and Administration

MSN, Nursing Leadership and Administration, FlexPath option

RN-to-MSN, Nursing Leadership and Administration, FlexPath option

* The BSN, MSN, and DNP degree programs at Capella University are accredited by
the Commission on Collegiate Nursing Education, One Dupont Circle, NW Suite 530,
Washington, DC 20036, (202) 887-6791.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 553

MSN, Care Coordination

School of Nursing and Health Sciences

Learners in the MSN Care Coordination specialization examine and apply theories,
research, and best practices for the nurse care coordinator. The specialization
curriculum emphasizes client assessment and evaluation; care planning; transitioning
of care; clinical efficiency; and monitoring, reporting, and analysis techniques used to
meet the needs of individuals, caregivers, families, communities, populations, and
healthcare organizations. Throughout the specialization, learners evaluate the historical
evolution of care coordination and its relevance in population health, emerging health
care models and their relationships to care coordination, care coordination structure
and process, legal and ethical considerations, the role of cultural competence in care
coordination, and the role professional nursing leadership plays in achieving successful
quality measurement. Successful graduates of this specialization are prepared to
pursue director-level and leadership positions in a wide range of health care settings
and organizations that specialize in care coordination nursing.

Practicum Requirement(s):

Minimum of 100 practicum hours. See the Practicum section, below, for more
information.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 554

Thirteen Required Courses

54 quarter credits

Core courses:

NHS5004 Communication, Collaboration, and Case 4 quarter credits

Analysis for Master’s Learners

NHS6004 Health Care Law and Policy 4 quarter credits

NHS6008 Economics and Decision Making in Health 4 quarter credits

Care

NURS6011 Evidence-Based Practice for Patient- 4 quarter credits

Centered Care and Population Health

NURS6016 Quality Improvement of Interprofessional 4 quarter credits

Care

NURS6021 Biopsychosocial Concepts for Advanced 4 quarter credits

Nursing Practice 1

NURS6026 Biopsychosocial Concepts for Advanced 4 quarter credits

Nursing Practice 2

NURS6030 MSN Practicum and Capstone † 6 quarter credits

Specialization courses:

NURS6610 Introduction to Care Coordination 4 quarter credits

NURS6612 Health Care Models Used in Care 4 quarter credits

Coordination
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 555

NURS6614 * Structure and Process in Care Coordination 4 quarter credits

NURS6616 Ethical and Legal Considerations in Care 4 quarter credits

Coordination

NURS6618 Leadership in Care Coordination 4 quarter credits

Total

54 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details

† Learners are responsible for the cost of their travel, accommodations, food, and other
expenses associated with this course.

Alabama residents are not eligible to enroll in this program.

This specialization does not prepare graduates for licensure as an RN or APRN.

Learners enrolled in the MSN Care Coordination specialization are required to maintain
a current, unrestricted RN license throughout their program.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 556

Practicum

Learners enrolled in the Master of Science in Nursing (MSN) degree program with a
specialization in Care Coordination; RN-to-MSN Care Coordination; Care Coordination,
FlexPath option; RN-to-MSN Care Coordination, FlexPath option; Nursing Education;
RN-to-MSN Nursing Education; Nursing Education, FlexPath option; RN-to-MSN
Nursing Education, FlexPath option; Nursing Leadership and Administration;
RN-to-MSN Nursing Leadership and Administration; Nursing Leadership and
Administration, FlexPath option; or RN-to-MSN Nursing Leadership and Administration,
FlexPath option are required to complete 100 documented hours of hands-on
practicum experience. Learners enrolled in the Master of Science in Nursing (MSN)
degree program with a specialization in Nursing Informatics; RN-to-MSN Nursing
Informatics; Nursing Informatics, FlexPath option; or RN-to-MSN Nursing Informatics,
FlexPath option are required to complete 200 documented hours of hands-on
practicum experience.

The practicum experience requires learners to synthesize and expand the knowledge
and skills acquired throughout the program by applying evidence-based methods to
practice. Learners are responsible for finding an appropriate preceptor to oversee the
practicum experience. With their preceptors, learners engage in in-depth work within a
practice environment that reflects course outcomes. The practicum experiences offer
learners an environment in which to apply their knowledge and skills. Practicum takes
place at a professional site at which learners, with the support of program faculty and
their on-site preceptors, participate in advanced practice initiatives. These could
include program evaluation, quality improvement, and advanced practice techniques.
Learners use the practicum experience to help them achieve the MSN program
outcomes and competencies and the learning objectives related to the American
Association of Colleges of Nursing’s The Essentials of Master’s Education in Nursing.

Additionally, learners are required to document their practice practicum experience in

associated online coursework. The associated practicum courses provide systematic
opportunities for feedback and reflection. Practicum hours are considered complete
once all program required practicum hours have been successfully achieved. Partial
completion of practicum hours requirements cannot be verified for licensure or transfer
of credits.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 557

RN-to-MSN, Care Coordination

School of Nursing and Health Sciences

Capella University offers RN-to-MSN bridge specializations for licensed registered

nurses who have completed 135 quarter credits of undergraduate coursework.
Learners in the RN-to-MSN bridge specializations are required to complete NHS5004,
NURS5003, NURS5005, and NURS5007 before registering for any other Master of
Science in Nursing course. Upon successful completion of the RN-to-MSN bridge
courses, learners pursue the program requirements for any Master of Science in
Nursing specialization. A Bachelor of Science in Nursing (BSN) degree will not be
conferred.

Learners in the MSN Care Coordination specialization examine and apply theories,
research, and best practices for the nurse care coordinator. The specialization
curriculum emphasizes client assessment and evaluation; care planning; transitioning
of care; clinical efficiency; and monitoring, reporting, and analysis techniques used to
meet the needs of individuals, caregivers, families, communities, populations, and
healthcare organizations. Throughout the specialization, learners evaluate the historical
evolution of care coordination and its relevance in population health, emerging health
care models and their relationships to care coordination, care coordination structure
and process, legal and ethical considerations, the role of cultural competence in care
coordination, and the role professional nursing leadership plays in achieving successful
quality measurement. Successful graduates of this specialization are prepared to
pursue director-level and leadership positions in a wide range of health care settings
and organizations that specialize in care coordination nursing.

Practicum Requirement(s):

Minimum of 100 practicum hours. See the Practicum section, below, for more
information.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 558

Sixteen Required Courses

66 quarter credits

Required courses:

NURS5003 Health Assessment and Promotion for 4 quarter credits

Disease Prevention in Population-Focused
Health

NURS5005 Introduction to Nursing Research, Ethics, 4 quarter credits

and Technology

NURS5007 Leadership for Nursing Practice 4 quarter credits

Core courses:

NHS5004 Communication, Collaboration, and Case 4 quarter credits

Analysis for Master’s Learners

NHS6004 Health Care Law and Policy 4 quarter credits

NHS6008 Economics and Decision Making in Health 4 quarter credits

Care

NURS6011 Evidence-Based Practice for Patient- 4 quarter credits

Centered Care and Population Health
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 559

NURS6016 Quality Improvement of Interprofessional 4 quarter credits

Care

NURS6021 Biopsychosocial Concepts for Advanced 4 quarter credits

Nursing Practice 1

NURS6026 Biopsychosocial Concepts for Advanced 4 quarter credits

Nursing Practice 2

NURS6030 MSN Practicum and Capstone † 6 quarter credits

Specialization courses:

NURS6610 Introduction to Care Coordination 4 quarter credits

NURS6612 Health Care Models Used in Care 4 quarter credits

Coordination

NURS6614 * Structure and Process in Care Coordination 4 quarter credits

NURS6616 Ethical and Legal Considerations in Care 4 quarter credits

Coordination

NURS6618 Leadership in Care Coordination 4 quarter credits

Total

66 quarter credits
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 560

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details

† Learners are responsible for the cost of their travel, accommodations, food, and other
expenses associated with this course.

Alabama residents are not eligible to enroll in this program.

This specialization does not prepare graduates for licensure as an RN or APRN.

Learners enrolled in the RN-to-MSN Care Coordination specialization are required to

maintain a current, unrestricted RN license throughout their program.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.

Practicum

Learners enrolled in the Master of Science in Nursing (MSN) degree program with a
specialization in Care Coordination; RN-to-MSN Care Coordination; Care Coordination,
FlexPath option; RN-to-MSN Care Coordination, FlexPath option; Nursing Education;
RN-to-MSN Nursing Education; Nursing Education, FlexPath option; RN-to-MSN
Nursing Education, FlexPath option; Nursing Leadership and Administration;
RN-to-MSN Nursing Leadership and Administration; Nursing Leadership and
Administration, FlexPath option; or RN-to-MSN Nursing Leadership and Administration,
FlexPath option are required to complete 100 documented hours of hands-on
practicum experience. Learners enrolled in the Master of Science in Nursing (MSN)
degree program with a specialization in Nursing Informatics; RN-to-MSN Nursing
Informatics; Nursing Informatics, FlexPath option; or RN-to-MSN Nursing Informatics,
FlexPath option are required to complete 200 documented hours of hands-on
practicum experience.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 561

The practicum experience requires learners to synthesize and expand the knowledge
and skills acquired throughout the program by applying evidence-based methods to
practice. Learners are responsible for finding an appropriate preceptor to oversee the
practicum experience. With their preceptors, learners engage in in-depth work within a
practice environment that reflects course outcomes. The practicum experiences offer
learners an environment in which to apply their knowledge and skills. Practicum takes
place at a professional site at which learners, with the support of program faculty and
their on-site preceptors, participate in advanced practice initiatives. These could include
program evaluation, quality improvement, and advanced practice techniques. Learners
use the practicum experience to help them achieve the MSN program outcomes and
competencies and the learning objectives related to the American Association of
Colleges of Nursing’s The Essentials of Master’s Education in Nursing.

Additionally, learners are required to document their practice practicum experience in

associated online coursework. The associated practicum courses provide systematic
opportunities for feedback and reflection. Practicum hours are considered complete
once all program required practicum hours have been successfully achieved. Partial
completion of practicum hours requirements cannot be verified for licensure or transfer
of credits.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 562

MSN, Care Coordination, FlexPath Option

School of Nursing and Health Sciences

Learners in the MSN Care Coordination specialization examine and apply theories,
research, and best practices for the nurse care coordinator. The specialization
curriculum emphasizes client assessment and evaluation; care planning; transitioning
of care; clinical efficiency; and monitoring, reporting, and analysis techniques used to
meet the needs of individuals, caregivers, families, communities, populations, and
healthcare organizations. Throughout the specialization, learners evaluate the historical
evolution of care coordination and its relevance in population health, emerging health
care models and their relationships to care coordination, care coordination structure
and process, legal and ethical considerations, the role of cultural competence in care
coordination, and the role professional nursing leadership plays in achieving successful
quality measurement. Successful graduates of this specialization are prepared to
pursue director-level and leadership positions in a wide range of health care settings
and organizations that specialize in care coordination nursing. Learners who pursue
this specialization through the FlexPath option earn an MSN through self-paced
demonstrations of competencies.

Practicum Requirement(s):

Minimum of 100 practicum hours. See the Practicum section, below, for more
information.

Thirteen Required Courses

27 program points
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 563

Core courses:

NHS-FPX5004 Communication, Collaboration, and Case 2 program points

Analysis for Master’s Learners

NHS-FP6004 Health Care Law and Policy 2 program points

NHS-FPX6008 Economics and Decision Making in Health 2 program points

Care

NURS-FPX6011 Evidence-Based Practice for Patient- 2 program points

Centered Care and Population Health

NURS-FPX6016 Quality Improvement of Interprofessional 2 program points

Care

NURS-FPX6021 Biopsychosocial Concepts for Advanced 2 program points

Nursing Practice 1

NURS-FPX6026 Biopsychosocial Concepts for Advanced 2 program points

Nursing Practice 2

NURS-FPX6030 MSN Practicum and Capstone † 3 program points

Specialization courses:

NURS-FPX6610 Introduction to Care Coordination 2 program points

NURS-FPX6612 Health Care Models Used in Care 2 program points

Coordination

NURS-FPX6614 * Structure and Process in Care Coordination 2 program points

NURS-FPX6616 Ethical and Legal Considerations in Care 2 program points

Coordination
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 564

NURS-FPX6618 Leadership in Care Coordination 2 program points

Total

27 program points

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details

† Learners are responsible for the cost of their travel, accommodations, food, and other
expenses associated with this course.

Alabama residents are not eligible to enroll in this specialization.

This specialization does not prepare graduates for licensure as an RN or APRN.

Learners enrolled in the MSN Care Coordination, FlexPath option specialization are
required to maintain a current, unrestricted RN license throughout their program.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.

Practicum

Learners enrolled in the Master of Science in Nursing (MSN) degree program with a
specialization in Care Coordination; RN-to-MSN Care Coordination; Care Coordination,
FlexPath option; RN-to-MSN Care Coordination, FlexPath option; Nursing Education;
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 565

RN-to-MSN Nursing Education; Nursing Education, FlexPath option; RN-to-MSN

Nursing Education, FlexPath option; Nursing Leadership and Administration;
RN-to-MSN Nursing Leadership and Administration; Nursing Leadership and
Administration, FlexPath option; or RN-to-MSN Nursing Leadership and Administration,
FlexPath option are required to complete 100 documented hours of hands-on
practicum experience. Learners enrolled in the Master of Science in Nursing (MSN)
degree program with a specialization in Nursing Informatics; RN-to-MSN Nursing
Informatics; Nursing Informatics, FlexPath option; or RN-to-MSN Nursing Informatics,
FlexPath option are required to complete 200 documented hours of hands-on
practicum experience.

The practicum experience requires learners to synthesize and expand the knowledge
and skills acquired throughout the program by applying evidence-based methods to
practice. Learners are responsible for finding an appropriate preceptor to oversee the
practicum experience. With their preceptors, learners engage in in-depth work within a
practice environment that reflects course outcomes. The practicum experiences offer
learners an environment in which to apply their knowledge and skills. Practicum takes
place at a professional site at which learners, with the support of program faculty and
their on-site preceptors, participate in advanced practice initiatives. These could include
program evaluation, quality improvement, and advanced practice techniques. Learners
use the practicum experience to help them achieve the MSN program outcomes and
competencies and the learning objectives related to the American Association of
Colleges of Nursing’s The Essentials of Master’s Education in Nursing.

Additionally, learners are required to document their practice practicum experience in

associated online coursework. The associated practicum courses provide systematic
opportunities for feedback and reflection. Practicum hours are considered complete
once all program required practicum hours have been successfully achieved. Partial
completion of practicum hours requirements cannot be verified for licensure or transfer
of credits.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 566

RN-to-MSN, Care Coordination, FlexPath Option

School of Nursing and Health Sciences

Capella University offers RN-to-MSN bridge specializations for licensed registered

nurses who have completed 67.5 program points of undergraduate coursework.
Learners in the RN-to-MSN bridge specializations are required to complete
NHS-FPX5004, NURS-FPX5003, NURS-FPX5005, and NURS-FPX5007 before
registering for any other Master of Science in Nursing course. Upon successful
completion of the RN-to-MSN bridge courses, learners pursue the program
requirements for any Master of Science in Nursing specialization. A Bachelor of
Science in Nursing (BSN) degree will not be conferred.

Learners in the MSN Care Coordination specialization examine and apply theories,
research, and best practices for the nurse care coordinator. The specialization
curriculum emphasizes client assessment and evaluation; care planning; transitioning of
care; clinical efficiency; and monitoring, reporting, and analysis techniques used to
meet the needs of individuals, caregivers, families, communities, populations, and
healthcare organizations. Throughout the specialization, learners evaluate the historical
evolution of care coordination and its relevance in population health, emerging health
care models and their relationships to care coordination, care coordination structure
and process, legal and ethical considerations, the role of cultural competence in care
coordination, and the role professional nursing leadership plays in achieving successful
quality measurement. Successful graduates of this specialization are prepared to
pursue director-level and leadership positions in a wide range of health care settings
and organizations that specialize in care coordination nursing. Learners who pursue this
specialization through the FlexPath option earn an MSN through self-paced
demonstrations of competencies.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 567

Practicum Requirement(s):

Minimum of 100 practicum hours. See the Practicum section, below, for more
information.

Sixteen Required Courses

33 program points

Bridge courses:

NURS-FPX5003 Health Assessment and Promotion for 2 program points

Disease Prevention in Population-Focused
Health

NURS-FPX5005 Introduction to Nursing Research, Ethics, 2 program points

and Technology

NURS-FPX5007 Leadership for Nursing Practice 2 program points

Core courses:

NHS-FPX5004 Communication, Collaboration, and Case 2 program points

Analysis for Master’s Learners

NHS-FP6004 Health Care Law and Policy 2 program points

NHS-FPX6008 Economics and Decision Making in Health 2 program points

Care

NURS-FPX6011 Evidence-Based Practice for Patient- 2 program points

Centered Care and Population Health
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 568

NURS-FPX6016 Quality Improvement of Interprofessional 2 program points

Care

NURS-FPX6021 Biopsychosocial Concepts for Advanced 2 program points

Nursing Practice 1

NURS-FPX6026 Biopsychosocial Concepts for Advanced 2 program points

Nursing Practice 2

NURS-FPX6030 MSN Practicum and Capstone † 3 program points

Specialization courses:

NURS-FPX6610 Introduction to Care Coordination 2 program points

NURS-FPX6612 Health Care Models Used in Care 2 program points

Coordination

NURS-FPX6614 * Structure and Process in Care Coordination 2 program points

NURS-FPX6616 Ethical and Legal Considerations in Care 2 program points

Coordination

NURS-FPX6618 Leadership in Care Coordination 2 program points

Total

33 program points
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 569

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details

† Learners are responsible for the cost of their travel, accommodations, food, and other
expenses associated with this course.

Alabama residents are not eligible to enroll in this specialization.

This specialization does not prepare graduates for licensure as an RN or APRN.

Learners enrolled in the RN-to-MSN Care Coordination, FlexPath option specialization

are required to maintain a current, unrestricted RN license throughout their program.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.

Practicum

Learners enrolled in the Master of Science in Nursing (MSN) degree program with a
specialization in Care Coordination; RN-to-MSN Care Coordination; Care Coordination,
FlexPath option; RN-to-MSN Care Coordination, FlexPath option; Nursing Education;
RN-to-MSN Nursing Education; Nursing Education, FlexPath option; RN-to-MSN
Nursing Education, FlexPath option; Nursing Leadership and Administration;
RN-to-MSN Nursing Leadership and Administration; Nursing Leadership and
Administration, FlexPath option; or RN-to-MSN Nursing Leadership and Administration,
FlexPath option are required to complete 100 documented hours of hands-on
practicum experience. Learners enrolled in the Master of Science in Nursing (MSN)
degree program with a specialization in Nursing Informatics; RN-to-MSN Nursing
Informatics; Nursing Informatics, FlexPath option; or RN-to-MSN Nursing Informatics,
FlexPath option are required to complete 200 documented hours of hands-on
practicum experience.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 570

The practicum experience requires learners to synthesize and expand the knowledge
and skills acquired throughout the program by applying evidence-based methods to
practice. Learners are responsible for finding an appropriate preceptor to oversee the
practicum experience. With their preceptors, learners engage in in-depth work within a
practice environment that reflects course outcomes. The practicum experiences offer
learners an environment in which to apply their knowledge and skills. Practicum takes
place at a professional site at which learners, with the support of program faculty and
their on-site preceptors, participate in advanced practice initiatives. These could include
program evaluation, quality improvement, and advanced practice techniques. Learners
use the practicum experience to help them achieve the MSN program outcomes and
competencies and the learning objectives related to the American Association of
Colleges of Nursing’s The Essentials of Master’s Education in Nursing.

Additionally, learners are required to document their practice practicum experience in

associated online coursework. The associated practicum courses provide systematic
opportunities for feedback and reflection. Practicum hours are considered complete
once all program required practicum hours have been successfully achieved. Partial
completion of practicum hours requirements cannot be verified for licensure or transfer
of credits.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 571

MSN, Nursing Education

School of Nursing and Health Sciences

The MSN Nursing Education specialization is designed to prepare professional nurses

for the advanced specialty role of a nurse educator and presents the theories, research,
and best practices relevant to nursing education. Throughout their coursework, learners
develop the knowledge and skills required to facilitate learning; design, deliver,
evaluate, and assess nursing education programs; and effectively assess and evaluate
learners in a variety of educational settings. Successful graduates of this specialization
are prepared to pursue roles as nurse educators in academic and health care settings.
The requirements for this specialization are designed to meet the educational
requirements for the Certified Nurse Educator (CNE) credential offered by the National
League for Nursing (NLN).

Practicum Requirement(s):

Minimum of 100 practicum hours. See the Practicum section, below, for more
information.

Thirteen Required Courses

54 quarter credits

Core courses:

NHS5004 Communication, Collaboration, and Case 4 quarter credits

Analysis for Master’s Learners
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 572

NHS6004 Health Care Law and Policy 4 quarter credits

NHS6008 Economics and Decision Making in Health 4 quarter credits

Care

NURS6011 Evidence-Based Practice for Patient- 4 quarter credits

Centered Care and Population Health

NURS6016 Quality Improvement of Interprofessional 4 quarter credits

Care

NURS6021 Biopsychosocial Concepts for Advanced 4 quarter credits

Nursing Practice 1

NURS6026 Biopsychosocial Concepts for Advanced 4 quarter credits

Nursing Practice 2

NURS6030 MSN Practicum and Capstone † 6 quarter credits

Specialization courses:

NURS6103 The Nurse Educator Role 4 quarter credits

NURS6105 Teaching and Active Learning Strategies 4 quarter credits

NURS6107 Curriculum Design, Development, and 4 quarter credits

Evaluation

NURS6109 Integrating Technology into Nursing 4 quarter credits

Education

NURS6111 Assessment and Evaluation in Nursing 4 quarter credits

Education
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 573

Total

54 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details

† Learners are responsible for the cost of their travel, accommodations, food, and other
expenses associated with this course.

Alabama residents are not eligible to enroll in this program.

This specialization does not prepare graduates for licensure as an RN or APRN.

Learners enrolled in the MSN Nursing Education specialization are required to maintain
a current, unrestricted RN license throughout their program.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.

Practicum

Learners enrolled in the Master of Science in Nursing (MSN) degree program with a
specialization in Care Coordination; RN-to-MSN Care Coordination; Care Coordination,
FlexPath option; RN-to-MSN Care Coordination, FlexPath option; Nursing Education;
RN-to-MSN Nursing Education; Nursing Education, FlexPath option; RN-to-MSN
Nursing Education, FlexPath option; Nursing Leadership and Administration;
RN-to-MSN Nursing Leadership and Administration; Nursing Leadership and
Administration, FlexPath option; or RN-to-MSN Nursing Leadership and Administration,
FlexPath option are required to complete 100 documented hours of hands-on
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 574

practicum experience. Learners enrolled in the Master of Science in Nursing (MSN)

degree program with a specialization in Nursing Informatics; RN-to-MSN Nursing
Informatics; Nursing Informatics, FlexPath option; or RN-to-MSN Nursing Informatics,
FlexPath option are required to complete 200 documented hours of hands-on
practicum experience.

The practicum experience requires learners to synthesize and expand the knowledge
and skills acquired throughout the program by applying evidence-based methods to
practice. Learners are responsible for finding an appropriate preceptor to oversee the
practicum experience. With their preceptors, learners engage in in-depth work within a
practice environment that reflects course outcomes. The practicum experiences offer
learners an environment in which to apply their knowledge and skills. Practicum takes
place at a professional site at which learners, with the support of program faculty and
their on-site preceptors, participate in advanced practice initiatives. These could
include program evaluation, quality improvement, and advanced practice techniques.
Learners use the practicum experience to help them achieve the MSN program
outcomes and competencies and the learning objectives related to the American
Association of Colleges of Nursing’s The Essentials of Master’s Education in Nursing.

Additionally, learners are required to document their practice practicum experience in

associated online coursework. The associated practicum courses provide systematic
opportunities for feedback and reflection. Practicum hours are considered complete
once all program required practicum hours have been successfully achieved. Partial
completion of practicum hours requirements cannot be verified for licensure or transfer
of credits.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 575

RN-to-MSN, Nursing Education

School of Nursing and Health Sciences

Capella University offers RN-to-MSN bridge specializations for licensed registered

nurses who have completed 135 quarter credits of undergraduate coursework.
Learners in the RN-to-MSN bridge specializations are required to complete NHS5004,
NURS5003, NURS5005, and NURS5007 before registering for any other Master of
Science in Nursing course. Upon successful completion of the RN-to-MSN bridge
courses, learners pursue the program requirements for any Master of Science in
Nursing specialization. A Bachelor of Science in Nursing (BSN) degree will not be
conferred.

The MSN Nursing Education specialization is designed to prepare professional nurses

for the advanced specialty role of a nurse educator and presents the theories, research,
and best practices relevant to nursing education. Throughout their coursework, learners
develop the knowledge and skills required to facilitate learning; design, deliver,
evaluate, and assess nursing education programs; and effectively assess and evaluate
learners in a variety of educational settings. Successful graduates of this specialization
are prepared to pursue roles as nurse educators in academic and health care settings.
The requirements for this specialization are designed to meet the educational
requirements for the Certified Nurse Educator (CNE) credential offered by the National
League for Nursing (NLN).

Practicum Requirement(s):

Minimum of 100 practicum hours. See the Practicum section, below, for more
information.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 576

Sixteen Required Courses

66 quarter credits

Bridge courses:

NURS5003 Health Assessment and Promotion for 4 quarter credits

Disease Prevention in Population-Focused
Health

NURS5005 Introduction to Nursing Research, Ethics, 4 quarter credits

and Technology

NURS5007 Leadership for Nursing Practice 4 quarter credits

Core courses:

NHS5004 Communication, Collaboration, and Case 4 quarter credits

Analysis for Master’s Learners

NHS6004 Health Care Law and Policy 4 quarter credits

NHS6008 Economics and Decision Making in Health 4 quarter credits

Care

NURS6011 Evidence-Based Practice for Patient- 4 quarter credits

Centered Care and Population Health

NURS6016 Quality Improvement of Interprofessional 4 quarter credits

Care

NURS6021 Biopsychosocial Concepts for Advanced 4 quarter credits

Nursing Practice 1
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 577

NURS6026 Biopsychosocial Concepts for Advanced 4 quarter credits

Nursing Practice 2

NURS6030 MSN Practicum and Capstone † 6 quarter credits

Specialization courses:

NURS6103 The Nurse Educator Role 4 quarter credits

NURS6105 Teaching and Active Learning Strategies 4 quarter credits

NURS6107 Curriculum Design, Development, and 4 quarter credits

Evaluation

NURS6109 Integrating Technology into Nursing 4 quarter credits

Education

NURS6111 Assessment and Evaluation in Nursing 4 quarter credits

Education

Total

66 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 578

† Learners are responsible for the cost of their travel, accommodations, food, and other
expenses associated with this course.

Alabama residents are not eligible to enroll in this program.

This specialization does not prepare graduates for licensure as an RN or APRN.

Learners enrolled in the RN-to-MSN Nursing Education specialization are required to

maintain a current, unrestricted RN license throughout their program.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.

Practicum

Learners enrolled in the Master of Science in Nursing (MSN) degree program with a
specialization in Care Coordination; RN-to-MSN Care Coordination; Care Coordination,
FlexPath option; RN-to-MSN Care Coordination, FlexPath option; Nursing Education;
RN-to-MSN Nursing Education; Nursing Education, FlexPath option; RN-to-MSN
Nursing Education, FlexPath option; Nursing Leadership and Administration;
RN-to-MSN Nursing Leadership and Administration; Nursing Leadership and
Administration, FlexPath option; or RN-to-MSN Nursing Leadership and Administration,
FlexPath option are required to complete 100 documented hours of hands-on
practicum experience. Learners enrolled in the Master of Science in Nursing (MSN)
degree program with a specialization in Nursing Informatics; RN-to-MSN Nursing
Informatics; Nursing Informatics, FlexPath option; or RN-to-MSN Nursing Informatics,
FlexPath option are required to complete 200 documented hours of hands-on
practicum experience.

The practicum experience requires learners to synthesize and expand the knowledge
and skills acquired throughout the program by applying evidence-based methods to
practice. Learners are responsible for finding an appropriate preceptor to oversee the
practicum experience. With their preceptors, learners engage in in-depth work within a
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 579

practice environment that reflects course outcomes. The practicum experiences offer
learners an environment in which to apply their knowledge and skills. Practicum takes
place at a professional site at which learners, with the support of program faculty and
their on-site preceptors, participate in advanced practice initiatives. These could include
program evaluation, quality improvement, and advanced practice techniques. Learners
use the practicum experience to help them achieve the MSN program outcomes and
competencies and the learning objectives related to the American Association of
Colleges of Nursing’s The Essentials of Master’s Education in Nursing.

Additionally, learners are required to document their practice practicum experience in

associated online coursework. The associated practicum courses provide systematic
opportunities for feedback and reflection. Practicum hours are considered complete
once all program required practicum hours have been successfully achieved. Partial
completion of practicum hours requirements cannot be verified for licensure or transfer
of credits.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 580

MSN, Nursing Education, FlexPath Option

School of Nursing and Health Sciences

The MSN Nursing Education specialization is designed to prepare professional nurses

for the advanced specialty role of a nurse educator and presents the theories, research,
and best practices relevant to nursing education. Throughout their coursework, learners
develop the knowledge and skills required to facilitate learning; design, deliver,
evaluate, and assess nursing education programs; and effectively assess and evaluate
learners in a variety of educational settings. Successful graduates of this specialization
are prepared to pursue roles as nurse educators in academic and health care settings.
The requirements for this specialization are designed to meet the educational
requirements for the Certified Nurse Educator (CNE) credential offered by the National
League for Nursing (NLN). Learners who pursue this specialization through the
FlexPath option earn an MSN through self-paced demonstrations of competencies.

Practicum Requirement(s):

Minimum of 100 practicum hours. See the Practicum section, below, for more
information.

Thirteen Required Courses

27 program points

Core courses:

Communication, Collaboration, and Case

NHS-FPX5004 2 program points
Analysis for Master’s Learners
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 581

NHS-FP6004 Health Care Law and Policy 2 program points

NHS-FPX6008 Economics and Decision Making in Health 2 program points

Care

NURS-FPX6011 Evidence-Based Practice for Patient- 2 program points

Centered Care and Population Health

NURS-FPX6016 Quality Improvement of Interprofessional 2 program points

Care

NURS-FPX6021 Biopsychosocial Concepts for Advanced 2 program points

Nursing Practice 1

NURS-FPX6026 Biopsychosocial Concepts for Advanced 2 program points

Nursing Practice 2

NURS-FPX6030 MSN Practicum and Capstone † 3 program points

Specialization courses:

NURS-FPX6103 The Nurse Educator Role 2 program points

NURS-FPX6105 Teaching and Active Learning Strategies 2 program points

NURS-FPX6107 Curriculum Design, Development, and 2 program points

Evaluation

NURS-FPX6109 Integrating Technology into Nursing 2 program points

Education

NURS-FPX6111 Assessment and Evaluation in Nursing 2 program points

Education
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 582

Total

27 program points

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details

† Learners are responsible for the cost of their travel, accommodations, food, and other
expenses associated with this course.

Alabama residents are not eligible to enroll in this specialization.

This specialization does not prepare graduates for licensure as an RN or APRN.

Learners enrolled in the MSN Nursing Education, FlexPath option specialization are
required to maintain a current, unrestricted RN license throughout their program.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.

Practicum

Learners enrolled in the Master of Science in Nursing (MSN) degree program with a
specialization in Care Coordination; RN-to-MSN Care Coordination; Care Coordination,
FlexPath option; RN-to-MSN Care Coordination, FlexPath option; Nursing Education;
RN-to-MSN Nursing Education; Nursing Education, FlexPath option; RN-to-MSN
Nursing Education, FlexPath option; Nursing Leadership and Administration;
RN-to-MSN Nursing Leadership and Administration; Nursing Leadership and
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 583

Administration, FlexPath option; or RN-to-MSN Nursing Leadership and Administration,

FlexPath option are required to complete 100 documented hours of hands-on
practicum experience. Learners enrolled in the Master of Science in Nursing (MSN)
degree program with a specialization in Nursing Informatics; RN-to-MSN Nursing
Informatics; Nursing Informatics, FlexPath option; or RN-to-MSN Nursing Informatics,
FlexPath option are required to complete 200 documented hours of hands-on
practicum experience.

The practicum experience requires learners to synthesize and expand the knowledge
and skills acquired throughout the program by applying evidence-based methods to
practice. Learners are responsible for finding an appropriate preceptor to oversee the
practicum experience. With their preceptors, learners engage in in-depth work within a
practice environment that reflects course outcomes. The practicum experiences offer
learners an environment in which to apply their knowledge and skills. Practicum takes
place at a professional site at which learners, with the support of program faculty and
their on-site preceptors, participate in advanced practice initiatives. These could
include program evaluation, quality improvement, and advanced practice techniques.
Learners use the practicum experience to help them achieve the MSN program
outcomes and competencies and the learning objectives related to the American
Association of Colleges of Nursing’s The Essentials of Master’s Education in Nursing.

Additionally, learners are required to document their practice practicum experience in

associated online coursework. The associated practicum courses provide systematic
opportunities for feedback and reflection. Practicum hours are considered complete
once all program required practicum hours have been successfully achieved. Partial
completion of practicum hours requirements cannot be verified for licensure or transfer
of credits.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 584

RN-to-MSN, Nursing Education, FlexPath Option

School of Nursing and Health Sciences

Capella University offers RN-to-MSN bridge specializations for licensed registered

nurses who have completed 67.5 program points of undergraduate coursework.
Learners in the RN-to-MSN bridge specializations are required to complete
NHS-FPX5004, NURS-FPX5003, NURS-FPX5005, and NURS-FPX5007 before
registering for any other Master of Science in Nursing course. Upon successful
completion of the RN-to-MSN bridge courses, learners pursue the program
requirements for any Master of Science in Nursing specialization. A Bachelor of
Science in Nursing (BSN) degree will not be conferred.

The MSN Nursing Education specialization is designed to prepare professional nurses

for the advanced specialty role of a nurse educator and presents the theories,
research, and best practices relevant to nursing education. Throughout their
coursework, learners develop the knowledge and skills required to facilitate learning;
design, deliver, evaluate, and assess nursing education programs; and effectively
assess and evaluate learners in a variety of educational settings. Successful graduates
of this specialization are prepared to pursue roles as nurse educators in academic and
health care settings. The requirements for this specialization are designed to meet the
educational requirements for the Certified Nurse Educator (CNE) credential offered by
the National League for Nursing (NLN). Learners who pursue this specialization
through the FlexPath option earn an MSN through self-paced demonstrations of
competencies.

Practicum Requirement(s):

Minimum of 100 practicum hours. See the Practicum section, below, for more
information.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 585

Sixteen Required Courses

33 program points

Bridge courses:

NURS-FPX5003 Health Assessment and Promotion for 2 program points

Disease Prevention in Population-Focused
Health

NURS-FPX5005 Introduction to Nursing Research, Ethics, 2 program points

and Technology

NURS-FPX5007 Leadership for Nursing Practice 2 program points

Core courses:

NHS-FPX5004 Communication, Collaboration, and Case 2 program points

Analysis for Master’s Learners

NHS-FP6004 Health Care Law and Policy 2 program points

NHS-FPX6008 Economics and Decision Making in Health 2 program points

Care

NURS-FPX6011 Evidence-Based Practice for Patient- 2 program points

Centered Care and Population Health

NURS-FPX6016 Quality Improvement of Interprofessional 2 program points

Care

NURS-FPX6021 Biopsychosocial Concepts for Advanced 2 program points

Nursing Practice 1
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 586

NURS-FPX6026 Biopsychosocial Concepts for Advanced 2 program points

Nursing Practice 2

NURS-FPX6030 MSN Practicum and Capstone † 3 program points

Specialization courses:

NURS-FPX6103 The Nurse Educator Role 2 program points

NURS-FPX6105 Teaching and Active Learning Strategies 2 program points

NURS-FPX6107 Curriculum Design, Development, and 2 program points

Evaluation

NURS-FPX6109 Integrating Technology into Nursing 2 program points

Education

NURS-FPX6111 Assessment and Evaluation in Nursing 2 program points

Education

Total

33 program points

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details

† Learners are responsible for the cost of their travel, accommodations, food, and
other expenses associated with this course.

Alabama residents are not eligible to enroll in this specialization.

This specialization does not prepare graduates for licensure as an RN or APRN.

Learners enrolled in the RN-to-MSN Nursing Education, FlexPath specialization are

required to maintain a current, unrestricted RN license throughout their program.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 587

Practicum

Learners enrolled in the Master of Science in Nursing (MSN) degree program with a
specialization in Care Coordination; RN-to-MSN Care Coordination; Care Coordination,
FlexPath option; RN-to-MSN Care Coordination, FlexPath option; Nursing Education;
RN-to-MSN Nursing Education; Nursing Education, FlexPath option; RN-to-MSN
Nursing Education, FlexPath option; Nursing Leadership and Administration;
RN-to-MSN Nursing Leadership and Administration; Nursing Leadership and
Administration, FlexPath option; or RN-to-MSN Nursing Leadership and Administration,
FlexPath option are required to complete 100 documented hours of hands-on
practicum experience. Learners enrolled in the Master of Science in Nursing (MSN)
degree program with a specialization in Nursing Informatics; RN-to-MSN Nursing
Informatics; Nursing Informatics, FlexPath option; or RN-to-MSN Nursing Informatics,
FlexPath option are required to complete 200 documented hours of hands-on
practicum experience.

The practicum experience requires learners to synthesize and expand the knowledge
and skills acquired throughout the program by applying evidence-based methods to
practice. Learners are responsible for finding an appropriate preceptor to oversee the
practicum experience. With their preceptors, learners engage in in-depth work within a
practice environment that reflects course outcomes. The practicum experiences offer
learners an environment in which to apply their knowledge and skills. Practicum takes
place at a professional site at which learners, with the support of program faculty and
their on-site preceptors, participate in advanced practice initiatives. These could
include program evaluation, quality improvement, and advanced practice techniques.
Learners use the practicum experience to help them achieve the MSN program
outcomes and competencies and the learning objectives related to the American
Association of Colleges of Nursing’s The Essentials of Master’s Education in Nursing.
Additionally, learners are required to document their practice practicum experience in
associated online coursework. The associated practicum courses provide systematic
opportunities for feedback and reflection. Practicum hours are considered complete
once all program required practicum hours have been successfully achieved. Partial
completion of practicum hours requirements cannot be verified for licensure or transfer
of credits.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 588

MSN, Nursing Informatics

School of Nursing and Health Sciences

In the MSN Nursing Informatics specialization, learners analyze and implement

contemporary models, theories, research, and best practices for providing nursing care
across the lifespan using various health care technologies. Learners investigate the
world of health informatics and examine the depth and breadth of health information
systems and how they influence strategic planning, decision making, and clinical project
management. The specialization curriculum emphasizes best practices in health
informatics essentials, including patient safety, electronic medical records, workflow,
meaningful use, change management, and the health information system life cycle.

Practicum Requirement(s):

Minimum of 200 practicum hours. See the Practicum section, below, for more
information.

Thirteen Required Courses

54 quarter credits

Core courses:

NHS5004 Communication, Collaboration, and Case 4 quarter credits

Analysis for Master’s Learners

NHS6004 Health Care Law and Policy 4 quarter credits

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 589

NHS6008 Economics and Decision Making in Health 4 quarter credits

Care

NURS6011 Evidence-Based Practice for Patient- 4 quarter credits

Centered Care and Population Health

NURS6016 Quality Improvement of Interprofessional 4 quarter credits

Care

NURS6021 Biopsychosocial Concepts for Advanced 4 quarter credits

Nursing Practice 1

NURS6026 Biopsychosocial Concepts for Advanced 4 quarter credits

Nursing Practice 2

NURS6030 MSN Practicum and Capstone † 6 quarter credits

Specialization courses:

NURS6410 Fundamentals of Nursing Informatics 4 quarter credits

NURS6412 Analysis of Clinical Information Systems and 4 quarter credits

Application to Nursing Practice

NURS6414 Advancing Health Care Through Data Mining 4 quarter credits

NURS6416 Managing the Nursing Informatics Life Cycle 4 quarter credits

NURS6025 MSN Practicum † 4 quarter credits

Total

54 quarter credits
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 590

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details

† Learners are responsible for the cost of their travel, accommodations, food, and other
expenses associated with this course.

Alabama residents are not eligible to enroll in this program.

This specialization does not prepare graduates for licensure as an RN or APRN.

Learners enrolled in the MSN Nursing Informatics specialization are required to

maintain a current, unrestricted RN license throughout their program.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.

Practicum

Learners enrolled in the Master of Science in Nursing (MSN) degree program with a
specialization in Care Coordination; RN-to-MSN Care Coordination; Care Coordination,
FlexPath option; RN-to-MSN Care Coordination, FlexPath option; Nursing Education;
RN-to-MSN Nursing Education; Nursing Education, FlexPath option; RN-to-MSN
Nursing Education, FlexPath option; Nursing Leadership and Administration;
RN-to-MSN Nursing Leadership and Administration; Nursing Leadership and
Administration, FlexPath option; or RN-to-MSN Nursing Leadership and Administration,
FlexPath option are required to complete 100 documented hours of hands-on
practicum experience. Learners enrolled in the Master of Science in Nursing (MSN)
degree program with a specialization in Nursing Informatics; RN-to-MSN Nursing
Informatics; Nursing Informatics, FlexPath option; or RN-to-MSN Nursing Informatics,
FlexPath option are required to complete 200 documented hours of hands-on
practicum experience.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 591

The practicum experience requires learners to synthesize and expand the knowledge
and skills acquired throughout the program by applying evidence-based methods to
practice. Learners are responsible for finding an appropriate preceptor to oversee the
practicum experience. With their preceptors, learners engage in in-depth work within a
practice environment that reflects course outcomes. The practicum experiences offer
learners an environment in which to apply their knowledge and skills. Practicum takes
place at a professional site at which learners, with the support of program faculty and
their on-site preceptors, participate in advanced practice initiatives. These could
include program evaluation, quality improvement, and advanced practice techniques.
Learners use the practicum experience to help them achieve the MSN program
outcomes and competencies and the learning objectives related to the American
Association of Colleges of Nursing’s The Essentials of Master’s Education in Nursing.

Additionally, learners are required to document their practice practicum experience in

associated online coursework. The associated practicum courses provide systematic
opportunities for feedback and reflection. Practicum hours are considered complete
once all program required practicum hours have been successfully achieved. Partial
completion of practicum hours requirements cannot be verified for licensure or transfer
of credits.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 592

RN-to-MSN, Nursing Informatics

School of Nursing and Health Sciences

Capella University offers RN-to-MSN bridge specializations for licensed registered

nurses who have completed 135 quarter credits of undergraduate coursework.
Learners in the RN-to-MSN bridge specializations are required to complete NHS5004,
NURS5003, NURS5005, and NURS5007 before registering for any other Master of
Science in Nursing course. Upon successful completion of the RN-to-MSN bridge
courses, learners pursue the program requirements for any Master of Science in
Nursing specialization. A Bachelor of Science in Nursing (BSN) degree will not be
conferred.

In the MSN Nursing Informatics specialization, learners analyze and implement

contemporary models, theories, research, and best practices for providing nursing care
across the lifespan using various health care technologies. Learners investigate the
world of health informatics and examine the depth and breadth of health information
systems and how they influence strategic planning, decision making, and clinical project
management. The specialization curriculum emphasizes best practices in health
informatics essentials, including patient safety, electronic medical records, workflow,
meaningful use, change management, and the health information system life cycle.

Practicum Requirement(s):

Minimum of 200 practicum hours. See the Practicum section, below, for more
information.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 593

Sixteen Required Courses

66 quarter credits

Bridge courses:

NURS5003 Health Assessment and Promotion for 4 quarter credits

Disease Prevention in Population-Focused
Health

NURS5005 Introduction to Nursing Research, Ethics, 4 quarter credits

and Technology

NURS5007 Leadership for Nursing Practice 4 quarter credits

Core courses:

NHS5004 Communication, Collaboration, and Case 4 quarter credits

Analysis for Master’s Learners

NHS6004 Health Care Law and Policy 4 quarter credits

NHS6008 Economics and Decision Making in Health 4 quarter credits

Care

NURS6011 Evidence-Based Practice for Patient- 4 quarter credits

Centered Care and Population Health

NURS6016 Quality Improvement of Interprofessional 4 quarter credits

Care

NURS6021 Biopsychosocial Concepts for Advanced 4 quarter credits

Nursing Practice 1

NURS6026 Biopsychosocial Concepts for Advanced 4 quarter credits

Nursing Practice 2
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 594

NURS6030 MSN Practicum and Capstone † 6 quarter credits

Specialization courses:

NURS6410 Fundamentals of Nursing Informatics 4 quarter credits

NURS6412 Analysis of Clinical Information Systems and 4 quarter credits

Application to Nursing Practice

NURS6414 Advancing Health Care Through Data Mining 4 quarter credits

NURS6416 Managing the Nursing Informatics Life Cycle 4 quarter credits

NURS6025 MSN Practicum † 4 quarter credits

Total

66 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details

† Learners are responsible for the cost of their travel, accommodations, food, and
other expenses associated with this course.

Alabama residents are not eligible to enroll in this program.

This specialization does not prepare graduates for licensure as an RN or APRN.

Learners enrolled in the RN-to-MSN Nursing Informatics specialization are required to

maintain a current, unrestricted RN license throughout their program.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 595

Practicum

Learners enrolled in the Master of Science in Nursing (MSN) degree program with a
specialization in Care Coordination; RN-to-MSN Care Coordination; Care Coordination,
FlexPath option; RN-to-MSN Care Coordination, FlexPath option; Nursing Education;
RN-to-MSN Nursing Education; Nursing Education, FlexPath option; RN-to-MSN
Nursing Education, FlexPath option; Nursing Leadership and Administration;
RN-to-MSN Nursing Leadership and Administration; Nursing Leadership and
Administration, FlexPath option; or RN-to-MSN Nursing Leadership and Administration,
FlexPath option are required to complete 100 documented hours of hands-on
practicum experience. Learners enrolled in the Master of Science in Nursing (MSN)
degree program with a specialization in Nursing Informatics; RN-to-MSN Nursing
Informatics; Nursing Informatics, FlexPath option; or RN-to-MSN Nursing Informatics,
FlexPath option are required to complete 200 documented hours of hands-on
practicum experience.

The practicum experience requires learners to synthesize and expand the knowledge
and skills acquired throughout the program by applying evidence-based methods to
practice. Learners are responsible for finding an appropriate preceptor to oversee the
practicum experience. With their preceptors, learners engage in in-depth work within a
practice environment that reflects course outcomes. The practicum experiences offer
learners an environment in which to apply their knowledge and skills. Practicum takes
place at a professional site at which learners, with the support of program faculty and
their on-site preceptors, participate in advanced practice initiatives. These could
include program evaluation, quality improvement, and advanced practice techniques.
Learners use the practicum experience to help them achieve the MSN program
outcomes and competencies and the learning objectives related to the American
Association of Colleges of Nursing’s The Essentials of Master’s Education in Nursing.
Additionally, learners are required to document their practice practicum experience in
associated online coursework. The associated practicum courses provide systematic
opportunities for feedback and reflection. Practicum hours are considered complete
once all program required practicum hours have been successfully achieved. Partial
completion of practicum hours requirements cannot be verified for licensure or transfer
of credits.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 596

MSN, Nursing Informatics, FlexPath Option

School of Nursing and Health Sciences

In the MSN Nursing Informatics specialization, learners analyze and implement

contemporary models, theories, research, and best practices for providing nursing care
across the lifespan using various health care technologies. Learners investigate the
world of health informatics and examine the depth and breadth of health information
systems and how they influence strategic planning, decision making, and clinical project
management. The specialization curriculum emphasizes best practices in health
informatics essentials, including patient safety, electronic medical records, workflow,
meaningful use, change management, and the health information system life cycle.
Learners who pursue this specialization through the FlexPath option earn an MSN
through self-paced demonstrations of competencies.

Practicum Requirement(s):

Minimum of 200 practicum hours. See the Practicum section, below, for more
information.

Thirteen Required Courses

27 program points

Core courses:

NHS-FPX5004 Communication, Collaboration, and Case 2 program points

Analysis for Master’s Learners
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 597

NHS-FP6004 Health Care Law and Policy 2 program points

NHS-FPX6008 Economics and Decision Making in Health 2 program points

Care

NURS-FPX6011 Evidence-Based Practice for Patient- 2 program points

Centered Care and Population Health

NURS-FPX6016 Quality Improvement of Interprofessional 2 program points

Care

NURS-FPX6021 Biopsychosocial Concepts for Advanced 2 program points

Nursing Practice 1

NURS-FPX6026 Biopsychosocial Concepts for Advanced 2 program points

Nursing Practice 2

NURS-FPX6030 MSN Practicum and Capstone † 3 program points

Specialization courses:

NURS-FPX6410 Fundamentals of Nursing Informatics 2 program points

NURS-FPX6412 * Analysis of Clinical Information Systems and 2 program points

Application to Nursing Practice

NURS-FPX6414 Advancing Health Care Through Data Mining 2 program points

NURS-FPX6416 Managing the Nursing Informatics Life 2 program points

NURS-FPX6025 * MSN Practicum † 2 program points

Total

27 program points
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 598

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details

† Learners are responsible for the cost of their travel, accommodations, food, and other
expenses associated with this course.

Alabama residents are not eligible to enroll in this specialization.

This specialization does not prepare graduates for licensure as an RN or APRN.

Learners enrolled in the MSN Nursing Education, FlexPath option specialization are
required to maintain a current, unrestricted RN license throughout their program.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.

Practicum

Learners enrolled in the Master of Science in Nursing (MSN) degree program with a
specialization in Care Coordination; RN-to-MSN Care Coordination; Care Coordination,
FlexPath option; RN-to-MSN Care Coordination, FlexPath option; Nursing Education;
RN-to-MSN Nursing Education; Nursing Education, FlexPath option; RN-to-MSN
Nursing Education, FlexPath option; Nursing Leadership and Administration;
RN-to-MSN Nursing Leadership and Administration; Nursing Leadership and
Administration, FlexPath option; or RN-to-MSN Nursing Leadership and Administration,
FlexPath option are required to complete 100 documented hours of hands-on
practicum experience. Learners enrolled in the Master of Science in Nursing (MSN)
degree program with a specialization in Nursing Informatics; RN-to-MSN Nursing
Informatics; Nursing Informatics, FlexPath option; or RN-to-MSN Nursing Informatics,
FlexPath option are required to complete 200 documented hours of hands-on
practicum experience.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 599

The practicum experience requires learners to synthesize and expand the knowledge
and skills acquired throughout the program by applying evidence-based methods to
practice. Learners are responsible for finding an appropriate preceptor to oversee the
practicum experience. With their preceptors, learners engage in in-depth work within a
practice environment that reflects course outcomes. The practicum experiences offer
learners an environment in which to apply their knowledge and skills. Practicum takes
place at a professional site at which learners, with the support of program faculty and
their on-site preceptors, participate in advanced practice initiatives. These could
include program evaluation, quality improvement, and advanced practice techniques.
Learners use the practicum experience to help them achieve the MSN program
outcomes and competencies and the learning objectives related to the American
Association of Colleges of Nursing’s The Essentials of Master’s Education in Nursing.

Additionally, learners are required to document their practice practicum experience in

associated online coursework. The associated practicum courses provide systematic
opportunities for feedback and reflection. Practicum hours are considered complete
once all program required practicum hours have been successfully achieved. Partial
completion of practicum hours requirements cannot be verified for licensure or transfer
of credits.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 600

RN-to-MSN, Nursing Informatics, FlexPath Option

School of Nursing and Health Sciences

Capella University offers RN-to-MSN bridge specializations for licensed registered

nurses who have completed 67.5 program points of undergraduate coursework.
Learners in the RN-to-MSN bridge specializations are required to complete
NHS-FPX5004, NURS-FPX5003, NURS-FPX5005, and NURS-FPX5007 before
registering for any other Master of Science in Nursing course. Upon successful
completion of the RN-to-MSN bridge courses, learners pursue the program
requirements for any Master of Science in Nursing specialization. A Bachelor of
Science in Nursing (BSN) degree will not be conferred.

In the MSN Nursing Informatics specialization, learners analyze and implement

contemporary models, theories, research, and best practices for providing nursing care
across the lifespan using various health care technologies. Learners investigate the
world of health informatics and examine the depth and breadth of health information
systems and how they influence strategic planning, decision making, and clinical
project management. The specialization curriculum emphasizes best practices in health
informatics essentials, including patient safety, electronic medical records, workflow,
meaningful use, change management, and the health information system life cycle.
Learners who pursue this specialization through the FlexPath option earn an MSN
through self-paced demonstrations of competencies.

Practicum Requirement(s):

Minimum of 200 practicum hours. See the Practicum section, below, for more
information.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 601

Sixteen Required Courses

33 program points

Bridge courses:

NURS-FPX5003 Health Assessment and Promotion for 2 program points

Disease Prevention in Population-Focused
Health

NURS-FPX5005 Introduction to Nursing Research, Ethics, 2 program points

and Technology

NURS-FPX5007 Leadership for Nursing Practice 2 program points

Core courses:

NHS-FPX5004 Communication, Collaboration, and Case 2 program points

Analysis for Master’s Learners

NHS-FP6004 Health Care Law and Policy 2 program points

NHS-FPX6008 Economics and Decision Making in Health 2 program points

Care

NURS-FPX6011 Evidence-Based Practice for Patient- 2 program points

Centered Care and Population Health

NURS-FPX6016 Quality Improvement of Interprofessional 2 program points

Care

NURS-FPX6021 Biopsychosocial Concepts for Advanced 2 program points

Nursing Practice 1
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 602

NURS-FPX6026 Biopsychosocial Concepts for Advanced 2 program points

Nursing Practice 2

NURS-FPX6030 MSN Practicum and Capstone † 3 program points

Specialization courses:

NURS-FPX6410 Fundamentals of Nursing Informatics 2 program points

NURS-FPX6412 * Analysis of Clinical Information Systems and 2 program points

Application to Nursing Practice

NURS-FPX6414 Advancing Health Care Through Data Mining 2 program points

NURS-FPX6416 Managing the Nursing Informatics Life 2 program points

NURS-FPX6025 * MSN Practicum † 2 program points

Total

33 program points

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details

† Learners are responsible for the cost of their travel, accommodations, food, and
other expenses associated with this course.

Alabama residents are not eligible to enroll in this specialization.

This specialization does not prepare graduates for licensure as an RN or APRN.

Learners enrolled in the RN-to-MSN Nursing Informatics, FlexPath option

specialization are required to maintain a current, unrestricted RN license throughout
their program.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 603

Practicum

Learners enrolled in the Master of Science in Nursing (MSN) degree program with a
specialization in Care Coordination; RN-to-MSN Care Coordination; Care Coordination,
FlexPath option; RN-to-MSN Care Coordination, FlexPath option; Nursing Education;
RN-to-MSN Nursing Education; Nursing Education, FlexPath option; RN-to-MSN
Nursing Education, FlexPath option; Nursing Leadership and Administration; RN-to-
MSN Nursing Leadership and Administration; Nursing Leadership and Administration,
FlexPath option; or RN-to-MSN Nursing Leadership and Administration, FlexPath
option are required to complete 100 documented hours of hands-on practicum
experience. Learners enrolled in the Master of Science in Nursing (MSN) degree
program with a specialization in Nursing Informatics; RN-to-MSN Nursing Informatics;
Nursing Informatics, FlexPath option; or RN-to-MSN Nursing Informatics, FlexPath
option are required to complete 200 documented hours of hands-on practicum
experience.

The practicum experience requires learners to synthesize and expand the knowledge
and skills acquired throughout the program by applying evidence-based methods to
practice. Learners are responsible for finding an appropriate preceptor to oversee the
practicum experience. With their preceptors, learners engage in in-depth work within a
practice environment that reflects course outcomes. The practicum experiences offer
learners an environment in which to apply their knowledge and skills. Practicum takes
place at a professional site at which learners, with the support of program faculty and
their on-site preceptors, participate in advanced practice initiatives. These could
include program evaluation, quality improvement, and advanced practice techniques.
Learners use the practicum experience to help them achieve the MSN program
outcomes and competencies and the learning objectives related to the American
Association of Colleges of Nursing’s The Essentials of Master’s Education in Nursing.
Additionally, learners are required to document their practice practicum experience in
associated online coursework. The associated practicum courses provide systematic
opportunities for feedback and reflection. Practicum hours are considered complete
once all program required practicum hours have been successfully achieved. Partial
completion of practicum hours requirements cannot be verified for licensure or transfer
of credits.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 604

MSN, Nursing Leadership and Administration

School of Nursing and Health Sciences

The MSN Nursing Leadership and Administration specialization presents advanced

theories, research, and evidence-based best practices for executive leadership and
administration in nursing. Learners develop the knowledge and skills nurse executives
need to lead health care innovations, respond to health care challenges and trends,
and manage health care quality and safety as well as the finance and operations of the
health care organization. Throughout the specialization, learners also assess and
further strengthen their characteristics as ethical and culturally aware health care
leaders, visionaries, and risk takers and gain an understanding of how to effectively
communicate with other members of a health care team to promote strategic thinking,
planning, and interprofessional collaboration in practice. Successful graduates of this
specialization are prepared to pursue roles as nurse executives in a variety of health
care delivery settings.

Practicum Requirement(s):

Minimum of 100 practicum hours. See the Practicum section, below, for more
information.

Thirteen Required Courses

54 quarter credits

Core courses:
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 605

NHS5004 Communication, Collaboration, and Case 4 quarter credits

Analysis for Master’s Learners

NHS6004 Health Care Law and Policy 4 quarter credits

NHS6008 Economics and Decision Making in Health 4 quarter credits

Care

NURS6011 Evidence-Based Practice for Patient- 4 quarter credits

Centered Care and Population Health

NURS6016 Quality Improvement of Interprofessional 4 quarter credits

Care

NURS6021 Biopsychosocial Concepts for Advanced 4 quarter credits

Nursing Practice 1

NURS6026 Biopsychosocial Concepts for Advanced 4 quarter credits

Nursing Practice 2

NURS6030 MSN Practicum and Capstone † 6 quarter credits

Specialization courses:

NURS6210 Leadership and Management for Nurse 4 quarter credits

Executives

NURS6212 Health Care Quality and Safety Management 4 quarter credits

NURS6214 Health Care Informatics and Technology 4 quarter credits

NURS6216 Advanced Finance and Operations 4 quarter credits

Management

NURS6218 Leading the Future of Health Care 4 quarter credits

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 606

Total

54 quarter credits

† Learners are responsible for the cost of their travel, accommodations, food, and other
expenses associated with this course.

Alabama residents are not eligible to enroll in this program.

This specialization does not prepare graduates for licensure as an RN or APRN.

Learners enrolled in the MSN Nursing Leadership and Administration specialization are
required to maintain a current, unrestricted RN license throughout their program.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.

Practicum

Learners enrolled in the Master of Science in Nursing (MSN) degree program with a
specialization in Care Coordination; RN-to-MSN Care Coordination; Care Coordination,
FlexPath option; RN-to-MSN Care Coordination, FlexPath option; Nursing Education;
RN-to-MSN Nursing Education; Nursing Education, FlexPath option; RN-to-MSN
Nursing Education, FlexPath option; Nursing Leadership and Administration;
RN-to-MSN Nursing Leadership and Administration; Nursing Leadership and
Administration, FlexPath option; or RN-to-MSN Nursing Leadership and Administration,
FlexPath option are required to complete 100 documented hours of hands-on
practicum experience. Learners enrolled in the Master of Science in Nursing (MSN)
degree program with a specialization in Nursing Informatics; RN-to-MSN Nursing
Informatics; Nursing Informatics, FlexPath option; or RN-to-MSN Nursing Informatics,
FlexPath option are required to complete 200 documented hours of hands-on
practicum experience.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 607

The practicum experience requires learners to synthesize and expand the knowledge
and skills acquired throughout the program by applying evidence-based methods to
practice. Learners are responsible for finding an appropriate preceptor to oversee the
practicum experience. With their preceptors, learners engage in in-depth work within a
practice environment that reflects course outcomes. The practicum experiences offer
learners an environment in which to apply their knowledge and skills. Practicum takes
place at a professional site at which learners, with the support of program faculty and
their on-site preceptors, participate in advanced practice initiatives. These could
include program evaluation, quality improvement, and advanced practice techniques.
Learners use the practicum experience to help them achieve the MSN program
outcomes and competencies and the learning objectives related to the American
Association of Colleges of Nursing’s The Essentials of Master’s Education in Nursing.

Additionally, learners are required to document their practice practicum experience in

associated online coursework. The associated practicum courses provide systematic
opportunities for feedback and reflection. Practicum hours are considered complete
once all program required practicum hours have been successfully achieved. Partial
completion of practicum hours requirements cannot be verified for licensure or transfer
of credits.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 608

RN-to-MSN, Nursing Leadership and Administration

School of Nursing and Health Sciences

Capella University offers RN-to-MSN bridge specializations for licensed registered

nurses who have completed 135 quarter credits of undergraduate coursework.
Learners in the RN-to-MSN bridge specializations are required to complete NHS5004,
NURS5003, NURS5005, and NURS5007 before registering for any other Master of
Science in Nursing course. Upon successful completion of the RN-to-MSN bridge
courses, learners pursue the program requirements for any Master of Science in
Nursing specialization. A Bachelor of Science in Nursing (BSN) degree will not be
conferred.

The MSN Nursing Leadership and Administration specialization presents advanced

theories, research, and evidence-based best practices for executive leadership and
administration in nursing. Learners develop the knowledge and skills nurse executives
need to lead health care innovations, respond to health care challenges and trends,
and manage health care quality and safety as well as the finance and operations of the
health care organization. Throughout the specialization, learners also assess and
further strengthen their characteristics as ethical and culturally aware health care
leaders, visionaries, and risk takers and gain an understanding of how to effectively
communicate with other members of a health care team to promote strategic thinking,
planning, and interprofessional collaboration in practice. Successful graduates of this
specialization are prepared to pursue roles as nurse executives in a variety of health
care delivery settings.

Practicum Requirement(s):

Minimum of 100 practicum hours. See the Practicum section, below, for more
information.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 609

Sixteen Required Courses

66 quarter credits

Bridge courses:

NURS5003 Health Assessment and Promotion for 4 quarter credits

Disease Prevention in Population-Focused
Health

NURS5005 Introduction to Nursing Research, Ethics, 4 quarter credits

and Technology

NURS5007 Leadership for Nursing Practice 4 quarter credits

Core courses:

NHS5004 Communication, Collaboration, and Case 4 quarter credits

Analysis for Master’s Learners

NHS6004 Health Care Law and Policy 4 quarter credits

NHS6008 Economics and Decision Making in Health 4 quarter credits

Care

NURS6011 Evidence-Based Practice for Patient- 4 quarter credits

Centered Care and Population Health

NURS6016 Quality Improvement of Interprofessional 4 quarter credits

Care
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 610

NURS6021 Biopsychosocial Concepts for Advanced 4 quarter credits

Nursing Practice 1

NURS6026 Biopsychosocial Concepts for Advanced 4 quarter credits

Nursing Practice 2

NURS6030 MSN Practicum and Capstone † 6 quarter credits

Specialization courses:

NURS6210 Leadership and Management for Nurse 4 quarter credits

Executives

NURS6212 Health Care Quality and Safety Management 4 quarter credits

NURS6214 Health Care Informatics and Technology 4 quarter credits

NURS6216 Advanced Finance and Operations 4 quarter credits

Management

NURS6218 Leading the Future of Health Care 4 quarter credits

Total

66 quarter credits
* Denotes courses that have prerequisite(s). Refer to the descriptions for further details

† Learners are responsible for the cost of their travel, accommodations, food, and
other expenses associated with this course.

Alabama residents are not eligible to enroll in this program.

This specialization does not prepare graduates for licensure as an RN or APRN.

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 611

Learners enrolled in the RN-to-MSN Nursing Leadership and Administration

specialization are required to maintain a current, unrestricted RN license throughout
their program.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.

Practicum

Learners enrolled in the Master of Science in Nursing (MSN) degree program with a
specialization in Care Coordination; RN-to-MSN Care Coordination; Care Coordination,
FlexPath option; RN-to-MSN Care Coordination, FlexPath option; Nursing Education;
RN-to-MSN Nursing Education; Nursing Education, FlexPath option; RN-to-MSN
Nursing Education, FlexPath option; Nursing Leadership and Administration;
RN-to-MSN Nursing Leadership and Administration; Nursing Leadership and
Administration, FlexPath option; or RN-to-MSN Nursing Leadership and Administration,
FlexPath option are required to complete 100 documented hours of hands-on
practicum experience. Learners enrolled in the Master of Science in Nursing (MSN)
degree program with a specialization in Nursing Informatics; RN-to-MSN Nursing
Informatics; Nursing Informatics, FlexPath option; or RN-to-MSN Nursing Informatics,
FlexPath option are required to complete 200 documented hours of hands-on
practicum experience.

The practicum experience requires learners to synthesize and expand the knowledge
and skills acquired throughout the program by applying evidence-based methods to
practice. Learners are responsible for finding an appropriate preceptor to oversee the
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 612

practicum experience. With their preceptors, learners engage in in-depth work within a
practice environment that reflects course outcomes. The practicum experiences offer
learners an environment in which to apply their knowledge and skills. Practicum takes
place at a professional site at which learners, with the support of program faculty and
their on-site preceptors, participate in advanced practice initiatives. These could include
program evaluation, quality improvement, and advanced practice techniques. Learners
use the practicum experience to help them achieve the MSN program outcomes and
competencies and the learning objectives related to the American Association of
Colleges of Nursing’s The Essentials of Master’s Education in Nursing.

Additionally, learners are required to document their practice practicum experience in

associated online coursework. The associated practicum courses provide systematic
opportunities for feedback and reflection. Practicum hours are considered complete
once all program required practicum hours have been successfully achieved. Partial
completion of practicum hours requirements cannot be verified for licensure or transfer
of credits.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 613

MSN, Nursing Leadership and Administration, FlexPath

Option
School of Nursing and Health Sciences

The MSN Nursing Leadership and Administration specialization presents advanced

theories, research, and evidence-based best practices for executive leadership and
administration in nursing. Learners develop the knowledge and skills nurse executives
need to lead health care innovations, respond to health care challenges and trends,
and manage health care quality and safety as well as the finance and operations of the
health care organization. Throughout the specialization, learners also assess and
further strengthen their characteristics as ethical and culturally aware health care
leaders, visionaries, and risk takers and gain an understanding of how to effectively
communicate with other members of a health care team to promote strategic thinking,
planning, and interprofessional collaboration in practice. Successful graduates of this
specialization are prepared to pursue roles as nurse executives in a variety of health
care delivery settings. Learners who pursue this specialization through the FlexPath
option earn an MSN through self-paced demonstrations of competencies.

Practicum Requirement(s):

Minimum of 100 practicum hours. See the Practicum section, below, for more
information.

Thirteen Required Courses

27 program points
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 614

Core courses:

NHS-FPX5004 Communication, Collaboration, and Case 2 program points

Analysis for Master’s Learners

NHS-FP6004 Health Care Law and Policy 2 program points

NHS-FPX6008 Economics and Decision Making in Health 2 program points

Care

NURS-FPX6011 Evidence-Based Practice for Patient- 2 program points

Centered Care and Population Health

NURS-FPX6016 Quality Improvement of Interprofessional 2 program points

Care

NURS-FPX6021 Biopsychosocial Concepts for Advanced 2 program points

Nursing Practice 1

NURS-FPX6026 Biopsychosocial Concepts for Advanced 2 program points

Nursing Practice 2

NURS-FPX6030 MSN Practicum and Capstone † 3 program points

Specialization courses:

NURS-FPX6210 Leadership and Management for Nurse 2 program points

Executives

NURS-FPX6212 Health Care Quality and Safety Management 2 program points

NURS-FPX6214 Health Care Informatics and Technology 2 program points

NURS-FPX6216 Advanced Finance and Operations 2 program points

Management
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 615

NURS-FPX6218 Leading the Future of Health Care 2 program points

Total

27 program points

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details

† Learners are responsible for the cost of their travel, accommodations, food, and other
expenses associated with this course.

Alabama residents are not eligible to enroll in this specialization.

This specialization does not prepare graduates for licensure as an RN or APRN.

Learners enrolled in the MSN Nursing Leadership and Administration, FlexPath option
specialization are required to maintain a current, unrestricted RN license throughout
their program.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 616

Practicum

Learners enrolled in the Master of Science in Nursing (MSN) degree program with a
specialization in Care Coordination; RN-to-MSN Care Coordination; Care Coordination,
FlexPath option; RN-to-MSN Care Coordination, FlexPath option; Nursing Education;
RN-to-MSN Nursing Education; Nursing Education, FlexPath option; RN-to-MSN
Nursing Education, FlexPath option; Nursing Leadership and Administration;
RN-to-MSN Nursing Leadership and Administration; Nursing Leadership and
Administration, FlexPath option; or RN-to-MSN Nursing Leadership and Administration,
FlexPath option are required to complete 100 documented hours of hands-on
practicum experience. Learners enrolled in the Master of Science in Nursing (MSN)
degree program with a specialization in Nursing Informatics; RN-to-MSN Nursing
Informatics; Nursing Informatics, FlexPath option; or RN-to-MSN Nursing Informatics,
FlexPath option are required to complete 200 documented hours of hands-on
practicum experience.

The practicum experience requires learners to synthesize and expand the knowledge
and skills acquired throughout the program by applying evidence-based methods to
practice. Learners are responsible for finding an appropriate preceptor to oversee the
practicum experience. With their preceptors, learners engage in in-depth work within a
practice environment that reflects course outcomes. The practicum experiences offer
learners an environment in which to apply their knowledge and skills. Practicum takes
place at a professional site at which learners, with the support of program faculty and
their on-site preceptors, participate in advanced practice initiatives. These could
include program evaluation, quality improvement, and advanced practice techniques.
Learners use the practicum experience to help them achieve the MSN program
outcomes and competencies and the learning objectives related to the American
Association of Colleges of Nursing’s The Essentials of Master’s Education in Nursing.

Additionally, learners are required to document their practice practicum experience in

associated online coursework. The associated practicum courses provide systematic
opportunities for feedback and reflection. Practicum hours are considered complete
once all program required practicum hours have been successfully achieved. Partial
completion of practicum hours requirements cannot be verified for licensure or transfer
of credits.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 617

RN-to-MSN, Nursing Leadership and Administration,

FlexPath Option
School of Nursing and Health Sciences

Capella University offers RN-to-MSN bridge specializations for licensed registered

nurses who have completed 67.5 program points of undergraduate coursework.
Learners in the RN-to-MSN bridge specializations are required to complete
NHS-FPX5004, NURS-FPX5003, NURS-FPX5005, and NURS-FPX5007 before
registering for any other Master of Science in Nursing course. Upon successful
completion of the RN-to-MSN bridge courses, learners pursue the program
requirements for any Master of Science in Nursing specialization. A Bachelor of
Science in Nursing (BSN) degree will not be conferred.

The MSN Nursing Leadership and Administration specialization presents advanced

theories, research, and evidence-based best practices for executive leadership and
administration in nursing. Learners develop the knowledge and skills nurse executives
need to lead health care innovations, respond to health care challenges and trends,
and manage health care quality and safety as well as the finance and operations of
the health care organization. Throughout the specialization, learners also assess and
further strengthen their characteristics as ethical and culturally aware health care
leaders, visionaries, and risk takers and gain an understanding of how to effectively
communicate with other members of a health care team to promote strategic thinking,
planning, and interprofessional collaboration in practice. Successful graduates of this
specialization are prepared to pursue roles as nurse executives in a variety of health
care delivery settings. Learners who pursue this specialization through the FlexPath
option earn an MSN through self-paced demonstrations of competencies.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 618

Practicum Requirement(s):

Minimum of 100 practicum hours. See the Practicum section, below, for more
information.

Sixteen Required Courses

33 program points

Bridge courses:

NURS-FPX5003 Health Assessment and Promotion for 2 program points

Disease Prevention in Population-Focused
Health

NURS-FPX5005 Introduction to Nursing Research, Ethics, 2 program points

and Technology

NURS-FPX5007 Leadership for Nursing Practice 2 program points

Core courses:

NHS-FPX5004 Communication, Collaboration, and Case 2 program points

Analysis for Master’s Learners

NHS-FP6004 Health Care Law and Policy 2 program points

NHS-FPX6008 Economics and Decision Making in Health 2 program points

Care

NURS-FPX6011 Evidence-Based Practice for Patient- 2 program points

Centered Care and Population Health
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 619

NURS-FPX6016 Quality Improvement of Interprofessional 2 program points

Care

NURS-FPX6021 Biopsychosocial Concepts for Advanced 2 program points

Nursing Practice 1

NURS-FPX6026 Biopsychosocial Concepts for Advanced 2 program points

Nursing Practice 2

NURS-FPX6030 MSN Practicum and Capstone † 3 program points

Specialization courses:

NURS-FPX6210 Leadership and Management for Nurse 2 program points

Executives

NURS-FPX6212 Health Care Quality and Safety Management 2 program points

NURS-FPX6214 Health Care Informatics and Technology 2 program points

NURS-FPX6216 Advanced Finance and Operations 2 program points

Management

NURS-FPX6218 Leading the Future of Health Care 2 program points

Total

33 program points
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 620

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details

† Learners are responsible for the cost of their travel, accommodations, food, and other
expenses associated with this course.

Alabama residents are not eligible to enroll in this specialization.

This specialization does not prepare graduates for licensure as an RN or APRN.

Learners enrolled in the RN-to-MSN Nursing Leadership and Administration, FlexPath

option specialization are required to maintain a current, unrestricted RN license
throughout their program.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.

Practicum

Learners enrolled in the Master of Science in Nursing (MSN) degree program with a
specialization in Care Coordination; RN-to-MSN Care Coordination; Care Coordination,
FlexPath option; RN-to-MSN Care Coordination, FlexPath option; Nursing Education;
RN-to-MSN Nursing Education; Nursing Education, FlexPath option; RN-to-MSN
Nursing Education, FlexPath option; Nursing Leadership and Administration;
RN-to-MSN Nursing Leadership and Administration; Nursing Leadership and
Administration, FlexPath option; or RN-to-MSN Nursing Leadership and Administration,
FlexPath option are required to complete 100 documented hours of hands-on
practicum experience. Learners enrolled in the Master of Science in Nursing (MSN)
degree program with a specialization in Nursing Informatics; RN-to-MSN Nursing
Informatics; Nursing Informatics, FlexPath option; or RN-to-MSN Nursing Informatics,
FlexPath option are required to complete 200 documented hours of hands-on
practicum experience.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 621

The practicum experience requires learners to synthesize and expand the knowledge
and skills acquired throughout the program by applying evidence-based methods to
practice. Learners are responsible for finding an appropriate preceptor to oversee the
practicum experience. With their preceptors, learners engage in in-depth work within a
practice environment that reflects course outcomes. The practicum experiences offer
learners an environment in which to apply their knowledge and skills. Practicum takes
place at a professional site at which learners, with the support of program faculty and
their on-site preceptors, participate in advanced practice initiatives. These could include
program evaluation, quality improvement, and advanced practice techniques. Learners
use the practicum experience to help them achieve the MSN program outcomes and
competencies and the learning objectives related to the American Association of
Colleges of Nursing’s The Essentials of Master’s Education in Nursing.

Additionally, learners are required to document their practice practicum experience in

associated online coursework. The associated practicum courses provide systematic
opportunities for feedback and reflection. Practicum hours are considered complete
once all program required practicum hours have been successfully achieved. Partial
completion of practicum hours requirements cannot be verified for licensure or transfer
of credits.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 622

Care Coordination Graduate Certificate

School of Nursing and Health Sciences

The Care Coordination graduate certificate is designed for nursing professionals who
want to increase their knowledge of client assessment and evaluation; care planning;
transitioning of care; clinical efficiency; and monitoring, reporting, and analysis
techniques used to meet the needs of individuals, caregivers, and families. Using an
evidence-based approach, learners address care coordination’s relevance in population
health, emerging health care models and their relationships to care coordination,
structure and process in care coordination, and the role professional nursing leadership
plays in achieving successful quality measurement.

Five Required Courses

20 quarter credits

NURS6610 Introduction to Care Coordination 4 quarter credits

NURS6612 Health Care Models Used in Care 4 quarter credits

Coordination

NURS6614 * Structure and Process in Care Coordination 4 quarter credits

NURS6616 Ethical and Legal Considerations in Care 4 quarter credits

Coordination
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 623

NURS6618 Leadership in Care Coordination 4 quarter credits

Total

20 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

Alabama residents are not eligible to enroll in this graduate certificate.

This certificate does not prepare graduates for licensure as an RN or APRN.

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 624

Nursing Informatics Graduate Certificate

School of Nursing and Health and Sciences

The Nursing Informatics graduate certificate is designed for nursing professionals who
want to increase their knowledge in delivering quality nursing care using health care
technology and the many components that comprise health informatics. Using an
evidence-based approach, learners address how health information systems influence
strategic planning, decision making, and clinical project management.

Five Required Courses

20 quarter credits

NURS6038 Evidence-Based Practice and Technology 4 quarter credits

for Nursing

NURS6410 Fundamentals of Nursing Informatics 4 quarter credits

NURS6412 Analysis of Clinical Information Systems and 4 quarter credits

Application to Nursing Practice

NURS6414 Advancing Health Care Through Data Mining 4 quarter credits

NURS6416 Managing the Nursing Informatics Life Cycle 4 quarter credits

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Total

20 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

Alabama residents are not eligible to enroll in this graduate certificate.

This certificate does not prepare graduates for licensure as an RN or APRN.

Volume 21-22 No. 2
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Nursing Leadership Graduate Certificate

School of Nursing and Health Sciences

The Nursing Leadership graduate certificate is designed for nursing professionals who
want to increase their knowledge in health care management and leadership. Using an
evidence-based approach, learners address health care quality and safety, finance and
health care operations management, organizational leadership, and health care
challenges and trends. Throughout the certificate program, learners also assess and
further strengthen their characteristics as ethical and culturally aware health care
leaders, visionaries, and risk takers and gain an understanding of how to effectively
communicate with other members of a health care team to promote strategic thinking,
planning, and interprofessional collaboration in practice.

Five Required Courses

20 quarter credits

NURS6210 Leadership and Management for Nurse 4 quarter credits

Executives

NURS6212 Health Care Quality and Safety Management 4 quarter credits

NURS6214 Health Care Informatics and Technology 4 quarter credits

Volume 21-22 No. 2
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NURS6216 Advanced Finance and Operations 4 quarter credits

Management

NURS6218 Leading the Future of Health Care 4 quarter credits

Total

20 quarter credits

Alabama residents are not eligible to enroll in this graduate certificate.

This certificate does not prepare graduates for licensure as an RN or APRN.

Volume 21-22 No. 2
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Graduate—Public Service and Education Academic Offerings

Education
Specializations Concentrations Multiple
Degree Programs Higher Education Specializations
Higher Education District Leadership School Leadership Community College (must be within
General P–12 Program
and Training Leadership the same degree program)
Administration
Leadership in Educational
Administration  
Doctor of
Philosophy (PhD) Leadership for Higher
in Education Education
Nursing Education
Adult
Education
Curriculum and
Instruction

Educational Leadership
Doctor of
Education (EdD)
Educational Leadership,
FlexPath option

Performance
Improvement Leadership

Reading and Literacy

Master of
Education (MEd)
in Teaching and
Learning
Master of
Education (MEd)
in Teaching and
Learning, FlexPath
option
Curriculum and
Instruction 
Early Childhood
Education 
Early Childhood
Education Studies 
English Language
Master of Science Learning and Teaching 
(MS) in Education
Leadership in Educational
Administration  
Reading and Literacy 
Special Education
Teaching 
Instructional Design for
Online Learning 

Master of Science
(MS) in Education General
Educational
Innovation and Technology
Technology

Adult Education
Master of Science
(MS) in Higher
Education Higher Education
Leadership and  
Administration
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Graduate—Public Service and Education Academic Offerings,

continued
Human Services

Degree Programs Specializations Certificate Programs

Doctor of Human Services (DHS) Leadership and Organizational Management

Leadership and Organizational Management

Master of Science (MS) in Human Services
Social and Community Services

Public Service Leadership

Concentrations
Degree Programs
Human Resource Management Project Management

Doctor of Public Administration (DPA)  

Master of Public Administration (MPA)  

Department of Social Work Degree Programs

Doctor of Social Work (DSW)

Master of Social Work (MSW)—Advanced Standing

Master of Social Work (MSW)

Volume 21-22 No. 2
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School of Public Service and Education

J. Heather Welzant, PhD

Dean of the School of Public Service and Education
A Message from the Dean of Public Service and Education

Welcome to the School of Public Service and Education at Capella University. Our goal is
to enable your professional growth as a highly effective professional leader who can cross
traditional boundaries and meet increasingly complex challenges in your field.

In the School of Public Service and Education, learners can work toward master’s or
doctoral degrees in education, human services, public service, or social work. Our curricula
are designed, developed, and taught by faculty who bring extensive professional
experience to the courseroom. With a focus on excellence in teaching in the online
environment, and deep commitment to every learner’s success, our faculty have helped
learners prepare for the professional, technological, and intellectual challenges of their
fields.

At the Capella School of Public Service and Education, learners can truly engage with a
committed, strongly-networked community of scholar-practitioners. You are welcome here,
you are valued here, and you will prosper here.

J. Heather Welzant, PhD

Dean of Public Service and Education

School Mission

The School of Public Service and Education delivers high quality, authentic,
and innovative experiences in education, social work, human services, and
public service empowering graduates to become change agents honoring diversity
while promoting social, economic, and environmental justice within their communities.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 631

Visit the School of Public Service Leadership tuition and fees and admission component
pages for more information.

Education

Graduate Programs

Doctor of Philosophy (PhD) in Education

Doctor of Education (EdD)

Master of Education (MEd) in Teaching and Learning

Master of Education (MEd) in Teaching and Learning, FlexPath option

Master of Science (MS) in Education

Master of Science (MS) in Education Innovation and Technology

Master of Science (MS) in Higher Education

Human Services

Graduate Programs

Doctor of Human Services (DHS)

Master of Science (MS) in Human Services

Public Service Leadership

Volume 21-22 No. 2
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Graduate Programs

Doctor of Public Administration (DPA)

Master of Public Administration (MPA)

Concentrations

Human Resource Management

Project Management

Department of Social Work

Graduate Programs

Doctor of Social Work (DSW)

Master of Social Work (MSW)—Advanced Standing

Master of Social Work (MSW)

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 633

Doctor of Philosophy (PhD) in Education

School of Public Service and Education

The Doctor of Philosophy in Education degree program expands previous learning

within a discipline and fosters the critical thinking, research, and problem-solving skills
that practicing professionals need to excel as scholar-practitioners and emboldened
leaders in a global society.

Specializations

Leadership in Educational Administration

Leadership for Higher Education

Nursing Education
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 634

PhD in Education, Leadership in Educational

Administration
School of Public Service and Education

The doctoral Leadership in Educational Administration specialization is aligned with

nationally recognized leadership standards and is designed to help learners develop
and strengthen the knowledge, skills, attributes, and dispositions needed to
successfully meet the challenges of an ever-changing educational system as ethical
and innovative leaders. The curriculum provides learners the opportunity to pursue
concentrations that offer focused exploration of the research, leadership, management,
and problem-solving skills the current student achievement-focused P–12 environment
requires of its principals and superintendents. Upon successful completion of this
specialization, learners have the knowledge and skills necessary for providing school or
district leadership and are prepared to pursue licensure as P–12 principals or
superintendents in most states.

School Leadership concentration

The School Leadership concentration is intended for learners who want to build their
knowledge and skills as school principals who provide vision, guidance, and oversight
within a school. The curriculum focuses on the principal’s role in articulating,
developing, and implementing a school vision that aligns with and supports district
priorities. Learners assess issues associated with procuring and managing school
funds; evaluate research-based approaches for supervising and evaluating teachers
and managing the school learning environment, school operations, and resources;
examine the role of technology in supporting instructional programs and school
operations; and apply best practices for communicating and collaborating with school
stakeholders.
Volume 21-22 No. 2
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District Leadership concentration

The District Leadership concentration is intended for learners who want to build their
knowledge and skills as superintendents who provide vision, guidance, and oversight
across a district. Learners evaluate the cultural, social, economic, political, and legal
contexts of district leadership; assess the strategic planning and processes
associated with managing district operations and resources; explore ways to leverage
data to make informed district decisions; and apply best practices for communicating
and collaborating with district stakeholders.

Twenty-Three Required Courses

84 quarter credits

Practicum/Internship Experience Requirement(s):

Minimum of 320 internship hours. See the Practicum/Internship Experience section

below for more information.

Core courses:

ED8000 Advanced Studies in Education: Theory, 4 quarter credits

Practice, and Purpose

RSCH7860 Survey of Research Methods 4 quarter credits

RSCH7864 Quantitative Design and Analysis 4 quarter credits

RSCH7868 * Qualitative Design and Analysis 4 quarter credits

Volume 21-22 No. 2
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ED-V8925 * Doctoral Project Development – Topic 3 quarter credits

Ideation

ED-V8926 * Doctoral Project Development – Topic 3 quarter credits

Development

ED-V8927 * Doctoral Project Development – Framework 3 quarter credits

Development

Specialization courses:

ED7014 Leading Diverse Schools 4 quarter credits

ED7545 * Special Education Administration 4 quarter credits

ED7820 Principles of Educational Administration 4 quarter credits

ED7823 * Education and the Law 4 quarter credits

Upon completion of all required coursework:

EDCN9919 * Doctoral Comprehensive Examination 3 quarter credits

Learners must register for EDCN9960 a minimum of four times to fulfill their
specialization requirements.

EDCN9960 * Dissertation Courseroom 3 quarter credits

each
Volume 21-22 No. 2
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In addition, choose one of the following concentrations:

For a School Leadership concentration:

ED7016 * Technology Integration in Schools 4 quarter credits

ED7541 * Teacher Supervision and Evaluation 4 quarter credits

ED7822 * The Funding of Educational Institutions 4 quarter credits

ED7852 * P–12 Principalship 4 quarter credits

ED7901 * Educational Administration Internship 1 4 quarter credits

ED7902 * Educational Administration Internship 2 4 quarter credits

ED8322 * School Improvement for P–12 School 4 quarter credits

Leaders

For a District Leadership concentration:

ED7108 * Imperatives for Educational Leaders 4 quarter credits

ED7542 * The Politics of P–12 Education 4 quarter credits

ED7543 * The Superintendency 4 quarter credits

ED7544 * Introduction to School Business 4 quarter credits

Administration

ED7903 * Superintendency Internship 1 4 quarter credits

ED7904 * Superintendency Internship 2 4 quarter credits

ED8812 * The Governance of Educational Institutions 4 quarter credits

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 638

Two Elective Courses

8 quarter credits

Recommended elective courses:

ED7108 * Imperatives for Educational Leaders 4 quarter credits

ED7857 * Personnel Administration 4 quarter credits

OR

Choose any graduate course(s).

Total

92 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details
Volume 21-22 No. 2
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Practicum/Internship Experience

Learners enrolled in the PhD in Education, Leadership in

Educational Administration degree program complete a 320-hour
supervised onsite internship experience as a requirement of their program. Throughout
the experience, learners maintain a log of their experiences and develop a final portfolio
as part of their contract materials.

The internship experiences consist of the following online courses and supervised
site-based learning: Learners in the School Leadership concentration complete two
consecutive principal internship courses (ED7901 and ED7902) that serve as the
capstone courses for the PhD Leadership in Educational Administration School
Leadership concentration. It provides learners with the academic and internship
experiences that are prerequisites for principal or administrative licensure in most
states. Learners in the District Leadership concentration complete two consecutive
superintendent internship courses (ED7903 and ED7904) that serve as the capstone
courses for the PhD Leadership in Educational Administration District Leadership
concentration. It provides learners with the academic and internship experiences that
are prerequisites for superintendent licensure in most states.

Learners may register for a third internship course (ED7905) should they need
additional time or need to meet additional requirements for state licensure.

Practicum and/or Internship hours are considered complete once all program required
practicum/internships hours have been successfully achieved. Partial completion of
practicum/internship requirements/hours can't be verified for licensure or transfer of
hours.

Learners in the School Leadership concentration are required to take the Praxis II
Series Educational Leadership: Administration and Supervision test (ELAS 5411 or
5412) prior to being enrolled in the comprehensive exam. To be recommended for
licensure learners must pass the Praxis II Series Educational Leadership:
Volume 21-22 No. 2
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Administration and Supervision test (ELAS 5411 or 5412) with a score of 145. Learners
must identify Capella University as a recipient to ensure the score report is sent to the
university. Learners under an earlier catalog, who are required to take the School
Leaders Licensure Assessment (SLLA), may take the Praxis II Series Educational
Leadership: Administration and Supervision as a substitute for the SLLA. Learners are
responsible for any costs associated with this assessment.

In addition, the Georgia Professional Standards Commission requires Georgia learners

in the School Leadership concentration to take the Georgia Assessment of the
Certification of Educators (Educational Leadership test) to be recommended for
licensure. Learners must be enrolled in the internship (ED7901 or ED7902) before they
are granted eligibility to complete the assessment. The Georgia Professional
Standards Commission also requires Georgia learners, who are still enrolled in a
performance-based educational leadership program on or after July 1, 2016, to attempt
the Program Exit (Test 380) prior to program completion and pass the exam for
certification in the field of educational leadership. Learners are responsible for any
costs associated with this assessment.

Learners in the District Leadership concentration are required to take the Praxis II
Series Educational Leadership: Administration and Supervision test (ELAS 5411 or
5412) prior to being enrolled in the comprehensive exam. To be recommended for
licensure learners must pass the Praxis II Series Educational Leadership:
Administration and Supervision test (ELAS 5411 or 5412) with a score of 145. Learners
must identify Capella University as a recipient to ensure the score report is sent to the
university. Learners under an earlier catalog, who are required to take the School
Superintendent Assessment (SSA), may take the Praxis II Series Educational
Leadership: Administration and Supervision as a substitute for the SSA. Learners are
responsible for any costs associated with this assessment.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 641

Capella University cannot guarantee eligibility for licensure, endorsement, other

professional credential, or salary advancement. State licensing regulations and
professional standards vary; learners are responsible for understanding and complying
with the requirements of the state in which they intend to work. For more information,
see the professional licensure disclosures for this program on Capella’s website.
Contact your school district for a determination on qualifications for salary advancement.

The Arizona Department of Education has approved the School Leadership

concentration for principal preparation and the District Leadership concentration for
superintendent preparation.

Learners seeking certification in Arizona must secure a Structured English Immersion

endorsement (SEI) and specific coursework in the U.S. and Arizona constitution. Both
are available online through many Arizona universities. For more information, see the
Licensure section for this program on Capella’s website ( www.capella.edu ).

Applicants seeking Georgia Performance-Based Leadership certification are not eligible

to enroll in this specialization.

The Minnesota Board of School Administrators has approved the School Leadership
concentration for principal preparation and District Leadership concentration for
superintendent preparation.

In Minnesota, learners pursuing an endorsement to an existing administrative license

must complete additional internship hours. To add a K-12 endorsement to an
elementary or secondary license, learners must complete an additional 200-hour
internship. To add a principal endorsement to a superintendent endorsement (or vice
versa), learners must complete an additional 320-hour internship. For more information,
see the Licensure section for this program on Capella’s website ( www.capella.edu ).

Arkansas residents are not eligible to enroll in this specialization.

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 642

PhD in Education, Leadership for Higher Education

School of Public Service and Education

The doctoral Leadership for Higher Education specialization integrates current,

recognized theory and best practices with practical application. Learners engage in a
curriculum that emphasizes leadership theories and models; higher education history,
politics, law, assessment, funding and financing, human resource management and
administration; and the future of teaching and learning. Throughout the specialization,
learners focus on developing the research and problem-solving skills needed to meet
leadership challenges in higher education and guide traditional and distance education
programs. Successful graduates of this specialization are prepared to pursue academic
or executive leadership positions at community colleges; universities; or other public,
private, or for-profit postsecondary educational institutions.

Twenty-Two Required Courses

80 quarter credits

Core courses:

ED7540 Leadership in Higher Education 4 quarter credits

ED7841 The History of Higher Education 4 quarter credits

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 643

ED8000 Advanced Studies in Education: Theory, 4 quarter credits

Practice, and Purpose

RSCH7860 Survey of Research Methods 4 quarter credits

RSCH7864 Quantitative Design and Analysis 4 quarter credits

RSCH7868 * Qualitative Design and Analysis 4 quarter credits

ED-V8925 * Doctoral Project Development – Topic 3 quarter credits

Ideation

ED-V8926 * Doctoral Project Development – Topic 3 quarter credits

Development

ED-V8927 * Doctoral Project Development – Framework 3 quarter credits

Development

Specialization courses:

ED7546 Human Resources in Higher Education 4 quarter credits

ED7547 Assessment in Higher Education 4 quarter credits

ED7818 The Future of Teaching and Learning: Issues 4 quarter credits

for the Educational Leader

ED7834 Higher Education and the Law 4 quarter credits

ED7840 The Politics of Higher Education 4 quarter credits

ED7845 Technology for Higher Education Leaders 4 quarter credits

ED7855 Higher Education Administration 4 quarter credits

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 644

ED8447 Advanced Funding and Managing Education 4 quarter credits

Enterprises

Upon completion of all required coursework:

EDCN9919 * Doctoral Comprehensive Examination 3 quarter credits

Learners must register for EDCN9960 a minimum of four times to fulfill their
specialization requirements.

EDCN9960 * Dissertation Courseroom 3 quarter credits

each

Three Elective Courses

12 quarter credits

Choose any graduate course(s).

Total

92 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

This specialization is not designed to lead to licensure, endorsement, other professional

credential, or salary advancement. Contact your school district for a determination on
qualifications for salary advancement.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 645

PhD in Education, Nursing Education

School of Public Service and Education

The doctoral Nursing Education specialization is designed to prepare nurses for

advanced roles as nurse educators in higher and adult education. The curriculum
presents nursing concepts and theories and provides learners with essential knowledge
and skills in curriculum development and evaluation, teaching strategy, and
scholarship. The Nursing Education specialization trains learners to design, deliver,
evaluate, assess, and lead nursing education programs and function as effective
nursing educators.

Twenty-Two Required Courses

80 quarter credits

Core courses:

ED7311 Theory and Methods of Educating Adults 4 quarter credits

ED7590 Critical Thinking in Adult Education 4 quarter credits

ED8000 Advanced Studies in Education: Theory, 4 quarter credits

Practice, and Purpose

RSCH7860 Survey of Research Methods 4 quarter credits

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 646

RSCH7864 Quantitative Design and Analysis 4 quarter credits

RSCH7868 * Qualitative Design and Analysis 4 quarter credits

ED-V8925 * Doctoral Project Development – Topic 3 quarter credits

Ideation

ED-V8926 * Doctoral Project Development – Topic 3 quarter credits

Development

ED-V8927 * Doctoral Project Development – Framework 3 quarter credits

Development

Specialization courses:

ED7310 Evaluating the Effectiveness of the 4 quarter credits

Educational Process

ED7314 International and Multicultural Perspectives 4 quarter credits

in Postsecondary and Adult Education

ED7712 Classroom Assessment in Education 4 quarter credits

ED8350 Advanced Nursing Theory and Concepts 4 quarter credits

ED8355 * Curriculum Design and Evaluation in Nursing 4 quarter credits

Education

ED8360 The Nurse Educator: Faculty Roles and 4 quarter credits

Responsibilities

ED8365 * Teaching Strategies in Nursing Education 4 quarter credits

ED8370 * Nursing Leadership and Professional Practice 4 quarter credits

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 647

Upon completion of all required coursework:

EDCN9919 * Doctoral Comprehensive Examination 3 quarter credits

Learners must register for EDCN9960 a minimum of four times to fulfill their
specialization requirements.

EDCN9960 * Dissertation Courseroom 3 quarter credits

each

Three Elective Courses

12 quarter credits

Recommended elective course:

ED7818 The Future of Teaching and Learning: Issues 4 quarter credits

for the Educational Leader

OR

Choose any graduate course(s).

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 648

Total

92 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 649

Doctor of Education (EdD)

School of Public Service and Education

The Doctor of Education (EdD) degree program provides practicing professionals the
opportunity to further develop their skills and demonstrate proficiency in the essential
competency areas of their discipline. The program emphasizes creative and critical
thinking and practical application of inquiry, research, leadership, cultural competency,
and collaboration skills. The program prepares successful graduates to excel as
effective strategists, problem solvers, and change managers in their chosen fields.
Learners complete a doctoral project focusing on an applied improvement project to
meet the needs of an organization of their choice, with key deliverables embedded
across a number of courses in the program.

Specializations

Adult Education

Curriculum and Instruction

Educational Leadership

Educational Leadership, FlexPath option

Performance Improvement Leadership

Reading Literacy
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 650

EdD, Adult Education

School of Public Service and Education

The Doctor of Education (EdD) specialization in Adult Education is designed to prepare

professionals to provide effective leadership in a variety of adult education settings,
including colleges, universities, corporations, and nonprofit and governmental
educational organizations using a foundation of traditional and contemporary theory
and practices. Throughout the specialization, learners focus on the leadership and
management competencies successful professionals in the specialized field of adult
education should demonstrate, integrating best practices in adult education and
learning as defined by the Commission of Professors of Adult Education (CPAE)
Standards for Graduate Programs in Adult Education. Learners also examine the
current policy landscape when planning and implementing adult education programs in
domestic and global contexts. The curriculum is based on current industry knowledge
and standards and provides learners with the opportunity to strengthen their inquiry,
analysis, communication, decision-making, and leadership skills and then use them to
address critical, real-world problems.

Sixteen Required Courses

64 quarter credits
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 651

Core courses

EDD8010 Foundations of Doctoral Studies in 4 quarter credits

Education

EDD8020 The Dynamics of Organizational 4 quarter credits

Improvement

EDD8030 * Investigating Problems of Practice 4 quarter credits

EDD8040 * Research Design for Practitioners 4 quarter credits

EDD8050 * Data Literacy for Leaders 4 quarter credits

Specialization courses

EDD8500 Adult Learning Theory and Professional 4 quarter credits

Practice

EDD8502 * Designing Adult Learning Experiences 4 quarter credits

EDD8504 * Leading in Adult Learning Settings and 4 quarter credits

Contexts

EDD8506 * Adult Education Administration 4 quarter credits

EDD8508 * Program Planning and Evaluation for Adult 4 quarter credits

Education

Upon completion of all required coursework:

EDD9951 * EdD Doctoral Project 1 4 quarter credits

EDD9952 * EdD Doctoral Project 2 4 quarter credits

EDD9953 * EdD Doctoral Project 3 4 quarter credits

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 652

EDD9954 * EdD Doctoral Project 4 4 quarter credits

EDD9955 * EdD Doctoral Project 5 4 quarter credits

EDD9956 * EdD Doctoral Project 6 4 quarter credits

Total

64 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

This specialization is not designed to lead to license, endorsement, other professional

credential, or salary advancement. Contact your school district for a determination on
qualifications for salary advancement.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 653

EdD, Curriculum and Instruction

School of Public Service and Education

Learners in the EdD in Curriculum and Instruction specialization develop and

demonstrate research-based knowledge, skills, and dispositions necessary for effective
curriculum and instruction leadership in all work settings—P12 education, higher
education, military, nonprofits, and corporate organizations. This specialization is
designed for individuals pursuing careers centered on leading professional learning
aligned with current theory, research, and best practices for the design and delivery of
curriculum and instruction focused on continuous organizational and educational
improvement. Learners complete activities that provide practical, authentic experiences
and projects that reflect innovation in the application of theory, research, and best
practices in curriculum design, instructional models, assessment strategies, and
leadership processes.

Sixteen Required Courses

64 quarter credits

Core courses:

EDD8010 Foundations of Doctoral Studies in 4 quarter credits

Education

EDD8020 The Dynamics of Organizational Improvement 4 quarter credits

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 654

EDD8030 * Investigating Problems of Practice 4 quarter credits

EDD8040 * Research Design for Practitioners 4 quarter credits

EDD8050 * Data Literacy for Leaders 4 quarter credits

Specialization courses:

EDD8510 Organizational Improvement Through 4 quarter credits

Effective Curriculum Development and
Instructional Practice

EDD8512 * Assessments for Improved Curriculum and 4 quarter credits

Instruction

EDD8514 * Leading in Curriculum and Instruction 4 quarter credits

EDD8516 * Collaboration for the Improvement of 4 quarter credits

Curriculum, Instruction, and Assessment

EDD8518 * Applying Research to the Improvement of 4 quarter credits

Curriculum, Instruction, and Assessment

Upon completion of all required coursework:

EDD9951 * EdD Doctoral Project 1 4 quarter credits

EDD9952 * EdD Doctoral Project 2 4 quarter credits

EDD9953 * EdD Doctoral Project 3 4 quarter credits

EDD9954 * EdD Doctoral Project 4 4 quarter credits

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 655

EDD9955 * EdD Doctoral Project 5 4 quarter credits

EDD9956 * EdD Doctoral Project 6 4 quarter credits

Total

64 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

This specialization is not designed to lead to license, endorsement, other professional

credential, or salary advancement. Contact your school district for a determination on
qualifications for salary advancement.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 656

EdD, Educational Leadership

School of Public Service and Education

The EdD in Educational Leadership specialization is designed to prepare practicing

professionals for leadership roles in colleges, universities, and P–12 schools as well as
corporate, governmental, and non-governmental education organizations. Throughout
the specialization, learners develop and deepen the knowledge, skills, and habits of
mind that characterize successful leaders of learning organizations. Based on current
professional knowledge and standards, the curriculum is centered on an inquiry-based
approach to continuous improvement with a focus on systems thinking and analysis.
The specialization provides learners with the opportunity to strengthen and apply
analytical, leadership, communication, and change management skills to address
critical, real-world problems of practice.

Sixteen Required Courses

64 quarter credits

Core courses:

EDD8010 Foundations of Doctoral Studies in 4 quarter credits

Education

EDD8020 The Dynamics of Organizational 4 quarter credits

Improvement
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 657

EDD8030 * Investigating Problems of Practice 4 quarter credits

EDD8040 * Research Design for Practitioners 4 quarter credits

EDD8050 * Data Literacy for Leaders 4 quarter credits

Specialization courses:

EDD8520 * Educational Leadership by Design 4 quarter credits

EDD8522 * Leading a Culture of Learning and Inclusion 4 quarter credits

EDD8524 * The Future of Educational Leadership 4 quarter credits

EDD8526 * Change Leadership in a Learning 4 quarter credits

Organization

EDD8528 * Assessment and Evaluation in the Learning 4 quarter credits

Organization

Upon completion of all required coursework:

EDD9951 * EdD Doctoral Project 1 4 quarter credits

EDD9952 * EdD Doctoral Project 2 4 quarter credits

EDD9953 * EdD Doctoral Project 3 4 quarter credits

EDD9954 * EdD Doctoral Project 4 4 quarter credits

EDD9955 * EdD Doctoral Project 5 4 quarter credits

EDD9956 * EdD Doctoral Project 6 4 quarter credits

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Total

64 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.

This specialization is not designed to lead to license, endorsement, other professional

credential, or salary advancement. Contact your school district for a determination on
qualifications for salary advancement.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 659

EdD, Educational Leadership, FlexPath option

School of Public Service and Education

The EdD in Educational Leadership specialization is designed to prepare practicing

professionals for leadership roles in colleges, universities, P–12 schools as well as
corporate, governmental and non-governmental education organizations. Throughout
the specialization, learners develop and deepen the knowledge, skills, and habits of
mind that characterize successful leaders of learning organizations. Based on current
professional knowledge and standards, the curriculum is centered on an inquiry-based
approach to continuous improvement with a focus on systems thinking and analysis.
The specialization provides learners with the opportunity to strengthen and apply
analytical, leadership, communication, and change management skills to address
critical, real-world problems of practice. Learners who pursue this specialization through
the FlexPath option earn an EdD through self-paced demonstrations of competencies.

Sixteen Required Courses

32 program points

Core courses:

EDD-FPX8010 Foundations of Doctoral Studies in 2 program points

Education

EDD-FPX8020 The Dynamics of Organizational Improvement 2 program points

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EDD-FPX8030 * Investigating Problems of Practice 2 program points

EDD-FPX8040 * Research Design for Practitioners 2 program points

EDD-FPX8050 * Data Literacy for Leaders 2 program points

Specialization courses:

EDD-FPX8520 * Educational Leadership by Design 2 program points

EDD-FPX8522 * Leading a Culture of Learning and Inclusion 2 program points

EDD-FPX8524 * The Future of Educational Leadership 2 program points

EDD-FPX8526 * Change Leadership in a Learning 2 program points

Organization

EDD-FPX8528 * Assessment and Evaluation in the Learning 2 program points

Organization

Upon completion of all required coursework:

EDD-FPX9951 * EdD Doctoral Project 1 2 program points

EDD-FPX9952 * EdD Doctoral Project 2 2 program points

EDD-FPX9953 * EdD Doctoral Project 3 2 program points

EDD-FPX9954 * EdD Doctoral Project 4 2 program points

EDD-FPX9955 * EdD Doctoral Project 5 2 program points

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EDD-FPX9956 * EdD Doctoral Project 6 2 program points

Total

32 program points

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.

This specialization is not designed to lead to license, endorsement, other professional

credential, or salary advancement. Contact your school district for a determination on
qualifications for salary advancement.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 662

EdD, Performance Improvement Leadership

School of Public Service and Education

The EdD in Performance Improvement Leadership specialization is designed for

experienced career professionals who wish to pursue leadership roles such as chief
learning officer, training director, professor, performance improvement specialist, or
manager of learning and performance improvement. Throughout the specialization,
learners broaden and deepen their understanding of both strategic and tactical issues
that are important to the success of any performance improvement intervention.
Learners gain knowledge necessary to excel as scholar-practitioners, and apply
advanced skills in innovative and critical thinking, research, and problem solving. The
curriculum is based on the human performance improvement standards and models
from the International Society for Performance Improvement (ISPI) and aligned with the
Association for Talent Development (ATD) model. Learners have the opportunity to
conduct an ROI impact study as their doctoral project and apply for an ROI Professional
Certification from the ROI Institute. In addition, course competencies are designed to
support application for the Certified Performance Technologist (CPT) credential from
the International Society of Performance Improvement (ISPI).

Sixteen Required Courses

64 quarter credits

Core courses:
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1.888.CAPELLA (227.3552) Capella University 663

EDD8010 Foundations of Doctoral Studies in 4 quarter credits

Education

EDD8020 The Dynamics of Organizational 4 quarter credits

Improvement

EDD8030 * Investigating Problems of Practice 4 quarter credits

EDD8040 * Research Design for Practitioners 4 quarter credits

EDD8050 * Data Literacy for Leaders 4 quarter credits

Specialization courses:

ED7631 Introduction to Training and Performance 4 quarter credits

Systems

ED7641 Needs Assessment: Models and Procedures 4 quarter credits

EDD8534 * Designing, Delivering, and Managing Human 4 quarter credits

Performance Improvement Interventions

EDD8536 * Implementing and Sustaining Organizational 4 quarter credits

Change

ED7675 * Return on Investment in Training and 4 quarter credits

Performance Improvement

-or-

EDD8538 * Evaluation of Human Performance 4 quarter credits

Improvement Interventions
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1.888.CAPELLA (227.3552) Capella University 664

Upon completion of all required coursework:

EDD9951 * EdD Doctoral Project 1 4 quarter credits

EDD9952 * EdD Doctoral Project 2 4 quarter credits

EDD9953 * EdD Doctoral Project 3 4 quarter credits

EDD9954 * EdD Doctoral Project 4 4 quarter credits

EDD9955 * EdD Doctoral Project 5 4 quarter credits

EDD9956 * EdD Doctoral Project 6 4 quarter credits

Total

64 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

This specialization is not designed to lead to license, endorsement, other professional

credential, or salary advancement. Contact your school district for a determination on
qualifications for salary advancement.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 665

EdD, Reading and Literacy

School of Public Service and Education

The EdD in Reading and Literacy specialization is designed to prepare leaders in the
field of P–12 and adult literacy education and provides a theoretical and foundational
framework for reading and literacy instruction and assessment. Throughout the
specialization, learners engage in systems thinking, research and data-informed
decision making, skills needed to work collaboratively with diverse families and
communities as well as understand policies related to leading and managing literacy
programs and professional development. Successful graduates of this specialization
are prepared to work in literacy education as faculty at universities, leaders in
professional associations, and educational consultants as well as in district and school
literacy leadership positions including coaches.

Sixteen Required Courses

64 quarter credits

Core courses:

EDD8010 Foundations of Doctoral Studies in 4 quarter credits

Education

EDD8020 The Dynamics of Organizational 4 quarter credits

Improvement
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EDD8030 * Investigating Problems of Practice 4 quarter credits

EDD8040 * Research Design for Practitioners 4 quarter credits

EDD8050 * Data Literacy for Leaders 4 quarter credits

Specialization courses:

EDD8540 * Theoretical and Historical Foundations of 4 quarter credits

Reading

EDD8542 * Reading and Literacy Assessment, 4 quarter credits

Evaluation, and Decision Making

EDD8544 * Meeting Diverse Literacy Needs in School 4 quarter credits

and Community Context

EDD8546 * Leading and Managing Literacy Programs 4 quarter credits

EDD8548 * Grant Writing for Reading and Literacy 4 quarter credits

Programs

Upon completion of all required coursework:

EDD9951 * EdD Doctoral Project 1 4 quarter credits

EDD9952 * EdD Doctoral Project 2 4 quarter credits

EDD9953 * EdD Doctoral Project 3 4 quarter credits

EDD9954 * EdD Doctoral Project 4 4 quarter credits

EDD9955 * EdD Doctoral Project 5 4 quarter credits

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1.888.CAPELLA (227.3552) Capella University 667

EDD9956 * EdD Doctoral Project 6 4 quarter credits

Total

64 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

This specialization is not designed to lead to license, endorsement, other professional

credential, or salary advancement. Contact your school district for a determination on
qualifications for salary advancement.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 668

Master of Education (MEd) in Teaching and Learning

School of Public Service and Education

The Master of Education (MEd) in Teaching and Learning degree program is designed
for current educators seeking to become master teachers and educational innovators in
their schools and districts. The program provides learners with 21st-century knowledge
and skills to deepen their understanding of how curriculum and assessment
innovations, pedagogical methods, technology integration, and cultural competency
interplay to foster and improve student learning. Through rigorous and relevant
curriculum, teachers apply their learning in their daily classrooms to create immediate
impact for their students, classrooms, and schools.

Eleven Required Courses

46 quarter credits

ED5010 Foundations of Master’s Studies in 4 quarter credits

Education

EDT5100 Leading Innovation and Implementing 4 quarter credits

Change

EDT5102 Integrating Technology into Data 4 quarter credits

Assessment and Evaluation
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EDT5104 Teacher Dispositions and Ethics in the 4 quarter credits

Digital Age

In addition, choose one course from each of the following four categories. Courses
appearing in multiple categories below may be applied only once toward the
satisfaction of a single requirement.

Choose one from the following two curriculum courses:

ED5300 Curriculum Theory and Design 4 quarter credits

EDT5130 Understanding Competency-Based 4 quarter credits

Curriculum and Instruction

Choose one from the following six instruction courses:

ED5301 Theories of Instruction for 21st-Century 4 quarter credits

Learners

EDT5120 Instruction in the 21st-Century Classroom 4 quarter credits

EDT5125 Integrating Technology to Enhance Learning 4 quarter credits

EDT5130 Understanding Competency-Based 4 quarter credits

Curriculum and Instruction

EDT5140 Personalized Learning: Instruction and 4 quarter credits

Assessment

EDT5142 Adaptive Instruction and Assessment 4 quarter credits

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 670

Choose one from the following five assessment courses:

ED5304 Assessment of Learning 4 quarter credits

EDT5132 Authentic Assessments and the Data-Driven 4 quarter credits

Classroom

EDT5134 Adaptive Learning and Competency-Based 4 quarter credits

Assessments

EDT5140 Personalized Learning: Instruction and 4 quarter credits

Assessment

EDT5142 Adaptive Instruction and Assessment 4 quarter credits

Choose one from the following two cultural competency/diversity courses:

ED5303 Diversity and Multicultural Perspectives in 4 quarter credits

Education

ED5730 Culture, Society, and Language 4 quarter credits

In addition, complete the following research course:

ED5306 Action Research to Enhance Practice 4 quarter credits

In addition, complete the following learning science course:

ED5302 Research and Practice in Learning Theory 4 quarter credits

Taken during the learner’s final quarter:

ED5980 Teaching and Learning Capstone 6 quarter credits

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 671

Total

46 quarter credits

This program is not designed to lead to license, endorsement, other professional

credential, or salary advancement. Contact your school district for a determination on
qualifications for salary advancement.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 672

Master of Education (MEd) in Teaching and Learning,

FlexPath Option
School of Public Service and Education

The Master of Education (MEd) in Teaching and Learning degree program is designed
for current educators seeking to become master teachers and educational innovators in
their schools and districts. The program provides learners with 21st-century knowledge
and skills to deepen their understanding of how curriculum and assessment
innovations, pedagogical methods, technology integration, and cultural competency
interplay to foster and improve student learning. Through rigorous and relevant
curriculum, teachers apply their learning in their daily classrooms to create immediate
impact for their students, classrooms, and schools. Learners who pursue this
specialization through the FlexPath option earn a Master of Education (MEd) in
Teaching and Learning through self-paced demonstrations of competencies.

Thirty-Five Required Courses

23 program points

ED-FPX5010 Foundations of Master’s Studies in 2 program points

Education

EDT-FPX5100A Change Research and Theory and .5 program points

Technology Integration
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EDT-FPX5100B Collaboration in Technology Integration .5 program points

EDT-FPX5100C Innovations to Serve Diverse Learners .5 program points

EDT-FPX5100D Communicating Innovation and Change with .5 program points

Stakeholders

EDT-FPX5102A Data Collection and Analysis Strategies .5 program points

EDT-FPX5102B Analyzing Data .5 program points

EDT-FPX5102C Technology for Data Collection .5 program points

EDT-FPX5102D Digital Tools for Communicating with .5 program points

Stakeholders

EDT-FPX5104A Dispositions for Positive Change .5 program points

EDT-FPX5104B Teacher Digital Rights and Responsibilities .5 program points

EDT-FPX5104C Enhancing Digital Learning for Students .5 program points

EDT-FPX5104D Guiding Student Digital Behaviors .5 program points

In addition, choose four courses from each of the following four categories. Courses
appearing in multiple categories below may be applied only once toward the
satisfaction of a single requirement.

Choose four from the following curriculum courses:

ED-FPX5300A Evaluating Curricular Models and Theories .5 program points

ED-FPX5300B Applying Curricular Models and Theories .5 program points

ED-FPX5300C Team Collaboration Theories and Practices .5 program points

for Curriculum Design and Improvement
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ED-FPX5300D Team Practices in Curriculum Design and .5 program points

Implementation

EDT-FPX5130A Standards, Outcomes, and Competencies .5 program points

for Curriculum Development

EDT-FPX5130B Applying Competency-Based Curriculum .5 program points

Development

EDT-FPX5130C Competency-Based Instruction with .5 program points

Research-Based Practices

EDT-FPX5130D Competency-Based Student-Centered .5 program points

Environments

Choose four from the following instruction courses:

ED-FPX5301A Research-Based Pedagogical Methods and .5 program points

Models

ED-FPX5301B Designing Research-Based Instructional .5 program points

Methods

ED-FPX5301C Delivering Research-Based Instructional .5 program points

Methods

ED-FPX5301D Integrating Educational Technology into .5 program points

Teaching

EDT-FPX5120A 21st-Century Instructional Frameworks .5 program points

EDT-FPX5120B Applying Technology Tools to Enhance .5 program points

Lesson Design and Instruction

EDT-FPX5120C 1:1 Computing Models and Instructional .5 program points

Design
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EDT-FPX5120D Applying the Flipped Classroom .5 program points

EDT-FPX5125A Planning Educational Technology to .5 program points

Personalize Instruction and Increase
Engagement

EDT-FPX5125B Implementing Educational Technology to .5 program points

Personalize Instruction

EDT-FPX5125C Technology Infusion: Applying Universal .5 program points

Design for Learning for Diverse Learners

EDT-FPX5125D Implementing Educational Technology for .5 program points

Adaptive Learning

EDT-FPX5130A Standards, Outcomes, and Competencies .5 program points

for Curriculum Development

EDT-FPX5130B Applying Competency-Based Curriculum .5 program points

Development

EDT-FPX5130C Competency-Based Instruction with .5 program points

Research-Based Practices

EDT-FPX5130D Competency-Based Student-Centered .5 program points

Environments

EDT-FPX5140A Planning Personalized Instruction .5 program points

EDT-FPX5140B Implementing Personalized Instruction .5 program points

EDT-FPX5140C Using Assessments to Personalize Learning .5 program points

EDT-FPX5140D Analyzing Assessment Data to Improve .5 program points

Personalized Instruction
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1.888.CAPELLA (227.3552) Capella University 676

EDT-FPX5142A Implementing Adaptive Learning for Diverse .5 program points

Learners

EDT-FPX5142B Universal Design for Learning for .5 program points

Personalized and Adaptive Instructional
Strategies

EDT-FPX5142C Adaptive Instruction and Assessment .5 program points

Strategies

EDT-FPX5142D Adaptive Learning Systems .5 program points

Choose four from the following assessment courses:

ED-FPX5304A Assessment Models and Approaches .5 program points

ED-FPX5304B Assessment Design and Implementation .5 program points

ED-FPX5304C Analyzing Assessment Data for Decision .5 program points

Making

ED-FPX5304D Communicating Assessment Results to .5 program points

Stakeholders

EDT-FPX5132A Forms of Authentic Assessment .5 program points

EDT-FPX5132B Developing Authentic Assessments .5 program points

EDT-FPX5132C Using Assessment Data to Promote Student .5 program points

Learning

EDT-FPX5132D Collaborative Assessment Data Analysis .5 program points

EDT-FPX5134A Formative and Authentic Assessment .5 program points

Techniques
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EDT-FPX5134B Interpreting Formative Assessment Data to .5 program points

Inform Instruction

EDT-FPX5134C Implementing Adaptive Learning Approaches .5 program points

EDT-FPX5134D Universal Design for Learning and .5 program points

Competency-Based Assessments

EDT-FPX5140A Planning Personalized Instruction .5 program points

EDT-FPX5140B Implementing Personalized Instruction .5 program points

EDT-FPX5140C Using Assessments to Personalize Learning .5 program points

EDT-FPX5140D Analyzing Assessment Data to Improve .5 program points

Personalized Instruction

EDT-FPX5142A Implementing Adaptive Learning for Diverse .5 program points

Learners

EDT-FPX5142B Universal Design for Learning for .5 program points

Personalized and Adaptive Instructional
Strategies

EDT-FPX5142C Adaptive Instruction and Assessment .5 program points

Strategies

EDT-FPX5142D Adaptive Learning Systems .5 program points

Choose four from the following cultural competency/diversity courses:

ED-FPX5303A Multicultural Theories, Frameworks, and .5 program points

Models

ED-FPX5303B Student Culture and Teaching Practices .5 program points

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1.888.CAPELLA (227.3552) Capella University 678

ED-FPX5303C Implementing Multicultural Instruction .5 program points

ED-FPX5303D Culture and Diversity Dispositions .5 program points

ED-FPX5730A English Language Learner Considerations in .5 program points

Teaching

ED-FPX5730B Modeling Cultural Competency to Enhance .5 program points

Learning

ED-FPX5730C Socio-Linguistic Theories .5 program points

ED-FPX5730D Legislation Affecting English Language .5 program points

Learner Education

Take the following research course:

ED-FPX5306 Action Research to Enhance Practice 2 program points

Take the following learning science courses:

ED-FPX5302A Student Learning Research .5 program points

ED-FPX5302B Research-Based Curriculum Design .5 program points

ED-FPX5302C Brain-Based Learning Theory and Principles .5 program points

ED-FPX5302D Technology Impacts on Learning .5 program points

Taken during the learner’s final quarter:

ED-FPX5980 Teaching and Learning Capstone 3 program points

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1.888.CAPELLA (227.3552) Capella University 679

Total

23 program points

This program is not designed to lead to license, endorsement, other professional

credential, or salary advancement. Contact your school district for a determination on
qualifications for salary advancement.

This program has not yet been evaluated by the Minnesota State Approving Agency
and is therefore not currently eligible for VA benefits. Military tuition assistance is not
currently available for this program.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 680

Master of Science (MS) in Education

School of Public Service and Education

The Master of Science in Education degree program integrates recognized theory and
best practices with practical application in a collaborative environment in order to
enhance learners’ abilities to excel as practitioners in their chosen specializations.

Specializations

Curriculum and Instruction

Early Childhood Education

Early Childhood Education Studies

English Language Learning and Teaching

Instructional Design for Online Learning

Leadership in Educational Administration

Reading and Literacy

Special Education Teaching

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 681

MS in Education, Curriculum and Instruction

School of Public Service and Education

Learners in the master’s Curriculum and Instruction specialization develop and

demonstrate the research-based knowledge, skills, and attitudes necessary for effective
classroom, building, and district-level leadership in curriculum and instruction. The
specialization is designed for teachers interested in teaching-improvement initiatives
supported by current theory and research in curriculum design and instructional
models, and assessment strategies focused on increasing student achievement.
Teachers participate in course discussions and activities that provide practical
experiences and projects that demonstrate innovative and timely theory, research, and
practice.

Eleven Required Courses

46 quarter credits

Practicum/Internship Experience Requirement(s):

Minimum of 45 practicum hours. See the Practicum/Internship Experience section

below for more information.

Core courses:
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1.888.CAPELLA (227.3552) Capella University 682

ED5010 Foundations of Master’s Studies in 4 quarter credits

Education

ED5500 Standards-Based Curriculum, Instruction, 4 quarter credits

and Assessment

-or-

EDT5130 Understanding Competency-Based 4 quarter credits

Curriculum and Instruction

ED5503 Classroom Management Strategies 4 quarter credits

-or-

EDT5122 Digital Citizenship and Technology 4 quarter credits

Applications

ED5006 Survey of Research Methodology 4 quarter credits

ED5504 Strategies for Eliminating the Achievement 4 quarter credits

Gap

In addition, choose one from the following courses:

ED5501 Assessment and Improvement of Instruction 4 quarter credits

EDT5140 Personalized Learning: Instruction and 4 quarter credits

Assessment
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1.888.CAPELLA (227.3552) Capella University 683

EDT5142 Adaptive Instruction and Assessment 4 quarter credits

EDT5150 Instructional Coaching to Improve Teaching 4 quarter credits

and Learning

Specialization courses:

ED5533 Curriculum Mapping: Reflection and Practice 4 quarter credits

ED5534 * Instruction and Assessment: Theory and 4 quarter credits

Practice

-or-

EDT5142 Adaptive Instruction and Assessment 4 quarter credits

ED5535 * Collaboration for the Improvement of 4 quarter credits

Curriculum and Instruction

-or-

EDT5126 Collaborative Learning Environments 4 quarter credits

ED5538 * Program Evaluation of Curriculum and 4 quarter credits

Instruction

ED5546 * Curriculum and Instruction Practicum for 6 quarter credits

Master’s Learners
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 684

Total

46 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

Practicum/Internship Experience

Learners enrolled in the MS in Education, Curriculum and Instruction degree program

must complete 45 practicum hours in a site-based setting as a requirement of their
program. Learners apply the skills developed through the course of the program at an
approved site and develop a final portfolio that demonstrates proficiency in curriculum
and instruction. The practicum course (ED5546) serves as the capstone of their
program.

Practicum and/or Internship hours are considered complete once all program required
practicum/internships hours have been successfully achieved. Partial completion of
practicum/internship requirements/hours can't be verified for licensure or transfer of
hours.

This specialization is not designed to lead to license, endorsement, other professional

credential, or salary advancement. Contact your school district for a determination on
qualifications for salary advancement.

Kentucky residents are not eligible to enroll in this specialization.

Multiple specializations available (must be within the same degree program)

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 685

MS in Education, Early Childhood Education

School of Public Service and Education

The Early Childhood Education specialization offers master’s learners the opportunity to
expand their knowledge and improve their teaching skills and ability to help young
children learn. This specialization prepares learners for professional instructional roles
in the field of early childhood education through relevant learning experiences that
incorporate personal knowledge, critical dialogue with peers, faculty expertise,
research-based curriculum, and interdisciplinary instruction. Learners evaluate early
childhood education theory, research, and curriculum, and examine the learning styles
of young children, the educational needs of exceptional children, and the role of family
relationships in childhood education. The curriculum reflects nationally recognized
standards, including the National Board of Professional Teaching Standards (NBPTS).

Eleven Required Courses

46 quarter credits

Practicum/Internship Experience Requirement(s):

Minimum of 45 practicum hours. See the Practicum/Internship Experience section

below for more information.

Core courses:
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ED5010 Foundations of Master’s Studies in 4 quarter credits

Education

ED5006 Survey of Research Methodology 4 quarter credits

ED5420 * Exceptional Children in the Early Childhood 4 quarter credits

Setting

ED5500 Standards-Based Curriculum, Instruction, 4 quarter credits

and Assessment

ED5501 Assessment and Improvement of Instruction 4 quarter credits

ED5503 Classroom Management Strategies 4 quarter credits

Specialization courses:

ED5405 Infant and Child Development 4 quarter credits

ED5410 * The Early Childhood Learning Environment 4 quarter credits

ED5430 * Children, Families, and Society 4 quarter credits

ED5440 Early Childhood Reading and Literacy 4 quarter credits

Instruction

ED5450 * Early Childhood Education Practicum 6 quarter credits

Total

46 quarter credits
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1.888.CAPELLA (227.3552) Capella University 687

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

Practicum/Internship Experience

Learners enrolled in the MS in Education, Early Childhood Education degree program

must complete 45 practicum hours in a site-based setting as a requirement of their
program. Learners apply the skills developed through the course of the program at an
approved site and develop a final portfolio that demonstrates proficiency in early
childhood education. The practicum course (ED5450) serves as the capstone of their
program.

Practicum and/or Internship hours are considered complete once all program required
practicum/internships hours have been successfully achieved. Partial completion of
practicum/internship requirements/hours can't be verified for licensure or transfer of
hours.

Learners in the MS in Education, Early Childhood Education specialization are required

to complete ED5010 with a grade of “B" or higher as a condition of continued
enrollment in the program.

Capella University cannot guarantee eligibility for licensure, endorsement, other

professional credential, or salary advancement. State licensing regulations and
professional standards vary; learners are responsible for understanding and complying
with the requirements of the state in which they intend to work. For more information,
see the professional licensure disclosures for this program on Capella’s website.
Contact your school district for a determination on qualifications for salary
advancement.
Learners are required to pass the Minnesota Teacher Licensure Examinations (MTLE)
to successfully complete their program. Learners must identify Capella University as a
recipient to ensure the score report is sent to the university. Learners are responsible
for any costs associated with these examinations.

Arkansas and Kentucky residents are not eligible to enroll in this specialization.

Multiple specializations available (must be within the same degree program)

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MS in Education, Early Childhood Education Studies

School of Public Service and Education

The requirements for this specialization are not designed to prepare graduates for
licensure. The specialization offers master’s learners the opportunity to expand their
knowledge and improve their teaching skills and ability to help young children learn. It
prepares learners for professional instructional roles in the field of early childhood
education through relevant learning experiences that incorporate personal knowledge,
critical dialogue with peers, faculty expertise, research-based curriculum, and
interdisciplinary instruction. Learners evaluate early childhood education theory,
research, and curriculum as well as examine the learning styles of young children, the
educational needs of exceptional children, and the role of family relationships in
childhood education.

Nine Required Courses

38 quarter credits

Core courses:

ED5010 Foundations of Master’s Studies in 4 quarter credits

Education

ED5306 Action Research to Enhance Practice 4 quarter credits

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1.888.CAPELLA (227.3552) Capella University 689

ED5503 Classroom Management Strategies 4 quarter credits

Specialization courses:

ED5405 Infant and Child Development 4 quarter credits

ED5410 * The Early Childhood Learning Environment 4 quarter credits

ED5420 * Exceptional Children in the Early Childhood 4 quarter credits

Setting

ED5430 * Children, Families, and Society 4 quarter credits

ED5440 Early Childhood Reading and Literacy 4 quarter credits

Instruction

ED5950 * Early Childhood Education Studies Capstone 6 quarter credits

Two Elective Courses

8 quarter credits

Choose any graduate course(s).

Total

46 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

This specialization is not designed to lead to license, endorsement, other professional

credential, or salary advancement. Contact your school district for a determination on
qualifications for salary advancement.

Multiple specializations available (must be within the same degree program)

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MS in Education, English Language Learning and

Teaching
School of Public Service and Education

The master’s specialization in English Language Learning and Teaching is designed to

prepare licensed P–12 teachers to provide effective instruction to English Language
Learners (ELLs); work collaboratively with other administrators, teachers, school
guidance staff, and families to ensure the success of every student; and provide
curricular leadership to schools and school systems. The curriculum, based on
standards in the field, provides a practical, relevant exploration of current practices and
emerging trends that can be used to contribute to the success of ELLs. Upon
successful completion of this specialization, learners are prepared to contribute to
instruction planning and implementation decisions in the English language learning
environment at the school and district levels.

Eleven Required Courses

46 quarter credits

Core courses:

ED5010 Foundations of Master’s Studies in 4 quarter credits

Education
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ED5006 Survey of Research Methodology 4 quarter credits

ED5500 Standards-Based Curriculum, Instruction, 4 quarter credits

and Assessment

-or-

EDT5130 Understanding Competency-Based 4 quarter credits

Curriculum and Instruction

ED5503 Classroom Management Strategies 4 quarter credits

-or-

EDT5122 Digital Citizenship and Technology 4 quarter credits

Applications

ED5720 Assessment and Instruction of English 4 quarter credits

Language Learners

ED5722 Strategies for Eliminating the Achievement 4 quarter credits

Gap for English Language Learners

Specialization courses:

ED5699 Master’s Capstone in English Language 6 quarter credits

Learning and Teaching

ED5724 Applied Linguistics 4 quarter credits

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1.888.CAPELLA (227.3552) Capella University 692

ED5726 * Second Language Acquisition 4 quarter credits

ED5728 * Methods, Curriculum, and Materials for 4 quarter credits

English Language Learners

ED5730 Culture, Society, and Language 4 quarter credits

Total

46 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

This specialization is not designed to lead to license, endorsement, other professional

credential, or salary advancement. Contact your school district for a determination on
qualifications for salary advancement.

Multiple specializations available (must be within the same degree program)

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 693

MS in Education, Instructional Design for Online Learning

School of Public Service and Education

The master’s specialization in Instructional Design for Online Learning is designed to

provide professionals working in a variety of traditional and online settings in
educational institutions, corporations, health care and government agencies, and the
military with the instructional design and development competence needed to advance
their careers and serve their organizations. The curriculum focuses on preparing
instructional design practitioners to design and develop educational interventions based
on theory and practice in the field.

Ten Required Courses

40 quarter credits

Core courses:

ED5010 Foundations of Master’s Studies in 4 quarter credits

Education

ED5006 Survey of Research Methodology 4 quarter credits

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Specialization courses:

ED5802 Principles of Instructional Design 4 quarter credits

ED5803 * Processes of Instructional Design 4 quarter credits

ED5807 Design of Instructional Media 4 quarter credits

ED5810 Project Management for e-Learning 4 quarter credits

Development

ED5992 Instructional Design for Online Learning 4 quarter credits

Capstone

ED7484 * Application of Learning Theories to 4 quarter credits

Instructional Design

ED7503 Instructional Design Technologies 4 quarter credits

ED7505 * Evaluation and Assessment of Instructional 4 quarter credits

Design

Two Elective Courses

8 quarter credits

Recommended elective courses:

ED7311 Theory and Methods of Educating Adults 4 quarter credits

ED7641 Needs Assessment: Models and Procedures 4 quarter credits

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1.888.CAPELLA (227.3552) Capella University 695

OR

Choose any graduate course(s).

Total

48 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

This specialization is not designed to lead to license, endorsement, other professional

credential, or salary advancement. Contact your school district for a determination on
qualifications for salary advancement.

Multiple specializations available (must be within the same degree program)

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 696

MS in Education, Leadership in Educational Administration

School of Public Service and Education

The master’s Leadership in Educational Administration specialization is aligned with

nationally recognized leadership standards and is designed to help learners develop
and strengthen the knowledge and skills needed to successfully meet the challenges of
an ever-changing educational system as ethical and innovative leaders. The curriculum
focuses on translating theory into effective leadership practice and includes an
concentration in School Leadership, which offers focused exploration of the leadership,
management, and problem-solving skills the current student achievement-focused
P–12 environment requires of school leaders. Upon successful completion of this
specialization, learners have developed the knowledge and skills necessary for
providing school leadership within P–12 institutions.

School Leadership concentration

The School Leadership concentration is intended for learners who want to build
school-level leadership knowledge and skills. The curriculum focuses on the principal’s
role in articulating, developing, and implementing a school vision that aligns with and
supports district priorities. Learners examine the leadership skills needed to evaluate
the systems and processes for continuous school improvement; protect the interests of
school and community stakeholders; and integrate their personal expertise with current
best practices and legal and ethical standards to promote school achievement.
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1.888.CAPELLA (227.3552) Capella University 697

Twelve Required Courses

46 quarter credits

Practicum/Internship Experience Requirement(s):

Minimum of 250 internship hours. See the Practicum/Internship Experience section

below for more information.

Core courses:

ED5010 Foundations of Master’s Studies in 4 quarter credits

Education

ED5006 Survey of Research Methodology 4 quarter credits

ED5501 Assessment and Improvement of Instruction 4 quarter credits

ED5504 Strategies for Eliminating the Achievement 4 quarter credits

Gap

Specialization courses:

ED5320 School Leadership and Management 4 quarter credits

Practices

ED5322 * School Leadership: Data, Decision-Making, 4 quarter credits

and School Improvement

ED7823 * Education and the Law 4 quarter credits

School Leadership concentration courses:

ED5903 * Principal Capstone Courseroom 1 3 quarter credits

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1.888.CAPELLA (227.3552) Capella University 698

ED5904 * Principal Capstone Courseroom 2 3 quarter credits

ED7822 * The Funding of Educational Institutions 4 quarter credits

ED7852 * P–12 Principalship 4 quarter credits

ED7857 * Personnel Administration 4 quarter credits

Learners must register for ED5905 a minimum of two times to fulfill their specialization
requirements.

ED5905 Principal Capstone Clinical Experience non-credit

Total

46 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

Practicum/Internship Experience

Learners enrolled in the MS in Education, Leadership in Educational

Administration degree program must complete a minimum of 250 internship hours in a
site-based setting as a requirement of their program. Learners apply the skills
developed through the course of the program at an approved site and develop a final
portfolio that demonstrates proficiency in leadership in educational administration. The
internship experience (ED5903, ED5904, and ED5905) serves as the capstone of their
program.
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1.888.CAPELLA (227.3552) Capella University 699

Practicum and/or Internship hours are considered complete once all program required
practicum/internships hours have been successfully achieved. Partial completion of
practicum/internship requirements/hours can't be verified for licensure or transfer of
hours.

Learners in the MS in Education, Leadership in Educational Administration

specialization are required to complete ED5010 with a grade of “B" or higher as a
condition of continued enrollment in the program.

Learners in the School Leadership concentration are required to take the Praxis II
Series Educational Leadership: Administration and Supervision (ELAS 5411 or 5412)
test to successfully complete their program. To be recommended for licensure learners
must pass the Praxis II Series Educational Leadership: Administration and Supervision
(ELAS 5411 or 5412) with a score of 145. Learners must identify Capella University as
a recipient to ensure the score report is sent to the university. Learners under an
earlier catalog, who are required to take the School Leaders Licensure Assessment
(SLLA), may take the Praxis II Series Educational Leadership: Administration and
Supervision (ELAS 5411 or 5412) as a substitute for the SLLA. Learners are
responsible for any costs associated with this assessment.

This specialization is not designed to lead to license, endorsement, other professional

credential, or salary advancement. Contact your school district for a determination on
qualifications for salary advancement.

Arkansas and Kentucky residents are not eligible to enroll in this specialization.

The Arizona Department of Education has approved the School Leadership

concentration for principal preparation.

Learners seeking licensure in Arizona must secure a Structured English Immersion

endorsement (SEI) and specific coursework in the U.S. and Arizona constitution. For
more information, see the Licensure section for this program on Capella’s website
(www.capella.edu)

Multiple specializations available (must be within the same degree program)

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 700

MS in Education, Reading and Literacy

School of Public Service and Education

The master’s specialization in Reading and Literacy provides reading classroom

teachers the opportunity to gain research-based knowledge, skills, and attitudes
necessary for effective K–12 classroom reading and literacy instruction. Learners study
theory, practice and assessment, reflection, and collaboration, and complete onsite
clinical experiences and classroom observations in K–12 educational settings. The
competencies taught in the coursework and practicum and internship experiences
reflect state and national standards. The Reading and Literacy specialization is
state-approved by the Minnesota Professional Educator Licensing and Standards
Board using the Standards of Effective Practice and the Teachers of Reading
standards.

Twelve Required Courses

45 quarter credits

Practicum/Internship Requirement(s):

Minimum of 45 practicum hours. See the Practicum/Internship Experience section

below for more information.

Core courses:

Foundations of Master’s Studies in

ED5010 4 quarter credits
Education
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1.888.CAPELLA (227.3552) Capella University 701

ED5006 Survey of Research Methodology 4 quarter credits

ED5500 Standards-Based Curriculum, Instruction, 4 quarter credits

and Assessment

ED5501 Assessment and Improvement of Instruction 4 quarter credits

ED5503 Classroom Management Strategies 4 quarter credits

ED5504 Strategies for Eliminating the Achievement 4 quarter credits

Gap

Specialization courses:

ED5551 Developing Fluent Readers 3 quarter credits

ED5552 * Teaching Comprehension Strategies 3 quarter credits

ED5553 * Assessment-Based Reading Instruction 3 quarter credits

ED5554 * Sociocultural Context of Reading Instruction 3 quarter credits

ED5555 * Foundational Theories in Reading Instruction 3 quarter credits

ED5559 * Reading and Literacy Practicum 6 quarter credits

Total

45 quarter credits
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1.888.CAPELLA (227.3552) Capella University 702

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

Practicum/Internship Experience

Learners enrolled in the MS in Education, Reading and Literacy degree program

must complete 45 practicum hours in a site-based setting as a requirement of their
program. Learners apply the skills developed through the course of the program at an
approved site and develop a final portfolio that demonstrates proficiency in reading and
literacy. The practicum course (ED5559) serves as the capstone of their program.

Practicum and/or Internship hours are considered complete once all program required
practicum/internships hours have been successfully achieved. Partial completion of
practicum/internship requirements/hours can't be verified for licensure or transfer of
hours.

Learners in the MS in Education, Reading and Literacy specialization are required to

complete ED5010 with a grade of “B" or higher as a condition of continued enrollment
in the program.

Capella University cannot guarantee eligibility for licensure, endorsement, other

professional credential, or salary advancement. State licensing regulations and
professional standards vary; learners are responsible for understanding and complying
with the requirements of the state in which they intend to work. For more information,
see the professional licensure disclosures for this program on Capella’s website.
Contact your school district for a determination on qualifications for salary
advancement.

Learners seeking Minnesota Teacher(s) of Reading endorsement upon completion of

the MS in Education specialization in Reading and Literacy must document having
completed a minimum of 25 percent of their practicum and internship experiences at
the elementary level (grades 1–6), the middle level (grades 5–8), and secondary level
(grades 9–12). Access to active educational settings is required for all reading and
literacy coursework.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 703

Learners are required to pass the Minnesota Teacher Licensure Examinations

(MTLE) to successfully complete their program. Learners must identify Capella
University as a recipient to ensure the score report is sent to the university. Learners
are responsible for any costs associated with these examinations.

Arkansas and Kentucky residents are not eligible to enroll in this specialization.

Multiple specializations available (must be within the same degree program)

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 704

MS in Education, Special Education Teaching

School of Public Service and Education

The master’s Special Education Teaching specialization is intended for teachers who
want to help students with disabilities achieve success in P–12 environments. The
curriculum, developed around national special education standards, is designed to help
teachers effectively instruct and advocate for the increasingly diverse populations of
children with disabilities. Learners study current and emerging instruction practices,
strategies, and techniques for teaching children with disabilities, and gain experience
that is applicable and relevant to their current work. The Special Education Teaching
specialization incorporates the Council for Exceptional Children (CEC) advanced
preparation standards to assure that individuals with exceptionalities have
well-prepared, career-oriented special educators.

Eleven Required Courses

46 quarter credits

Core courses:

ED5010 Foundations of Master’s Studies in 4 quarter credits

Education

ED5006 Survey of Research Methodology 4 quarter credits

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 705

ED5500 Standards-Based Curriculum, Instruction, 4 quarter credits

and Assessment

-or-

EDT5130 Understanding Competency-Based 4 quarter credits

Curriculum and Instruction

ED5503 Classroom Management Strategies 4 quarter credits

-or-

EDT5122 Digital Citizenship and Technology 4 quarter credits

Applications

ED5504 Strategies for Eliminating the Achievement 4 quarter credits

Gap

In addition, choose one from the following courses:

ED5501 Assessment and Improvement of Instruction 4 quarter credits

EDT5140 Personalized Learning: Instruction and 4 quarter credits

Assessment

EDT5142 Adaptive Instruction and Assessment 4 quarter credits

EDT5150 Instructional Coaching to Improve Teaching 4 quarter credits

and Learning
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Specialization courses:

ED5700 Foundations of Special Education 4 quarter credits

ED5706 Assessment and Planning for Students with 4 quarter credits

Disabilities

ED5707 Instruction for Students with Disabilities 4 quarter credits

ED5712 Communication, Consultation, and 4 quarter credits

Collaboration for Special Education

ED5714 Programming and Leadership for Diverse 6 quarter credits

Groups Capstone

Total

46 quarter credits

This specialization is not designed to lead to license, endorsement, other professional

credential, or salary advancement. Contact your school district for a determination on
qualifications for salary advancement.

Multiple specializations available (must be within the same degree program)

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1.888.CAPELLA (227.3552) Capella University 707

Master of Science (MS) in Education Innovation and

Technology
School of Public Service and Education

The Master of Science in Education Innovation and Technology degree program

provides learners with the knowledge and skills necessary to leverage 21st-century
digital tools and resources in order to maximize learning for all K–12 students. The core
curriculum’s strong foundation in using technology to promote innovation and change in
school settings provides learners with opportunities to apply their new learning to
classroom- and school-based interventions and instruction that engages students and
positively impacts their learning.

Specialization

General Education Technology

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1.888.CAPELLA (227.3552) Capella University 708

MS in Education Innovation and Technology, General

Educational Technology
School of Public Service and Education

The General Educational Technology specialization is designed to provide learners with

a strong foundation in 21st-century educational technology skills. The curriculum in this
specialization emphasizes using technology to engage students and personalize their
learning experience and give them voice and choice in their learning outcomes.
Learners also apply meaningful formative and summative assessments to improve
instruction and use quantitative and qualitative data in order to monitor and adjust
instruction. Upon successful completion of this specialization, learners are prepared to
lead colleagues in technology integration and digital dispositions needed to lead and
promote innovation in K–12 settings.

Eight Required Courses

34 quarter credits

ED5010 Foundations of Master’s Studies in 4 quarter credits

Education

EDT5100 Leading Innovation and Implementing 4 quarter credits

Change
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1.888.CAPELLA (227.3552) Capella University 709

EDT5102 Integrating Technology into Data 4 quarter credits

Assessment and Evaluation

EDT5104 Teacher Dispositions and Ethics in the 4 quarter credits

Digital Age

EDT5900 Innovation and Technology Capstone 6 quarter credits

In addition, choose three from the following courses:

EDT5120 Instruction in the 21st-Century Classroom 4 quarter credits

EDT5122 Digital Citizenship and Technology 4 quarter credits

Applications

EDT5125 Integrating Technology to Enhance Learning 4 quarter credits

EDT5126 Collaborative Learning Environments 4 quarter credits

EDT5130 Understanding Competency-Based 4 quarter credits

Curriculum and Instruction

EDT5132 Authentic Assessments and the Data-Driven 4 quarter credits

Classroom

EDT5134 Adaptive Learning and Competency-Based 4 quarter credits

Assessments

EDT5140 Personalized Learning: Instruction and 4 quarter credits

Assessment

EDT5142 Adaptive Instruction and Assessment 4 quarter credits

EDT5144 Using Data to Personalize Instruction 4 quarter credits

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 710

EDT5150 Instructional Coaching to Improve Teaching 4 quarter credits

and Learning

EDT5152 Planning and Implementing Site-Based 4 quarter credits

Initiatives

Three Elective Courses

12 quarter credits

Choose any graduate course(s).

Total

46 quarter credits

This specialization is not designed to lead to license, endorsement, other professional

credential, or salary advancement. Contact your school district for a determination on
qualifications for salary advancement.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 711

Master of Science (MS) in Higher Education

School of Public Service and Education

The Master of Science in Higher Education degree program integrates recognized

theory and best practices with practical application in a collaborative environment in
order to enhance learners’ abilities to excel as practitioners in their chosen field. The
degree program focuses on acquisition and application of relevant learning theory,
leadership and administration, the needs of diverse learners, 21st-century trends,
innovation in various fields of postsecondary education, the use of technologies, and
assessment and learning. Learners document career and program achievements
through an integrated career portfolio.

Specializations

Adult Education

Higher Education Leadership and Administration

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1.888.CAPELLA (227.3552) Capella University 712

MS in Higher Education, Adult Education

School of Public Service and Education

The master’s Adult Education specialization is designed to enhance learners’

qualifications in adult education and college teaching. The curriculum emphasizes
reflective practice within adult education settings and integration of current theory with
best practices in adult learning and teaching. Learners focus on the learning styles of
individuals from various backgrounds, collaborative learning, and program development
for the adult learner. Learners who successfully complete this specialization are
prepared to pursue careers as educators in community college, distance education,
college, university, corporate, or other adult education settings.

Twelve Required Courses

48 quarter credits

Core courses:

ED5010 Foundations of Master’s Studies in 4 quarter credits

Education

ED5006 Survey of Research Methodology 4 quarter credits

ED5012 * Overview of Higher Education 4 quarter credits

ED5016 Foundations of Higher Education Assessment 4 quarter credits

and Evaluation
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 713

Specialization courses:

ED5317 Foundations of Adult Education 4 quarter credits

ED5340 * Theories and Principles of Adult Learning 4 quarter credits

ED5342 Multicultural Perspectives in Adult Education 4 quarter credits

ED5344 * Strategies and Best Practices for Teaching 4 quarter credits

and Learning

ED5346 * Assessment of Learning and Teaching in 4 quarter credits

Adult Education

ED5348 * Adult Education Program Development 4 quarter credits

ED5390 * Adult Education Capstone 4 quarter credits

ED5570 History, Issues, and Trends in Higher 4 quarter credits

Education

Total

48 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

This specialization is not designed to lead to license, endorsement, other professional

credential, or salary advancement. Contact your school district for a determination on
qualifications for salary advancement.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 714

MS in Higher Education, Higher Education Leadership

and Administration
School of Public Service and Education

The master’s Higher Education Leadership and Administration specialization integrates

current, recognized theory and best practices with practical application. Learners
pursue a specific concentration within their program, engaging in a curriculum that
focuses on history, politics and public policy, law and governance, finance and
development, and program administration. Successful graduates of this specialization
are prepared to pursue leadership positions at community colleges; universities; or
other public, private, or for-profit postsecondary educational institutions.

Community College Leadership concentration

The Community College Leadership concentration is designed to prepare community

college educators for leadership roles. Learners are introduced to the philosophy,
culture, leadership attributes, and issues and trends of the comprehensive community
college.

Higher Education Program Administration concentration

The Higher Education Program Administration concentration is designed for learners

who desire flexibility in their higher education careers. Learners are introduced to the
major divisions of higher education institutions and to related topics including law and
internal governance. In addition, learners apply theory to common, practical challenges
faced by leaders in higher education.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 715

Twelve Required Courses

48 quarter credits

Core courses:

ED5010 Foundations of Master’s Studies in 4 quarter credits

Education

ED5006 Survey of Research Methodology 4 quarter credits

ED5012 * Overview of Higher Education 4 quarter credits

ED5016 Foundations of Higher Education 4 quarter credits

Assessment and Evaluation

Specialization courses:

ED5570 History, Issues, and Trends in Higher 4 quarter credits

Education

ED5572 * Politics and Public Policy in Higher 4 quarter credits

Education

ED5574 * Financial Management and Institutional 4 quarter credits

Development

ED5890 * Higher Education Leadership and 4 quarter credits

Administration Capstone

ED7540 Leadership in Higher Education 4 quarter credits

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1.888.CAPELLA (227.3552) Capella University 716

In addition, choose one of the following concentrations:

For a Community College Leadership concentration:

ED6562 Comprehensive Community Colleges 4 quarter credits

ED6564 * Governance and Politics in Community 4 quarter credits

Colleges

ED6566 * Issues and Trends in Community Colleges 4 quarter credits

For a Higher Education Program Administration concentration:

ED6572 * Organization and Functions of Higher 4 quarter credits

Education Programs

ED6574 * Law and Governance in Higher Education 4 quarter credits

ED6576 * Higher Education Program Administration 4 quarter credits

Total

48 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

This specialization is not designed to lead to license, endorsement, other professional

credential, or salary advancement. Contact your school district for a determination on
qualifications for salary advancement.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 717

Doctor of Human Services (DHS)

School of Public Service and Education

The Doctor of Human Services (DHS) degree program prepares learners to use a
multidisciplinary approach to attend to human needs and improve the general well-
being of diverse populations. Throughout the program, learners develop and
demonstrate the skills needed to manage and evaluate human services organizations
by providing advanced practice of knowledge and data-driven decision making.
Learners apply advanced human services skills to collaboratively resolve current issues
in diverse for-profit, nonprofit, and government settings.

Specialization

Leadership and Organizational Management

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1.888.CAPELLA (227.3552) Capella University 718

DHS, Leadership and Organizational Management

School of Public Service and Education

The doctoral Leadership and Organizational Management specialization focuses on

increasing organizational effectiveness through strategic planning and evidence-based
best practices and behaviors. Throughout the specialization, learners gain and apply
skills in effective negotiation and mediation, conflict management, and creating effective
collaboration across an organization. This specialization is not designed to meet
licensure requirements for counseling or social work professions.

Sixteen Required Courses

60 quarter credits

Core courses:

HMSV8002 Multidisciplinary Practice and Case Analysis 4 quarter credits

for Doctoral Learners

HMSV8110 Action Research Methods in Human 4 quarter credits

Services

HMSV8212 * Advanced Ethics and Leadership for Diverse 4 quarter credits

Populations
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 719

HMSV8214 Funding and Grant Writing Skills for Human 4 quarter credits
Services

HMSV8216 Advanced Program Design in Human 4 quarter credits

Services

HMSV8218 Advanced Data Analytics and Program 4 quarter credits

Evaluation in Human Services

HMSV8700 * Keystone: Determining Readiness for the 4 quarter credits

Professional Doctorate Project

Specialization courses:

HMSV8304 Strategic Planning and Organizational 4 quarter credits

Effectiveness for Human Services

HMSV8320 * Effective Negotiation and Mediation Skills for 4 quarter credits

Human Services Leaders

HMSV8404 Leadership Theory and Practice in For-Profit, 4 quarter credits

Nonprofit, and Government Human Services
Programs

HMSV8406 Community Collaboration and Outreach in 4 quarter credits

Human Services

HMSV8408 Advanced Financial Management in For- 4 quarter credits

Profit, Nonprofit, and Government Human
Services Programs

Learners must register for HMSV9971 a minimum of four times to fulfill their
specialization requirements.
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1.888.CAPELLA (227.3552) Capella University 720

HMSV9971 * Doctoral Capstone 3 quarter credits

each

Three Elective Courses

12 quarter credits

Choose any graduate course(s).

Total

72 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 721

Master of Science (MS) in Human Services

School of Public Service and Education

The Master of Science in Human Services degree program prepares learners to

understand and address the trends and needs of individuals, communities,
organizations, and societies within their social and built environments. Throughout the
program, learners gain the skills needed to identify and analyze problems and create
meaningful solutions based on an understanding of human
needs, diversity, research, best practices, and historical issues that can impact social
equity. Learners integrate knowledge of human functioning and research, along with
training, to apply that knowledge in professional settings in order to collaborate and
solve issues in diverse for-profit, nonprofit, and government settings.

Specializations

Leadership and Organizational Management

Social and Community Services

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1.888.CAPELLA (227.3552) Capella University 722

MS in Human Services, Leadership and Organizational

Management
School of Public Service and Education

The master’s Leadership and Organizational Management specialization focuses on

the human behavior theories, research, and knowledge needed to address
demographic and social trends, as well as organizational integration practices within the
community. This specialization uses a multidisciplinary approach to decision making
and promoting collaboration among various stakeholders within the public service field.
Throughout the specialization, learners examine the ways in which research informs the
delivery of human services, with particular emphasis on advocacy, legal and ethical
issues, and working with culturally diverse populations. This specialization is not
designed to meet licensure requirements for counseling or social work professions.

Eleven Required Courses

44 quarter credits

Core courses:

HMSV5002 Theory and Application in Human Services 4 quarter credits

HMSV5316 The Effective Use of Analytics in Human 4 quarter credits

Services
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 723

HMSV5320 * Ethical Practice in Human Services 4 quarter credits

HMSV5334 Diversity and Inclusion in Human Services 4 quarter credits

HMSV5390 Interpersonal and Leadership Skills for 4 quarter credits

Human Services Professionals

HMSV5993 * Human Services Capstone for Master’s 4 quarter credits

Learners

Specialization courses:

HMSV5314 Program Development and Evaluation in 4 quarter credits

Human Services

HMSV5340 Leading in For-Profit, Nonprofit, and 4 quarter credits

Government Organizations

HMSV5410 Financial Management and Budgeting in 4 quarter credits

Human Service Organizations

HMSV5420 Developing Innovative Human Service 4 quarter credits

Organizations

HMSV5430 * Leading Adaptive Organizational Systems in 4 quarter credits

Human Services
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1.888.CAPELLA (227.3552) Capella University 724

One Elective Course

4 quarter credits

Recommended elective course:

HMSV5990 * Human Services Internship † 4 quarter credits

OR

Choose any graduate course(s).

Total

48 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

† Practicum and/or Internship hours are considered complete once all program
required practicum/internships hours have been successfully achieved. Partial
completion of practicum/internship requirements/hours can’t be verified for licensure or
transfer of credits.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 725

MS in Human Services, Social and Community Services

School of Public Service and Education

The master’s Social and Community Services specialization is designed for individuals
who are focused on helping individuals and communities in nonprofit, for-profit, or
government settings. Throughout the specialization, learners gain the skills they need
to manage services, track and identify trends within communities and organizations,
evaluate appropriate programs to meet identified needs, and advocate for those they
serve. Successful graduates of this specialization are prepared to pursue leadership
roles in a variety of diverse work settings. This specialization is not designed to meet
licensure requirements for counseling or social work professions.

Nine Required Courses

36 quarter credits

Core courses:

HMSV5002 Theory and Application in Human Services 4 quarter credits

HMSV5316 The Effective Use of Analytics in Human 4 quarter credits

Services

HMSV5320 * Ethical Practice in Human Services 4 quarter credits

HMSV5334 Diversity and Inclusion in Human Services 4 quarter credits

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 726

HMSV5390 Interpersonal and Leadership Skills for 4 quarter credits

Human Services Professionals

HMSV5993 * Human Services Capstone for Master’s 4 quarter credits

Learners

Specialization courses:

HMSV5314 Program Development and Evaluation in 4 quarter credits

Human Services

HMSV5340 Leading in For-Profit, Nonprofit, and 4 quarter credits

Government Organizations

HMSV5402 Social Change and Public Policy in Human 4 quarter credits

Services

Three Elective Courses

12 quarter credits

Recommended elective courses:

HMSV5990 * Human Services Internship † 4 quarter credits

HS8478 The Family in Social Context 4 quarter credits

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 727

SHB8775 Issues in Aging, Grief, and Bereavement 4 quarter credits

OR

Choose any graduate course(s).

Total

48 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

† Practicum and/or Internship hours are considered complete once all program
required practicum/internships hours have been successfully achieved. Partial
completion of practicum/internship requirements/hours can’t be verified for licensure or
transfer of credits.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 728

Doctor of Public Administration (DPA)

School of Public Service and Education

The Doctor of Public Administration (DPA) degree program is designed for working
public administration professionals seeking advanced leadership responsibilities. The
curriculum emphasizes how public policies and practices enhance public value and
collaboration. Learners in the program analyze and integrate theoretical approaches
from policy development to implementation. Learners develop research competencies
that support practical, complex, site-based, and profession-based problem solving.
Through the collection and analysis of evidence essential for implementing public
service strategies, learners gain the ability to apply research specific to their interest
and goals within public administration.

Twenty Required Courses

74 quarter credits

PSL7010, PSL7020, and PSL7030 taken in a prescribed sequence.

PSL7010 21st-Century Communication and 4 quarter credits

Leadership

PSL-V8926 * Doctoral Project Development – Topic 3 quarter credits

Development

PSL-V8927 * Doctoral Project Development – Framework 3 quarter credits

Development
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 729

PSL7020 * Professional Practice and Collaboration in a 4 quarter credits

Diverse and Dynamic World

PSL7030 * Introduction to Critical Analysis and 4 quarter credits

Research

PUAD7015 * Theories and Concepts in Public 4 quarter credits

Administration

PUAD7025 * Ethics in the Public Sector 4 quarter credits

PUAD7035 * Public Sector Policy Analysis 4 quarter credits

PUAD8015 * Operational Strategic Management and 4 quarter credits

Planning

PUAD8025 * Organizational Leadership and Theory 4 quarter credits

Within Public Administration

PUAD8035 * Diversity Within the Global Society 4 quarter credits

PUAD8045 * Public Administration Strategic Accounting 4 quarter credits

and Finance

RSCH7860 Survey of Research Methods 4 quarter credits

RSCH7864 Quantitative Design and Analysis 4 quarter credits

RSCH7868 * Qualitative Design and Analysis 4 quarter credits

Choose one from the following courses:

PSL8130 * Action Research for Public Service 4 quarter credits

Leadership

PSL8140 * Program Evaluation for Public Service 4 quarter credits

Leadership
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 730

Upon completion of all required and elective coursework, learners must register for
PSL9971 a minimum of four times to fulfill their program requirements.

PSL9971 * Doctoral Capstone 3 quarter credits

Total

74 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

Eligible Concentrations

Human Resource Management

Project Management
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 731

Master of Public Administration (MPA)

School of Public Service and Education

The Master of Public Administration (MPA) degree program is designed for working
public administration professionals seeking additional leadership responsibilities.
Through Capella’s practitioner-scholar model, learners engage in an interdisciplinary
curriculum. Learners develop the knowledge and skills needed to collaborate with
diverse populations; manage human, technological, information, financial, political, and
networking resources; analyze and formulate appropriate responses to public
administration, public health, and public safety issues; communicate clearly and
effectively; and maintain professional ethics and integrity.

Eight Required Courses

32 quarter credits

PSL7010, PSL7020, and PSL7030 taken in a prescribed sequence.

PSL7010 21st-Century Communication and 4 quarter credits

Leadership

PSL7020 * Professional Practice and Collaboration in a 4 quarter credits

Diverse and Dynamic World

PSL7030 * Introduction to Critical Analysis and 4 quarter credits

Research

PUAD7015 * Theories and Concepts in Public 4 quarter credits

Administration

PUAD7025 * Ethics in the Public Sector 4 quarter credits

PUAD7035 * Public Sector Policy Analysis 4 quarter credits

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 732

PUAD7045 * Public Sector Budgeting 4 quarter credits

PUAD7095 * Integrative Project for Public Administration 4 quarter credits

Four Elective Courses

16 quarter credits

Recommended elective courses:

PUAD7011 Issues and Innovations in Human Resource 4 quarter credits

Management

PUAD7012 Project Management Framework 4 quarter credits

PUAD7021 Employee Relations in Human Resource 4 quarter credits

Management

PUAD7022 Project Management Principles and 4 quarter credits

Practices

PUAD7031 Labor and Employment Relations 4 quarter credits

PUAD7032 Project Management Risks, Changes, and 4 quarter credits

Challenges

PUAD7041 Human Resource Information Systems and 4 quarter credits

Communications

PUAD7042 Project Management Quality and Control 4 quarter credits

OR

Choose any graduate course(s).

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 733

Total

48 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

Eligible Concentrations

Human Resource Management

Project Management
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 734

Human Resource Management Concentration

School of Public Service and Education

In the Human Resource Management (HRM) concentration, learners develop their

knowledge of HRM and the skills necessary to implement strategic, innovative, and
ethical human resource practices within organizations. Learners in this concentration
expand their understanding of how organizations operate and change in order to
remain competitive. Learners also examine operational needs related to effective
employee utilization, motivation, and engagement as well as assess policies and
practices that promote diversity and inclusion in the workplace.

Four Required Courses

16 quarter credits

PUAD7011 Issues and Innovations in Human Resource 4 quarter credits

Management

PUAD7021 Employee Relations in Human Resource 4 quarter credits

Management

PUAD7031 Labor and Employment Relations 4 quarter credits

PUAD7041 Human Resource Information Systems and 4 quarter credits

Communications

Total

16 quarter credits
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 735

Project Management Concentration

School of Public Service and Education

Learners in the Project Management concentration build their understanding of project

management and balance theoretical knowledge with practical application to develop
the skills needed to implement strategic and innovative project management functions
within organizations. Learners expand and apply their knowledge of how projects are
created, budgeted, managed, and completed. Learners also assess operational needs
related to effective change management, quality control, and efficient processes
required to execute complex projects and maintain cost-effective outcomes, while
focusing on practices that determine milestones in the workplace.

Four Required Courses

16 quarter credits

PUAD7012 Project Management Framework 4 quarter credits

PUAD7022 Project Management Principles and 4 quarter credits

Practices

PUAD7032 Project Management Risks, Changes, and 4 quarter credits

Challenges

PUAD7042 Project Management Quality and Control 4 quarter credits

Total

16 quarter credits
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 736

Doctor of Social Work (DSW)

School of Public Service and Education

The Doctor of Social Work (DSW) degree program, designed around national social
work education guidelines, focuses on leadership, advanced practitioner skills, and
technology. The curriculum emphasizes critical thinking, leadership, advanced practice,
and the integration of theoretical knowledge with practical experience. Learners engage
in online coursework and conduct either an action research study or program
evaluation. Successful graduates of this degree program are prepared to pursue
positions as leaders, advanced practitioners, and educators in the social work field.

Nineteen Required Courses

71 quarter credits

All courses taken in a prescribed sequence.

SWK8010 Advanced Social Work Practice: Integrating 4 quarter credits

Technology and Teaching in Academic and
Agency Settings

PSL-V8926 * Doctoral Project Development – Topic 3 quarter credits

Development
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 737

PSL-V8927 * Doctoral Project Development – Framework 3 quarter credits

Development

RSCH7860 Survey of Research Methods 4 quarter credits

RSCH7864 Quantitative Design and Analysis 4 quarter credits

RSCH7868 * Qualitative Design and Analysis 4 quarter credits

SWK8015 * Advanced Social Work Practice: Theoretical 4 quarter credits

Perspectives

SWK8020 * Advanced Social Work Practice: Disaster 4 quarter credits

and Crisis Management

SWK8025 * Leadership and Management in Complex 4 quarter credits

Social Systems

SWK8030 * Grant Writing and Administration 4 quarter credits

SWK8035 * Advanced Social Work Policy and Practice 4 quarter credits

SWK8045 * Clinical Theories of Social Work Practice 1 4 quarter credits

SWK8055 * Advanced Social Work Practice with Diverse 4 quarter credits

Populations in Complex Systems

SWK8065 * Clinical Theories of Social Work Practice 2 4 quarter credits

SWK8075 * Advanced Social Work Practitioner as a 4 quarter credits

Leader of Social Change

In addition, choose one from the following courses:

PSL8130 * Action Research for Public Service 4 quarter credits

Leadership
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 738

PSL8140 * Program Evaluation for Public Service 4 quarter credits

Leadership

Upon completion of all required and elective coursework, learners must register for
PSL9971 a minimum of three times to fulfill their program requirements.

PSL9971 * Doctoral Capstone 3 quarter credits

Total

71 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 739

Master of Social Work (MSW)—Advanced Standing

School of Public Service and Education

The Master of Social Work (MSW)—Advanced Standing degree program provides

learners who have a bachelor's degree in social work from a Council on Social Work
Education (CSWE)-accredited program with the opportunity to advance their social
work practice skills with individuals, families, groups, organizations, and communities.
Learners develop and apply advanced generalist practice and leadership skills in
engagement, assessment, intervention, and evaluation from a strengths perspective
grounded in social work values and ethics, social justice, human rights, cultural
competence, policy practice, the integration of technology, and evidence-based practice
through the integration of the Educational Policy and Accreditation Standards from the
CSWE. To enhance and reinforce the demonstration of micro, mezzo, and macro
specialized advanced generalist practice skills, learners engage in face-to-face
residency experiences. Upon successful completion of the generalist curriculum,
learners further develop their specialized, advanced generalist practice skills by
selecting electives in the areas of clinical practice, leadership and supervision, or
human services.

Practicum/Internship Experience Requirement(s):

Minimum of 600 supervised internship experience hours. See the Practicum/Internship

Experience section below for more information.

Eleven Required Courses

44 quarter credits
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 740

Required courses:

SWK5012 * Cultural Competence and Social Work 4 quarter credits

Practice with Diverse Populations

SWK5013 * Mental Health Practice and Advanced 4 quarter credits

Interventions: Theory and Practice

SWK5014 * Advanced Generalist Social Work Practice 4 quarter credits

SWK5015 * Advanced Statistics, Research, and Program 4 quarter credits

Evaluation

SWK5016 * Integrative Technology in Advanced Social 4 quarter credits

Work Practice

SWK5017 * Clinical Supervision and Leadership in Social 4 quarter credits

Work Practice

SWK5018 * Systems Analysis of Social Work Practice: 4 quarter credits

Theories, Skills, Values, and Professional
Practice

SWK5525 * Advanced Internship Seminar/Lab 4 quarter credits

SWK5526 * Advanced Internship Practicum 1 4 quarter credits

SWK5527 * Advanced Internship Practicum 2 4 quarter credits

SWK5528 * Advanced Internship Practicum 3 4 quarter credits

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 741

Two Elective Courses

8 quarter credits

Recommended elective courses:

SWK5800 * Advanced Clinical Social Work Practice with 4 quarter credits

Children and Youth

-and-

SWK5801 * Advanced Clinical Social Work Practice 4 quarter credits

Screening, Assessment, Diagnosis, and
Treatment of Children and Youth

OR

SWK5802 * Advanced Clinical Social Work Practice with 4 quarter credits

Adults

-and-

SWK5803 * Advanced Clinical Social Work Practice 4 quarter credits

Screening, Assessment, Diagnosis, and
Treatment of Adults

OR

SWK5804 * Innovative Leadership and Supervision in 4 quarter credits

Social Work Practice

-and-

SWK5805 * Managing Social Work Practice in the 21st 4 quarter credits

Century
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 742

OR

Choose from a select list of graduate courses† related to social work within the fields of
psychology (PSY), counseling (ADD, COUN, SHB), human services (HMSV, NPM),
health care (MHA, MPH, NHS), public administration (MPA, PUAD), education (ED), or
related area as approved by the academic program director.

Total

52 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

† Learners are encouraged to contact their academic advisors for additional details.

Capella University cannot guarantee eligibility for licensure, endorsement, other

professional credential, or salary advancement. State licensing regulations and
professional standards vary; learners are responsible for understanding and complying
with the requirements of the state in which they intend to work. For more information,
see the professional licensure disclosures for this program on Capella’s website.

Practicum/Internship Experience

Learners enrolled in the Master of Social Work (MSW)—Advanced Standing degree

program are required to complete a minimum of 600 supervised hours of hands-on
internship experience in an agency setting that is specific to the learner’s area of
interest. The practicum/internship experience portion for this program is the signature
pedagogy in social work education.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 743

In the MSW—Advanced Standing practicum/intermship experience, learners integrate

theory, practice, and intellectual contributions from their courseroom activities to
develop advanced generalist practice skills under the leadership and supervision of an
experienced professional social worker. This practicum/internship experience provides
learners with the opportunity to participate in advanced practice with individuals,
families, groups, and organizations. Additionally, learners engage in an advanced
integrated practicum/internship seminar to support their advanced generalist practice
development.

Learners use their practicum/internship experiences to help them achieve their program
outcomes and advanced generalist practice skills under the leadership and supervision
of an experienced professional social worker. This practicum/internship experience
provides learners with the opportunity to experience direct practice with individuals,
families, groups, and organizations. Additionally, learners engage in an integrated
practicum/internship seminar to support their professional development.

Practicum and/or Internship hours are considered complete once all program required
practicum/internships hours have been successfully achieved. Partial completion of
practicum/internship requirements/hours can't be verified for licensure or transfer of
hours.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 744

Master of Social Work (MSW)

School of Public Service and Education

The Master of Social Work (MSW) degree program is designed to equip a diverse
population with the knowledge and skills to pursue specialized advanced generalist
social work practice as administrators, social work practitioners, supervisors, and
leaders in their respective communities. The curriculum includes online coursework and
face-to-face learning experiences and emphasizes social work practice skills that
promote personal growth and competence in ethics, values, diversity, ecological
perspectives, cultural competence, technology, and leadership in 21st-century
specialized advanced generalist social work practice. Learners who have a bachelor’s
degree from a Council on Social Work Education (CSWE)-accredited program or those
who have a bachelor’s, master’s, or doctoral degree may pursue Capella’s MSW.

Practicum/Internship Experience Requirement(s):

Minimum of 1,000 supervised practicum and internship experience hours. See

the Practicum/Internship Experience section below for more information.

Twenty Required Courses

80 quarter credits

Required courses:

SWK5001 Research in Social Work Practice 4 quarter credits

SWK5002 Social Welfare History, Policy, and Practice 4 quarter credits

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 745

SWK5003 * Human Behavior and the Social Environment 4 quarter credits

1

SWK5004 * Micro Social Work Practice 4 quarter credits

SWK5005 * Human Behavior and the Social Environment 4 quarter credits

2

SWK5006 * Social Policy and Planning in Human 4 quarter credits

Services

SWK5007 * Mezzo Social Work Practice 4 quarter credits

SWK5008 * Macro Social Work Practice with Groups, 4 quarter credits

Organizations, and Communities

SWK5012 * Cultural Competence and Social Work 4 quarter credits

Practice with Diverse Populations

SWK5013 * Mental Health Practice and Advanced 4 quarter credits

Interventions: Theory and Practice

SWK5014 * Advanced Generalist Social Work Practice 4 quarter credits

SWK5015 * Advanced Statistics, Research, and Program 4 quarter credits

Evaluation

SWK5016 * Integrative Technology in Advanced Social 4 quarter credits

Work Practice

SWK5017 * Clinical Supervision and Leadership in Social 4 quarter credits

Work Practice

SWK5018 * Systems Analysis of Social Work Practice: 4 quarter credits

Theories, Skills, Values, and Professional
Practice
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 746

SWK5025 * Foundation Practicum 1 4 quarter credits

SWK5026 * Foundation Practicum 2 4 quarter credits

SWK5526 * Advanced Internship Practicum 1 4 quarter credits

SWK5527 * Advanced Internship Practicum 2 4 quarter credits

SWK5528 * Advanced Internship Practicum 3 4 quarter credits

Two Elective Courses

8 quarter credits

Recommended elective courses:

SWK5800 * Advanced Clinical Social Work Practice with 4 quarter credits

Children and Youth

-and-

SWK5801 * Advanced Clinical Social Work Practice 4 quarter credits

Screening, Assessment, Diagnosis, and
Treatment of Children and Youth

OR

SWK5802 * Advanced Clinical Social Work Practice with 4 quarter credits

Adults

-and-
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 747

SWK5803 * Advanced Clinical Social Work Practice 4 quarter credits

Screening, Assessment, Diagnosis, and
Treatment of Adults

OR

SWK5804 * Innovative Leadership and Supervision in 4 quarter credits

Social Work Practice

-and-

SWK5805 * Managing Social Work Practice in the 21st 4 quarter credits

Century

OR

Choose from a select list of graduate courses† related to social work within the fields of
psychology (PSY), counseling (ADD, COUN, SHB), human services (HMSV, NPM),
health care (MHA, MPH, NHS), public administration (MPA, PUAD), education (ED), or
related area as approved by the academic program director.

Total

88 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

† Learners are encouraged to contact their academic advisors for additional details.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 748

Capella University cannot guarantee eligibility for licensure, endorsement, other

professional credential, or salary advancement. State licensing regulations and
professional standards vary; learners are responsible for understanding and complying
with the requirements of the state in which they intend to work. For more information,
see the professional licensure disclosures for this program on Capella’s website.

Practicum/Internship

Learners enrolled in the Master of Social Work (MSW) degree program are required to
complete a minimum of 1,000 supervised hours of hands-on practicum/internship
experience in an agency setting. The practicum/internship experience portion for this
program is the signature pedagogy in social work education.

In the MSW practicum/internship experience, learners blend their courseroom

education with real-world experiences to develop generalist practice skills under the
leadership and supervision of an experienced professional social worker. This practicum
/internship experience provides learners with the opportunity to experience direct
practice with individuals, families, groups, and organizations. Additionally, learners
engage in an integrated practicum/internship seminar to support their professional
development.

Learners use their practicum/internship experiences to help them achieve their program
outcomes and advanced generalist practice skills under the leadership and supervision
of an experienced professional social worker. This practicum/internship experience
provides learners with the opportunity to experience direct practice with individuals,
families, groups, and organizations. Additionally, learners engage in an integrated
practicum/internship seminar to support their professional development.

Practicum and/or Internship hours are considered complete once all program required
practicum/internships hours have been successfully achieved. Partial completion of
practicum/internship requirements/hours can't be verified for licensure or transfer of
hours.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 749

Undergraduate—Social and Behavioral Sciences Academic Offerings

Department of Psychology
Concentrations

Behavioral Health

Psychology
Addictions
Degree

Forensic
Specializations Honors Pathway
Program

General Psychology    

General Psychology,
Bachelor of FlexPath option
Science (BS) in Psychology

Applied Behavior Analysis 

Bachelor of Science (BS) in

Psychology 
Pre-Counseling
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 750

Graduate—Social and Behavioral Sciences Academic Offerings

Department of Counseling and Family Therapy

Degree Programs Specializations Certificate Programs

Doctor of Philosophy (PhD)

General Advanced Studies
in Advanced Studies
in Human Behavior
in Human Behavior

Doctor of Philosophy (PhD)

in Counselor Education
and Supervision

Master of Science (MS)

in Addiction Studies

Master of Science (MS) in Clinical

Mental Health Counseling

Master of Science (MS)

in Marriage and Family Therapy

Master of Science (MS)

in School Counseling

Graduate Certificate in Contemporary

Theory in Addictive Behavior

Graduate Certificate in Contemporary

Theory in Mental Health Services

Graduate Certificate in Contemporary Theory

in School-Based Services

Graduate Certificate in Systemic Couple and

Family Therapy
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 751

Graduate—Social and Behavioral Sciences Academic Offerings,

continued
Department of Psychology

Multiple Specializations
Degree Programs Specializations Certificate Programs (must be within the same degree program)

General Psychology

Behavior
Analysis

Doctor of Philosophy Developmental Psychology

(PhD) in Psychology
Educational Psychology

Industrial/Organizational Psychology

Doctor of Psychology
Clinical Psychology
(PsyD)

Doctor of Psychology (PsyD) in

School Psychology

Education Specialist (EdS) in

School Psychology

General Psychology 

General Psychology, FlexPath option

Applied Behavior

Analysis

Child and Adolescent Development 

Child and Adolescent Development,

FlexPath option

Educational
Master of Science (MS) in 
Psychology
Psychology
Educational Psychology, FlexPath
option

Industrial/Organizational Psychology 

Industrial/Organizational Psychology,
FlexPath option

Sport

Psychology

Sport
Psychology, FlexPath option

Applied Research 

Master of Science (MS) in Clinical

Psychology Clinical Counseling 

Forensic 

Master of Science (MS) in School

Psychology
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 752

Graduate—Social and Behavioral Sciences Academic Offerings,

continued

Graduate Certificate in Applied Behavior

Analysis

Graduate Certificate in Play Therapy

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 753

School of Social and Behavioral Sciences

Joshua Stanley, EdD, NCC, ACS

Dean of Social and Behavioral Sciences

A Message from the Dean of Social and Behavioral Sciences

It is a distinct privilege to welcome you to the School of Social and Behavioral Sciences!
We are a unique school that brings the study of psychology and human behavior together
with the training of behavioral health professionals across a number of disciplines. Our
faculty and learners work collaboratively to foster mental health, resilience, and wellness for
individuals, families, schools, organizations, and communities facing today’s complex social
issues. Using Capella’s competency-based curriculum design, the faculty focus on
assessing learners on the knowledge and skills needed to be successful in a competitive
job market.

Our school consists of two departments. The Department of Counseling and Family
Therapy includes accredited or externally aligned clinical graduate programs designed to
prepare learners with the education and clinical training needed to serve diverse clients and
communities in a variety of clinical settings. The Department of Psychology includes
doctoral, master’s, bachelor’s, and certificate programs that provide education in the
science and practice of psychology to prepare learners for employment in a wide variety of
occupational settings.

As a learner in the School of Social and Behavioral Sciences, you are part of our family of
passionate, dedicated professionals who are deeply invested in the disciplines we
represent. It is our privilege to invest together in your educational journey, empowering you
to have meaningful, lasting impacts on the future communities you will serve.

Joshua Stanley, EdD, NCC, ACS

Dean of Social and Behavioral Sciences

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 754

School Mission Statement

The School of Social and Behavioral Sciences provides innovative, learner-centered

education that is competency-based, rigorous, relevant, and transformative. Our
programs prepare graduates to be agents of systemic change in a diverse, complex,
and ever-evolving society.

Visit the School of Social and Behavioral Sciences tuition and fees and admission
component pages for more information.

Department of Counseling and Family Therapy

Graduate Programs

Graduate Counseling Degree Programs

Doctor of Philosophy (PhD) in Advanced Studies in Human Behavior

Doctor of Philosophy (PhD) in Counselor Education and Supervision

Master of Science (MS) in Addiction Studies

Master of Science (MS) in Clinical Mental Health Counseling

Master of Science (MS) in Marriage and Family Therapy

Master of Science (MS) in School Counseling

Graduate Counseling Certificate Programs

Contemporary Theory in Addictive Behavior Graduate Certificate

Contemporary Theory in Mental Health Services Graduate Certificate

Contemporary Theory in School-Based Services Graduate Certificate

Systemic Couple and Family Therapy Graduate Certificate

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 755

Department of Psychology

Undergraduate Programs

Undergraduate Psychology Degree Programs

Bachelor of Science (BS) in Psychology

Bachelor of Science (BS) in Psychology Pre-Counseling

Graduate Programs

Graduate Psychology Degree Programs

Doctor of Philosophy (PhD) in Psychology

Doctor of Psychology (PsyD)

Doctor of Psychology (PsyD) in School Psychology

Education Specialist (EdS) in School Psychology

Master of Science (MS) in Psychology

Master of Science (MS) in Clinical Psychology

Master of Science (MS) in School Psychology

Graduate Psychology Certificate Programs

Applied Behavior Analysis

Play Therapy
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 756

Doctor of Philosophy (PhD) in Advanced Studies in

Human Behavior
School of Social and Behavioral Sciences

The Doctor of Philosophy in Advanced Studies in Human Behavior degree program is

designed for learners pursuing advanced educational, consultative, or leadership roles
in institutional, public, or private settings. Learners engage in a curriculum that
emphasizes advanced research and interdisciplinary leadership theory, program
development and evaluation, and social influences on the field of human behavior. This
degree program is not designed to meet licensure requirements for the counseling,
psychology, or social work professions.

Specialization

General Advanced Studies in Human Behavior

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 757

PhD in Advanced Studies in Human Behavior, General

Advanced Studies in Human Behavior
School of Social and Behavioral Sciences

The PhD General Advanced Studies in Human Behavior specialization is designed for
learners pursuing advanced educational, consultative, or leadership roles in
institutional, public, or private settings. Throughout the specialization, learners develop
breadth and depth of knowledge in contemporary issues in human behavior, including
issues specific to children and adolescents, families, eating disturbances, addictive
behaviors, and aging and grief. Learners also focus on the significance of ethics in
working with diverse populations in social and behavioral settings. This specialization is
not designed to meet licensure or certification requirements in the area of applied
behavioral analysis, or for the counseling, psychology, or social work professions.

Residency Requirement(s):

Three ten-week courses with a four-day embedded residency experience (DRS-V8925,

DRS-V8926, DRS-V8927). See university policy 3.04.05 Attendance at Residencies
and the Residencies page on Campus for more information. Also see each graduate
school’s residency courses.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 758

Twenty-Two Required Courses

80 quarter credits

SHB8002 Advanced Research in Adult Human 4 quarter credits

Development and Behavior

HS8478 The Family in Social Context 4 quarter credits

RSCH7860 Survey of Research Methods 4 quarter credits

RSCH7864 Quantitative Design and Analysis 4 quarter credits

RSCH7868 * Qualitative Design and Analysis 4 quarter credits

SHB8101 Interdisciplinary Leadership in Social and 4 quarter credits

Behavioral Sciences

SHB8315 Advanced Program Design and Evaluation 4 quarter credits

SHB8331 Advanced Child and Adolescent Studies 4 quarter credits

SHB8441 Advanced Ethics and Leadership in Studies 4 quarter credits

in Human Behavior

SHB8551 Advanced Contemporary Issues in Studies in 4 quarter credits

Human Behavior

SHB8661 Risk and Resiliency in Diverse Populations 4 quarter credits

SHB8775 Issues in Aging, Grief, and Bereavement 4 quarter credits

SHB8810 Advanced Issues in Eating Disturbances 4 quarter credits

SHB8811 Advanced Issues in Addictive Behaviors 4 quarter credits

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 759

DRS-V8925 * Doctoral Project Development – Topic 3 quarter credits

Ideation

DRS-V8926 * Doctoral Project Development – Topic 3 quarter credits

Development

DRS-V8927 * Doctoral Project Development – Framework 3 quarter credits

Development

Upon completion of all required coursework:

SHB9919 * Doctoral Comprehensive Examination 3 quarter credits

Learners must register for SHB9960 a minimum of four times to fulfill their
specialization requirements.

SHB9960 * Dissertation Courseroom 3 quarter credits

Three Elective Courses

12 quarter credits

Choose any graduate courses.

Total

92 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 760

Doctor of Philosophy (PhD) in Counselor

Education and Supervision
School of Social and Behavioral Sciences
The CACREP-accredited Doctor of Philosophy (PhD) in Counselor Education and
Supervision degree program is designed for counseling and therapy professionals
seeking to advance their careers within the counseling profession or gain leadership
positions in academic, clinical, and consultative settings. Learners develop expertise in
independent research, graduate-level instruction, clinical supervision, and advanced
clinical practice. Successful graduates of this degree program are prepared to pursue
positions as counselor educators, supervisors, researchers, and advanced practitioners
in academic and clinical settings.

Personal Suitability and Fitness for the Profession

Capella embraces the principles and guidelines set forth by the American Counseling
Association (ACA) related to professional counseling programs in that the faculty,
training staff, supervisors, and administrators within the PhD in Counselor Education
and Supervision degree program have a professional, ethical, and potentially legal
obligation to ensure, insofar as possible, that all learners have the competence to
manage professional relationships in an effective and appropriate manner and that they
possess the emotional maturity, interpersonal stability, and intellectual judgment
required to work with vulnerable populations. Personal suitability and fitness for the
profession includes but is not limited to demonstration of sufficient interpersonal and
professional competence; self-awareness, self-reflection, and self-evaluation; openness
to processes of supervision; and resolution of issues or problems that interfere with
professional development or functioning in a satisfactory manner. Throughout the
graduate training of each learner, faculty and staff are responsible for educating and
assessing learners with regard to their personal suitability and fitness for the profession.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 761

Residency Requirement(s):

Learners satisfy residency requirements through completion of CES8920.

Practicum/Internship Experience Requirement(s):

Minimum of 100 practicum hours and 600 internship hours. See the Practicum
/Internship Experience section, below, for more information.

Twenty-One Required Courses

72 quarter credits

CES8001 Orientation to Doctoral Studies in Counselor 4 quarter credits

Education

CES8130 * Advanced Scholarly Inquiry 4 quarter credits

CES8140 * Research Theory and Philosophy 4 quarter credits

CES8150 * Research Design 4 quarter credits

CES8160 * Qualitative Research Methods 4 quarter credits

CES8170 * Quantitative Research Methods 4 quarter credits

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 762

CES8746 Program Evaluation in Counselor Education 4 quarter credits

and Supervision

CES8760 Advanced Counseling Practice 4 quarter credits

CES8768 Counselor Education Teaching and Practice 4 quarter credits

CES8772 * Counselor Supervision 4 quarter credits

CES8776 * Leadership and Advocacy in Counseling 4 quarter credits

CES9100 * Research and Scholarship 4 quarter credits

The courses listed below are 10-week online courses. Each includes specific clinical
experiences. Learners must complete prerequisites and clinical experience
requirements to be eligible to complete each course in the sequence.

CES8800 * Counselor Education and Supervision 2 quarter credits

Practicum

CES8910 * Counselor Education and Supervision 2 quarter credits

Teaching Internship 1

CES8920 * Counselor Education and Supervision 2 quarter credits

Teaching Internship 2

CES8930 * Counselor Education and Supervision 2 quarter credits

Teaching Internship 3

CES8940 * Supervision Internship 2 quarter credits

CES8950 * Research Internship 2 quarter credits

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 763

Learners must register for CES9600 or CES9700 a minimum of three times to fulfill
their specialization requirements.

CES9600 * Counselor Education and Supervision 4 quarter credits

Quantitative Dissertation

-or-

CES9700 * Counselor Education and Supervision 4 quarter credits

Qualitative Dissertation

Total

72 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

Practicum/Internship Experience

Learners enrolled in the Doctor of Philosophy in Counselor Education and Supervision

degree program complete professional practice courses as a requirement of their
program. The practicum and internship experiences consist of the following online
courses and supervised laboratory practice/client interactions:

The practicum (CES8800) is an online course that requires a 100-hour clinical

experience. Learners apply the skills developed throughout the course of the program
in a counselor education and supervision setting where the practicum is completed.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 764

The internships (CES8910, CES8920, CES8930, CES8940, and CES8950)

are five online courses that require 600 total hours of hands-on site-based learning
experience in teaching, research, supervision, and leadership and advocacy. The
internships represent a significant time of learning and applying clinical supervisory
/teaching proficiencies that are critical to the provision of counselor education,
supervision, and advanced clinical practice.

Learners should consult the Counselor Education and Supervision PhD Learner
Handbook for details about the practicum/internship experience.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 765

Master of Science (MS) in Addiction Studies

School of Social and Behavioral Sciences

The Master of Science in Addiction Studies degree program provides learners with
the knowledge, competencies, and skills necessary to become practitioner-scholars in
addiction treatment delivery, service coordination, and supervision. The curriculum
emphasizes principles of addiction treatment and intervention for individuals and groups
and focuses on established standards and ethics of addiction professionals, including
awareness and sensitivity to the complex needs of a multicultural society. Successful
graduates of this degree program are prepared to pursue positions as addiction
professionals in treatment and prevention programs, as well as in general clinical
settings where addiction professionals serve as members of a treatment team.

Personal Suitability and Fitness for the Profession

Capella embraces the principles and guidelines set forth by the American Counseling
Association (ACA) related to professional counseling programs in that the faculty,
training staff, supervisors, and administrators within the MS in Addiction Studies degree
program have a professional, ethical, and potentially legal obligation to ensure, insofar
as possible, that all learners have the competence to manage professional relationships
in an effective and appropriate manner and that they possess the emotional maturity,
interpersonal stability, and intellectual judgment required to work with vulnerable
populations. Personal suitability and fitness for the profession includes but is not limited
to demonstration of sufficient interpersonal and professional competence;
self-awareness, self-reflection, and self-evaluation; openness to processes of
supervision; and resolution of issues or problems that interfere with professional
development or functioning in a satisfactory manner. Throughout the graduate training
of each learner, faculty and staff are responsible for educating and assessing learners
with regard to their personal suitability and fitness for the profession.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 766

Residency Requirement(s):

One four-and-a-half-day residency. See university policy 3.04.05 Attendance at

Residencies, the Residencies page on Campus, and the Residency section, below,
for more information. Also see each graduate school's residency courses.

Practicum/Internship Experience Requirement(s):

Minimum of 300 internship hours. See the Practicum/Internship Experience section,

below, for more information.

Twelve Required Courses

48 quarter credits

ADD5004 Survey of Research in Human Development 4 quarter credits

for Addiction Professionals

ADD5106 Assessment of Addiction 4 quarter credits

ADD5107 Principles of Integrated Addiction and Mental 4 quarter credits

Health Treatment
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 767

ADD5217 Ethical and Legal Issues in Addiction 4 quarter credits

Treatment

ADD5336 Implications of Addiction Treatment with 4 quarter credits

Diverse Populations

COUN5258 Group Therapy and Treatment of Substance- 4 quarter credits

Related and Addictive Behaviors

COUN5260 Theories of Addiction Treatment 4 quarter credits

COUN5261 Interventions for Substance-Related and 4 quarter credits

Addictive Disorders

COUN5264 Contemporary Issues in the Treatment of 4 quarter credits

Substance-Related and Addictive Disorders

In addition, choose one from the following courses:

ADD5945 Supervision and Program Management in 4 quarter credits

Addiction Treatment

COUN5266 Family Systems and Psychoeducation in 4 quarter credits

Addiction

COUN5268 Psychopharmacology and Medication 4 quarter credits

Management

All academic courses listed below include specific residency, practice, or clinical
experiences. Learners must complete prerequisites to be eligible to complete each
course in the sequence.

ADD6431 * Addiction Studies Internship 4 quarter credits

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 768

COUN-R5861 * The Counseling Relationship: Concepts and 4 quarter credits

Skills

Total

48 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

Capella University cannot guarantee eligibility for licensure, endorsement, other

professional credential, or salary advancement. State licensing regulations and
professional standards vary; learners are responsible for understanding and complying
with the requirements of the state in which they intend to work. State licensing boards
review each applicant's completed education, exam scores, supervised experience,
criminal history, and application materials at the time of license application to determine
eligibility. For more information, see the professional licensure disclosures for this
program on Capella’s website.

Residency

The residency requirement for the Master of Science in Addiction Studies degree
program is satisfied by completion of an online course consisting of pre- and post-
residency activities and a four-and-a-half-day residency experience (COUN-R5861).
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 769

The residency for the Master of Science in Addiction Studies degree program requires
learners to receive a minimum of 40 total hours of training and practice in the areas of
interventions assessment, diversity, culture, and ethics. Learners must have completed
the residency requirement prior to starting their internship course (ADD6431).

Practicum/Internship Experience

Learners enrolled in the Master of Science in Addiction Studies degree program

complete supervised site-based learning experience as a requirement of their program.
The internship (ADD6431) is an online course that requires completion of 300 hours of
supervised site-based learning experience performed at an approved internship site.
Learners apply the skills developed throughout the course of their program while
working in an addiction treatment recovery clinic, agency, or other setting that provides
addiction treatment services.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 770

Master of Science (MS) in Clinical Mental Health

Counseling
School of Social and Behavioral Sciences

Learners in the MS in Clinical Mental Health Counseling degree program who are
seeking a professional counselor license in North Carolina must complete at least one
5-quarter-credit practicum course in order to satisfy that state’s requirements. Capella
University has designed COUN6301 to fulfill the program requirements for these
learners or learners from other states who may need a 5-quarter-credit practicum
course.

Learners in the MS in Clinical Mental Health Counseling degree program who need to
enhance their knowledge in the area of psychopharmacology for licensure purposes
may register for COUN5268. This course is in addition to the program requirements.

The CACREP-accredited Master of Science in Clinical Mental Health Counseling

degree program is designed to prepare learners to serve as clinical mental health
counselors for a diverse population of clients in various therapeutic settings. The
program seeks to deliver its curriculum through a dynamic, interactive, and
collaborative learning environment and provides learners with a strong theoretical
foundation in the field of mental health counseling and knowledge and skills in
associated areas of wellness theory and research, relationship building, assessment
and treatment, cultural competence, and ethical practice.

Personal Suitability and Fitness for the Profession

Capella embraces the principles and guidelines set forth by the American Counseling
Association (ACA) related to professional counseling programs in that the faculty,
training staff, supervisors, and administrators within the Clinical Mental Health
Counseling degree program have a professional, ethical, and potentially legal obligation
to ensure, insofar as possible, that all learners have the competence to manage
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 771

professional relationships in an effective and appropriate manner and that they possess
the emotional maturity, interpersonal stability, and intellectual judgment required to
work with vulnerable populations. Personal suitability and fitness for the profession
includes but is not limited to demonstration of sufficient interpersonal and professional
competence; self-awareness, self-reflection, and self-evaluation; openness to
processes of supervision; and resolution of issues or problems that interfere with
professional development or functioning in a satisfactory manner. Throughout the
graduate training of each learner, faculty and staff are responsible for educating and
assessing learners with regard to their personal suitability and fitness for the profession.

Residency Requirement(s):

Two four-and-a-half-day residencies. See university policy 3.04.05 Attendance at

Residencies, the Residencies page on Campus, and the Residency section, below,
for more information. Also see each graduate school’s residency courses.

Practicum/Internship Requirement(s):

Minimum of 100 practicum hours and 600 internship hours. See the Practicum
/Internship Experience section, below, for more information.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 772

Twenty-Two Required Courses

90 quarter credits

Core courses:

COUN5004 Survey of Research in Human Development 4 quarter credits

for Professional Counselors

COUN5007 Research Methods for the Counseling 4 quarter credits

Professions

COUN5106 Assessment, Tests, and Measures 4 quarter credits

COUN5107 * Principles of Psychopathology and Diagnosis 4 quarter credits

COUN5108 * Foundations of Addiction and Addictive 4 quarter credits

Behavior

COUN5217 Ethical and Legal Issues in Professional 4 quarter credits

Counseling

COUN5223 Introduction to Clinical Mental Health 4 quarter credits

Counseling

COUN5225 Human Sexuality 4 quarter credits

COUN5238 Crisis Assessment and Intervention 4 quarter credits

COUN5239 Theories of Psychotherapy 4 quarter credits

COUN5254 Child and Adolescent Counseling 4 quarter credits

COUN5271 Marriage and Family Systems 4 quarter credits

COUN5279 Life Planning and Career Development 4 quarter credits

COUN5336 Counseling and Advocacy with Diverse 4 quarter credits

Populations
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 773

COUN5830 * Mental Health Counseling Approaches and 4 quarter credits

Interventions

COUN5832 * Group Counseling and Applications in 4 quarter credits

Clinical Mental Health Counseling

COUN6965 * Applied Research and Program Evaluation in 4 quarter credits

Mental Health Counseling

All academic courses listed below include specific residency or clinical experiences.
Learners must complete prerequisites and residency and clinical experience
requirements to be eligible to complete each course in the sequence.

COUN-R5861 * The Counseling Relationship: Concepts and 4 quarter credits

Skills

COUN-R5863 * The Advanced Counseling Relationship: 4 quarter credits

Concepts, Skills, and Approaches

COUN6302 * Mental Health Counseling Clinical Practicum 4 quarter credits

COUN6321 * Mental Health Counseling Clinical Internship 5 quarter credits

1

COUN6322 * Mental Health Counseling Clinical Internship 5 quarter credits

2

Total

90 quarter credits
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 774

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

Capella University cannot guarantee eligibility for licensure, endorsement, other

professional credential, or salary advancement. State licensing regulations and
professional standards vary; learners are responsible for understanding and complying
with the requirements of the state in which they intend to work. State licensing boards
review each applicant's completed education, exam scores, supervised experience,
criminal history, and application materials at the time of license application to determine
eligibility. For more information, see the professional licensure disclosures for this
program on Capella’s website.

Residency

The residency requirement for the Master of Science in Clinical Mental Health
Counseling degree program is satisfied by the completion of two online courses, each
consisting of a four-and-a-half-day residency (COUN-R5861 and COUN-R5863).
Learners must have completed the residency requirement prior to starting their
practicum (COUN6302) or final integrative project (COUN6965). Each residency
experience for the Master of Science in Clinical Mental Health Counseling degree
program requires learners to receive a minimum of 40 total hours of training and
practice in the areas of counseling theory and intervention, assessment, multicultural
issues, legal and ethical issues, group counseling, and advanced counseling/therapy.
Through the counseling residencies, learners gain a stronger sense of academic
community by networking and discussing concepts and issues in the field of
professional counseling. This experience provides a learning environment that fosters
the application of critical thinking and integrated knowledge to professional issues.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 775

Practicum/Internship Experience

Learners enrolled in the Master of Science in Clinical Mental Health Counseling degree
program complete supervised onsite counseling experiences as a requirement of their
program. The practicum and internship experiences consist of the following online
courses and supervised site-based learning:

The practicum (COUN6302) is an online course that requires completion of 100 hours
of supervised counseling experience performed at an approved site. Learners apply the
skills developed throughout the course of their program while working in a school,
clinic, agency, or other setting that provides counseling services.

The internships (COUN6321 and COUN6322) are two online courses that require 600
total hours of experience completed under supervision at an approved site. Learners
may register for a third or fourth internship course (COUN6333 and COUN6334) should
they need additional time or need to meet additional requirements for state licensure.
The internships include a more intensive experience at the approved site where
learners continue to demonstrate the counseling competencies and proficiencies
required in their program.

Learners should consult the Counselor Education MS Clinical Mental Health

Counseling Learner Handbook for a full description of the site-based
learning experience and all practicum and internship requirements.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 776

Master of Science (MS) in Marriage and Family Therapy

School of Social and Behavioral Sciences

Learners in the MS in Marriage and Family Therapy specialization who need to

enhance their knowledge in the area of psychopharmacology for licensure
purposes may register for PSY7330 or COUN5268. This course is in addition to the
specialization requirements.

The COAMFTE-accredited Master of Science in Marriage and Family Therapy degree

program is designed to prepare learners to serve as marriage and family therapists for
a diverse population of clients in various therapeutic settings. Learners interact with the
curriculum through a dynamic and collaborative learning environment. In the program,
learners gain and demonstrate knowledge in systemic case conceptualization and
theories, family developmental dynamics, and clinical training designed to instill high
standards for professional practice based on the American Association for Marriage
and Family Therapy (AAMFT) code of ethical standards and sensitivity to the complex
family systems needs of a multicultural and ethnically diverse society. The primary goal
of this program is for learners to develop the ability to apply systems-based theory to
clinical services, as well as integrate wellness approaches and relevant research
through assessment and intervention with individuals, groups, couples, and families.

Personal Suitability and Fitness for the Profession

Capella embraces the principles and guidelines set forth by the American Association
for Marriage and Family Therapy (AAMFT). The faculty, clinical supervisors, and
administrators within the Marriage and Family Therapy degree program have a
professional, ethical, and potentially legal obligation to ensure, insofar as possible, that
all learners have the competence to manage professional relationships in an effective
and appropriate manner and that they possess the personal suitability, emotional
maturity and stability, and intellectual judgment required to work with vulnerable
populations. Personal suitability and fitness for the profession includes but is not limited
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 777

to demonstration of sufficient interpersonal and professional competence;

self-awareness, self-reflection, and self-evaluation; openness to processes of
supervision; and resolution of issues or problems that interfere with professional
development or functioning in a satisfactory manner. Throughout the graduate training
of each learner, faculty and clinical supervisors are responsible for educating and
assessing learners with regard to their personal suitability and fitness for the
profession

Residency Requirement(s):

Two four-and-a-half-day residencies. See university policy 3.04.05 Attendance at

Residencies, the Residencies page on Campus, and the Residency section, below,
for more information. Also see each graduate school’s residency courses.

Practicum/Internship Experience Requirement(s):

Minimum of 500 internship hours. See the Practicum/Internship Experience section,

below, for more information.

Twenty Required Courses

72 quarter credits
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 778

MFT5008 Foundations of Couple and Family Therapy 4 quarter credits

MFT5106 Assessment, Tests, and Measures for 4 quarter credits

Marriage and Family Therapy Practice

MFT5107 Psychopathology: Diagnosis and Treatment 4 quarter credits

of Behavior Disorders

MFT5108 * Impact of Addiction and Addictive Behavior 4 quarter credits

on Family Systems

MFT5222 Professional Ethics in Marriage and Family 4 quarter credits

Therapy

MFT5232 * Systemic Approaches to Sexual and Gender 4 quarter credits

Issues

MFT5270 * Family Therapy Theory and Methods 4 quarter credits

MFT5271 * Working with Families Across the Lifespan 4 quarter credits

MFT5273 * Couple and Marital Therapy 4 quarter credits

MFT5275 * Utilizing Systemic Approaches: Infancy 4 quarter credits

Through Adolescence

MFT5336 Diversity and Social Justice in Systemic 4 quarter credits

Family Therapy

MFT5820 * Marriage and Family Therapy Theory and 4 quarter credits

Practice

MFT5822 * Systemic and Group Interventions for Grief, 4 quarter credits

Loss, and Trauma

MFT5876 Research Methods in Marriage and Family 4 quarter credits

Therapy
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 779

All academic courses listed below include specific residency or clinical experiences.
Learners must complete prerequisites and residency and clinical experience
requirements to be eligible to complete each course in the sequence.

MFT-R5821 * Advanced Marriage and Family Therapy 4 quarter credits

Theory and Pre-Clinical Practice: Residency
Track 1

MFT-R5823 * Advanced Marriage and Family Therapy 4 quarter credits

Theory and Pre-Clinical Practice: Residency
Track 2

MFT6231 * Marriage and Family Therapy Clinical 2 quarter credits

Internship 1

MFT6232 * Marriage and Family Therapy Clinical 2 quarter credits

Internship 2

MFT6233 * Marriage and Family Therapy Clinical 2 quarter credits

Internship 3

MFT6234 * Marriage and Family Therapy Clinical 2 quarter credits

Internship 4

Total
72 quarter credits
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 780

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

Capella University cannot guarantee eligibility for licensure, endorsement, other

professional credential, or salary advancement. State licensing regulations and
professional standards vary; learners are responsible for understanding and complying
with the requirements of the state in which they intend to work. State licensing boards
review each applicant's completed education, exam scores, supervised experience,
criminal history, and application materials at the time of license application to determine
eligibility. For more information, see the professional licensure disclosures for this
program on Capella’s website.

Residency

The residency requirement for the Master of Science in Marriage and Family Therapy
degree program is satisfied by the completion of two online courses, each consisting of
three full-day and two half-day experiences (MFT-R5821 and MFT-R5823). Learners
must have completed the residency requirement prior to starting their site-based
learning experience. Each residency experience for the Master of Science in Marriage
and Family Therapy degree program requires learners to practice in the areas of
systemic theories and intervention, assessment, multicultural issues, legal and ethical
issues, and advanced therapy. Through the pre-clinical residencies, learners gain a
stronger sense of academic community by networking and discussing concepts and
issues in the field of professional marriage and family therapy. This experience provides
a learning environment that fosters the application of critical thinking and integrated
knowledge to professional issues.

Practicum/Internship Experience

Learners enrolled in the Master of Science in Marriage and Family Therapy degree
program complete supervised clinical internship experiences in their community as a
requirement of their program.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 781

The internship courses (MFT6231, MFT6232, MFT6233, MFT6234) require completion

of 500 direct client contact hours across the four courses, with 200 or more of those
hours being relational. The site-based learning experience is a supervised clinical
experience performed at an approved internship site. Learners apply the skills
developed throughout the course of their program while working in a clinic, agency, or
other settings that provides couple and family services. Learners may register for
additional internship courses should they need additional time or have a need to meet
additional requirements for state licensure. In the degree program’s capstone exam,
which learners take during internship course MFT6233, learners must pass a 200-
question, multiple choice, practice, national licensing exam. Study resources for the
capstone are available throughout the internship courses.

Learners should consult the Marriage and Family Therapy Program Handbook for a
full description of the internship experience and all site-based learning requirements.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 782

Master of Science (MS) in School Counseling

School of Social and Behavioral Sciences

The CACREP-accredited Master of Science in School Counseling degree program is

designed to prepare learners to assume leadership positions as school counselors
serving diverse populations of students in public or private elementary, middle, and high
school settings. Built on national standards and models, the curriculum offers a
comprehensive approach to the delivery and management of contemporary school
counseling programs and emphasizes assessment; intervention; individual and group
counseling; school counseling core curriculum; consultation and collaboration with
teachers, parents, and the community; and advocacy for systemic change in the P–12
environment. Through coursework and clinical skills training, learners demonstrate
proficiency in evidence-based counseling approaches for P–12 children and
adolescents.

Personal Suitability and Fitness for the Profession

Capella embraces the principles and guidelines set forth by the American Counseling
Association (ACA) and the American School Counselor Association (ASCA) related to
professional counseling programs in that the faculty, training staff, supervisors, and
administrators within the General School Counseling specialization have a professional,
ethical, and potentially legal obligation to ensure, insofar as possible, that all learners
have the competence to manage professional relationships in an effective and
appropriate manner and that they possess the emotional maturity, interpersonal
stability, and intellectual judgment required to work with vulnerable populations.
Personal suitability and fitness for the profession includes but is not limited to
demonstration of sufficient interpersonal and professional competence; selfawareness,
self-reflection, and self-evaluation; openness to processes of supervision; and
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 783

resolution of issues or problems that interfere with professional development or

functioning in a satisfactory manner. Throughout the graduate training of each learner,
faculty and staff are responsible for educating and assessing learners with regard to
their personal suitability and fitness for the profession.

Residency Requirement(s):

Two four-and-a-half-day residencies. See university policy 3.04.05 Attendance at

Residencies, the Residencies page on Campus, and the Residency section, below,
for more information. Also see each graduate school’s residency courses.

Practicum/Internship Experience Requirement(s):

Minimum of 100 practicum hours and 600 internship hours. See the Practicum
/Internship Experience section, below, for more information.

Eighteen Required Courses

72 quarter credits

COUN5004 Survey of Research in Human Development 4 quarter credits

for Professional Counselors
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 784

COUN5007 Research Methods for the Counseling 4 quarter credits

Professions

COUN5106 Assessment, Tests, and Measures 4 quarter credits

COUN5217 Ethical and Legal Issues in Professional 4 quarter credits

Counseling

COUN5241 * Group Counseling and Psychotherapy 4 quarter credits

COUN5279 Life Planning and Career Development 4 quarter credits

COUN5280 Introduction to School Counseling 4 quarter credits

COUN5284 * School Counseling Program Development 4 quarter credits

and Evaluation

COUN5336 Counseling and Advocacy with Diverse 4 quarter credits

Populations

COUN5338 Crisis Intervention, Trauma Response, and 4 quarter credits

Emergency Management

COUN5420 Child and Adolescent Psychopathology 4 quarter credits

COUN5422 * Counseling for College and Career 4 quarter credits

Readiness

COUN5812 * Theories of Counseling with Children and 4 quarter credits

Adolescents

All academic courses listed below include specific residency, practice, or counseling
skills experiences. Learners must complete prerequisites to be eligible to complete
each course in the sequence.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 785

COUN-R5861 * The Counseling Relationship: Concepts and 4 quarter credits

Skills

COUN-R5863 * The Advanced Counseling Relationship: 4 quarter credits

Concepts, Skills, and Approaches

COUN6102 * School Counseling Practicum 4 quarter credits

COUN6131 * School Counseling Internship 1 4 quarter credits

COUN6132 * School Counseling Internship 2 4 quarter credits

Total

72 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

Capella University cannot guarantee eligibility for licensure, endorsement, other

professional credential, or salary advancement. State licensing regulations and
professional standards vary; learners are responsible for understanding and complying
with the requirements of the state in which they intend to work. State licensing boards
review each applicant's completed education, exam scores, supervised experience,
criminal history, and application materials at the time of license application to determine
eligibility. For more information, see the professional licensure disclosures for this
program on Capella’s website. Contact your school district for a determination on
qualifications for salary advancement.

Arkansas and Kentucky residents are not eligible to enroll in this degree program.
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Residency

The residency requirement for the Master of Science in School Counseling degree
program is satisfied by the completion of two residency tracks, each consisting of an
online courseroom and a four-and-a-half-day residency (COUN-R5861 and COUN-
R5863). Learners must have completed the residency requirement prior to starting their
practicum (COUN6102). Each residency experience for the Master of Science in School
Counseling degree program requires learners to receive a minimum of 40 total hours of
training and practice in the areas of counseling skills, intervention, assessment,
diversity, culture, and ethics.

Practicum/Internship Experience

Learners enrolled in the Master of School Counseling degree program complete

supervised onsite counseling experiences as a requirement of their program. The
practicum and internship experiences consist of the following online courses and
supervised site-based learning:

The practicum (COUN6102) is an online course that requires completion of 100 hours
of supervised counseling experience performed at an approved site. Learners apply the
skills developed throughout the course of their program while working in a school, clinic,
agency, or other setting that provides counseling services.

The internships (COUN6131 and COUN6132) are two online courses that require 600
total hours of experience completed under supervision at an approved site. Learners
may register for a third or fourth internship course (COUN6333 and COUN6334) should
they need additional time or need to meet additional requirements for state licensure.
The internships include a more intensive experience at the approved site where
learners continue to demonstrate the counseling competencies and proficiencies
required in their program.

Learners should consult the Counselor Education MS School Counseling Learner

Handbook for a full description of the practicum/internship experience and all site-
based learning requirements.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 787

Contemporary Theory in Addictive Behavior Graduate

Certificate
School of Social and Behavioral Sciences

The Contemporary Theory in Addictive Behavior graduate certificate is designed for

professionals who want to increase their knowledge of substance abuse, addiction, and
compulsive behaviors. This graduate certificate is not designed to meet licensure
requirements for the counseling professions.

Five Required Courses

20 quarter credits

COUN5258 Group Therapy and Treatment of Substance- 4 quarter credits

Related and Addictive Behaviors

COUN5260 Theories of Addiction Treatment 4 quarter credits

COUN5261 Interventions for Substance-Related and 4 quarter credits

Addictive Disorders

COUN5264 Contemporary Issues in the Treatment of 4 quarter credits

Substance-Related and Addictive Disorders
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In addition, choose one from the following courses:

COUN5108 * Foundations of Addiction and Addictive 4 quarter credits

Behavior

COUN5266 Family Systems and Psychoeducation in 4 quarter credits

Addiction

COUN5268 Psychopharmacology and Medication 4 quarter credits

Management

Total

20 quarter credits
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 789

Systemic Couple and Family Therapy Graduate Certificate

School of Social and Behavioral Sciences

The Systemic Couple and Family Therapy graduate certificate is designed for
professionals seeking to increase their knowledge of couple and family therapy.
Learners articulate and apply an understanding of theoretical knowledge in the field and
demonstrate ethical and professional standards. This graduate certificate is not
designed to meet licensure requirements.

Five Required Courses

20 quarter credits

MFT5008 Foundations of Couple and Family Therapy 4 quarter credits

MFT5222 Professional Ethics in Marriage and Family 4 quarter credits

Therapy

MFT5270 * Family Therapy Theory and Methods 4 quarter credits

MFT5271 * Working with Families Across the Lifespan 4 quarter credits

MFT5273 * Couple and Marital Therapy 4 quarter credits

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 790

Total

20 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

Please note that some courses within this program have prerequisites that are not listed
as required courses, which may increase the total number of courses needed to
complete this program.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 791

Contemporary Theory in Mental Health Services

Graduate Certificate
School of Social and Behavioral Sciences

The Contemporary Theory in Mental Health Services graduate certificate is designed

for professionals who want to increase their knowledge of assessment and treatment of
mental health issues. This graduate certificate is not designed to meet licensure
requirements for the counseling professions.

Five Required Courses

20 quarter credits

COUN5004 Survey of Research in Human Development 4 quarter credits

for Professional Counselors

COUN5217 Ethical and Legal Issues in Professional 4 quarter credits

Counseling

COUN5223 Introduction to Clinical Mental Health 4 quarter credits

Counseling

COUN5239 Theories of Psychotherapy 4 quarter credits

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 792

COUN5336 Counseling and Advocacy with Diverse 4 quarter credits

Populations

Total

20 quarter credits
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1.888.CAPELLA (227.3552) Capella University 793

Contemporary Theory in School-Based Services

Graduate Certificate
School of Social and Behavioral Sciences

The Contemporary Theory in School-Based Services graduate certificate is designed

for professionals who want to increase their knowledge of theories of development,
mental health issues affecting children and adolescents in school settings, and the roles
of school counselors. This graduate certificate is not designed to meet licensure
requirements for the counseling professions.

Five Required Courses

20 quarter credits

COUN5004 Survey of Research in Human Development 4 quarter credits

for Professional Counselors

COUN5280 Introduction to School Counseling 4 quarter credits

COUN5338 Crisis Intervention, Trauma Response, and 4 quarter credits

Emergency Management

COUN5420 Child and Adolescent Psychopathology 4 quarter credits

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 794

COUN5812 * Theories of Counseling with Children and 4 quarter credits

Adolescents

Total

20 quarter credits
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 795

Bachelor of Science (BS) in Psychology

School of Social and Behavioral Sciences

The Bachelor of Science in Psychology degree program provides undergraduate

learners with instruction across the broad science of psychology. The curriculum
emphasizes the knowledge, skills, and values identified by the American Psychological
Association (APA) as fundamental in the undergraduate study of psychology and is
designed to foster understanding of the complexities of human behavior and thought
and the development of the analytical, quantitative, and communication skills
associated with psychology study. Successful graduates of this program are prepared
to continue their studies at the graduate level or pursue careers in a variety of public
and private employment settings in which psychology knowledge and skills are used to
promote human welfare.

Specializations

General Psychology

General Psychology, FlexPath option

Applied Behavior Analysis

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 796

BS in Psychology, General Psychology

School of Social and Behavioral Sciences

Undergraduate learners in the General Psychology specialization integrate psychology

knowledge with associated skills by engaging in a curriculum that presents fundamental
psychological concepts, theories, empirical findings, and historical trends. In particular,
learners focus on social, abnormal, positive, and biological psychology and lifespan
development, motivation and performance, learning and cognition, research
methodology, culture and diversity, and ethics. Successful graduates of this
specialization are prepared to build on their knowledge and skills at the graduate level
or pursue careers in a variety of settings, including education, public service, law
enforcement and corrections, business, human development, and rehabilitation and
mental health.

General Education Requirements

Choose 45 quarter credits with a minimum of 6 quarter credits from each category; see
General Education Courses.

Required courses:

BIO1000 Human Biology 6 quarter credits

ENG1000 English Composition 6 quarter credits

MAT2001 Statistical Reasoning 6 quarter credits

PHI2000 Ethics 6 quarter credits

PSYC1000 Introduction to Psychology 6 quarter credits

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 797

Additional Program Requirements

PSYC1003 Developing Psychology Thinking † 6 quarter credits

Core courses - 54 quarter credits

PSYC3003 Developing a Psychology Perspective ‡ 6 quarter credits

-or-

PSYC3002 Developing a Psychology Perspective § 6 quarter credits

PSYC3210 * Human Lifespan Development 6 quarter credits

PSYC3500 * Learning and Cognition 6 quarter credits

PSYC3520 * Introduction to Social Psychology 6 quarter credits

PSYC3540 * Culture, Ethnicity, and Diversity 6 quarter credits

PSYC4100 * History and Modern Systems of Psychology 6 quarter credits

PSYC4310 * Biological Psychology 6 quarter credits

PSYC4600 * Research Methods in Psychology 6 quarter credits

PSYC4700 * Statistics for the Behavioral Sciences 6 quarter credits

Specialization courses - 12 quarter credits

Choose an additional 12 quarter credits of psychology courses.

Elective courses - 63 quarter credits

Choose 63 quarter credits of additional undergraduate courses.║

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1.888.CAPELLA (227.3552) Capella University 798

Capstone course - 6 quarter credits

Taken during the learner’s final quarter:

PSYC4900 * Psychology Capstone Project 6 quarter credits

Total

180 quarter credits

Honors Pathway

Learners enrolled in the honors pathway complete the following general education
courses.

Honors courses

15 quarter credits

PHI-H2005 Honors Seminar: Critical Thinking for the 3 quarter credits

Professional World

COM-H4005 * Communicating and Integrating Solutions in 6 quarter credits

the Professional World

SOC-H3005 * Honors Professional Seminar 6 quarter credits

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1.888.CAPELLA (227.3552) Capella University 799

These courses are applied toward the general education requirement and taken in
addition to the remaining required courses.

Total

180 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

† Learners who are determined to need additional support developing academic and
professional writing and reading skills based on academic assessment must take
PSYC1003 during their first quarter.

‡ Learners who have completed PSYC1003 are required to take PSYC3003.

§ Learners who are not required to take PSYC1003 are placed in PSYC3002.

║Learners who have completed PSYC1003 choose 57 quarter credits of additional

undergraduate elective courses.

Nevada residents must complete POL1110 as part of their general education

requirements.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.

Eligible Concentrations

Addictions

Behavioral Health

Forensic Psychology
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 800

BS in Psychology, General Psychology, FlexPath Option

School of Social and Behavioral Sciences

Undergraduate learners in the General Psychology specialization integrate psychology

knowledge with associated skills by engaging in a curriculum that presents fundamental
psychological concepts, theories, empirical findings, and historical trends. In particular,
learners focus on social, abnormal, positive, and biological psychology and lifespan
development, motivation and performance, learning and cognition, research
methodology, culture and diversity, and ethics. Successful graduates of this
specialization are prepared to build on their knowledge and skills at the graduate level
or pursue careers in a variety of settings, including education, public service, law
enforcement and corrections, business, human development, and rehabilitation and
mental health. Learners who pursue this specialization through the FlexPath option
earn a BS in Psychology through self-paced demonstrations of competencies.

General Education Requirements

A minimum of 22.5 program points; see General Education Courses, FlexPath option. †

Required courses:

BIO-FPX1000 Human Biology 3 program points

ENG-FPX1000 English Composition 3 program points

MAT-FPX2001 Statistical Reasoning 3 program points

PHI-FPX2000 Ethics 3 program points

PSYC-FPX1000 Introduction to Psychology 3 program points

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 801

Additional Program Requirements

Core courses - 33 program points

PSYC-FPX3002 Developing a Psychology Perspective 3 program points

PSYC-FPX3210 * Human Lifespan Development 3 program points

PSYC-FPX3500 * Learning and Cognition 3 program points

PSYC-FPX3520 * Introduction to Social Psychology 3 program points

PSYC-FPX3540 * Culture, Ethnicity, and Diversity 3 program points

PSYC-FPX4100 * History and Modern Systems of Psychology 3 program points

PSYC-FPX4310 * Biological Psychology 3 program points

PSYC-FPX4600 * Research Methods in Psychology 3 program points

PSYC-FPX4700 * Statistics for the Behavioral Sciences 3 program points

In addition, choose 6 program points of undergraduate psychology courses.†

Elective courses - 31.5 program points

Complete at least 31.5 program points of additional undergraduate courses.†

Capstone course - 3 program points Taken during the learner’s final quarter:

PSYC-FPX4900 * Psychology Capstone Project 3 program points

Total

At least 90 program points

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* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

† Learners in this specialization choose general education, undergraduate psychology,

and elective courses from the FlexPath (-FPX) course list.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.

Nevada residents must complete POL-FPX1110 as part of their general education

requirements.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 803

BS in Psychology, Applied Behavior Analysis

School of Social and Behavioral Sciences

The Applied Behavior Analysis undergraduate specialization provides learners with a

foundational knowledge of major competency areas in the applied behavior analysis
field. The curriculum focuses on foundational behavior analysis theories, concepts, and
techniques; applied research methods in the field; and ethical standards to which
professionals in the applied behavior analysis field must adhere. Upon successful
completion of this undergraduate specialization, learners are prepared to interpret
research studies in applied behavior analysis; identify behavioral problems through
assessment; select targeted behaviors for change; conduct consultations; and design,
implement, and evaluate culturally appropriate and ethical behavioral interventions
under the supervision of a board certified behavior analyst (BCBA) in order to bring
about positive behavioral change for diverse individuals.

General Education Requirements

Choose 45 quarter credits with a minimum of 6 quarter credits from each category; see
General Education Courses.

Required courses:

BIO1000 Human Biology 6 quarter credits

ENG1000 English Composition 6 quarter credits

MAT2001 Statistical Reasoning 6 quarter credits

PHI2000 Ethics 6 quarter credits

PSYC1000 Introduction to Psychology 6 quarter credits

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 804

Additional Program Requirements

PSYC1003 Developing Psychology Thinking † 6 quarter credits

Core courses - 54 quarter credits

PSYC3002 Developing a Psychology Perspective § 6 quarter credits

-or-

PSYC3003 Developing a Psychology Perspective ‡ 6 quarter credits

PSYC3210 * Human Lifespan Development 6 quarter credits

PSYC3500 * Learning and Cognition 6 quarter credits

PSYC3520 * Introduction to Social Psychology 6 quarter credits

PSYC3540 * Culture, Ethnicity, and Diversity 6 quarter credits

PSYC4100 * History and Modern Systems of Psychology 6 quarter credits

PSYC4310 * Biological Psychology 6 quarter credits

PSYC4600 * Research Methods in Psychology 6 quarter credits

PSYC4700 * Statistics for the Behavioral Sciences 6 quarter credits

Specialization courses - 30 quarter credits

PSYC4001 Applied Behavior Analysis Foundations 6 quarter credits

PSYC4002 * Applied Behavior Analysis Ethics and 6 quarter credits

Supervision
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 805

PSYC4003 * Applied Behavior Analysis Research and 6 quarter credits

Interventions

PSYC4004 * Applied Behavior Analysis Assessment 6 quarter credits

PSYC4005 * Applied Behavior Analysis Behavior-Change 6 quarter credits

Procedures and Interventions

Elective courses - 39 quarter credits

Choose 39 quarter credits of additional undergraduate courses.║

Capstone courses - 12 quarter credits

Taken during the learner’s final two quarters:

PSYC4006 * Applied Behavior Analysis Capstone 1 ¶ 6 quarter credits

PSYC4007 * Applied Behavior Analysis Capstone 2 ¶ 6 quarter credits

Total

180 quarter credits

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1.888.CAPELLA (227.3552) Capella University 806

Honors Pathway

Learners enrolled in the honors pathway complete the following general education
courses.

Honors courses

15 quarter credits

PHI-H2005 Honors Seminar: Critical Thinking for the 3 quarter credits

Professional World

COM-H4005 * Communicating and Integrating Solutions in 6 quarter credits

the Professional World

SOC-H3005 * Honors Professional Seminar 6 quarter credits

These courses are applied toward the general education requirement and taken in
addition to the remaining required courses.

Total

180 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

† Learners who are determined to need additional support developing academic and
professional writing and reading skills based on academic assessment must take
PSYC1003 during their first quarter.

‡ Learners who have completed PSYC1003 are required to take PSYC3003.

§ Learners who are not required to take PSYC1003 are placed in PSYC3002.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 807

║Learners who have completed PSYC1003 choose 33 quarter credits of additional

undergraduate elective courses.

¶ This course satisfies Behavior Analyst Certification Board (BACB) contact

hour requirements. Please contact your academic advisor or the instructor for additional
details.

This specialization is not accredited by the American Psychological Association (APA)

or by the Council for Accreditation of Counseling and Related Educational Programs
(CACREP). Capella University cannot guarantee eligibility for licensure, endorsement,
other professional credential, or salary advancement. State licensing regulations and
professional standards vary; learners are responsible for understanding and complying
with the requirements of the state in which they intend to work. For more information,
see the professional licensure disclosures for this program on Capella’s website.

Nevada residents must complete POL1110 as part of their general education

requirements.
Volume 21-22 No. 2
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Bachelor of Science (BS) in Psychology Pre-Counseling

School of Social and Behavioral Sciences

The Bachelor of Science in Psychology Pre-Counseling degree program provides

undergraduate learners with instruction across the broad science of psychology and an
introduction to counseling theories, professions, and practices. The psychology
curriculum emphasizes the knowledge, skills, and values identified by the American
Psychological Association (APA) as fundamental in the undergraduate study of
psychology and is designed to foster understanding of the complexities of human
behavior and thought and the development of the analytical, quantitative, and
communication skills associated with psychology study. For their graduate-level
counseling curriculum, pre-counseling learners choose one of three courses
emphasizing marriage and family counseling/therapy, clinical mental health counseling,
or school counseling. Successful graduates of this program are prepared to continue
their studies at the graduate level or pursue entry-level careers in a variety of public
andprivate employment settings in which psychology knowledge and skills are used to
promote human welfare.

General Education Requirements

Choose 45 quarter credits with a minimum of 6 quarter credits from each category; see
General Education Courses.

Required courses:

BIO1000 Human Biology 6 quarter credits

ENG1000 English Composition 6 quarter credits

MAT2001 Statistical Reasoning 6 quarter credits

PHI2000 Ethics 6 quarter credits

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 809

PSYC1000 Introduction to Psychology 6 quarter credits

Additional Program Requirements

PSYC1003 Developing Psychology Thinking † 6 quarter credits

Required courses

66 quarter credits

PSYC3003 Developing a Psychology Perspective ‡ 6 quarter credits

-or-

PSYC3002 Developing a Psychology Perspective § 6 quarter credits

PSYC3210 * Human Lifespan Development 6 quarter credits

PSYC3500 * Learning and Cognition 6 quarter credits

PSYC3520 * Introduction to Social Psychology 6 quarter credits

PSYC3540 * Culture, Ethnicity, and Diversity 6 quarter credits

PSYC4100 * History and Modern Systems of Psychology 6 quarter credits

PSYC4310 * Biological Psychology 6 quarter credits

PSYC4600 * Research Methods in Psychology 6 quarter credits

PSYC4700 * Statistics for the Behavioral Sciences 6 quarter credits

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1.888.CAPELLA (227.3552) Capella University 810

In addition, choose one from the following two master's-level counseling courses:

COUN5004 Survey of Research in Human Development 4 quarter credits

for Professional Counselors

MFT5008 Foundations of Couple and Family Therapy 4 quarter credits

In addition, choose one from the following two master's-level counseling courses:

COUN5336 Counseling and Advocacy with Diverse 4 quarter credits

Populations

MFT5270 * Family Therapy Theory and Methods 4 quarter credits

In addition, choose one from the following two master's-level counseling courses:

COUN5239 Theories of Psychotherapy 4 quarter credits

COUN5812 * Theories of Counseling with Children and 4 quarter credits

Adolescents

MFT5222 Professional Ethics in Marriage and Family 4 quarter credits

Therapy

Elective courses

63 quarter credits ||

Recommended elective courses:

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 811

PSYC2300 Introduction to Addiction Theories 3 quarter credits

PSYC2320 * Introduction to Counseling and 3 quarter credits

Psychotherapy

PSYC2900 * Introduction to Psychology of Personality 3 quarter credits

PSYC3110 * Abnormal Psychology 6 quarter credits

OR

Choose any undergraduate courses.

Capstone courses

6 quarter credits

Taken during the learner's final quarter:

PSYC4900 * Psychology Capstone Project 6 quarter credits

Total

180 quarter credits

Honors Pathway

Learners enrolled in the honors pathway complete the following general education
courses.
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1.888.CAPELLA (227.3552) Capella University 812

Honors courses

15 quarter credits

PHI-H2005 Honors Seminar: Critical Thinking for the 3 quarter credits

Professional World

COM-H4005 * Communicating and Integrating Solutions in 6 quarter credits

the Professional World

SOC-H3005 * Honors Professional Seminar 6 quarter credits

These courses are applied toward the general education requirement and taken in
addition to the remaining required courses.

Total

180 quarter credits

† Learners who are determined to need additional support developing academic and
professional writing and reading skills based on academic assessment must take
PSYC1003 during their first quarter.

‡ Learners who have completed PSYC1003 are required to take PSYC3003.

§ Learners who are not required to take PSYC1003 are placed in PSYC3002.

|| Learners who have completed PSYC1003 choose 57 quarter credits of additional

undergraduate elective courses.

Nevada residents must complete POL1110 as part of their general education

requirements.
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1.888.CAPELLA (227.3552) Capella University 813

Additional BS in Psychology Pre-Counseling Degree Program Information

The BS in Psychology Pre-Counseling degree program incorporates specific

graduate-level counseling courses into the learner’s final year of the undergraduate
program. Learners must gain school approval prior to registering for the graduate-level
courses.

In this program, learners are required to have a 3.0 Capella cumulative grade point
average (GPA) at the time they apply to take graduate-level courses and must achieve
at least a of “B” in each of the master’s-level courses. In addition, learners should
select a concentration for their MS track as part of the approval process, which must be
completed before the learner reaches 144 total credits. Learners who fail to maintain
the minimum GPA, who do not apply, or who are not approved to take graduate-level
courses will be administratively moved from the BS in Psychology Pre-Counseling
degree program into the BS Psychology, General Psychology program.

Upon earning the bachelor’s degree, learners have one year to begin the master’s
program that corresponds with their concentration. Learners are encouraged to enter
their master’s program within this time frame to ensure all master’s-level courses are
relevant and applicable for the master’s program requirements. Program faculty will
review official degree-conferred transcripts as part of the application for full admission
into the MS in Counseling degree program. Learners who choose to apply to an MS in
Counseling degree program that does not correspond to their concentration will be
required to submit new admission documents.
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Doctor of Philosophy (PhD) in Psychology

School of Social and Behavioral Sciences

The Doctor of Philosophy (PhD) in Psychology degree program provides learners with
advanced academic preparation with an emphasis on research and scholarship.
Learners pursue a specialization during which they engage in a
competency-based, scholar-practitioner curriculum that can be applied in a range of
fields, including psychology, mental health, education, business, and public policy.
Successful graduates of this degree program are prepared to apply psychological
principles in areas such as teaching, administration, research, consultation, coaching,
management, and leadership.

Specializations

General Psychology

Behavior Analysis

Developmental Psychology

Educational Psychology

Industrial/Organizational Psychology
Volume 21-22 No. 2
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PhD in Psychology, General Psychology

School of Social and Behavioral Sciences

The doctoral General Psychology specialization is for learners who want flexibility in
designing a program based on their professional interests. Learners may use their
electives to design an individualized area of psychology study or to design an
interdisciplinary area of study that blends psychology with education or business. Upon
successful completion of this specialization, learners are prepared to pursue careers as
university professors, researchers, consultants, or program administrators. The
requirements for this specialization are not designed to prepare graduates for licensure
as professional counselors or psychologists.

Nineteen Required Courses

At least 78 quarter credits

Residency Requirement(s):

Three ten-week courses with a four-day embedded residency experience (PSY-V8925,

PSY-V8926, PSY-V8927). See university policy 3.04.05 Attendance at Residencies
and the Residencies page on Campus for more information. Also see each graduate
school’s residency courses.

Core courses:
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PSY8002 Foundations of Theory and Practice for 5 quarter credits

Doctoral Psychology Learners

PSY5110 * Ethics and Multicultural Issues in Psychology 5 quarter credits

PSY7115 Research Foundations of History and 5 quarter credits

Systems in Psychology

PSY7868 Qualitative Design and Analysis 4 quarter credits

PSY8625 * Advanced Inferential Statistics 5 quarter credits

PSY8658 * Quantitative Research Methods in 5 quarter credits

Psychology

PSY-V8925 * Doctoral Project Development – Topic 3 quarter credits

Ideation

PSY-V8926 * Doctoral Project Development – Topic 3 quarter credits

Development

PSY-V8927 * Doctoral Project Development – Framework 3 quarter credits

Development

Choose one from the following two courses:

PSY8626 * Multivariate Statistics: Theory and 5 quarter credits

Application

PSY8635 * Advanced Qualitative Analysis 5 quarter credits

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Specialization courses:

PSY5140 * Program Evaluation 5 quarter credits

PSY7610 Tests and Measurements 5 quarter credits

PSY7660 * Survey Construction and Administration 5 quarter credits

Choose one from the following two courses:

PSY8626 * Multivariate Statistics: Theory and 5 quarter credits

Application

PSY8635 * Advanced Qualitative Analysis 5 quarter credits

Upon completion of all required coursework:

PSY9919 * Doctoral Comprehensive Examination 3 quarter credits

Learners must register for PSY9960 a minimum of four times to fulfill their specialization
requirements.

PSY9960 * Dissertation Courseroom 3 quarter credits

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1.888.CAPELLA (227.3552) Capella University 818

Five Elective Courses

At least 25 quarter credits

Choose any graduate courses.

Total

At least 103 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

Please note that some courses within this program have prerequisites that are not listed
as required courses, which may increase the total number of courses needed to
complete this program.
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1.888.CAPELLA (227.3552) Capella University 819

PhD in Psychology, Behavior Analysis

School of Social and Behavioral Sciences

The doctoral Behavior Analysis specialization is designed for behavior analyst

professionals seeking to serve as academic, research, or clinical leaders in the field of
behavior analysis. Learners integrate basic behavior analytic theory, as well as basic
and applied research with the practice of applied behavior analysis. Upon completion,
learners are prepared to pursue careers in leadership positions within the practice of
applied behavior analysis as well as academic and research positions. In combination
with a behavior-analytic dissertation, learners who complete this specialization can
apply for the doctoral designation as a certified behavior analyst. These specialization
requirements are not intended to prepare graduates for licensure as professional
counselors or licensed psychologists.

Twenty-One Required Courses

At least 88 quarter credits

Residency Requirement(s):

Three ten-week courses with a four-day embedded residency experience (PSY-V8925,

PSY-V8926, PSY-V8927). See university policy 3.04.05 Attendance at Residencies
and the Residencies page on Campus for more information. Also see each graduate
school’s residency courses.
Volume 21-22 No. 2
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Core courses:

PSY8002 Foundations of Theory and Practice for 5 quarter credits

Doctoral Psychology Learners

PSY5110 * Ethics and Multicultural Issues in Psychology 5 quarter credits

PSY7115 Research Foundations of History and 5 quarter credits

Systems in Psychology

PSY7868 Qualitative Design and Analysis 4 quarter credits

PSY8307 * Advanced Single-Subject Research Design 5 quarter credits

for Behavior Analysis

PSY8625 * Advanced Inferential Statistics 5 quarter credits

PSY8658 * Quantitative Research Methods in 5 quarter credits

Psychology

PSY-V8925 * Doctoral Project Development – Topic 3 quarter credits

Ideation

PSY-V8926 * Doctoral Project Development – Topic 3 quarter credits

Development

PSY-V8927 * Doctoral Project Development – Framework 3 quarter credits

Development

Specialization courses:

PSY7305 Organizational Behavior Management 5 quarter credits

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PSY7306 Education and Teaching in Applied Behavior 5 quarter credits

Analysis

PSY8301 Single-Subject Research Design Methods 5 quarter credits

PSY8302 Behaviorism 5 quarter credits

PSY8303 Experimental Analysis of Behavior 5 quarter credits

PSY8304 Analysis of Verbal Behavior 5 quarter credits

Upon completion of all required coursework:

PSY9919 * Doctoral Comprehensive Examination 3 quarter credits

Learners must register for PSY9960 a minimum of four times to fulfill their specialization
requirements.

PSY9960 * Dissertation Courseroom 3 quarter credits

Three Elective Courses

15 quarter credits

Choose three from the following thirteen courses:

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PSY5140 * Program Evaluation 5 quarter credits

PSY6010 Human Prenatal Development 5 quarter credits

PSY6020 * Topics in Child and Adolescent Development 5 quarter credits

PSY6025 Child Psychology 5 quarter credits

PSY6030 Adolescent Psychology 5 quarter credits

PSY6710 Principles of Industrial/Organizational 5 quarter credits

Psychology

PSY6730 Consultation Psychology 5 quarter credits

PSY6810 * Principles of Sport Psychology 5 quarter credits

PSY7422 Motivation 5 quarter credits

PSY7610 Tests and Measurements 5 quarter credits

PSY7860 Survey of Research Methods 4 quarter credits

PSY7864 Quantitative Design and Analysis 4 quarter credits

PSY8150 Exceptional Children in the Classroom 5 quarter credits

Total

At least 103 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

Please note that some courses within this program have prerequisites that are not listed
as required courses, which may increase the total number of courses needed to
complete this program.
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PhD in Psychology, Developmental Psychology

School of Social and Behavioral Sciences

Doctoral learners in the Developmental Psychology specialization acquire a broad base

of knowledge associated with lifespan development, policy, and advocacy. Core
coursework provides a foundation of the science of psychology, and specialization
coursework provides depth within the discipline of developmental psychology and
policy. The curriculum provides learners the opportunity to pursue a specific
concentration within the program. Successful graduates of this specialization are
prepared to pursue careers in teaching and instruction; higher education; child,
adolescent, and adult development; policy and advocacy; or research. These
specialization requirements are not intended to prepare graduates for licensure as
professional counselors or licensed psychologists.

Twenty-Four Required Courses

At least 101 quarter credits

Residency Requirement(s):

Three ten-week courses with a four-day embedded residency experience (PSY-V8925,

PSY-V8926, PSY-V8927). See university policy 3.04.05 Attendance at Residencies
and the Residencies page on Campus for more information. Also see each graduate
school’s residency courses.
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Core courses:

PSY8002 Foundations of Theory and Practice for 5 quarter credits

Doctoral Psychology Learners

PSY5110 * Ethics and Multicultural Issues in Psychology 5 quarter credits

PSY7115 Research Foundations of History and 5 quarter credits

Systems in Psychology

PSY7868 Qualitative Design and Analysis 4 quarter credits

PSY8625 * Advanced Inferential Statistics 5 quarter credits

PSY8658 * Quantitative Research Methods in 5 quarter credits

Psychology

PSY-V8925 * Doctoral Project Development – Topic 3 quarter credits

Ideation

PSY-V8926 * Doctoral Project Development – Topic 3 quarter credits

Development

PSY-V8927 * Doctoral Project Development – Framework 3 quarter credits

Development

Choose one from the following two courses:

PSY8626 * Multivariate Statistics: Theory and 5 quarter credits

Application

PSY8635 * Advanced Qualitative Analysis 5 quarter credits

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Specialization courses:

DHA8008 Health Care Policy Processes 6 quarter credits

MPH5506 Social and Behavioral Foundations in Public 4 quarter credits

Health

NHS6004 Health Care Law and Policy 4 quarter credits

PSY6010 Human Prenatal Development 5 quarter credits

PSY6015 Lifespan Development 5 quarter credits

PSY6025 Child Psychology 5 quarter credits

PSY6030 Adolescent Psychology 5 quarter credits

PSY7240 Adult Psychology 5 quarter credits

PUAD7035 * Public Sector Policy Analysis 4 quarter credits

Upon completion of all required coursework:

PSY9919 * Doctoral Comprehensive Examination 3 quarter credits

Learners must register for PSY9960 a minimum of four times to fulfill their specialization
requirements.

PSY9960 * Dissertation Courseroom 3 quarter credits

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Total

At least 101 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

Please note that some courses within this program have prerequisites that are not listed
as required courses, which may increase the total number of courses needed to
complete this program.
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PhD in Psychology, Educational Psychology

School of Social and Behavioral Sciences

Doctoral learners in the Educational Psychology specialization acquire a broad base of

knowledge associated with learning, cognition, instruction, development, and research.
Core coursework provides a foundation of the science of psychology, and specialization
coursework provides depth within the discipline of educational psychology. The
curriculum provides learners the opportunity to pursue a specific concentration within
the program. Successful graduates of this specialization are prepared to pursue careers
in teaching and instruction; higher education; corporate and military educational
training; child, adolescent, and adult development; instructional technology; test
construction; learning evaluation; program evaluation; or research. These specialization
requirements are not intended to prepare graduates for licensure as professional
counselors or licensed psychologists.

Twenty-Four Required Courses

At least 103 quarter credits

Residency Requirement(s):

Three ten-week courses with a four-day embedded residency experience (PSY-V8925,

PSY-V8926, PSY-V8927). See university policy 3.04.05 Attendance at Residencies
and the Residencies page on Campus for more information. Also see each graduate
school’s residency courses.
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Core courses:

PSY8002 Foundations of Theory and Practice for 5 quarter credits

Doctoral Psychology Learners

PSY5110 * Ethics and Multicultural Issues in Psychology 5 quarter credits

PSY7115 Research Foundations of History and 5 quarter credits

Systems in Psychology

PSY7868 Qualitative Design and Analysis 4 quarter credits

PSY8625 * Advanced Inferential Statistics 5 quarter credits

PSY8658 * Quantitative Research Methods in 5 quarter credits

Psychology

PSY-V8925 * Doctoral Project Development – Topic 3 quarter credits

Ideation

PSY-V8926 * Doctoral Project Development – Topic 3 quarter credits

Development

PSY-V8927 * Doctoral Project Development – Framework 3 quarter credits

Development
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Choose one from the following two courses:

PSY8626 * Multivariate Statistics: Theory and 5 quarter credits

Application

PSY8635 * Advanced Qualitative Analysis 5 quarter credits

Specialization courses:

PSY6110 Learning Theories in Psychology 5 quarter credits

PSY7421 Cognitive/Affective Psychology 5 quarter credits

PSY7422 Motivation 5 quarter credits

PSY7610 Tests and Measurements 5 quarter credits

PSY8100 * Principles of Educational Psychology 5 quarter credits

PSY8110 The Psychology of Teaching 5 quarter credits

PSY8130 Adult Learner in the Classroom 5 quarter credits

PSY8170 * Principles of Instructional Design 5 quarter credits

In addition, choose one of the following eight courses:

PSY5140 * Program Evaluation 5 quarter credits

PSY6010 Human Prenatal Development 5 quarter credits

PSY6015 Lifespan Development 5 quarter credits

PSY6020 * Topics in Child and Adolescent Development 5 quarter credits

PSY6030 Adolescent Psychology 5 quarter credits

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PSY7660 * Survey Construction and Administration 5 quarter credits

PSY8150 Exceptional Children in the Classroom 5 quarter credits

PSY8765 * Testing and Assessment in Workplace 5 quarter credits

Psychology

Upon completion of all required coursework:

PSY9919 * Doctoral Comprehensive Examination 3 quarter credits

Learners must register for PSY9960 a minimum of four times to fulfill their specialization
requirements.

PSY9960 * Dissertation Courseroom 3 quarter credits

Total

At least 103 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

Please note that some courses within this program have prerequisites that are not listed
as required courses, which may increase the total number of courses needed to
complete this program.
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PhD in Psychology, Industrial/Organizational Psychology

School of Social and Behavioral Sciences

The doctoral specialization in Industrial/ Organizational Psychology is for learners

interested in the structure of psychology in the workplace and other organizational
settings. The curriculum provides learners the opportunity to pursue a specific
concentration within the program. Learners in this specialization are interested in leader
development, coaching psychology, group and team dynamics, organizational change
management, systems planning, industrial/ organizational assessment, employee
motivation/ performance improvement, strategic planning, professional development,
and administrative and human resource management (including employee support
services). Doctoral graduates typically pursue positions as consultants to organizations,
including government, higher education, and scientific research. These specialization
requirements are not intended to prepare graduates for licensure as professional
counselors or psychologists.

Twenty-Four Required Courses

At least 103 quarter credits

Residency Requirement(s):

Three ten-week courses with a four-day embedded residency experience (PSY-V8925,

PSY-V8926, PSY-V8927). See university policy 3.04.05 Attendance at Residencies
and the Residencies page on Campus for more information. Also see each graduate
school’s residency courses.
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Core courses:

PSY8002 Foundations of Theory and Practice for 5 quarter credits

Doctoral Psychology Learners

PSY5110 * Ethics and Multicultural Issues in Psychology 5 quarter credits

PSY7115 Research Foundations of History and 5 quarter credits

Systems in Psychology

PSY7868 Qualitative Design and Analysis 4 quarter credits

PSY8625 * Advanced Inferential Statistics 5 quarter credits

PSY8658 * Quantitative Research Methods in 5 quarter credits

Psychology

PSY-V8925 * Doctoral Project Development – Topic 3 quarter credits

Ideation

PSY-V8926 * Doctoral Project Development – Topic 3 quarter credits

Development

PSY-V8927 * Doctoral Project Development – Framework 3 quarter credits

Development
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Choose one from the following two courses:

PSY8626 * Multivariate Statistics: Theory and 5 quarter credits

Application

PSY8635 * Advanced Qualitative Analysis 5 quarter credits

Specialization courses:

PSY6710 Principles of Industrial/Organizational 5 quarter credits

Psychology

PSY6720 Psychology of Leadership 5 quarter credits

PSY6730 Consultation Psychology 5 quarter credits

PSY7610 Tests and Measurements 5 quarter credits

PSY8755 Ethical and Legal Principles of Industrial 5 quarter credits

/Organizational Psychology

PSY8761* Work Analysis and Selection 5 quarter credits

PSY8765 * Testing and Assessment in Workplace 5 quarter credits

Psychology

PSY8770 Psychology of Motivation and Performance 5 quarter credits

Choose one from the following five courses:

PSY5140 * Program Evaluation 5 quarter credits

PSY7510 Psychology of Personality 5 quarter credits

PSY7530 Psychology of Group Dynamics 5 quarter credits

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PSY8721 Introduction to Business Practices for 5 quarter credits

Psychologists

PSY8768 * Theory and Practice of Psychological 5 quarter credits

Coaching

Upon completion of all required coursework:

PSY9919 * Doctoral Comprehensive Examination 3 quarter credits

Learners must register for PSY9960 a minimum of four times to fulfill their specialization
requirements.

PSY9960 * Dissertation Courseroom 3 quarter credits

Total

At least 103 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

Please note that some courses within this program have prerequisites that are not listed
as required courses, which may increase the total number of courses needed to
complete this program.
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Doctor of Psychology (PsyD)

School of Social and Behavioral Sciences

The Doctor of Psychology (PsyD) degree program is designed to prepare learners for
professional psychology practice. Learners pursue a Clinical Psychology specialization
during which they engage in a competencybased, scholar-practitioner curriculum that
provides them with advanced practice preparation emphasizing the incorporation of
scientific knowledge and inquiry into the development, application, and evaluation of
ethical and culturally sensitive psychological assessments and interventions. The
specialization coursework, residency experiences, clinical training, and research are
sequential, developmental, and graded in complexity to ensure that successful
graduates gain the knowledge, skills, and attitudes needed to form effective
professional relationships; conduct appropriate psychological assessments;
successfully implement evidence-based interventions; evaluate the outcomes of
programs and therapeutic interventions; and engage in supervision, consultation, and
advocacy related to the practice of clinical psychology.

Specialization

Clinical Psychology
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PsyD, Clinical Psychology

School of Social and Behavioral Sciences

The PsyD Clinical Psychology specialization provides learners with comprehensive

clinical training based on theoretical and scientific foundations of psychology, including
psychological assessment and intervention. This specialization is designed to prepare
graduates to be eligible to apply for clinical psychologist licensure in many states. The
curriculum provides both online coursework and face-to-face residencies that focus on
ethics, multicultural perspectives, supervision, clinical interviewing skills, cognitive and
personality assessment, diagnosis and psychopathology, psychotherapy theory and
treatment, and psychological report writing. Learners also engage in traditional clinical
training experiences and complete a clinically relevant research project. Learners who
choose this specialization typically pursue careers as licensed clinical psychologists,
who may provide services in psychotherapy, psychological testing, mental health
consulting, research, and higher education teaching.

Personal Suitability and Fitness for the Profession

Capella embraces the principles and guidelines set forth by the Council of Chairs of
Training Councils (CCTC) related to professional psychology programs in that the
faculty, training staff, supervisors, and administrators in the PsyD Clinical Psychology
specialization have a professional, ethical, and potentially legal obligation to ensure,
insofar as possible, that all learners have the competence to manage professional
relationships in an effective and appropriate manner and that they possess the
emotional maturity, interpersonal stability, and intellectual judgment required to work
with vulnerable populations. Personal suitability and fitness for the profession includes
but is not limited to demonstration of sufficient interpersonal and professional
competence; selfawareness, self-reflection, and self-evaluation; openness to processes
of supervision; and resolution of issues or problems that interfere with professional
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development or functioning in a satisfactory manner. Throughout the graduate training

of each learner, faculty and staff are responsible for educating and assessing learners
with regard to their personal suitability and fitness for the profession.

Degree Requirement(s):

• Learners start the PsyD program on an annual basis by registering for PSY8001 in the
fall. This course must be completed before registering for other courses.

• Learners may transfer a maximum of 15 quarter credits (three courses) toward a PsyD.

• Learners must complete three academic years of full-time enrollment (at least nine
quarters during which learners are registered for 10 or more quarter credits of
coursework, exclusive of internship and dissertation courses).

• Learners must complete a minimum of 15 quarter credits at Capella University prior to

beginning the year-in-residence.

• Learners must maintain full-time enrollment status during the year-in-residence,

completing a minimum of 40 quarter credits during the five quarters of the
year-in-residence.

• Learners must register for PSY7113, PSY8220, PSY8230, PSY8240, PSY8310,

PSY8316, PSY8330, and PSY8371 during the year-in-residence, in the quarter
specified. Learners should refer to the Clinical PsyD Program Manual for general
sequencing guidelines.

• Learners must demonstrate readiness for clinical training by completing all

year-in-residence coursework and requirements, including passing the Practicum
Readiness Evaluation.

• Learners must complete a supervised, sitebased practicum and associated

coursework.

• Learners must pass the Clinical Competency Examination.

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• Learners must complete a clinical dissertation and associated coursework.

• Learners must complete a supervised, sitebased internship and associated

coursework.

Residency Requirement(s):

Clinical Psychology year-in-residence. See university policy 3.04.05 Attendance at

Residencies, the Residencies page on Campus for more information. Also see the
PsyD Year-in-Residence section, below, and the Clinical Psychology year-in-residence
courses.

PSY-R8301 Professional Issues in Clinical Psychology non-credit

PSY-R8302 Intervention: Building Effective Relationships non-credit

PSY-R8304 Assessment: Introduction to Psychological non-credit

Testing

PSY-R8305 Intervention: Diagnostic Interviewing non-credit

PSY-R8306 Intervention: Case Formulation non-credit

PSY-R8307 Intervention: Treatment Planning non-credit

PSY-R8308 Intervention: Crisis Intervention and Risk non-credit

Assessment

PSY-R8309 Assessment: Adult Cognitive, Achievement, non-credit

and Adaptive Functioning

PSY-R8310 Assessment: Child Cognitive, Achievement, non-credit

and Adaptive Functioning

PSY-R8311 Assessment: Personality non-credit

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PSY-R8312 Assessment: Integrated Report Writing and non-credit

Case Discussion

PSY-R8313 Assessment: Measuring Treatment and non-credit

Program Effectiveness

PSY-R8314 Intervention: The Practice of Psychotherapy non-credit

PSY-R8316 Residency Capstone: Preparing for non-credit

Practicum Training

PSY-V8303 Professional Development and Socialization non-credit

PSY-V8315 Practicum Readiness Evaluation non-credit

Clinical Training Requirement(s):

Minimum of 1,000 practicum hours and 2,000 pre-doctoral internship hours. See the
PsyD Clinical Training section, below, for more information.

Twenty-Five Required Courses

125 quarter credits

Core courses:

PSY8001 Orientation to Professional Psychology 5 quarter credits

PSY5120 Social Psychology 5 quarter credits

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PSY5410 History and Systems of Psychology 5 quarter credits

PSY5420 Multicultural Perspectives in Human 5 quarter credits

Behavior

PSY6015 Lifespan Development 5 quarter credits

PSY7320 * Advanced Biological Psychology 5 quarter credits

PSY7421 Cognitive/Affective Psychology 5 quarter credits

PSY8501 * Advanced Research Methods and Statistics 5 quarter credits

for Professional Psychology

PSY8502 * Advanced Research Design and 5 quarter credits

Methodology for Professional Psychology

Specialization courses:

PSY5430 Ethics and Standards of Professional 5 quarter credits

Practice

PSY8220 * Advanced Psychopathology 5 quarter credits

PSY8230 * Psychological Testing 5 quarter credits

PSY8240 * Advanced Psychological Testing 5 quarter credits

PSY8310 Theories of Psychotherapy 5 quarter credits

PSY8316 Evidence-Based Practice in Psychology 5 quarter credits

PSY8371 Strategies of Clinical Supervision and 5 quarter credits

Consultation
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In addition, choose a minimum of three doctoral practicum series courses:

PSY8951 * Doctoral Practicum Series 5 quarter credits

PSY8952 * Doctoral Practicum Series 5 quarter credits

PSY8953 * Doctoral Practicum Series 5 quarter credits

PSY8954 * Doctoral Practicum Series 5 quarter credits

PSY8955 * Doctoral Practicum Series 5 quarter credits

PSY8956 * Doctoral Practicum Series 5 quarter credits

PSY8957 * Doctoral Practicum Series 5 quarter credits

PSY8958 * Doctoral Practicum Series 5 quarter credits

In addition, choose a minimum of two clinical dissertation series courses:

PSY9911 * Clinical Dissertation Series 5 quarter credits

PSY9912 * Clinical Dissertation Series 5 quarter credits

PSY9913 * Clinical Dissertation Series 5 quarter credits

PSY9914 * Clinical Dissertation Series 5 quarter credits

PSY9915 * Clinical Dissertation Series 5 quarter credits

PSY9916 * Clinical Dissertation Series 5 quarter credits

PSY9917 * Clinical Dissertation Series 5 quarter credits

PSY9918 * Clinical Dissertation Series 5 quarter credits

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In addition, choose a minimum of four doctoral internship series courses:

PSY8971 * Doctoral Internship Series 5 quarter credits

PSY8972 * Doctoral Internship Series 5 quarter credits

PSY8973 * Doctoral Internship Series 5 quarter credits

PSY8974 * Doctoral Internship Series 5 quarter credits

PSY8975 * Doctoral Internship Series 5 quarter credits

PSY8976 * Doctoral Internship Series 5 quarter credits

PSY8977 * Doctoral Internship Series 5 quarter credits

PSY8978 * Doctoral Internship Series 5 quarter credits

Four Elective Courses

20 quarter credits

Choose any graduate courses, excluding introductory and special topics courses,
lectures, seminars, practica, internships, and any Capella-designated first course.

Total

145 quarter credits

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* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

Please note that some courses within this program have prerequisites that are not listed
as required courses, which may increase the total number of courses needed to
complete this program.

Courses without a PSY designation may be worth fewer than five quarter credits.
Learners must carefully plan their elective courses to ensure that total credit
requirements for the degree are met. Special topics courses in the School of Social and
Behavioral Sciences can be used as an option to complete the total required credits
needed for graduation.

This specialization is not accredited by the American Psychological Association (APA)

or by the Council for Accreditation of Counseling and Related Educational Programs
(CACREP). Capella University cannot guarantee eligibility for licensure, endorsement,
other professional credential, or salary advancement. State licensing regulations and
professional standards vary; learners are responsible for understanding and complying
with the requirements of the state in which they intend to work. For more information,
see the professional licensure disclosures for this program on Capella’s website.

Iowa and Maryland residents are not eligible to enroll in this specialization.

PsyD Clinical Psychology Year-in-Residence

The residency requirement for the PsyD Clinical Psychology specialization is satisfied
by completion of the Clinical Psychology year-in-residence. The year-in-residence
provides opportunities for learners to develop clinical skills and to strengthen their
socialization into the profession of psychology, and for faculty to assess learners’
clinical skills and evaluate their fitness for the field of professional psychology. All
residencies are taught by Clinical PsyD faculty and occur in a face-to-face format, with
faculty and learners both onsite.
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The Clinical Psychology year-in-residence requires the following:

• Learners must complete a minimum of 15 quarter credits at Capella University prior to

beginning the year-in-residence.

• Learners must maintain full-time, continuous enrollment status during the year-in-
residence, registering for at least 10 quarter credits of coursework during at least three
quarters and completing a minimum of 40 quarter credits during the five quarters of the
year-in-residence.

• Learners must register for PSY7113, PSY8220, PSY8230, PSY8240, PSY8310,

PSY8316, PSY8330, and PSY8371 during the year-in-residence, in the quarter
specified. Learners should refer to the Clinical PsyD Program Manual for general
sequencing guidelines.

• Learners must demonstrate readiness for clinical training by completing all year-in-
residence coursework and requirements, including passing the Practicum Readiness
Evaluation.

The Clinical Psychology year-in-residence includes the following activities:

A. Learners complete at least 500 hours of formally scheduled face-to-face

instruction and professional socialization with PsyD Clinical Psychology
specialization faculty and learners during the five quarters of the year-in-residence.
All learners are required to be physically present at each residency experience.
These formally scheduled residency experiences take place over a period not to
exceed 13 months and are associated with specific online courses, and include the
following components, taken in sequence:

– Learners begin the Clinical Psychology year-in-residence with the first twelve-day
extended seminar (PSY-R8301, PSY-R8302, PSY-V8303, PSY-R8304), typically
scheduled in June.
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– Learners complete eight consecutive residency courses (PSY-R8305–PSY-R8312),

typically scheduled August through May.

– Learners complete the Clinical Psychology year-in-residence with the final twelve-day
extended seminar (PSY-R8313, PSY-R8314, PSY-V8315, PSY-R8316), typically
scheduled in June.

B. Learners complete at least 100 hours of participation in professional activities. These

activities must be completed during the year-in-residence but extend beyond the year-
in-residence requirements described above. Activities include participation in local,
state, and national professional organizations, and engaging in scholarly activities
commonly associated with doctoral professional psychology training. These hours are
documented in the learner’s Professional Portfolio.

The Clinical Psychology year-in-residence has three fundamental objectives.

1. Learners develop clinical skills and demonstrate readiness for clinical training by
engaging in face-to-face training and practice opportunities for skills development.
Learners develop and demonstrate competency in relationship building; diagnostic
interviewing; case formulation; treatment planning; crisis intervention and risk
assessment; adult and child cognitive, achievement, and adaptive functioning
assessment; personality assessment; report writing and case discussion; measuring
treatment and program effectiveness; and implementing psychotherapy.
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2. Learners develop and demonstrate the professional and personal competencies

required for appropriate socialization into the profession of psychology, including
suitability and fitness for the profession. Learners develop these competencies by
working closely with faculty and other learners, engaging in professional training and
scholarship, and participating in social and intellectual discussions with faculty and
peers to acquire the habits, skills, and insights necessary for the professional practice
of psychology. Learners acquire the ability to manage professional relationships in an
effective and appropriate manner; exhibit the emotional maturity, interpersonal stability,
and intellectual judgment required to work with vulnerable populations; demonstrate
self-awareness, self-reflection, self-evaluation, and ethical responsibility; demonstrate
openness to processes of supervision and a commitment to lifelong learning; and
satisfactorily resolve issues or problems that interfere with professional development or
functioning.

3. Faculty evaluate learners’ clinical skills and fitness for the profession, thereby
satisfying their professional and ethical obligations to ensure that all learners have the
competence necessary to progress to clinical training and that they demonstrate
personal suitability and fitness for the profession of psychology. Faculty evaluate
learners’ readiness for clinical training and fitness for the profession formatively
throughout the year-in-residence and summatively in the Practicum Readiness
Evaluation at the conclusion of the year-in-residence.

For more detailed information on residencies, learners should refer to the Clinical PsyD
Program Manual.
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PsyD Clinical Training

Overview of Practicum

The practicum is a training experience that occurs in the second or third year of the
program and provides the opportunity for learners to receive professional clinical
training. Practicum is a part-time, on-site commitment that takes place over a
minimum period of nine months, and includes registration for the accompanying
practicum courses.

All practicum learners must follow the practicum application process and completion
guidelines stated in the Clinical PsyD Program Manual, available on Campus. The
director of clinical training works closely with learners to identify potential practicum
sites in their local community that meet the criteria outlined by the clinical training
department. All practicum placements must be approved by the director of clinical
training.

Practicum Requirements
• Approved practicum application.

• Part-time site placement with a minimum of 1,000 hours and coursework in a

minimum of three quarters of the Doctoral Practicum Series (PSY8951– PSY8958).
These courses must be completed sequentially for the duration of the practicum.

Overview of Internship

The pre-doctoral internship is the last opportunity for learners to gain professional
clinical experience prior to the granting of the degree. The internship requires a full-time
(one year) or part-time (two years) on-site commitment of a minimum of 2,000 hours,
and includes registration for the accompanying internship courses. The predoctoral
internship is viewed critically by licensing boards and future employers.

All internship learners must follow the internship application process and completion
guidelines stated in the Clinical PsyD Program Manual, available on Campus.

Internship Requirements
• Learner demonstrates readiness for internship.
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• Approved internship application.

• Full-time site placement with a minimum of 2,000 hours, completed sequentially over
a one-year period, or part-time site, two-year placement with a minimum of 2,000 hours,
at least 20 hours per week, not to exceed eight sequential quarters, and a minimum of
four Doctoral Internship Series courses (PSY8971– PSY8978). These courses must be
completed sequentially for the duration of the internship.

Clinical training hours and supervisor credential requirements for licensure or

certification vary across states and Canadian provinces. Learners are responsible for
determining the specific licensing requirements for any state or province in which they
plan to seek licensure.
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Doctor of Psychology (PsyD) in School Psychology

School of Social and Behavioral Sciences

The Doctor of Psychology (PsyD) in School Psychology degree program familiarizes

learners with psychology as a practical discipline, including psychological and
neuropsychological assessment, clinical supervision and consultation, psychopathology
of children and adolescents, child and adolescent development, and consultation and
collaboration in the schools. The curriculum provides the theoretical tools and
skills-based training needed to assess students, consult with school personnel, and
supervise other school psychologists. Learners enrolled in this degree program may
seek supervisory positions in their school district. Other successful graduates pursue
careers in college and university teaching, program administration, or consulting.

Personal Suitability and Fitness for the Profession

Capella embraces the principles and guidelines set forth by the Council of Chairs of
Training Councils (CCTC) related to professional psychology programs in that the
faculty, training staff, supervisors, and administrators within the PsyD in School
Psychology degree program have a professional, ethical, and potentially legal
obligation to ensure, insofar as possible, that all learners have the competence to
manage professional relationships in an effective and appropriate manner and that they
possess the emotional maturity, interpersonal stability, and intellectual judgment
required to work with vulnerable populations. Personal suitability and fitness for the
profession includes but is not limited to demonstration of sufficient interpersonal and
professional competence; self-awareness, self-reflection, and self-evaluation; openness
to processes of supervision; and resolution of issues or problems that interfere with
professional development or functioning in a satisfactory manner. Throughout the
graduate training of each learner, faculty and staff are responsible for educating and
assessing learners with regard to their personal suitability and fitness for the profession.
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Residency Requirement(s):

Eight face-to-face residencies. See university policy 3.04.05 Attendance at

Residencies,the Residencies page on Campus for more information. Also see the
PsyD in School Psychology Residency section, below.

PSY-R6591 Assessment non-credit

PSY-R6592 Interventions and Response to Interventions non-credit

PSY-R6593 Assessments: Nonverbal non-credit

PSY-R6594 Counseling non-credit

PSY-R6595 Functional Behavioral Assessment and non-credit

Assessment Reviews

PSY-R6596 Personality and Behavior Assessment non-credit

PSY-R6597 Report Writing and Behavior Interventions non-credit

PSY-R6599 Treatment Planning and Recommendations non-credit

Practicum and Internship:

Minimum of 400 hours for practicum and 1500 hours for internship. See the practicum
and internship course descriptions for more information.
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Twenty-Nine Required Courses

145 quarter credits

Required courses:

PSY8001 Orientation to Professional Psychology 5 quarter credits

PSY5420 Multicultural Perspectives in Human 5 quarter credits

Behavior

PSY7233 * Psychological Assessments for School 5 quarter credits

Psychologists 1

PSY7234 * Psychological Assessments for School 5 quarter credits

Psychologists 2

PSY7320 * Advanced Biological Psychology 5 quarter credits

PSY7421 Cognitive/Affective Psychology 5 quarter credits

PSY7610 Tests and Measurements 5 quarter credits

PSY8212 Childhood Mental Health, Counseling, and 5 quarter credits

Crisis Intervention/Prevention

PSY8220 * Advanced Psychopathology 5 quarter credits

PSY8230 * Psychological Testing 5 quarter credits

PSY8235 * Psychological Assessments for School 5 quarter credits

Psychologists 3

PSY8251 * Neuropsychological Assessment 5 quarter credits

PSY8331 Principles of School Psychology 5 quarter credits

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PSY8332 Advanced Methods in School Psychology 5 quarter credits

PSY8335 Consultation and Collaboration in the School 5 quarter credits

PSY8337 Legal and Ethical Issues in the School 5 quarter credits

PSY8338 Child and Adolescent Development for 5 quarter credits

School Psychologists

PSY8371 Strategies of Clinical Supervision and 5 quarter credits

Consultation

PSY8375 Professional Development and Supervision 5 quarter credits

of School Psychologists

PSY8501 * Advanced Research Methods and Statistics 5 quarter credits

for Professional Psychology

PSY8960 * School Psychology PsyD Practicum 1 5 quarter credits

PSY8961 * School Psychology PsyD Practicum 2 5 quarter credits

PSY8962 * School Psychology PsyD Internship 1 5 quarter credits

PSY8963 * School Psychology PsyD Internship 2 5 quarter credits

PSY8964 * School Psychology PsyD Internship 3 5 quarter credits

PSY8965 * School Psychology PsyD Internship 4 5 quarter credits

PSY9965 * School Psychology Doctoral Learner 5 quarter credits

Comprehensive Examination

PSY9970 * Doctoral School Psychology Integrative 5 quarter credits

Project
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In addition, choose one of the following courses:

PSY5244 Play Therapy 1: The History and Systems of 5 quarter credits

Play Therapy

PSY6095 Theories of Counseling and Psychotherapy 5 quarter credits

PSY7330 Psychopharmacology 5 quarter credits

PSY7708 Basic Foundations in Applied Behavior 5 quarter credits

Analysis

PSY8110 The Psychology of Teaching 5 quarter credits

Total

145 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

Please note that some courses within this program have prerequisites that are not listed
as required courses, which may increase the total number of courses needed to
complete this program.

† Learners in the PsyD in School Psychology degree program are required to complete
the Dispositions Self-Assessment as a condition of continued enrollment in the program.

‡ Learners are required to take the Praxis Series tests concurrently with PSY8963.
Learners are responsible for any costs associated with these examinations.
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1.888.CAPELLA (227.3552) Capella University 854

Capella University cannot guarantee eligibility for licensure, endorsement, other

professional credential, or salary advancement. State licensing regulations and
professional standards vary; learners are responsible for understanding and complying
with the requirements of the state in which they intend to work. For more information,
see the professional licensure disclosures for this program on Capella’s website.
Contact your school district for a determination on qualifications for salary
advancement.

PsyD in School Psychology Residencies

Doctoral learners in School Psychology attend eight different School Psychology

residencies offered. Each residency training results in required face-to-face hours and
supports both coursework instruction and practice labs which result in subject mastery.
Volume 21-22 No. 2
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Education Specialist (EdS) in School Psychology

School of Social and Behavioral Sciences

The Education Specialist (EdS) in School Psychology degree program provides

advanced preparation for learners who intend to pursue state licensure or certification
as a school psychologist. The EdS in School Psychology program is built on the
graduate preparation standards for school psychologists and consists of an integrated,
sequential program of study that includes didactic instruction, clinical training,
comprehensive assessment of clinical competencies and professional fitness, and
supervised practicum and internship experiences. The model for services by school
psychologists is embedded throughout the curriculum with particular emphasis on
data-based decision making, diversity, and social justice to ensure learners are
prepared to provide services in dynamic, complex, and ever-evolving communities.

Personal Suitability and Fitness for the Profession

Capella embraces the principles and guidelines set forth by the Council of Chairs of
Training Councils (CCTC) related to professional psychology programs in that the
faculty, training staff, supervisors, and administrators in the EdS in School Psychology
degree program have a professional, ethical, and potentially legal obligation to ensure,
insofar as possible, that all learners have the competence to manage professional
relationships in an effective and appropriate manner, and that they possess the
emotional maturity, interpersonal stability, and intellectual judgment required to work
with vulnerable populations. Personal suitability and fitness for the profession includes
but is not limited to demonstration of sufficient interpersonal and professional
competence; self-awareness, self-reflection, and self-evaluation; openness to
processes of supervision; and resolution of issues or problems that interfere with
professional development or functioning in a satisfactory manner. Throughout the
graduate training of each learner, faculty and staff are responsible for educating and
assessing learners with regard to their personal suitability and fitness for the profession.
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Residency Requirement(s):

Two ten-week courses with a four-day and a two-and-a-half-day embedded residency

experience (PSY-V7003, PSY-R7004), respectively. See university policy 3.04.05
Attendance at Residencies,the Residencies page on Campus for more information.

Practicum/Internship Experience Requirement(s):

Minimum of 300 practicum hours and 1,200 internship hours.

Thirteen Required Courses

58 quarter credits

Required courses:

PSY6000 Foundations of Practice for School 5 quarter credits

Psychology Learners

PSY-R7004 Comprehensive Learner Assessment for 3 quarter credits

School Psychology

PSY-V7003 Treatment Planning and Report Writing 5 quarter credits

PSY7120 School Psychology Practicum 4 quarter credits

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PSY8150 Exceptional Children in the Classroom 5 quarter credits

PSY8235 * Psychological Assessments for School 5 quarter credits

Psychologists 3

PSY8331 Principles of School Psychology 5 quarter credits

PSY8335 Consultation and Collaboration in the School 5 quarter credits

PSY8337 Legal and Ethical Issues in the School 5 quarter credits

PSY8338 Child and Adolescent Development for 5 quarter credits

School Psychologists

Learners must register for PSY7121 a minimum of three times to fulfill their program
requirements.

PSY7121 School Psychology Internship † 4 quarter credits

Total

58 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

†
Learners are required to take the Praxis Series tests concurrently with PSY7121.
Learners are responsible for any costs associated with these examinations.
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1.888.CAPELLA (227.3552) Capella University 858

Please note that some courses within this program have prerequisites that are not listed
as required courses, which may increase the total number of courses needed to
complete this program.

Learners in the EdS in School Psychology are required to complete PSY6000 with a
grade of “B" or higher as a condition of continued enrollment in the program.

Completion of Capella’s EdS in School Psychology degree will not meet the state
requirements for professional licensure or certification as a school psychologist unless
certain other conditions are fulfilled. For more information, see the professional
licensure disclosure for this program on Capella’s website. Capella University cannot
guarantee eligibility for licensure, endorsement, other professional credential, or salary
advancement. State licensing regulations and professional standards vary; learners are
responsible for understanding and complying with the requirements of the state in
which they intend to work. State licensing boards review each applicant's completed
education, exam scores, supervised experience, criminal history, and application
materials at the time of license application to determine eligibility. Contact your
Enrollment Counselor or Academic Advisor for more information.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 859

Master of Science (MS) in Psychology

School of Social and Behavioral Sciences

The Master of Science (MS) in Psychology degree program is designed for individuals
seeking entry into the profession of psychology. Learners begin their socialization into
the profession by engaging in a competency-based, practitioner-scholar curriculum that
emphasizes application of psychological theories, research methods, and ethical
principles. Successful graduates of this degree program are prepared to apply
psychological and ethical principles in practice or pursue doctoral-level graduate study.

Specializations

General Psychology

General Psychology, FlexPath option

Applied Behavior Analysis

Child and Adolescent Development

Child and Adolescent Development, FlexPath option

Educational Psychology

Educational Psychology, FlexPath option

Industrial/Organizational Psychology

Industrial/Organizational Psychology, FlexPath option

Sport Psychology

Sport Psychology, FlexPath option

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 860

MS in Psychology, General Psychology

School of Social and Behavioral Sciences

The General Psychology specialization provides master’s learners with a solid

foundational knowledge of psychology principles. It is designed for professionals
interested in pursuing careers in research, teaching, or program administration in
human services organizations. The requirements for this specialization are not intended
to prepare graduates for licensure as professional counselors or psychologists.

Ten Required Courses

48 quarter credits

Core courses:

PSY5002 Foundations of Theory and Practice for 5 quarter credits

Master’s Psychology Learners †

PSY7610 Tests and Measurements 5 quarter credits

PSY7860 Survey of Research Methods 4 quarter credits

PSY7864 Quantitative Design and Analysis 4 quarter credits

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 861

Specialization courses:

PSY5110 * Ethics and Multicultural Issues in Psychology 5 quarter credits

PSY5120 Social Psychology 5 quarter credits

PSY6015 Lifespan Development 5 quarter credits

PSY6110 Learning Theories in Psychology 5 quarter credits

PSY7421 Cognitive/Affective Psychology 5 quarter credits

Taken during the learner’s final quarter:

PSY5201 * Integrative Project for Master’s Degree in 5 quarter credits

Psychology

Total

48 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.

Multiple specializations available (must be within the same degree program)

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 862

MS in Psychology, General Psychology, FlexPath option

School of Social and Behavioral Sciences

The General Psychology specialization provides master’s learners with solid

foundational knowledge of psychology principles. It is designed for professionals
interested in pursuing careers in research, teaching, or program administration in
human services organizations. Learners who pursue this specialization through the
FlexPath option earn an MS in Psychology through selfpaced demonstrations of
competencies. The requirements for this specialization are not intended to prepare
graduates for licensure as professional counselors or psychologists.

Ten Required Courses

24 program points

Core courses:

PSY-FPX5002 Foundations of Theory and Practice for 2.5 program points

Master’s Psychology Learners

PSY-FPX7610 Tests and Measurements 2.5 program points

PSY-FPX7860 Survey of Research Methods 2 program points

PSY-FPX7864 Quantitative Design and Analysis 2 program points

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Specialization courses:

PSY-FPX5110 Ethics and Multicultural Issues in Psychology 2.5 program points

PSY-FPX5120 Social Psychology 2.5 program points

PSY-FPX6015 Lifespan Development 2.5 program points

PSY-FPX6110 Learning Theories in Psychology 2.5 program points

PSY-FPX7421 Cognitive/Affective Psychology 2.5 program points

Taken during the learner’s final quarter:

PSY-FPX5201 * Integrative Project for Master’s Degree in 2.5 program points

Psychology

Total

24 program points

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 864

MS in Psychology, Applied Behavior Analysis

School of Social and Behavioral Sciences

The master’s Applied Behavior Analysis specialization combines advanced psychology

coursework with foundational knowledge of major competency areas in the behavior
analytic field. The curriculum focuses on ethical and professional conduct; behavior
analysis concepts, principles, and research methods; and applied behavior analysis
techniques. Upon successful completion of this specialization, learners are prepared to
identify behavioral problems through assessment; design, implement, and manage
culturally appropriate interventions and treatments; perform effective behavior
supervision; and bring about positive change for diverse individuals in a variety of
settings.

Personal Suitability and Fitness for the Profession

Capella embraces the principles and guidelines set forth by the Council of Chairs of
Training Councils (CCTC) related to professional programs in that the faculty, training
staff, supervisors, and administrators in the Applied Behavior Analysis program in
the School of Social and Behavioral Sciences have a professional, ethical, and
potentially legal obligation to ensure, insofar as possible, that all learners have the
competence to manage professional relationships in an effective and appropriate
manner and that they possess the emotional maturity, interpersonal stability and
intellectual judgment required to work with vulnerable populations. Personal suitability
and fitness for the profession includes, but is not limited to, demonstration of sufficient
interpersonal and professional competence; self-awareness, self-reflection, and
self-evaluation; openness to processes of supervision and feedback; and resolution of
issues or problems that interfere with professional development or functioning in a
satisfactory manner. Throughout the education and training of each learner, faculty and
staff are responsible for educating and assessing learners with regard to their personal
suitability and fitness for the profession.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 865

Twelve Required Courses

58 quarter credits

Core courses:

PSY5002 Foundations of Theory and Practice for 5 quarter credits

Master’s Psychology Learners †

PSY7610 Tests and Measurements 5 quarter credits

PSY7860 Survey of Research Methods 4 quarter credits

PSY7864 Quantitative Design and Analysis 4 quarter credits

Specialization courses:

PSY7708 Basic Foundations in Applied Behavior 5 quarter credits

Analysis

PSY7709 * Advanced Concepts in Applied Behavior 5 quarter credits

Analysis

PSY7710 * Ethics in Applied Behavior Analysis 5 quarter credits

PSY7711 * Measurement and Research in Applied 5 quarter credits

Behavior Analysis
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 866

PSY7712 * Behavior Analytic Assessments 5 quarter credits

PSY7713 * Behavior Analytic Interventions 5 quarter credits

PSY7714 * Supervision and Management in Applied 5 quarter credits

Behavior Analysis

PSY7715 * Applied Behavior Analysis Capstone 5 quarter credits

Total

58 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

This specialization is not accredited by the American Psychological Association (APA)

or by the Council for Accreditation of Counseling and Related Educational Programs
(CACREP). Capella University cannot guarantee eligibility for licensure, endorsement,
other professional credential, or salary advancement. State licensing regulations and
professional standards vary; learners are responsible for understanding and complying
with the requirements of the state in which they intend to work. For more information,
see the professional licensure disclosures for this program on Capella’s website.

Multiple specializations available (must be within the same degree program)

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MS in Psychology, Child and Adolescent Development

School of Social and Behavioral Sciences

The master’s Child and Adolescent Development specialization provides learners with
the knowledge, theory, and best practices needed to promote and support the growth
and development of children and adolescents. Specialization topics include prenatal,
child, and adolescent development; physical and mental health; and social and
educational issues related to child and adolescent development. Upon successful
completion of this specialization, learners are prepared to pursue careers in education,
human services, health care, social services, or other settings in which knowledge of
child and adolescent development would be an asset or job prerequisite. The
requirements for this specialization are not designed to prepare graduates for licensure
as professional counselors or psychologists.

Eleven Required Courses

53 quarter credits

Core courses:

PSY5002 Foundations of Theory and Practice for 5 quarter credits

Master’s Psychology Learners †

PSY7610 Tests and Measurements 5 quarter credits

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 868

PSY7860 Survey of Research Methods 4 quarter credits

PSY7864 Quantitative Design and Analysis 4 quarter credits

Specialization courses:

PSY5110 * Ethics and Multicultural Issues in Psychology 5 quarter credits

PSY6010 Human Prenatal Development 5 quarter credits

PSY6015 Lifespan Development 5 quarter credits

PSY6020 * Topics in Child and Adolescent Development 5 quarter credits

PSY6025 Child Psychology 5 quarter credits

PSY6030 Adolescent Psychology 5 quarter credits

Taken during the learner’s final quarter:

PSY5201 * Integrative Project for Master’s Degree in 5 quarter credits

Psychology

Total
53 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.

Multiple specializations available (must be within the same degree program)

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 869

MS in Psychology, Child and Adolescent Development,

FlexPath option
School of Social and Behavioral Sciences

The master’s Child and Adolescent Development specialization provides learners with
the knowledge, theory, and best practices needed to promote and support the growth
and development of children and adolescents. Specialization topics include prenatal,
child, and adolescent development; physical and mental health; and social and
educational issues related to child and adolescent development. Upon successful
completion of this specialization, learners are prepared to pursue careers in education,
human services, health care, social services, or other settings in which knowledge of
child and adolescent development would be an asset or job prerequisite. Learners who
pursue this specialization through the FlexPath option earn an MS in Psychology
through selfpaced demonstrations of competencies. The requirements for this
specialization are not designed to prepare graduates for licensure as professional
counselors or psychologists.

Eleven Required Courses

26.5 program points

Core courses:

Foundations of Theory and Practice for

PSY-FPX5002 2.5 program points
Master’s Psychology Learners
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1.888.CAPELLA (227.3552) Capella University 870

PSY-FPX7610 Tests and Measurements 2.5 program points

PSY-FPX7860 Survey of Research Methods 2 program points

PSY-FPX7864 Quantitative Design and Analysis 2 program points

Specialization courses:

PSY-FPX5110 Ethics and Multicultural Issues in Psychology 2.5 program points

PSY-FPX6010 Human Prenatal Development 2.5 program points

PSY-FPX6015 Lifespan Development 2.5 program points

PSY-FPX6020 * Topics in Child and Adolescent Development 2.5 program points

PSY-FPX6025 Child Psychology 2.5 program points

PSY-FPX6030 Adolescent Psychology 2.5 program points

Taken during the learner’s final quarter:

PSY-FPX5201 * Integrative Project for Master’s Degree in 2.5 program points

Psychology

Total

26.5 program points

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 871

MS in Psychology, Educational Psychology

School of Social and Behavioral Sciences

The master’s Educational Psychology specialization offers learners the opportunity to

strengthen their credentials in order to pursue careers in public education and
instruction, lifespan development from early childhood through late adulthood,
educational technology, as well as to prepare them for doctoral study in psychology and
other related disciplines. Specialization outcomes allow learners to gain knowledge and
skills in the application of learning, human development and socialization, educational
psychology, ethics, tests and measurements, and basic statistics and research
methods. These specialization requirements are not intended to prepare graduates for
licensure as a professional counselor or psychologist.

Ten Required Courses

48 quarter credits

Core courses:

PSY5002 Foundations of Theory and Practice for 5 quarter credits

Master’s Psychology Learners †

PSY7610 Tests and Measurements 5 quarter credits

PSY7860 Survey of Research Methods 4 quarter credits

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 872

PSY7864 Quantitative Design and Analysis 4 quarter credits

Specialization courses:

PSY5110 * Ethics and Multicultural Issues in Psychology 5 quarter credits

PSY5140 * Program Evaluation 5 quarter credits

PSY6015 Lifespan Development 5 quarter credits

PSY6100 * Introduction to Educational Psychology 5 quarter credits

PSY6110 Learning Theories in Psychology 5 quarter credits

Taken during the learner’s final quarter:

PSY5201 * Integrative Project for Master’s Degree in 5 quarter credits

Psychology

Total

48 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.

Multiple specializations available (must be within the same degree program)

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 873

MS in Psychology, Educational Psychology, FlexPath

option
School of Social and Behavioral Sciences

The master’s Educational Psychology specialization offers learners the opportunity to

strengthen their credentials in order to pursue careers in public education and
instruction, lifespan development from early childhood through late adulthood, and
educational technology, as well as to prepare them for doctoral study in psychology and
other related disciplines. Specialization outcomes allow learners to gain and
demonstrate a working knowledge of the application of learning, human development
and socialization, educational psychology, ethics, tests and measurements, and basic
statistics and research methods. Learners who pursue this specialization through the
FlexPath option earn an MS in Psychology through selfpaced demonstrations of
competencies. These specialization requirements are not intended to prepare
graduates for licensure as a professional counselor or psychologist.

Ten Required Courses

24 program points

Core courses:

PSY-FPX5002 Foundations of Theory and Practice for 2.5 program points

Master’s Psychology Learners
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1.888.CAPELLA (227.3552) Capella University 874

PSY-FPX7610 Tests and Measurements 2.5 program points

PSY-FPX7860 Survey of Research Methods 2 program points

PSY-FPX7864 Quantitative Design and Analysis 2 program points

Specialization courses:

PSY-FPX5110 Ethics and Multicultural Issues in Psychology 2.5 program points

PSY-FPX5140 * Program Evaluation 2.5 program points

PSY-FPX6015 Lifespan Development 2.5 program points

PSY-FPX6100 Introduction to Educational Psychology 2.5 program points

PSY-FPX6110 Learning Theories in Psychology 2.5 program points

Taken during the learner’s final quarter:

PSY-FPX5201 * Integrative Project for Master’s Degree in 2.5 program points

Psychology

Total

24 program points

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 875

MS in Psychology, Industrial/Organizational Psychology

School of Social and Behavioral Sciences

The master’s Industrial/Organizational Psychology specialization is for learners who are

interested in the application of industrial/organizational behavior principles and research
found in the workplace and other organizational settings. Learners practice the
application of leadership theories, group development, motivation and workplace
performance, conflict resolution, and organizational processes in pursuit of entry-level
to mid-management positions in business services, consulting, human resources,
teaching, training and development, and organizational administration. The
requirements for this specialization are not intended to prepare graduates for licensure
as professional counselors or psychologists.

Eleven Required Courses

53 quarter credits

Core courses:

PSY5002 Foundations of Theory and Practice for 5 quarter credits

Master’s Psychology Learners †

PSY7610 Tests and Measurements 5 quarter credits

PSY7860 Survey of Research Methods 4 quarter credits

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 876

PSY7864 Quantitative Design and Analysis 4 quarter credits

Specialization courses:

PSY5110 * Ethics and Multicultural Issues in Psychology 5 quarter credits

PSY6015 Lifespan Development 5 quarter credits

PSY6710 Principles of Industrial/Organizational 5 quarter credits

Psychology

PSY6720 Psychology of Leadership 5 quarter credits

PSY6730 Consultation Psychology 5 quarter credits

PSY6740 Industrial/Organizational Psychology 5 quarter credits

Practices in Human Resource Management

Taken during the learner’s final quarter:

PSY5201 * Integrative Project for Master’s Degree in 5 quarter credits

Psychology

Total
53 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.

Multiple specializations available (must be within the same degree program)

Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 877

MS in Psychology, Industrial/Organizational Psychology,

FlexPath option
School of Social and Behavioral Sciences

The master’s Industrial/Organizational Psychology, FlexPath option specialization is for

learners who are interested in the application of industrial/ organizational behavior
principles and research found in the workplace and other organizational settings.
Learners practice the application of leadership theories, group development, motivation
and workplace performance, conflict resolution, and organizational processes in pursuit
of entry-level to mid-management positions in business services, consulting, human
resources, teaching, training and development, and organizational administration.
Learners who pursue this specialization through the FlexPath option earn an MS in
Psychology through selfpaced demonstrations of competencies. The requirements for
this specialization are not intended to prepare graduates for licensure as professional
counselors or psychologists.

Eleven Required Courses

26.5 program points

Core courses:

PSY-FPX5002 Foundations of Theory and Practice for 2.5 program points

Master’s Psychology Learners
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PSY-FPX7610 Tests and Measurements 2.5 program points

PSY-FPX7860 Survey of Research Methods 2 program points

PSY-FPX7864 Quantitative Design and Analysis 2 program points

Specialization courses:

PSY-FPX5110 Ethics and Multicultural Issues in Psychology 2.5 program points

PSY-FPX6015 Lifespan Development 2.5 program points

PSY-FPX6710 Principles of Industrial/Organizational 2.5 program points

Psychology

PSY-FPX6720 Psychology of Leadership 2.5 program points

PSY-FPX6730 Consultation Psychology 2.5 program points

PSY-FPX6740 Industrial/Organizational Psychology 2.5 program points

Practices in Human Resource Management

Taken during the learner’s final quarter:

PSY-FPX5201 * Integrative Project for Master’s Degree in 2.5 program points

Psychology

Total
26.5 program points

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.
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MS in Psychology, Sport Psychology

School of Social and Behavioral Sciences

Master’s learners in this specialization are frequently school-based coaches, physical

education teachers, or individuals working in parks and recreation departments who
wish to gain current theory and research knowledge associated with performance
enhancement, individual and team motivation, injury recovery, and stress management
as it applies to amateur athletes. Some learners plan to apply these principles to
settings such as fitness/health clubs, sports camps, and resort-based wellness
programs. These specialization requirements are not intended to prepare graduates for
licensure as a professional counselor or psychologist.

Twelve Required Courses

58 quarter credits

Core courses:

PSY5002 Foundations of Theory and Practice for 5 quarter credits

Master’s Psychology Learners †

PSY7610 Tests and Measurements 5 quarter credits

PSY7860 Survey of Research Methods 4 quarter credits

PSY7864 Quantitative Design and Analysis 4 quarter credits

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Specialization courses:

PSY5110 * Ethics and Multicultural Issues in Psychology 5 quarter credits

PSY6110 Learning Theories in Psychology 5 quarter credits

PSY6810 * Principles of Sport Psychology 5 quarter credits

PSY6820 * Performance Enhancement in Sports 5 quarter credits

PSY6830 * Applied Sport Psychology 5 quarter credits

PSY6840 * Current Issues in Sport Psychology 5 quarter credits

PSY7310 Biological Basis of Behavior 5 quarter credits

Taken during the learner’s final quarter:

PSY5201 * Integrative Project for Master’s Degree in 5 quarter credits

Psychology

Total

58 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.

Multiple specializations available (must be within the same degree program)

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MS in Psychology, Sport Psychology, FlexPath option

School of Social and Behavioral Sciences

Master’s learners in this specialization are frequently school-based coaches, physical

education teachers, or individuals working in parks and recreation departments who
wish to gain current theory and research knowledge associated with performance
enhancement, individual and team motivation, injury recovery, and stress management
as it applies to amateur athletes. Some learners plan to apply these principles to
settings such as fitness/health clubs, sports camps, and resort-based wellness
programs. These specialization requirements are not intended to prepare graduates for
licensure as a professional counselor or psychologist. Learners who pursue this
specialization through the FlexPath option earn an MS in Psychology through
self-paced demonstrations of competencies.

Twelve Required Courses

29 program points

Core courses:

PSY-FPX5002 Foundations of Theory and Practice for 2.5 program points

Master’s Psychology Learners

PSY-FPX7610 Tests and Measurements 2.5 program points

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PSY-FPX7860 Survey of Research Methods 2 program points

PSY-FPX7864 Quantitative Design and Analysis 2 program points

Specialization courses:

PSY-FPX5110 Ethics and Multicultural Issues in Psychology 2.5 program points

PSY-FPX6110 Learning Theories in Psychology 2.5 program points

PSY-FPX6810 * Principles of Sport Psychology 2.5 program points

PSY-FPX6820 * Performance Enhancement in Sports 2.5 program points

PSY-FPX6830 * Applied Sport Psychology 2.5 program points

PSY-FPX6840 * Current Issues in Sport Psychology 2.5 program points

PSY-FPX7310 Biological Basis of Behavior 2.5 program points

Taken during the learner’s final quarter:

PSY-FPX5201 * Integrative Project for Master’s Degree in 2.5 program points

Psychology

Total

29 program points

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

GuidedPath courses and FlexPath courses fulfill the program requirements and
prerequisites for each delivery model.
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Master of Science (MS) in Clinical Psychology

School of Social and Behavioral Sciences

The Master of Science (MS) in Clinical Psychology degree program is designed for
individuals seeking entry into the profession of clinical psychology. Learners begin their
socialization into the profession by engaging in a competencybased, practitioner-
scholar curriculum that emphasizes application of psychological theories, psychological
assessment, psychopathology, research methods, and ethical principles. Successful
graduates of this degree program are prepared to apply psychological and ethical
principles in academic, research, or clinical practice, or to pursue doctoral-level
graduate study.

Specializations

Applied Research

Clinical Counseling

Forensic
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MS in Clinical Psychology, Applied Research

School of Social and Behavioral Sciences

The Applied Research specialization provides master’s learners with the foundational
clinical psychology knowledge and skills needed for successful academic or research
practice, or for doctoral-level study in clinical psychology. The specialization curriculum
is designed to help learners further develop their understanding of the application of
research methodology, psychotherapy theories, tests and measurement,
psychopathology, human development, ethical principles, and diversity

Personal Suitability and Fitness for the Profession

Capella embraces the principles and guidelines set forth by the Council of Chairs of
Training Councils (CCTC) related to professional psychology programs in that the
faculty, training staff, supervisors, and administrators in the MS in Clinical Psychology
degree program have a professional, ethical, and potentially legal obligation to ensure,
insofar as possible, that all learners have the competence to manage professional
relationships in an effective and appropriate manner and that they possess the
emotional maturity, interpersonal stability, and intellectual judgment required to work
with vulnerable populations. Personal suitability and fitness for the profession includes
but is not limited to demonstration of sufficient interpersonal and professional
competence; selfawareness, self-reflection, and self-evaluation; openness to processes
of supervision; and resolution of issues or problems that interfere with professional
development or functioning in a satisfactory manner. Throughout the graduate training
of each learner, faculty and staff are responsible for educating and assessing learners
with regard to their personal suitability and fitness for the profession.
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Eleven Required Courses

53 quarter credits

Core courses:

PSY5002 Foundations of Theory and Practice for 5 quarter credits

Master’s Psychology Learners †

PSY6095 Theories of Counseling and Psychotherapy 5 quarter credits

PSY6210 Introduction to Psychopathology 5 quarter credits

PSY7610 Tests and Measurements 5 quarter credits

PSY7860 Survey of Research Methods 4 quarter credits

Specialization courses:

PSY5410 History and Systems of Psychology 5 quarter credits

PSY5420 Multicultural Perspectives in Human 5 quarter credits

Behavior

PSY5430 Ethics and Standards of Professional 5 quarter credits

Practice

PSY6015 Lifespan Development 5 quarter credits

PSY7310 Biological Basis of Behavior 5 quarter credits

PSY7864 Quantitative Design and Analysis 4 quarter credits

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Total

53 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

This specialization does not prepare graduates for licensure as a psychologist,

counselor, or therapist.
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MS in Clinical Psychology, Clinical Counseling

School of Social and Behavioral Sciences

Learners in the MS Clinical Counseling specialization who are seeking a professional

counselor license in certain states must complete at least one 5-quarter-credit
practicum course and at least one 5-quarter credit internship course in order to satisfy
that state’s requirements. Capella University has designed PSY6400–PSY6409 to fulfill
the internship requirement for these learners.

The master’s Clinical Counseling specialization focuses on learners’ socialization into

the counseling and clinical psychology profession and presents foundational scientific
theories and practices used in the clinical psychology field. The specialization
curriculum emphasizes clinical assessment, counseling interventions, psychological
testing, research methods, ethical principles, and diversity.

Personal Suitability and Fitness for the Profession

Capella embraces the principles and guidelines set forth by the Council of Chairs of
Training Councils (CCTC) related to professional psychology programs in that the
faculty, training staff, supervisors, and administrators in the MS in Clinical Psychology
degree program have a professional, ethical, and potentially legal obligation to ensure,
insofar as possible, that all learners have the competence to manage professional
relationships in an effective and appropriate manner and that they possess the
emotional maturity, interpersonal stability, and intellectual judgment required to work
with vulnerable populations. Personal suitability and fitness for the profession includes
but is not limited to demonstration of sufficient interpersonal and professional
competence; selfawareness, self-reflection, and self-evaluation; openness to processes
of supervision; and resolution of issues or problems that interfere with professional
development or functioning in a satisfactory manner. Throughout the graduate training
of each learner, faculty and staff are responsible for educating and assessing learners
with regard to their personal suitability and fitness for the profession.
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Residency Requirement(s):

Two four-and-a-half-day residencies. See university policy 3.04.05 Attendance at

Residencies, the Residencies page on Campus, and the Residency section, below,
for more information.

Thirteen Required Courses

64 quarter credits

Core courses:

PSY5002 Foundations of Theory and Practice for 5 quarter credits

Master’s Psychology Learners †

PSY6095 Theories of Counseling and Psychotherapy 5 quarter credits

PSY6210 Introduction to Psychopathology 5 quarter credits

PSY7610 Tests and Measurements 5 quarter credits

PSY7860 Survey of Research Methods 4 quarter credits

Specialization courses:

PSY-R6230 * Introduction to Psychological Testing 5 quarter credits

PSY-R6313 * Clinical Interventions 5 quarter credits

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PSY5110 * Ethics and Multicultural Issues in Psychology 5 quarter credits

PSY5130 Career Counseling Theory 5 quarter credits

PSY6015 Lifespan Development 5 quarter credits

PSY6091 * Group Counseling 5 quarter credits

PSY6391 * Master’s Practicum 1 5 quarter credits

PSY6400 * Master’s Internship Series 5 quarter credits

Two Elective Courses

10 quarter credits

Choose two from the following four courses:

PSY5115 Human Sexuality 5 quarter credits

PSY5125 * Introduction to Sex Therapy 5 quarter credits

PSY5135 Issues and Trends in Addiction-Related 5 quarter credits

Treatments

PSY6092 Counseling Skills and Procedures 5 quarter credits

PSY7330 Psychopharmacology 5 quarter credits

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Total
74 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

This specialization is not accredited by the American Psychological Association (APA)

or by the Council for Accreditation of Counseling and Related Educational Programs
(CACREP). Capella University cannot guarantee eligibility for licensure, endorsement,
other professional credential, or salary advancement. State licensing regulations and
professional standards vary; learners are responsible for understanding and complying
with the requirements of the state in which they intend to work. For more information,
see the professional licensure disclosures for this program on Capella’s website.

MS in Clinical Psychology Residencies

The residency requirement for the MS in Clinical Psychology, Clinical Counseling

specialization is satisfied by completion of two five-day residencies (Track 1 and Track
2). The school recommends that all learners register for Track 1 within the first two
quarters of enrollment and Track 2 when they complete between 20 and 40 quarter
credits. Learners must have completed both tracks prior to starting their practicum
(PSY6391).

The MS in Clinical Psychology residencies provide training and practice in the areas of
interventions, assessment, diversity, culture-specific issues, and ethics. The two tracks
are cumulative rather than sequential, allowing learners to receive training and practice
in the above skill areas.

At all MS in Clinical Psychology residencies, in addition to formal instruction and

practice, learners participate in cohort group sessions that allow faculty and learners to
interact as a community of scholars; individual advising sessions with faculty to support
their degree completion plans and assess academic progress; and specialization
networking opportunities with other learners and faculty.
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Through MS in Clinical Psychology residencies, learners gain a stronger sense of

academic community by networking and discussing research, coursework, and
projects face-to-face with fellow learners and faculty. This experience provides a
learning environment that fosters the application of critical thinking and integrated
knowledge to professional and research issues.

For more detailed information on MS in Clinical Psychology residencies, learners

should refer to their specialization manual.
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MS in Clinical Psychology, Forensic

School of Social and Behavioral Sciences

The Forensic specialization presents master’s learners with a theoretical and practical
foundation of the clinical psychology profession, with particular emphasis on
psychology and the law, techniques in forensic practice, and issues and trends in
forensic psychology. The specialization curriculum focuses on competencies aimed at
conducting forensic assessments and research with forensic programs and populations,
including incarcerated and recently released offenders.

Personal Suitability and Fitness for the Profession

Capella embraces the principles and guidelines set forth by the Council of Chairs of
Training Councils (CCTC) related to professional psychology programs in that the
faculty, training staff, supervisors, and administrators in the MS in Clinical Psychology
degree program have a professional, ethical, and potentially legal obligation to ensure,
insofar as possible, that all learners have the competence to manage professional
relationships in an effective and appropriate manner and that they possess the
emotional maturity, interpersonal stability, and intellectual judgment required to work
with vulnerable populations. Personal suitability and fitness for the profession includes
but is not limited to demonstration of sufficient interpersonal and professional
competence; selfawareness, self-reflection, and self-evaluation; openness to processes
of supervision; and resolution of issues or problems that interfere with professional
development or functioning in a satisfactory manner. Throughout the graduate training
of each learner, faculty and staff are responsible for educating and assessing learners
with regard to their personal suitability and fitness for the profession.
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Eleven Required Courses

53 quarter credits

Core courses:

PSY5002 Foundations of Theory and Practice for 5 quarter credits

Master’s Psychology Learners †

PSY6095 Theories of Counseling and Psychotherapy 5 quarter credits

PSY6210 Introduction to Psychopathology 5 quarter credits

PSY7610 Tests and Measurements 5 quarter credits

PSY7860 Survey of Research Methods 4 quarter credits

Specialization courses:

PSY5110 * Ethics and Multicultural Issues in Psychology 5 quarter credits

PSY6092 Counseling Skills and Procedures 5 quarter credits

PSY6910 * Psychology and the Law 5 quarter credits

PSY6920 * Techniques of Forensic Practice 5 quarter credits

PSY6930 * Current Issues and Trends in Forensic 5 quarter credits

Practice

PSY7864 Quantitative Design and Analysis 4 quarter credits

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Total

53 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

This specialization does not prepare graduates for licensure as a psychologist,

counselor, or therapist.
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Master of Science (MS) in School Psychology

School of Social and Behavioral Sciences

The Master of Science (MS) in School Psychology degree program is designed to

provide learners with initial training in the profession of school psychology. The MS in
School Psychology program is built on the graduate preparation standards for school
psychologists and consists of an integrated, sequential program of study that includes
didactic instruction and clinical training. The model for services by school psychologists
is embedded throughout the curriculum. This program is designed to prepare learners
for further training in the Education Specialist in School Psychology or Doctor of
Psychology in School Psychology degree programs. Completion of the MS in School
Psychology alone does not lead to licensure or certification as a school psychologist.

Personal Suitability and Fitness for the Profession

Capella embraces the principles and guidelines set forth by the Council of Chairs of
Training Councils (CCTC) related to professional psychology programs in that the
faculty, training staff, supervisors, and administrators in the MS in School Psychology
degree program have a professional, ethical, and potentially legal obligation to ensure,
insofar as possible, that all learners have the competence to manage professional
relationships in an effective and appropriate manner, and that they possess the
emotional maturity, interpersonal stability, and intellectual judgment required to work
with vulnerable populations. Personal suitability and fitness for the profession includes
but is not limited to demonstration of sufficient interpersonal and professional
competence; self-awareness, self-reflection, and self-evaluation; openness to
processes of supervision; and resolution of issues or problems that interfere with
professional development or functioning in a satisfactory manner. Throughout the
graduate training of each learner, faculty and staff are responsible for educating and
assessing learners with regard to their personal suitability and fitness for the profession.
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Residency Requirement(s):

Two ten-week courses with a six-day and four-day embedded residency experience
(PSY-R6001, PSY-V6002), respectively. See university policy 3.04.05 Attendance at
Residencies,the Residencies page on Campus for more information. Also see each
graduate school’s residency courses.

Eleven Required Courses

53 quarter credits

Required courses:

PSY6000 Foundations of Practice for School 5 quarter credits

Psychology Learners

PSY-R6000 Advanced Assessment and Counseling for 4 quarter credits

School Psychologists

PSY-V6002 Response to Intervention and Functional 4 quarter credits

Behavior Assessment

PSY5063 Data Based Decision Making 5 quarter credits

PSY6095 Theories of Counseling and Psychotherapy 5 quarter credits

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PSY7233 * Psychological Assessments for School 5 quarter credits

Psychologists 1

PSY7234 * Psychological Assessments for School 5 quarter credits

Psychologists 2

PSY7310 Biological Basis of Behavior 5 quarter credits

PSY7336 Organization and Operation of the School 5 quarter credits

PSY7421 Cognitive/Affective Psychology 5 quarter credits

PSY7610 Tests and Measurements 5 quarter credits

Total

53 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

Learners in the MS in School Psychology are required to complete PSY6000 with a

grade of “B" or higher as a condition of continued enrollment in the program.

Capella’s MS in School Psychology is not intended to lead to license, endorsement, or

professional credential. Learners who are interested in preparing to apply for state or
national certification as a school psychologist should also complete an EdS in School
Psychology or a PsyD in School Psychology. For more information, see the
professional licensure disclosures for the EdS and PsyD programs on Capella’s
website. Capella University cannot guarantee eligibility for licensure, endorsement,
other professional credential, or salary advancement. State licensing regulations and
professional standards vary; learners are responsible for understanding and complying
with the requirements of the state in which they intend to work. Contact your Enrollment
Counselor or Academic Advisor for more information.
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Applied Behavior Analysis Graduate Certificate

School of Social and Behavioral Sciences

Effective January 1, 2016, learners who are seeking BACB certification, must hold a
master’s degree in psychology, education, or applied behavior analysis or have a
conferred degree with a BACB-approved course sequence.

The Applied Behavior Analysis graduate certificate supplements previous

undergraduate or graduate educational experiences and provides learners with a
foundational knowledge of major competency areas in the behavior analytic field. The
curriculum focuses on ethical and professional conduct; behavior analysis concepts,
principles, and research methods; and applied behavior analysis techniques. Upon
successful completion of this graduate certificate, learners are prepared to identify
behavioral problems through assessment; design, implement, and manage culturally
appropriate interventions and treatments; perform effective behavior supervision; and
bring about positive change for diverse individuals in a variety of settings.

Eight Required Courses

40 quarter credits

PSY7708 Basic Foundations in Applied Behavior 5 quarter credits

Analysis
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PSY7709 * Advanced Concepts in Applied Behavior 5 quarter credits

Analysis

PSY7710 * Ethics in Applied Behavior Analysis 5 quarter credits

PSY7711 * Measurement and Research in Applied 5 quarter credits

Behavior Analysis

PSY7712 * Behavior Analytic Assessments 5 quarter credits

PSY7713 * Behavior Analytic Interventions 5 quarter credits

PSY7714 * Supervision and Management in Applied 5 quarter credits

Behavior Analysis

PSY7715 * Applied Behavior Analysis Capstone 5 quarter credits

Total
40 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

This certificate is not accredited by the American Psychological Association (APA) or by

the Council for Accreditation of Counseling and Related Educational Programs
(CACREP). Capella University cannot guarantee eligibility for licensure, endorsement,
other professional credential, or salary advancement. State licensing boards review
each applicant's completed education, exam scores, supervised experience, criminal
history, and application materials at the time of license application to determine
eligibility. For more information, see the professional licensure disclosures for this
program on Capella’s website.
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Play Therapy Graduate Certificate

School of Social and Behavioral Sciences

The Play Therapy graduate certificate is designed for mental health professionals from
a variety of backgrounds and specialties. Learners explore the evolution and core
systems of play therapy; play therapy techniques, models, and applications; and
experientially based supervision practices in filial play therapy and individual and group
play therapy. The curriculum also emphasizes developmental and multicultural
considerations and ethical and legal issues associated with providing therapy for
diverse populations. Current Capella learners must complete an eligible master’s
degree program before the graduate certificate can be conferred. Licensure and
additional professional and supervised clinical hours are required by the Association for
Play Therapy to earn its Registered Play Therapist credential.

Five Required Courses

25 quarter credits

PSY5244 Play Therapy 1: The History and Systems of 5 quarter credits

Play Therapy

PSY5246 * Play Therapy 2: Theories and Practices of 5 quarter credits

Play Therapy
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Choose three from the following courses:

PSY5247 * Child-Centered Play Therapy 5 quarter credits

PSY5248 * Filial Play Therapy 5 quarter credits

PSY5250 * Play Therapy Supervision Practices 5 quarter credits

PSY5252 * Applications of Play Therapy 5 quarter credits

Total

25 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

Applicants for the Association for Play Therapy’s Registered Play Therapist credential
must hold a recognized professional license and have specific work experience.
Additionally, applicants must complete supervised clinical hours outside of Capella’s
program. Capella University cannot guarantee eligibility for licensure, endorsement,
other professional credential, or salary advancement. State licensing regulations and
professional standards vary; learners are responsible for understanding and complying
with the requirements of the state in which they intend to work. For more information,
see the professional licensure disclosures for this program on Capella’s website.
COURSE DESCRIPTIONS
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Course Descriptions
The following course list is correct as of the date this catalog was prepared.
These descriptions indicate the general content and topics typically covered in
the course. Capella University retains the right to withdraw, modify, or add
courses to the existing list without prior notice.

The following courses may require live web conferencing activities and/or
learner audio/video recordings. Learners who require assistive technology or
alternative communication methods to participate in these activities should
contact Disability Services to request accommodations.

GuidedPath Courses

ACC5610 * Advanced Accounting, Budget Planning and Control (4 quarter credits)

This course emphasizes the application of advanced accounting techniques to
organizational situations. This includes the function of budgetary systems in organizational
planning, management, and control, and the application of a systems approach to
budgeting. Prerequisite(s): MBA5010 or MBA6014.

ADD5004 Survey of Research in Human Development for Addiction Professionals (4

quarter credits)
This course presents theories of human development and behavior throughout the lifecycle.
Learners examine approaches for researching human development, including personality
and moral development theory. Learners also focus on the developing person by applying
biological, psychological, and addiction concepts. Must be taken during the learner’s first
quarter. Cannot be fulfilled by transfer.

ADD5106 Assessment of Addiction (4 quarter credits)

Learners in this course examine the addiction-specific assessment process and apply
assessment principles, measurement constructs, and testing strategies to evaluate diverse
clients with a range of presenting issues. In addition, learners analyze screening and
assessment results to diagnose substance-use disorders and determine goals and
treatment recommendations. Learners also analyze legal, ethical, and cultural
considerations related to screening and assessment in addiction treatment.

ADD5107 Principles of Integrated Addiction and Mental Health Treatment (4 quarter

credits)
Learners in this course examine diagnostic categories, professional literature, and current
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Learners in this course examine diagnostic categories, professional literature, and current
issues associated with an integrated addiction treatment model. Learners also explore the
current Diagnostic and Statistical Manual of Mental Disorders (DSM) classifications and
diagnostic issues associated with multicultural populations.

ADD5217 Ethical and Legal Issues in Addiction Treatment (4 quarter credits)

In this course, learners evaluate current legal and ethical guidelines used in the addiction
profession. Learners apply decision-making models and formulate effective collaboration
strategies used to resolve legal and ethical issues that arise when working with children,
adults, couples, and families. Learners also analyze how personal belief systems influence
addiction professionals’ responses to those issues.

ADD5336 Implications of Addiction Treatment with Diverse Populations (4 quarter

credits)
This course is an introduction to the theory and research related to culturally competent
addiction services and social justice advocacy. Learners consider the characteristics and
concerns of diverse populations as they inform treatment and advocacy practices that
promote optimal wellness and growth for individuals, couples, families, and groups.
Learners also assess the influence of their own characteristics, attitudes, and beliefs on the
counseling process; examine their roles in promoting social justice at multiple levels; and
evaluate approaches for prevention of addiction issues in a multicultural society.

ADD5945 Supervision and Program Management in Addiction Treatment (4 quarter

credits)
This course presents an overview of various supervision approaches and the ways these
methods support the development of addiction professionals. Learners explore addiction
treatment issues associated with training, staff credentials, working with multidisciplinary
staff, and ethics from research and administration perspectives. Learners also review
various methods used to conduct contemporary addiction research, with particular
emphasis on the emerging research practices and perspectives used for evaluating
substance-related treatment programs.

ADD6431 * Addiction Studies Internship (4 quarter credits)

This course is an online-directed, supervised internship during which learners fulfill the
minimum of 300 total required contact hours. Of the 300 total hours, learners must provide
direct services in an addiction-related setting for at least 120 hours. Learners must also
complete 10 hours of face-to-face contact with site supervisors. This internship provides
learners with specific clinical skills in interviewing, assessment, intervention, documentation,
and consultation in a site-based learning setting relevant to addiction treatment. Grading
for this course is S/NS. It is the learner’s responsibility to research and comply with
the specific clinical experience requirements of their states. May be repeated for
credit. Prerequisite(s): ADD5945 and COUN-R5861 with a cumulative GPA of 3.0 or
better. Cannot be fulfilled by transfer.
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ADD6432 * Addiction Studies Internship 2 (4 quarter credits)

This course is an online-directed, supervised internship during which learners complete the
contact hours needed to fulfill graduation and/or licensure requirements. Learners provide
direct services in an addiction-related setting for at least 100 hours. Learners must also
complete 10 hours of face-to-face contact with site supervisors. This internship provides
learners with specific clinical skills in interviewing, assessment, intervention, documentation,
and consultation in a site-based learning setting relevant to addiction treatment. Grading
for this course is S/NS. It is the learner’s responsibility to research and comply with
the specific clinical experience requirements of their states. May be repeated for
credit. Prerequisite(s): ADD6431 with a cumulative GPA of 3.0 or better. Cannot be
fulfilled by transfer.

ANLT5002 Basic Applications of Analytics (4 quarter credits)

In this course, learners develop the skills needed to apply the early aspects of the life cycle
of analytics. Learners review the different types of data sources and explore various data
models and algorithms. Learners also use basic tools to complete an analysis and
collaborate within teams to evaluate case studies and explore ways in which stakeholders’
needs are met through data intelligence. Must be taken during the first quarter by
learners who have been admitted to the MS in Analytics degree program. Cannot be
fulfilled by transfer or prior learning assessment.

ANLT5010 * Foundations in Analytics (4 quarter credits)

Learners in this course apply data management fundamentals to data models. Learners
examine the concepts of data mining, ETLs, and data warehouses and also evaluate
applied analytics in professional domains such as finance, marketing, and health care.
Prerequisite(s): Completion of or concurrent registration in ANLT5002 or HMSV5002
or PM5018.

ANLT5020 * Data Sources for Analytics (4 quarter credits)

In this course, learners explain database methodologies including relational databases, flat
files, dimensional modeling, RSS feeds, and multi-dimensional modeling. Learners examine
the impact of data quality on analytics and apply ETL techniques and processes. Finally,
learners evaluate the application of data warehouses, data marts, and multi-dimensional
cubes to decision-making and action. Prerequisite(s): Completion of or concurrent
registration in ANLT5010.

In this course, learners study the collection, organization, presentation, analysis, and
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ANLT5030 * Statistical Methods in Analytics (4 quarter credits)

In this course, learners study the collection, organization, presentation, analysis, and
interpretation of data using statistical methods. Learners practice using appropriate tools to
obtain a result using statistical methods and collaborate with team members to compare
processes, techniques, and conclusions to understand various perspectives.
Prerequisite(s): Completion of or concurrent registration in ANLT5020.

ANLT5040 Leadership for Analytics (4 quarter credits)

Learners in this course develop and demonstrate their skill in the role of leadership in
analytics and explore change management theories and models as they relate to the field of
analytics. Learners examine the ethical issues and practices of the analytics field to gain an
understanding of how personal ethical frameworks shape the decision-making process.
Learners also evaluate project management skills needed for successful analytic projects.

ANLT5050 * Concepts of Data Mining (4 quarter credits)

In this course, learners develop their skills in creating a predictive model. Learners apply
data mining algorithms, models, and data mining modeling techniques to test, fit, and
implement an algorithm and/or model with appropriate tools. Learners practice interpreting
results to find an application for those results. Finally, learners apply control, feedback, and
evaluation approaches to enhance, continue, or retire the algorithm or model using big data.
Prerequisite(s): ANLT5030. Graduate certificate learners in Advanced Analytics Using
SAS® are exempt from this prerequisite.

ANLT5060 * Applied Forecasting (4 quarter credits)

In this course, learners evaluate forecast model outcomes to solve organizational problems.
Learners examine the impact of time and data latency on forecasting, and practice
identifying patterns in the output of forecast models. Learners also apply forecasting
techniques in their communication with stakeholders. Prerequisite(s): ANLT5030.

ANLT5070 * Text Mining (4 quarter credits)

Learners in this course gain an understanding of the early stages of text mining. Learners
examine document management practices, text-scraping techniques, and various methods
for modeling their findings as they solve text-based mining problems. Prerequisite(s):
ANLT5030. Graduate certificate learners in Advanced Analytics Using SAS® are
exempt from this prerequisite.

ANLT5080 * Advanced Analytics and Modeling (4 quarter credits)

Learners in this course demonstrate advanced practice in applying the analytic life cycle.
Learners examine approaches to visual analytics and are introduced to geospatial data
techniques. Learners also apply their analytic skills to current organizational problems and
apply analytic solution scoring and project management skills for effective team
performance. Prerequisite(s): ANLT5050.
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ANLT5090 * Reporting Solutions with Analytics (4 quarter credits)

In this course, learners examine reporting solutions that use analytics. Learners analyze,
select, and apply reporting solutions to fit an organizational need and evaluate different
reporting frameworks. Prerequisite(s): ANLT5030.

ANLT5100 * Visual Analytics (4 quarter credits)

In this course, learners articulate the value of visualization to telling the analytic story to
stakeholders. Learners explore the appropriate presentation of types of data and apply best
practices for the design of effective visualizations. Learners also develop skills for
presenting data to stakeholders in a succinct and relevant manner.
Prerequisite(s): ANLT5030.

ANLT5900 * Capstone in Analytics (4 quarter credits)

This is an integrative course for learners in the MS in Analytics degree program. Learners
synthesize and integrate the knowledge, competencies, and skills acquired throughout the
program by developing and implementing a final project that demonstrates practical
application of program content. For MS in Analytics learners only. Must be taken during the
learner’s final quarter. Prerequisite(s): Completion of all required coursework. Cannot
be fulfilled by transfer or prior learning assessment.

ANLY5510 * Advanced Business Analytics (4 quarter credits)

In this course, learners apply advanced analytics techniques to provide insight about a
business and its customers including regression, classification, and nonparametric
techniques. Learners apply data visualization and other tools to effectively present the
results of data analysis and recommendations to management. Prerequisite: MBA5008.

BHA4002 History of the United States Health Care System (3 quarter credits) Learners
gain a historical view of the U.S. health care system and analyze the challenges and
successes of an ever-changing and evolving industry from both a private and public health
perspective. Learners also investigate health care innovations, regulatory bodies and
technology to assess the evolutionary processes in medical education, changing practice,
hospital industry growth and the continuum of care.

BHA4003 Present and Future State Developments within the United States Health
Care System (3 quarter credits)
In this course, learners review developments in health policy and management to better
understand the present and future state of the U.S. health care system. Learners also
analyze trends and effects on health care services to determine their impact on the health
care industry and to predict potential future reforms. Learners also gain knowledge of health
policy; health reform; access, cost, and regulatory issues; and stakeholder influence.
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BHA4004 Patient Safety and Quality Improvement in Health Care (6 quarter credits)
In this course, learners examine quality improvement and risk management in health care.
Learners apply various models to increase the quality of patient care and outcomes,
decrease the risk of litigation, and effect positive change. Throughout the course, learners
gain an understanding of how to prepare a quality dashboard utilizing common quality
improvement tools, including statistical analysis; Plan, Do, Check, Act (PDCA); Six Sigma;
and Rapid Cycle Improvement.

BHA4006 Health Care Regulation and Compliance (6 quarter credits)

In this course, learners analyze local, state, and federal health care laws and evaluate their
applicability and effect on patient rights, care, and confidentiality; human resources; and
organizational and professional licensure. Throughout the course, learners develop and
demonstrate competence in applying standards to meet requirements of governing bodies
and various agencies with regulatory oversight authority. Learners also investigate fraud
and abuse, risk management, business ethics, and corporate compliance.

BHA4008 Health Care Budgeting and Reporting (3 quarter credits)

Learners in this course acquire an understanding of inventory control, budgeting, financial
statements, and reporting. Learners also demonstrate competence in preparing budgets for
their scope of responsibility as health care professionals.

BHA4009 Health Care Reimbursement Systems (3 quarter credits)

Learners in this course examine current trends and traditional methods of payment in the
health care industry. In particular, learners examine hospital, physician, third-party, state,
and federal reimbursement systems and gain an understanding of the organizational
revenue cycle process and payor contracting.

BHA4010 Introduction to Health Care Research (6 quarter credits)

In this course, learners examine health care research methodologies to assess access,
quality, and cost as well as related marketing research and planning. In particular, learners
strengthen their knowledge of quantitative, qualitative, and mixed-methods research
designs in order to better understand the needs, expectations, and social norms involved
within the health care delivery system.

BHA4020 Health Care Administration Capstone Project (6 quarter credits)

The capstone project is the culmination of the BS in Health Care Administration degree
program. Learners demonstrate the technical and applied health care administration
knowledge and the critical thinking and communication skills needed to effectively influence
a diverse and dynamic health care environment, develop innovative solutions for managing
U.S. health care systems, and apply continuous improvement and quality management

processes to improve organizational and patient outcomes. For BS in Health Care

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processes to improve organizational and patient outcomes. For BS in Health Care

Administration learners only. Must be taken during the learner’s final quarter. Cannot
be fulfilled by transfer or prior learning assessment.

BHA4102 Leadership and Communication in Health Care Organizations (6 quarter

credits)
Learners in this course gain awareness of their personal leadership style and develop
communication approaches appropriate for a diverse set of stakeholders. Learners also
build their knowledge and skills in cultural competence, effective teamwork, coaching,
cross-functionality, and collaboration through the use of authentic, real-world scenarios.

BHA4104 Strategic Leadership and Workforce Planning in Health Care (6 quarter

credits)
In this course, learners develop innovative solutions to strategic, tactical, and operational
issues in managing health care systems through the combined use of information
technology, organizational knowledge, talent management, and critical thinking. Learners
enhance leadership qualities that facilitate diverse high-performance teams and create
comprehensive and useable data-driven action plans. Learners also gain an understanding
of organizational development, productivity management, and health care planning and
marketing.

BHA4106 Introduction to Managing Health Care Information (6 quarter credits)

Learners in this course integrate essential informatics concepts into health care
administration and manage the health care information lifecycle. Learners analyze
information system applications to make evidence-based decisions that maximize the
efficiency and quality of departmental workflow. Learners also analyze the application of
methods to improve the management of patient data, clinical knowledge, population data,
and other information relevant to patient care and community health.

BHA4108 Managing Population Health (6 quarter credits)

In this course, learners investigate epidemiology and its patterns, causes, and effects
relative to health and disease conditions across identified populations. Learners identify
evidencebased approaches to promote wellness, disease management, and evolving
financial reimbursement strategies. In addition, learners gain an understanding of critical
factors associated with accountable care organizations and formulate applied research
strategies focused on patient engagement.

BHA4110 Health Care Systems and Operations (6 quarter credits)

In this course, learners analyze managerial concepts and their application to the support
infrastructure of health care organizations. Learners also investigate issues, trends, and
best practices in supply chain management; process improvement; facility layout; quality
improvement; resource planning; and facilities management.
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BHA4112 Economics of Health Care (6 quarter credits)

Learners in this course examine historical perspectives and current trends in the health care
industry and analyze its unique economic structure. Learners analyze evolving
reimbursement trends, methods, and technology and identify the political, legal, regulatory,
organizational, and demographical implications of business decisions on health care
economics. Learners also evaluate the ways in which economic and stakeholder influences
affect operational planning and decision making.

BIO1000 Human Biology (6 quarter credits)

In this course, learners examine the integrative relationship between human biological
systems and the social sciences, arts, and communications. Learners build and apply an
understanding of topics such as human anatomy, nature versus nurture, biological
psychology, human disease, and concepts related to ancestry and biology. Learners also
evaluate the accuracy of biological topics in the media. This course includes a lab
experience.

BMGT-V8925 * Doctoral Project Development – Topic Ideation (3 quarter credits)

In this ten-week virtual residency, learners develop and evaluate proposed topic areas and
theories for their doctoral project. Learners analyze the literature on potential topics to
assess relevance to the discipline and potential methods to use in the doctoral project.
Learners gain an understanding of the writing, research, and critical thinking skills necessary
to complete the final project. Further development of the doctoral project is determined
through a final assessment. This residency includes required synchronous sessions.
For PhD in Business Management and PhD in Information Technology
learners only. Grading for this course is S/NS. Prerequisite(s): BMGT8019,
BMGT8028. Cannot be fulfilled by transfer.

BMGT-V8926 * Doctoral Project Development – Topic Development (3 quarter credits)

In this ten-week virtual residency, learners apply writing, research, and critical thinking skills
by identifying a problem, developing project questions, and finalizing a project topic that is
appropriate for the program. Learners use evidence to support the selection of theories,
problems, and questions to guide further refinement of their topic. Learners establish an
appropriate topic area, preliminary project design, and begin development of a literature
review. Further development of the doctoral project is determined through a project topic
framework. This residency includes required synchronous sessions. For PhD in Business
Management and PhD in Information Technology learners only. Grading for this
course is S/NS. Prerequisite(s): BMGT8034 or BMGT8040; BMGT-V8925. Cannot be
fulfilled by transfer.
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BMGT-V8927 * Doctoral Project Development – Framework Development (3 quarter

credits)
In this ten-week virtual residency, learners apply advanced research and writing skills
through the development of a detailed project framework based on work in prior
residencies. Learners develop a project framework that includes methodological and/or
research design, sampling or participant recruitment plan, intervention plan (if applicable),
strategies for data collection, analysis, and outcomes of the project. Further development of
the doctoral project is determined through an assessment of the project framework, which is
finalized once the learner enters the advanced doctoral stage of the program. This
residency includes required synchronous sessions. For PhD in Business Management
and PhD in Information Technology learners only. Grading for this course is S/NS.
Prerequisite(s): BMGT8040 or BMGT8043 or RSCH7868; BMGT-V8926. Cannot be
fulfilled by transfer.

BMGT8002 Research Processes, Theory and Practice in Global Business (6 quarter

credits)
Learners in this course explore business theories, research, and practice. In particular,
learners study the challenges of conducting scholarly research and the practice of leading
and managing a business enterprise. Learners explore the depth and breadth of business
research, the research methodologies used to conduct it, and potential business research
topic areas. Learners are also immersed in a culture of inquiry to focus on strengthening
critical thinking and scholarly writing skills. Must be taken during the learner’s first
quarter. Cannot be fulfilled by transfer.

BMGT8006 Business Principles and Practices (4 quarter credits)

Learners in this course apply theories of organization to critically analyze the organization
as an arrangement of systems to develop a holistic understanding of its interrelated,
interdependent functions. Cannot be fulfilled by transfer.

BMGT8008 Ethics and Leadership in Global Environments (4 quarter credits)

In this course, learners examine ethics theory and practice, ethical decision making, and the
leader’s role in creating an ethical environment in global business. Learners also explore
the ways cultural intelligence fosters multicultural and ethical thinking.

BMGT8012 Marketing Principles and Practice (4 quarter credits)

This course presents marketing principles and best practices. Learners analyze the factors
influencing marketing strategy and explore ways to use marketing theory to identify market
opportunities and segments. Learners then formulate appropriate marketing strategies to
pursue those opportunities and markets from cultural, virtual, and global perspectives.
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BMGT8014 Accounting and Finance Principles and Practice (4 quarter credits)

In this course, learners study the principles and practices of accounting and financial
management and the ways they inform business decision making. Learners also explore
the impacts of various accounting and financial decisions on organizations.

BMGT8016 Strategic Management and Practice (4 quarter credits)

Learners in this course examine theories associated with effective strategy development,
integration, and implementation across all functional areas of business operations. Learners
study the skills required of strategic thinkers and leaders in today’s complex global business
environment and practice applying them to solve contemporary business issues.

BMGT8018 The 21st-Century Organization (4 quarter credits)

In this course, learners explore the breadth and depth of thinking required to make
decisions within, adapt to, and lead the 21st-century organization. Learners conduct
research on ways to apply various organization and systems theories and the theories of
their chosen specialization to identify potential solutions to organizational issues. Cannot
be fulfilled by transfer.

BMGT8019 * Business Dissertation Specialization Literature (4 quarter credits)

This course provides a guided review of the literature in the learner's specialization for the
purpose of identifying a study topic. Learners research and evaluate associated major
threads of research and theory in the literature. The course prepares learners for the
development of an appropriate topic during Residency Track 1.
Prerequisite(s): BMGT8028. Cannot be fulfilled by transfer.

BMGT8028 Foundations of Research, Scholarly Literature, and Theory in

Management (4 quarter credits)
Learners in this course examine the structure and process of the scholarly literature in peer
reviewed journals and explore the role of the scholar as social and behavioral scientist.
Learners critically evaluate scholarly literature, including seminal work, relevant theory, and
data-based research studies from both the qualitative and quantitative traditions. Learners
also explore the meaning of content and process gaps, problems, and research
opportunities uncovered during the literature review. Cannot be fulfilled by transfer.

BMGT8032 * Survey of Applied Research Methods (4 quarter credits)

Learners investigate qualitative, quantitative, mixed-methods, and applied business
management and information technology research designs. Learners move beyond
conducting literature reviews at the methodological level and analyze research design
specific to reliability and threats to validity and on developing their own research proposal.
Learners evaluate the meaning of content and process gaps, problems, and opportunities

uncovered during the literature review process. Learners also develop an understanding of
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uncovered during the literature review process. Learners also develop an understanding of
research ethics and the role of the Institutional Review Board (IRB).
Prerequisite(s): BMGT8028. Cannot be fulfilled by transfer.

BMGT8034 * Quantitative Research Techniques (4 quarter credits)

In this course, learners explore the fundamental concepts needed to conduct doctoral-level
quantitative research. Learners develop skills related to quantitative research techniques
including understanding variables and relationships, selecting quantitative instruments and
evaluating their reliability and validity, developing research questions and associated
hypotheses, developing ethical sampling approaches and data collection plans, choosing
appropriate statistical tests, analyzing data, interpreting results, and drawing conclusions.
Prerequisite(s): BMGT8032. Cannot be fulfilled by transfer.

BMGT8035 * Tests, Measurements, and Business Research Design (4 quarter credits)

This course is an introduction to tests and measurement instruments commonly used in
business studies. Learners in this course examine instrument development, factor analysis,
validity testing and review the ethical, professional, and legal aspects of the use of these
instruments. Learners also develop key sections of the dissertation methodology and
design, incorporating appropriate instruments and corresponding validity data.
Prerequisite(s): BMGT8034 or RSCH7864; BMGT-V8926. Cannot be fulfilled by
transfer.

BMGT8040 * Advanced Qualitative Research (4 quarter credits)

Learners in this course investigate qualitative inquiry and qualitative research designs based
on social constructivist and interpretive traditions appropriate for conducting business
management research. Learners explore research problems, questions and design
considerations, data collection and analysis, reporting and presentation of findings, and
verification of data conclusions. Learners also evaluate qualitative data management
software options. This course is recommended for learners who intend to conduct qualitative
dissertation research. Prerequisite(s): BMGT8032. Cannot be fulfilled by
transfer.

BMGT8043 * Quantitative Research Techniques 2 (4 quarter credits)

In this course, learners define a quantitative research question by demonstrating the
understanding of the relationship between hypothesis and theory. Learners develop a
research design using research questions and the appropriate sample, control variables,
and statistical technique, and identify the logical connection between the hypothesis and
theory. Other course topics include sample design, exploratory data analysis, multiple
regression, logistic regression, factorial ANOVA, and multivariate analysis of variance
(MANOVA). This course requires the use of analytical software.
Prerequisite(s): BMGT8035. Cannot be fulfilled by transfer.
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BMGT8044 * Qualitative Research Design and Data Analysis (4 quarter credits)

This course extends the topics covered in BMGT8040 and is designed to prepare learners
to develop and conduct their own qualitative study for a dissertation. Learners further
analyze the philosophical underpinnings of qualitative research and inquiry, emphasizing
effective execution of school-approved dissertation research methodologies. These
methodologies include case study, phenomenology, Delphi, and generic qualitative
research. Learners assess the design, sampling, and data collection strategies associated
with each of the four methodologies. Learners also examine the data analysis processes
associated with each methodology, as well as the role of the researcher in documenting
personal reflections in the collection and analysis of data. Prerequisite(s): BMGT8040
or RSCH7868; BMGT-V8926. Cannot be fulfilled by transfer.

BMGT8046 * Qualitative Data Collection Strategies, Data Collection Guides, and Field
Testing (4 quarter credits)
This course is an in-depth review of qualitative data collection strategies, data collection
guides, and data collection techniques commonly used in business research. Learners use
their approved dissertation research plans to develop a data collection guide and conduct
an expert review and mock data collection. Learners also assess the ethical issues involved
in qualitative data collection associated with their study method and design and propose
mitigation strategies for participant and data protection and to ensure credibility,
dependability, transferability, and trustworthiness. Finally, learners develop key sections of
the dissertation methodology and design, incorporating the data collection strategy, and
field-tested data collection guide. Prerequisite(s): BMGT8044. Cannot be fulfilled by
transfer.

BMGT8055 * Business Special Topics: Literature Review (4 quarter credits)

This course guides learners in the development of a comprehensive literature review.
Learners build on their approved Dissertation Research Plan from residency tracks 2 or 3
as the foundation for drafting Chapter 2 of their dissertation. Learners document and
synthesize key seminal theoretical works, conceptual studies, and methodologies
underpinning the gap in the scholarly knowledge that their proposed study addresses.
While developing Chapter 2 of their dissertation, learners review and apply PhD dissertation
guidelines. Prerequisite(s): BMGT-V8926. Cannot be fulfilled by transfer.

BMGT8110 Advanced Research in Accounting (4 quarter credits)

This course advances learners’ skills in multidisciplinary research in accounting. Learners
develop their skills by using LexisNexis and other research tools to efficiently and effectively
conduct research across a broad range of accounting topics, including legal and regulatory
guidance and social perspectives. Learners analyze, synthesize, evaluate, and report their
research findings to develop decision frameworks and practice in accounting. Cannot be
fulfilled by transfer.

Learners investigate financial accounting standards and practices and associated legal,
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BMGT8112 Financial Reporting (4 quarter credits)

Learners investigate financial accounting standards and practices and associated legal,
regulatory, and reporting issues. Learners assess the relationship between financial
accounting research and practice and analyze related emerging trends, technologies, and
societal implications. Cannot be fulfilled by transfer.

BMGT8114 Accounting in the Global Era (4 quarter credits)

Learners evaluate international accounting standards and the evolving process of
harmonization. Learners compare U.S.-basedGenerally Accepted Accounting Principles
(GAAP) with those of other countries and assess the influence of cultures, globalization, and
technology on accounting standards. Learners engage in research and practice while
exploring emerging trends in the profession and society. Cannot be fulfilled by transfer.

BMGT8116 Forensic Accounting (4 quarter credits)

Learners investigate the requirements, processes, and techniques used to present
accounting and financial information in the legal environment. Learners analyze the
relationship between forensic accounting research and practice and explore related
emerging trends, technologies, and societal implications. Cannot be fulfilled by transfer.

BMGT8130 Foresight: Anticipating the Future (4 quarter credits)

Learners in this course study the ways organizations proactively anticipate and plan for
future growth opportunities. Learners examine the scanning tools and technologies
organizations use to develop meaningful information about the future environment; models
for understanding and analyzing global trends; and new lenses for scanning, synthesizing,
and analyzing strategic and competitive data. Cannot be fulfilled by transfer.

BMGT8132 Identifying Opportunities for Innovation (4 quarter credits)

In this course, learners examine the methods and collaborative processes organizations use
to identify opportunities for innovation, including scenario planning and future visualization
techniques. Learners also explore ways to identify risk, develop contingency plans in light of
disruptive change, and communicate and disseminate those risks and plans. Cannot be
fulfilled by transfer.

BMGT8134 Competing with Disruptive Innovation (4 quarter credits)

This course presents the disruptive innovation strategies organizations use to lead the
competition. Learners examine ways to reinvent industry competition and move beyond the
concept of competitive strategy to developing breakthrough strategies and value innovation.
Cannot be fulfilled by transfer.

In this course, learners examine the ways organizations build innovation strategies to
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BMGT8136 Building an Innovation Strategy (4 quarter credits)

In this course, learners examine the ways organizations build innovation strategies to
enhance organizational sustainability and adaptation. Learners analyze the organizational
elements that support a culture of innovation and change and the development of
idea-generation systems, flexible processes, governance structures, and evaluation metrics.
Cannot be fulfilled by transfer.

BMGT8210 Information Technology Leaders as Partners in Organizational Strategic

Planning (4 quarter credits)
Learners investigate the information technology leader’s collaborative roles working with an
organization’s non-IT senior leadership, including aligning business strategy with IT
strategy, acting as an equal contributor to the formation of organizational strategy, and
integrating ethical policies and practices into an organization. Learners evaluate
multidisciplinary research and practices related to leadership, organizational structures, and
culture. Through the lens of complexity/chaos and change theories, learners analyze
information technology’s role in contributing to organizational resiliency. Cannot be fulfilled
by transfer.

BMGT8212 Leading Information Technology Strategic Planning in Complex and

Global Environments (4 quarter credits)
In this course, learners examine processes by which senior information technology
leadership must evaluate different IT governance models from a global perspective,
including decision models, management structures, business engagement processes,
leadership theories, and risk assessment processes. Learners evaluate methods of
performance measurement and control, and assess the relevance and effect of social
responsibility issues and strategic partnering on IT strategic planning. Cannot be fulfilled
by transfer.

BMGT8214 Guiding the Implementation of Information Technology Policies and

Processes (4 quarter credits)
This course presents key issues related to the implementation of information technology
policies and processes as day-to-day operations, including consideration of ethical, cultural,
and global issues, and potential effects on internal and external stakeholder needs.
Learners evaluate strategies for implementing different governance models and assess the
ways in which those models relate to change management processes and organizational
innovation.

In this course, learners evaluate evolving theories and practices that inform decisions
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BMGT8216 Innovating Information Technology Life Cycle Management Processes in

a Changing Environment (4 quarter credits)
In this course, learners evaluate evolving theories and practices that inform decisions
related to the information technology system development life cycle. Learners assess
different development models and examine the IT leader’s role in IT enterprise portfolio
management against the backdrop of changing workforce considerations, including
offshore, contract, multicultural, and multigenerational workers in global enterprises.

BMGT8234 * Investment and Portfolio Analysis and Management (4 quarter credits)

Learners in this course study investment and portfolio analysis and management, asset
pricing models, and option pricing models. Learners also explore current research and
literature associated with asset pricing, efficient markets, hedging, and mergers and
acquisitions. Prerequisite(s): DBA learners must have completed BMGT8230,
BMGT8232. PhD in Business Management learners must have completed BMGT8006,
BMGT8030, WRIT7086. Cannot be fulfilled by transfer.

BMGT8410 Foundations of Human Resource Theory and Practice (4 quarter credits)

This course addresses ways in which social and economic changes have transformed
human resource management’s role in organizations. Learners examine issues that
currently impact human resources managers in today’s rapidly evolving environment. In
addition, learners investigate the theories on which human resource practices have been
built to determine their relevance in the 21st-century, informationage workplace. Cannot be
fulfilled by transfer.

BMGT8412 Creating Adaptive, Innovative Workplaces (4 quarter credits)

In this course, learners explore human resource management strategies, tools, and issues
related to the changing world of work. Learners analyze the ways in which HR professionals
support the creation of innovative, engaging and productive work to meet the needs of the
contemporary and future workplaces. Learners also examine the human resource
components of employee engagement to include organizational design, leadership, career
development, communication, flexibility, and virtual work environments. Cannot be fulfilled
by transfer.

BMGT8414 Attracting and Retaining Talent (4 quarter credits)

Learners in this course evaluate emerging human resource management theories and
practices for effectively attracting employees. Learners analyze workforce selection
practices for reliability and align performance management strategies to support the
organizational mission. Cannot be fulfilled by transfer.

BMGT8416 Human Resource Practices for Developing Talent (4 quarter credits)

In this course, learners explore human resources management’s role in developing talent
and evaluate human resource management theories and ethical frameworks associated
with individual adult learning, human resource development, succession planning,
mentoring, coaching, and performance management. This course emphasizes the
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theoretical basis of development, compensation, rewards, and motivation in order to better

serve organizations and to contribute to the knowledge base in the human resource
management field. The course also stresses the importance of evaluating and critiquing
current workforce development trends in support of innovative workplace environments.
Cannot be fulfilled by transfer.

BMGT8430 Advanced Concepts of Project Management Methodologies (4 quarter

credits)
In this course, learners research literature to identify best practices and evaluate
appropriate methodologies leading to successful outcomes for projects and programs
ranging from simple to complex. The course emphasizes appropriate methods, tools, and
techniques for the Project Management Institute’s (PMI) Initiating and Planning processes
based on organizational environments, cultural diversity, and global influences. Learners
also evaluate expected project outcomes to assure alignment with strategic goals and
objectives. Cannot be fulfilled by transfer.

BMGT8432 Projects as Complex Adaptive Systems (4 quarter credits)

Learners in this course examine both seminal and current literature, such as complexity
theory, to evaluate the successes and failures of projects and programs in complex and
ambiguous environments. This course emphasizes Executing, Monitoring, and Controlling
projects and programs based on multidisciplinary theories and applications as defined by
the Project Management Institute’s (PMI) A Guide to the Project Management Body of
Knowledge (PMBOK® Guide). Learners develop their professional, consultative, and
leadership skills for successful project and program outcomes. Cannot be fulfilled by
transfer.

BMGT8434 Advanced Risk Management Systems and Research (4 quarter credits)

In this course, learners evaluate and synthesize the use of multidisciplinary theories based
on the research and practice of project and program risk management. Learners explore
emerging trends, concepts, and methods of project and program risk management systems
and research. Topics include evaluating integrated approaches to identifying, analyzing,
mitigating, and managing project risks, and identifying strengths, weaknesses, and gaps in
project risk management research. Cannot be fulfilled by transfer.

BMGT8436 Dynamics of Program and Portfolio Management (4 quarter credits)

Learners in this course examine emerging trends, concepts, and methods for evaluating
and applying program integration and portfolio management techniques and methods used
to optimize their overall value. Topics include ethical approaches to program and portfolio
management in alignment with business strategic goals and objectives within a global
context. Cannot be fulfilled by transfer.
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BMGT8538 * Development and Evaluation of Marketing Theory (4 quarter credits)

This course is an examination of theory development in marketing. Learners study
foundational readings in theory development and marketing theory that support current
thought leadership in the field. From this knowledge base, learners complete and then
expand a literature review. For PhD in Business Management and PhD in Organization
and Management learners only. Prerequisite(s): PhD in Business Management
learners must have completed BMGT8530, BMGT8532, BMGT8534. Cannot be fulfilled
by transfer.

BMGT8610 Leadership Theory and Practice in a Global Environment (4 quarter

credits)
Learners in this course evaluate leadership theories and practices in diverse cultures from a
historical and theoretical basis using a multi-disciplinary lens. Learners also develop
expanded leadership perspectives and practices, enabling them to assure the viability of
their organizations in a dynamic global business environment. Cannot be fulfilled by
transfer.

BMGT8612 Leadership as Personal Practice (4 quarter credits)

Learners in this course focus on analyzing scholarly literature and emerging research trends
in relational leadership. The course also emphasizes theories and models of leadership,
which support a shift from hierarchical leadership to inclusive and collaborative leadership.
Finally, learners assess personal barriers and facilitators to inclusionary leadership and
apply theories and models to personal practice. Cannot be fulfilled by transfer.

BMGT8614 Leading the Organizational System (4 quarter credits)

In this course, learners explore leadership practice in complex and dynamic environments.
Learners use systems thinking and organizational theory to analyze leadership practice
within the framework of organizational systems and evaluate the role of systems thinking in
organizations to develop innovation in complex environments. Finally, learners apply these
concepts to leadership practice. Cannot be fulfilled by transfer.

BMGT8616 Leading Dynamic Systems with Multi-Dimensional Thinking (4 quarter

credits)
Learners in this course synthesize multiple ways of thinking to support effective leadership
decision making. By integrating critical, creative, reflective, systems, and statistical thinking,
learners develop leadership qualities that allow them to apply their insights to current
models and perspectives in order to envision a future with improved organizational patterns
and outcomes. Cannot be fulfilled by transfer.

BMGT9919 * Doctoral Comprehensive Examination (4 quarter credits)

This course includes an overview of the comprehensive examination process, the
university’s expectations of academic honesty and integrity, the three core themes of the
examination, and the evaluation criteria. The courseroom mentor provides three questions
addressing the core themes. Learners write answers to the comprehensive examination
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questions. Answers are evaluated by faculty readers using point-scale scoring rubrics. Upon
passing the comprehensive examination, learners are eligible to register for the first
dissertation course. Department consent is required for registration. Grading for this
course is S/NS. Prerequisite(s): Completion of all required and elective coursework
with a cumulative GPA of 3.0 or better. Completion of practicum courses, if
applicable. Fulfillment of all residency requirements. Cannot be fulfilled by transfer.

BMGT9960 * Dissertation Courseroom (5 quarter credits each)

This course provides learners with resources, guidance, and peer and mentor support during
each dissertation course as they complete the required milestones. Department
consent is required for registration. Grading for this course is S/NS. Learners must
register for this course a minimum of four times to fulfill their specialization
requirements. Prerequisite(s): BMGT9919 or OM9919 or PHB9919. Cannot be fulfilled
by transfer.

BSN4006 Policy, Law, Ethics, and Regulations (6 quarter credits)

Learners in this course examine the role of health care policy and legal, regulatory, and
quality control in ethical decision making in professional nursing practice. Learners develop
and demonstrate their knowledge of concepts and principles of health care policy, legal
control, ethical conduct, and regulatory environments and their application to the health care
environment and the nursing profession. Learners analyze the impact of health care policy
and multicultural, socioeconomic, political, legal, and regulatory factors on health care
access disparities and practice articulating the needs of individuals, communities, and
vulnerable populations to consumers and appropriate officials. Learners also focus on the
importance of cultural competence and ethical decision making in professional nursing
practice. For BSN learners only.

BSN4014 Global Perspectives of Community and Public Service (6 quarter credits)

In this course, learners develop the knowledge, skills, and techniques needed to function as
effective team members in public- or community service-based health care settings.
Learners apply collaborative and innovative strategies for enhancing and improving current
health care system approaches based on national and global holistic needs assessments
and identify ways to advocate for quality patient and community outcomes and apply tribal,
community, and global wellness strategies to professional practice. For BSN learners only.

BSN4016 Pharmacology for Patient Safety (6 quarter credits)

Learners in this course further develop their knowledge of pharmacology as they apply skills,
attitudes, and techniques to evidence-based nursing practice. Learners demonstrate an
understanding of general pharmacology, drug categories, and patient safety in a variety of
health care settings. Learners also develop a multicultural and patient-centered perspective
that addresses disease processes, pharmacological and non-pharmacological therapies,
teamwork, and patient safety initiatives. For BSN learners only.
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BSN4020 Nursing Capstone Project (6 quarter credits)

Learners in this course focus on synthesizing and applying the nursing knowledge and skills
gained during their program. Learners demonstrate proficiency by integrating nursing
theories, research, and best practices into a single practice model of health promotion or
disease prevention for a specific community or population group. Learners create and
customize an evidence-based project plan and develop and implement strategies for
achieving desired project outcomes. For BSN learners only. Must be taken during the
learner’s final quarter. Cannot be fulfilled by transfer or prior learning assessment.

BUS1003 Developing Business Thinking † (6 quarter credits)

Learners in this course begin to build and strengthen the knowledge, skills, and abilities
needed to succeed in a bachelor of science degree program and the workplace. Learners
develop and demonstrate business thinking and, in particular, evaluate case studies to
acquire and broaden their knowledge of the creation of an organization. In addition, learners
expand organizational, information literacy, critical-thinking, and problem-solving skills and
apply an understanding of ethics, team behaviors, and effective business writing. For BS in
Business learners only. Learners who are determined to need additional support
developing academic and professional writing and reading skills based on academic
assessment must take BUS1003 during their first quarter. Cannot be fulfilled by
transfer or prior learning assessment.

BUS3003 Developing a Business Perspective ‡ (6 quarter credits)

In this course, learners build and strengthen the knowledge, skills, and abilities needed to
succeed in their program and the workplace. Learners engage in interactive activities that
help them develop and demonstrate a business perspective and expand their
organizational, research, critical-thinking, and problem-solving skills. Other topics include
ethics, team relationships, project creation, and writing effectively for business. For BS in
Business learners only. Learners may only earn credit for BUS3003 or BUS3006 or
BUS3007. Prerequisite(s): BUS1003. Cannot be fulfilled by transfer or prior learning
assessment.

BUS3007 Developing a Business Perspective § (6 quarter credits)

In this course, learners build and strengthen the knowledge, skills, and abilities needed to
succeed in their program and the workplace. Learners engage in interactive activities that
help them develop and demonstrate a business perspective and expand their
organizational, research, critical-thinking, and problem-solving skills. Other topics include
ethics, team relationships, project creation, and writing effectively for business. For BS in
Business learners only. Learners may only earn credit for BUS3003 or BUS3006 or
BUS3007. Must be taken during the learner’s first quarter. Cannot be fulfilled by
transfer or prior learning assessment.
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BUS3011 Fundamentals of Management (3 quarter credits)

In this course, learners examine the fundamental principles of management and the
characteristics that make an effective manager. Learners then apply these principles in
management decision-making roles of planner, organizer, controller, and communicator.
Learners who have received credit for BUS3010 may not take BUS3011.

BUS3012 Fundamentals of Leadership (3 quarter credits)

This course is an introduction to principles of leadership behavior and their application in
business and community settings. Learners develop and demonstrate awareness of the
characteristics, styles, and practices necessary for effective leadership. Learners who
have received credit for BUS3010 may not take BUS3012.

BUS3021 Fundamentals of Business Law (3 quarter credits)

In this course, learners explore and articulate the influences on businesses of statutory,
contract, tort, and legal entity law. Learners evaluate the historical underpinnings and
origins of the United States court system's ability to adjudicate commercial disputes.
Learners also develop and demonstrate their legal vocabulary, an understanding of core
legal concepts, and basic legal research skills.

BUS3022 Fundamentals of Supply Chain Management (3 quarter credits)

This course is an introduction to modern concepts and practices of efficient supply chain
management. Learners build their knowledge of and demonstrate the relevance of supply
chain design in support of organizational strategy and assess the effectiveness of supply
chains to meet customer demands.Through the use of case studies, learners
also analyze existing supply chain systems and recommend improvements.

BUS3030 Fundamentals of Marketing and Sales (6 quarter credits)

Learners investigate the fundamentals of marketing and sales, including market research
and planning, product differentiation and positioning, marketing communications,
differences between consumer and business markets, and relational marketing and sales
strategy. Learners demonstrate course competencies by preparing and presenting a
marketing and sales plan and a corresponding marketing and sales strategy for a simple
product offering.

BUS3040 Fundamentals of Human Resource Management (6 quarter credits)

This course is a survey of the human resources management (HRM) field and its function
and role in the organization. Learners develop their knowledge of fundamental HRM
principles and demonstrate competencies in areas such as compensation and benefits,
legal requirements, and training and development.
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BUS3050 Fundamentals of Organizational Communication (6 quarter credits)

This course helps learners understand and apply the fundamentals of organizational
communication. Learners analyze the interrelationship of organizational communication,
symbols, culture, performance, and effective communication practices in relationships
internal and external to the enterprise. Learners also examine how effective organizational
communication contributes to successful organizational performance and the ways
elements of organizational communication interact and function in an enterprise.

BUS3061 Fundamentals of Accounting (3 quarter credits)

This course is an introduction to the accounting function in modern business organizations.
Learners define accounting terminology and explore its application to accounting principles.
Learners also apply accounting cycle strategies to business financial events and prepare
financial statements from accounting system data. Learners who have received credit for
BUS3060 may not take BUS3061.

BUS3062 Fundamentals of Finance (3 quarter credits)

In this course, learners gain and apply finance basics including the time value of money
concepts, stock and bond valuation techniques, and capital budgeting processes. Learners
also demonstrate ways the relationship of domestic and global financial environments affect
financial markets. Learners who have received credit for BUS3060 may not take
BUS3062.

BUS4011 * Virtual Team Collaboration (6 quarter credits)

Learners gain knowledge of and examine practical communication and collaboration skills
necessary for effective participation in and leadership of teams in a virtual networked
context. Learners also analyze various forms of collaborative leadership and participate in
collaborative leadership experiences within a virtual networked organizational setting.
Prerequisite(s): BUS3010, or BUS3011 and BUS3012.

BUS4012 * Leadership in Organizations (6 quarter credits)

In this course, learners create effective theories of leadership in the networked enterprise at
different organizational levels and from different perspectives. Learners develop and
demonstrate their knowledge of the skills that support personal characteristics of effective
leaders, such as coaching strategies, personal integrity, trustworthiness, courage and
generosity, and an ability to encourage others to participate in leadership.
Prerequisite(s): BUS3010, or BUS3011 and BUS3012.
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BUS4013 * Organizational Structure, Learning, and Performance (6 quarter credits)

Learners in this course analyze organizational structures and their influence on
organizational intelligence, learning ability, and the practical performance of an enterprise.
The course includes an emphasis on the adaptive and responsive organization and its
relationship to enterprise stakeholders and environment. Learners evaluate a case study
that illustrates the interrelatedness of organizational structure, learning, and performance in
order to create a model of a high-performance organization. Prerequisite(s): BUS3010, or
BUS3011 and BUS3012.

BUS4014 * Operations Management for Competitive Advantage (6 quarter credits)

This course is a survey of operations management. Learners analyze strategic product and
service design, major capacity and location decision making processes, and process and
control system operations. Learners use case studies to build a working knowledge of the
important concepts and decision-making tools. Prerequisite(s): BUS3010, or BUS3011
and BUS3012.

BUS4015 * Strategic Planning and Implementation (6 quarter credits)

Learners develop their understanding of strategic planning and implementation using case
studies and simulations of various business planning processes and by exploring the
unpredictable dimension of strategic business planning. Learners show how integrating
unplanned developments into existing strategy is an important part of real-world strategic
planning. Prerequisite(s): BUS3010, or BUS3011 and BUS3012.

BUS4016 * Global Business Relationships (6 quarter credits)

Within an international business research framework, learners use selected case studies
and complementary theory to build and demonstrate a broad understanding of international
business. Learners analyze multiple dimensions of international business including cultural;
business structure; finance and trade; technology and communications; and political,
economic, and legal perspectives to determine patterns and hierarchies in international
business cultures. Prerequisite(s): BUS3010, or BUS3011 and BUS3012.

BUS4022 * E-Marketing (6 quarter credits)

Learners in this course examine the integrated and interrelated factors involved in
e-marketing, including sourcing and sales. Throughout the course, learners gain an
understanding of how to most effectively use e-marketing and e-business approaches to
manage strategy, operations, supply chains, logistics, online customer profiling, and the
sales cycle. Building on this knowledge, learners prepare a sourcing, marketing, and sales
plan for an enterprise. Prerequisite(s): BUS3030.

Learners in this course demonstrate their knowledge of ways customers acquire, consume,
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BUS4024 * Customer Behavior (6 quarter credits)

Learners in this course demonstrate their knowledge of ways customers acquire, consume,
and dispose of products and services. Learners analyze the buyer behavior of individual
consumers, businesses, and governments and evaluate the influence demographics,
popular culture, and subcultures have on buyer behavior. Learners also assess the
managerial application of consumer behavior concepts, including current issues associated
with ethics, law, and regulation. Prerequisite(s): BUS3030.

BUS4027 * Public Relations (6 quarter credits)

In this course, learners analyze the similarities and differences between public relations and
marketing and differentiate between a target audience and a target market. Learners
examine the interactions of public relations and its associated stakeholders, including
current and new customers; shareholders; the media; financial and industry analysts; and
other parts of the enterprise, such as senior management and marketing, finance, and
human resources departments. Learners also examine the function of public relations in
non-corporate environments. Prerequisite(s): BUS3030.

BUS4030 * Marketing Distribution Channel Management (6 quarter credits)

In this course, learners develop and apply an understanding of how to create, manage, and
optimize marketing distribution channels as an integrated process. Learners examine
traditional and digital marketing distribution channels to gain knowledge of their strategic
and operational functions within an organization. In addition, learners evaluate the
importance of an optimized distribution channel to the success of a product or service, as
well as prepare and present a distribution channel management plan for a product or
service offering. Prerequisite(s): BUS3030.

BUS4033 * Brand Identity and Marketing Communications (6 quarter credits) Learners

in this course explore multiple forms of marketing communications media and messages,
including word-of-mouth marketing and the Internet. Learners consider the communication-
saturated nature of the marketplace and its practical significance in focusing brand identity
and selecting marketing communications. Prerequisite(s): BUS3030.

BUS4036 * Marketing Research (6 quarter credits)

In this course, learners evaluate marketing research and examine the tools and techniques
used to conduct real-world marketing research applicable to a variety of business situations.
Learners analyze a potential market, conduct marketing research using both primary and
secondary data, and interpret the results. Learners also explore ways to apply marketing
research results to managerial decision making and identify prominent marketing research
trends, such as the increased use of the Internet and other forms of technology.
Prerequisite(s): BUS3030.

This course introduces learners to various digital tools commonly used in marketing
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BUS4037 * Digital Marketing Tools (6 quarter credits)

This course introduces learners to various digital tools commonly used in marketing
communication and strategy building. Learners gain hands-on experience with website
building, digital media, search marketing, social media platforms, email campaigns, and
mobile marketing. Learners also assess available systems, determine their value as
marketing tools, and judge their effectiveness through appropriate analytics.
Prerequisite(s): BUS3030.

BUS4043 * Compensation and Benefits Management (6 quarter credits)

Learners investigate theories related to compensation and reward systems in organizations
and the practices used to create and maintain these systems. Learners create a base
benefit plan, evaluate incentive programs, and analyze the effects of laws and regulatory
agencies on compensation and benefits strategies. Learners also demonstrate a working
knowledge of social and legal issues pertaining to compensation and of the skills
organizations need to maintain competitive HR functions. Prerequisite(s): BUS3040.

BUS4044 * Legal Issues in Human Resource Management (6 quarter credits)

In this course, learners identify the scope and purpose of the legal framework of an
enterprise. Learners analyze the effects of legal issues on an organization’s human
resource management function. Learners also create strategies for managing legal issues
and identify ways to implement them. Prerequisite(s): BUS3040.

BUS4045 * Recruiting, Retention, and Development (6 quarter credits)

Learners investigate strategies for recruiting, selecting, and retaining top talent in support of
the strategic needs of an organization. Learners analyze talent and acquisition strategies
within the context of laws and regulations and explore current recruitment and selection
techniques. Prerequisite(s): BUS3040.

BUS4046 * Employee and Labor Relations (6 quarter credits)

Learners investigate the dynamics of creating a mutually beneficial relationship between
employer and employee, including maintaining legal compliance and cultivating positive
employee morale. Learners analyze and interpret factors that affect the relationships
between employees and organizations and how workplace policies can influence ethically
and legally sound human resource management practices. Learners also identify
and evaluate the impact of labor unions on the organization. Prerequisite(s): BUS3040,
BUS4045.

BUS4047 * Employee Training and Development (6 quarter credits)

In this course, learners assess and apply strategies of building effective training solutions
that support an organization’s human resource management goals. Learners identify
business strategies that lead to measurable and meaningful performance results, and gain
and practice a deeper understanding of learning organizations. Prerequisite(s): BUS3040.
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BUS4048 * International Human Resource Management Issues (6 quarter credits)

This course is an introduction to human resource management (HRM) in multinational
corporations. Learners analyze global issues that affect HRM practices and investigate the
role of culture and its influence in these organizations. Prerequisite(s): BUS3040.

BUS4060 * Financial Accounting Principles (6 quarter credits)

Learners identify financial accounting principles and ways accounting information is used to
assess an organization’s financial performance. Learners evaluate the relationship between
business events and accounting systems and analyze an organization’s financial structure.
Prerequisite(s): BUS3060 or BUS3061.

BUS4061 * Managerial Accounting Principles (6 quarter credits)

In this course, learners identify the role of accounting as it relates to managing an
organization, then analyze accounting systems and financial statements. Learners also
apply sound budgeting and time value of money principles from a managerial perspective.
Prerequisite(s): BUS4060.

BUS4062 * Intermediate Financial Accounting Topics and Trends (6 quarter credits)

Learners in this course develop and exercise a working knowledge of financial accounting
theory and practice using Generally Accepted Accounting Principles (GAAP) and Financial
Accounting Standards Board (FASB) pronouncements. Learners acquire financial reporting
skills and apply financial statement conceptual frameworks to prepare financial statements.
Prerequisite(s): BUS4060.

BUS4063 * Advanced Financial Accounting Topics and Trends (6 quarter credits)

In this course, learners analyze and apply advanced financial accounting concepts and
consolidated financial statement information. Learners also evaluate the influence of global
money markets and demonstrate knowledge of partnership and corporate accounting
issues and governmental entities. Prerequisite(s): BUS4062.

BUS4064 * Cost Accounting for Planning and Control (6 quarter credits)

This course emphasizes the role of cost and managerial accounting in the planning, control,
and performance evaluation of business organizations. Learners examine the theory and
practice of business control and identify strategic aspects within business decision cycles.
Prerequisite(s): BUS4061.

In this course, learners build and strengthen their knowledge of fundamental concepts of
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BUS4065 * Income Tax Concepts and Strategies (6 quarter credits)

In this course, learners build and strengthen their knowledge of fundamental concepts of
individual, partnership, and corporate income taxation and tax-related transactions.
Learners examine events that affect tax decisions, apply tax guidelines, and analyze tax
forms. Prerequisite(s): BUS4060.

BUS4068 * Contemporary Auditing Using Investigative Accounting Practices

(6 quarter credits)
In this course, learners analyze the various types of financial and forensic audits, and the
environment surrounding financial and forensic auditing. Learners also assess the
background, practice and methods of conducting an audit, and ancillary services offered
during an examination. Finally, learners use previously acquired accounting knowledge and
investigative skills to render opinions and answer financial questions.
Prerequisite(s): BUS4063.

BUS4070 * Foundations in Finance (6 quarter credits)

Learners in this course analyze principles of financial decision making and ways global
economic conditions affect financial theory and decision-making processes. Learners also
evaluate and apply finance principles using financial tools. Prerequisite(s): BUS3060 or
BUS3062.

BUS4071 * Financial Markets and Institutions (6 quarter credits)

In this course, learners build a conceptual framework of financial markets and examine
their roles in the global financial environment. Learners also evaluate the macroeconomic
variables and monetary policies that affect financial markets and assess the role of the
central bank and banking system in the financial environment. Prerequisite(s): BUS4070.

BUS4072 * Analysis for Financial Management (6 quarter credits)

This course provides learners with a framework for using financial statement data in various
business analysis and valuation contexts. Learners examine financial statements as the
basis for a variety of business analyses and evaluate the ways organizations use these
statements to make business decisions. Prerequisite(s): BUS4070.

BUS4073 * Investments and Portfolio Management (6 quarter credits)

In this course, learners study valuation principles and use them to evaluate various
investment instruments. Learners also practice applying financial theory to real-world
situations and develop a practical approach to investments. Prerequisites(s): BUS4070.

In this course, learners analyze small business financial concepts. Learners examine the
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BUS4074 * Entrepreneurial Finance (6 quarter credits)

In this course, learners analyze small business financial concepts. Learners examine the
personal financial concepts related to business and the entrepreneurial enterprise and
evaluate the components of a small business plan. Prerequisite(s): BUS4070.

BUS4075 * Public and Nonprofit Finance (6 quarter credits)

This course presents an overview of nonprofit corporate finance practices, techniques, and
concepts. Learners examine public finance principles at local and governmental levels and
apply financial information to business decisions of nonprofit organizations.
Prerequisite(s): BUS4070.

BUS4076 * Issues in International Finance (6 quarter credits)

In this course, learners examine business strategy and the fundamentals of international
finance management. Learners explore the global financial environments in which
multinational firms operate and apply corporate financial principles in a global context.
Prerequisite(s): BUS4070.

BUS4077 * Risk Management Strategies (6 quarter credits)

In this course, learners study financial risk management and examine various risk
management strategies applicable to both personal and business environments. Learners
identify, analyze, and manage risk using insurance and alternative tools and techniques.
Prerequisite(s): BUS4070.

BUS4078 * Financial Institution Management (6 quarter credits)

The focus of this course is managing risk and return in contemporary financial institutions.
Learners examine the risks faced by financial institutions and evaluate the methods through
which these risks are managed. Prerequisite(s): BUS4070.

BUS4079 * Real Estate Finance (6 quarter credits)

Learners in this course develop an understanding of real estate partnerships, secondary
mortgage markets, fixed and adjustable rate mortgages, and real estate construction and
land development. Learners apply principles of real estate finance and examine the
underlying factors that affect property values. Prerequisite(s): BUS4070.

BUS4110 * Forensic Accounting (3 quarter credits)

In this course, learners examine the field and practice of forensic accounting and expose
accounting crimes such as fraudulent financial reporting, money laundering, and computer
and cybercrime. Learners also gain an understanding of courtroom procedures and analyze
expert testimony, litigation support, commercial damages, and business valuation.
Prerequisite(s): BUS4068, BUS4115.
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BUS4111 Ethics in Accounting (3 quarter credits)

This course covers the revised AICPA Code of Professional Conduct that governs the
behavior of accountants. Learners analyze and apply the conceptual framework and the
principles and rules within the code.

BUS4112 * Accounting Research (3 quarter credits)

Learners in this course develop and practice a working knowledge of how to conduct
accounting, auditing, and tax research. Learners use the FASB Accounting Standards
Codification; accounting, auditing, and tax databases; AICPA, PCAOB, and IRS libraries;
and other online tools to conduct research. Prerequisite(s): BUS4062, BUS4065,
BUS4068.

BUS4113 * International Accounting (3 quarter credits)

This course covers the International Accounting Standards Board (IASB) pronouncements,
with particular focus on International Financial Reporting Standards (IFRS), International
Accounting Standards (IAS), and Standard Interpretation Committee (SIC) interpretations.
Learners identify key differences between U.S. Generally Accepted Accounting Principles
(GAAP) and IFRS, and demonstrate knowledge of the impact on financial statement
preparation and presentation. Prerequisite(s): BUS4062.

BUS4114 * Government and Nonprofit Accounting (3 quarter credits)

In this course, learners build an understanding of the accounting methodology and reporting
requirements put in place by the Government Accounting Standards Board (GASB) and the
Financial Accounting Standards Board (FASB) for governments and nonprofit organizations.
Learners also examine A-133 reporting requirements and gain the knowledge and skills
necessary to prepare Form 990. Prerequisite(s): BUS4062.

BUS4115 Business Law in Accounting (6 quarter credits)

Learners in this course acquire and demonstrate a working knowledge of the Uniform
Commercial Code. Learners also investigate the CPA’s common law duties and liability to
clients and third parties, federal securities regulation and liability of CPAs under federal
securities laws, and debtor-creditor relationships. Other topics include the federal regulation
of business such as antitrust, copyright, patents, money laundering, labor, employment, and
the Employee Retirement Income Security Act (ERISA).

BUS4121 Ethics in Health Care Management (6 quarter credits)

The focus of this course is on the ethical principles that guide health care management
practices. Learners examine the role of personal moral integrity in ethical health care
leadership, as well as the external and internal forces that influence health care
management. Finally, learners also analyze a variety of ethical dilemmas that health care
leaders face in today’s rapidly changing health care environment.
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BUS4200 * Identifying Core Business Processes and Master Data (3 quarter credits)
This course presents material specific to the activities of identifying and collecting data that
is required to accomplish business intelligence and data analytics projects. Learners
examine factors used to identify and collect accurate data within the right context and for
the right audience and purposes. Topics include strategies for minimizing errors and biases
and managing limitations in data collection. Learners apply these factors in order to identify
and collect data for business intelligence and data analytics projects.
Prerequisite(s): BUS1003 or BUS3007 or IT2230.

BUS4210 Data Identification and Collection Strategies (3 quarter credits)

This course presents material specific to the activities of identifying and collecting data that
is required to accomplish business intelligence and data analytics projects. Learners
examine factors used to identify and collect accurate data within the right context and for
the right audience and purposes. Topics include strategies for minimizing errors and biases
and managing limitations in data collection. Learners apply these factors in order to identify
and collect data for business intelligence and data analytics projects.

BUS4220 * Data Mining and Analysis in Business (3 quarter credits)

Learners in this course use a specific data mining project to demonstrate how data
management processes and workflows impact the work of data analytics. Learners identify,
select, evaluate, and prepare data appropriate for the project. In addition, learners gain and
apply knowledge of Excel spreadsheets, pivot tables, and optional SAS software to analyze
data and complete an accurate and effective data mining project.
Prerequisite(s): Completion of or concurrent registration in BUS4230.

BUS4230 Data Modeling Strategies and Tools in Business (3 quarter credits)

In this course, learners explore the role data structures, standards, and rules play in
the creation of data models that are used to support data analytics. Learners use data
modeling tools to determine the factors that make a particular tool most appropriate to
employ in order to solve particular problems using data analytics. Topics include tool
selection factors such as impact of the size of datasets and the degree of complexity of the
problem being analyzed.

BUS4240 * Data Interpretation and Statistical Analysis in Business (3 quarter credits)

Learners in this course analyze a business intelligence project using pertinent data and
analytical techniques to strengthen their understanding of the role statistical thinking and
quantitative methods play in solving real life business problems. Learners gain knowledge
of advanced quantitative concepts and the skills needed to apply statistical software to the
problem to complete the business intelligence project. Prerequisite(s): BUS4220.
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BUS4250 * Advanced Data Interpretation and Statistical Analysis in Business

(3 quarter credits)
This course is designed to demonstrate the process and workflow of business intelligence
and data analytics from data identification and collection through data analysis and
interpretation. Learners use statistical software and apply advanced quantitative methods to
solve business problems. Prerequisite(s): BUS4240.

BUS4801 Ethics and Enterprise (6 quarter credits)

The focus of this course is on the economic, social, and environmental effects of business
decisions and policies. Learners identify significant ethical issues affecting today’s
multicultural business environment and evaluate how businesses have responded to them
through policy development. Through case studies and examples of current business
practices, learners analyze successful and unsuccessful strategies for establishing ethical
standards and corporate social responsibility.

BUS4802 Change Management (6 quarter credits)

In this course, learners explore change management by examining the dynamics of
change. Learners practice change management concepts through professionally relevant,
hands-on activities. In addition, learners gain the knowledge and skills required to lead,
facilitate, and support change management. Learners examine their own experiences to
gain an understanding of the unfolding dynamics of planned and unplanned change in
organizations from the multiple perspectives of various stakeholders. Learners analyze
creative problem solving, team development, roles and responsibilities, knowledge and
skills development, communication tools, and broad participation in the change process.

BUS4993 Business Capstone Project (6 quarter credits)

The capstone project is the culmination of the BS in Business degree program. Learners
demonstrate their technical and applied business knowledge and competencies along with
critical-thinking and communication skills. Learners also formulate ideas for a new business
product or service, create a vision, and develop a strategic plan that describes how to
implement their concept. For BS in Business learners only. Must be taken during the
learner’s final quarter. Cannot be fulfilled by transfer or prior learning assessment

CES8001 Orientation to Doctoral Studies in Counselor Education (4 quarter credits)

This course is designed as an introduction to the profession of counselor education and
supervision and to doctoral research and ethics. Learners analyze the dissertation process,
procedures, and resources and identify a potential topic appropriate for independent
scholarly research in counselor education and supervision. For PhD in Counselor
Education and Supervision learners only. Must be taken during the learner's first
quarter. Cannot be fulfilled by transfer.
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CES8130 * Advanced Scholarly Inquiry (4 quarter credits)

In this course, learners critically analyze research literature and apply academic writing
expertise to develop a scholarly discourse. Learners use a systemic approach to evaluate
and analyze current literature on a topic and develop a research topic appropriate for the
field. For PhD in Counselor Education and Supervision learners only.
Prerequisite(s): CES8001. Cannot be fulfilled by transfer.

CES8140 * Research Theory and Philosophy (4 quarter credits)

In this course, learners examine the philosophical assumptions of scholarly research.
Learners analyze and synthesize literature as it relates to theoretical frameworks and apply
research theory and philosophical assumptions as a foundation for research relevant to the
field. For PhD in Counselor Education and Supervision learners only.
Prerequisite(s): CES8130. Cannot be fulfilled by transfer.

CES8150 * Research Design (4 quarter credits)

Learners in this course build and demonstrate their understanding of how to design
research for both quantitative and qualitative studies with additional focus on the learner's
dissertation research design. Learners examine procedures, describe the research
population and sample, establish the inclusion and exclusion criteria, and apply ethical
considerations for the research. For PhD in Counselor Education and Supervision
learners only. Prerequisite(s): CES8140. Cannot be fulfilled by transfer.

CES8160 * Qualitative Research Methods (4 quarter credits)

In this course, learners investigate qualitative and emergent research designs and methods.
Learners analyze ethical and cultural issues associated with the qualitative research
process. Learners develop skills used to conduct qualitative research, such as evaluating
qualitative data collection methods, designing qualitative instruments, analyzing data, and
examining results for future research and professional practice. For PhD in Counselor
Education and Supervision learners only. Prerequisite(s): CES8150. Cannot be
fulfilled by transfer.

CES8170 * Quantitative Research Methods (4 quarter credits)

Learners in this course examine univariate and multivariate research methods, designs, and
statistical procedures used in counselor education and supervision. Learners formulate
appropriate quantitative research questions, design and evaluate approaches to data
analysis, and identify models and methods of program evaluation as well as instrument
selection and design. Throughout the course, learners enhance their research as well as
statistical and data analysis skills using the latest version of Statistical Package for the
Social Sciences (SPSS) software. For PhD in Counselor Education and Supervision
learners only. Prerequisite(s): CES8150. Cannot be fulfilled by transfer.
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CES8746 Program Evaluation in Counselor Education and Supervision (4 quarter

credits)
Learners in this course apply procedures used to conduct and evaluate counseling
programs to build their knowledge of program evaluation models and methods. Learners
also examine outcome assessments as tools for evaluation. For PhD in Counselor
Education and Supervision learners only. Cannot be fulfilled by transfer.

CES8760 Advanced Counseling Practice (4 quarter credits)

In this course, learners expand and refine therapeutic skills developed through prior
practice and coursework to investigate advanced counseling practice skills. Learners
examine the strengths and limitations of various counseling techniques and apply
therapeutic models to a variety of contemporary client populations and issues. Learners
also conceptualize a clinical case and develop a treatment plan that is consistent with a
selected theoretical preference and diverse client needs. For PhD in Counselor
Education and Supervision learners only. Cannot be fulfilled by transfer.

CES8768 Counselor Education Teaching and Practice (4 quarter credits)

This course provides an overview of the major roles, responsibilities, and activities of
counselor educators. Learners study instructional theory and methodology, as well as the
integration of ethical, legal, and multicultural issues associated with counselor preparation
training. Learners develop a philosophy of teaching and learning; examine procedures for
engaging students and assessing student needs; and gain an understanding of the effective
course design, delivery, and evaluation methods needed to develop competent counselors.
For PhD in Counselor Education and Supervision learners only.

CES8772 * Counselor Supervision (4 quarter credits)

Learners in this course examine critical literature in counselor education, including history,
standards, multicultural concerns, and legal and ethical issues. Learners analyze theories,
techniques, and models of counselor supervision and develop a personal supervision
model. Learners also study the major dimensions of supervisions and the roles and
relationships associated with them. For PhD in Counselor Education and Supervision
learners only.

CES8776 * Leadership and Advocacy in Counseling (4 quarter credits)

Learners in this course evaluate leadership and advocacy theories, models, and skills and
their applications to the professional identity and practice of counselor educators and
supervisors. Learners use a social justice lens to assess current topics and multicultural
issues. Throughout the course, learners analyze the field of counselor education and
supervision as a whole, leadership and advocacy roles in professional organizations and
counseling programs, and ways to foster leadership and advocacy competence among
counselor trainees and professional counselors. For PhD in Counselor Education and
Supervision learners only. Cannot be fulfilled by transfer.
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CES8780 * Counselor Education and Supervision Practicum (4 quarter credits)

Learners in this course engage in a clinical advanced counseling practice experience during
which they articulate, synthesize, and demonstrate a range of counseling skills and
knowledge bases. Learners apply major counseling theories and their associated
approaches to working with individuals, groups, and systems; explore course delivery and
evaluation methods for educating counseling students; strengthen their clinical supervision,
case conceptualization, assessment, diagnosis, and treatment skills; and demonstrate the
ability to develop ethical, therapeutic relationships with a diverse population of clients.
Learners also establish short- and long-term goals and synthesize a comprehensive
theoretical basis for counseling practice that is informed by evidence-based practice,
professional skills, and personal meaning. This course requires 100 hours of clinical
experience and no less than 40 hours of direct client contact. For PhD in Counselor
Education and Supervision learners only. Grading for this course is S/NS.
Prerequisite(s): CES9919. Cannot be fulfilled by transfer

CES8784 * Counselor Education and Supervision Internship 1 (4 quarter credits)

This is the first course in a sequence of two required internship courses. By the end of the
internship courses learners will have completed 600 required supervised hours. Learners
apply skills in counseling teaching, supervision, and research in a site-based learning
setting relevant to their chosen field. This course requires no fewer than 200 hours of
supervised practice. For PhD in Counselor Education and Supervision learners
only. Grading for this course is S/NS. Prerequisite(s): CES8780. Cannot be fulfilled by
transfer.

CES8785 * Counselor Education and Supervision Internship 2 (4 quarter credits)

This is the second course in a sequence of two required internship courses. By the end of
the internship courses learners will have completed 600 required supervised hours.
Learners refine the skills they developed in CES8784 and engage in supervised teaching
practice during a master’s-level residency. This course requires no fewer than 200 hours of
supervised practice. For PhD in Counselor Education and Supervision learners only.
Grading for this course is S/NS. Prerequisite(s): CES8784. Cannot be fulfilled by
transfer.

CES8786 * Counselor Education and Supervision Internship 3 (4 quarter credits)

Learners in the PhD in Counselor Education and Supervision degree program may take this
internship course to complete their 600 required supervised hours. During this internship,
learners continue to refine the skills they developed in CES8784 and CES8785. This course
requires no fewer than 100 hours of supervised practice. For PhD in Counselor Education
and Supervision learners only. Grading for this course is S/NS.
Prerequisite(s): CES8785. Special permission is required for registration. Cannot be
fulfilled by transfer.
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CES8800 * Counselor Education and Supervision Practicum (2 quarter credits)

Learners in this course participate in an advanced counseling practice experience during
which they apply a range of counseling skills and knowledge bases related to evidenced-
based practices to individuals, couples, and groups. Learners strengthen their case
conceptualization, assessment, diagnosis, and treatment planning skills and demonstrate
the ability to develop ethical, therapeutic relationships with clients. This course requires 100
hours of clinical experience and no fewer than 40 hours of direct client contact. For PhD in
Counselor Education and Supervision learners only. Grading for this course is S/NS.
Prerequisite(s): CES8001, CES8130, CES8140, completion of or concurrent
registration in CES8760. Cannot be fulfilled by transfer.

CES8910 * Counselor Education and Supervision Teaching Internship 1 (2 quarter

credits)
This is the first course in a sequence of five required internship courses, throughout which
learners complete 600 required hours in the areas of teaching, supervision, and research.
In this internship, learners teach a 10-week online didactic course under the supervision of
a Capella University instructor. Learners apply teaching methods and effective approaches
to online learning while promoting gatekeeping relevant to counselor education and
supervision. This course requires no fewer than 120 hours of supervised teaching related
practice. For PhD in Counselor Education and Supervision learners only. Grading for
this course is S/NS. Prerequisite(s): CES8800, completion of or concurrent
registration in CES8768. Cannot be fulfilled by transfer.

CES8920 * Counselor Education and Supervision Teaching Internship 2 (2 quarter

credits)
This is the second course in the sequence of five required internship courses. Learners in
this internship teach a six-week online counseling course with an embedded
five-and-a-half-day face-to-face residency under the supervision of a Capella University
instructor. Learners apply teaching methods, effective approaches to adult learning, and
gatekeeping relevant to counselor education and supervision. This course requires no fewer
than 120 hours of supervised teaching practice. This course requires travel. For PhD in
Counselor Education and Supervision learners only. Grading for this course is S/NS.
Prerequisite(s): CES8800, CES8910. Cannot be fulfilled by transfer.

CES8930 * Counselor Education and Supervision Teaching Internship 3 (2 quarter

credits)
This is the fourth course in the sequence of five required internship courses. Learners in
this internship act as the primary instructor and teach a 10-week online course under the
supervision of a Capella University instructor. Learners apply teaching methods, effective
approaches to adult learning, and gatekeeping relevant to counselor education and
supervision. Learners also demonstrate effective evaluation methods that are ethically and
culturally appropriate. This course requires no fewer than 120 hours of supervised teaching
practice. This course requires travel. For PhD in Counselor Education and
Supervision learners only. Grading for this course is S/NS. Prerequisite(s): CES8800,
CES8910,appropriate.
culturally CES8920, CES8940.
This courseCannot beno
requires fulfilled by transfer.
fewer than 120 hours of supervised teaching
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CES8940 * Supervision Internship (2 quarter credits)

This is the third course in the sequence of five required internship courses. Learners
engage in clinical supervision for the duration of a 10-week course with a cohort of master’s-
level internship learners and act under the supervision of a Capella University instructor.
Learners apply theoretical frameworks and models of supervision to practice their own
personal style of clinical supervision. In addition, learners engage in gatekeeping
responsibilities and administrative procedures related to clinical supervision. Learners also
demonstrate effective evaluation methods that are ethically and culturally appropriate. This
course requires no fewer than 120 hours of supervised teaching practice. For PhD in
Counselor Education and Supervision learners only. Grading for this course is S/NS.
Prerequisite(s): CES8800, CES8910, CES8920, completion of or concurrent
registration in CES8772. Cannot be fulfilled by transfer.

CES8950 * Research Internship (2 quarter credits)

This is the fifth course in the sequence of five required internship courses. Learners in this
internship apply relevant ethical research practices to all aspects of the research proposal
including design, procedures, recruitment, data collection, and analysis. Learners articulate
the ethical considerations and processes in an application for review by the university’s
institutional review board. This course requires no fewer than 120 hours of supervised
teaching practice. For PhD in Counselor Education and Supervision learners only.
Grading for this course is S/ NS. Prerequisite(s): CES8130, CES8140, CES8150,
CES8160, CES8800, CES8910, CES8920, CES8930, CES8940, completion of or
concurrent registration in CES8170. Cannot be fulfilled by transfer.

CES9100 * Research and Scholarship (4 quarter credits)

In this course, learners refine independent research skills. Learners produce a
comprehensive research proposal for their dissertation that applies a scholarly literature
review and research questions supported by research designs appropriate for professional
research in the field. Learners also refine the research proposal to focus on scientific merit
and ethical and culturally relevant research processes guided by the university's institutional
review board. For PhD in Counselor Education and Supervision learners only.
Grading for this course is S/NS. Prerequisite(s): CES8170, CES8746, CES8760,
CES8768, CES8772, CES8776, CES8800, CES8930, CES8940, CES8950. Cannot be
fulfilled by transfer.

CES9600 * Counselor Education and Supervision Quantitative Dissertation (4 quarter

credits)
This course provides learners with resources, guidance, and peer and mentor support as
they complete their quantitative dissertation with emphasis on the following sections:
recruitment, data collection, data analysis, discussion of results, and implications and
recommendations of future research. For PhD in Counselor Education and Supervision
learners only. Grading for this course is S/NS. Learners must register for this course
a minimum of three times to fulfill their program requirements.
Prerequisite(s): CES9100 with a cumulative GPA of 3.0 or better. Cannot be fulfilled
by transfer.
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CES9700 * Counselor Education and Supervision Qualitative Dissertation (4 quarter

credits)
This course provides learners with resources, guidance, and peer and mentor support as
they complete their qualitative dissertation with emphasis on the following sections:
recruitment, data collection, data analysis, discussion of results, and implications and
recommendations of future research. For PhD in Counselor Education and Supervision
learners only. Grading for this course is S/NS. Learners must register for this course
a minimum of three times to fulfill their program requirements. Prerequisite(s):
CES9100 with a cumulative GPA of 3.0 or better.

CES9919 * Doctoral Comprehensive Examination (3 quarter credits)

This course includes an overview of the comprehensive examination process, the university’
s expectations of academic honesty and integrity, the three core themes of the examination,
and the evaluation criteria. The courseroom mentor provides three questions addressing the
core themes. Learners write answers to the comprehensive examination questions. Answers
are evaluated by faculty readers using point-scale scoring rubrics. Upon passing the
comprehensive examination, learners are eligible to register for the first dissertation course.
For PhD in Counselor Education and Supervision learners only. Department consent
is required for registration. Grading for this course is S/NS. Prerequisite(s): CES8004,
CES8110, CES8120, CES8120, CES8122, CES8123, CES8756, CES8760,
CES8768, CES8772, CES8776, DRS-V8925, DRS-V8926, DRS-V8927 with a cumulative
GPA of 3.0 or better. Cannot be fulfilled by transfer.

CES9960 * Dissertation Courseroom (3 quarter credits each)

This course provides learners with resources, guidance, and peer and mentor support during
each dissertation course as they complete the required milestones. For PhD in
Counselor Education and Supervision learners only. Department consent is required
for registration. Grading for this course is S/NS. Learners must register for this
course a minimum of four times to fulfill their specialization requirements.
Prerequisite(s): CES9919, DRS-V8927, and completion of or concurrent registration in
CES8780, CES8784, and CES8785 with a cumulative GPA of 3.0 or better. Cannot be
fulfilled by transfer.

CES9980 Doctoral Project Development (4 quarter credits)

This course provides learners with the resources, structure, and faculty support for
successful completion of their doctoral project requirements. Learners analyze, critique, and
integrate information into the design and implementation of their project. For PhD in
Counselor Education and Supervision learners only. Special permission is required
for registration. Grading for this course is S/NS. Cannot be fulfilled by transfer.
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CJ1000 Introduction to Criminal Justice (6 quarter credits)

In this course, learners examine the characteristics of the United States criminal justice
system and its evolution in response to the continually changing forces that influence crime
control. Learners gain an understanding of criminal justice theory and its relation to
criminality, the criminal justice system, and the principles of the adjudication process.

CJ1100 Introduction to Emergency Management (6 quarter credits)

This course provides an introduction to the growing field of emergency management.
Learners assess various hazards and threats, and examine strategies to determine and
reduce vulnerability. Learners also analyze disaster response and recovery behaviors and
activities. In addition, learners develop an understanding of local, state, and federal
emergency management organizations and the impact various stakeholders, including
non-governmental organizations, have on the emergency management process.

CJ2120 Ethics of Criminal Justice (6 quarter credits)

Learners in this course analyze the ethical dimension of law enforcement practice and
acquire the critical knowledge and skills that support ethical, on-the-job decision making.
Using material from commissions of inquiry, internal affairs investigations, published
literature, human rights documentation, and observed police/community relations, learners
examine major ethical problems such as discrimination, corruption, deception, racial
profiling, and excessive force. Learners also explore the basis for developing personal and
professional ethics, guided by professional codes of practice and human rights standards.

CJ3200 Constitutional Law (6 quarter credits)

This course tracks the historical foundation of the U.S. Constitution, with particular
emphasis on allocation of power between the branches of government and the role of each
branch under separation of powers. Learners examine the Bill of Rights in the context of
due process, state application, and procedural protections; develop knowledge of law
making and law interpretation in a criminal justice substantive and procedural context; and
explore philosophical underpinnings and public policy influences in conjunction with U.S.
Supreme Court decisions.

CJ3220 Criminal Law (6 quarter credits)

Learners in this course examine the historical development of criminal law and the rules of
criminal procedure that govern its application. Learners distinguish between the social and
legal definitions of crime and dissect the various elements of crime.
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CJ3250 Corrections, Probation, and Parole (6 quarter credits)

This course introduces learners to the fields of penology and corrections. Learners analyze
the evolution of corrections, probation, and parole processes and evaluate the effects
associated with corrections and reform movements. Learners also examine criminal
behavior assessments that help determine offender placement and incarceration
alternatives.

CJ3260 Correctional Counseling (6 quarter credits)

Learners in this course build the skillsets required to enhance the safe operation and
environment in corrections and gain an understanding of the challenges involved. Learners
use intervention techniques and communication skills to impact the offender community
and assess the role and techniques of casework and counseling in corrections and
community-based programs.

CJ3270 Corrections Administration and Leadership (6 quarter credits)

In this course, learners apply correctional administrative concepts; communication
principles; and decision-making, leadership, and human resource management skills used
in contemporary correctional environments. Learners also analyze individual and group
behaviors and ethics within correctional organizations.

CJ3500 Police Administration and Leadership (6 quarter credits)

In this course, learners evaluate police administration concepts. Learners examine
communication principles and decision-making, leadership, and human resource
management skills used in contemporary law enforcement environments. Learners also
analyze individual and group behavior and ethics within police organizations.

CJ3520 Police-Community Relations (6 quarter credits)

Learners in this course scrutinize the philosophies, responsibilities, and limitations of police
forces. Learners analyze formal social control processes in the U.S. and examine the
effects police training, education, and career development have on community relations.

CJ3540 Criminal Procedure and Evidence (6 quarter credits)

Learners in this course identify ways to obtain, qualify, and admit evidence for criminal
investigation and prosecution. Learners examine the rules and procedures of the criminal
justice system pertinent to the Fourth, Fifth, and Sixth Amendments; evaluate criminal
procedure and evidence as they pertain to law enforcement principles; and analyze the
foundation and evolution of federal and state court systems. Learners also synthesize
constitutional issues, criminal procedure concepts, and their real-world application.
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CJ3560 Multiagency Investigations (6 quarter credits)

In this course, learners examine the intricacies of conducting successful multijurisdictional
investigations. Learners identify considerations, laws, and protocols used in multiagency
investigations, including emergency and terrorism response and border security, to
overcome differences in approach and role. Learners assess cross-collaboration related to
crime scene evaluation and preservation practices, crimespecific investigation strategies,
and the different investigation standards of various federal agencies.

CJ3600 Emergency Planning (6 quarter credits)

Learners in this course apply the strategies and skills required for successful emergency
planning, and identify the components of an effective emergency plan as well as the
principles and resources that guide the planning process. Learners examine federal
requirements governing emergency management and emergency planning structures,
including Emergency Operations Centers (EOCs), the National Incident Management
System (NIMS), the Incident Command System (ICS), and Mutual Aid Agreements.
Learners also analyze the effects disasters have on physical and psychological health.

CJ3620 Disaster Response Operations and Management (6 quarter credits)

This course provides learners with a broad overview of the emergency management
system, including incident management teams and operations, threat detection to
post-incident analysis, and interagency collaboration in disaster response. Learners apply
response and management elements of an Emergency Operations Plan to case studies
and real-world scenarios.

CJ4280 Research Applications in Criminal Justice (6 quarter credits)

This course introduces learners to the uses of criminal justice data collected by major
federal criminal justice agencies and private entities. Learners explore the social and
economic impact this data has on the U.S. and its citizens. Learners also gain skills needed
to communicate findings based on criminal justice research and commonly used data
sources.

CJ4990 Criminal Justice Capstone (6 quarter credits)

The capstone project is the culmination of the bachelor’s degree program in Criminal
Justice and is intended to demonstrate the technical and applied public safety knowledge
and the critical thinking and communication skills learners gain during their program.
Learners formulate ideas for a new criminal justice approach, create a vision, and develop a
strategic plan that describes how to implement their concept. For BS in Criminal Justice
learners only. Must be taken during the learner’s final quarter. Cannot be fulfilled by
transfer or prior learning assessment.
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COM-H4005 * Communicating and Integrating Solutions in the Professional World

(6 quarter credits)
In this course, learners apply communication skills, information literacy, and first-hand
research to complete a final professional presentation and share their findings with their
instructor and peers. For honors pathway learners only. Prerequisite(s): SOC-H3005.
Cannot be fulfilled by transfer.

COM1150 Introduction to Digital and Information Literacy (6 quarter credits)

In this course, learners build their knowledge of digital and information literacy and
technological tools to stay organized, be well-informed, maximize their time, and stand out
personally and professionally in the workplace. Learners use computers, software, and
online tools to effectively complete a task, apply digital tools and organization techniques to
effectively create timelines and set priorities, and investigate organizational strategies to
maximize productivity, while leveraging information literacy strategies to ensure accuracy
and evidence-based support for their work.

COM1250 Workplace Communication (6 quarter credits)

In this course, learners develop key workplace communication skills, including writing,
listening, and speaking with credibility. Learners acquire effective communication skills by
participating in different communication scenarios and applying active listening. In addition,
learners practice time-management solutions by exploring different technologies.

COM2000 Intercultural Communication (6 quarter credits)

Learners in this course demonstrate and apply knowledge of cultural differences
associated with values, norms, social interaction, and code systems. Learners also analyze
the effects those differences have on inter- and cross-cultural communication.

COM3700 Conflict Resolution (6 quarter credits)

In this course, learners identify and analyze the factors that promote conflict and apply the
fundamental skills and tools used to resolve conflict in personal and professional situations.

COM4100 Media and Culture (6 quarter credits)

In this course, learners analyze communication processes and the influence of broadcast
and social media on society. Learners assess key economic, political, ethical, and social
issues in intrapersonal, interpersonal and mass communication; and develop skills needed
to critically consume and produce media.
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COUN-R5861 * The Counseling Relationship: Concepts and Skills (4 quarter credits)

In this first residency, learners gain an understanding of clinical skills practice through
coursework and a face-to-face residency. During the face-to-face residency, learners
analyze, develop, and demonstrate counseling concepts and skills. This course requires a
time commitment after the face-to-face residency beyond the online course activities. For
MS in Addiction Studies, MS in Clinical Mental Health Counseling, and MS in School
Counseling learners only. Prerequisite(s): MS in Addiction Studies learners must
have completed ADD5217, ADD5336, COUN5260. MS in Clinical Mental Health
Counseling learners must have completed COUN5217, COUN5223, COUN5336,
COUN5830. MS in School Counseling learners must have completed COUN5217,
COUN5280, COUN5336. Cannot be fulfilled by transfer.

COUN-R5863 * The Advanced Counseling Relationship: Concepts, Skills, and

Approaches (4 quarter credits)
In this second residency, learners build upon clinical skills practice and group counseling.
Learners analyze, develop, and demonstrate advanced counseling concepts, skills, and
approaches during their face-to-face residency. This course requires a time commitment
after the face-to-face residency beyond the online course activities. For MS in Clinical
Mental Health Counseling, and MS in School Counseling learners only.
Prerequisite(s): COUN5106, COUN-R5861. MS in Clinical Mental Health Counseling
learners must have completed COUN5107, COUN5108,COUN5238, COUN5239,
COUN5832. MS in School Counseling learners must have completed COUN5338,
COUN5420, COUN5241, COUN5812. Cannot be fulfilled by transfer.

COUN5004 Survey of Research in Human Development for Professional Counselors

(4 quarter credits)
Learners in this course examine theories of lifespan development and behavior from a
counseling perspective. Learners describe effective approaches in counseling, evaluate its
historical and philosophical relevance to current practice, and apply theories and practices
to advocate for diverse clientele. For MS in Clinical Mental Health Counseling, MS in
Marriage and Family Therapy, MS in School Counseling degree program and
Contemporary Theory in Addictive Behavior, Contemporary Theory in Mental Health
Services, Contemporary Theory in School-Based Services, and Systemic Couple
and Family Therapy graduate certificate learners only. Must be taken during the first
quarter by learners who have been admitted to the MS in Clinical Mental Health
Counseling and MS in School Counseling degree programs and the Contemporary
Theory in Addictive Behavior, Contemporary Theory in Mental Health Services, and
Contemporary Theory in School-Based Services graduate certificate programs.
Cannot be fulfilled by transfer.

COUN5007 Research Methods for the Counseling Professions (4 quarter credits)

This course provides an overview of quantitative, qualitative, and mixed-method
approaches to counseling research and program evaluation. Learners apply graduate-level
approaches to research methodology for the counseling profession. For MS in Clinical
Mental Health Counseling, MS in Marriage and Family Therapy, MS in School
Counseling degree program and Contemporary Theory in Addictive Behavior,
Contemporary Theory in Mental Health Services, Contemporary Theory in
School-Based Services, and Systemic Couple and Family Therapy graduate
certificate learners only.
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COUN5106 Assessment, Tests, and Measures (4 quarter credits)

Learners in this course examine the assessment process and how tests and measures are
used in counseling. Learners also explore the evolution of assessment methods, testing
strategies and interpretation, and fundamental measurement constructs. For MS in
Clinical Mental Health Counseling, MS in Marriage and Family Therapy, MS in School
Counseling degree program and Contemporary Theory in Addictive Behavior,
Contemporary Theory in Mental Health Services, Contemporary Theory in
School-Based Services, and Systemic Couple and Family Therapy graduate
certificate learners only.

COUN5107 * Principles of Psychopathology and Diagnosis (4 quarter credits)

Learners in this course examine psychopathology principles, professional literature, and
current issues associated with assessing mental disorders. Learners critically evaluate
diagnostic models, methods, and approaches used in diagnosing and treating individuals,
couples, and families. Learners also explore the current DSM classifications and diagnostic
issues associated with multicultural populations. For MS in Clinical Mental Health
Counseling, Contemporary Theory in Mental Health Services graduate certificate,
MSW, and MSW—Advanced Standing learners only. Prerequisite(s): COUN5223 or
SWK5013.

COUN5108 * Foundations of Addiction and Addictive Behavior (4 quarter credits) This

course provides learners with fundamental knowledge of addiction from its historical roots
through contemporary issues. Learners examine theory and research that guides treatment
for substance use disorders and related addictive behaviors, including the diagnosis and
treatment of co-occurring mental health issues. In addition, learners review empirically
supported interventions for individuals, families, groups, and diverse populations, as well as
emerging issues in the field based upon current research. For MS in Clinical Mental
Health Counseling, Contemporary Theory in Addictive Behavior graduate certificate,
MSW, and MSW—Advanced Standing learners only. Prerequisite(s): COUN5223 or
COUN5260 or SWK5013.

COUN5217 Ethical and Legal Issues in Professional Counseling (4 quarter credits)

In this course, learners evaluate current legal and ethical guidelines used in the counseling
profession. Learners apply decision-making models and formulate effective collaboration
strategies used to resolve legal and ethical issues that arise when working with children,
adults, couples, and families in a variety of treatment settings. Learners also analyze how
personal belief systems can influence counselors’ responses to those issues. For MS in
Clinical Mental Health Counseling, MS in School Counseling degree program and
Contemporary Theory in Mental Health Services graduate certificate learners only.
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COUN5223 Introduction to Clinical Mental Health Counseling (4 quarter credits)

This course is an introduction to current practices and trends in the clinical mental health
counseling profession. Learners analyze the effects of current issues and public policy on
the practice of clinical mental health counseling. Learners examine professional counselors’
roles in a variety of health service delivery modalities within the continuum of care. In
addition, learners review models and strategies of professional consultation and supervision.

COUN5225 Human Sexuality (4 quarter credits)

Learners in this course study sexuality within the broad context of human experience.
Learners examine a systemic psychosexual approach to development across the lifespan
and evaluate the functionality of sexual behavior in individuals, couples, and families. In
addition, learners explore theory, assessment, treatments, and interventions for various
issues associated with sexuality, as well as sexuality-related concerns of diverse
populations. Throughout the course, learners are challenged to expand personal awareness
of limitations and biases that could impact the therapeutic relationship. For MS in Clinical
Mental Health Counseling, MS in Marriage and Family Therapy, MS in School
Counseling degree program and Contemporary Theory in Addictive Behavior,
Contemporary Theory in Mental Health Services, Contemporary Theory in
School-Based Services, and Systemic Couple and Family Therapy graduate certificate
learners only.

COUN5238 Crisis Assessment and Intervention (4 quarter credits)

Learners assess crisis intervention and emergency management models and strategies
used in the counseling field and develop the crisis intervention skills needed to provide
counseling services in mental health settings in a timely, effective, and ethical manner.
Learners also investigate related topics, including working with situational crises, assessing
suicide and other risks, and supporting the implementation of emergency management
plans. For MS in Clinical Mental Health Counseling, MS in Marriage and Family
Therapy, MS in School Counseling degree program and Contemporary Theory in
Addictive Behavior, Contemporary Theory in Mental Health Services, Contemporary
Theory in School-Based Services, and Systemic Couple and Family Therapy graduate
certificate learners only.

COUN5239 Theories of Psychotherapy (4 quarter credits)

This course presents various theories of psychotherapy and their respective philosophical
principles and assumptions. Learners evaluate the theoretical concepts and evidence-based
practices of psychotherapy and examine appropriate application of theories and
interventions to a diverse client population. For MS in Clinical Mental Health Counseling,
MS in Marriage and Family Therapy, MS in School Counseling degree program and
Contemporary Theory in Addictive Behavior, Contemporary Theory in Mental Health
Services, Contemporary Theory in School-Based Services, and Systemic Couple and
Family Therapy graduate certificate learners only.
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1.888.CAPELLA (227.3552) Capella University 946

COUN5241 * Group Counseling and Psychotherapy (4 quarter credits)

Learners in this course examine the theoretical components and developmental aspects of
groups. Topics include types of groups, group dynamics and processes, group leadership
and membership roles, ethical awareness in relation to groups, and crisis management
within groups. For MS in School Counseling learners only.
Prerequisite(s): COUN-R5861.

COUN5254 Child and Adolescent Counseling (4 quarter credits)

This course presents major theories and research of adolescent and child development.
Learners examine biological and psychosocial development factors and evaluate the
influence of family, community, society, and trauma on development. For MS in Clinical
Mental Health Counseling, MS in Marriage and Family Therapy, MS in School
Counseling degree program and Contemporary Theory in Addictive Behavior,
Contemporary Theory in Mental Health Services, Contemporary Theory in
School-Based Services, and Systemic Couple and Family Therapy graduate
certificate learners only.

COUN5258 Group Therapy and Treatment of Substance-Related and Addictive

Behaviors (4 quarter credits)
In this course, learners explore group counseling as an important aspect of addictions
treatment, recovery, and relapse prevention. Learners develop a personal model of group
treatment for substance-related and addictive disorders that is informed by counseling and
group theories; ethical, legal, and cultural considerations; and group development models.
For MS in Addiction Studies, MS in Marriage and Family Therapy, MSW,
MSW—Advanced Standing, and Contemporary Theory in Addictive Behavior
graduate certificate learners only.

COUN5260 Theories of Addiction Treatment (4 quarter credits)

Learners in this course investigate the nature of addiction problems, studying various
theories and models of addiction to evaluate the validity and efficacy of associated
treatment approaches. Learners also utilize critical thinking skills in the application of theory
to therapeutic work with specific populations. For MS in Addiction Studies, MS in
Marriage and Family Therapy, MSW, MSW—Advanced Standing, and Contemporary
Theory in Addictive Behavior graduate certificate learners only.

COUN5261 Interventions for Substance-Related and Addictive Disorders (4 quarter

credits)
Learners in this course investigate current treatment interventions for substance-related
and addictive disorders. In addition, learners evaluate diagnoses for substance-related and
addictive disorders and apply appropriate treatment. Topics include inpatient and outpatient
treatment options, self-help groups, the use of alternative treatment modalities, and
continuum of care including community resources, relapse prevention, and recovery
planning. For MS in Addiction Studies, MS in Marriage and Family Therapy, MSW,
MSW—Advanced Standing, and Contemporary Theory in Addictive Behavior
graduate certificate learners only.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 947

COUN5264 Contemporary Issues in the Treatment of Substance-Related and

Addictive Disorders (4 quarter credits)
In this course, learners gain and apply the knowledge and skills needed to pursue a career
as an addictions counselor. Learners analyze the history of addiction treatment as well as
approaches to treatment and examine case management, including continuum of care.
Learners also develop an understanding of ethical considerations, special populations, and
general terminology for the field of addiction treatment. For MS in Addiction Studies, MS
in Marriage and Family Therapy, MSW, MSW—Advanced Standing, and
Contemporary Theory in Addictive Behavior graduate certificate learners only.

COUN5266 Family Systems and Psychoeducation in Addiction (4 quarter credits)

Learners in this course apply the lens of systemic thinking to examine how addiction
impacts family systems. Learners assess the role of psychoeducation in treating and
preventing addiction with individuals and families as well as other complex facets of
addiction that include the role of family dynamics, the relationship between professional
systems, models of recovery, and pathology. Learners also develop
psychoeducation-informed family group therapy lesson plans. For MS in Clinical Mental
Health Counseling, MS in Marriage and Family Therapy, MS in School Counseling
degree program and Contemporary Theory in Addictive Behavior, Contemporary
Theory in Mental Health Services, Contemporary Theory in School-Based Services,
and Systemic Couple and Family Therapy graduate certificate learners only.

COUN5268 Psychopharmacology and Medication Management (4 quarter credits)

Learners in this course examine the neurobiological, behavioral, psychological, and physical
effects of psychoactive substances on individuals and analyze the classifications,
indications, and contraindications of commonly prescribed psychopharmacological
medication. Learners also apply principles of psychopharmacology to the clinical practice of
counselors and therapists, including consultation and interfacing with the medical
community and other systems of care. For MS in Clinical Mental Health Counseling, MS
in Marriage and Family Therapy, MS in School Counseling degree program and
Contemporary Theory in Addictive Behavior, Contemporary Theory in Mental Health
Services, Contemporary Theory in School-Based Services, and Systemic Couple and
Family Therapy graduate certificate learners only.

COUN5271 Marriage and Family Systems (4 quarter credits)

Learners in this course study families as systems from theoretical, clinical, and research
perspectives. The course emphasizes family development, transitions, assessment, and
intervention, including consideration for diversity and sociocultural factors. Learners also
apply systems-oriented assessment models and strategies for initial interviews, hypothesis
formulation, and designing a strategy for intervention. For MS in Clinical Mental Health
Counseling, MS in Marriage and Family Therapy, MS in School Counseling degree
program and Contemporary Theory in Addictive Behavior, Contemporary Theory in
Mental Health Services, Contemporary Theory in School-Based Services, and
Systemic Couple and Family Therapy graduate certificate learners only.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 948

COUN5278 Assessment Techniques in Career Planning (1 quarter credit)

Learners in this course focus on career planning and career assessment best practices.
Learners review the theoretical foundation of career assessment and examine tools to use in
planning appropriate assessments for individual clients. Learners also practice administering
career assessment tools to gain a better understanding of career assessment analysis and
interpretation. For MS in Clinical Mental Health Counseling, MS in
Marriage and Family Therapy, MS in School Counseling degree program and
Contemporary Theory in Addictive Behavior, Contemporary Theory in Mental Health
Services, Contemporary Theory in School-Based Services, and Systemic Couple and
Family Therapy graduate certificate learners only.

COUN5279 Life Planning and Career Development (4 quarter credits)

In this course, learners develop foundational knowledge and skills applicable to career
counseling and development. Learners analyze theoretical models of career development as
they relate to client interests, aptitudes, personalities, traits, values, and work preferences.
In addition, learners explore the ways in which social interests, family relationships, cultural
facets, and developmental factors and circumstances resulting from life transitions relate to
career development across the lifespan. Learners also discuss legal and ethical issues
associated with career counseling practice. For MS in Clinical Mental Health Counseling,
MS in Marriage and Family Therapy, MS in School Counseling degree program and
Contemporary Theory in Addictive Behavior, Contemporary Theory in Mental Health
Services, Contemporary Theory in School-Based Services, and Systemic Couple and
Family Therapy graduate certificate learners only.

COUN5280 Introduction to School Counseling (4 quarter credits)

This course introduces learners to the profession of school counseling. Learners examine
the history and development of school counseling; investigate ethical and legal requirements
for school counselors; explore the American School Counselor Association
(ASCA) National Model and service delivery systems, including specific programs and
interventions; and analyze the multiple roles and functions of school counselors with various
stakeholders. For MS in Clinical Mental Health Counseling, MS in Marriage and Family
Therapy, MS in School Counseling degree program and Contemporary Theory in
Addictive Behavior, Contemporary Theory in Mental Health Services, Contemporary
Theory in School-Based Services, and Systemic Couple and Family Therapy graduate
certificate learners only.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 949

COUN5284 * School Counseling Program Development and Evaluation (4 quarter

credits)
This course provides a comprehensive approach to developing school counseling programs
and services, as well as the data-driven decision making and accountability needed to
sustain them. Learners investigate the needs, structure, specialized areas, and evaluation
functions of school counseling programs and examine comprehensive models using the
American School Counselor Association (ASCA) National Model as a framework. For MS in
Clinical Mental Health Counseling, MS in Marriage and Family Therapy, MS in School
Counseling degree program and Contemporary Theory in Addictive Behavior,
Contemporary Theory in Mental Health Services, Contemporary Theory in
School-Based Services, and Systemic Couple and Family Therapy graduate certificate
learners only. Prerequisite(s): COUN5241, COUN5812, COUN-R5811.

COUN5336 Counseling and Advocacy with Diverse Populations (4 quarter credits)

In this course, learners engage with theory, research, and models that inform ethical and
culturally competent counseling and social justice advocacy in a variety of
settings. Learners analyze counseling theories and evidence-based practices that
emphasize the relevance of multicultural counseling and advocacy roles of counselors.
Throughout the course, learners investigate cultural assumptions, values, counselor
credibility, prejudice, and racism within the counseling context. Learners identify their own
overt and covert beliefs, and messages around cultural characteristics to determine how
these experiences might influence the counseling process. In addition, learners gain an
understanding of the role of the counselor and advocate in promoting social justice at
multiple levels. For MS in Clinical Mental Health Counseling, MS in Marriage and
Family Therapy, MS in School Counseling degree program and Contemporary Theory
in Addictive Behavior, Contemporary Theory in Mental Health Services,
Contemporary Theory in School-Based Services, and Systemic Couple and Family
Therapy graduate certificate learners only.

COUN5338 Crisis Intervention, Trauma Response, and Emergency Management

(4 quarter credits)
Learners in this course examine skills and strategies for crisis intervention and prevention,
response to trauma, and emergency management as they apply to the school counseling
profession within K–12 school settings. Topics include responding to trauma; providing
trauma-informed care; working with victims of trauma, abuse, or violence; developing crisis
intervention and prevention plans; assessing risk of suicide and other risks; and analyzing
and implementing emergency management plans. For MS in Clinical Mental Health
Counseling, MS in Marriage and Family Therapy, MS in School Counseling degree
program and Contemporary Theory in Addictive Behavior, Contemporary Theory in
Mental Health Services, Contemporary Theory in School-Based Services, and
Systemic Couple and Family Therapy graduate certificate learners only.

In this course, learners examine common characteristics, risk factors, and warning signs of
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 950

COUN5420 Child and Adolescent Psychopathology (4 quarter credits)

In this course, learners examine common characteristics, risk factors, and warning signs of
mental health and behavioral disorders affecting children and adolescents. Learners also
critically evaluate diagnostic models, methods, and approaches and explore current DSM
classifications and diagnostic issues related to children and adolescents. In addition,
learners investigate the impact of common medications on learning, behavior, and mood in
children and adolescents. For MS in Clinical Mental Health Counseling, MS in Marriage
and Family Therapy, MS in School Counseling degree program and Contemporary
Theory in Addictive Behavior, Contemporary Theory in Mental Health Services,
Contemporary Theory in School-Based Services, and Systemic Couple and Family
Therapy graduate certificate learners only.

COUN5422 * Counseling for College and Career Readiness (4 quarter credits)

In this course, learners examine models of P–12 comprehensive career development.
Learners also evaluate developmentally appropriate interventions and assessments that
enhance career readiness, improve graduation rates, and promote equity in student
achievement and college access. For MS in Clinical Mental Health Counseling, MS in
Marriage and Family Therapy, MS in School Counseling degree program and
Contemporary Theory in Addictive Behavior, Contemporary Theory in Mental Health
Services, Contemporary Theory in School-Based Services, and Systemic Couple and
Family Therapy graduate certificate learners only. Prerequisite(s): COUN5279,
COUN-R5811.

COUN5424 Instruction and Intervention with Special Populations (4 quarter credits) In

this course, learners analyze theoretical perspectives, characteristics, etiology, assessment,
and interventions related to children and adolescents of different ability levels. Learners
evaluate differentiated instruction and inclusion models and investigate recent trends in
special education, evidence-based interventions, and relevant laws that impact diverse
students. For MS in Clinical Mental Health Counseling, MS in Marriage and
Family Therapy, MS in School Counseling degree program and Contemporary Theory
in Addictive Behavior, Contemporary Theory in Mental Health Services,
Contemporary Theory in School-Based Services, and Systemic Couple and Family
Therapy graduate certificate learners only.

COUN5601 Special Topics for Counselors (1 quarter credits)

Learners in this course investigate a specific topic in counseling to enhance their
understanding of theory, practice, and research in the counseling profession. Learners will
develop their understanding and application of clinical skills in preparation for professional
counseling practice. Special permission is required for registration.

Learners in this course expand upon foundational counseling and relationship-building skills
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 951

COUN5812 * Theories of Counseling with Children and Adolescents (4 quarter

credits)
Learners in this course expand upon foundational counseling and relationship-building skills
by integrating brief and strengths-based theoretical approaches and interventions relevant
to the practice of counseling in P–12 schools. Learners analyze the influence of
biopsychosocial factors on child and adolescent development and design individualized
interventions that enhance wellness and resilience. For MS in Clinical Mental Health
Counseling, MS in Marriage and Family Therapy, MS in School Counseling degree
program and Contemporary Theory in Addictive Behavior, Contemporary Theory in
Mental Health Services, Contemporary Theory in School-Based Services, and
Systemic Couple and Family Therapy graduate certificate learners only.
Prerequisite(s): COUN5280.

COUN5830 * Mental Health Counseling Approaches and Interventions (4 quarter

credits)
This course cultivates foundational concepts and relationship-building skills, while
integrating introductory application of assessment, therapeutic interventions, and ethical and
legal standards. Learners apply theories, methods, and practices of clinical mental health
counseling. For MS in Clinical Mental Health Counseling, Contemporary Theory in
Mental Health Services graduate certificate learners only. COUN-R5861 must be
taken the quarter immediately following COUN5830. Prerequisite(s): COUN5217,
COUN5223, COUN5239, COUN5336.

COUN5832 * Group Counseling and Applications in Clinical Mental Health Counseling

(4 quarter credits)
This course presents group theoretical models and developing interventions. Topics include
types of groups, developmental aspects of group counseling, group dynamics and
processes, group leadership and membership roles, ethical awareness in relation to groups.
Learners continue to integrate mental health counseling theories and methods within clinical
practice. For MS in Clinical Mental Health Counseling, Contemporary Theory in Mental
Health Services graduate certificate learners only. COUN-R5863 must be taken the
quarter immediately following COUN5832. Prerequisite(s): COUN5106, COUN5107,
COUN5108, COUN5238, COUN-R5861. Cannot be fulfilled by transfer.

COUN6101 * School Counseling Summer Practicum (2 quarter credits)

The school counseling summer practicum provides learners with the opportunity to begin
collecting practicum hours during a time frame that is aligned to the traditional public school
calendar. During this supervised experience, learners practice specific counseling skills,
including interviewing, assessment, intervention, documentation, and consultation in a
school counseling setting. Learners use fundamental communication interviewing principles
and individual and small group counseling approaches that promote student and school
success. This course includes a minimum of 35 hours of practicum experience, which must
consist of no less than 10 hours of direct service, no less than 6 hours of face-to-face
individual and/or triadic supervision with site supervisors, and no less than 7.5 hours of
group supervision with a Capella instructor. Learners continue with COUN6102 upon
completion of this course. For MS in School Counseling learners only. Grading for this
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 952

course is S/NS. It is the learner’s responsibility to research and comply with the
specific practicum and licensing or credentialing requirements of their states.
Prerequisite(s): COUN5007, COUN5106, COUN5284, COUN-R5863, completion of or
concurrent registration in COUN5422 with a cumulative GPA of 3.0 or better. Cannot
be fulfilled by transfer.

COUN6102 * School Counseling Practicum (4 quarter credits)

The school counseling practicum is a supervised experience during which learners practice
specific counseling skills, including interviewing, assessment, intervention, documentation,
and consultation in a school counseling setting. Learners use fundamental communication
and interviewing counseling approaches that promote student and school success. This
course requires 100 hours of practicum experience, which must consist of no less than 40
hours of direct student contact, and no less than 12 hours of face-to-face individual and/or
triadic supervision with site supervisors. For MS in School Counseling, Contemporary
Theory in School-Based Services, and Systemic Couple and Family Therapy graduate
certificate learners only. Grading for this course is S/NS. It is the learner’s
responsibility to research and comply with the specific practicum and licensing or
credentialing requirements of their states. Prerequisite(s): COUN5007, COUN5106,
COUN5284, COUN-R5863, completion of or concurrent registration in COUN5422 with
a cumulative GPA of 3.0 or better. Cannot be fulfilled by transfer.

COUN6131 * School Counseling Internship 1 (4 quarter credits)

This is the first course in a sequence of two required school counseling internship courses
during which learners engage in the comprehensive work experience of a professional
school counselor. Learners complete 600 total required contact hours comprised of a
minimum of 240 hours of direct service contact with students, families, and other
stakeholders and 24 hours of face-to-face individual and/or triadic supervision with site
supervisors. Throughout this internship, learners develop and apply a broad spectrum of
counseling skills in a school setting. In particular, learners create and deliver programs that
address students’ academic, social, emotional, career, and developmental needs to assist
students and parents during all phases of the educational process. The internship provides
opportunities for learners to become familiar with a variety of professional activities and
resources, including record keeping, assessment instruments, supervision, consultation,
information, referral, in-service training, and staff meetings. For MS in Clinical Mental
Health Counseling, MS in Marriage and Family Therapy, MS in School Counseling
degree program and Contemporary Theory in Addictive Behavior, Contemporary
Theory in Mental Health Services, Contemporary Theory in School-Based Services,
and Systemic Couple and Family Therapy graduate certificate learners only. Grading
for this course is S/NS. It is the learner’s responsibility to research and comply with
the specific practicum and licensing or credentialing requirements of their states.
Prerequisite(s): COUN5420, COUN5422, COUN6102 with a cumulative GPA of 3.0 or
better. Cannot be fulfilled by transfer.

This is the second course in a sequence of two required school counseling internship
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 953

COUN6132 * School Counseling Internship 2 (4 quarter credits)

This is the second course in a sequence of two required school counseling internship
courses during which learners engage in the comprehensive work experience of a
professional school counselor. Learners complete 600 total required contact hours
comprised of a minimum of 240 hours of direct service contact with students, families, and
other stakeholders and 24 hours of face-to-face individual and/or triadic supervision with site
supervisors. Throughout this internship, learners develop and apply a broad spectrum of
counseling skills in a school setting. In particular, learners create and deliver programs that
address students’ academic, social, emotional, career, and developmental needs to assist
students and parents during all phases of the educational process. The internship provides
opportunities for learners to become familiar with a variety of professional activities and
resources, including record keeping, assessment instruments, supervision, consultation,
information, referral, in-service training, and staff meetings. For MS in Clinical Mental
Health Counseling, MS in Marriage and Family Therapy, MS in School
Counseling degree program and Contemporary Theory in Addictive Behavior,
Contemporary Theory in Mental Health Services, Contemporary Theory in
School-Based Services, and Systemic Couple and Family Therapy graduate certificate
learners only. Grading for this course is S/NS. It is the learner’s responsibility to
research and comply with the specific practicum and licensing or credentialing
requirements of their states. Prerequisite(s): COUN6131 with a cumulative GPA of 3.0
or better. Cannot be fulfilled by transfer.

COUN6202 * Marriage and Family Counseling/Therapy Clinical Practicum (4 quarter

credits)
The clinical practicum is an online-directed course and a supervised site-based learning
experience during which learners practice specific clinical skills, including interviewing,
assessment, intervention, documentation, and consultation in a marriage and family
counseling or therapy setting. Learners use fundamental communication and interviewing
principles to perform initial assessments and conduct clinical sessions with individuals,
couples, families, and groups. Learners in the practicum course complete weekly
face-to-face contact with site supervisors and weekly synchronous (live) group supervision
with faculty supervisors using secure web conferencing solutions. For MS in Clinical
Mental Health Counseling, MS in Marriage and Family Therapy, MS in School
Counseling degree program and Contemporary Theory in Addictive Behavior,
Contemporary Theory in Mental Health Services, Contemporary Theory in
School-Based Services, and Systemic Couple and Family Therapy graduate
certificate learners only. Grading for this course is S/NS. It is the learner’s
responsibility to research and comply with the specific clinical experience
requirements of their states. Prerequisite(s): COUN-R5823 or MFT-R5823 with a
cumulative GPA of 3.0 or better. Cannot be fulfilled by transfer.

COUN6231 * Marriage and Family Counseling/Therapy Clinical Internship 1 (4 quarter

credits)
The clinical internship is an online-directed course and a supervised site-based learning
experience during which learners practice specific clinical skills, including interviewing,
assessment, intervention, documentation, and consultation in a marriage and family
counseling or therapy setting. Learners use intermediate communication and interviewing
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 954

skills to perform initial assessments and conduct clinical sessions with individuals, couples,
families, and groups. For each internship, learners complete weekly face-to-face contact
with site supervisors and weekly synchronous (live) group supervision with faculty
supervisors using secure web conferencing solutions. For MS in Clinical Mental Health
Counseling, MS in Marriage and Family Therapy, MS in School Counseling
degree program and Contemporary Theory in Addictive Behavior, Contemporary
Theory in Mental Health Services, Contemporary Theory in School-Based Services,
and Systemic Couple and Family Therapy graduate certificate learners only. Grading
for this course is S/NS. It is the learner’s responsibility to research and comply with
the specific clinical experience requirements of their states.
Prerequisite(s): COUN6202 or MFT6231 with a cumulative GPA of 3.0 or better.
Cannot be fulfilled by transfer.

COUN6232 * Marriage and Family Counseling/Therapy Clinical Internship 2 (4 quarter

credits)
The clinical internship is an online-directed course and a supervised site-based learning
experience during which learners practice specific clinical skills, including interviewing,
assessment, intervention, documentation, and consultation in a marriage and family
counseling or therapy setting. Learners use advanced communication and interviewing
skills to perform initial assessments and conduct clinical sessions with individuals, couples,
families, and groups. For each internship, learners complete weekly face-to-face contact
with site supervisors and weekly synchronous (live) group supervision with faculty
supervisors using secure web conferencing solutions. For MS in Clinical Mental Health
Counseling, MS in Marriage and Family Therapy, MS in School Counseling
degree program and Contemporary Theory in Addictive Behavior, Contemporary
Theory in Mental Health Services, Contemporary Theory in School-Based Services,
and Systemic Couple and Family Therapy graduate certificate learners only. Grading
for this course is S/NS. It is the learner’s responsibility to research and comply with
the specific clinical experience requirements of their states.
Prerequisite(s): COUN6231 with a cumulative GPA of 3.0 or better. Cannot be fulfilled
by transfer.

COUN6233 * Marriage and Family Counseling/Therapy Clinical Internship 3 (4 quarter

credits)
The clinical internship is an online-directed course and a supervised site-based learning
experience during which learners practice specific clinical skills, including interviewing,
assessment, intervention, documentation, and consultation in a marriage and family
counseling or therapy setting. Learners use advanced communication and interviewing
skills to perform initial assessments and conduct clinical sessions with individuals, couples,
families, and groups. For each internship, learners complete weekly face-to-face contact
with site supervisors, and weekly synchronous (live) group supervision with faculty
supervisors using secure web conferencing solutions. For MS in Clinical Mental Health
Counseling, MS in Marriage and Family Therapy, MS in School Counseling
degree program and Contemporary Theory in Addictive Behavior, Contemporary
Theory in Mental Health Services, Contemporary Theory in School-Based Services,
and Systemic Couple and Family Therapy graduate certificate learners only. Grading
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 955

for this course is S/NS. It is the learner’s responsibility to research and comply with
the specific clinical experience licensure requirements of their states.
Prerequisite(s): COUN6232 or MFT6233 with a cumulative GPA of 3.0 or better.
Cannot be fulfilled by transfer.

COUN6301 * Mental Health Counseling Clinical Practicum (5 quarter credits)

The clinical practicum is an online-directed, supervised site-based learning experience in a
mental health counseling site-based learning setting during which learners practice specific
clinical skills, including interviewing, assessment, intervention, documentation, and
consultation. Learners use fundamental communication and interviewing principles and
perform initial assessments with individuals, couples, and/or families. This course requires
100 hours of clinical experience, which must consist of no fewer than 40 hours of direct
client contact, and no fewer than 10 hours of face-to-face contact with an approved site
supervisor. Learners also meet weekly via web conferencing for synchronous group
supervision meetings with their course instructor. For MS in Clinical Mental Health
Counseling learners only. Grading for this course is S/NS. It is the learner’s
responsibility to research and comply with the specific clinical experience
requirements of their states. Prerequisite(s): COUN5007, COUN5106, COUN5225,
COUN5254, COUN5271, COUN5279, COUN-R5631, COUN-R5863, completion of or
concurrent registration in COUN6965 with a cumulative GPA of 3.0 or better. Cannot
be fulfilled by transfer.

COUN6302 * Mental Health Counseling Clinical Practicum (4 quarter credits)

The clinical practicum is an online-directed, supervised site-based learning experience in a
mental health counseling field setting during which learners practice specific clinical skills,
including interviewing, assessment, intervention, documentation, and consultation. Learners
use fundamental communication and interviewing principles and perform initial
assessments with individuals, couples, and/or families. This course requires 100 hours of
clinical experience, which must consist of no fewer than 40 hours of direct client contact,
and no fewer than 10 hours of face-to-face contact with an approved site supervisor.
Learners also meet weekly via web conferencing for synchronous group supervision
meetings with their course instructor. For MS in Clinical Mental Health Counseling
learners only. Grading for this course is S/NS. It is the learner’s responsibility to
research and comply with the specific clinical experience requirements of their
states. Prerequisite(s): COUN5007, COUN5106, COUN5225, COUN5254, COUN5271,
COUN5279, COUN-R5861, COUN-R5863, completion of or concurrent registration in
COUN6965 with a cumulative GPA of 3.0 or better. Cannot be fulfilled by transfer.

COUN6321 * Mental Health Counseling Clinical Internship 1 (5 quarter credits)

This is the first course in a sequence of two clinical internship courses during which learners
fulfill 600 total required contact hours in a mental health counseling setting. Of the 600 total
hours, learners must complete 240 hours of direct client contact and a minimum of 20 hours
of face-to-face contact with the approved site supervisors. Learners also meet weekly via
web conferencing for synchronous group supervision meetings with their course instructor.
The internship consists of a courseroom experience accompanied by supervised
experience in a mental health counseling setting and provides learners with specific clinical
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 956

experience in a mental health counseling setting and provides learners with specific clinical
skills in interviewing, assessment, intervention, documentation, and consultation with
individuals, couples, and/or families. The focus of the internship is on learner professional
development and the application of counseling skills under the supervision of site and
faculty supervisors. For MS in Clinical Mental Health Counseling learners only. Grading
for this course is S/NS. It is the learner’s responsibility to research and comply with
the specific clinical experience requirements of their states.
Prerequisite(s): COUN6301 or COUN6302; COUN6965 with a cumulative GPA of 3.0 or
better. Cannot be fulfilled by transfer.

COUN6322 * Mental Health Counseling Clinical Internship 2 (5 quarter credits)

This course serves as the capstone course for the MS in Clinical Mental Health Counseling
program. Learners engage in an online courseroom experience in addition to a supervised
experience in a mental health counseling setting. Learners develop specific clinical skills in
interviewing, assessment, intervention, documentation, and consultation with individuals,
couples, and/or families. Learners gain skills in professional development, including career
preparation, and the application of counseling skills under the supervision of site and faculty
supervisors. Upon successful completion of the internship, and passing the state board
license exam, learners are prepared to transition into roles as professional counselors who
make active contributions to the field. For MS in Clinical Mental Health Counseling
learners only. Grading for this course is S/NS. It is the learner’s responsibility to
research and comply with the specific clinical experience requirements of their
states. Prerequisite(s): COUN6321 with a cumulative GPA of 3.0 or better. Cannot be
fulfilled by transfer.

COUN6331 * Mental Health Counseling Clinical Internship 1 (4 quarter credits)

This is the first course in a sequence of two clinical internship courses during which learners
fulfill 600 total required contact hours in a mental health counseling setting. Of the 600 total
hours, learners must complete 240 hours of direct client contact and a minimum of 20 hours
of face-to-face contact with the approved site supervisors. Learners also meet weekly via
web conferencing for synchronous group supervision meetings with their course instructor.
The internship consists of a courseroom experience accompanied by supervised experience
in a mental health counseling setting and provides learners with specific clinical skills in
interviewing, assessment, intervention, documentation, and consultation with individuals,
couples, and/or families. The focus of the internship is on learner professional development
and the application of counseling skills under the supervision of site and faculty supervisors.
For MS in Clinical Mental Health Counseling learners only. Grading for this course is
S/NS. It is the learner’s responsibility to research and comply with the specific clinical
experience requirements of their states. Prerequisite(s): COUN6301 or COUN6302;
COUN6965 with a cumulative GPA of 3.0 or better. Cannot be fulfilled by transfer.

This course serves as the capstone course for the MS in Clinical Mental Health Counseling
Volume 21-22 No. 2
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COUN6332 * Mental Health Counseling Clinical Internship 2 (4 quarter credits)

This course serves as the capstone course for the MS in Clinical Mental Health Counseling
program. Learners engage in an online courseroom experience in addition to a supervised
experience in a mental health counseling setting. Learners develop specific clinical skills in
interviewing, assessment, intervention, documentation, and consultation with individuals,
couples, and/or families. Learners gain skills in professional development, including career
preparation, and the application of counseling skills under the supervision of site and faculty
supervisors. Upon successful completion of the internship, and passing the state board
license exam, learners are prepared to transition into roles as professional counselors who
make active contributions to the field. For MS in Clinical Mental Health Counseling
learners only. Grading for this course is S/NS. It is the learner's responsibility to
research and comply with the specific clinical experience requirements of their
states. Prerequisite(s): COUN6331 with a cumulative GPA of 3.0 or better. Cannot be
fulfilled by transfer.

COUN6333 * Counselor Education Clinical Internship 3 (4 quarter credits)

Learners take this clinical or school counseling internship course to complete the required
contact hours needed to fulfill graduation and/or state licensure requirements. It provides
additional hours of clinical or school site-based learning experience. It is the learner’s
responsibility to research and comply with the specific clinical or school experience
requirements of their states. For MS in Clinical Mental Health Counseling, MS in
Marriage and Family Therapy, MS in School Counseling degree program and
Contemporary Theory in Addictive Behavior, Contemporary Theory in Mental Health
Services, Contemporary Theory in School-Based Services, and Systemic Couple and
Family Therapy graduate certificate learners only. Grading for this course is S/NS. It
is the learner’s responsibility to research and comply with the specific clinical or
school experience requirements of their states. Prerequisite(s): COUN6132 or
COUN6332 with a cumulative GPA of 3.0 or better. Cannot be fulfilled by transfer.

COUN6334 * Counselor Education Clinical Internship 4 (4 quarter credits)

Learners take this clinical internship course to complete the required contact hours needed
to fulfill graduation and/or state licensure requirements. It provides additional hours of
clinical experience. For MS in Clinical Mental Health Counseling, MS in Marriage and
Family Therapy, MS in School Counseling degree program and Contemporary Theory
in Addictive Behavior, Contemporary Theory in Mental Health Services,
Contemporary Theory in School-Based Services, and Systemic Couple and Family
Therapy graduate certificate learners only. Grading for this course is S/NS. It is the
learner’s responsibility to research and comply with the specific clinical experience
requirements of their states. May be repeated for credit. Prerequisite(s): COUN6333
with a cumulative GPA of 3.0 or better. Cannot be fulfilled by transfer.

In this course, learners demonstrate proficiency in mental health counseling by applying

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COUN6965 * Applied Research and Program Evaluation in Mental Health Counseling

(4 quarter credits)
In this course, learners demonstrate proficiency in mental health counseling by applying
learning from required courses to create a program evaluation proposal in which they
examine a theory-based mental health application. Learners select appropriate research
methods to assess client needs and evaluate outcomes in counseling interventions and
programs. Learners also demonstrate their understanding of using ethical and culturally
relevant strategies for conducting, interpreting, and reporting results. For MS in Clinical
Mental Health Counseling, Contemporary Theory in Mental Health Services graduate
certificate learners only. Prerequisite(s): COUN5007, COUN5106, COUN5223,
COUN5832, COUN-R5861. Cannot be fulfilled by transfer.

CRJ7011 Corrections in the Criminal Justice System (4 quarter credits)

This course introduces learners to corrections as a part of the criminal justice system.
Learners examine the correctional philosophies of deterrence, incapacitation, rehabilitation,
retribution, and restitution; and integrate policy, research, and practice within corrections.
Learners also analyze topics such as issues of gender, race, sexual orientation, and ethics
within corrections; and evaluate correctional programming, reentry, and government
funding.

CRJ7012 Psychological Criminology (4 quarter credits)

This course offers an introduction and overview of psychological theories of crime.
Learners evaluate the history, trends, and empirical status of various psychological theories
used to understand antisocial behavior across the life course, from problem behaviors in
childhood to delinquency in adolescence to crime in adulthood. Learners assess
psychological constructs and how they relate to offender typologies, including: Moffitt’s
developmental taxonomy; psychiatric models such as oppositional defiant disorder, conduct
disorder, antisocial personality disorder; and others. Learners also examine the salience of
psychological constructs to prevention programs as well as intervention and treatment
across law enforcement, judicial, and correctional settings.

CRJ7015 * Criminal Justice Theory (4 quarter credits)

Learners investigate the applications of both criminal justice and criminological theories by
scholars and professionals in research, policy formation, and practice. Learners gain and
apply an understanding of key criminal justice theories that pertain to the structures and
operations of the criminal justice organizations, including law enforcement, courts, and
corrections. Learners analyze and evaluate the behaviors of state officials, the legal
apparatus, and criminal justice organizations. Learners assess trends in criminal control in
relation to political processes, social groups, economic changes, and ideological factors.
Prerequisite(s): PSL7020, completion of or concurrent registration in PSL7030.
Cannot be fulfilled by transfer.

CRJ7021 Community Corrections (4 quarter credits)

In this course, learners are introduced to community-based corrections, including probation,
parole, and intermediate sanctions such as boot camps, deferred sentences, home
detention, electronic monitoring, day reporting centers, and others. Learners investigate the
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history and development of community corrections, trends in the use of various community
based sanctions, types of offenders who receive various sanctions based upon their
criminal history and risk profiles, and current issues relating to community corrections.

CRJ7022 Sociological Criminology (4 quarter credits)

Learners in this course apply sociological theories of crime, including the history, trends,
and empirical status of various sociological theories used to understand crime. Learners
examine various social problems including poverty; unemployment; inequity in housing,
health care, and education; urban blight; and racism in context of their relation to crime.
Learners then integrate sociological theories.

CRJ7025 * Justice, Security, and Democracy (4 quarter credits)

This course introduces learners to the central functions of law enforcement agencies, the
courts, and corrections in preserving and protecting the security, safety, rights, and liberties
of their respective communities. Learners examine the principles of constitutional
democracy, with particular focus on the roles and responsibilities of the criminal justice
system. Learners analyze the complex reciprocal interactions and influences of politics,
society, and the criminal justice system. Prerequisite(s): Completion of or concurrent
registration in CRJ7015; PSL7030.

CRJ7031 Offender Treatment and Rehabilitation (4 quarter credits)

Learners in this course analyze various approaches used to treat and rehabilitate criminal
offenders, and examine the types of treatment and rehabilitation programs that are currently
used in the field. Learners also evaluate the theoretical perspectives that guide effective
treatment, and the research findings related to the success of treatment and rehabilitation
programs that can be used to reduce recidivism among criminal offenders.

CRJ7032 Life-Course and Biosocial Criminology (4 quarter credits)

In this course, learners articulate life-course and biosocial theories of crime, including the
history, trends, and empirical status of various life-course and biosocial theories used to
understand crime. Learners also examine the various fields of study from which the theories
developed, such as developmental psychology, sociology, biology, and genetics; and
analyze the key findings that emerge from these perspectives as well as the controversies
experts are currently debating.

CRJ7035 * Criminal Justice Policy and Administration (4 quarter credits)

Learners investigate the organizational challenges that criminal justice leadership typically
encounters in contemporary society. Learners critically evaluate the intended and
unintended effects of political, social, and legal policies and pressures on how criminal
justice organizations function. Learners assess organizational and administrative theories,
strategic models, and best practices for leadership and administration in criminal justice.
Learners analyze innovative policies and change initiatives to achieve specific ethical and
functional objectives. Prerequisite(s): CRJ7015, PSL7030.
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CRJ7041 Institutional Corrections (4 quarter credits)

In this course, learners analyze classical and contemporary theories that support the
confinement of criminal offenders. Learners examine inmate population demographics
pertaining to offense class, gender, age, and minority status; and evaluate special
populations of women, juveniles, elderly/infirmed, and the mentally ill. Learners also
investigate the dichotomy of security versus rehabilitation and assess violence, gang
recruitment, and radicalization.

CRJ7042 Applied Criminological Theory for Scholar-Practitioners (4 quarter credits)

Learners in this course apply theories from each of the major criminological schools
(psychological, sociological, and life-course/biosocial) to a potential research topic within
the discipline. Learners demonstrate how different theories impact variables, research
questions, and the entire research project, including data analysis. Learners also integrate
theory with policy, programs, and practice.

CRJ7045 * Crime Intelligence Analysis (4 quarter credits)

In this course, learners assess the role and significance of community relationships in
criminal investigations. Learners investigate current criminal justice information systems
and computer applications in analysis and projection of crime patterns. Learners evaluate
and apply approaches to resolve community crime problems through partnerships. Learners
also analyze the effectiveness of a community-based program related to criminal justice
intelligence operations. Prerequisite(s): CRJ7015, PSL7030.

CRJ7095 * Integrative Project for Criminal Justice (4 quarter credits)

In this course, learners demonstrate proficiency in a specific area of criminal justice studies
by applying learning from required and elective courses to develop an original project.
Throughout the process, learners synthesize the interdisciplinary theoretical perspectives,
approaches, and research methods addressed in the curriculum and write a paper,
integrating academic literature with their project to demonstrate knowledge they have
gained throughout the program. For MS in Criminal Justice learners only. Prerequisite
(s): Completion of all required and elective coursework. Cannot be fulfilled by
transfer or prior learning assessment.

CRJ8015 * Assessing Criminal Justice Theory (4 quarter credits)

Learners in this course identify, define, and assess criminal justice theory. Learners apply
criteria to evaluate the effectiveness of selected theories in explaining the structure and
functioning of the formal components of the criminal justice system, law enforcement, the
courts, and corrections. Learners use theories to account for the responses of officials
assigned to process persons identified as criminal. Learners examine testable hypotheses
and theses statements derived from these theories in relation to their implications for
research, policy formation, and practice. In addition, learners formulate their own research
questions and policy proposals from the criminal justice theories that they find most
compelling. Prerequisite(s): CRJ7015, CRJ7025.
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CRJ8025 * Contemporary Issues in Criminal Justice (4 quarter credits)

This course introduces learners to contemporary issues faced by the criminal justice
system, with particular focus on innovative, ethical, problem-oriented approaches to various
criminal justice issues, problems, and crime types. Learners develop specialized scholarly
interests by examining issues such as community relations, militarization of policing, use of
deadly force, private security, national drug control policy, sentencing guidelines,
correctional approaches, and alternative treatment modalities. Learners investigate how a
chosen topic will impact policing, courts, and/or corrections. Learners also assess the
implications and consequences public perceptions have on policy.
Prerequisite(s): CRJ7035, CRJ8015.

CRJ8035 * Globalization and the Criminal Justice System (4 quarter credits) Learners
in this course analyze the theories, actors, characteristics, and legal instruments associated
with globalization and the criminal justice system. Learners examine International bodies of
crime control and interactions between U.S. agencies and other national and international
organizations. Learners identify Issues and problems that arise from addressing
transnational crime and criminal organization, and interpret the role of international politics,
world conflicts, drug and human trafficking, cross-border problems, and other criminal
activities. Learners also explain the relationships between local policing, federal law
enforcement agencies, and foreign bodies and analyze a criminal justice issue of
international significance. Prerequisite(s): CRJ8025.

CRJ8045 * Analysis of Crime Data (4 quarter credits)

Learners in this course apply quantitative and qualitative tools to assess law enforcement
performance, consequences of sentencing policies, effectiveness of correctional policies,
and recidivism rates. Learners analyze the conceptual and technical foundations of crime
databases and criminal justice secondary datasets; assess the development of criminal
justice databases and examine their uses and limitations; and investigate secondary
datasets, particularly those with vulnerable and protected populations, and their use in
research. Prerequisite(s): CRJ8035, PSL-R8926, RSCH7868.

DB-V8926 * Doctoral Project Development – Topic Development (3 quarter credits) In

this ten-week virtual residency, learners apply writing, research, and critical thinking skills by
identifying a problem, developing project questions, and finalizing a project topic that is
appropriate for the program. Learners use evidence to support the selection of theories,
problems, and questions to guide further refinement of their topic. Learners establish an
appropriate topic area, preliminary project design, and begin development of a literature
review. Further development of the doctoral project is determined through a project topic
framework. This residency includes required synchronous sessions. For DBA learners
only. Grading for this course is S/NS. Prerequisite(s): DB8015. Cannot be fulfilled by
transfer.
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DB-V8927 * Doctoral Project Development – Framework Development (3 quarter

credits)
In this ten-week virtual residency, learners apply advanced research and writing skills
through the development of a detailed project framework based on work in prior
residencies. Learners develop a project framework that includes methodological and/or
research design, sampling or participant recruitment plan, intervention plan (if applicable),
strategies for data collection, analysis, and outcomes of the project. Further development of
the doctoral project is determined through an assessment of the project framework, which is
finalized once the learner enters the advanced doctoral stage of the program. This
residency includes required synchronous sessions. For DBA learners only. Grading for
this course is S/NS. Prerequisite(s): DB8066, DB-V8926, completion of all didactic
coursework. Cannot be fulfilled by transfer.

DB8015 * Applied Business Research Projects (6 quarter credits)

This course provides a guided development of a literature review for a capstone project
proposal. Learners develop a literature review of the specialization topical area through
evaluation of the associated major threads or streams of current research. The course also
prepares learners for discussion of an appropriate topic during Residency Track 1. For
DBA learners only. Prerequisite(s): DB8008 or DB8410. Cannot be fulfilled by transfer.

DB8030 Global Operations † (6 quarter credits)

This course presents a global perspective of company operations and the field-related and
academic theories, paradigms, and best practices associated with the current global
operations environment. Learners examine integrated global operations functions, including
design, logistics, quality, technology, access to customers, human resources, and supply
chain management. For DBA learners only.

DB8065 * Contemporary Issues Impacting Organizational Success (6 quarter credits)

In this course, learners assess some of the critical and current challenges facing businesses
and organizations from a multifunction and triple bottom line perspective. This includes
attention to social objectives such as corporate responsibility and ethics, and environmental
objectives such as sustainability in enterprise, within a profit context. Learners also examine
the influences on organizations from geo-political events, rapid technological development
that drives innovation, competition for natural resources, and the interaction of culture and
diversity in the work environment. Finally, learners discuss emerging trends and key issues
within the context of successful tactical and strategic solutions for organizational success.
For DBA learners only. Prerequisite(s): DB8040 or DB8415; DB8070 or DB8075;
DB-R8922 or DB-R8959. Cannot be fulfilled by transfer.
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DB8066 * Fundamentals of Quantitative and Qualitative Research (6 quarter credits)

In this course, learners evaluate the fundamental concepts needed to conduct doctoral level
research. Learners develop skills related to quantitative research techniques including
understanding variables and relationships, evaluating the reliability and validity of
quantitative instruments, and choosing appropriate statistical techniques. Learners also
examine qualitative techniques such as creating, setting up, and conducting an expert
review of interview questions. Prerequisite(s): DB-V8926.

DB8075 Marketing in a Connected World (6 quarter credits)

In this course, learners examine how marketing helps organizations match products and
services with the needs, wants, and desires of its customers and prospects. Learners take a
global perspective to designing marketing programs which create and add value to
customer-client relationships. Learners develop skills to succeed in a digitally connected
global economy and examine theories and concepts in consumer science, relationship
marketing, services marketing, digital and social media marketing, innovation, and strategic
marketing. To connect theory to practice, learners review cases and study the evolution of
the marketing mix and its relevance in a digitally driven global economy.

DB8210 Business Intelligence, Analytics, and Decision Support (4 quarter credits)

Learners in this course study managerial decision-making and its computerized support,
including the various frameworks for decision support. Learners examine the need for
business analytics in modern enterprise and acquire and develop their knowledge of the
foundations and key issues associated with managerial decision-making. Learners also gain
an understanding of the major categories and applications of business analytics, including
analytics, decision support systems, and business intelligence. Cannot be fulfilled by
transfer.

DB8212 Data Warehousing and Descriptive Analytics (4 quarter credits)

In this course, learners examine the role of descriptive analytics (DA) in solving business
programs, including the basic definitions, concepts, and architectures of data warehousing
as foundations for managerial decision support. Learners acquire and develop an
understanding of the capabilities of business reporting and visualization as enablers of DA,
as well as the foundations of the emerging field of visual analytics as applied to dashboards
and scorecards in performance management. For DBA Business Intelligence learners
only. Cannot be fulfilled by transfer.

DB8214 Data Mining and Predictive Analytics (4 quarter credits)

Learners identify the role of predictive analytics and data mining in solving business
problems. Learners assess the processes and methods for conducting data mining projects
and investigate predictive modeling techniques, including artificial neural networks and
support vector machines. Learners also analyze the processes, methods, and applications
of contemporary variations to data mining, such as text mining, Web mining, and text
analytics. For DBA Business Intelligence learners only. Cannot be fulfilled by transfer.
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DB8216 Data Modeling and Prescriptive Analytics (4 quarter credits)

Learners in this course study the applications of prescriptive analytics. Learners construct
analytical models for selected decision problems, including linear programming and analytic
hierarchical processing. Learners also formulate heuristic search methods and simulation
models for decision support. For DBA Business Intelligence learners only. Cannot be
fulfilled by transfer.

DB8321 Designing a Global Operations and Supply Chain Network (4 quarter credits)
Learners in this course examine the foundational principles, concepts, and theories of the
operations and supply chain management (OSCM) discipline. Learners analyze how raw
materials move through a network of organizations and become a product to be delivered
through wholesalers and distributors to customers. Learners study network design of OSCM
decisions including production sites, inventory, order fulfillment, transportation, sustainability
and logistics from the operational, tactical, and strategic perspectives. Using the scholar-
practitioner model, learners also explore underlying theories and their application in real-life
scenarios. Finally, learners apply introductory methods of optimization and statistics in
quality assurance and control, inventory management, and demand planning along with
other methods. Cannot be fulfilled by transfer.

DB8323 Supply Chain Transformation Through Innovation (4 quarter credits)

In this course, learners explore how transformation initiatives (such as new methods and
technology) enable firms to compete by managing costs and creating superior customer
value. Learners examine methods for designing integrated global supply chain networks
that are cost-effective and of high quality, and analyze global management of complex
investments in suppliers, hardware, software, networks, and processes. Learners study
strategies to introduce new technology by analyzing resistance to change and total cost of
ownership (TCO). Learners also examine the evaluation, selection, and implementation of
enterprise resource planning (ERP), transportation management (TMS), and warehouse
management (WMS) systems using suites or best of breed tools. Finally, learners examine
supply chain analytics, cloud computing, and Software as a Service (SaaS) in the context of
supply chain management. For DBA Global Operations and Supply Chain Management
learners only. Cannot be fulfilled by transfer.

DB8325 * Supplier Relationship Management (4 quarter credits)

Learners in this course examine the critical need for organizations to evaluate, select and
manage relationships with their suppliers. Many firms operate as globally networked
enterprises that seamlessly integrate suppliers, customers and internal operations. In so
doing, organizations need to develop world-class supply bases that are cost effective, high
quality and resilient to disruptions. These sourcing relationships are complicated by cultural,
political and legal differences in various countries. Further, organizations find sourcing as a
key place to address the ethical and environmental concerns that many customers demand.
Using the scholar-practitioner model, learners also explore supply chain research in the
field. For DBA Global Operations and Supply Chain Management learners only.
Prerequisite(s): DB8321, DB8323. Cannot be fulfilled by transfer.
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DB8327 Global Supply Chain Design (4 quarter credits)

Learners in this course design global supply chains using quantitative methods that achieve
world-class customer service and competitive costs. The need to optimize multiple variables
and address dynamic markets makes this a complex task. This course addresses facility
location, inventory management, service levels and transportation selection as aspects of
supply chain network design. Learners also examine how to create teams and address
project management concerns associated with supply chain projects. Using the
scholar-practitioner model, learners explore research literature in supply chain network
design. For DBA Global Operations and Supply Chain Management learners only.

DB8400 Your DBA Journey (6 quarter credits)

In this first course, learners analyze the components of a business problem. Learners use
critical thinking models and practices, including the role of assumptions, to identify business
problem scenarios. Learners practice professional- and business-writing, acquire library
skills, network with peers and doctoral support services, and learn new technological and
reflective tools for further development and independent thought. Must be taken during
the learner's first quarter. Cannot be fulfilled by transfer.

DB8405 Effective Organizational Leadership (6 quarter credits)

Learners in this course investigate business problems in information systems,
management, and marketing experienced by leaders. Learners examine models and
theories found in current scholarly and practitioner literature. Additionally, learners analyze
project-based problem solving.

DB8410 Addressing Problems in Human Resources and Compliance (6 quarter

credits)
In this course, learners analyze project-based concepts in human resources, business law,
business ethics, and re-skilling of talent pools in the global environment. Learners examine
business ethical compliance using value- and rule-based argumentation. Learners evaluate
secondary data sources to perform due diligence when creating objective, fact-based,
unbiased analyses.

DB8415 Strategic Decision Making (6 quarter credits)

In this course, learners identify strategic decision-making models and theories to assist in
solving business financial problems. Learners apply economic and managerial accounting
data and management theories to business strategy decisions. Learners cultivate skills
using decision and visualization tools, logic frameworks, and intuitive knowledge.
Additionally, learners gain an understanding of gap analysis within the project perspective.
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DB8420 Teaching Business in Higher Education (6 quarter credits)

In this course, learners develop a personal teaching philosophy regarding teaching
practices, methods, models, and strategies within the fields of business and supply chain
management. Learners create instructional plans and measurable assessments for higher
business education within adult-learning frameworks. Additionally, learners write portions of
business courses and assess curriculum.

DB8610 * Leadership Theory and Practice (4 quarter credits)

In this course, learners analyze the literature on leadership styles and theories, as well as
more practical aspects of creative thinking. Throughout the course, learners cultivate their
literature knowledge with scholarly and practical content from completed research studies.
Learners also identify gaps in practice using established methods of gap analysis and
consider specific actionable responses to the gaps. Learners investigate an array of
leadership project ideas and current scenarios based on real world problems as found in
the business literature. Prerequisite(s): DB8420. Cannot be fulfilled by transfer.

DB8620 * High Performance Leadership (4 quarter credits)

Learners in this course analyze the literature within the leadership concepts surrounding
high performance leadership. Learners identify the concepts of reskilling management
using the frameworks and theories within human resource management toward creating
high performing teams and leaders. Learners gain an understanding of high performing
teams, high performance work practices, and various leadership development methods.
Learners examine the values, thinking, and practices that need to be developed to be a
high-impact leader. Learners discover ways to create meaningful and measurable
outcomes as leaders. Prerequisite(s): DB8610. Cannot be fulfilled by transfer.

DB8630 * Catalysts for Change (4 quarter credits)

In this course, learners examine literature within the leadership concepts surrounding
changing employee behaviors, enterprise agility, agile workforce transformation, and
leading complex change. Learners investigate unique frameworks and tools proven to
assist in creating a project about leading teams for growth and change, leading through
crises, leading transformational change, and other relevant and current topics in leadership.
Learners gain the knowledge and skills necessary to collect and analyze data using various
techniques, while also acquiring certification to ethically conduct human subject research.
Prerequisite(s): DB8620. Cannot be fulfilled by transfer.
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DB8640 * Seminar: Leadership Topic Development (6 quarter credits)

In this course, learners create an individualized project topic within the specialization of
organizational leadership using the capstone template. Learners write the initial portion of
their project proposal, including their problem of practice, topic background, project
justification and framework, and a preliminary project plan. Learners identify how research
is disseminated, including through the use of presentations within their industry and
professional communities of practice. Learners must achieve capstone project topic
approval from multiple approvers to move beyond this course. Prerequisite(s): DB8630,
RSCH7860. Cannot be fulfilled by transfer.

DB8650 * Seminar: Leadership Literature Review (6 quarter credits)

In this course, learners write the literature review for their individual projects. Learners
create synthetic reviews of the literature supporting their topic, their planned technique for
collecting data, and their applied framework, theory, concept, or model which grounds their
project. Learners must achieve capstone literature review approval from multiple approvers
to move beyond this course. Prerequisite(s): DB8640. Cannot be fulfilled by transfer.

DB8710 * Strategy and Innovation - Theorizing, Crafting, Executing (4 quarter credits)

In this course, learners analyze the literature on strategy and innovation theories, as well
as more practical aspects of creative thinking. Throughout the course, learners cultivate
their literature knowledge with scholarly and practical content from completed research
studies. Learners identify gaps in practice using established methods of gap analysis to
consider specific actionable responses to the gaps. Learners investigate an array of
strategy and innovation project ideas and current industrial, product-based, or
market-based scenarios. Prerequisite(s): DB8420. Cannot be fulfilled by transfer.

DB8720 * Strategic Digital Transformation (4 quarter credits)

Learners in this course analyze the literature within the strategic concepts surrounding
digital transformation. Learners investigate unique frameworks and tools proven to assist in
creating a strategic, competitive plan for successfully leading in the digital business
marketplace. Learners create abbreviated proposals based on problems found within a
variety of digital ecosystems to conceptualize valid and meaningful project ideas. Learners
identify how research techniques fit into project planning and managing for digital change.
Prerequisite(s): DB8710. Cannot be fulfilled by transfer.

DB8730 * Managing Innovation, Design, and Creativity (4 quarter credits)

In this course, learners identify how leaders use creativity to design strategies, and examine
innovative practices that drive companies to success. Learners investigate unique
frameworks and tools proven to assist in creating a project about corporate model
innovation, strategies for leveraging ecosystems, innovative workspaces, design thinking
and creativity, customer focused innovation, and other relevant and current topics in
strategy and innovation. Learners gain the knowledge and skills necessary to collect and
analyze data using various techniques, while also acquiring certification to ethically conduct
human subject research. Prerequisite(s): DB8720. Cannot be fulfilled by transfer.
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DB8740 * Seminar: Strategy and Innovation Topic Development (6 quarter credits)

Learners in this course create an individualized project topic within the specialization of
strategy and innovation using the capstone template. Learners write the initial portion of
their project proposal, including their problem of practice, topic background, project
justification and framework, and a preliminary project plan. Learners identify how research
is disseminated, including through the use of presentations within their industry and
professional communities of practice. Learners must achieve capstone project topic
approval from multiple approvers to move beyond this course. Prerequisite(s): DB8730,
RSCH7860. Cannot be fulfilled by transfer.

DB8750 * Seminar: Strategy and Innovation Literature Review (6 quarter credits)

In this course, learners write the literature review for their individual projects. Learners
create synthetic reviews of the literature supporting their topic, their planned technique for
collecting data, and their applied framework, theory, concept, or model which grounds their
project. Learners must achieve capstone literature review approval from multiple approvers
to move beyond this course. Prerequisite(s): DB8740. Cannot be fulfilled by transfer.

DB8840 * Seminar: General Management Topic Development (6 quarter credits)

In this course, learners create an individualized project topic within the specialization of
general management using the capstone template. Learners write the initial portion of their
project proposal, including their problem of practice, topic background, project justification
and framework, and a preliminary project plan. Learners identify how research is
disseminated, including through the use of presentations within their industry and
professional communities of practice. Learners must achieve capstone project topic
approval from multiple approvers to move beyond this course. Prerequisite(s): RSCH7860
and either DB8630 or DB8730. Cannot be fulfilled by transfer.

DB8850 * Seminar: General Management Literature Review (6 quarter credits)

In this course, learners write the literature review for their individual projects. Learners
create synthetic reviews of the literature supporting their topic, their planned technique for
collecting data, and their applied framework, theory, concept, or model which grounds their
project. Learners must achieve capstone literature review approval from multiple approvers
to move beyond this course. Prerequisite(s): DB8840. Cannot be fulfilled by transfer.

DB9801 * Proposal Writing (6 quarter credits)

In this course, learners select their project method, data analysis technique, scholarly
framework, and participant pool for their project. Learners utilize previous course learning,
artifacts, and tools to create an individualized project proposal, including an appropriate
data collection plan and Institutional Review Board (IRB) screening form, while conducting
tests and reviews of data collection instruments. Prerequisite(s): DB8650 or DB8750 or
DB8850. Grading for this course is S/NS. Cannot be fulfilled by transfer.
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DB9802 * Data Analysis Practice and IRB Approval (6 quarter credits)

Learners gain the knowledge and skills necessary to collect data using appropriate, ethical,
and structured processes as described in an approved project proposal (collection may
occur if IRB approval is received). Throughout the course, learners analyze datasets and
writing results. Learners seek and identify potential communities of interest for project result
dissemination. Prerequisite: DB9801. Grading for this course is S/NS. Cannot be
fulfilled by transfer.

DB9803 * Project Results (6 quarter credits)

Learners complete data collection and analyze and write the results, findings, implications,
and conclusions of their projects. Learners finalize their overall project template and submit
for committee review and approval. Additionally, learners build a plan for presenting the
results of their project. Prerequisite: DB9802. Grading for this course is S/NS. Cannot
be fulfilled by transfer.

DB9804 * Final Reviews and Presentation (6 quarter credits)

Learners integrate feedback from multiple reviewers to improve and enhance their project
into a final, school-approved study. Learners assess the artifacts and items included in the
required e-portfolio. Additionally, learners write an executive summary for dean approval
and present a poster session to practice the dissemination of research findings.
Prerequisite(s): DB9803. Grading for this course is S/NS. Cannot be fulfilled by
transfer.

DB9921 Dissertation with Project Mentoring (6 quarter credits)

Learners complete the required dissertation milestones and prepare their dissertation for
publication. For DBA learners only. Department consent is required for registration.
Grading for this course is S/NS. Learners must register for this course a minimum of
two times to fulfill their program requirements. Prerequisite(s): DB8025 or DB8405,
DB-R8923. Cannot be fulfilled by transfer.

DB9940 DBA Mentor Courseroom (non-credit)

This course provides a milestone framework to assist learners in developing and
completing a DBA study. In the course, mentors guide learners through discussion,
feedback, and use of supporting resources as the learners progress toward completion of
their study. For DBA learners only. Department consent is required for registration.
Grading for this course is S/NS. Cannot be fulfilled by transfer.
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DB9971 * Doctoral Capstone (4 quarter credits each)

This course provides learners with resources, guidance, and support as they fulfill the
required milestones toward completion of a doctoral capstone. Learners apply scholarly
research within a particular professional context to advance their knowledge in the science
and practice of the profession and solve organization, institutional, or community concerns.
Department consent is required for registration. Grading for this course is S/ NS.
Learners must register for this course a minimum of three times to fulfill their
specialization requirements. Prerequisite(s): Completion of all required and elective
coursework with a cumulative GPA of 3.0 or better. Cannot be fulfilled by transfer.

DB9980 Doctoral Project Development (4 quarter credits)

This course provides learners with the resources, structure, and faculty support for
successful completion of their doctoral project requirements. Learners analyze, critique, and
integrate information into the design and implementation of their project. Special
permission is required for registration. Grading for this course is S/NS. Cannot be
fulfilled by transfer.

DHA8004 Innovative Business Practices in Health Care (6 quarter credits)

Learners in this course examine various innovative health care practices, including creating
a culture of accountability for personal, departmental, and organizational performance.
Learners evaluate their abilities as change leaders and assess their readiness to accept
responsibility for their organizational performance. Learners also demonstrate the skills
needed to communicate effectively, take initiative, and reflect industry standards in the
workplace. For DHA learners only.

DHA8007 Strategic Financial Management in Health Care (6 quarter credits)

The focus of this course is appropriate use of financial information in the health care
organization’s decision making process. Learners examine fundamental components of
organizational stewardship, including information management; short- and long-term
investment planning; and ethical, professional, and social accountability. Learners also
demonstrate the skills needed to develop and implement short- and long-term
organizational projects in the health care environment and garner the stakeholder support
necessary for achieving the financial goals and objectives of the health care organization.
For DHA learners only. Cannot be fulfilled by transfer.

DHA8008 Health Care Policy Processes (6 quarter credits)

In this course, learners investigate the impacts of health care policy and legislation on the
availability of, access to, and cost of U.S. health care. Learners examine the implications
and consequences of specific health care legislation; analyze the values and assumptions
underlying changing priorities in health planning and resource allocation; evaluate the
combined effects of social, economic, ethical, legal, and political forces on health care; and
assess ways of addressing current gaps in health care policy.
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DHA8020 Health Policy in the United States (6 quarter credits)

In this course, learners evaluate the impact of and connection between U.S. health policy
and services delivered from a results-based, community impact perspective. Learners
examine innovations in and challenges and opportunities associated with U.S. health policy
development and implementation, including those related to assessing community needs;
building coalitions; and measuring the success of evidence-based, health care policy
solutions. Learners also study ethics and social accountability relative to domestic health
policy.

DHA8022 Global Health Policy (6 quarter credits)

In this course, learners evaluate global health policy from a results-based, sociopolitical
perspective. Learners examine innovations in and challenges and opportunities associated
with global health policy development and implementation, the importance of global industry
models in global health policy, and the strategic communication skills needed to influence
global health care policy change. Learners also study ethics and social accountability
relative to global health policy.

DHA8026 Regulatory Compliance for Health Care Leaders (6 quarter credits)

Learners develop an understanding of the current compliance and regulatory issues health
care leaders face and demonstrate the skills needed to develop a strong organizational
compliance program. Throughout the course, learners gain the knowledge and skills
needed to align current regulatory compliance mandates to current health care
organizations.

DHA8032 Strategic Vision and Planning in Health Care (6 quarter credits)

Learners in this course focus on developing a strategic orientation to evaluate short- and
long-term operational and organizational performance goals. Learners analyze
organizational systems, processes, and designs from a strategic perspective and examine
various methods of strategic planning, including the use and upgrading of information
management systems as a means of improving organizational outcomes within the health
care environment. Learners also demonstrate the interpersonal communication and
strategic decision-making skills health care administrators use to influence and optimize
results.

DHA8034 Evidence-Based Leadership in Health Care (6 quarter credits)

In this course, learners investigate the principles of evidence-based leadership (EBL) in
health care organizations. EBL is fully integrated to provide a framework for building a
culture of quality and execution. Learners examine the formal and informal influence
strategies used to change individual and organizational behavior and the leadership
strategies used to promote collaboration, optimize workforce performance, and promote
positive health care organizational outcomes. Learners analyze and recommend EBL
approaches to real-world organizational challenges.

In this course, learners investigate the principles of evidence-based leadership (EBL) in

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DHA8036 Health Care Leadership Excellence in a Consumer-Driven Market (6 quarter

credits)
Learners cultivate the skills needed to excel as a health care leader in a consumer-driven
market. Learners analyze the four cornerstones of the Dye-Garman model for exceptional
leadership in health care. Learners develop their leadership skills, focusing on cultivating
self-awareness; embracing a compelling vision; developing an energizing style for working
with people; and masterfully applying knowledge, influence, and power.

DHA8040 Health Data Analytics in Quality (6 quarter credits)

In this course, learners become familiar with regulatory and policy forces in health care that
result in the demand for improved quality and clinical outcomes. Learners examine a
variety of technical specifications, statistical procedures, and data sources to drive
improvement. In addition, learners create and present quality dashboards to identify
opportunities for improvement that drive change in a systematic, strategic way.

DHA8042 Performance Management and Process Improvement in Health Care

(6 quarter credits)
Learners in this course gain an understanding of the importance of strategic planning and
organizational assessments as they relate to quality improvement in health care. Learners
become familiar with identifying and creating priorities for quality improvement resulting in
organizational action plans and projects needed to meet external demands relative to
competition. Learners develop an understanding of the use of decision support, risk
adjustments, data interpretation, and benchmarking to develop Quality Performance
Improvement (QPI) teams and to monitor organizational performance.

DHA8044 Patient Safety, Accreditation, and Regulation in Health Care (6 quarter

credits)
In this course, learners evaluate the different types of accreditation processes and the
importance of ongoing compliance. Learners examine the role the quality professional has
when working with federal, state, and/or local agencies and identify benefits and outcomes
of continuous readiness. Throughout the course, learners determine mechanisms and tools
to evaluate the success of health care organizations’ safety activities and demonstrate how
to coordinate and integrate risk management into the organization’s health care safety
strategy. Finally, learners propose how to link health care safety goals to those of the
organization’s strategic plan to create and sustain an organizational-wide safety culture.
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DHA9960 Dissertation Courseroom (5 quarter credits each)

This course provides learners with resources, guidance, and peer and mentor support
during each dissertation course as they complete the required milestones. Department
consent is required for registration. Grading for this course is S/NS. Cannot be
fulfilled by transfer.

DHA9971 Doctoral Capstone † (4 quarter credits each)

This course provides learners with resources, guidance, and support as they fulfill the
required milestones toward completion of a doctoral capstone. Learners apply scholarly
research within a particular professional context to advance their knowledge in the science
and practice of the profession and solve organization, institutional, or community concerns.
Department consent is required for registration. Grading for this course is S/NS.
Learners must register for this course a minimum of four times to fulfill their program
requirements. Cannot be fulfilled by transfer.

DIT-R8922 * DIT Residency Track 2 † (2 quarter credits)

In the second residency, learners review the school guidelines for developing and writing
Chapters 1 and 2 of the dissertation, identify and discuss common problems and practices
of mentor approval, and examine various research methods appropriate to use in gathering
data for their proposed topic. Learners assess their progress in constructing Chapters 1 and
2 and develop a strategy for completion. For DIT learners only.
Prerequisite(s): DIT-R8921. Cannot be fulfilled by transfer.

DIT-R8923 * DIT Residency Track 3 † (2 quarter credits)

In the third residency, learners review the school guidelines for developing and writing
Chapters 3, 4, and 5 of the dissertation and identify and discuss best practices for
completion. Learners assess their progress in constructing Chapters 3, 4, and 5 and
developing Chapter 3 into a final dissertation proposal. For DIT learners only.
Prerequisite(s): DIT8212, DIT-R8922. Cannot be fulfilled by transfer.

DIT-V8925 * Doctoral Project Development – Topic Ideation (3 quarter credits)

In this ten-week virtual residency, learners develop and evaluate proposed topic areas and
theories for their doctoral project. Learners analyze the literature on potential topics
to assess relevance to the discipline and potential methods to use in the doctoral
project. Learners gain an understanding of the writing, research, and critical thinking skills
necessary to complete the final project. Further development of the doctoral project is
determined through a final assessment. This residency includes required synchronous
sessions. For DIT learners only. Grading for this course is S/NS.
Prerequisite(s): BMGT8434.
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DIT-V8926 * Doctoral Project Development – Topic Development (3 quarter credits)

In this ten-week virtual residency, learners apply writing, research, and critical thinking skills
by identifying a problem, developing project questions, and finalizing a project topic that is
appropriate for the program. Learners use evidence to support the selection of theories,
problems, and questions to guide further refinement of their topic. Learners establish an
appropriate topic area, preliminary project design, and begin development of a literature
review. Further development of the doctoral project is determined through a project topic
framework. This residency includes required synchronous sessions. For DIT learners only.
Grading for this course is S/NS. Prerequisite(s): DIT-V8925. Cannot be fulfilled by
transfer.

DIT8004 Research and Practice in Information Technology (6 quarter credits)

Learners in this course apply critical thinking skills to analyze practical solutions to problems
in information technology. Learners connect these solutions to the knowledge base in
research literature, develop scientific research skills, employ academic writing and critical
thinking skills, and engage in collaborative learning in a cohort setting. This course prepares
learners to embark on the doctoral journey in the DIT program. For DIT learners only.
Must be taken during the learner’s first quarter. Cannot be fulfilled by transfer.

DIT8020 * Research Foundations (6 quarter credits)

This course introduces learners to the fundamental principles, concepts, and
methodological approaches of applied business research, including ethical considerations.
Learners examine the process of translating management problems to research purpose
statements and research questions, including how to incorporate theoretical frameworks
into their research. Finally, learners review different approaches to help create literature
reviews in support of business research. For DBA and DIT learners only.
Prerequisite(s): DB8002 or DIT8004 or DB8400; DB-R8921 or DIT-R8921 or DIT-V8925.
Cannot be fulfilled by transfer.

DIT8210 * Information Technology Leaders as Partners in Organizational Strategic

Planning (6 quarter credits)
Learners investigate the information technology leader’s collaborative roles working with an
organization’s non-IT senior leadership, including aligning business strategy with
IT strategy, acting as an equal contributor to the formation of organizational strategy, and
integrating ethical policies and practices into an organization. Learners evaluate
multidisciplinary research and practices related to leadership, organizational structures, and
culture. Through the lens of complexity/chaos and change theories, learners analyze
information technology’s role in contributing to organizational resiliency. For DIT learners
only. Prerequisite(s): DIT8004. Cannot be fulfilled by transfer.

In this course, learners examine processes by which senior information technology

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DIT8212 Leading Information Technology Strategic Planning in Complex and Global

Environments (6 quarter credits)
In this course, learners examine processes by which senior information technology
leadership must evaluate different IT governance models from a global perspective,
including decision models, management structures, business engagement processes,
leadership theories, and risk assessment processes. Learners evaluate methods of
performance measurement and control, and assess the relevance and effect of social
responsibility issues and strategic partnering on IT strategic planning. For DIT learners
only. Cannot be fulfilled by transfer.

DIT8214 Guiding the Implementation of Information Technology Policies and

Processes (6 quarter credits)
This course presents key issues related to the implementation of information
technology policies and processes as day-to-day operations, including consideration of
ethical, cultural, and global issues, and potential effects on internal and external
stakeholder needs. Learners evaluate strategies for implementing different governance
models and assess the ways in which those models relate to change management
processes and organizational innovation. For DIT learners only.

DIT8216 * Innovating Information Technology Life Cycle Management Processes in a

Changing Environment (6 quarter credits)
In this course, learners evaluate evolving theories and practices that inform decisions
related to the information technology system development life cycle. Learners assess
different development models and examine the IT leader’s role in IT enterprise portfolio
management against the backdrop of changing workforce considerations, including
offshore, contract, multicultural, and multigenerational workers in global enterprises. For
DIT learners only. Prerequisite(s): DIT8210.

DIT8940 Information Technology Consulting Practice Seminar (6 quarter credits)

In this course, learners study the practice of information technology consulting, including
the consultant’s role, identifying methods and strategies used by IT consultants, and their
vital integration into today’s information technology organizations. This course emphasizes
the practitioner role, from designing and building an IT consulting business to working as a
consultant within a company. For DIT Learners only. Cannot be fulfilled by transfer.

DIT8950 Teaching Practice Seminar in Information Technology Education (6 quarter

credits)
This seminar covers the practice fundamentals learners need to prepare themselves for a
career in information technology education. Learners examine syllabus and course
development, online and classroom instruction, and the fundamentals of human
development in the classroom. For DIT learners only. Cannot be fulfilled by transfer.
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DIT9921 * Dissertation with Project Mentoring (6 quarter credits)

Learners complete the required dissertation milestones and prepare their dissertation for
publication. For DIT learners only. Department consent is required for registration.
Grading for this course is S/NS. Learners must register for this course a minimum of
two times to fulfill their program requirements. Prerequisite(s): DIT8940 or DIT8950,
DIT-R8923. Cannot be fulfilled by transfer.

DIT9971 * Doctoral Capstone (4 quarter credits)

In this course, learners gain resources, guidance, and support as they fulfill the required
milestones toward completion of a doctoral capstone. Learners apply scholarly research
within a particular professional context to advance their knowledge in the science and
practice of the profession and solve organization, institutional, or community concerns.
Department consent is required for registration. Grading for this course is S/ NS.
Learners must register for this course a minimum of three times to fulfill their
specialization requirements. Prerequisite(s): Completion of all required and elective
coursework with a cumulative GPA of 3.0 or better. Cannot be fulfilled by transfer.

DNP8020 * DNP Practicum (4 quarter credits)

Learners demonstrate synthesis of The Essentials of Doctoral Education for Advanced
Nursing Practice, program coursework, and practicum experiences in a final project.
Learners strengthen their writing and critical-thinking skills, assess and reflect on their own
progress in relation to the program outcomes, integrate faculty and preceptor feedback, and
synthesize these insights as inputs into the final DNP project. Learners also develop and
maintain an electronic portfolio that includes coursework products, demonstrations of
competency and outcome achievement, and practice experience documentation (number of
hours, preceptor evaluations, achievement of objectives, and contributions to the
organization). The practicum experience and associated courses provide the foundation
and framework for the final DNP project. Department consent is required for
registration. For DNP learners only. Prerequisite(s): DNP8004.

DNP9971 Doctoral Capstone ‡ (4 quarter credits each)

This course provides learners with resources, guidance, and support as they complete the
required milestones toward completion of a doctoral capstone. Learners apply scholarly
research within a particular professional context to advance their knowledge in the science
and practice of the profession and solve organization, institutional, or community concerns.
Department consent is required for registration. For DNP learners only. Grading for
this course is S/NS. Learners must register for this course a minimum of four times
to fulfill their program requirements. Cannot be fulfilled by transfer.

DPA8109 Program Evaluation and Action Research (4 quarter credits)

This course introduces learners to the basic fundamentals of both program evaluation and
action research. Learners use program evaluation to objectively assess and improve
program efficiency, and engage in action research in various aspects of research design or
implementation. Learners also analyze the concepts, design methods, and their application
to real-world situations using both program evaluation and action research methods. For
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to real-world situations using both program evaluation and action research methods. For
DPA learners only. Prerequisite(s): DPA8404; DPA8416; completion of or concurrent
registration in DPA8420; PSL7010. Cannot be fulfilled by transfer.

DPA9960 Dissertation Courseroom (5 quarter credits each)

This course provides learners with resources, guidance, and peer and mentor support
during each dissertation course as they complete the required milestones. Department
consent is required for registration. Grading for this course is S/ NS. Learners must
register for this course a minimum of four times to fulfill their specialization
requirements. Prerequisite(s): All required and elective coursework. Cannot be
fulfilled by transfer.

DRPH8130 Leadership and Emerging Trends in Public Health (6 quarter credits)

In this course, learners use the 10 Essential Public Health Services as well as leadership
concepts and practices to explore emerging trends in public health. Throughout the course,
learners examine the ways in which evidence-based data and research are incorporated
into public health policy development. In particular, learners cultivate public health policy
leadership skills and practices through the application of critical and asymmetrical thinking
to generate new awareness about an emerging public health issue and make the case that
the issue should be recognized and acted upon as a major public health concern.

DRPH8140 Educating the Public Health Workforce (6 quarter credits)

Learners in this course apply educational best practices to promote learning in
organizational and community settings. Learners also assess their own strengths and
weaknesses in leadership capacities, including cultural proficiency, with the goal of
mentoring and coaching public health employees to become more effective public health
practitioners and educators. Cannot be fulfilled by transfer.

DRPH8170 Applied Methods in Epidemiology (6 quarter credits)

In this course, learners analyze the application of epidemiological research methodologies
and practices to address public health issues in diverse populations. Through the use of
these methods as public health practitioners, learners enhance their knowledge of the
appropriate research designs used in epidemiology and how to integrate and evaluate
public health data. Learners also evaluate the effects of designed evidence-based
interventions and related policy statements.

DRPH8190 Experiential Project (6 quarter credits)

Learners in this course integrate the theory, research, and practice knowledge gained
during the program in a final experiential project and corresponding white paper. Learners
attend a recognized professional fellowship, advocate for a public health program or policy,
or design a work project that meets the needs of a recognized public health organization
and develop a white paper. The white paper, which incorporates the tenets of action
research and follows the publication standards of an appropriate peer-reviewed journal,
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research and follows the publication standards of an appropriate peer-reviewed journal,

includes an evaluation of the project topic and provides specific recommendations for
action. Though this course requires communication and collaboration with stakeholders in
an organization, it is a learner-driven experience that does not involve on-site supervision.
Cannot be fulfilled by transfer.

DRPH8208 Leading Public Health Institutions (6 quarter credits)

Learners in this course explore the requirements and responsibilities of leadership in the
public health field. Learners review management and leadership principles and discuss the
importance of creating a leadership vision, developing a motivated workforce, engaging
stakeholders, and modeling ethical behavior. Other course topics include the requirements
for financing a public health mission, appropriate responses to public health crises, and
legal and regulatory public health concerns. Cannot be fulfilled by transfer.

DRPH8210 Public Health Policy Design (6 quarter credits)

In this course, learners integrate scientific information, legal and regulatory approaches,
ethical frameworks, and varied stakeholder interests to develop policies that support
systemlevel interventions. Learners also propose interprofessional team approaches and
integrate knowledge of cultural values and practices in the design of public health policies
and programs. Cannot be fulfilled by transfer.

DRPH8212 Design and Implementation of Public Health Strategies (6 quarter credits)

Learners in this course explore methods and resources for designing and implementing an
effective public health strategic plan. Learners formulate and evaluate short and long-term
solutions to public health problems and epidemiological issues using systems thinking and
research methodologies that are collaborative, ethical, fiscally, and culturally responsive.
Cannot be fulfilled by transfer.

DRPH8300 Community Health Behavior and Promotion (6 quarter credits)

In this course, learners explore the health behavior theories and models that are used in the
promotion of healthy behaviors in diverse communities. Learners evaluate policy efforts to
promote healthy behaviors for disadvantaged communities, advocate for the promotion of
healthy behaviors in diverse public health organizations that facilitate healthy practices, and
lead communities in achieving their optimal level of health. In particular, learners gain an
understanding of how to engage in the proper promotion of healthy behaviors by helping
disadvantaged communities become better informed.

DRPH9960 Dissertation Courseroom (5 quarter credits each)

This course provides learners with resources, guidance, and peer and mentor support
during each dissertation course as they complete the required milestones. Department
consent is required for registration. Grading for this course is S/NS. Cannot be
fulfilled by transfer.
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DRPH9971 Doctoral Capstone † (4 quarter credits each)

This course provides learners with resources, guidance, and support as they fulfill the
required milestones toward completion of a doctoral capstone. Learners apply scholarly
research within a particular professional context to advance their knowledge in the science
and practice of the profession and solve organization, institutional, or community concerns.
Department consent is required for registration. Grading for this course is S/NS.
Learners must register for this course a minimum of four times to fulfill their program
requirements. Cannot be fulfilled by transfer.

DRS-V8925 * Doctoral Project Development – Topic Ideation (3 quarter credits)

In this ten-week virtual residency, learners develop and evaluate proposed topic areas and
theories for their doctoral project. Learners analyze the literature on potential topics to
assess relevance to the discipline and potential methods to use in the doctoral project.
Learners gain an understanding of the writing, research, and critical thinking skills
necessary to complete the final project. Further development of the doctoral project is
determined through a final assessment. This residency includes required synchronous
sessions. For PhD in Advanced Studies in Human Behavior, PhD in Counselor
Education and Supervision, and PhD in Human Services learners only. Grading for
this course is S/NS. Prerequisite(s): PhD in Advanced Studies in Human Behavior
and PhD in Human Services learners must have completed or be concurrently
registered in RSCH7860. PhD in Counselor Education and Supervision learners must
have completed CES8110. Cannot be fulfilled by transfer.

DRS-V8926 * Doctoral Project Development – Topic Development (3 quarter credits)

In this ten-week virtual residency, learners apply writing, research, and critical thinking skills
by identifying a problem, developing research questions, and finalizing a project topic that is
appropriate for the program. Learners formulate an appropriate theory to support research
and ideate anticipated outcomes. Learners establish an appropriate topic area, preliminary
research design, and begin development of a literature review. Further development of the
doctoral project is determined through a project topic framework. This residency includes
required synchronous sessions. For PhD in Advanced Studies in Human Behavior, PhD
in Counselor Education and Supervision, and PhD in Human Services learners only.
Grading for this course is S/NS. Prerequisite(s): DRS-V8925. PhD in Advanced
Studies in Human Behavior learners must have completed RSCH7864, RSCH7868.
PhD in Counselor Education and Supervision learners must have completed
CES8120, CES8122. PhD in Human Services learners must have completed
RSCH7864, RSCH7868. Cannot be fulfilled by transfer.

DRS-V8927 * Doctoral Project Development – Framework Development (3 quarter

credits)
In this ten-week virtual residency, learners apply advanced research and writing skills
through the development of a detailed project framework based on work in prior
residencies. Learners develop a project framework that includes methodological and/or
research design, sampling or participant recruitment plan, intervention plan (if applicable),
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research design, sampling or participant recruitment plan, intervention plan (if applicable),
strategies for data collection, analysis, and outcomes of the project. Further development of
the doctoral project is determined through an assessment of the project framework, which is
finalized once the learner enters the advanced doctoral stage of the program. This
residency includes required synchronous sessions. For PhD in Advanced Studies in
Human Behavior, PhD in Counselor Education and Supervision, and PhD in Human
Services learners only. Grading for this course is S/NS. Prerequisite(s): DRS-V8926.
PhD in Advanced Studies in Human Behavior learners must have completed
RSCH7860. PhD in Counselor Education and Supervision learners must have
completed CES8123, CES8768, CES8772. PhD in Human Services learners must have
completed RSCH7860. Cannot be fulfilled by transfer.

DRS9960 Dissertation Courseroom (5 quarter credits each)

This course provides learners with resources, guidance, and peer and mentor support
during each dissertation course as they complete the required milestones. Department
consent is required for registration. Grading for this course is S/ NS. Learners must
register for this course a minimum of four times to fulfill their specialization
requirements. Prerequisite(s): DRS9919 or SHB9919. Cannot be fulfilled by transfer.

DSW9960 Dissertation Courseroom (5 quarter credits each)

This course provides learners with resources, guidance, and peer and mentor support
during each dissertation course as they complete the required milestones. Department
consent is required for registration. Grading for this course is S/NS. Learners must
register for this course a minimum of four times to fulfill their specialization
requirements. Prerequisite(s): All required and elective coursework. Cannot be
fulfilled by transfer.

ECO1150 Personal Economics: Introduction to Financial Planning (6 quarter credits)

In this course, learners investigate key concepts of economics and personal finance.
Learners gain the knowledge and skills necessary to leverage analysis tools, as well as
economic reasoning and planning skills.

ED-V8925 * Doctoral Project Development – Topic Ideation (3 quarter credits)

In this ten-week virtual residency, learners develop and evaluate proposed topic areas and
theories for their doctoral project. Learners analyze the literature on potential topics
to assess relevance to the discipline and potential methods to use in the doctoral
project. Learners gain an understanding of the writing, research, and critical thinking skills
necessary to complete the final project. Further development of the doctoral project is
determined through a final assessment. This residency includes required synchronous
sessions. For 92-credit PhD in Education learners only. Grading for this course is
S/NS. Prerequisite(s): Completion of our concurrent registration in RSCH7860.
Cannot be fulfilled by transfer.
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ED-V8926 * Doctoral Project Development – Topic Development (3 quarter credits)

In this ten-week virtual residency, learners apply writing, research, and critical thinking skills
by identifying a problem, developing project questions, and finalizing a project topic that is
appropriate for the program. Learners use evidence to support the selection of theories,
problems, and questions to guide further refinement of their topic. Learners establish an
appropriate topic area, preliminary project design, and begin development of a literature
review. Further development of the doctoral project is determined through a project topic
framework. This residency includes required synchronous sessions. For 92-credit PhD in
Education learners only. Grading for this course is S/NS. Prerequisite(s): ED-V8925,
completion of or concurrent registration in RSCH7868. Cannot be fulfilled by transfer.

ED-V8927 * Doctoral Project Development – Framework Development (3 quarter

credits)
In this ten-week virtual residency, learners apply advanced research and writing skills
through the development of a detailed project framework based on work in prior
residencies. Learners develop a project framework that includes methodological and/or
research design, sampling or participant recruitment plan, intervention plan (if applicable),
strategies for data collection, analysis, and outcomes of the project. Further development of
the doctoral project is determined through an assessment of the project framework, which is
finalized once the learner enters the advanced doctoral stage of the program. This
residency includes required synchronous sessions. Learners must complete Track 3
prior to beginning the comprehensive examination phase of the program. For
92-credit PhD in Education learners only. Grading for this course is S/NS.
Prerequisite(s): ED-V8926, completion of or concurrent registration in RSCH7864.
Cannot be fulfilled by transfer.

ED5006 Survey of Research Methodology (4 quarter credits)

This course is an overview of graduate research methodology. Learners examine
fundamental research methodologies and their respective quantitative and qualitative
approaches to rigorous scholarly inquiry.

ED5010 Foundations of Master’s Studies in Education (4 quarter credits)

This course provides learners with opportunities to acquire and use graduate-level skills,
including the ability to critically examine and apply relevant educational theory to
professional practice. Learners develop expertise in academic inquiry and scholarly writing
as well as explore the importance of multicultural perspectives and diversity in professional
contexts. Finally, learners articulate and examine their professional purpose and its
alignment with their specialization and career aspirations. Must be taken during the first
quarter by learners who have been admitted to the MEd in Teaching and Learning,
MS in Education, MS in Education Innovation and Technology, and MS in Higher
Education degree programs and the Adult Education and Higher Education
Leadership and Administration graduate certificate programs. Cannot be fulfilled by
transfer or prior learning assessment.
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ED5012 * Overview of Higher Education (4 quarter credits)

Learners in this course study the impact of higher education on individuals and
society. Learners also evaluate the history of higher education; examine the structure and
scope of higher education institutions; and analyze the role of history, policy, and theory on
current and future practices within the field. The course also includes a review of current
higher education literature, issues, and trends. Learners continue to develop the Capella
e-portfolio and career action plan. Prerequisite(s): ED5010. Cannot be fulfilled by
transfer or prior learning assessment.

ED5016 Foundations of Higher Education Assessment and Evaluation (4 quarter

credits)
Learners engage in a planning process for developing and conducting effective learning
outcomes assessment in both academic and non-academic settings in higher education.
Learners examine the background, context, and practice of assessment of student learning
and evaluation of educational programs. They apply knowledge of assessment processes
and strategies to design an equitable and inclusive assessment plan that can be
implemented at the program, course, department, or institutional level to promote
improvement and accountability.

ED5100 21st-Century Instruction (2 quarter credits)

Learners in this course investigate the use of instructional technology tools in K–12
classrooms, and examine the Technological Pedagogical Content Knowledge model,
Marzano’s Teacher Evaluation model, and Shulman’s model of Pedagogical Reasoning and
Action. Learners consider all these structures to help them develop classroom digital
learning experiences that enhance teaching and learning. Learners also apply the SAMR
framework, Digital Bloom’s, and backward design in planning for effective teaching with
technology.

ED5101 21st-Century Classroom (2 quarter credits)

Learners in this course investigate the variety of ways that one-to-one computing can be
utilized in the classroom, as framed by the Online Learning Theoretical Framework.
Learners explore how to implement Bring Your Own Device (BYOD) in the classroom, as
well as blended learning, in which typical classroom instruction is blended with online
learning using a constructivist, problem-based learning approach, with emphasis placed on
the flipped classroom model.

ED5102 Digital Citizenship (1 quarter credit)

Learners evaluate the ways that students and teachers can become responsible digital
citizens as framed by the Children’s Internet Safety Act, Children’s Online Protection Act
and ISTE standards. Learners gain understanding on how to teach students how to
responsibly access, evaluate, and use online resources and social media. In addition,
learners investigate the nine elements of digital citizenship, cyber-safety, and cyber-bullying.
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ED5103 Standards-Based Digital Instruction (1 quarter credit)

Learners in this course evaluate the ways that teachers align lessons, objectives, and
outcomes to ISTE standards and subject area standards, including CCSS and NGSS.
Using the Marzano framework, learners build proficiency scales to guide students and
evaluate their work, and learn how to implement standards-based digital instruction that
incorporates best practices from the Charlotte Danielson Framework, National Board
Teacher Standards, and Professional Teacher Standards.

ED5104 Technologies and Routines (2 quarter credits)

In this course, learners explore structures and systems used in managing a variety of
devices and instructional time in a one-to-one learning environment. Learners also examine
how institute routines increase student achievement and motivation. Finally, learners
explore how to select and create a secure digital learning environment for students.

ED5106 Adaptive Learning (2 quarter credits)

In this course, learners apply adaptive learning methods to meet the diverse learning needs
of all students, including students with disabilities, English language learners, and students
who are gifted or talented. Learners explore how to incorporate computers and other digital
devices to present educational materials based on the student’s need, and utilize the
Universal Design for Learning and other frameworks to construct lessons that allow for
multiple means of representation, action, and engagement.

ED5107 Collaborative Teaching and Learning (2 quarter credits)

Learners in this course explore structures and systems that can be implemented to
leverage technology to provide opportunities for collaborative learning. Learners gain an
understanding on how to create secure digital learning environments for student group work
and collaboration, and examine professional learning communities and how they can
enhance teacher effectiveness and improve student performance.

ED5108 One-to-One Environment in Action (2 quarter credits)

This course makes the connection between theory and practice, where learners integrate
the theories and models into a cohesive unit of study that incorporates the elements of
learning environment, routines and structures, digital citizenship, competency based
instructional strategy, personalization, and differentiation.

ED5120 Understanding Competency-Based Curriculum (2 quarter credits)

This course provides an understanding of the differences between standards, outcomes
and competencies and how they can be integrated into the curriculum. Learners build on
this understanding and learn to map competencies to outcomes and how to align standards
to competencies and outcomes.
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ED5121 Understanding Competency-Based Instruction (2 quarter credits)

In this course, learners examine how to covert a competency-based curriculum into
appropriately implemented competency-based teaching approaches. Learners also
investigate how to manage a competency-based classroom.

ED5122 Authentic Assessment (2 quarter credits)

Learners in this course explore authentic assessment as an evaluation process and use
multiple forms of performance measurement to reflect the student’s learning, achievement,
and motivation in real-world contexts. Learners also develop a variety of authentic
assessment techniques to use in their classroom including performance assessments,
portfolios, and self-assessments.

ED5123 Using Data in Competency-Based Instruction (2 quarter credits)

Learners in this course analyze assessment data for use in promoting student learning
using a competency-based learning approach. Learners collect, summarize, analyze, and
apply assessment data to classroom improvement, including techniques for organization
and participation in a grade-level or school-wide collaborative team.

ED5124 Assessment in Competency-Based Instruction (2 quarter credits)

In this course, learners consider the importance of formative assessment in a
competency-based instruction (CBI) model. Learners explore and evaluate the design
elements of CBI to ensure that assessment and evaluation is meaningful and provides a
positive learning experience for students.

ED5127 Competency-Based Instruction in Action (2 quarter credits)

In this culminating course, learners connect theory and practice by integrating theories and
models into a cohesive unit of study that incorporates the elements of competency
mapping, authentic assessment, data-driven decision making, and adaptive learning and
collaborative learning environments.

ED5140 Personalized Learning: Instruction (2 quarter credits)

Learners in this course explore how to personalize instruction in a blended environment.
Learners explore a variety of instructional formats that can be used in personalized
instruction and review their role as coach and advisor in this environment.

ED5141 Personalized Learning: Assessments (2 quarter credits)

Learners in this course explore formative and summative assessments that can be used to
personalize learning. Learners also examine how students can use assessment feedback to
improve their learning.
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ED5143 Adaptive Learning and Assessment (2 quarter credits)

Learners in this course explore the various adaptive learning dashboards that focus on
continuous assessment for mastery-based learning. Learners also review the
facilitator-driven and assessment-driven systems of assessment in adaptive learning and
evaluate the effectiveness of these systems in meeting the needs of all students such as
those with disabilities, English language learners, and students who are gifted or talented.

ED5144 Ethics and Data Privacy (2 quarter credits)

Learners in this course evaluate ethical principles within the online learning environment
and investigate various ways to protect the data privacy of students and the intellectual
property of an organization.

ED5145 Using Data for Personalized Learning (2 quarter credits)

This course provides an overview of planning, development, and evaluation of
technology-driven classroom instruction. Learners analyze assessment data for use in
promoting student learning and to evaluate the effectiveness of technology integration in
personalized instruction. Learners collect, summarize, analyze, and apply assessment data
to classroom improvement, including techniques for organization and participation in a
grade-level or school-wide collaborative team.

ED5147 Personalized Learning in Action (2 quarter credits)

In this culminating course, learners connect theory and learning into action. Learners
integrate the theories and models into a cohesive unit of study that incorporates the
elements of personalized learning and assessment, data-driven decision making, ethics and
privacy in the digital world, and adaptive learning and assessment.

ED5160 Teacher Evaluation and Assessment (2 quarter credits)

This course explores teacher assessment and evaluation models that aim to help
strengthen the knowledge, skills, dispositions, and classroom practices of teachers.
Learners review comprehensive performance assessment and evaluation systems that
provide targeted support, assistance, and professional growth opportunities based on
teachers’ individual needs as well as the needs of their students, schools, and districts.

ED5163 Instructional Coaching (2 quarter credits)

In this course, learners evaluate and experiment with different solution-focused coaching
models and techniques and learn to distinguish between the effects of these various
techniques. Learners also explore facilitating planning, goal setting, progress, and
accountability.
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ED5164 Adult Learning Theory (2 quarter credits)

Learners develop the skill of integrating adult learning theory and current research-based
best practices into professional development program planning.

ED5165 Implementing Site-Based Initiatives (2 quarter credits)

Learners in this course develop a plan for how to roll out a new site-based initiative within
their school. Learners evaluate what components to include in their plan, identify key
members of the planning team, affected parties, and professional development needs.
Learners also develop an assessment plan to evaluate the effectiveness of the initiative.

ED5167 Professional Development in Action (2 quarter credits)

In this culminating course, learners connect theory and practice to promote active learning.
Learners integrate theories and models into a cohesive unit of study that incorporate
elements of teacher evaluation and assessment models, integration of adult learning,
professional learning, communities, and instructional coaching.

ED5200 21st-Century Instructional Practices (1 quarter credit)

In this course, learners investigate the 21st-century instructional frameworks in K–12
classrooms. Learners analyze Marzano’s Teacher Evaluation model, Schulman’s model of
Pedagogical Reasoning and Action, and the Technological Pedagogical Content
Knowledge (TPACK) model.

ED5201 Enhancing Instruction with Technology (1 quarter credit)

Learners in this course develop and apply appropriate technology tools to enhance
classroom digital learning experiences. Learners apply the Substitution Augmentation
Modification Redefinition (SAMR) model, Digital Bloom’s Taxonomy, and backward design
in planning for effective teaching with technology.

ED5202 Designing for the 21st-Century Classroom (1 quarter credit)

Learners in this course investigate the variety of ways that 1:1 computing can be utilized in
the classroom. Learners design instruction to implement various 1:1 computing models.

ED5203 Flipping the Classroom (1 quarter credit)

Learners cultivate their understanding of blended learning, in which typical classroom
instruction is blended with online learning using a constructivist, problem-based learning
approach. Learners apply these skills by developing a lesson using the flipped classroom
model.

ED5204 Classroom Device Management (1 quarter credit)

Learners explore structures and systems used in managing a variety of devices and
instructional planning in a 1:1 learning environment. Learners develop a technology
management plan for their classrooms.
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ED5205 Classroom Instruction using a Learning Management System (1 quarter

credit)
Learners evaluate learning management systems and demonstrate skills in the creation of a
secure digital environment. Learners develop routines to increase student achievement and
motivation to learn.

ED5206 Implementing Adaptive Learning (1 quarter credit)

In this course, learners implement adaptive learning methods to meet the diverse learning
needs of all students, including students with disabilities, English language learners, and
students who are gifted or talented.

ED5207 Designing Instruction for Adaptive Learning (1 quarter credit)

In this course, learners develop lessons and assessments using the Universal Design for
Learning framework and other 21st-century frameworks that allow for multiple means of
representation, action, and engagement. Learners also incorporate the use of computers
and other digital devices into lesson plans.

ED5208 Collaborative Learning Environments (1 quarter credit)

Learners investigate the implementation of virtual and in-person learning opportunities.
Learners identify structures and systems that can leverage technology in collaborative
learning.

ED5209 Professional Learning Communities (1 quarter credit)

Learners in this course evaluate professional learning communities for their effectiveness
and impact on student performance. Learners also gain an understanding of how to create
and maintain a secure digital environment for professional learning.

ED5240 Personalized Instruction (1 quarter credit)

Learners in this course explore how to personalize competency-based instruction in a
blended environment.

ED5241 Personalized Learning through Gaming (1 quarter credit)

Learners explore instructional formats that can be used in personalized instruction and
review their role as coach and advisor in this environment. In addition, learners analyze the
potential for gamification to motivate and engage learners in a personalized environment.
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ED5300 Curriculum Theory and Design (4 quarter credits)

In this course, learners evaluate curriculum theory and design in educational environments,
including theories and practices of curriculum design related to pertinent research, culturally
responsive pedagogy, and the integration of educational technology. Learners design
curriculum and select learning experiences that addresses both short- and long-term
instructional planning goals.

ED5301 Theories of Instruction for 21st-Century Learners (4 quarter credits)

Learners in this course analyze theories and research of instructional models to design and
deliver content-specific instruction. Learners incorporate knowledge of cultural models,
educational technology, and personalized learning to meet the needs of diverse learners.

ED5302 Research and Practice in Learning Theory (4 quarter credits)

In this course, learners explore theories and research in the areas of educational
psychology and how technology impacts learning processes. Learners analyze and apply
various learning theories in K-12 education, focusing on cognitive development and models,
brain research, developmental learning theories, social and moral development, and the
science of learning with technology.

ED5303 Diversity and Multicultural Perspectives in Education (4 quarter credits)

In this course, learners evaluate multicultural theories, frameworks, and models related to
cultural competency while examining issues including the nature of culture, cultural identity,
and how culture impacts teaching, learning, and learners. Learners create and implement
curricular and instructional methods to address a range of learning styles within various
cultural groups.

ED5304 Assessment of Learning (4 quarter credits)

In this course, learners analyze the interrelationship of curriculum, instruction, and
assessment. Learners investigate a wide range of formative and summative assessment
types at the classroom and school level and the impact of national and state standardized
tests on assessment approaches. Learners analyze, design, and implement multiple
approaches to using school wide demographic data and student assessment data to inform
instruction and enhance student achievement. Finally, learners assess the role of
educational technology in the design and delivery of assessment systems, use digital tools
to analyze data, and communicate results to a variety of stakeholders. This course
requires access to an educational setting, students or learners, and/or classroom
practitioners.

In this course, learners explore action research in theory and practice as a form of inquiry
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ED5306 Action Research to Enhance Practice (4 quarter credits)

In this course, learners explore action research in theory and practice as a form of inquiry
and self-reflection to inform and improve their teaching. Learners examine relevant issues
in their own educational setting and develop a plan to study and implement meaningful,
practical, and researched-based answers. Learners design data collection, analysis, and
reporting practices as part of their action research plan that will be implemented in the
capstone course. This course requires access to an educational setting, students or
learners, and/or classroom practitioners. Cannot be fulfilled by transfer or prior
learning assessment. ED5306 and either ED5950 or ED5980 must be taken in
sequence and during the learner’s final two quarters.

ED5317 Foundations of Adult Education (4 quarter credits)

In this course, learners study the foundations of adult education including the past and
present understandings. Learners identify the aspects of the foundation of adult education,
the diversity in characteristics of adult learners, the various contexts of adult education, and
prominent learning theories as they apply to teaching adults. Learners engage in interactive
activities and assignments as they examine the various topics related to adult education.

ED5320 School Leadership and Management Practices (4 quarter credits)

This course provides an introduction to the fundamental principles of school leadership and
management aligned with six fundamental National Educational Leadership Preparation
(NELP) program standards and their applications to the work of school leaders. Learners
examine business and public administration models and explore theoretical constructs from
various disciplines. This course requires access to a P–12 classroom and/or
educational stakeholders in a P–12 school or district. Cannot be fulfilled by transfer
or prior learning assessment.

ED5322 * School Leadership: Data, Decision-Making, and School Improvement

(4 quarter credits)
Learners in this course focus on improving P–12 schools by emphasizing the use of data to
inform ethical decisions about teaching and learning. Topics include instructional strategies
to support a diverse student population, technology integration, and Professional Education
Unit (PEU) dispositions. Learners also interact with practicing school administrators to gain
direct insight into the field of school leadership. Prerequisite(s): ED5010, ED5320. May be
taken concurrently with ED7823.

ED5340 * Theories and Principles of Adult Learning (4 quarter credits)

Learners assess learning theories, models, and principles and their application to
instructional processes for adult learners. Learners analyze the instructor’s role in
enhancing adult learning and evaluate their personal philosophy, dispositions, and ethics
relative to teaching adult learners. Prerequisite(s): ED5012.

Learners acquire knowledge of cultural diversity in adult education settings by analyzing

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ED5342 Multicultural Perspectives in Adult Education (4 quarter credits)

Learners acquire knowledge of cultural diversity in adult education settings by analyzing
topics such as cultural self-awareness, demographic changes and projections, problems
and issues in intercultural educational settings, theoretical perspectives on multicultural
adult education, and strategies for handling diversity in a variety of adult education settings.

ED5344 * Strategies and Best Practices for Teaching and Learning (4 quarter credits)
Learners in this course focus on effective ways to enhance adult learning in a variety of
postsecondary settings. Topics include the theories and characteristics of adult growth and
development, changes experienced in adulthood and their implications for adult instruction
and learning, and issues and trends in adult teaching and learning.
Prerequisite(s): ED5012.

ED5346 * Assessment of Learning and Teaching in Adult Education (4 quarter

credits)
Learners develop skills to effectively assess adult learning in a variety of postsecondary and
training environments. Learners investigate classroom assessment techniques, training
evaluation models such as formative and summative tests and authentic assessments, and
ways in which assessment data can be used to improve adult instruction and learning.
Prerequisite(s): ED5012, ED5016.

ED5348 * Adult Education Program Development (4 quarter credits)

Learners cultivate and utilize their knowledge of theoretical foundations, policies, evaluation
models, and methods and materials for program planning to develop educational programs
for adults in a variety of postsecondary settings. Learners also evaluate instructional
approaches, engagement strategies, and management of instructional environments.
Prerequisite(s): ED5012.

ED5390 * Adult Education Capstone (4 quarter credits)

In the capstone course, learners demonstrate proficiency in the program’s competencies by
integrating learning from required courses to complete a final project. For MS Adult
Education learners only. Must be taken during the learner’s final quarter. Prerequisite
(s): ED5006; ED5317; ED5016 or ED7547; ED5340 or ED7311; ED5342 or ED7314;
ED5344 or ED7312; ED5346 or ED7712; ED5348. Cannot be fulfilled by transfer or
prior learning assessment.

ED5405 Infant and Child Development (4 quarter credits)

This course addresses the developmental stages of children from the prenatal period to age
eight years. Learners examine how children develop physically, emotionally, socially, and
intellectually; and evaluate the influences family, society, and culture have on infant,
toddler, and K–grade three child development. Learners also assess children’s evolving
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needs and apply theory and research to recommend appropriate responses to those needs.
Cannot be fulfilled by transfer or prior learning assessment except by coursework
from Minnesota schools with approved licensure programs.

ED5410 * The Early Childhood Learning Environment (4 quarter credits)

This course covers the early childhood environment and its effects on growth and learning.
Learners evaluate the physical environment, the role of the caregivers and teachers, and
the interaction among children, and identify methods of increasing child engagement,
effective communication, and learning. Learners explore ways to create supportive and
nurturing learning environments and how to monitor, reflect, and adjust them to best meet
the needs of young children. Learners also become familiar with the responsibilities
associated with working in the early childhood learning field. This course requires access
to educational settings, programs, and/or practitioners with a focus on children from
birth to age eight. Prerequisite(s): ED5405. Cannot be fulfilled by transfer or prior
learning assessment except by coursework from Minnesota schools with approved
licensure programs.

ED5414 * Introduction to Integrative Studies (4 quarter credits)

This course provides a critical review of topics and theories that support learners’
professional growth and career development including self-efficacy, motivation, and
retention. Learners engage in scholarly inquiry and critical and self-reflection resulting in an
individualized program of study that supports professional growth and leadership in a
variety of educational settings. Prerequisite(s): Completion of or concurrent registration
in ED5012. Cannot be fulfilled by transfer or prior learning assessment.

ED5420 * Exceptional Children in the Early Childhood Setting (4 quarter credits)

In this course, learners gain the skills and knowledge needed to meet the needs of young
learners in an inclusive environment. The course deals specifically with emotionally,
mentally, and physically challenged children, including those who receive special education
services in the P–12 system. Learners develop authentic curriculum and learning
assessment strategies that are meaningful and understandable to children with various
needs. This course requires access to educational settings, programs, and/or
practitioners with a focus on children from birth to age eight. Prerequisite(s): ED5405.

ED5430 * Children, Families, and Society (4 quarter credits)

Learners in this course examine the importance of actively engaging families in the
education and care of children. The course takes an ecological approach to children’s
relationships with parents, caregivers, and the broader community. Learners study the
characteristics, lifestyles, and contributions associated with various racial, cultural, and
economic groups to gain an understanding of the impact of human behavior on children’s
growth and development. This course requires access to educational settings,
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programs, and/or practitioners with a focus on children from birth to age eight.
Prerequisite(s): ED5405. Cannot be fulfilled by transfer or prior learning assessment
except by coursework from Minnesota schools with approved licensure programs.

ED5440 Early Childhood Reading and Literacy Instruction (4 quarter credits)

This course provides learners with a comprehensive overview of strategies and practices
for teaching reading and promoting literacy in children. Learners examine the factors
significant to literacy development in children, including the classroom environment, family
and community connections, and best practices in reading faculty development. Learners
also work with children on improving their reading and literacy ability and demonstrate the
knowledge, skills, and dispositions associated with excellence in reading and literacy
curriculum development, instruction, and assessment. This course requires access to
educational settings, programs, and/or practitioners with a focus on children from
birth to age eight. Cannot be fulfilled by transfer or prior learning assessment except
by coursework from Minnesota schools with approved licensure programs.

ED5450 * Early Childhood Education Practicum (6 quarter credits)

This course is the required capstone course for learners in the master’s Early Childhood
Education specialization and is taken after completing all required coursework. Learners
complete a 45-hour practicum and review the master’s specialization outcomes in
preparation for developing a final portfolio that demonstrates proficiency in early child
education. This course requires access to a licensed daycare center, a preschool and/or a
K-3 classroom. For MS Early Childhood Education learners only. Grading for this
course is S/NS. Must be taken during the learner’s final quarter. Prerequisite(s): A
cumulative GPA of 3.0 or better and the completion, submission, and approval of a
practicum application. Please refer to practicum and internship Campus resource
pages for information regarding application due dates and site and supervisor
guidelines. ED5006; ED5010; ED5405; ED5500; ED5501; ED5503; ED5504 or ED5420;
ED5410; ED5430; ED5440. Cannot be fulfilled by transfer or prior learning
assessment.

ED5490 * Capstone in Integrative Studies (4 quarter credits)

The capstone course is required for learners in the master’s Integrative Studies
specialization and is taken after completing all required and elective coursework. Learners
demonstrate proficiency in integrating learning from required and elective courses by
completing a final project. For MS Integrative Studies learners only. Must be taken
during the learner’s final quarter. Prerequisite(s): ED5006, ED5016, ED5414,
completion of all elective coursework. Cannot be fulfilled by transfer or prior learning
assessment.

In this course, learners examine national and state learning standards related to their
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ED5500 Standards-Based Curriculum, Instruction, and Assessment (4 quarter

credits)
In this course, learners examine national and state learning standards related to their
content area or grade level. Learners utilize research-based curriculum to craft
assessments that are aligned to standards, and implement instruction that is meaningful to
students and supports their academic achievement. This course requires access to a
P–12 classroom and/or educational stakeholders in a P–12 school or district.

ED5501 Assessment and Improvement of Instruction (4 quarter credits)

In this course, learners examine instruction and learning improvement strategies and
collaborate with students’ families, the community, and other professionals for the purpose
of improving instruction. Learners also evaluate instruction to determine how well it
promotes professional teaching standards and dispositions. This course requires access
to a P–12 classroom and/or educational stakeholders in a P–12 school or district.

ED5503 Classroom Management Strategies (4 quarter credits)

Learners in this course apply strategies for managing diverse and challenging student
behaviors and develop the skills needed to create classroom environments that maximize
the opportunity for each student to learn. This course emphasizes the roles, rights, and
responsibilities of all stakeholders under The Individuals with Disabilities Education Act
(IDEA), The Americans with Disabilities Act (ADA), and Section 504 legislation. This
course requires access to a P–12 classroom and/or educational stakeholders in a
P–12 school or district.

ED5504 Strategies for Eliminating the Achievement Gap (4 quarter credits)

Learners in this course examine the origins and complexities of student achievement gaps
within the contexts of gender, race, culture, ethnicity, socioeconomic status, and language
difference. Learners also explore current student achievement research and best practices
and identify instructional strategies most likely to eliminate achievement disparities. This
course requires access to a P–12 classroom and/or educational stakeholders in a
P–12 school or district.

ED5508 Research and Best Practices in Mathematics Instruction (4 quarter credits) In

this course, learners use research-based best practices to improve the development and
delivery of mathematics instruction. Throughout the course, learners review academic
literature, analyze mathematics instructional videos, and reflect on their own instructional
practice and knowledge of content in order to gain a better understanding of
empirically-based best practices.

Learners in this course formulate a research-based professional vision for curriculum design
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ED5533 Curriculum Mapping: Reflection and Practice (4 quarter credits)

Learners in this course formulate a research-based professional vision for curriculum design
and develop a curriculum for a specific content and grade-level application using computer-
based curriculum mapping applications. Learners who have taken ED8533 should not
take ED5533. Rather, they should choose any other graduate-level education course
to fulfill their specialization requirements.

ED5534 * Instruction and Assessment: Theory and Practice (4 quarter credits)

Learners design instructional models and assessment strategies that meet the diverse
needs of P–12 students. Learners analyze the theory and research supporting innovative
instructional models and assessment strategies and use them to develop specific content
area and grade-level applications. Learners also investigate current and emerging issues
and trends related to instructional models and assessment strategies.
Prerequisite(s): ED5533.

ED5535 * Collaboration for the Improvement of Curriculum and Instruction (4 quarter

credits)
In this course, learners collaborate to develop curriculum that improves student
achievement. Learners participate in collaborative skill development activities, including
coaching and mentoring, team building, and developing communities of practice. Learners
also engage in simulated case studies to complement the practical experience they gain
during the course. This course requires access to a P–12 classroom and/or
educational stakeholders in a P–12 school or district. Prerequisite(s): ED5533.

ED5538 * Program Evaluation of Curriculum and Instruction (4 quarter credits)

Learners in this course examine theories, concepts, definitions, and models associated with
the improvement of curriculum and instruction. Learners collect and organize research,
analyze and report data, and complete a program evaluation that demonstrates the integral
role of program evaluation in curriculum and instruction improvement. This course
requires access to a P–12 classroom and/or educational stakeholders in a P–12
school or district. Prerequisite(s): ED5533.

ED5546 * Curriculum and Instruction Practicum for Master’s Learners (6 quarter

credits)
This course serves as the capstone course for the Curriculum and Instruction specialization
and constitutes the last course in the Curriculum and Instruction master’s program. The
purpose of this capstone course is to consolidate and link content and concepts from
various courses in the Curriculum and Instruction specialization. Learners serve 45
practicum hours in a site-based setting, demonstrating their proficiency by designing a
project which incorporates the five course competencies. Throughout the course, learners
maintain a reflection journal and activity log to document progress and challenges in their
practicum. Learners also populate and organize their Professional Showcase Portfolio. For
MS Curriculum and Instruction learners only. Grading for this course is S/NS. This
course requires
12 school access
or district. to a P–12 classroom
Prerequisite(s): and/orGPA
A cumulative educational
of 3.0 orstakeholders
better and thein a
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P–12 school or district. Prerequisite(s): A cumulative GPA of 3.0 or better and the
completion, submission, and approval of a practicum application. Please refer to
practicum and internship Campus resource pages for information regarding
application due dates and site and supervisor guidelines. ED5006; ED5010; ED5501
or EDT5140 or EDT5142 or EDT5150; ED5500 or EDT5130; ED5503 or EDT5122;
ED5504; ED5533; ED5534 or EDT5142; ED5535 or EDT5126; ED5538. Cannot be
fulfilled by transfer or prior learning assessment.

ED5551 Developing Fluent Readers (3 quarter credits)

Learners in this course for P–12 classroom teachers analyze educational principles relevant
to the physical, social, emotional, moral, and cognitive development of P–12 students.
Learners examine ways to foster development of fluency and prosody skills, including word
recognition, vocabulary, and comprehension. This course requires access to a P–12
classroom and/or educational stakeholders in a P–12 school or district. Cannot be
fulfilled by transfer or prior learning assessment except by coursework from
Minnesota schools with approved licensure programs.

ED5552 * Teaching Comprehension Strategies (3 quarter credits)

In this course for P–12 classroom teachers, learners develop strategies to improve the
reading comprehension skills of both struggling and exceptional readers for a variety of
texts and content areas. Learners integrate writing with technology to develop deeper
comprehension aptitudes, including thinking independently, withholding judgment,
recognizing point of view and bias, and considering multiple solutions. This course
requires access to a P–12 classroom and/or educational stakeholders in a P–12
school or district. Prerequisite(s): ED5551. Cannot be fulfilled by transfer or prior
learning assessment except by coursework from Minnesota schools with approved
licensure programs.

ED5553 * Assessment-Based Reading Instruction (3 quarter credits)

This course for P–12 classroom teachers focuses on the application of individual and group
reading assessment strategies. Learners evaluate and determine the ways in which
data-driven assessments inform the reading and literacy curriculum. Using quantitative and
qualitative assessment data, learners select best practice strategies and instruction
methods and materials for students with diverse reading backgrounds and skills. This
course requires access to a P–12 classroom and/or educational stakeholders in a
P–12 school or district. Prerequisite(s): ED5551. Cannot be fulfilled by transfer or
prior learning assessment except by coursework from Minnesota schools with
approved licensure programs.

ED5554 * Sociocultural Context of Reading Instruction (3 quarter credits)

The focus of this course for P–12 teachers is to create a community in which student
literacy extends beyond the classroom and includes family and society. Learners develop
reading curriculum, strategies, and materials to use in a variety of sociocultural contexts

that will enhance P–12 students’ comprehension of and appreciation for narrative and
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that will enhance P–12 students’ comprehension of and appreciation for narrative and
expository texts. This course requires access to educational settings, programs,
and/or practitioners with a focus on secondary classroom grades 9-12.
Prerequisite(s): ED5551. Cannot be fulfilled by transfer or prior learning assessment
except by coursework from Minnesota schools with approved licensure programs.

ED5555 * Foundational Theories in Reading Instruction (3 quarter credits)

In this course for P–12 classroom teachers, learners develop a case study based on an
analysis of how effectively their school or district’s literacy program meets the needs of their
diverse population of students. Using reading theory, research, best practices and
resources provided by professional organizations, learners make recommendations for
ways to teach literacy reading and writing across the curriculum. Learners also develop a
yearlong professional development plan as part of their research. Prerequisite(s): ED5551.
Cannot be fulfilled by transfer or prior learning assessment except by coursework
from Minnesota schools with approved licensure programs.

ED5559 * Reading and Literacy Practicum (6 quarter credits)

This course is the required capstone course for learners in the master’s Reading and
Literacy specialization and is taken after completing all required coursework. Learners
complete a 45-hour practicum and review the master’s P–12 Educator Preparation Program
(EPP) outcomes and state-approved reading standards in preparation for developing a final
portfolio that demonstrates proficiency in reading and literacy. For MS Reading and
Literacy learners only. Grading for this course is S/NS. This course requires access
to a P–12 classroom and/or educational stakeholders in a P–12 school or district.
Prerequisite(s): A cumulative GPA of 3.0 or better and the completion, submission,
and approval of a practicum application. Please refer to practicum and internship
Campus resource pages for information regarding application due dates and site and
supervisor guidelines. ED5010, ED5501, ED5500, ED5503, ED5504, ED5006, ED5551,
ED5552, ED5553, ED5554, ED5555. Cannot be fulfilled by transfer or prior learning
assessment.

ED5570 History, Issues, and Trends in Higher Education (4 quarter credits)

Learners gain an understanding of the evolution of colleges, universities, and other
postsecondary institutions. Learners investigate the cultural, societal, and economic
influences that have shaped the development of higher education curricula, culture,
practices, and governance. Learners also relate historical events and milestones to current
issues and trends in higher education.

ED5572 * Politics and Public Policy in Higher Education (4 quarter credits)

In this course, learners examine the politics of competition for resources, the expectations of
consumers and providers, and the role of state and local government in higher education
institutions. Learners explore change theory and ethical implications for public policy.
Prerequisite(s): ED5012.
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ED5574 * Financial Management and Institutional Development (4 quarter credits)

In this course, learners examine higher education revenue sources and review expenses
and cost drivers associated with institution management. Primary topics include tuition and
fee revenue, government appropriations, gifts and grants, and investment income. Learners
also study the growing expense of faculty and staff compensation, technology upgrades,
and long-term debt service obligations. Other topics include the complexities of financial
aid, institutional budget planning, and program management. Prerequisite(s): ED5012.

ED5699 Master’s Capstone in English Language Learning and Teaching (6 quarter

credits)
In the capstone course, learners demonstrate their proficiency in the program’s
competencies by integrating learning from coursework to complete a literature-based
project and complete and submit their e-portfolio. Learners prepare a project plan that
includes a proposed topic area that directly relates to English Language Learners (ELLs),
the associated skills and competencies exhibited in the project, and deliverables with
completion dates. Upon approval from their instructor, learners execute their project plans.
For MS in English Language Learning and Teaching learners only. Must be taken
during the learner’s final quarter. Cannot be fulfilled by transfer or prior learning
assessment.

ED5700 Foundations of Special Education (4 quarter credits)

This course provides an overview of the historical, conceptual, and cultural foundations of
special education. Learners examine current issues relevant to the education of students
with disabilities and analyze the social construction of disability. In addition, learners
analyze how culture and context influence their work with their students. Learners develop
an ethical decision-making framework needed to advocate for students with disabilities and
their families.

ED5706 Assessment and Planning for Students with Disabilities (4 quarter credits)
Learners in this course study referral, assessment, placement, and planning procedures for
students with disabilities. Learners evaluate the use of formal and informal assessments,
design individual education plans, and examine appropriate methods for reducing bias in
assessment. Learners also apply methods and strategies used within the Response to
Intervention framework with P–12 students. This course requires access to a P–12
classroom and/or educational stakeholders in a P–12 school or district.

ED5707 Instruction for Students with Disabilities (4 quarter credits)

In this course, learners study ways to develop differentiated academic lesson plans (e.g.,
reading, writing, calculation, or mathematical reasoning). Learners examine how
research-based instruction can support students with disabilities. Learners also develop
methods of managing the social, emotional, and behavioral needs of students with
disabilities. This course requires access to a P–12 classroom and/or educational
stakeholders in a P–12 school or district.
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ED5712 Communication, Consultation, and Collaboration for Special Education

(4 quarter credits)
Learners investigate communication and interaction among children, families, teachers, and
the community to support the learning and well-being of students with diverse learning
needs. Learners assess methods of consulting and collaborating with teachers, agencies,
support personnel, and other professionals to provide effective special educational services.
Learners identify culturally responsive collaboration and communication practices
that improve programs, services, and outcomes for diverse learners.

ED5714 Programming and Leadership for Diverse Groups Capstone (6 quarter

credits)
The capstone course is taken after completing all required and elective coursework.
Learners apply their knowledge of policies, practices, programs, and services for diverse
learners. Learners complete a leadership project in which they evaluate a program for
diverse learners in their school system and demonstrate proficiency of specialization and
program outcomes by developing an ePortfolio. For MS Special Education Teaching
learners only. This course requires access to a P–12 classroom and/or educational
stakeholders in a P–12 school or district. Must be taken during the learner’s final
quarter. Cannot be fulfilled by transfer or prior learning assessment.

ED5720 Assessment and Instruction of English Language Learners (4 quarter credits)

In this course, learners evaluate their own instruction techniques and performance to
determine how well they align with professional teaching standards and dispositions for
English Language Learners (ELLs). Learners also examine instruction and learning
strategies for ELLs and collaborate with ELLs, their families, the community, and other
stakeholders for the purpose of improving instruction.

ED5722 Strategies for Eliminating the Achievement Gap for English Language
Learners (4 quarter credits)
In this course, learners examine the origins and complexities of student achievement gaps
between English Language Learners (ELLs) and their mainstream peers within the contexts
of race, culture, ethnicity, gender, socioeconomic status, and linguistic difference. Learners
also explore current student achievement research and best practices and identify
instructional strategies most likely to eliminate achievement disparities.

ED5724 Applied Linguistics (4 quarter credits)

Learners in this course examine the fundamental concepts and elements of applied
linguistics, including meta-language; and explore the ways they are used to plan and deliver
instruction to English Language Learners (ELLs); and identify techniques for collaborating
with other administrators, teachers, school guidance staff, families, and other stakeholders
to ensure the success of ELLs.

Learners in this course examine the fundamental concepts and elements of applied
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ED5726 * Second Language Acquisition (4 quarter credits)

In this course, learners study the processes by which P–12 English Language Learners
(ELLs) develop proficiency in a second language. Learners also explore the developmental
stages of first and second language acquisition and evaluate the impact of first language
literacy on second language acquisition. Prerequisite(s): ED5724.

ED5728 * Methods, Curriculum, and Materials for English Language Learners

(4 quarter credits)
This course presents ways in which the theoretical model of communicative competence
guides the instruction of English Language Learners (ELLs). Learners examine and apply
various differentiation strategies in the planning and delivery of appropriate instruction to
ELLs and evaluate ways to use instructional technology in the teaching, learning, and
assessment of ELLs. Prerequisite(s): ED5726.

ED5730 Culture, Society, and Language (4 quarter credits)

Learners in this course explore the fundamental components of human culture, the
characteristics of individual cultures, the ways in which society and language interact, and
the processes by which individuals manage cultural adaptation. Learners use their
understanding of these elements to enhance their own cultural competence and
pedagogical effectiveness.

ED5802 Principles of Instructional Design (4 quarter credits)

Learners develop professional skills and competencies pertaining to instructional design
process, theories, and strategies. Learners evaluate the decisions that instructional
designers make, the principles and concepts that drive those decisions, and the ways the
decisions are interrelated. Cannot be fulfilled by transfer or prior learning assessment.

ED5803 * Processes of Instructional Design (4 quarter credits)

This course emphasizes the process of instructional design and provides learners the
opportunity to apply design research and theory while developing instructional strategies.
Learners examine the systematic process of addressing the needs of the student,
structuring the content, and applying principles of learning and instruction to create effective
instructional solutions. Prerequisite(s): ED5802. Cannot be fulfilled by transfer or prior
learning assessment.
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ED5804 The Delivery of Distance Education (4 quarter credits)

In this course, learners gain an understanding of current distance education delivery
systems, including print, recorded audio and video, and Internet technologies. Learners also
examine the ways delivery technologies inform and constrain design decisions.

ED5807 Design of Instructional Media (4 quarter credits)

Learners in this course examine instructional design skills and competencies including
budgeting, communication, project management, program evaluation, and legal and ethical
issues. Learners design theory-based instructional solutions and plan the design of
instructional components using various forms of instructional media and technologies.

ED5810 Project Management for e-Learning Development (4 quarter credits)

This course presents project management topics, techniques, media strategies, and ethical
standards specific to e-learning development. Learners identify and apply the tools,
methods, and processes used to effectively budget, implement, and manage e-learning
development projects.

ED5890 * Higher Education Leadership and Administration Capstone (4 quarter

credits)
In the capstone course, learners demonstrate proficiency in the program’s competencies by
integrating learning from required courses to complete a final project. Must be taken
during the learner’s final quarter. Prerequisite(s): ED5006; ED5016 or ED7547;
ED5570 or ED7841; ED5572 or ED7840; ED5574; ED7540; completion of all
concentration courses. Cannot be fulfilled by transfer or prior learning assessment.

ED5903 * Principal Capstone Courseroom 1 (3 quarter credits)

This internship course is the first required capstone course for all learners in the MS
Leadership in Educational Administration specialization and is taken at the end of the
program. In this course, learners demonstrate proficiency in integrating learning from their
coursework at Capella through a clinical-based project aligned with the National Educational
Leadership Preparation (NELP) building level standards and begin work on their MS
Leadership in Educational Administration ePortfolio. Learners reflect upon and assess their
proficiency in Leadership in Educational Administration outcomes and external standards.
For MS Leadership in Educational Administration learners only. This course requires
access to a P–12 classroom and/or educational stakeholders in a P–12 school or
district. ED5903 and ED5904 must be taken in sequence and during the learner’s final
two quarters. ED5903 must be taken concurrently with ED5905. Prerequisite(s): A
cumulative GPA of 3.0 or better and the completion, submission, and approval of an
internship application. Please refer to practicum and internship Campus resource
pages for information regarding application due dates and site and supervisor
guidelines. ED5010, ED5006, ED5320, ED5322, ED5501, ED5504, ED7822, ED7823,
ED7852, ED7857. Cannot be fulfilled by transfer or prior learning assessment.
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ED5904 * Principal Capstone Courseroom 2 (3 quarter credits)

This internship course is the second required capstone course for all learners in the MS
Leadership in Educational Administration specialization and is taken in the last quarter of
the learner’s program. In this course, learners demonstrate proficiency in integrating
learning from their coursework at Capella through a clinical-based project aligned with the
National Educational Leadership Preparation (NELP) building level standards and begin
work on their MS Leadership in Educational Administration ePortfolio. Learners
demonstrate and assess their proficiency in Leadership in Educational Administration
outcomes, external standards, and professional dispositions. For MS Leadership in
Educational Administration learners only. This course requires access to a P–12
classroom and/or educational stakeholders in a P–12 school or district. ED5903 and
ED5904 must be taken in sequence and during the learner’s final two quarters.
ED5904 must be taken concurrently with ED5905. Prerequisite(s): ED5903. Please
refer to practicum and internship Campus resource pages for information regarding
application due dates and site and supervisor guidelines. Cannot be fulfilled by
transfer or prior learning assessment.

ED5905 Principal Capstone Clinical Experience (non-credit)

This is the clinical experience course for all learners in the MS Leadership in Educational
Administration specialization and is taken with ED5903 and ED5904. In this course,
learners complete an internship consisting of a minimum of 250 hours during which they
develop and fulfill a competency-based internship activity plan with their supervisory
principal and internship instructor, including site-based responsibilities. Learners document
their internship experiences using an internship log. For MS Leadership in Educational
Administration learners only. This course requires access to a P–12 classroom and
/or educational stakeholders in a P–12 school or district. Learners must register for
this course a minimum of two times to fulfill their specialization requirements. Please
refer to practicum and internship Campus resource pages for information regarding
application due dates and site and supervisor guidelines. Cannot be fulfilled by
transfer or prior learning assessment.

ED5950 * Early Childhood Education Studies Capstone (6 quarter credits)

This capstone course is required for learners in the master’s Early Childhood Education
Studies specialization and is taken after completing all required and elective coursework.
Learners demonstrate proficiency in integrating learning from their coursework by preparing
a portfolio demonstrating the specialization outcomes and applying research knowledge,
skills, and dispositions developed in ED5306 Action Research to Enhance Practice.
Learners implement the action research process to evaluate and critically reflect on the
results as a part of continuous improvement inquiry to improve student learning. Learners
communicate research findings and insights with key stakeholders and critically reflect on
implications as a way to find practical and useful strategies to improve their practice. For
MS Early Childhood Studies learners only. Must be taken during the learner’s final
quarter. This course requires access to educational settings, programs, and/or
practitioners with a focus on children from birth to age eight. Prerequisite(s):
ED5010, ED5306, ED5405, ED5410, ED5430, ED5440, ED5503. Cannot be fulfilled by
transfer.
practitioners with a focus on children from birth to age eight. Prerequisite(s):
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ED5980 Teaching and Learning Capstone (6 quarter credits)

In this capstone course, learners apply research knowledge, skills, and dispositions
developed in ED5306 Action Research to Enhance Practice. Learners implement the action
research process to evaluate and critically reflect on the results as a part of continuous
improvement inquiry to improve student learning. Learners communicate research findings
and insights with key stakeholders and critically reflect on implications as a way to find
practical and useful strategies to improve their practice. This course requires access to
an educational setting, students or learners, and/or classroom practitioners. ED5306
and ED5980 must be taken in sequence and during the learner’s final two quarters.
Cannot be fulfilled by transfer or prior learning assessment.

ED5992 Instructional Design for Online Learning Capstone (4 quarter credits)

The capstone course is taken after completing all required and elective coursework.
Learners demonstrate proficiency in integrating learning from required and elective courses
by completing a final project. For MS Instructional Design for Online Learning learners
only. Must be taken during the learner’s final quarter. Cannot be fulfilled by transfer
or prior learning assessment.

ED5994 * Training and Performance Improvement Capstone (4 quarter credits)

The capstone course is required for learners in the master’s Training and Performance
Improvement specialization and is taken after completing all required and elective
coursework. Learners demonstrate proficiency in integrating learning from required and
elective courses by completing a final project. For MS Training and Performance
Improvement learners only. Must be taken during the learner’s final quarter.
Prerequisite(s): ED7675. Cannot be fulfilled by transfer or prior learning assessment.

ED6562 Comprehensive Community Colleges (4 quarter credits)

This course provides an overview of comprehensive community colleges, including the
values, mission, programs, and functions that make them unique. The course also
emphasizes historical, social, cultural, and philosophical elements that have driven the
growth and expansion of the community college movement.

ED6564 * Governance and Politics in Community Colleges (4 quarter credits)

Learners in this course examine state and local governance structures and political
dynamics that influence policy decisions and resource allocations at community colleges.
The course includes a focus on the relationships and responsibilities of governing boards,
administration, faculty, staff, and students in politics and the governance of community
colleges, with particular emphasis on related ethical issues. Prerequisite(s): ED5572.
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ED6566 * Issues and Trends in Community Colleges (4 quarter credits)

In this course, learners explore global, social, technological, political, economic, and
educational trends that affect the comprehensive community college. The course
emphasizes the impact those trends may have on community colleges in the future.
Prerequisite(s): ED7540.

ED6572 * Organization and Functions of Higher Education Programs (4 quarter

credits)
This course exposes learners to the organizational structures and functions within higher
education institutions, including the operational roles that each division plays. Within this
context, learners explore student services, academic affairs, financial affairs, institutional
advancement, and enrollment management. Prerequisite(s): ED5570.

ED6574 * Law and Governance in Higher Education (4 quarter credits)

This course helps learners develop an understanding of the shared governance structures
of colleges and universities. Learners analyze ways the legal system affects the operations
of higher education institutions. Topics also include the roles leaders play in managing legal
issues and legal implications of technology. Prerequisite(s): ED5570, ED5572.

ED6576 * Higher Education Program Administration (4 quarter credits)

In this course, learners explore the distinctions between leadership and management and
identify the knowledge and skills needed to address higher education administrative
challenges. Learners determine communication skills necessary at personal and
organizational levels and strategies for articulating a shared vision. Topics also include
current best practices in human resources leadership and management and their
connections with ethical practices. Prerequisite(s): ED7540.

ED7014 Leading Diverse Schools (4 quarter credits)

In this course, learners evaluate approaches to creating an inclusive school environment
that demonstrates respect and value for diverse staff and student populations. Learners
assess communication and collaboration strategies that leverage the strengths of diversity
to create an effective learning environment and examine the institutional, political, and legal
factors that influence the ways schools address diversity issues. This course requires
access to a P–12 classroom and/or educational stakeholders in a P–12 school or
district. Cannot be fulfilled by transfer.

ED7016 * Technology Integration in Schools (4 quarter credits)

This course addresses the principal’s role in integrating technology in schools to improve
the effectiveness of instructional programs and school operations. Learners assess
strategies for supporting school administrators, teachers, staff, and students in
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appropriately leveraging technology to maximize learning. Learners also explore the ways
they can use technology to support their own work as leaders. This course requires
access to a P–12 classroom and/or educational stakeholders in a P–12 school or
district. Prerequisite(s): ED7820. Cannot be fulfilled by transfer.

ED7021 The Science of Adult Learning (4 quarter credits)

This course presents the theory, principles, and effective practices of adult education.
Learners build and demonstrate knowledge of the developmental characteristics of adult
learners and interpret how culture, community, and society affect adult learning in a diverse
society.

ED7041 Curriculum and Assessment (4 quarter credits)

Learners in this course apply learning principles and effective practices to the design of
curricula and assessment. Learners evaluate curricula and assessment of student learning
outcomes for continuous improvement of the educational process.

ED7088 Applying Research in an Academic Writing Process (4 quarter credits)

In this course, learners develop and practice the writing and research skills exemplary of an
academic scholar. Learners apply their skills in the academic writing process and write a
paper that incorporates the necessary research elements.

ED7091 Writing for Academic Publication (4 quarter credits)

In this course, learners examine relevant themes and publication standards of leading
scholarly journals in their respective fields. Learners also examine the structure of literature
reviews and the associated research methods used to develop them. Using faculty and
tutor feedback and peer review, learners define a topic for publication, draft a submission,
and create a corresponding publication time line and plan.

ED7108 * Imperatives for Educational Leaders (4 quarter credits)

In this course, learners examine elements used to assess a school or school district
curriculum and instructional program, including student achievement data and instructional
best practices. Learners explore the scope of diversity and the various categories of
diversity found among students, (including ethnicity, race, socioeconomic status, gender,
exceptionalities, language, religion, sexual orientation, and geographical area). Learners
identify teaching, learning, and leadership principles and practices, and examine strategies
to create fair, equitable, and inclusive learning environments that ensure the opportunity for
all students to reach their full potential. This course requires access to a P–12
classroom and/or educational stakeholders in a P–12 school or district.
Prerequisite(s): ED7820. Cannot be fulfilled by transfer.

The focus of this course is on adult education program evaluation strategies and
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ED7310 Evaluating the Effectiveness of the Educational Process (4 quarter credits)

The focus of this course is on adult education program evaluation strategies and
techniques. Learners analyze various program evaluation models used to evaluate the
effectiveness of post-secondary education programs and learn how to apply appreciative
inquiry (AI) as a data collection method. Learners also design appropriate and effective
program evaluation strategies and propose them to conduct a basic evaluation of a
program. Cannot be fulfilled by transfer.

ED7311 Theory and Methods of Educating Adults (4 quarter credits)

In this course, learners study adult learning theory and learning styles and preferences.
Course topics include adult education theories, principles of adult learning, and
methodology for best practice in adult education. Learners also reflect on their personal
educational philosophy and practice. Cannot be fulfilled by transfer or prior learning
assessment.

ED7312 Teaching Adults (4 quarter credits)

This course presents best practices of higher education teaching. Learners evaluate
multiple teaching models and strategies and their underlying theoretical and research
bases. Learners also examine cultural influences on teaching and learning; identify ways to
incorporate technology into the teaching-learning process; and assess their teaching
dispositions and educational philosophy. Cannot be fulfilled by transfer.

ED7314 International and Multicultural Perspectives in Postsecondary and Adult

Education (4 quarter credits)
In this course, learners develop the international and multicultural skills and understandings
necessary to become culturally competent adult educators in their specialization. Learners
define cultural competence for their professional role, learn to address the needs of diverse
learners, foster intercultural learning in the classroom or other educational settings, and
develop strategies for incorporating relevant international and multicultural perspectives into
their curriculum, instructional activities, and assessments. Cannot be fulfilled by transfer.

ED7484 * Application of Learning Theories to Instructional Design (4 quarter credits)

This course presents theories of learning and instruction providing empirical guidance for
designing effective instructional solutions that target specific learning outcomes. Learners
engage in a variety of readings, activities, discussions, and assignments to further develop
an understanding of the foundational theories of learning and instruction and their
applications to instructional design. Prerequisite(s): ED5802, ED5803. Cannot be fulfilled
by prior learning assessment.

Learners investigate practical applications of instructional design in various work

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ED7496 * Advanced Instructional Design (4 quarter credits)

Learners investigate practical applications of instructional design in various work
settings. Learners evaluate current and emerging instructional interventions and identify
ways to apply these approaches in education and industry settings.
Prerequisite(s): ED5802, ED5803, ED7624, ED7620. Cannot be fulfilled by transfer or
prior learning assessment.

ED7503 Instructional Design Technologies (4 quarter credits)

In this course, learners apply theories and principles of instructional design and cognitive
learning utilizing instructional media strategies. Learners also identify ethical, legal, and
political implications of the design in the workplace. Finally, learners examine software tools
that developers and instructional designers use to create innovative e-learning experiences.
Cannot be fulfilled by prior learning assessment.

ED7504 * Leadership for Instructional Design (4 quarter credits)

Learners in this course study the leadership and management skills necessary for the
effective design and delivery of web-based instruction. Learners develop multiple leadership
approaches through a series of assignments that demonstrate competencies in
collaborative team planning, decision making, problem solving, and change management.
Prerequisite(s): ED5802, ED5803, ED7624, ED7620. Cannot be fulfilled by transfer.

ED7505 * Evaluation and Assessment of Instructional Design (4 quarter credits)

In this course, learners examine tools, methods and practices used to assess learning.
Learners also analyze methods and models of evaluation of instruction. In addition, learners
practice designing new assessment tools and integrating assessment results in the
evaluation process. Prerequisite(s): ED5802, ED5803. Cannot be fulfilled by prior
learning assessment.

ED7537 Emerging Technology and Multimedia for Curriculum and Instruction

(4 quarter credits)
Through an examination of research and literature, learners examine current trends and
issues related to the impact of technology and multimedia on P–12 student teaching and
learning. Based on a review of the literature, learners develop course projects that include
the design of curriculum, instruction, and assessments enhanced through innovative
technology and multimedia applications. The course provides real-world skills, tools, and
clinical practice experiences designed to support school and district leaders and
instructional support staff. This course requires access to a P–12 classroom and/or
educational stakeholders in a P–12 school or district.

Learners in this course examine the leadership philosophies, theories, and decision-making
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ED7540 Leadership in Higher Education (4 quarter credits)

Learners in this course examine the leadership philosophies, theories, and decision-making
structures associated with higher education administration. Learners explore the nature and
function of leadership; leadership roles; and institutional history, vision, culture, politics, and
organizational structure. Cannot be fulfilled by prior learning assessment.

ED7541 * Teacher Supervision and Evaluation (4 quarter credits)

Learners assess current theories and best practices of teacher supervision and
evaluation. Learners investigate instructional leadership and professional development as
part of a systemic plan to improve student learning. This course requires access to a
P–12 classroom and/or educational stakeholders in a P–12 school or district.
Prerequisite(s): ED7820. Cannot be fulfilled by transfer.

ED7542 * The Politics of P–12 Education (4 quarter credits)

This course provides learners with a theoretical foundation of education policy and presents
the basic analytical categories of political science as they apply to education. Topics include
the influence of local, state, and federal governments in school finance, school policy
making, school and community relations, privatization and choice, decentralization,
desegregation, affirmative action, bilingual education, technology, and teacher
empowerment. This course requires access to a P–12 classroom and/or educational
stakeholders in a P–12 school or district. Prerequisite(s): ED7820. Cannot be fulfilled
by transfer.

ED7543 * The Superintendency (4 quarter credits)

In this course, learners explore the complex and challenging position of the school
superintendent. Learners acquire knowledge and skills related to superintendent roles and
responsibilities, material and human resource management, school board relationships, and
school district organization and culture. This course requires access to a P–12
classroom and/or educational stakeholders in a P–12 school or district. Prerequisite
(s): ED7820. Cannot be fulfilled by transfer.

ED7544 * Introduction to School Business Administration (4 quarter credits)

In this course, learners examine the fundamentals of school business administration.
Topics include accounting and budgeting, facilities planning and construction, purchasing
and warehousing, staffing, maintenance and operations, risk management, information
technology, nutrition services, and transportation. Learners also explore the legal
requirements associated with school business administration. This course requires
access to a P–12 classroom and/or educational stakeholders in a P–12 school or
district. Prerequisite(s): ED7820. Cannot be fulfilled by transfer.

This course provides an overview of special education administration functions and

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ED7545 * Special Education Administration (4 quarter credits)

This course provides an overview of special education administration functions and
services. Learners identify the human and material resource responsibilities, activities, and
challenges associated with integrating students with disabilities into educational programs.
Learners also examine the ethical, legal, and financial roles administrators have to staff,
students, and families in administering special education programs and services. This
course requires access to a P–12 classroom and/or educational stakeholders in a
P–12 school or district. Prerequisite(s): Completion of or concurrent enrollment in
ED7820. Cannot be fulfilled by transfer.

ED7546 Human Resources in Higher Education (4 quarter credits)

Learners in this course focus on human resource management in colleges, universities, and
other postsecondary institutions. Learners also identify and assess potential litigation
scenarios, gain experience resolving case studies, and participate in a mock arbitration.
Finally, learners investigate compensation, selection, training, development, collective
bargaining, retention, tenure, and termination. Cannot be fulfilled by transfer.

ED7547 Assessment in Higher Education (4 quarter credits)

This course provides an examination of assessment from the perspective of leaders in
higher education as institutions strive to achieve institutional effectiveness and meet
accreditation requirements. Learners study the rationale for assessment, the processes for
establishing a culture of assessment, and strategies for utilizing assessment results for
program, department, or institutional improvement. Cannot be fulfilled by transfer.

ED7550 * Leadership for Director of Special Education (4 quarter credits)

Learners in this course examine the leadership skills needed to lead and manage special
education programs. The focus of the course is on developing a shared vision, respecting
and advocating for the needs of exceptional children, leading the change process, and
collaborating with families, school personnel, stakeholder organizations, and the
community. This course requires access to a P–12 classroom and/or educational
stakeholders in a P–12 school or district. Prerequisite(s): ED7545, ED7820. Cannot be
fulfilled by transfer.

ED7551 * Special Education Curriculum and Instructional Strategies (4 quarter

credits)
Learners in this course analyze, develop, and evaluate curriculum and instructional
strategies for students with diverse educational needs. Learners identify current
instructional best practices, determine effective uses of technologies, develop curriculum
and instruction plans, and evaluate the effectiveness of special education services in
general and special education environments. This course requires access to a P–12
classroom and/or educational stakeholders in a P–12 school or district. Prerequisite
(s): ED7545, ED7820. Cannot be fulfilled by transfer.
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ED7554 * Internship for Director of Special Education 1 (4 quarter credits)

This course is the first of two consecutive internship courses that serve as the capstone
courses for the PhD Special Education Leadership specialization. Learners assess their
special education leadership competencies and demonstrate proficiency. They serve the
first 160 hours of a 320-hour internship during which they create, sign, and fulfill a
competency-based contract with their special education site supervisor and Capella
University supervisor. Throughout the course, learners maintain a log of their experiences
and develop a portfolio as part of their contract materials. For PhD Special Education
Leadership learners only. Grading for this course is S/NS. This course requires
access to a P–12 classroom and/or educational stakeholders in a P–12 school or
district. ED7554 and ED7555 must be taken in sequence and prior to the
comprehensive examination. Prerequisite(s): A cumulative GPA of 3.0 or better and
the completion, submission, and approval of an internship application. Please refer
to practicum and internship Campus resource pages for information regarding
application due dates and site and supervisor guidelines. ED8000, ED7537, ED7545,
ED7550, ED7551, ED7556, ED7557, ED7820, ED7823, and completion of or concurrent
enrollment in ED7541. Cannot be fulfilled by transfer.

ED7555 * Internship for Director of Special Education 2 (4 quarter credits)

This course is the second of two consecutive internship courses that serve as the capstone
courses for the PhD Special Education Leadership specialization. Learners assess their
special education leadership competencies and demonstrate proficiency. They serve the
second 160 hours of a 320-hour internship during which they create, sign, and fulfill a
competency-based contract with their special education site supervisor and Capella
University supervisor. Throughout the course, learners maintain a log of their experiences
and develop a portfolio as part of their contract materials. For PhD Special Education
Leadership learners only. Grading for this course is S/NS. This course requires
access to a P–12 classroom and/or educational stakeholders in a P–12 school or
district. ED7554 and ED7555 must be taken in sequence and prior to the
comprehensive examination. Prerequisite(s): ED7554. Please refer to practicum and
internship Campus resource pages for information regarding application due dates
and site and supervisor guidelines. Cannot be fulfilled by transfer.

ED7556 * Special Education Finance for Leaders (4 quarter credits)

Learners in this course evaluate financial considerations of special education programs and
services. In particular, learners examine historical and current federal and state regulations
and how they apply to funding streams, including the policies and procedures that monitor
special education programs and services. Learners also investigate the issues that affect
the education of students with disabilities and their families, including budgeting challenges
and the future of special education finance. This course requires access to a P–12
classroom and/or educational stakeholders in a P–12 school or district. Prerequisite
(s): ED7545, ED7820, ED7822, ED7823. Cannot be fulfilled by transfer.

This course provides an overview of the legal foundations and ethical practices of special
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ED7557 * Special Education Law and Ethics for Leaders (4 quarter credits)
This course provides an overview of the legal foundations and ethical practices of special
education for the school administrator. The course also emphasizes the human and
material resource legal responsibilities, activities, and challenges that confront school
administrators when integrating special education through a continuum of programs and
related services. Learners gain an understanding of the importance of special education
laws and regulations and how to be effective leaders of special education programs.
Prerequisite(s): ED7545, ED7820, ED7822, ED7823. Cannot be fulfilled by transfer.

ED7590 Critical Thinking in Adult Education (4 quarter credits)

This course provides learners with a framework for critical inquiry and reflection. Learners
examine models and best practices of thinking, reading, and acting critically in adult
education. Learners apply key principles of critical thinking in personal and professional
situations. Cannot be fulfilled by prior learning assessment.

ED7620 * Theoretical Basis of Instructional Design (4 quarter credits)

Learners in this course analyze fundamental and contemporary instructional design theories
and models. Learners examine the learning theories and instructional design theories and
models to apply the appropriate learning theory and instructional design theories and
models to help solve instructional design problems. Finally, learners analyze techniques
and strategies for collaborative skill development. Prerequisite(s): ED5802, ED5803,
ED7624.

ED7624 * Theories of Learning and Instruction (4 quarter credits)

Learners evaluate various theories associated with learning and instruction. Learners
investigate the theories that help explain how and why people learn and the ways those
theories inform and impact instructional design. Cannot be fulfilled by transfer.

ED7631 Introduction to Training and Performance Systems (4 quarter credits)

This course is an overview of training and human performance improvement (HPI).
Learners review the evolution of HPI through the introduction of associated theories,
concepts, and processes. Learners experience the power and value of HPI in organizations
by reviewing and assessing real-world projects that include business, performance, gap and
cause analyses, intervention selection and implementation, and change and evaluation
plans. Prerequisite(s): ED5010 or EDD8010 or HRM5002. Cannot be fulfilled by prior
learning assessment.

ED7641 Needs Assessment: Models and Procedures (4 quarter credits)

This course is a survey of the needs assessment models and procedures used to diagnose
the causes of organizational performance problems. Learners design and develop needs
assessment instruments and collect and analyze data to differentiate organizational
performance issues that require training solutions from those that require non-training
interventions. Cannot be fulfilled by prior learning assessment.
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ED7652 Evaluating Training and Performance Improvement Systems (4 quarter

credits)
Learners explore reasons that evaluation is essential: so that courses or performance
solutions can be improved and so that it can be clearly shown how a particular training
intervention can improve both personal and organizational performance. This course
provides learners with an understanding of measurement and evaluation theory, principles,
and procedures. Topics include quantitative and qualitative measures, performance
objectives, Kirkpatrick’s five levels, and reporting strategies. Cannot be fulfilled by prior
learning assessment.

ED7662 Designing Training and Performance Solutions (4 quarter credits)

Learners in this course explore various training and performance gaps and solutions
associated with information, resources, incentives, knowledge, and capacity. Learners
examine theoretical models used to match performance gaps with potential solutions and
identify the factors needed to enhance the success of a performance improvement
intervention. Learners then select a performance gap to address using an intervention
selection tool. Cannot be fulfilled by prior learning assessment.

ED7672 Delivery Systems for Training and Performance Improvement (4 quarter

credits)
This course provides learners with an in-depth, application-based overview of methods for
implementing training and performance improvement interventions. Learners develop
techniques for administering training, feedback, incentive interventions, and learn about
change management strategies. Cannot be fulfilled by prior learning assessment.

ED7675 * Return on Investment in Training and Performance Improvement (4 quarter

credits)
Learners in this course use a return-on-investment (ROI) methodology to develop a plan to
measure the impact of an intervention. The process model includes evaluation planning,
data collection, data analysis, and reporting. The course provides learners with
the knowledge and skills necessary to conduct an impact study and support achievement
of ROI Certification from the ROI Institute. Prerequisite(s): ED7631, ED7641; or
EDD8534, EDD8536 . Cannot be fulfilled by transfer or prior learning assessment.

ED7712 Classroom Assessment in Education (4 quarter credits)

Learners in this course explore evidence-based classroom assessment and evaluation
practices and apply a variety of tools and strategies to assess and evaluate learning.
Learners also develop appropriate formative and summative classroom assessment
techniques that address intended learning outcomes and promote learning in a global
society. Cannot be fulfilled by transfer.
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ED7716 Faculty Leadership (4 quarter credits)

Learners in this course assess the role of educational leadership in higher education.
Learners examine faculty leadership, explore ways to build effective relationships and lead
ethically, and assess leadership effectiveness based on theory and self-reflection. Cannot
be fulfilled by transfer or prior learning assessment.

ED7818 The Future of Teaching and Learning: Issues for the Educational Leader
(4 quarter credits)
In this course, learners explore and analyze the issues shaping teaching and learning.
Learners use futuring methods to examine the ways history, technology, trends, and change
affect the future of teaching and learning. Cannot be fulfilled by transfer or prior learning
assessment.

ED7820 Principles of Educational Administration (4 quarter credits)

This course presents an overview of principles of P–12 education leadership theory and
practice aligned with six National Educational Leadership Preparation (NELP) program
standards. The course incorporates multimedia, including embedded simulations, to
enhance presentation and understanding of concepts and issues in school or district
leadership and administration. Learners also examine business and public administration
models and explore theoretical constructs from various disciplines. This course requires
interaction with practicing school or district administrators and access to a P–12
classroom and/or educational stakeholders in a P–12 school or district. Cannot be
fulfilled by transfer.

ED7822 * The Funding of Educational Institutions (4 quarter credits)

Learners in this course examine a variety of public education funding issues. In particular,
learners examine the effect of litigation and politics on present and future funding patterns
and school finance reform. Learners also identify the ways politics have affected the
allocation of resources at all levels of government. This course requires access to a P–12
classroom and/or educational stakeholders in a P–12 school or district. Prerequisite
(s): ED5320 or ED7820. Cannot be fulfilled by transfer or prior learning assessment.

ED7823 * Education and the Law (4 quarter credits)

In this course, learners analyze the laws and legal issues affecting P–12 school systems
and their constituents and study the tools and methods used to prevent and resolve legal
problems. This course requires access to a P–12 classroom and/or educational
stakeholders in a P–12 school or district. Prerequisite(s): ED5320 or ED7820. Cannot
be fulfilled by transfer or prior learning assessment.

In this course, learners evaluate constitutional, statutory, and case law as related to higher
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ED7834 Higher Education and the Law (4 quarter credits)

In this course, learners evaluate constitutional, statutory, and case law as related to higher
education. Learners review federal and state legislation and their implications for both
public and private higher education institutions. Cannot be fulfilled by transfer.

ED7840 The Politics of Higher Education (4 quarter credits)

Learners evaluate the changing perceptions of the role of higher education in the United
States. Learners analyze the politics of competition for resources, the expectations of
consumers and providers, and the role of state and local government in higher education
institutions. Cannot be fulfilled by transfer.

ED7841 The History of Higher Education (4 quarter credits)

Learners investigate the evolution of colleges, universities, and other postsecondary
institutions. Learners evaluate the societal, cultural, and economic influences that have
shaped the development of higher education curricula, culture, practices, and governance.

ED7845 Technology for Higher Education Leaders (4 quarter credits)

In this course, learners investigate the use of technology to support higher
education. Learners gain a firm understanding of the use of technology within their
institutions for both teaching and learning as well as running the business of education.
Learners critically analyze how higher education leaders choose to use technology to
enhance learning and to manage their institution more effectively. Cannot be fulfilled by
transfer.

ED7852 * P–12 Principalship (4 quarter credits)

Learners in this course gain an understanding of the responsibilities and issues associated
with the role of the 21st-century P–12 principal. Topics include effective P–12 school
leadership and management, curriculum and instruction planning and assessment, and
collaboration with stakeholders. This course requires access to a P–12 classroom and /
or educational stakeholders in a P–12 school or district. Prerequisite(s): ED7820 and
ED7014, or ED5320. Cannot be fulfilled by transfer or prior learning assessment.

ED7855 Higher Education Administration (4 quarter credits)

Learners in this course analyze the theories, policies, and procedures involved in
administering higher education institutions. Learners distinguish between leadership and
management and examine the knowledge and skills needed to address higher education
administrative challenges. Cannot be fulfilled by transfer.

Learners in this course study school policy making, staffing assignment, salary negotiation,
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ED7857 * Personnel Administration (4 quarter credits)

Learners in this course study school policy making, staffing assignment, salary negotiation,
grievance procedures, records, supervision, and the evaluation of professional and
nonprofessional employees. This course requires access to a P–12 classroom and/or
educational stakeholders in a P–12 school or district. Prerequisite(s): ED5320.
Cannot be fulfilled by prior learning assessment.

ED7901 * Educational Administration Internship 1 (4 quarter credits)

This course is the first of two consecutive principal internship courses that serve as the
capstone courses for the PhD Leadership in Educational Administration School Leadership
concentration. It provides learners with the academic and internship experiences that are
prerequisites for principal or administrative licensure in most states. Learners assess their
leadership in educational administration competencies and demonstrate proficiency. They
serve the first 160 hours of a 320-hour internship during which they create, sign, and fulfill a
competency-based contract with their educational administration site supervisor and
Capella University supervisor. Throughout the course, learners maintain a log of their
experiences and develop a final portfolio as part of their contract materials. For PhD
Leadership in Educational Administration learners only. Grading for this course is
S/NS. This course requires access to a P–12 classroom and/or educational
stakeholders in a P–12 school or district. ED7901, ED7902 must be taken in sequence
and prior to the comprehensive examination. Prerequisite(s): A cumulative GPA of
3.0 or better and the completion, submission, and approval of an internship
application. Please refer to practicum and internship Campus resource pages for
information regarding application due dates and site and supervisor guidelines.
ED7014, ED7016, ED7541, ED7545, ED7820, ED7822, ED7823, ED7852, ED8322.
Cannot be fulfilled by transfer.

ED7902 * Educational Administration Internship 2 (4 quarter credits)

This course is the second of two consecutive principal internship courses that serve as the
capstone courses for the PhD Leadership in Educational Administration School Leadership
concentration. It provides learners with the academic and internship experiences that are
prerequisites for principal or administrative licensure in most states. Learners assess their
leadership in educational administration competencies and demonstrate proficiency. They
serve the second 160 hours of a 320- hour internship during which they create, sign, and
fulfill a competency-based contract with their educational administration site supervisor and
Capella University supervisor. Throughout the course, learners maintain a log of their
experiences and develop a final portfolio as part of their contract materials. For PhD
Leadership in Educational Administration learners only. Grading for this course is
S/NS. This course requires access to a P–12 classroom and/or educational
stakeholders in a P–12 school or district. ED7901 and ED7902 must be taken in
sequence and prior to the comprehensive examination. Prerequisite(s): ED7901.
Please refer to practicum and internship Campus resource pages for information
regarding application due dates and site and supervisor guidelines. Cannot be
fulfilled by transfer.
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ED7903 * Superintendency Internship 1 (4 quarter credits)

This course is the first of two consecutive superintendent internship courses that serve as
the capstone courses for the PhD Leadership in Educational Administration District
Leadership concentration. It provides learners with the academic and internship experiences
that are prerequisites for superintendent licensure in most states. Learners assess their
leadership in educational administration competencies and demonstrate proficiency. They
serve the first 160 hours of a 320-hour internship during which they create, sign, and fulfill a
competency-based contract with their educational administration site supervisor and Capella
University supervisor. Throughout the course, learners maintain a log of their experiences
and develop a final portfolio as part of their contract materials. For PhD Leadership in
Educational Administration learners only. Grading for this course is S/NS. This
course requires access to a P–12 classroom and/or educational
stakeholders in a P–12 school or district. ED7903 and ED7904 must be taken in
sequence and prior to the comprehensive examination. Prerequisite(s): A cumulative
GPA of 3.0 or better and completion, submission, and approval of an internship
application. Please refer to practicum and internship Campus resource pages for
information regarding application due dates and site and supervisor guidelines.
ED7014, ED7108, ED7542, ED7543, ED7544, ED7545, ED7820, ED7823, ED8812.
Cannot be fulfilled by transfer.

ED7904 * Superintendency Internship 2 (4 quarter credits)

This course is the second of two consecutive superintendent internship courses that serve
as the capstone courses for the PhD Leadership in Educational Administration District
Leadership concentration. It provides learners with the academic and internship experiences
that are prerequisites for superintendent licensure in most states. Learners assess their
leadership in educational administration competencies and demonstrate proficiency. They
serve the second 160 hours of a 320-hour internship during which they create, sign, and
fulfill a competency-based contract with their educational administration site supervisor and
Capella University supervisor. Throughout the course, learners maintain a log of their
experiences and develop a final portfolio as part of their contract materials. For PhD
Leadership in Educational Administration learners only. This course requires access
to a P–12 classroom and/or educational stakeholders in a P–12 school or
district. ED7903 and ED7904 must be taken in sequence and prior to the
comprehensive examination. Prerequisite(s): ED7903. Please refer to practicum and
internship Campus resource pages for information regarding application due dates
and site and supervisor guidelines. Cannot be fulfilled by transfer.

ED7905 * Educational Leadership Supplemental Internship (4 quarter credits)

This course is for PhD Curriculum and Instruction learners, PhD Leadership in Educational
Administration learners, PhD Special Education Leadership learners, and MS Leadership in
Educational Administration learners who have already completed an internship but need to
complete additional internship hours to fulfill specific state licensure or position
requirements. It provides learners with the academic and internship experiences that are
prerequisites for principal, administrative, or superintendent licensure in most states.
Learners assess their leadership in educational administration competencies and
demonstrate proficiency. During their internship, learners create, sign, and fulfill a
competency-based contract with their educational administration site supervisor and
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Capella University supervisor. Throughout the course, learners maintain a log of their
experiences and develop a final portfolio as part of their contract materials. For PhD
Curriculum and Instruction learners, PhD Leadership in Educational Administration
learners, PhD Special Education Leadership learners, and MS Leadership in
Educational Administration learners only. This course requires access to a P–12
classroom and/or educational stakeholders in a P–12 school or district. Prerequisite
(s): ED8551 or ED7902 or ED7904 or ED7555 or ED5904. Cannot be fulfilled by
transfer.

ED8000 Advanced Studies in Education: Theory, Practice, and Purpose (4 quarter

credits)
Learners in this course focus on critical thinking and scholarly writing—requisite skills for
graduate study and professional practice. This course provides opportunities for learners to
acquire and practice skills necessary to succeed in online learning. In keeping with Capella
University’s focus on the scholar-practitioner model, learners also critically examine and
apply relevant educational theory to their practice. Finally, learners articulate and examine
their professional purpose and how it aligns with their chosen degree program and
professional career aspirations. Must be taken during the learner’s first quarter. Cannot
be fulfilled by transfer.

ED8320 * Practicum in College Teaching (4 quarter credits)

This practicum provides learners with experiences consistent with the role of a college or
university instructor. Under the guidance of the course instructor, learners observe and
assist in the instruction of an online course in the Post-Master’s Certificate in College
Teaching sequence. As teaching assistants, learners apply learning theory, respond to unit
discussions, summarize unit postings, provide additional unit-specific resources, and
participate in an inter-rater reliability activity. This course is not available as an elective
to learners outside the Post-Master’s Certificate in College Teaching. Grading for this
course is S/NS. Prerequisite(s): ED7311, ED7312, ED7712.

ED8322 * School Improvement for P–12 School Leaders (4 quarter credits)

This course is an overview of the school leader’s role in supporting school improvement.
Learners examine specific strategies and processes to assess a school’s current state and
needs, followed by strategic data collection, disaggregation of formative and summative
data, and examination of school improvement plans. Learners also explore the continuous
process of viable school improvement through climate surveys, research-based instruction,
and enhanced teacher capacity, which leads to improved school climate, curriculum,
instruction, and, ultimately, student outcomes. Finally, learners interact with practicing
school administrators to gain insight into the field of school leadership.
Prerequisite(s): ED7820, EDD8000. May be taken concurrently with ED7823. Cannot
be fulfilled by transfer.

In this course, learners analyze historical and current nursing concepts and theories. Topics
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ED8350 Advanced Nursing Theory and Concepts (4 quarter credits)

In this course, learners analyze historical and current nursing concepts and theories. Topics
include nursing philosophy, curriculum development, clinical practice, and future trends in
the health care system. Cannot be fulfilled by transfer.

ED8355 * Curriculum Design and Evaluation in Nursing Education (4 quarter credits)

Learners research nursing curriculum elements and model construction. Learners also
evaluate the accreditation process and the influence of accreditation requirements on
curriculum development. Learners synthesize learning concepts and the components of
curriculum and analyze curriculum models that will help learners create successful learning
outcomes. Prerequisite(s): ED8350, ED8360. Cannot be fulfilled by transfer.

ED8360 The Nurse Educator: Faculty Roles and Responsibilities (4 quarter credits)
This course presents the history of higher education nursing programs and the roles and
responsibilities of nurse educators in higher education and clinical settings. Topics include
clinical site responsibilities, professional and staff development, the importance of student
preceptors and mentors, educational program requirements and evaluation, and legal and
ethical issues. Cannot be fulfilled by transfer.

ED8365 * Teaching Strategies in Nursing Education (4 quarter credits)

In this course, learners examine nursing education teaching and learning theories, and
analyze teaching strategies in classroom and clinical settings, including use of simulations.
Learners also analyze instructional strategies for teaching in face-to-face and online
environments. Prerequisite(s): completion of or concurrent registration in ED8355.
Cannot be fulfilled by transfer.

ED8370 * Nursing Leadership and Professional Practice (4 quarter credits)

Learners in this course explore the grants process within the context of nursing leadership.
Learners develop the skills needed to identify specific needs and grant opportunities as well
as cultivate specific organizational and professional support for grant activities. Additionally,
learners critique various grant proposals and write elements of a proposal.
Prerequisite(s): ED8355, ED8365. Cannot be fulfilled by transfer.

ED8446 Curriculum Development and Teaching Strategies for Adult Learning

(4 quarter credits)
Learners build skills in evaluating and developing curriculum for adult learners.
Learners apply trends, theories, models, various instructional strategies, and technology as
employed in designing 21st-century learning. Cannot be fulfilled by transfer or prior
learning assessment.

In this course, learners explore and analyze the financing and fundraising plans of higher
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ED8447 Advanced Funding and Managing Education Enterprises (4 quarter credits)

In this course, learners explore and analyze the financing and fundraising plans of higher
education enterprises. Learners explore current political and finance issues associated with
higher education institution funding and management with an emphasis on endowments,
public and private funding models, and intellectual property rights. Cannot be fulfilled by
transfer.

ED8515 Advanced Action Research for Teacher-Leaders (4 quarter credits)

Learners evaluate advanced action research associated with classroom and school
improvement. Learners develop the skills needed to define and resolve problems that
create barriers to student learning and engage in individual and collaborative research to
improve student learning outcomes. Learners who have taken ED5515 should not take
ED8515. Rather, they should choose any other PhD-level course in the School of
Education to fulfill their specialization requirements.

ED8533 * Advanced Curriculum Mapping: Reflection and Practice (4 quarter credits)

Learners in this course formulate a research-based professional vision for curriculum design
and develop a curriculum for a specific content and grade-level application using advanced
computer-based curriculum mapping applications. This course requires access to a P–12
classroom and/or educational stakeholders in a P–12 school or district.
Prerequisite(s): ED7820. Cannot be fulfilled by transfer.

ED8534 * Advanced Instruction and Assessment: Theory and Practice (4 quarter

credits)
In this course, learners explore the various ways advanced (differentiated) instruction and
assessment can serve the diverse needs of learners. Through the lens of a classroom
practitioner and building/ district administrator, learners discuss various aspects of
advanced instruction and assessment. Learners also consider theories in research as they
relate to differentiated instruction and assessment and use clinical practice experience to
examine current and emerging issues and trends involving instruction and assessment.
This course requires access to a P–12 classroom and/or educational stakeholders in
a P–12 school or district. Prerequisite(s): ED7820. Cannot be fulfilled by transfer.

ED8535 * Advanced Collaboration for the Improvement of Curriculum and Instruction

(4 quarter credits)
In this course, learners examine student learning achievement theories and practices and
apply them in their own professional settings. Learners also develop collaborative activities
focused on improving student learning achievement, including coaching and mentoring,
team building, and developing communities of practice. Learners also analyze case studies
of current collaborative learning programs to complement the practical experience gained
during the course. This course requires access to a P–12 classroom and/or
educational stakeholders in a P–12 school or district. Prerequisite(s): ED7820.
Cannot be fulfilled by transfer.
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ED8536 * Advanced Application of Research for the Improvement of Curriculum and

Instruction (4 quarter credits)
Learners in this course examine current research as a basis for data-driven decision
making and develop advanced research designs that contribute to data-driven decision
making at the school or district level. This course requires access to a P–12 classroom
and/or educational stakeholders in a P–12 school or district. Prerequisite(s): ED7820.
Cannot be fulfilled by transfer.

ED8538 Advanced Curriculum and Instruction: Program Evaluation (4 quarter credits)

Learners develop the skills, knowledge, and attitudes necessary for effective program
evaluation by analyzing trends, issues, and initiatives related to data-based decision
making, which is one of the desired outcomes of program evaluation. Through the process
of reflection and practical application, learners identify the integral role program evaluation
plays in the improvement of curriculum, instruction, and assessment.
Prerequisite(s): ED7820. Learners who have taken ED5538 should not take ED8538.
Rather, they should choose any other PhD-level education course in the to fulfill their
specialization requirements. This course requires access to a P–12 classroom and/or
educational stakeholders in a P–12 school or district. Cannot be fulfilled by transfer.

ED8550 * Curriculum and Instruction Internship 1 (4 quarter credits)

This course is the first of two consecutive internship courses that serve as the capstone
courses for the PhD Curriculum and Instruction specializations. Learners assess their
curriculum and instruction competencies and demonstrate proficiency. They engage in a
160-hour internship experience during which they create, sign, and fulfill a
competency-based contract with their curriculum and instruction site supervisor and Capella
University supervisor. Throughout the course, learners maintain a log of their experiences
and develop a portfolio as part of their contract materials. For PhD Curriculum and
Instruction learners only. Grading for this course is S/NS. This course requires
access to a P–12 classroom and/or educational stakeholders in a P–12 school or
district. ED8550 and ED8551 must be taken in sequence and prior to the
comprehensive examination. For purposes of licensure endorsement, the two
courses constitute a single 320-hour internship experience. Prerequisite(s): A
cumulative GPA of 3.0 or better and the completion, submission, and approval of an
internship application. Please refer to practicum and internship Campus resource
pages for information regarding application due dates and site and supervisor
guidelines. ED8000, ED7088, ED7108, ED7537, ED7820, ED8533, ED8534, ED8535,
ED8536, ED8538. Cannot be fulfilled by transfer.

ED8551 * Curriculum and Instruction Internship 2 (4 quarter credits)

This course is the second of two consecutive internship courses that serve as the capstone
courses for the PhD Curriculum and Instruction specializations. Learners assess their
curriculum and instruction competencies and demonstrate proficiency. They engage in a
160-hour internship experience during which they create, sign, and fulfill a

based contract with their curriculum and instruction site supervisor and Capella University
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competency-based contract with their curriculum and instruction site supervisor and Capella
University supervisor. Throughout the course, learners maintain a log of their experiences
and develop a portfolio as part of their contract materials. For PhD Curriculum and
Instruction learners only. Grading for this course is S/NS. This course requires
access to a P–12 classroom and/or educational stakeholders in a P–12 school or
district. ED8550 and ED8551 must be taken in sequence and prior to the
comprehensive examination. Prerequisite(s): ED8550. Please refer to practicum and
internship Campus resource pages for information regarding application due dates
and site and supervisor guidelines. Cannot be fulfilled by transfer.

ED8601 Online Course Design, Facilitation, and Assessment (4 quarter credits)

In this course, learners examine online andragogy from both theoretical and practical
perspectives. Learners gain an understanding of the tools available in learning management
systems and online learning platforms, and learn how to use them to apply concepts of adult
learning theory to improve the online learning experience and participant satisfaction.
Finally, learners design and assess their own online class. Cannot be fulfilled by prior
learning assessment.

ED8810 * Ethics and Social Responsibility in Distance Education (4 quarter credits)

Learners in this course analyze legal and ethical issues related to course ownership,
privacy, intellectual property, freedom of speech, and social responsibility. Through
examination of ethical assumptions, attitudes, and values, learners develop a foundation for
understanding and supporting distance education from a legal and ethical perspective.
Prerequisite(s): ED5802, ED5803, ED7624. Cannot be fulfilled by transfer.

ED8812 * The Governance of Educational Institutions (4 quarter credits)

Learners in this course examine the typical P–12 public school governance model, focusing
on the environment as an organic learning space designed to induce and support
continuous learning among stakeholders and within the organizational structure itself.
Learners also explore the current practices, issues, and challenges associated with this
model of governance. This course requires access to a P–12 classroom and/or
educational stakeholders in a P–12 school or district. Prerequisite(s): ED7820.
Cannot be fulfilled by transfer.

ED8829 * Research in Instructional Design and Development (4 quarter credits)

This course builds upon previous research courses and encourages learners to begin the
transformation from practitioner to scholar engaged with theory and research impacting
instructional design and development in an e-learning environment. Learners explore the
fundamental elements of research in instructional design and development, generate
potential dissertation research topics relevant to the Instructional Design and Development
specialization, and discuss their potential to contribute to the body of instructional design
and development knowledge. Prerequisite(s): ED5802, ED5803, ED7620, ED7624,
RSCH7860.
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ED8831 * Theoretical Constructs for Evaluation and Assessment of Instructional

Design (4 quarter credits)
Learners engage in an in-depth exploration of theories and principles of instructional design
evaluation and assessment. Learners investigate evaluation and assessment practices
associated with individuals, organizations, and society to gain an understanding of the ways
they inform overall evidence-based practice. Prerequisite(s): ED5802. Cannot be fulfilled
by transfer.

ED8841 * Leading Instructional Design Initiatives (4 quarter credits)

In this course, learners integrate the competencies of the Instructional Design for Online
Learning specialization with the leadership, innovative thinking, and communication skills
needed to lead instructional design initiatives within their organizations. Learners practice
applying these skills and focus on extending their ability to advance the performance goals
and vision of their organizations. Prerequisite(s): ED5802, ED5803. Cannot be fulfilled by
transfer.

ED9919 * Doctoral Comprehensive Examination (4 quarter credits)

This course includes an overview of the comprehensive examination process, the university’s
expectations of academic honesty and integrity, the three core themes of the examination,
and the evaluation criteria. The courseroom mentor provides three questions addressing the
core themes. Learners write answers to the comprehensive examination questions. Answers
are evaluated by faculty readers using point-scale scoring rubrics. Upon passing the
comprehensive examination, learners are eligible to register for the first dissertation course.
For 120-credit PhD in Education learners only. Learners in the 92-credit PhD in
Education program should register for EDCN9919 instead. Department consent is
required for registration. Grading for this course is S/NS. Prerequisite(s): Completion
of all required and elective coursework with a cumulative GPA of 3.0 or better.
Completion of practicum courses, if applicable. Completion of external exam
requirements, if applicable. Fulfillment of all residency requirements. Cannot be
fulfilled by transfer.

ED9960 * Dissertation Courseroom (5 quarter credits each)

This course provides learners with resources, guidance, and peer and mentor support during
each dissertation course as they complete the required milestones. For 120-credit PhD in
Education learners only. Learners in the 92-credit PhD in Education program should
register for EDCN9960 instead. Department consent is required for registration.
Grading for this course is S/NS. Learners must register for this course a minimum of
four times to fulfill their specialization requirements. Prerequisite(s): ED9919. Cannot
be fulfilled by transfer.
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EDCN9919 * Doctoral Comprehensive Examination (3 quarter credits)

This course includes an overview of the comprehensive examination process, the
university’s expectations of academic honesty and integrity, the three core themes of the
examination, and the evaluation criteria. The courseroom mentor provides three questions
addressing the core themes. Learners write answers to the comprehensive examination
questions. Answers are evaluated by faculty readers using pointscale scoring rubrics. Upon
passing the comprehensive examination, learners are eligible to register for the first
dissertation course. For 92-credit PhD in Education learners only. Learners in the
120-credit PhD in Education program should register for ED9919 instead. Department
consent is required for registration. Grading for this course is S/NS.
Prerequisite(s): Completion of all required and elective coursework with a cumulative
GPA of 3.0 or better. Completion of practicum courses, if applicable. Completion of
external exam requirements, if applicable. Fulfillment of all residency requirements.
Cannot be fulfilled by transfer.

EDCN9960 * Dissertation Courseroom (3 quarter credits each)

This course provides learners with resources, guidance, and peer and mentor support during
each dissertation course as they complete the required milestones. For 92-credit PhD in
Education learners only. Learners in the 120-credit PhD in Education program should
register for ED9960 instead. Department consent is required for registration. Grading
for this course is S/NS. Learners must register for this course a minimum of four
times to fulfill their specialization requirements. Prerequisite(s): EDCN9919.
Cannot be fulfilled by transfer.

EDD8010 Foundations of Doctoral Studies in Education (4 quarter credits)

In this course, learners gain understanding of the EdD program and insights into how cycles
of inquiry and systems thinking are utilized to address problems of practice. Additionally,
learners engage in critical thinking and communication while reflecting on their own personal
learning and growth. Must be taken during the learner's first quarter. Cannot be
fulfilled by transfer.

EDD8020 The Dynamics of Organizational Improvement (4 quarter credits)

This course provides an introduction to fundamental systems principles and skills of
leadership in organizations with a focus on continuous organizational learning and
improvement processes. Learners apply personal values and behaviors and those of
organizations. Learners use basic principles of systems thinking, systems mapping, and
approaches to inquiry cycles in relation to leadership processes and organizational change.
In addition, learners apply disciplines of learning organizations and a change model to a
problem of practice to real-world leadership challenges. Cannot be fulfilled by transfer.

EDD8030 * Investigating Problems of Practice (4 quarter credits)

In this course, learners examine continuous improvement models, engage in an inquiry
cycle, develop skills of data and information literacy, and collaborate with stakeholders to
assess organizational needs and dynamics. Learners identify an organizational issue,
collect and analyze relevant data, and develop valid inferences. Learners document the
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collect and analyze relevant data, and develop valid inferences. Learners document the
process utilized to tell the story of their research as a way to effectively share with
stakeholders. This course requires obtaining an organizational site and completing
site-based-related assignments. Prerequisite(s): EDD8010, EDD8020. Cannot be
fulfilled by transfer.

EDD8040 * Research Design for Practitioners (4 quarter credits)

In this course, learners are introduced to research approaches, designs, and methods with
a focus on the needs of educational leaders. Learners assess conceptual and theoretical
foundations of quantitative, qualitative, and action research designs and analyze a variety of
research literature and journal articles through the lens of a practitioner. Learners acquire
the knowledge necessary to assess the applicability of research and theoretical literature to
practice and become critical consumers of research. Learners apply course concepts to the
design of an action research study relevant to the learner’s organization.
Prerequisite(s): EDD8030. Cannot be fulfilled by transfer.

EDD8050 * Data Literacy for Leaders (4 quarter credits)

In this course, learners apply the data literacy skills required by leaders for effective
organizational planning, decision making, and communication with stakeholders. Learners
examine skills such as data interpretation, data aggregation and disaggregation,
transformation of data, use of multiple data sources, analysis, statistical techniques, and
selection of appropriate metrics for the intended purpose. Learners also utilize technology
to process data and present and communicate results. Prerequisite(s): EDD8040. Cannot
be fulfilled by transfer.

EDD8210 * Data-Driven Decision Making in Literacy Programs (6 quarter credits)

Learners in this course examine the ways data is used to make decisions associated with
reading and literacy programs. Learners prepare themselves to develop a research plan,
implement the plan, analyze and evaluate the resulting data and outcomes, and
communicate results to stakeholders. For EdD and EdS Reading and Literacy learners
only. Prerequisite(s): EDD8208. Cannot be fulfilled by transfer.

EDD8212 * Grant Writing and Policy for Reading and Literacy Programs (6 quarter
credits)
Learners evaluate the implications of local, state, and federal policy on reading and literacy
programs. Learners develop the skills needed to effectively write grants and prepare
presentations for different audiences. Learners also continue to strengthen their
professional research skills. For EdD and EdS Reading and Literacy learners only.
Prerequisite(s): EDD8210. Cannot be fulfilled by transfer.

This course emphasizes advocating for a philosophy of literary instruction that is supported
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EDD8216 * Literacy in School and Community Contexts (6 quarter credits)

This course emphasizes advocating for a philosophy of literary instruction that is supported
by theory and research and using it to develop and maintain a culture of literacy in school,
district, and community settings. Learners explore the role of leadership in making decisions
related to intervention models and demonstrate the belief that all children can learn at high
levels. For EdD and EdS Reading and Literacy learners only.
Prerequisite(s): EDD8212. Cannot be fulfilled by transfer.

EDD8218 * Leading and Managing Professional Development (6 quarter credits)

Learners in this course examine theories and research of adult learning to explore the
fundamental characteristics of effective literacy team collaboration. Learners also focus on
developing the professional knowledge, skills, and dispositions associated with committing
to reflective practice and lifelong learning and needed to coach and enhance the
professional development of teachers and other education professionals. For EdD and EdS
Reading and Literacy learners only. Prerequisite(s): EDD8216. Cannot be fulfilled by
transfer.

EDD8224 * Program Improvement in Reading and Literacy (6 quarter credits)

In this culminating course, learners plan a project and demonstrate their understanding of
the three project options: Program Evaluation, Curriculum Product, and Change
Management Plan. Learners then select a specialization-aligned topic and create a
proposal for an independent professional activity aimed at expanding knowledge and
informing practice via scholarly inquiry and critical analysis. Finally, learners organize their
Professional Showcase Portfolio and write a reflection paper that demonstrates their
understanding and reflects a critical analysis of the program outcomes. For EdD and EdS
Reading and Literacy learners only. Prerequisite(s): A cumulative GPA of 3.0 or
better. Cannot be fulfilled by transfer.

EDD8304 * The How-To of Becoming an Action Researcher (6 quarter credits)

In this course, learners develop and demonstrate skills in data and information literacy.
Learners examine continuous improvement models, engage in an inquiry cycle, and
collaborate with stakeholders to assess organizational needs and dynamics. Learners are
introduced to the collection, analysis, evaluation, and interpretation of new and existing
data, andways to communicate findings to stakeholders. For EdD Adult Education, EdD
Curriculum and Instruction, EdD Educational Leadership and Management, EdD
Performance Improvement Leadership, and Post-Master’s Certificate in Leadership
and Accountability learners only. Prerequisite(s): EDD8302. Cannot be fulfilled by
transfer.

EDD8306 * Systems and Theories of Organizational Dynamics and Change (6 quarter

credits)
Learners continue their study of leadership and management principles and skills as
they develop further understanding of organizational dynamics. Learners build on previous
courses to examine and apply the theoretical bases of systems thinking, action science,
and change processes. Topics include approaches to program evaluation and the role of
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and change processes. Topics include approaches to program evaluation and the role of
ethics in decision-making for change and continuous improvement. For EdD Adult
Education, EdD Curriculum and Instruction, EdD Educational Leadership and
Management, EdD Performance Improvement Leadership, and Post-Master’s
Certificate in Leadership and Accountability learners only. Prerequisite(s): EDD8304.
Cannot be fulfilled by transfer.

EDD8320 * Collaboration in Leading and Managing a Culture of Learning (6 quarter

credits)
This course explores the relational side of organizations and individual and group
interactions and behaviors. Topics include individual and organizational values and beliefs,
development of organizational norms, and the role of strong organizational cultures in
achieving organizational goals. Learners assess their own strengths as leaders and
influencers and examine the impact of cultural diversity and responsiveness on educational
effectiveness. This course builds on previous study of systems principles applied to
continuous improvement cycles, the power of collaboration, and the characteristics of
learning organizations. For EdD and Post-Master’s Certificate in Educational
Leadership and Management learners only. Prerequisite(s): EDD8306. Cannot be
fulfilled by transfer.

EDD8322 * Leading and Managing Change (6 quarter credits)

In this course, learners work collaboratively at their capstone sites and review literature to
identify problems and discuss potential strategies to bring about improvement. Learners
demonstrate inquiry, analysis, communication, leadership skills and the ability to evaluate
and interpret needs assessment data. Learners develop a data-informed problem statement
acceptable to their site. For EdD and Post-Master’s Certificate in Educational
Leadership and Management learners only. Prerequisite(s): EDD8320. Cannot be
fulfilled by transfer.

EDD8324 * Leading and Managing the Application of Organizational Theory (6 quarter

credits)
In this course, learners apply the leadership and management competencies gained from
previous coursework as they analyze the organizational dynamics of their capstone site.
Learners engage with stakeholders, capstone site data, and scholarly literature to build their
understanding of the problem, the proposed solution, and the dynamics of effecting
change /improvement, leading to a plan of action for their capstone project. For EdD and
Post-Master’s Certificate in Educational Leadership and Management learners only.
Prerequisite(s): EDD8322. Cannot be fulfilled by transfer.

In this course, learners examine and reflect on the multiple internal and external forces that
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EDD8328 * Reflection and Planning in Education Leadership and Management

(6 quarter credits)
In this course, learners examine and reflect on the multiple internal and external forces that
impact and shape their current or future roles as educational leaders and managers.
Learners integrate educational theories with practice in the planning of an applied capstone
project proposal specifically designed to address a real-life problem that generates
measurable improvements. For EdD and Post- Master’s Certificate in Educational
Leadership and Management learners only. Prerequisite(s): EDD8324. Cannot be
fulfilled by transfer.

EDD8330 * Adult Learning Theory and Practice (6 quarter credits)

This course provides an overview of learning theories, models, and principles and their
application to instructional processes for adult learners. Learners explore the social contexts
in which adults learn and develop, and the influences of race, class, gender, and culture.
Learners also study the nature of adult development; issues and trends in the field; theories
of adult growth and development; changes in young, middle, and older adulthood; and
implications for instruction and learning of adults. For EdD Adult Education and
PostMaster’s Certificate in Adult Education Leadership learners only.
Prerequisite(s): EDD8306. Cannot be fulfilled by transfer.

EDD8332 * Program Planning and Evaluation in Adult Learning Settings (6 quarter

credits)
This course presents underlying theories, current practices, and techniques for developing
and evaluating educational programs for learners in a variety of adult education settings.
Learners identify and assess needs, establish objectives, and design and evaluate
programs in adult education. Learners also examine their practice to help develop an
informed, insightful, and reflective practice for effective adult program development and
evaluation. For EdD Adult Education and Post-Master’s Certificate in Adult Education
Leadership learners only. Prerequisite(s): EDD8330. Cannot be fulfilled by transfer.

EDD8334 * Leading and Managing in Adult Learning Settings and Contexts (6 quarter
credits)
This course explores the concept of leadership in contemporary adult education settings,
with specific focus on the connections between leadership and adult learning and
development. Learners analyze theory and practices in effective leadership and
administration in adult education settings. Finally, learners examine managerial activities
such as program planning and development, leadership, organizational change, and
evaluation. For EdD Adult Education and Post-Master’s Certificate in Adult Education
Leadership learners only. Prerequisite(s): EDD8332. Cannot be fulfilled by transfer.

EDD8338 * Practice and Planning in Adult Education (6 quarter credits)

In this course, learners examine and reflect on the multiple internal and external forces that
impact and shape their current or future roles as educational leaders in adult education.
Learners integrate adult
learner’s professional education
goals. theory
For EdD andEducation
Adult practice inand
an applied project related
Post-Master’s to thein
Certificate
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learner’s professional goals. For EdD Adult Education and Post-Master’s Certificate in
Adult Education Leadership learners only. Prerequisite(s): EDD8334. Cannot be
fulfilled by transfer.

EDD8340 * Supervision and Evaluation of Curriculum, Instruction, and Assessment

Programs (6 quarter credits)
Learners investigate current theories and best practices of supervision and evaluation of
curriculum, assessment and instruction programs at the K–12, higher education, and
corporate levels. Learners assess instructional leadership, program effectiveness, and
professional development of professional teaching staff as part of a systemic plan to
improve student learning. Learners continue to use action research methods to evaluate
curricular programs, identify problems, and evaluate performance. For EdD and
Post-Master’s Certificate in Curriculum and Instruction learners only.
Prerequisite(s): EDD8306. Cannot be fulfilled by transfer.

EDD8342 * Collaboration for the Improvement of Curriculum, Instruction, and

Assessment (6 quarter credits)
Learners develop a professional and collaborative approach to leading and managing the
design of curriculum mapping. Following an overview of curriculum mapping, learners apply
concepts of curriculum mapping and the use of technology as a tool. Learners engage in all
aspects involved: mission and vision, planning, collaboration with stakeholders, providing
support through effective leadership, and planning for evaluation. For EdD and
Post-Master’s Certificate in Curriculum and Instruction learners only.
Prerequisite(s): EDD8340. Cannot be fulfilled by transfer.

EDD8344 * Applying Research to the Improvement of Curriculum, Instruction, and

Assessment (6 quarter credits)
Learners in this course focus on the design and evaluation of instructional models and
assessment strategies to meet the diverse needs of students. Learners analyze theory and
research support, innovative instructional models, and assessment strategies to develop
specific content-area and grade-level applications for improved student achievement.
Learners also examine issues and trends related to new and emerging instructional models
and assessment strategies. For EdD and Post-Master’s Certificate in Curriculum and
Instruction learners only. Prerequisite(s): EDD8342. Cannot be fulfilled by transfer.

EDD8348 * Reflection and Planning in Curriculum and Instruction (6 quarter credits)

In this course, learners examine and reflect on the multiple internal and external forces that
impact and shape their current or future roles as leaders who support curriculum and
instruction. Learners integrate curriculum and instruction theory and practice in an applied
project. For EdD and Post-Master’s Certificate in Curriculum and Instruction learners
only. Prerequisite(s): EDD8344. Cannot be fulfilled by transfer.
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EDD8350 * Emerging Technology Trends in Education (6 quarter credits)

In this course, learners investigate theories, research, and current and emerging trends in
technology that impact K–12 education. Learners examine these impacts from the planning
stage through instruction, assessment, data collection, and analysis. Topics include Digital
Bloom’s taxonomy, blended learning, the significance of digital citizenship, and the use of
learning management systems for teaching and managing student data. For EdD and EdS
Teacher Leader in K–12 Studies learners only. Prerequisite(s): EDD8408. Cannot be
fulfilled by transfer.

EDD8352 * Innovation in Teaching and Learning (6 quarter credits)

In this course, learners evaluate the intersection of technology knowledge, content
knowledge, and pedagogical knowledge (TPACK) and apply it to technology used in the
21st-century classroom to provide creative experiences that enhance learning. In addition,
learners gain and demonstrate an understanding of the use of problem-based learning,
personalized learning, adaptive learning, and a variety of digital and multimedia tools. For
EdD and EdS Teacher Leader in K–12 Studies learners only.
Prerequisite(s): EDD8350. Cannot be fulfilled by transfer.

EDD8354 * Cultural Competence in Schools and Communities (6 quarter credits)

Learners in this course analyze personal cultural awareness and gain cultural competence
to successfully educate students from diverse backgrounds. Learners examine sensitivities
and develop skills that underlie culturally responsive teaching. Topics include the value and
dynamics of diversity, cultural self-awareness, and ways to institutionalize cultural
knowledge. For EdD and EdS Teacher Leader in K–12 Studies learners only.
Prerequisite(s): EDD8352. Cannot be fulfilled by transfer.

EDD8356 * Data Analysis and Transforming Assessments (6 quarter credits)

In this course, learners administer meaningful assessments and interpret data to improve
the teaching practice. Learners explore ways to collect assessment data and apply it for
classroom improvement. Throughout the course, learners gain an understanding of
formative and summative assessment and authentic assessment techniques. Learners also
analyze data at the classroom, school, and district level, and examine the use of technology
to transform assessment in K–12 classrooms. For EdD and EdS Teacher Leader in K–12
Studies learners only. Prerequisite(s): EDD8354. Cannot be fulfilled by transfer.

EDD8358 * Teacher Mentoring and Coaching (6 quarter credits)

In this course, learners gain knowledge of teacher performance assessment and evaluation
systems as well as coaching and mentoring models and techniques and apply the skills
necessary to mentor and coach new and veteran teachers. Learners identify independent
professional activities related to these topics through the creation of four different project
descriptions: an action research monograph, a program evaluation, a curriculum product,
and a change management plan. Learners then select a specialization-aligned topic and
create a proposal for one independent professional activity to expand and apply their
knowledge. In addition, learners organize their Professional Showcase Portfolio and
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knowledge. In addition, learners organize their Professional Showcase Portfolio and

demonstrate their understanding through a critical analysis of program outcomes. For EdD
and EdS Teacher Leader in K–12 Studies learners only. Prerequisite(s): EDD8356.
Cannot be fulfilled by transfer.

EDD8360 * Introduction to Human Performance Improvement Systems (6 quarter

credits)
This course provides an overview of human performance improvement theory and
processes, including the history, foundational principles, and real-world applications that
help improve personal and organizational effectiveness. Learners use the Human
Performance Technology (HPT) Model to build and demonstrate a working knowledge of
the Human Performance Improvement (HPI) process. For EdD and Performance
Improvement Leadership certificate learners only. Prerequisite(s): EDD8306. Cannot
be fulfilled by transfer.

EDD8362 * Human Performance Improvement Needs Assessment: Models and

Procedures (6 quarter credits)
This course provides a model of performance analysis and needs assessment that can be
used in a variety of contexts. Learners explore in-depth methods used to accomplish the
needs assessment process and apply an active, hands-on approach, using practical tools to
conduct a real-world organizational needs assessment. For EdD and Post-Master’s
Certificate in Performance Improvement Leadership learners only.
Prerequisite(s): EDD8360. Cannot be fulfilled by transfer.

EDD8364 * Designing, Delivering, and Evaluating Human Performance Improvement

Interventions (6 quarter credits)
In this course, learners design effective solutions to resolve human performance problems
in organizations. Learners apply the procedure and tools needed to select, design, and
evaluate interventions to improve performance. The design and delivery process
incorporates both training and non-training interventions, including electronic approaches.
For EdD and Performance Improvement Leadership certificate learners only.
Prerequisite(s): EDD8362. Cannot be fulfilled by transfer.

EDD8366 * Return on Investment of Human Performance Improvement Interventions

(6 quarter credits)
Learners in this course use a return on investment (ROI) methodology to develop a plan to
measure the impact of an intervention. The process model includes evaluation planning,
data collection, data analysis, and reporting. The course provides learners with the
opportunity to achieve ROI Certification from the ROI Institute. For EdD and Performance
Improvement Leadership certificate learners only. Prerequisite(s): EDD8364. Cannot
be fulfilled by transfer.
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EDD8408 * Using Technology for Instructional Improvement: Research, Data, and

Best Practices (6 quarter credits)
In this course, learners develop and demonstrate the skills needed to effectively use
technology to promote and support instructional improvement. Learners research instruction
and curriculum development and student and educator performance, and demonstrate
effective data management while promoting best practices in learning, assessment and
instructional improvement in their classrooms, schools, and communities. For EdD and
EdS Personalized and Competency-Based Instruction, EdD and EdS Teacher Leader
in Digital Transformation, and EdD and EdS Teacher Leader in K–12 Studies learners
only. Prerequisite(s): EDD8404 or EDD8406. Cannot be fulfilled by transfer.

EDD8420 * Leadership Development in the Digital Age (6 quarter credits)

In this course, learners develop their leadership abilities by exploring best practice in theory
and research on leading in the digital age. Learners create a personal leadership
development plan based on leadership and technology research and theory, self-reflection,
peer and instructor feedback, and their own personal leadership goals. For EdD and EdS
Teacher Leader in Digital Transformation learners only. Prerequisite(s): EDD8408.
Cannot be fulfilled by transfer.

EDD8422 * Transformational Thinking to Meet 21st-Century Skills (6 quarter credits)

Learners in this course explore constructivism, project-based learning (PBL), self-regulated
learning (SRL), authentic assessment strategies, the Technological Pedagogical Content
Knowledge (TPACK) framework, and information and communication technology
(ICT)-based learning designs. Learners consider the research behind these approaches
and strategies in their development of digital learning experiences that enhance learning
growth and engagement in the classroom. For EdD and EdS Teacher Leader in Digital
Transformation learners only. Prerequisite(s): EDD8420. Cannot be fulfilled by
transfer.

EDD8424 * Current Trends in Personalized Learning and the One-to-One Environment

(6 quarter credits)
Learners in this course evaluate strategies for creating personalized lessons and
assessments to engage, motivate, and empower students. Learners develop
competency-based and problem-based learning activities, explore and evaluate adaptive
learning technologies, and analyze blended learning models to support personalized
learning in the classroom. For EdD and EdS Teacher Leader in Digital Transformation
learners only. Prerequisite(s): EDD8422. Cannot be fulfilled by transfer.

In this course, learners evaluate research and theory related to effective online P–12
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EDD8426 * Technology to Enhance Innovative Teaching and Improve Learning

(6 quarter credits)
In this course, learners evaluate research and theory related to effective online P–12
instruction techniques and their applications in the classroom. Learners apply technology
and digital media tools to improve teaching effectiveness and enhance student
engagement. Learners also plan independent professional activities through the creation of
four different project descriptions: an action research monograph, a program evaluation, a
curriculum product, and a change management plan. Learners then select a specialization-
aligned topic and create a proposal for one independent professional activity to expand and
apply their knowledge. Learners also organize their Professional Showcase Portfolio and
demonstrate their understanding through a critical analysis of program outcomes. For EdD
and EdS Teacher Leader in Digital Transformation learners only.
Prerequisite(s): EDD8424. Cannot be fulfilled by transfer.

EDD8430 * Advanced Theories and Concepts in Competency-Based Learning

(6 quarter credits)
In this course, learners develop and demonstrate the skills necessary to effectively use
technology to promote and support instructional improvement. Learners research instruction
and curriculum development as well as student and educator performance. Learners also
analyze effective data management while promoting best practices in learning, assessment
and instructional improvement in their classrooms, schools, and communities. For EdD and
EdS Personalized and Competency-Based Instruction learners only.
Prerequisite(s): EDD8408. Cannot be fulfilled by transfer.

EDD8432 * Advanced Theories and Concepts in Personalized Learning (6 quarter

credits)
In this course, learners examine the current research and theories as related to the
curriculum development, planning, standards, assessments and outcomes associated with
the personalized-learning curriculum. Learners evaluate current and foundation theories and
concepts, reflect on their role in the educational process and utilize select concepts in the
development of a personalized learning plan for a group of their students or a group of adult
learners. For EdD and EdS Personalized and Competency-Based Instruction
learners only. Prerequisite(s): EDD8430. Cannot be fulfilled by transfer.

EDD8434 * Implementing a Competency-Based and Personalized Learning

Curriculum (6 quarter credits)
In this course, learners develop and demonstrate the skills necessary to develop and
implement both a competency-based curriculum and a personalized-learning curriculum.
Throughout the course, learners develop instructional plans, create activities that utilize
technology, promote thinking and reflection, and collect learning data in both
competency- based and personalized-learning curriculums using standards, outcomes,
research-based assessment strategies to inform practice. For EdD and EdS Personalized
and Competency-Based Instruction learners only. Prerequisite(s): EDD8432. Cannot
be fulfilled by transfer.
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EDD8436 * Evaluating and Assessing Personalized and Competency-Based

Curriculum (6 quarter credits)
In this course, learners use standards, outcomes, competencies, and research-based
assessment practices to evaluate personalized and competency-based curriculum and
instructional practices. Learners consider independent professional activities related to
these topics through the creation of four different project descriptions: an action research
monograph, a program evaluation, a curriculum product, and/or a change management
plan. Learners also select a specialization-aligned topic and create a proposal for one
independent professional activity aimed at expanding knowledge and informing practice
through scholarly inquiry and critical analysis. Finally, learners organize their Professional
Showcase Portfolio and reflect on their understanding through a critical analysis of program
outcomes. For EdD and EdS Personalized and Competency-Based Instruction
learners only. Prerequisite(s): EDD8434. Cannot be fulfilled by transfer.

EDD8500 Adult Learning Theory and Professional Practice (4 quarter credits)

This course provides an overview of learning theories, models, and principles, and their
application to instructional processes for adult learners. Learners examine the social
contexts in which adults learn and develop as well as the influences of race, class, gender,
and culture. The course addresses the nature of adult development; issues and trends in
the field; theories of adult growth and development; changes in young, middle, and older
adulthood; and implications for instruction and learning for adults informed by the historical
and philosophical foundation of adult education. Cannot be fulfilled by transfer.

EDD8502 * Designing Adult Learning Experiences (4 quarter credits)

In this course, learners develop a knowledge base of methods and materials for designing
learning experiences and their assessments for adult students. Learners determine a
learning need in their work environment and develop a learning experience and subsequent
assessment to meet that need. Prerequisite(s): EDD8020, EDD8500. Cannot be fulfilled
by transfer.

EDD8504 * Leading in Adult Learning Settings and Contexts (4 quarter credits)

This course explores the concept of leadership in contemporary adult education settings,
with specific focus on the connections between leadership and adult learning and
development. Learners analyze theory and practices in effective leadership and
administration in diverse and equitable adult education settings, both domestic and
global. Learners examine managerial activities such as program planning and development,
leadership, organizational change, and evaluation. Prerequisite(s): EDD8030, EDD8502.
Cannot be fulfilled by transfer.

Learners in this course analyze the theories, policies, and procedures involved in
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EDD8506 * Adult Education Administration (4 quarter credits)

Learners in this course analyze the theories, policies, and procedures involved in
administering adult education environments. Learners distinguish between leadership and
management and examine the knowledge and skills needed to address adult education
administrative challenges. Prerequisite(s): EDD8040, EDD8504. Cannot be fulfilled by
transfer.

EDD8508 * Program Planning and Evaluation for Adult Education (4 quarter credits)
This course presents underlying theories, current practices, and techniques for designing
and evaluating educational programs for learners in a variety of adult education settings. In
this course, learners identify and assess needs; establish objectives; and design and
evaluate a program in adult education. Learners examine their own practice to help develop
an informed and insightful practice for effective adult program development and evaluation.
Prerequisite(s): EDD8050; completion or concurrent registration in EDD8506. Cannot
be fulfilled by transfer.

EDD8510 Organizational Improvement Through Effective Curriculum Development

and Instructional Practice (4 quarter credits)
In this course, learners examine relevant theories, foundations, processes, and the
application of best practices in curriculum development and instructional practice. The
course addresses processes and tools learners need to meet the needs of students
/trainees, with the goal of having each student/trainee meet or exceed the goals and
objectives of the curriculum and instruction. Students/trainees may be those led by learners
in P–12 education, higher education, military, nonprofits, and corporate organizations.
Cannot be fulfilled by transfer.

EDD8512 * Assessments for Improved Curriculum and Instruction (4 quarter credits)

In this course, learners examine learning and assessment theories. Learners evaluate
assessment models, strategies, techniques, tools, and instruments used in curriculum and
instruction to achieve learning outcomes. Prerequisite(s): EDD8020. Cannot be fulfilled
by transfer.

EDD8514 * Leading in Curriculum and Instruction (4 quarter credits)

In this course, learners develop a professional and collaborative approach to leading and
managing the design of curriculum and instruction. This course addresses leading through
the evaluation of trends and issues in curriculum and instruction. Prerequisite(s):
Completion of or concurrent registration in EDD8030. Cannot be fulfilled by transfer.

In this course, learners gain an understanding of how to work collaboratively to improve

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EDD8516 * Collaboration for the Improvement of Curriculum, Instruction, and

Assessment (4 quarter credits)
In this course, learners gain an understanding of how to work collaboratively to improve
curriculum, instruction, and assessment. This course emphasizes the development of
teams, benefits and challenges, skill development, fostering trusting relationships, and
components and principles of collaboration. Prerequisite(s): EDD8040. Cannot be
fulfilled by transfer.

EDD8518 * Applying Research to the Improvement of Curriculum, Instruction, and

Assessment (4 quarter credits)
In this course, learners apply research skills associated with a problem of practice.
Learners examine conceptual, theoretical, and practical foundations of designing an
improvement project. Learners apply course concepts to the design of a project that
addresses a problem or opportunity for improvements within the curriculum, instruction, and
assessment environment. Prerequisite(s): EDD8050, EDD8516. Cannot be fulfilled by
transfer.

EDD8520 * Educational Leadership by Design (4 quarter credits)

Learners in this course continue the study of systems thinking and foundational leadership
concepts and apply them to workplace environments. Learners examine systems thinking,
use of systems tools, and inquiry and design cycles as ways to maximize available
resources to solve problems under conditions of uncertainty and ambiguity. This course
emphasizes the importance of evidence-based reasoning and critical analyses as essential
skills of practitioners who plan action research interventions or engage in the design and
implementation of any improvement process. Prerequisite(s): EDD8010, completion or
concurrent registration in EDD8020. Cannot be fulfilled by transfer.

EDD8522 * Leading a Culture of Learning and Inclusion (4 quarter credits)

In this course, learners evaluate the role of culture in supporting an organization’s ability to
learn, improve, and successfully adapt to a changing environment, and the leader’s role in
shaping it. Learners analyze patterns of behaviors within organizations, as well as the
knowledge, skills, and dispositions of the inclusive leader that support values of diversity
and equity in organizational culture and in organizational development and improvement
processes. Additionally, learners examine the characteristics and theoretical bases of
cultural awareness, sensitivity and responsiveness, and their roles in achieving the goals of
a learning organization. Prerequisite(s): EDD8520. Cannot be fulfilled by transfer.

EDD8524 * The Future of Educational Leadership (4 quarter credits)

Learners in this course demonstrate leadership skills that support the ability to exercise
influence regardless of position in an organization and the importance of deep knowledge
and understanding of internal and external environmental factors impacting an educational
organization. This course emphasizes ongoing learning about current research and future
trends in education in a rapidly changing environment. Learners also examine social

influence and communication skills, commitment rather than compliance, empowerment of

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influence and communication skills, commitment rather than compliance, empowerment of

others, creative practice, and management of self, along with a robust professional
knowledge base as they consider ways to build the capacity of an organization to envision
its future. Prerequisite(s): EDD8520. Cannot be fulfilled by transfer.

EDD8526 * Change Leadership in a Learning Organization (4 quarter credits)

In this course, learners evaluate leading and managing organizational change processes.
Learners evaluate several change models, and examine the theory and practice of change
leadership and the application of collaboration and communication skills that lead to
organizational learning and desired outcomes. Learners apply knowledge of systems
thinking and tools, organizational development principles, and research methods to
planning, implementing, and monitoring improvement interventions.
Prerequisite(s): EDD8520, EDD8522, EDD8524. Cannot be fulfilled by transfer.

EDD8528 * Assessment and Evaluation in the Learning Organization (4 quarter

credits)
In this course, learners examine the varied purposes of evaluation and evaluation models
and how and when to apply them. Evaluation and assessment processes are framed as
learning tools leading to new knowledge and understanding with a focus on emergent and
evidence-based recommendations to determine next steps leading to ongoing cycles of
continuous improvement. The course emphasizes reflective practice, data literacy, research
reasoning, and habits of mind as leadership characteristics that support a continuous
personal and organizational learning process. Prerequisite(s): EDD8030, EDD8526.
Cannot be fulfilled by transfer.

EDD8534 * Designing, Delivering, and Managing Human Performance Improvement

Interventions (4 quarter credits)
In this course, learners design effective solutions to resolve human performance
problems in organizations. Learners apply the procedure and tools needed to select,
design, and evaluate interventions to improve performance. The design and delivery
process incorporates both training and non-training interventions, including electronic
approaches. Prerequisite(s): ED7631, ED7641. Cannot be fulfilled by transfer.

EDD8536 * Implementing and Sustaining Organizational Change (4 quarter credits)

Learners in this course are immersed in the professional literature to provide the knowledge
and skills needed to manage and control changes designed to improve organizational
performance. The course is designed to prepare learners to initiate a planning process that
includes the process, tools, and techniques to manage the people side of change to achieve
the required business outcome. Prerequisite(s): EDD8534. Cannot be fulfilled by
transfer.
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EDD8538 * Evaluation of Human Performance Improvement Interventions (4 quarter

credits)
In this course, learners evaluate human performance improvement interventions to
determine if they were efficient, effective, and led to improved workplace and organizational
performance. Learners acquire skills to resolve evaluation design issues, select appropriate
data collection and analysis methods, and overcome evaluation implementation issues such
as using technology, communicating results, gaining management support, and sustaining
the evaluation process. Prerequisite(s): EDD8536. Cannot be fulfilled by transfer.

EDD8540 * Theoretical and Historical Foundations of Reading (4 quarter credits)

In this course, learners analyze historical, philosophical, and theoretical foundations that
support instructional strategies that promote cognitive, linguistic, motivation, and
socio-cultural underpinnings of the reading and writing process.
Prerequisite(s): EDD8010. Cannot be fulfilled by transfer.

EDD8542 * Reading and Literacy Assessment, Evaluation, and Decision Making

(4 quarter credits)
In this course, learners perform a needs assessment to examine ways to apply reading and
literacy assessment data to improve literacy achievement, literacy instruction, and
continuous improvement. Learners investigate literacy coaching as one means of
continuous improvement. Prerequisite(s): EDD8540. Cannot be fulfilled by transfer.

EDD8544 * Meeting Diverse Literacy Needs in School and Community Context

(4 quarter credits)
In this course, learners examine different aspects of community, such as social class,
ethnicity, language differences, and learning differences, as they relate to planning for
literacy learning to meet needs of stakeholders. Prerequisite(s): EDD8540. Cannot be
fulfilled by transfer.

EDD8546 * Leading and Managing Literacy Programs (4 quarter credits)

In this course, learners develop the ability to lead and manage literacy program operations,
curriculum, resources, and professional development to support a continuous improvement
process. Prerequisite(s): EDD8542. Cannot be fulfilled by transfer.

EDD8548 * Grant Writing for Reading and Literacy Programs (4 quarter credits)
In this course, learners examine and research the implications of local, state, and federal
policy on reading and literacy programs. Learners develop the skills needed to effectively
write grants and prepare presentations for different audiences. Prerequisite(s): EDD8544.
Cannot be fulfilled by transfer.
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EDD9951 * EdD Doctoral Project 1 (4 quarter credits)

In this course, learners collaborate with stakeholders at their doctoral project sites to collect
evidence and share relevant literature to identify and frame a chosen problem of practice.
Learners demonstrate inquiry, analysis, communication, and leadership skills as well as the
ability to evaluate and interpret organizational data to determine performance gaps and root
causes. Learners increase knowledge and understanding of a problem and the factors that
impact it in order to develop a problem statement for their doctoral project. Learners also
secure the commitment of their project site to conduct their applied improvement project.
Grading for this course is S/NS. Prerequisite(s): EDD8050; ED7675 or EDD8508 or
EDD8518 or EDD8528 or EDD8538 or EDD8548. Cannot be fulfilled by transfer.

EDD9952 * EdD Doctoral Project 2 (4 quarter credits)

In this course, learners collaborate with stakeholders at their doctoral project site to begin to
develop a potential intervention that addresses a problem of practice. Learners develop
anin-depth literature review that synthesizes relevant theory and best practices pertaining to
the problem and the proposed solution and begin to develop an implementation plan to
address a problem of practice. Grading for this course is S/NS.
Prerequisite(s): EDD9951. Cannot be fulfilled by transfer.

EDD9953 * EdD Doctoral Project 3 (4 quarter credits)

In this course, learners continue to collaborate with stakeholders at their doctoral project site
to develop a potential intervention that addresses a problem of practice and develop a
detailed implementation plan. Learners complete and submit IRB applications for approval.
Grading for this course is S/NS. Prerequisite(s): EDD9952. Cannot be fulfilled by
transfer.

EDD9954 * EdD Doctoral Project 4 (4 quarter credits)

In this course, learners collect and evaluate doctoral project data, applying appropriate
quantitative and qualitative analysis tools. Learners make valid inferences from the data in
relation to the goals of the intervention and the implementation process. Learners
incorporate written and visual formats to effectively communicate their results in preparation
for developing their written report in EDD9955. Grading for this course is S/NS.
Prerequisite(s): EDD9953. Cannot be fulfilled by transfer.

EDD9955 * EdD Doctoral Project 5 (4 quarter credits)

In this course, learners synthesize their findings, key learnings, and next steps in relation to
their doctoral project in a written report that includes learner reflections on the applied
improvement project experience, and provides the basis for the doctoral project
presentation learners develop in EDD9956. Grading for this course is S/NS.
Prerequisite(s): EDD9954. Cannot be fulfilled by transfer.

In this course, learners complete their doctoral project by developing a presentation on the
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EDD9956 * EdD Doctoral Project 6 (4 quarter credits)

In this course, learners complete their doctoral project by developing a presentation on the
problem, intervention, results, and sharing with stakeholders. In addition, learners submit a
portfolio of their signature assignments related to their doctoral project. Grading for this
course is S/NS. Prerequisite(s): EDD9955. Cannot be fulfilled by transfer.

EDD9960 * Dissertation Courseroom (4 quarter credits each)

This course provides learners with resources, guidance, and peer and mentor support
during each dissertation course as they complete the required milestones. Department
consent is required for registration. Grading for this course is S/NS. Learners must
register for this course a minimum of four times to fulfill their specialization
requirements. Prerequisite(s): EDD8328 or EDD8338 or EDD8348. Cannot be fulfilled
by transfer.

EDD9971 * Doctoral Capstone (6 quarter credits each)

This course provides learners with resources, guidance, and support as they fulfill the
required milestones toward completion of a doctoral capstone. Learners apply scholarly
research within a particular professional context to advance their knowledge in the science
and practice of the profession and solve organizational, institutional, or community
concerns. Department consent is required for registration. Grading for this course is
S/ NS. Learners must register for this course a minimum of two times to fulfill their
specialization requirements. Prerequisite(s): Completion of all required and elective
coursework with a cumulative GPA of 3.0 or better. Cannot be fulfilled by transfer.

EDD9980 Doctoral Project Development (4 quarter credits)

This course provides learners with the resources, structure, and faculty support for
successful completion of their doctoral project requirements. Learners analyze, critique, and
integrate information into the design and implementation of their project. Special
permission is required for registration. Grading for this course is S/NS. Cannot be
fulfilled by transfer.

EDT5100 Leading Innovation and Implementing Change (4 quarter credits)

In this course, learners demonstrate key skills required to lead change in K-12 schools and
to implement innovative instructional techniques that enhance learning for all students
Learners examine innovative instructional practices that incorporate technology and media,
develop ways to use these practices to meet the needs of culturally and linguistically
diverse learners and learners with a wide range of learning needs, and apply strategies for
collaborating with colleagues to integrate state-of-the-art practices into daily classroom
instruction.

Learners cultivate an understanding of how to appropriately collect and analyze student

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EDT5102 Integrating Technology into Data Assessment and Evaluation (4 quarter

credits)
Learners cultivate an understanding of how to appropriately collect and analyze student
data and apply technology to enhance the assessment and evaluation experience. Learners
use technology tools to collect and analyze both quantitative and qualitative data as a
means to identify instructional strengths and problems, implement best practice strategies
and solutions, and interpret student learning data. Learners also evaluate a variety of
assessments and digital tools in order to best promote learning in a diverse classroom.
Finally, using these digital tools, learners apply methods for communicating information to
key stakeholders, while adhering to ethical standards regarding student data and being
mindful of cultural contexts. This course requires access to an educational setting, students
or learners, and/or classroom practitioners.

EDT5104 Teacher Dispositions and Ethics in the Digital Age (4 quarter credits)
Learners assess the values, commitments, beliefs, and behaviors that teachers must
demonstrate inside and outside of the school setting to promote innovation in K-12 settings
and foster safe and ethical online behavior of students. Learners analyze rights and
responsibilities required in digital interactions with others, and how to model these behaviors
for their students. Finally, learners demonstrate dispositions consistent with promoting
innovative practice in K-12 schools. This course requires access to an
educational setting, students or learners, and/or classroom practitioners.

EDT5120 Instruction in the 21st-Century Classroom (4 quarter credits)

In this course, learners investigate the use of instructional technology tools in the K–12
classroom, including the Technological Pedagogical Content Knowledge (TPACK) model,
Marzano’s Teacher Evaluation model, and Shulman’s model of Pedagogical Reasoning and
Action. Learners evaluate structures that help develop classroom digital learning
experiences, which enhance teaching and learning. Learners apply the Substitution
Augmentation Modification Redefinition (SAMR) model, Digital Bloom’s Taxonomy, and
backwards design in planning for effective teaching with technology. Learners also evaluate
ways that 1:1 computing is utilized in the classroom as framed by the Online Learning
Theoretical Framework. In addition, learners analyze implementation strategies for Bring
Your Own Device (BYOD) and blended learning with a special emphasis on the flipped
classroom model. This course requires access to an educational setting, students or
learners, and/or classroom practitioners.

EDT5122 Digital Citizenship and Technology Applications (4 quarter credits)

In this course, learners evaluate the ways that students and teachers become responsible
digital citizens. Learners apply best practices for responsibly accessing, evaluating, and
using online resources and social media, and analyze the nine elements of digital
citizenship, cyber-ethics, cyber-safety, and cyber-bullying. In addition, learners evaluate
ways that teachers align their lessons, objectives, and outcomes to a variety of standards
for teaching and learning. Learners also explore structures and systems that can be
implemented to manage a variety of devices and instructional time in a 1:1 environment.
Finally, learners institute routines to increase student achievement and motivation to learn,
selecting and creating a secure digital learning environment for students.
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EDT5125 Integrating Technology to Enhance Learning (4 quarter credits)

In this course, learners investigate the ways in which teachers integrate technology to
create personalized learning opportunities that engage, motivate, and empower students.
Learners analyze educational theories and strategies that support personalized instruction.
Learners also evaluate a variety of educational technology tools that support the
personalization of instruction through effective digital integration to increase student
achievement and engagement. In order to meet the diverse needs of all students, learners
will plan and implement personalized instruction in their own learning environment. This
course requires access to an educational setting, students or learners, and/or
classroom practitioners.

EDT5126 Collaborative Learning Environments (4 quarter credits)

Learners analyze systems for building, supporting, and sustaining collaborative learning by
evaluating structures and systems that leverage technology to provide opportunities for
collaborative learning and professional collaboration. Learners identify theories, research,
and models that support collaborative learning and professional learning communities
and investigate how to create opportunities for students and teachers to work
collaboratively within live and virtual settings.

EDT5130 Understanding Competency-Based Curriculum and Instruction (4 quarter

credits)
Learners in this course gain an understanding of the differences between standards,
outcomes, and competencies and how they can be integrated into the curriculum. Learners
build on this understanding, mapping competencies to outcomes and aligning standards to
competencies and outcomes. Learners integrate competency- based curriculum and lesson
planning with best-practice teaching approaches and develop competency-based classroom
management techniques. This course requires access to an educational setting,
students or learners, and/or classroom practitioners.

EDT5132 Authentic Assessments and the Data-Driven Classroom (4 quarter credits)

In this course, learners analyze authentic assessment as an evaluation process that
includes multiple forms of performance that reflect student learning, achievement, and
motivation in real-world contexts. Learners develop a variety of authentic assessment
techniques, including performance assessments, portfolios, and self-assessments and
collect, summarize, analyze, and apply assessment data. The course also emphasizes
techniques for organizing and participating in grade-level or school-wide collaborative
teams.

EDT5134 Adaptive Learning and Competency-Based Assessments (4 quarter credits)

In this course, learners utilize a variety of formative and authentic assessment techniques in
an educational setting and interpret data from formative assessments to inform instruction.
Learners implement adaptive learning approaches to meet the diverse needs of all learners
and apply Universal Design for Learning (UDL) principles to competency-based
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and apply Universal Design for Learning (UDL) principles to competency-based

assessment. This course requires access to an educational setting, students or
learners, and/or classroom practitioners.

EDT5140 Personalized Learning: Instruction and Assessment (4 quarter credits)

Learners develop skills in personalizing instruction in a blended environment to leverage
student engagement, motivation, and achievement. Learners evaluate the application of
connectivism, constructivist instructional design, problem-based/project-based learning, and
Understanding by Design as well as research-based strategies intended to increase
personalization and collaboration in the classroom. Finally, learners evaluate and design
formative and summative assessments and analyze the data gathered from these
assessments to guide improvement in personalized learning. This course requires access
to an educational setting, students or learners, and/or classroom practitioners.

EDT5142 Adaptive Instruction and Assessment (4 quarter credits)

In this course, learners analyze theories of constructivism and cognitive flexibility and
implement adaptive learning approaches to meet the needs of diverse learners. Further,
learners apply the Universal Design framework to instructional design and evaluate
adaptive learning dashboards that provide continuous assessment of mastery-based
learning. Learners also analyze facilitator-driven and assessment-driven systems and
evaluate the effectiveness of mastery-based learning in student needs, including those of
students with disabilities, English-language learners, and students who are gifted or
talented. The course includes an emphasis on the purpose and impact of computer-aided
instruction and assessment on student achievement in competency-based education
(CBE). This course requires access to an educational setting, students or learners,
and/or classroom practitioners.

EDT5144 Using Data to Personalize Instruction (4 quarter credits)

Learners in this course plan, develop, and evaluate technology-driven classroom
instruction. Learners analyze assessment data used to promote student learning and to
evaluate the effectiveness of technology integration in personalized instruction. Learners
collect, summarize, analyze, and apply assessment data, and analyze strategies for
organizing and gaining participation in grade-level or school-wide collaborative teams. The
course includes a focus on ethical principles within the online learning environment
and ways to protect the data privacy of students and the intellectual property of an
organization. This course requires access to an educational setting, students or
learners, and/or classroom practitioners.

EDT5150 Instructional Coaching to Improve Teaching and Learning (4 quarter

credits)
Learners investigate solution-oriented coaching models and techniques. Learners evaluate
and implement coaching models, planning strategies for professional growth, setting goals,
monitoring progress, and identifying accountabilities in order to determine the effectiveness
of assessment and evaluation models that aim to strengthen the knowledge, skills,
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of assessment and evaluation models that aim to strengthen the knowledge, skills,
dispositions, and classroom practices of teachers. Learners also review comprehensive
performance assessment and evaluation systems that provide targeted support, assistance,
and professional growth opportunities based on teachers’ individual needs as well as the
needs of their students, schools, and districts. This course requires access to an
educational setting, students or learners, and/or classroom practitioners.

EDT5152 Planning and Implementing Site-Based Initiatives (4 quarter credits)

Learners in this course develop a plan to introduce and implement an initiative within their
school, including evaluating plan components; identifying key members of the planning
team, participants affected by the initiative, types of professional development needed to
successfully launch the initiative, and determining metrics for evaluating the initiative’s
effectiveness. Learners also develop the skills necessary to integrate adult learning theory
and current research-based best practices into professional development program planning.
This course requires access to an educational setting, students or learners, and/or
classroom practitioners.

EDT5900 Innovation and Technology Capstone (6 quarter credits)

In this course, learners demonstrate proficiency in integrating learning and skills from
required courses by completing a final project. For MS in Education Innovation and
Technology learners only. This course requires access to an educational institution,
students, and/ or classroom practitioners. Must be taken during the learner’s final
quarter. Cannot be fulfilled by transfer or prior learning assessment.

EMG7011 Critical Infrastructure National Strategies and Policies (4 quarter credits)

In this course, learners assess the current critical infrastructure and key resources (CIKR)
national strategies, National Infrastructure Protection Plan (NIPP), authorities, and policies.
Learners also identify the requirements and responsibilities for management of the national
system and analyze various theories and policies that would protect sustainable, resilient
critical infrastructure systems.

EMG7015 * Application of Emergency Management Theory (4 quarter credits)

This course introduces learners to the application of emergency management theories by
scholars and professionals in research, policy, practice, and systems. Learners in the
course identify and assess primary theoretical constructs and research methodologies
commonly used in emergency management. Throughout the course, learners synthesize
relevant theories and applicable methodologies in order to generate potential research
topics, determine potential policy issues, and examine ways to inform emergency
management administration. Prerequisite(s): PSL7020, completion of or concurrent
registration in PSL7030. Cannot be fulfilled by transfer.
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EMG7021 Critical Components and Management of Complex Infrastructure Networks

(4 quarter credits)
Learners in this course analyze protection strategies for effective complex critical
infrastructures within diverse nonprofit, private, or government sectors. Learners evaluate
current critical components and manage the complex infrastructure networks to provide
necessary resources to the nation’s daily operations for its citizens’ well-being. Learners
examine the enterprise network management of critical infrastructure with its complex
interconnectivity across the Internet. Learners also identify cyber vulnerabilities in the
management of the complex critical infrastructure systems and recommend appropriate
safeguards.

EMG7022 Risk Assessment for Continuity Programs (4 quarter credits)

This course is an introduction to risk assessment and risk management. Learners examine
the relationship of risk assessment to an integrated emergency management and continuity
program. Learners assess the meaning of business in the context of continuity planning and
programming and identify the management need for an integrated plan, based on National
Fire Protection Association (NFPA) 1600. In addition, learners gain and apply knowledge of
Federal Continuity Directives (FCD) 1 and 2 and Continuity Guidance Circulars (CGC) 1
and 2.

EMG7025 * Emergency Management Policy and the Administration of Emergencies

and Disasters (4 quarter credits)
Learners investigate the organizational challenges that emergency management leadership
typically encounters in contemporary society. Learners critically evaluate the intended and
unintended effects of political, social, and legal policies and pressures impacting the ways
emergency management organizations function. Learners assess organizational and
administrative theories and best practices for leadership and administration in emergency
management. Learners also analyze innovative policies and change initiatives to achieve
specific ethical and functional objectives. Prerequisite(s): Completion of or concurrent
registration in EMG7015; PSL7030.

EMG7031 Critical Infrastructure in an All-Hazards Environment (4 quarter credits)

In this course, learners measure security risks associated with the national critical
infrastructure systems and caused by intentional and unintentional threats from various
threat agents. Learners identify the current cyber vulnerabilities that could induce threats to
our environments and investigate natural and man-made threats, including cyberterrorism
against our critical infrastructure, and the devastating consequences caused by these
threats. Learners also evaluate the incident response lifecycle—monitor, detect, contain,
mitigate, and validate—when a security incident occurs.

This course introduces the elements of project management and the relationship to building
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EMG7032 Business Continuity Sustainment and Project Management (4 quarter

credits)
This course introduces the elements of project management and the relationship to building
a sustainable continuity management program. Learners analyze research on continuity and
recovery procedures, identify the relationship between continuity of critical functions and
organizational resilience, and apply project management best practices to a continuity plan
outline.

EMG7035 * Emergency Management Systems (4 quarter credits)

Learners in this course identify best practices to coordinate and manage comprehensive
emergency management systems. Learners examine technology and research-integrated
applications, risk communication, risk-based decision making, application of theory, and
monitoring and measurement of the programs analyzed. Prerequisite(s): EMG7015,
PSL7030.

EMG7041 Designing Resilient Systems (4 quarter credits)

Learners in this course assess the effectiveness of the current resilient systems of critical
infrastructure against all potential threats, emergency management amid disaster, and
recovery procedures after a disaster. Learners demonstrate their understanding by writing a
critical infrastructure protection plan for all-hazards environment. In addition, learners
analyze the methods of sharing resilient information interagency as well as best practices
and standards in protecting critical infrastructure and propose ways to improve strategies
and policies.

EMG7042 Business Continuity Planning (4 quarter credits)

Learners in this course apply advanced knowledge and skills in continuity management and
use risk assessment and impact strategies in the development of an annotated outline for a
business continuity plan. Learners demonstrate knowledge of the metrics needed to assess
performance. Learners also investigate the critical importance of effective continuity on
organizational resilience.

EMG7045 * Risk Management Application (4 quarter credits)

In this course, learners determine best practices for risk assessment composed of hazard
identification, vulnerability assessment, and impact analysis as an integrated process.
Throughout the course, learners integrate the theoretical paradigm supporting the
management of risk and risk-based decision making. Prerequisite(s): EMG7015, PSL7030.

EMG7095 * Integrative Project for Emergency Management (4 quarter credits)

In this course, learners demonstrate proficiency in a specific area related to emergency
management by applying learning from required and elective courses to develop an original
project. Throughout the process, learners select an emergency management theoretical
perspective and apply it to best practices and industry-specific approaches and methods.
Using their project, learners write a paper to demonstrate knowledge they have gained
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throughout the program. For MS in Emergency Management learners only.

Prerequisite(s): Completion of all required and elective coursework. Cannot be
fulfilled bytransfer or prior learning assessment.

EMG8015 * Risk Management in Emergency Management (4 quarter credits)

Learners in this course integrate the concepts of hazard, risk, and vulnerability with impact
assessments to inform the planning of effective and efficient risk-based decision making.
Learners examine multiple real-life disaster scenarios, public events, and existing risk
assessments then identify the relevant theoretical perspectives that can be applied to each
type of context. Learners also develop and implement an assessment of their own creation
as a final project. Prerequisite(s): EMG7015, EMG7025.

EMG8025 * Emergency Management Operations and Planning (4 quarter credits)

In this course, learners examine relevant theoretical paradigms related to risk, planning, and
resiliency. Throughout the course, learners analyze the interorganizational and
intergovernmental roles seen regularly in the emergency management field, and interpret
current federal laws and national policies driving the field. The course culminates with the
learner selecting a specific community and developing a strategic proposal for enhancing
community resilience. Prerequisite(s): EMG8015 and completion of or concurrent
enrollment in EMG7035.

EMG8035 * Response, Continuity, Recovery, and Resilience (4 quarter credits)

Learners assess human-made and natural disasters through cross-cultural and historical
perspectives. Learners analyze the impact that culture has on disaster response, recovery,
and resilience as well as the cultural variation that may be seen across and within
communities, including variations within disasters and emergency management systems.
Prerequisite(s): Completion of or concurrent enrollment in EMG8025.

EMG8045 * Contemporary Issues in Emergency Management (4 quarter credits)

This course introduces learners to the contemporary issues relevant in the emergency
management profession today. Learners analyze the intersection of social norms,
professional best practices, and emergency management theory as well as their impact on
disaster events, policy development, and the administration of emergency management
services. Prerequisite(s): Completion of or concurrent enrollment in EMG8035.

ENG1000 English Composition (6 quarter credits)

This course is an introduction to writing research techniques and various forms of writing,
including expository writing. Learners strengthen and demonstrate their ability to think
critically; to develop and organize writing topics; and to revise their writing for clarity of
purpose, readability, and style.
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ENG1100 Writing Strategies for Criminal Justice (6 quarter credits)

This course introduces learners to professional writing and academic standards for writing,
support, and citation specific to the field of criminal justice. Learners inspect various types
of reports, professional assessments, and case studies and build foundational knowledge of
writing for various audiences and purposes. For BS in Criminal Justice learners only.

ENG1250 Introduction to Technical and Business Writing (6 quarter credits)

In this course, learners discover how to harness the power of words in a professional
environment. Learners focus on the fundamentals of business and technical writing to
understand how to write for a variety of purposes. Learners also gain the skills necessary to
craft a clear and targeted message for any audience.

ENG2250 Academic Research and Writing (6 quarter credits)

In this course, learners assess how to use writing to understand, influence, and connect
with an audience. Learners identify how to use primary and secondary research to support
their informed arguments, as well as how to document their research. Learners develop the
skills necessary to research and analyze the writing of others to evaluate credibility.

ENTR5412 New Ventures and Entrepreneurship (4 quarter credits)

This course is an introduction to new ventures and entrepreneurship including
entrepreneurial feasibility, research, planning, and funding for new venture opportunities.
Learners investigate legal structures of entrepreneurial ventures, examine factors that
influence the venture selection process, evaluate the feasibility of a venture concept,
identify a customer base and market, and consider funding requirements for the business
venture.

FIN5710 Economic Foundations for Financial Decision Making (4 quarter credits)

This course examines macro and micro economic principles, theories and tools, and their
applications to business. Learners analyze economic activities from a national and global
perspective, value creation, tools employed by the Federal Reserve System and
government to create and implement fiscal and monetary policies, and the importance of
these for business. Learners also apply microeconomic theories and market competition
considerations to behavior and decision making of firms and individuals.

GBUS9919 * Doctoral Comprehensive Examination (3 quarter credits)

This course includes an overview of the comprehensive examination process, the university’
s expectations of academic honesty and integrity, the three core themes of the examination,
and the evaluation criteria. The courseroom mentor provides three questions addressing
the core themes. Learners write answers to the comprehensive examination questions.
Answers are evaluated by faculty readers using point-scale scoring rubrics. Upon passing
the comprehensive examination, learners are eligible to register for the first dissertation

/NS. Prerequisite(s): Completion of all required and elective coursework with a

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course. Department consent is required for registration. Grading for this course is
S/NS. Prerequisite(s): Completion of all required and elective coursework with a
cumulative GPA of 3.0 or better. Completion of practicum courses, if applicable.
Fulfillment of all residency requirements. Cannot be fulfilled by transfer.

GBUS9960 * Dissertation Courseroom (3 quarter credits each)

This course provides learners with resources, guidance, and peer and mentor support
during each dissertation course as they complete the required milestones. Department
consent is required for registration. Grading for this course is S/NS. Learners must
register for this course a minimum of four times to fulfill their specialization
requirements. Prerequisite(s): BMGT9919 or OM9919 or GBUS9919. Cannot be
fulfilled by transfer.

HCM5310 Decision-Making in the Health Care System (4 quarter credits)

In this course, learners examine the complex and dynamic U.S. health care system,
stakeholders, laws, and regulations. Learners develop an understanding of how health care
delivery systems are organized and financed and identify the economic, legal, and political
factors that influence the management of health care organizations.

HCM5312 * Analyzing the Health Care Environment (4 quarter credits)

Learners apply regulatory analyses to examine the organization’s position within the
external environment and develop plans to strengthen the organization’s strategy. Learners
use evidence-based decision making to support analyses. Prerequisite(s): MBA5006,
HCM5310.

HCM5314 * Driving Health Care Results (4 quarter credits)

In this course, learners analyze ways in which health care leaders support the effective
access and delivery of quality patient care in a customer-focused and cost efficient manner.
Learners address the impact of organizational culture, structure, operations, services, and
financing on outcomes to optimize results in a health care organization.
Prerequisite(s): HCM5310, MBA5006.

HIM4610 Medical Terminology (6 quarter credits)

Learners in this course develop an understanding of medical terminology used within
health care. Learners analyze prefixes, suffixes, word roots, and combining forms, and
practice correctly pronouncing, spelling, and using medical terms in the appropriate
contexts.

HIM4620 * Data Management in Health Information Systems (6 quarter credits)

In this course, learners examine the operational and financial principles of managing health
data from multiple source systems. Learners gain and demonstrate an understanding of
including dataintegration
various data warehousing,
toolsbatch processing,used
and techniques and to
interface
supportengines. Learners also
clinical information systems,
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including data warehousing, batch processing, and interface engines. Learners also
examine and apply network and database design and architecture and their effects on
source system development. Prerequisite(s): HIM4610.

HIM4630 * Statistical Analysis for Health Information Management (6 quarter credits)

In this course, learners develop a working knowledge of basic statistical strategies and tools
used to analyze and interpret health care data, including pattern recognition; data
classification; and data mining, modeling, and sampling. Learners also evaluate the
resources that provide health care information and support health information integrity and
data quality. Prerequisite(s): HIM4610.

HIM4640 * Electronic Health Records and Health Information Systems (6 quarter

credits)
Learners in this course build their knowledge of health data management history and the
role of the electronic health record (EHR) in health care organizations. Throughout the
course, learners identify the characteristics of the EHR and other clinical systems, develop
their skills in using an EHR, and evaluate the standards being developed to encourage EHR
interoperability and data sharing. Prerequisite(s): HIM4610.

HIM4650 * Decision Support and Quality Management in Health Information

Management (6 quarter credits)
In this course, learners examine decision-support practices and quality-management
techniques used to improve the quality of health care. Learners apply decision-modeling
techniques and evaluate the impact of clinical information systems on the quality, safety,
and efficiency of health care data. Prerequisite(s): HIM4610.

HIM4660 * Information Security, Privacy, and Ethics in Health Care (6 quarter credits)
Learners in this course gain a legal and ethical overview of the health information industry,
including the role of the Health Information Portability and Accountability Act (HIPAA).
Learners analyze security and privacy issues related to gathering and sharing health data
and examine the legal constraints of transmitting data outside the parameters of treatment,
payment, and health operations. Prerequisite(s): HIM4610.

HIM4670 Health Information Systems and Management (6 quarter credits)

Learners in this course examine health care systems and health information management
in the United States. Learners examine organizational relationships, business associations,
and market forces that affect the health care system. In particular, learners build knowledge
of leadership and management theories for health care systems and health information
management.
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HIS1150 U.S. History: How the Past Informs the Present (6 quarter credits)
In this course, learners investigate key events in U.S. history and make connections to their
influence and impact on society today. Learners analyze how knowledge of the past helps
to understand the world today and make more informed decisions about the future. In
addition, learners critically analyze information and decide what is credible and accurate to
draw their own conclusions.

HMSV5002 Theory and Application in Human Services (4 quarter credits)

This course presents contemporary social problems addressed by human services
professionals in the field and familiarizes learners with the community resources available to
them. Learners examine the theories behind human services delivery and management in
order to gain a broader understanding of the human services profession and the role of
human services professionals within diverse delivery settings. Must be taken during the
first quarter by learners who have been admitted to the MS in Human Services
degree program. Cannot be fulfilled by transfer.

HMSV5314 Program Development and Evaluation in Human Services (4 quarter

credits)
In this course, learners examine needs assessment, program development, and program
evaluation as fundamental tools in a variety of organizations. In particular, learners use
research-based models and best practices to inform program development and evaluation
in for-profit, nonprofit, and government settings. Learners also gain the skills they need to
communicate effectively with internal and external stakeholders and address ethical
implications of various approaches to program development and evaluation.

HMSV5316 The Effective Use of Analytics in Human Services (4 quarter credits)

In this course, learners develop the skills needed to apply the early aspects of the life cycle
of human services analytics. Learners examine the various data sources, data models, and
algorithms and use basic tools to complete an analysis. Learners also collaborate within
teams to evaluate case studies and explore the ways in which stakeholders’ needs are met
through data analytics.

HMSV5320 * Ethical Practice in Human Services (4 quarter credits)

Learners in this course analyze the ethical standards and expectations required of human
services professionals in research and practice. Learners apply an ethical problem-solving
framework to solve a variety of ethical dilemmas and issues relevant to the human services
field. Prerequisite(s): HMSV5002.

This course is a survey of theories, research, and concepts that highlight the importance of
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HMSV5334 Diversity and Inclusion in Human Services (4 quarter credits)

This course is a survey of theories, research, and concepts that highlight the importance of
race, culture, socioeconomic status, and ethnicity in individual and group experience.
Learners consider the effects of gender, social class, religion, and disability on experience
and evaluate the role of the human services and educational professional in addressing the
multicultural needs of clients and colleagues in the workforce. Learners also examine
community cultural competency and practice applying a variety of theoretical approaches
and methodologies to real-life scenarios.

HMSV5340 Leading in For-Profit, Nonprofit, and Government Organizations (4 quarter

credits)
This course familiarizes learners with the unique expressions of leadership in for-profit,
nonprofit, and government organizations. Learners differentiate among the capacities of
various types of leaders and stakeholders to ensure continuous leadership and
organizational development.

HMSV5390 Interpersonal and Leadership Skills for Human Services Professionals

(4 quarter credits)
In this course, learners develop the fundamental professional communication, collaboration,
problem-solving, and information literacy skills necessary for working with individuals,
communities, and agencies. Throughout the course, learners apply techniques for
developing goals and recommending strategies and explore appropriate ways for
disseminating information to assist stakeholders in achieving those goals. Cannot be
fulfilled by transfer.

HMSV5402 Social Change and Public Policy in Human Services (4 quarter credits) In
this course, learners examine the concepts, principles, and stages of public policy
development and analysis in the human services field. Learners gain an understanding of
the approaches used by policymakers and policy analysts to evaluate the effects of
programs and projects on societal problems in for-profit, nonprofit, and government
settings. Other course topics include the policy process, agenda setting, advocacy,
analysis, political process management, policy implementation, and public policy evaluation
feedback based on information gained from the field.

HMSV5410 Financial Management and Budgeting in Human Service Organizations

(4 quarter credits)
In this course, learners examine human service program revenue sources and assess
budgeting strategies and expense allocations associated with the management of human
services organizations. In particular, learners explore the complexities of financial and
budget management in for-profit, nonprofit, and government human services organizations.
Learners also examine issues related to voluntarism, hiring, salaries, compensation and
benefits, technology upgrades, and operational requirement assessments.
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HMSV5420 Developing Innovative Human Service Organizations (4 quarter credits)

Learners in this course explore the elements of organizational development, design, and
change in human services organizations. Learners evaluate design and change theories;
explain creativity and implementation in organizations through innovative practices; and
investigate the inclusion of the technological tools needed to lead for future growth in
for-profit, nonprofit, and government organizations. In addition, learners analyze the
philosophy of an organization, including its purpose and values, and discuss how creative
innovation can strongly impact the organization’s stakeholders.

HMSV5430 * Leading Adaptive Organizational Systems in Human Services (4 quarter

credits)
In this course, learners analyze emerging theories of leadership in complex and dynamic
human services programs that are capable of adapting to significant policy, social, or
environmental changes. Throughout the course, learners assess the impact of leadership
style, policy changes, and funding sources on organizational operations through adaptive
leadership models. Learners also explore their own personal leadership style and
philosophy of leadership through various learning exercises and practice incorporating
diverse cultural concepts in a problem-solving scenario. Prerequisite(s): HMSV5420.

HMSV5530 * Statistical Methods in Human Services Analytics (4 quarter credits)

In this course, learners study the collection, organization, presentation, analysis, and
interpretation of data using statistical methods. In particular, learners practice using
appropriate technology tools to obtain a result using statistical methods and collaborate with
team members to compare processes, techniques, and conclusions in order to understand
various perspectives. Prerequisite(s): HMSV5500.

HMSV5990 * Human Services Internship † (4 quarter credits)

In this course, learners apply the knowledge and skills they have acquired through their
coursework for a minimum of 100 hours in a human services setting. Learners critically
analyze and evaluate problems encountered within a human services organization and
apply interdisciplinary knowledge and research findings to develop strategies for direct care,
resource management, and service delivery. Learners observe and collaborate with diverse
stakeholders within the organization to analyze ethical practices and critically evaluate the
implementation of best practices at their internship site. For MS in Human Services
learners only. Grading for this course is S/NS. Prerequisite(s): HMSV5002,
HMSV5316, HMSV5320, HMSV5334, HMSV5390. Cannot be fulfilled by transfer.

HMSV5993 * Human Services Capstone for Master’s Learners (4 quarter credits)

In this course, learners demonstrate proficiency in their specialization area by applying
learning from required and elective courses to complete an analysis of a human service
organization or system or to propose a new application in their professional field. For MS in
Human Services learners only. Prerequisite(s): All required and elective coursework.
Cannot be fulfilled by transfer.
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HMSV8002 Multidisciplinary Practice and Case Analysis for Doctoral Learners

(4 quarter credits)
Learners in this course critically analyze theory and research in human services, with an
emphasis on contemporary research and application issues. In addition, learners use a
multidisciplinary approach to examine the connection between individuals, organizations,
and society to construct public value in human services. Must be taken during the
learner’s first quarter. Cannot be fulfilled by transfer.

HMSV8110 Action Research Methods in Human Services (4 quarter credits)

In this course, learners develop and apply skills using data and technology for planning,
executing, and assessing the action research process. Learners demonstrate an
understanding of the dynamics of the organization; collaborate with stakeholders to develop
and implement an intervention for organizational improvement that includes collecting,
analyzing, and interpreting both qualitative and quantitative data to assess the intervention
and its effects; and share that information with stakeholders to bring about change.

HMSV8212 * Advanced Ethics and Leadership for Diverse Populations (4 quarter

credits)
The focus of this course is the ethical and leadership responsibilities of human service
professionals. Learners synthesize ethical principles with leadership roles in public and
private settings and evaluate the ways professionals apply ethics and leadership in their
work with diverse client and community populations. Prerequisite(s): HMSV8002.

HMSV8214 Funding and Grant Writing Skills for Human Services (4 quarter credits)
This course offers a comprehensive examination of the process of writing grant proposals
and managing grant awards for programs or projects in for-profit, nonprofit, and government
organizations. Learners research grant opportunities, align the program or project goals to
be funded with the purposes of the funder, develop effective communication with
prospective funders, analyze components of successful grant proposals, develop a fundable
proposal, and plan for grant funding evaluation.

HMSV8216 Advanced Program Design in Human Services (4 quarter credits)

Learners in this course focus on program design at the leadership level in the field of human
services. In particular, learners evaluate needs-based program design approaches and the
models that inform those approaches. Learners also evaluate effective communication
strategies to communicate with internal and external stakeholders and to address ethical
implications of various approaches to program design.
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HMSV8218 Advanced Data Analytics and Program Evaluation in Human Services

(4 quarter credits)
Learners in this course examine needs assessment and program evaluation as fundamental
tools in nonprofit, for-profit, and government organizations. In particular, learners apply
needs assessment strategies to evaluate the needs of specific populations in various social
and community settings. Learners also explore research-based program evaluation models
and focus on developing skills in evaluating program effectiveness at the leadership level.

HMSV8304 Strategic Planning and Organizational Effectiveness for Human Services

(4 quarter credits)
In this course, learners practice increasing organizational effectiveness through strategic
planning. Using a leadership perspective, learners examine the ways an organization’s
effectiveness is evaluated and use this knowledge to guide strategic planning efforts in such
organizational areas as advocacy, fund development, and policy development. In addition,
learners apply theoretical approaches to program development and evaluation related to
for-profit, nonprofit, and government human services settings.

HMSV8320 * Effective Negotiation and Mediation Skills for Human Services Leaders
(4 quarter credits)
In this course, learners gain an understanding of conflict management as it relates to human
services leaders. Learners build and apply a working knowledge of evidence-based best
practices and behaviors that support conflict management in a variety of human services
settings. Throughout the course, learners apply strategies in negotiation, conflict
management, and mediation and integrate ethical interpersonal communication skills
necessary for positive multidisciplinary working relationships. Prerequisite(s): HMSV8404.

HMSV8404 Leadership Theory and Practice in For-Profit, Nonprofit, and Government

Human Services Programs (4 quarter credits)
Learners in this course use a multidisciplinary lens to evaluate leadership theories and
practices in diverse cultures from a historical and theoretical basis. Throughout the course,
learners develop expanded leadership perspectives and practices that enable them to
assure the viability of their organizations in for-profit, nonprofit, and government human
services programs.

HMSV8406 Community Collaboration and Outreach in Human Services (4 quarter

credits)
Learners in this course examine a variety of social and professional situations to build their
skills in effective and creative collaboration across organizations. In particular, learners
analyze and benchmark best practices from an organizational, team, and individual
perspective so that they may create inclusive and collaborative environments. In addition,
learners examine conflict management, diversity management, group dynamics, cultural
competence, ethical decision making, followership, and social responsibility.
perspective so that they may create inclusive and collaborative environments. In addition,
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HMSV8408 Advanced Financial Management in For-Profit, Nonprofit, and

Government Human Services Programs (4 quarter credits)
In this course, learners investigate the strategies, techniques, and requirements needed to
effectively manage finances in human services programs. Throughout the course, learners
evaluate and apply financial analysis and reporting theories and practices employed by
human service leaders. Learners also examine the technology used in financial analysis
and gain an understanding of how to appropriately communicate an organization’s financial
position to boards, stakeholders, and the community.

HMSV8524 * Advanced Statistical Methods in Human Services Analytics (4 quarter

credits)
In this course, learners study the collection, organization, presentation, analysis, and
interpretation of data using statistical methods. In particular, learners practice using
appropriate tools to obtain a result using statistical methods and collaborate with team
members to compare processes, techniques, and conclusions in order to understand
various perspectives. Learners in this course demonstrate advanced practice in the analytic
lifecycle. Prerequisite(s): HMSV8502.

HMSV8700 * Keystone: Determining Readiness for the Professional Doctorate Project

(4 quarter credits)
Learners synthesize the knowledge and skills gained during their program. Learners state
the case for their planned capstone project to demonstrate their readiness to enter the
professional doctorate project process. In addition, learners identify strategies to secure a
supervisor/preceptor and project site. Grading for this course is S/NS.
Prerequisite(s): HMSV8110. Cannot be fulfilled by transfer.

HMSV9971 * Doctoral Capstone (3 quarter credits each)

This course provides learners with resources, guidance, and support as they fulfill the
required milestones toward completion of a doctoral capstone. Learners apply scholarly
research within a particular professional context to advance their knowledge in the science
and practice of the profession and solve organizational, institutional, or community
concerns. Department consent is required for registration. Grading for this course is
S/NS. Learners must register for this course a minimum of four times to fulfill their
specialization requirements. Prerequisite(s): Completion of all required and elective
coursework with a cumulative GPA of 3.0 or better. Cannot be fulfilled by transfer.

HRM5002 Survey of Human Resource Management in Practice (4 quarter credits)

This course is a survey of contemporary perspectives in the field of human resource
management. Learners apply competencies developed by the Society for Human Resource
Management (SHRM) in order to support people, the workplace, and an organization.
Learners integrate legal and ethical standards into human resource policies and practices.
Learners also address the role of the HR practitioner in the alignment of operational and
strategic approaches. Must be taken during the first quarter by learners who have been
This course is a survey of contemporary perspectives in the field of human resource
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admitted to the MS in Human Resource Management degree program or Human

Resource Management graduate certificate program. Cannot be fulfilled by transfer
or prior learning assessment.

HRM5045 * Enterprise-Aligned Human Resource Management Strategy (4 quarter

credits)
In this course, learners analyze the concept and process of strategic human resource
management (HRM). Learners also evaluate how HRM strategy can guide an
organization’s human resource function through reviewing external employee market
conditions and how leveraging internal HRM capabilities support proactive and responsive
human capital initiatives. Learners examine HRM strategy using the perspective of human
capital management and development and analyze how these components influence an
organization’s human resource strategy. Prerequisite(s): HRM5002.

HRM5055 * Comprehensive Reward Systems (4 quarter credits)

In this course, learners examine compensation models and their application in
organizations, which includes both direct and indirect rewards. Learners also discuss
compensation strategies and their link to designing an effective organization. Learners
further explore how compensation structures are developed and applied as well as the
different strategic roles of rewards in developing an effective workforce.
Prerequisite(s): HRM5002.

HRM5060 * Sourcing and Managing Talent in the Workplace (4 quarter credits)

Learners in this course examine contemporary perspectives in recruiting, talent mobility,
workforce planning, and performance management. Learners select and develop
approaches which support employee mobility and performance to advance organizational
goals. Prerequisite(s): Completion of or concurrent registration in HRM5002; or
HRM5310.

HRM5065 * Employment Law in the Successful Workplace (4 quarter credits)

Learners gain an understanding of the application of U.S. law and legislation to human
resource management theory and practice in the modern workplace. Learners evaluate
historical perspectives on law and labor relations and the impact of context on practice.
Learners identify the value of aligning organizational mission, legal compliance, and ethical
practices. Learners also assess methods by which the HRM professional can resolve
conflict and defuse or mitigate potentially litigious situations while enhancing productivity.
Prerequisite(s): HRM5002.
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HRM5070 * Workplace Learning in the Digital Age (4 quarter credits)

Learners in this course gain an understanding of the role of the HR professional in talent
development, theories and models of learning, learning styles, and ways to design and
manage the learning process. Learners apply a strategic approach to workplace learning to
align the organization’s strategy with learning programs and demonstrate learning
strategies and practices which meet the needs of employees and the organization.
Prerequisite(s): HRM5002.

HRM5075 * Leading and Influencing for the Human Resource Practitioner (4 quarter
credits)
This course helps guide learners through an analysis of their own leadership strengths and
capabilities, preparing them to develop skills to become an influential HR practitioner. The
course emphasizes understanding the human resource professional choices in leadership
theories and models, awareness of the learner's leadership strengths, tools to build trust
and relationships, and clarity of the learners continued need to develop as a leader.
Prerequisite(s): HRM5002.

HRM5080 * Evidence-Based Decision Making for HR Professionals (4 quarter credits)

In this course, learners apply evidence-based models of decision making to advocate and
support HR strategies and practices. Learners use qualitative and quantitative data in HR
decision making to influence organizational stakeholders and incorporate storytelling to
provide compelling advocacy for HR programs, practices, and projects.
Prerequisite(s): HRM5002.

HRM5090 * Retaining and Engaging Employees for the Modern Workforce (4 quarter
credits)
In this course, learners apply models of employee motivation, thriving, and engagement in
the workplace to create the employee experience. Learners also analyze the ways in which
culture, employee and leader behavior impact strategic retention. Finally, learners assess
the influence of technology and evidence-based practices on employee lifecycle,
engagement, and positive employee and organizational outcomes.
Prerequisite(s): HRM5002 or HRM5310.

HRM5100 * HRM Professional Internship (4 quarter credits)

This course provides learners with an optional, experiential opportunity to complete up to
400 hours of applied service in an industrial or organizational work-related setting of their
choosing. Learners may engage in human resource management roles, including
recruitment and selection, talent development, employee engagement and retention, and
compensation. Throughout the course, learners participate in supervised training at a
pre-approved internship site and engage in concurrent online courseroom activities that
emphasize increased self-awareness, self-reflection, and self-evaluation of workplace skills
and leadership behaviors; application of evidenced-based practice; ability to practice within
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and leadership behaviors; application of evidenced-based practice; ability to practice within

diverse populations; and practice within professional and ethical standards. For MS in
Human Resource Management learners only. Grading for this course is S/NS.
Prerequisite(s): HRM5002, HRM5060, HRM5070, HRM5090, HRM5065. Approval of
internship application is required one quarter prior to course start. Cannot be fulfilled
by transfer.

HRM5112 Certification Examination Preparation for the aPHR, PHR and SPHR
(4 quarter credits)
In this course, learners review the current HRCI® Exam Content Outlines to prepare for the
aPHR™, PHR® and SPHR® certification exams. Learners apply their critical thinking skills to
scenario-based questions, and develop test-taking strategies for passing these exams.
Cannot be fulfilled by transfer or prior learning assessment.

HRM5115 Certification Examination Preparation for the SHRM-CP and SHRM-SCP

(4 quarter credits)
In this course, learners review the current body of competency and knowledge in the HR
management field and prepare for the SHRM-CPSM and SHRM-SCPSM certification exams.
Learners apply their critical thinking skills to behavioral competencies in leadership and
navigation, ethical practice, business acumen, relationship management, consultation, critical
evaluation, and global and cultural effectiveness and communication. Learners also develop
testtaking strategies to help aid them in taking these exams. Learners are encouraged to
contact the Society for Human Resource Management (SHRM) prior to registration for
specific eligibility requirements for SHRM-CP and SHRM-SCP exams. Cannot be
fulfilled by transfer or prior learning assessment.

HRM5118 * Human Resource Legal Challenges and Solutions (4 quarter credits)

This is an advanced course designed for HR professionals who seek to prepare themselves
for the complex challenges of legal employment issues in the workplace.
Learners investigate the nature of and strategies for addressing workplace legal actions in
order to create a legally compliant workplace. Learners develop action plans and
management strategies for minimizing risk. Prerequisite(s): HRM5065.

HRM5120 * Global Human Resource Practice (4 quarter credits)

In this course, learners navigate the global legal and regulatory environments and their
application to HR practices. Learners apply HR principles and models to multiple contexts
within the global environment. Learners develop an awareness of global cultures and best
practices for working across cultures. Prerequisite(s): HRM5002.

HRM5310 Strategic Human Resource Management (4 quarter credits)

In this course, learners examine how human resource management (HRM) impacts and
supports strategic organizational goals. Using key HRM principles, practices, and data,
learners develop well-rounded strategies to address HR related needs and opportunities for
a
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management (HRM) impacts and
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HRM5401 * The Legal, Ethical, and Regulatory Environment of Health Care (4 quarter
credits)
Learners in this course study the legal, ethical, and regulatory environment of health care
and the impact on human resource management. Learners examine health care delivery
systems, revenue sources, laws, regulations, ethics, and compliance requirements,
including ways to support and mitigate risk in the complex health care environment.
Prerequisite(s): HRM5002, HRM5065.

HRM5402 * Planning, Sourcing, and Developing Talent in Health Care Organizations

(4 quarter credits)
In this course, learners examine talent acquisition, employee development, and workforce
planning in health care organizations. Learners analyze, develop, and apply models and
approaches for the unique needs of health care talent management.
Prerequisite(s): HRM5002, HRM5060, HRM5401.

HRM5403 * Transforming the Employee Experience in Health Care (4 quarter credits)

Learners analyze human resource (HR) practices to retain and engage the health care
workforce. Learners investigate HR's role in organizational transformation and supporting
positive patient outcomes by creating a culture of quality, high performing, and engaged
employees. Learners also strengthen their understanding on how HR supports employee
health and wellness. Prerequisite(s): HRM5002, HRM5090, HRM5401.

HRM5900 * HRM Capstone: Creating an Effective Human Resource Practice (4 quarter

credits)
This is an integrative course for learners in the MS in Human Resource Management
degree program. Learners synthesize and integrate the knowledge, competencies, and
skills acquired throughout the program by developing and implementing a final project that
demonstrates critical thinking, creativity, and practical application of program content.
Learners create and customize project plans and strategies to achieve desired project
outcomes. Cannot be fulfilled by transfer or prior learning assessment.

HRM5960 * HRM Capstone: Improving and Transforming HR Practice (5 quarter

credits)
This is an integrative course for learners in the MS in Human Resource Management
degree program. Learners synthesize and integrate the knowledge, competencies, and
skills acquired throughout the program by developing and implementing a final project that
demonstrates critical thinking, creativity, and practical application of program content.
Learners apply models and best practices in human resource management to achieve
desired project outcomes. Prerequisite(s): Completion of all required coursework.
Cannot be fulfilled by transfer or prior learning assessment.

demonstrates critical thinking, creativity, and practical application of program content.

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HS5204 Human Services Theory and Application (4 quarter credits)

In this course, learners examine human service theories and delivery models to gain a
broad understanding of the human services profession. Learners also explore various
contemporary social problems relevant to the human services field and practice applying
professional expectations associated with ethics, culture, and diversity to address them.

HS5401 History of Social Welfare (4 quarter credits)

This course is an advanced historical survey of social services, public policies, social
welfare, and the profession of social work in the U.S. from the colonial era to the present.
Learners in the course explore the historical social welfare experience of different groups,
including women, Asian-Americans, African-Americans, Native Americans, Hispanics,
citizens with disabilities, gays and lesbians, and others in the U.S. Some comparisons are
made to other social welfare systems, particularly those of England, which greatly
influenced early U.S. “poor laws.”

HS5423 Philosophy of Social Work (4 quarter credits)

Learners in this course review the history, development, and intervention methods of
contemporary social work within the framework of social work philosophy. Learners
examine issues related to a wide range of families, communities, and systems by
conducting analyses of social welfare systems with the objective of improving social
conditions.

HS5436 Utilization of Community Resources (4 quarter credits)

Learners in this course investigate the influence of larger social systems on human
behavior and various methods of organizing and utilizing community resources. The
course addresses specific topics such as theories of social organization, community
organizing, self-help organizations, use of volunteers, and the use of social policy to
influence human behavior.

HS5518 Biological and Health Aspects of Aging (4 quarter credits)

Learners in this course analyze the process and issues of human aging, and develop
knowledge and skills applicable to a variety of roles in the field of gerontology. Learners
also evaluate different theories of aging and delineate socioeconomic conditions and
biological, hereditary, gender, and environmental risk factors that can affect the overall
aging process.
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HS5522 Psychology of Development and Aging (4 quarter credits)

In this course, learners distinguish between primary and secondary aging by identifying
age-related changes in cognitive functions, personality, and interpersonal relationships.
Learners study the effects of normal age-related physiological changes on an older adult’s
psychosocial functioning and the impact of various psychological changes upon the daily
functioning of the aging individual. Learners also examine the psychological processes
involved in death and grieving, and the relationship between formal and informal support
services and the psychological well-being of older adults.

HS5531 Community Advocacy for Aging Populations (4 quarter credits)

The focus of this course is on the role of the human service and public service leader as a
community advocate for aging adults. Learners analyze the principles, practices, and ethical
considerations used to foster community advocacy for diverse populations. Through
a multidisciplinary approach of gathering and summarizing information, learners develop
recommendations and formulate a plan of action for older adults through program planning
and implementation.

HS5534 Leading Across the Continuum of Care (4 quarter credits)

The focus of this course is on the role of the human service and public service leader in an
aging society. Learners analyze the principles, practices, and ethical considerations of
leadership across the long-term continuum of care for diverse populations. By gathering
and summarizing information, learners develop a recommendations proposal, incorporating
an action plan that includes organizational, individual, family, and community considerations.

HS5993 * Human Services Integrative Project (4 quarter credits)

In this course, learners demonstrate proficiency in their specialization area by applying
learning from required and elective courses to complete an analysis of a human services
organization or system or to propose a new application in their professional field. For MS in
Human Services learners only. Prerequisite(s): All required and elective coursework.
Cannot be fulfilled by transfer.

HS8103 Principles and Practices of Social Work (4 quarter credits)

In this course, learners examine theories, current methods, and practice models that guide
the acquisition of knowledge within the social work profession. Learners explore the
elaboration of underlying assumptions, intervention methods, and social change in working
with clients, families, groups, and communities. Learners also consider factors in effective
practice and research, including social worker-client process issues, treatment outcomes,
social work interventions and related current research, and ethical issues.

In this course, learners review contemporary workplace diversity issues. In particular,

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HS8300 Diversity in the Workplace (4 quarter credits)

In this course, learners review contemporary workplace diversity issues. In particular,
learners compare and contrast inclusion policies; evaluate relevant research findings; apply
best practices for a diverse workplace; and integrate professional and ethical codes,
standards, and laws in the human services work setting.

HS8413 Social Influences of Behavior (4 quarter credits)

Learners in this course explore behavior that is influenced by the presence of others, or
behavior that is under the control of society. Topics include culture and society, large and
small group behavior, cross-cultural factors, and interpersonal relationships. Learners in
this course review the social psychology of decision making, attitude formation, and social
attribution and their application to contemporary issues.

HS8453 Prevention and Causes of Child Abuse (4 quarter credits)

The focus of this course is on the research and application of evidence-based practice
models that support the prevention and early intervention of child abuse and neglect.
Learners examine indicators that may identify at-risk and high-risk family situations and
analyze the roles and responsibilities of the human service practitioner in child abuse and
neglect assessment, prevention, intervention, and reporting. Learners also evaluate the
impact of ethical and cultural conflicts, management perspectives, and the implementation
of family preservation programs.

HS8476 Methods of Family Research (4 quarter credits)

Learners in this course explore the measurement of family variables and the complexities of
family research design, data collection, and analysis. Topics include scales of
measurement, validity and reliability, experimental and non-experimental designs, and
approaches to integrating clinical research with practice.

HS8478 The Family in Social Context (4 quarter credits)

Learners in this course examine families from a systems perspective and explore the
dynamics and systems influencing family structures. Learners also identify the leadership
skills needed to work with diverse family groups and the challenges faced by human
services professionals.

HS8604 * Advanced Communication Skills for the Human Services Leader (4 quarter
credits)
Learners analyze the ways communication promotes human services practice and the
importance of effective oral, written, and presentation skills to the role of human services
leader. Learners strengthen these communication skills and demonstrate their ability to
communicate to multiple audiences using a variety of methods.
Prerequisite(s): HMSV8212.
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HS8745 Grief and Bereavement Counseling (4 quarter credits)

This course familiarizes learners with the issues of grief, loss, bereavement, and the
mourning process. Throughout the course, learners examine grief related to the sudden or
prolonged death of adults and children, losses due to natural disaster catastrophes, combat
trauma and loss, and physical health trauma. In addition, learners gain an understanding of
the psychological stages of grief, the symptoms of grief, and techniques for coping with a
range of loss issues, from both the perspective of a provider and that of a leader,
supervisor, or manager. Learners may earn credit for either CST8745 or HS8745, but
not both.

HS8764 Contemporary Issues in Compulsive and Addictive Behavior Treatment

(4 quarter credits)
Learners in this course examine current research and trends for working with compulsive
and addictive behaviors along a continuum of prevention and treatment practices. Topics
include changes in practice models based on transition to the Diagnostic and Statistical
Manual of Mental Disorders, Fifth Edition (DSM-5) criteria; integration of substance abuse
treatment into primary care settings; developments in psychopharmacological and
alternative intervention practices; influences of ethics, culture, and public health model
practices on intervention and treatment; and the use of Internet resources in the field.

HS9919 * Doctoral Comprehensive Examination (3 quarter credits)

This course includes an overview of the comprehensive examination process, the
university’s expectations of academic honesty and integrity, the three core themes of the
examination, and the evaluation criteria. The courseroom mentor provides three questions
addressing the core themes. Learners write answers to the comprehensive examination
questions. Answers are evaluated by faculty readers using point-scale scoring rubrics. Upon
passing the comprehensive examination, learners are eligible to register for the first
dissertation course. Department consent is required for registration. Grading for this
course is S/NS. Prerequisite(s): Completion of all required and elective coursework
with a cumulative GPA of 3.0 or better. Completion of practicum courses, if applicable
Fulfillment of all residency requirements. Cannot be fulfilled by transfer.

HS9960 * Dissertation Courseroom (3 quarter credits each)

This course provides learners with resources, guidance, and peer and mentor support during
each dissertation course as they complete the required milestones. Department
consent is required for registration. Grading for this course is S/NS. Learners must
register for this course a minimum of four times to fulfill their specialization
requirements. Prerequisite(s): HS9919. Cannot be fulfilled by transfer.

In this course, learners develop critical thinking and innovation skills by examining how the
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HUM1100 Exploring Cultures: Adapting in a Global World (4 quarter credits)

In this course, learners develop critical thinking and innovation skills by examining how the
humanities relates to diverse cultures in a globally collected world. Learners explore various
cultures from around the world and identify how to maximize diverse perspectives to
improve personal and professional interactions.

HUM1200 Philosophy of Work (6 quarter credits)

This course emphasizes the nature, history, and ethics of work. Learners investigate
different conceptions of the meaning of work by analyzing various kinds of labor; the ways
work has changed over the course of history; and the ways work relates to meaning,
significance, and dignity in human life. Learners examine the views and practices of work in
different cultures. Learners also develop a philosophy of work.

IAS5002 Communication Skills for Today’s Information Security Professional

(4 quarter credits)
This course establishes foundational knowledge of the methodologies, nomenclature,
communication skills, principles, and practices related to information assurance and
security. This course also introduces current and future technological tools and practices
designed to assess vulnerabilities while protecting information technology assets and
intellectual property. Must be taken during the first quarter by learners who have been
admitted to the MS in Information Assurance and Cybersecurity degree program.
Cannot be fulfilled by transfer or prior learning assessment.

IAS5010 Information Technology Security Fundamentals (4 quarter credits)

In this course, learners examine the technology and security principles that apply
throughout system and product life cycles. Learners identify the basic network components
in an information technology system, analyze how they interact, and evaluate their role in
system operation. Learners explore the basic role and function of network devices including
routers, switches, firewalls, VPNs, and intrusion detection as well as the underlying
protocols and controls that contribute to their operation. In addition, learners demonstrate
their ability to use network security tools and network analysis.

IAS5015 * Network Security Fundamentals and Cryptography (4 quarter credits)

Learners apply foundational concepts of cybersecurity and information assurance to select
appropriate information security policies, procedures, and controls to defend enterprise
information assets from breaches of confidentiality and integrity. Learners identify specific
points of vulnerability that may be mitigated through the use of administrative security
policies and operational information security tools. Learners also examine principles of
cryptography and some of the security controls and methods that use it.
Prerequisite(s): Completion of or concurrent registration in IAS5010 or PM5018.

Learners apply cyber-defense and information assurance controls in context of the rules
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IAS5020 * Information Security Regulatory and Legal Environment (4 quarter credits)

Learners apply cyber-defense and information assurance controls in context of the rules
and guidelines that influence them and with an understanding of the security standards,
responsibilities, rules, regulations, and issues that impact a particular organization. Learners
identify laws and policies related to cyber-defense and how they relate to the storage and
transmission of data. Learners also study basic concepts of audit, evidence collection, and
chain of custody rules. Prerequisite(s): Completion of or concurrent registration in
IAS5015.

IAS5025 * Operating System Defense (4 quarter credits)

Learners in this course explore the fundamental security issues related to operating system
(OS) defense. Learners also employ best practices to harden operating systems and
associated software applications using various tools as a part of a layered defense-in-depth
strategy. Prerequisite(s): Completion of or concurrent registration in IAS5020.

IAS5030 * Identifying and Managing Risk (4 quarter credits)

Learners identify common information security risk analysis methodologies, their
characteristics, pros and cons, and applications. Learners examine the sources of risk,
including external malicious attackers, intentional and accidental attacks by internal users,
and threats from environmental and structural sources. Learners also identify vulnerabilities
in hardware, software, locations, and procedures that provide an opening to attackers and
create risk to organizations. Learners demonstrate risk assessment techniques through
hands-on application of software vulnerability testing tools. Prerequisite(s): IAS5025.

IAS5100 Data Engineering (4 quarter credits)

Learners in this course gain an understanding of basic abstract data structures and the role
that data structures play in secure software development. Learners apply data structure
concepts to information security problems and perform reverse engineering of data
structures, databases, software, and hardware components to determine their functionality,
inputs, outputs, and stored data. Prerequisite(s): IAS5130.

IAS5110 * Digital Forensics Processes (4 quarter credits)

Learners in this course apply forensics tools and techniques to investigate incidents,
analyze devices, and conduct forensics reporting. Prerequisite(s): IAS5030.

IAS5120 Digital Forensics Tools (4 quarter credits)

Learners explore and apply forensics tools and techniques to investigate and analyze digital
devices and constructs such as personal digital devices, storage media, and network hosts
and traffic.

Learners in this course examine core programming concepts such as variables, iteration
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IAS5130 Programming for Security Professionals (4 quarter credits)

Learners in this course examine core programming concepts such as variables, iteration
structures, decision structures, data structures (such as arrays), and how to combine these
core concepts to write simple scripts and programs. Additionally, learners apply secure
coding practices using C and the Python scripting language in their associated integrated
development environments. In working with the C language, learners apply defensive
coding practices designed to prevent many security vulnerabilities. Using Python, learners
write scripts that perform important network administration tasks such as monitoring network
traffic.

IAS5200 Network Architecture and Cyberoperations (4 quarter credits)

Learners in this course study common security architectures to help identify potential
vulnerabilities in architectures, and learn to design secure architectures. Learners identify
issues related to the design and implementation of operating system concepts, components
and interfaces, and design and implement significant architectural changes to an existing
operating system. Learners also examine the authorities, roles, and steps associated with
cyber operations, and develop a working knowledge regarding the security issues
associated with building complex systems out of third-party components of unknown origin.

IAS5211 Mobile and Wireless Network Architecture and Security (4 quarter credits)
In this course, learners gain an understanding of core concepts, technologies, components,
and security issues related to mobile and wireless networks. Learners also evaluate
approaches to digital communication and analyze how mobile systems operate to facilitate
secure access and voice. Finally, learners examine wireless and mobile network principles,
architectures, and protocols.

IAS5220 Network Security Controls and Testing (4 quarter credits)

Learners study cryptographic algorithms, protocols, and how they protect information in
various states. Learners apply methodology to detect, analyze, and mitigate vulnerabilities
and threats within a network environment, and examine the latest network technologies and
security issues involved in network communications. Finally, learners identify and
demonstrate ways of exploiting vulnerabilities to gain access to a system through
penetration testing and network forensics techniques.

IAS5230 Secure Network Design and Engineering (4 quarter credits)

Learners investigate abstract data types and how to address them in solving cybersecurity
problems related to network design and engineering. Learners also analyze security
requirements while designing network operational systems in order to gain approvals in
recognition and compliance with organizational governance and processes. Finally, learners
articulate how virtualization and network architecture is implemented, deployed, and used,
and describe the implications that interfaces between major components of virtualized
systems have for security.
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IAS5310 Health Care Environment (4 quarter credits)

In this course, learners identify health care organizations and their data management
practices, develop an understanding of key health care terminology and acronyms, and
identify the sources, types, and classification methods of health care data. Learners also
analyze privacy rights and state and federal regulations, to formulate how to protect privacy
rights while still meeting the demands for greater efficiency and effectiveness in the provision
of health care. Finally, learners examine the codes of conduct required of IT professionals
working in health care.

IAS5320 * Patient Privacy Rights and Health Care Regulatory Requirements (4 quarter
credits)
Learners in this course evaluate the differences between health care privacy and health care
information security and develop their understanding of the health care regulatory
environment. Learners identify and demonstrate the use of tools and controls used to
prevent data breaches, and evaluate the processes for creating forensic evidence of a
breach. To help end users comply with data security, learners also develop policies,
procedures, and user training, which consists of documentation, communication, and
notifications and risk assessment strategies. Prerequisite(s): IAS5310.

IAS5330 * Third Party Risk Management in Health Care (4 quarter credits)

Learners in this course identify and examine the risks caused by third parties, and the
policies and documents required to ensure that they are in compliance with security
requirements. Learners evaluate the difference between a third party and a business
associate, as well as gain an understanding of the laws, regulations, contracts, and
agreements that apply to each. Learners also demonstrate the use of tools and
methodologies for auditing and monitoring interactions with third parties and business
associates to ensure security compliance. Prerequisite(s): IAS5310.

IAS5900 * IAS Capstone (4 quarter credits)

Learners demonstrate their mastery of the program and specialization objectives through
application of information security and assurance tools and methodologies. For MS in
Information Assurance and Cybersecurity learners only. Must be taken during the
learner’s final quarter. Prerequisite(s): Completion of all required coursework. Cannot
be fulfilled by transfer or prior learning assessment.

ISTM5004 * Fundamentals of Information Systems (4 quarter credits)

Learners in this course develop a foundational skillset in information technology by
examining the key aspects of information systems, how businesses use such systems, and
the ways existing technologies function at home, school, or work. Learners also develop a
working knowledge of current and emerging technologies and how businesses use them to
maximize results. Learners without the required IT background must have completed
ISTM5004, ISTM5006, ISTM5008 prior to registering for any ISTM course other than
ISTM5002. Cannot be fulfilled by transfer.
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ISTM5006 * Databases and Programming (4 quarter credits)

This course focuses on the basic principles of databases, and how users, through
application programs or direct database queries, are able to store and retrieve information.
Learners develop a conceptual understanding of how administrators configure databases
so information may be accessed efficiently and securely. Learners will also examine the
computer-program-development process, examining how programmers use a programming
language to specify the instructions a program executes to accomplish a specific task.
Learners without the required IT background must have completed ISTM5004,
ISTM5006, ISTM5008 prior to registering for any ISTM course other than ISTM5002.
Cannot be fulfilled by transfer.

ISTM5008 * Network Fundamentals (4 quarter credits)

Learners in this course develop a research plan with scientific merit that is based on a
predetermined research topic. Learners also apply empirically and ethically sound research
planning skills and literature synthesis and evaluation. Grading for this course is S/NS.
Prerequisite(s): ED8112. Cannot be fulfilled by transfer.

ISTM5010 * Integration of Information Technology and Business (4 quarter credits)

This course addresses the importance of aligning IT goals and business goals. Learners
develop processes used to identify stakeholders, define core processes, and identify and
align IT goals with business goals. Learners also demonstrate the necessary skills for
partnering with other functional units and communicating the vision necessary to create this
alignment in their organizations.

ISTM5015 Complex Information Technology Global Enterprise Systems: Planning and

Management (4 quarter credits)
Learners in this course examine and apply management processes used for complex
project management in today’s rapidly changing technology environments. Learners also
develop a plan for an enterprise system and analyze the impact of multiculturalism and
diversity on planning and management.

ISTM5020 Leading a Global Information Technology Enterprise: Systems and

Security (4 quarter credits)
In this course, learners build their knowledge of and identify the complexities of managing
the integration of hardware and software, focusing on risk management across enterprise
systems. Learners analyze the decision-making processes behind buying versus
developing the component parts of these systems.
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ISTM5025 Analytics, Data Management, and Knowledge Management (4 quarter

credits)
In this course, learners explore and demonstrate how to better use data as part of the
decision-making processes in business. Learners synthesize concepts of data collection,
usability, and accessibility in order to identify ways data becomes part of the broader
concepts of business intelligence and knowledge management. Topics also include the
importance of visualization in the presentation of data to a variety of stakeholders.

ISTM5030 Innovation, Leadership, and Ethics (4 quarter credits)

In this course, learners apply their understanding of leadership theory and ethical
frameworks to complex business cases that reflect the need for innovative technology
solutions in today’s workplace. Learners demonstrate the skills needed to leverage the best
in their technology operations, understand the need to collaborate with partners, transform
the thinking in their organization, and envision ways IT can enable new business strategy.

ISTM5110 * Strategic Management of Network Technology (4 quarter credits)

Learners investigate corporate network management issues and analyze emerging network
technology and trends, especially on the security issues encountered while managing
networks. Learners also plan for sourcing and procuring enterprise network technology.
Prerequisite(s): Completion of or concurrent registration in PM5018.

ISTM5112 * Global Network Policy, Regulation, and Governance (4 quarter credits)

Learners assess the impact of laws, policy, and regulations on network operations.
Learners analyze methods of aligning network policies that mitigate risk with business
needs within the context of policies, laws, and regulations. Learners also create a
contingency plan template for responding to possible policy and regulatory changes.
Prerequisite(s): ITEC5060.

ISTM5114 * Enterprise Network Analysis, Architecture, and Design (4 quarter credits)

This course familiarizes learners with trends in network architecture and design, enabling
learners to better align network architectures to support business processes. Learners in
this course compare and contrast various network design solutions, including those for a
variety of enterprises, and determine the cost-benefit of the various architecture options.
Prerequisite(s): Completion of or concurrent registration in ISTM5110.

ISTM5900 * Information Systems and Technology Management Capstone (4 quarter

credits)
In this course, learners demonstrate proficiency in information systems and technology
management by developing and executing a project plan that includes a proposed topic, the
associated skills and competencies to be exhibited in the project, and an outline of the
project deliverables with completion dates. For MS in Information Systems and
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project deliverables with completion dates. For MS in Information Systems and

Technology Management learners only. Must be taken during the learner’s final
quarter. Prerequisite(s): Completion of all required coursework. Cannot be fulfilled by
transfer or prior learning assessment.

IT1006 Information Technology Concepts and Practices (6 quarter credits)

Learners in this course use fundamental terminology, concept analysis, and practical
knowledge of the components of computing systems to develop their understanding of the
information technology field. Throughout the course, learners also build, demonstrate, and
apply skills needed for professional communication. For BS in Information Technology
learners only. Must be taken during the learner’s first quarter. Cannot be fulfilled by
transfer or prior learning assessment.

IT2230 Introduction to Database Systems (3 quarter credits)

This course is an introduction to the fundamental concepts of databases and database
management systems (DBMS). Learners demonstrate vocabulary, component
requirements, sorting and querying, and maintenance of simple databases using the
fundamentals of database manipulation. Learners also apply Structured Query Language
(SQL) and relational database management systems (RDBMS).

IT2240 Introduction to Programming (3 quarter credits)

This course introduces learners to the C programming language. Learners gain knowledge
of fundamental procedural programming constructs, algorithms, and basic data structures.
Learners apply this knowledge to implement functional requirements in console applications.

IT2249 Introduction to Programming with Java (6 quarter credits)

This course introduces learners to the programming discipline and prepares them to serve
as Java programmers. Learners study and apply the fundamentals of the Java programming
language such as data types, variables, expressions, statements, and methods. Learners
also examine and practice the Java-object-oriented features of classes and objects. The
course offers numerous opportunities for analyzing, designing, coding, testing, debugging,
and evaluating Java programs in an authentic Java development environment.

IT2250 Introduction to Network Technology (3 quarter credits)

This course introduces learners to the key concepts underlying Local Area Network (LAN),
Metropolitan Area Network (MAN), and Wide Area Network (WAN). Learners examine the
layered architecture of the network protocol stack, including the OSI and the TCP/IP models,
and apply the principles of designing networks and implementing network
protocols. Learners also apply topics of network topologies, cloud computing, networking
devices, cabling, and basic network security.
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IT3165 Ethics for the Information Technology Professional (3 quarter credits)

Learners in this course identify and apply their knowledge of inherent ethical concerns in
the information technology profession to cultural and human interaction in global and
domestic issues. Learners also show evidence of their understanding of ethical codes
related to web technologies, intellectual property, and cybercrime.

IT3212 Introduction to Web Development (3 quarter credits)

Learners build fundamental web design and development skills. Learners create web pages
using HTML5 markup language and apply contemporary design principles to create a W3C
compliant website. Learners format the page layout, structure, and visual design elements
using CSS3, with emphasis placed on effective coding, visual design, and user experience.

IT3215 * Introduction to JavaScript (3 quarter credits)

This course introduces JavaScript for interactive web pages. Learners in this course cover
the JavaScript scripting language essentials, including flow control, form validation,
animation, and Document Object Model (DOM) manipulation. Learners develop client-side,
platform independent functionality using JavaScript to enhance user experience with
HTML5 and CSS3. This course provides a foundation for other web technologies such as
jQuery and AJAX. Prerequisite(s): Completion of or concurrent registration in IT3212.

IT3225 Business Goals for the Information Technology Professional (3 quarter

credits)
Learners analyze core enterprise organizations, business processes, and information
technology infrastructures and display their understanding of the value of information
technology in achieving organizational maturity. Learners apply their knowledge of the
relationship that exists between an enterprise organization’s business and information
technology goals with operational models.

IT3301 * User Experience and Interaction Design (3 quarter credits)

In this course, learners explore the boundary between humans and technology with a focus
on the human factors that influence the design of effective interfaces and engaging user
experiences. Learners analyze designs for enterprise, mobile, and web interactive
environments. Learners also define user characteristics, design for accessibility, and
appraise usability. Prerequisite(s): IT2240 or IT2249.

IT3315 Hardware and Operating Systems (3 quarter credits)

In this course, learners demonstrate their knowledge of hardware and operating systems,
focusing on peripherals and file management. Learners use modern operating systems,
including Windows, Linux and MacOS to demonstrate their skill with hardware and
operating systems.
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IT3318 Systems Administration (3 quarter credits)

This course provides the opportunity for learners to acquire the foundational skills and
knowledge required of a systems administrator. Learners employ tools and procedures to
install, configure, administer, troubleshoot, and maintain modern computer systems.

IT3345 * Software Architecture (3 quarter credits)

In this course, learners demonstrate knowledge and skills related to the fundamentals of
software engineering and architecture. During a course-long project, learners create a
Software Development Plan (SDP) to use as a foundation for future software development
projects within an organization. Other topics include software process models, project
definition, project organization, validation plan and version control.
Prerequisite(s): Completion of or concurrent registration in IT2230.

IT3349 * Intermediate Java Programming (3 quarter credits)

Learners apply features and techniques beyond the basics of the Java programming
language to develop applications of moderate complexity. Learners analyze advanced
object-oriented programming concepts like inheritance, polymorphism, interfaces, and
abstract classes. Learners also investigate programming Graphical User Interface (GUI)
applications with Java and the Java rich library of data structures like lists, stacks,
and queues. Prerequisite(s): IT2249.

IT3355 * Network Architecture (3 quarter credits)

Learners in this course demonstrate their knowledge and skills with the fundamentals of
network architecture. Learners apply knowledge of network characteristics and network
topologies to develop a scope document for a proposed network architecture.
Prerequisite(s): Completion of or concurrent registration in IT2250.

IT3358 Information Security Concepts for the Information Technology Professional

(3 quarter credits)
Learners in this course demonstrate their knowledge of information security fundamentals.
Learners apply their understanding of the concepts of confidentiality, integrity, and
availability to securing organizational assets.

IT4070 * Cyber Defense and Countermeasures (6 quarter credits)

Learners in this course examine principles of cyber defense and apply in-depth cyber
countermeasure techniques to analyze and secure cyber infrastructure components.
Learners also analyze relevant legal, ethical, policy, and risk considerations.
Prerequisite(s): IT3355, IT4803.
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IT4071 * Cyber Attacks and Ethical Hacking (6 quarter credits)

Learners in this course use techniques, tools, and cybersecurity utilities to develop their
understanding of strategies that hackers use to attack computers and networks. Learners
investigate security threats and system vulnerabilities exploited by hackers, as well as
consequences associated with being hacked. In addition, learners explore Intrusion
Detection Systems (IDS), ethical hacking techniques, sniffers, protocols, social engineering,
vulnerability analysis, and the use of penetration testing to ensure infrastructure security.
Prerequisite(s): IT3355, IT4803.

IT4073 * Organizational Security (6 quarter credits)

In this course, learners analyze the people and process involved in information assurance
and security, with particular focus on security life cycle, certification and accreditation,
configuration management, employment practices, and security awareness. Learners
examine best practices of policy development along with industry-specific standards and
interpret industry-specific laws and regulations, such as Health Insurance Portability and
Accountability Act (HIPAA), SarbanesOxley (SARBOX), and National Institute of Standards
and Technology (NIST). In addition, learners gain and demonstrate knowledge of biometrics
and privacy concerns in computing, personnel, and physical security.
Prerequisite(s): IT3355, IT4803.

IT4075 * Computer Forensics (6 quarter credits)

Learners in this course scrutinize computer forensics as a discipline that supports law
enforcement professionals in investigating white collar crime. Learners use computer
forensics tools and techniques, and evaluate crime investigations, incident response and
handling, and legal issues. Prerequisite(s): IT3355, IT4803.

IT4076 * Security Management and Policies (6 quarter credits)

In this course, learners increase their knowledge of hands-on security management
practices by analyzing security policies and procedures, risk management, and business
continuity planning. Topics include security and business need trade-offs, risk
assessments, designing security policies and procedures and a business continuity plan,
and enforcement of security policies and procedures. Prerequisite(s): IT3355, IT4803.

IT4079 * Python Scripting (6 quarter credits)

Learners investigate the role scripting plays in information security. Learners gain and
demonstrate knowledge of the fundamentals of Python scripting by developing a range of
security-related scripts. Prerequisite(s): IT2240, IT4803.

IT4080 * Operating Systems and Application Security (6 quarter credits)

Learners in this course use appropriate technologies to identify, investigate, and mitigate
vulnerabilities, threats, and risks in operating systems and applications, including mobile
and web applications, email, and databases. Prerequisite(s): IT4803.
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IT4150 * Internetworking Architectures 1 (3 quarter credits)

Learners in this course develop their understanding of the design and integration of multi-
protocol networks (local area networks and wide area networks) to form an enterprise
network. Learners design intranets/internets, virtual local area networks (VLANs), and
firewalls using different internetworking devices and media. Learners gain the skills needed
to configure Cisco® equipment, and analyze issues associated with designing enterprise
networks including cost, compatibility, expandability, security, and future requirements.
Prerequisite(s): Completion of or concurrent registration in IT3355 and IT3358.

IT4155 * Internetworking Architectures 2 (3 quarter credits)

Learners investigate the architectural methodologies used in the design and development of
computer networks, including the physical structure of internal components of network
devices and their interactions in local area networks (LANs) and wide area networks
(WANs). Learners evaluate the planning, methods, procedures, and tools necessary to
prevent vulnerabilities in networked systems and analyze the procedures used to validate
and restore network services following an incident. Learners also strengthen the skills
needed to manage, operate, and maintain networked, managed, and linked systems and
peripherals. Prerequisite(s): Completion of or concurrent registration in IT4150.

IT4160 * Internetwork Analysis and Design (3 quarter credits)

In this course, learners investigate the internetworking concepts for analyzing, planning,
designing, and securing an enterprise network. In particular, learners apply a top-down
approach to network design, modular hierarchies, enterprise network considerations, IPv4
and IPv6 addressing, wireless network architectures, and internetworking security lifecycle.
Prerequisite(s): Completion of or concurrent registration in IT4155.

IT4165 * Internetwork System Assurance and Security (3 quarter credits)

This course introduces learners to information assurance and security for Cisco®
IOS. Learners gain knowledge and skills needed to develop security infrastructures,
recognize threats, identify vulnerabilities, and protect an organization from exposure to
online dangers. Learners use Cisco hardware and software to incorporate
security-conscious designs and test strategies for recognizing and mitigating threats, as
well as identifying common layer 2 attacks. Learners also explore hardware filtering,
site-to-site VPNs, and authentication and encryption techniques.
Prerequisite(s): Completion of or concurrent registration in IT4155.

IT4170 * Wireless Networks (3 quarter credits)

Learners evaluate fundamental wireless networking concepts and tools for planning,
installing, configuring, optimizing, securing, and troubleshooting wireless local area
networks (WLANs). Learners acquire and demonstrate knowledge of wireless-related

technologies, standards, and topologies for network professionals who must design and
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technologies, standards, and topologies for network professionals who must design and
implement secure wireless network infrastructures. Prerequisite(s): Completion of or
concurrent registration in IT3355 and IT3358.

IT4200 * Data Governance and Stewardship (3 quarter credits)

This course covers legal and ethical issues pertaining to information security and privacy.
Learners demonstrate an understanding of core organizational processes and workflows
and how these factors impact core data processes. Prerequisite(s): BUS1003 or BUS3007
or IT2230.

IT4210 * Data Architecture and Design (3 quarter credits)

In this course learners identify the role data architects play in data and metadata design and
management. Learners evaluate tools and strategies used by data architects in designing
data and metadata solutions. Prerequisite(s): IT2230

IT4220 * Database Administration (3 quarter credits)

Learners evaluate the roles and responsibilities of database administrators and explore how
they contribute to data management. Learners determine how database design,
administration, regulations, and standards impact effective data management
processes. Additionally, learners investigate the tools and strategies that allow a database
administrator to support data management. Prerequisite(s): IT2230.

IT4230 * Managing Data Integration (3 quarter credits)

Learners in this course study data integration and the role it plays in data management.
Topics include evaluation of legal and ethical environments that dictate the strategies and
tools available for data integration within the data management context. Learners explore
methodologies, tools, and strategies that enhance the ability for data integration to support
data management. Prerequisite(s): IT2230.

IT4240 * Data Quality Management (3 quarter credits)

Learners assess the role data quality plays in the creation of effective data management
processes and workflows. Learners research and apply methodologies, strategies, and
tools that play a role in measuring and applying data quality and data cleansing as part of
an effective data management program. Prerequisite(s): IT2230.

IT4300 * Data Storage Strategies (3 quarter credits)

Learners in this course explore data storage technologies used within the IT industry, and
the impact those technology selections have on data analytics. Topics include the impact of
data storage technologies on secondary use of data and how data security and privacy

controls within storage technologies constrain or support access to that data. Learners
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controls within storage technologies constrain or support access to that data. Learners
apply data storage technologies and tools to determine how they impact data analytics at a
granular level. Prerequisite(s): IT2230.

IT4310 * Data Integration (3 quarter credits)

This course covers the impact data integration has on data analytics and how that impact is
managed across the spectrum of data management and data analytics. Learners research
technologies common to the IT industry that are used to integrate data from multiple
resources. Learners gain an understanding of those data integration tools and techniques
and apply them to data analysis. Prerequisite(s): IT2230.

IT4320 * ETL and Data Transformation (3 quarter credits)

Learners in this course focus on the extraction, transformation, and loading (ETL) process,
which is used to prepare and provide data that supports the work of data analytics.
Learners study how ETL is used to identify, clean, transform, and serve the most effective
data for data analytics projects. Learners apply tools and technologies specific to these
activities in order to gain an understanding of the alternatives and applications appropriate
within different contexts. Prerequisite(s): IT2230.

IT4330 * Data Mining and Analysis in Information Technology (3 quarter credits)

In this course, learners use a data mining project to identify, evaluate, and prepare data
appropriate for the project. Learners use Excel spreadsheets and pivot tables to complete
an accurate and effective data mining project. Prerequisites(s): IT2230.

IT4340 * Data Interpretation and Statistical Analysis in Information Technology

(3 quarter credits)
This course presents an advanced look at the role of statistical analysis in completing
effective data analytics projects. Learners apply SAS to a data analytics project to
strengthen their experience with Excel spreadsheets and pivot tables.
Prerequisite(s): Completion of or concurrent registration in IT4330.

IT4350 * Information Solutions and Delivery Strategies (3 quarter credits)

Learners in this course examine the final phase of an effective data analytics project when
the results of the project are shared with the appropriate audience, using the best timing
and approach. Learners explore the various options and technologies available as tools to
share data with a variety of types of audiences. Topics include factors that influence how to
effectively present data using particular tools in a data analytics project.
Prerequisite(s): BUS1003 or BUS3007 or IT2230.

In this course, learners evaluate the role data models, standards, and techniques play in an
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IT4450 * Data Modeling Standards and Techniques (3 quarter credits)

In this course, learners evaluate the role data models, standards, and techniques play in an
effective data management program. Topics include exploration of data structure options
and how those options impact the creation of data models. Learners apply tools and
techniques to demonstrate how they support data management. Prerequisite(s): IT2230.

IT4460 * Data Distribution and Virtualization (3 quarter credits)

Learners analyze the role that distributed, cloud-based, and virtualized environments play
on processes and workflows related to the management and analysis of core
data. Learners research and apply tools and strategies that allow effective data
management and analysis of core data within the constraints of distributed and virtualized
environments. Learners evaluate the impact that subjects of core data projects have on
security and privacy. Prerequisite(s): IT2230.

IT4511 * Cloud Concepts and Architecture (3 quarter credits)

Learners gain an understanding of foundational cloud concepts including scalability,
elasticity, fault tolerance, and disaster recovery. Learners develop hands-on proficiency with
an industry-standard cloud platform. Learners also analyze the benefits and economic
advantages of cloud computing and strategies for transitioning from on-premise
infrastructure to cloud infrastructure. Finally, learners investigate IT governance
implementation in the cloud. Prerequisite(s): Completion of or concurrent registration
in IT3355 and IT3358.

IT4521 * Cloud Management and Administration (3 quarter credits)

Learners build on their knowledge of cloud-based networks by demonstrating management
and administration of cloud architectures and resources. Learners deploy virtual machines,
configure and manage virtual networks, and implement and manage storage. Learners also
implement cloud architectures and resources while focusing on managing security and
authorized access to cloud network resources. Prerequisite(s): Completion of or
concurrent registration in IT4511.

IT4530 * Enterprise Administration (3 quarter credits)

In this course, learners investigate administration concepts related to enterprise networks
using network tools for deploying servers and configuring network application services
within an enterprise network. Learners build on previously analyzed material by applying
concepts such as IP addressing, name resolution, remote access, remote desktop services,
active directory, authentication, and data security to enterprise networks. Learners gain an
understanding of advanced network administration strategies for enterprise networks.
Prerequisite(s): IT4521.

Learners in this course develop the skills to plan, design, analyze, and implement servers in
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IT4541 * Enterprise Server Infrastructure 1 (3 quarter credits)

Learners in this course develop the skills to plan, design, analyze, and implement servers in
an enterprise environment. Learners acquire and apply knowledge of implementation
strategies specific to server migration, virtualization planning, DHCP design, VPN solutions,
deploying file and storage services, and Active Directory configuration.
Prerequisite(s): Completion of or concurrent registration in IT4530.

IT4551 * Enterprise Server Infrastructure 2 (3 quarter credits)

Learners investigate and implement advanced topics in the administration and strategic
support of enterprise server environments. Learners also develop administrative and
monitoring strategies; build an understanding of federated identity solutions, site certificates,
failover and clustering, and business continuity; and evaluate technical planning and
deployment strategies for virtualized environments. Prerequisite(s): Completion of or
concurrent registration in IT4541.

IT4561 * Linux Operating Systems (3 quarter credits)

Learners in this course demonstrate an understanding of the fundamental concepts of the
Linux operating system. Learners use command line tools and software packages, and
practice hardware configuration, file management, process management, and file editing.
Prerequisite(s): Completion of or concurrent registration in IT3318.

IT4571 * Advanced Linux Operating Systems (3 quarter credits)

In this course, learners apply knowledge of advanced topics specific to the Linux operating
system. Learners administer the Linux system, script, and implement network configuration
and security. Prerequisite(s): Completion of or concurrent registration in IT4561.

IT4580 * RFID Technologies (3 quarter credits)

In this course, learners investigate the fundamentals of RFID technologies and assess the
tools for planning, installing, configuring, optimizing, monitoring, and troubleshooting RFID
within a network environment. Learners build and demonstrate knowledge of interrogation
zones, tag classification, RF propagation, standards and regulations, and RF infrastructure
design. Prerequisite(s): Completion of or concurrent registration in IT3355 and IT3358.

IT4711 * Software Requirements (3 quarter credits)

In this course, learners engage in the four foundational steps of software requirements
definition: elicitation, analysis, specification, and validation. Topics in this course also include
managing stakeholder expectations and the requirements definition process.
Prerequisite(s): Completion of or concurrent registration in IT3345, IT3349.

Learners gain an understanding of managing database development and data requirements

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IT4731 * Database Development (3 quarter credits)

Learners gain an understanding of managing database development and data requirements
and modeling. Learners assess and demonstrate database design and implementation
principles and use the Structured Query Language (SQL) to query and manipulate data, use
functions, and create tables and constraints. Learners also investigate database
administration and various uses of databases in contemporary web, traditional, and mobile
applications. Additionally, learners design and deploy data storage strategies in a real-world
scenario. Prerequisite(s): Completion of or concurrent registration in IT3345, IT3349.

IT4733 * Advanced Database Development (3 quarter credits)

Learners investigate the data access layer of an application. Learners develop and
demonstrate their knowledge of application objects that interact with an assortment of
databases and data repositories, and evaluate data modeling, connections, queries, data
manipulation for contemporary Web, traditional applications, database administration and
user security implementation. Prerequisite(s): Completion of or concurrent registration
in IT4731.

IT4736 * SQL and NoSQL Programming (6 quarter credits)

In this course, learners examine the differences between relational and non-relational
databases and explain big data and non-relational database concepts. Learners apply
advanced querying methods to access data from both types of databases for use in
applications, as well as explore database design, normalization and database optimization.
Prerequisite(s): IT4733.

IT4747 * C# Programming and Application Development (6 quarter credits)

Learners build on prior programming knowledge to learn and apply C# programming
language, syntax and constructs to the development of end-user desktop applications that
utilize databases. Learners also gain experience with the .NET framework.
Prerequisite(s): IT3349.

IT4749 * Advanced Java Application Development (6 quarter credits)

In this course, learners build advanced Java desktop applications that include database and
network connectivity, reusable components, multithreading and concurrency, and advanced
graphical user interfaces. The course emphasizes construction practices that exhibit sound
design and coding. Prerequisite(s): IT3349.

IT4751 * Cloud Computing Development (6 quarter credits)

In this course, learners develop and maintain simple applications on a cloud platform.
Learners select cloud services appropriate to the application, create cloud resources for the
application, and write or modify the application code. Learners examine cloud applications’
performance factors, and explain their security features. Learners also develop simple
cloud-based DevOps projects. Prerequisite(s): IT3215 and IT3349.
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IT4753 * DevOps Practices for Cloud Computing (6 quarter credits)

In this course, learners implement DevOps best practices for Continuous Integration
/Continuous Delivery (CI/CD) of software in the cloud development and delivery platform.
Learners explore key principles and practices including source code management, build
engineering, automated testing, environment configuration, release management, and
deployment. Learners also apply these principles in an automated software delivery pipeline
for software projects developed in a cloud platform. Prerequisite(s): IT4751.

IT4772 * Software Design and Modeling (3 quarter credits)

In this course, learners apply design strategies and methods to produce a series of models
that depict the internal structure and behavior of a software solution. Learners also evaluate
the quality of the design and apply the requirements tracing process.
Prerequisite(s): Completion of or concurrent registration in IT4711.

IT4774 * Software Construction (6 quarter credits)

Learners in this course use the output from the software design process to create working
software through coding, debugging, and testing. Learners practice construction tasks, as
well as learn to minimize complexity, deal with change, and build applications for verification
with basic construction standards. Prerequisite(s): IT4772.

IT4776 * Software Testing, Security, and Quality Assurance (6 quarter credits)

Learners investigate software testing, quality assurance, and software security. Learners
develop an understanding of testing fundamentals, including terminology and the role of
testing in life cycle activities. Learners also apply test levels, testing techniques, test-related
measures, testing processes, and testing tools in software testing operations. Finally,
learners analyze the role of testing in quality assurance and evaluating code security.
Prerequisite(s): IT4772.

IT4782 Mobile Application Development Essentials (3 quarter credits)

Learners in this course build upon their prior knowledge of the Java programming essentials
that are involved with basic Android application development, including designing,
debugging, implementing, testing, and deploying an application that combines several
Android features.

IT4784 * Advanced Mobile Application Development (3 quarter credits)

Learners in this course identify and apply advanced mobile application development
concepts used to effectively integrate Android device features. Learners gain and
demonstrate competency in user interface techniques, including animating, structuring and
organizing complex applications, accessing web services, and integrating with third-party
libraries, in order to take applications from a functional state to a production-ready state.
Prerequisite(s): Completion of or concurrent registration in IT4782.
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IT4786 * Cross-Platform Mobile Application Development (3 quarter credits)

Learners in this course evaluate concepts, best practices, and tools used in cross-platform
mobile application development. Throughout the course, learners design, implement, test,
simulate, and deploy cross-platform mobile applications that can be published to iOS and
Android. Prerequisite(s): IT4784.

IT4789 * Mobile Cloud Computing Application Development (3 quarter credits)

Learners in this course evaluate and demonstrate using Mobile Backend as a Service
(MBaaS) platforms to create secure, modern, and innovative crossplatform mobile
applications. Throughout the course, learners practice using some of the commonly
available MBaaS services, including cross-platform identity and authentication, user
account management, data synchronization, Not only Structured Query Language (NoSQL)
data access, and storage services. Prerequisite(s): IT4784.

IT4791 * Fundamentals of Website Design (3 quarter credits)

This course covers the development and design of user-centered websites. Learners
demonstrate their understanding of web-based languages such as eXtensible HyperText
Markup Language (XHTML), Cascading Style Sheets (CSS), and Javascript. Learners
evaluate web design editing tools while creating websites that are effective and functional
across a variety of different platforms and browsers. Prerequisites(s): Completion of or
concurrent registration in IT4731.

IT4793 * Advanced Website Design (3 quarter credits)

Learners build their knowledge of advanced features of website construction. Learners
apply advanced client-side scripting and programming principles to create interactive and
complex web pages. Learners employ a variety of sophisticated editing and development
tools to aid in the development of complex sites and multimedia components.
Prerequisite(s): Completion of or concurrent registration in IT4791.

IT4795 * Web Application Development (3 quarter credits)

Learners develop web applications using an Integrated Development Environment (IDE).
Learners apply object-oriented software design and programming tools and create
object-oriented software solutions using a Web 2.0 frontend and a database backend.
Learners demonstrate their knowledge of dynamic Internet scripting, standard library
packages, AJAX interface elements, dynamic scripting algorithms, and database access
algorithms. Prerequisite(s): Completion of or concurrent registration in IT4731.

Expanding on previous coursework, learners apply advanced object-oriented development

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IT4797 * Advanced Web Application Development (3 quarter credits)

Expanding on previous coursework, learners apply advanced object-oriented development
and dynamic Internet programming principles to create advanced, secure, web-based and
interfacebased applications, data structures, and software solutions.
Prerequisite(s): Completion of or concurrent registration in IT4795.

IT4799 * Dynamic Web Development (6 quarter credits)

In this course, learners cover operating systems and related open source software models.
Learners set up their own web development platform and interactive web applications using
these technologies. Prerequisite(s): IT4797.

IT4803 * System Assurance Security (6 quarter credits)

This course is an overview of information assurance and security topics for network
administrators who must implement security strategies to protect their organization from
exposure to the Internet; network designers also create security-conscious designs.
Learners identify and apply strategies to guard against hackers and forms of viruses, use
firewalls and gateways, and build authentication skills and encryption techniques. Learners
identify methods for attacking a network system and validate defense against them. Upon
successful completion of this course, learners are prepared to take the exam for the
Security+ certification. Prerequisite(s): IT3355.

IT4890 Applied IT Project (6 quarter credits)

In this course, learners apply IT knowledge and skills to address a practical opportunity or
problem for real clients in an organization. Learners work on an IT solution or
recommendation and collaborate with their stakeholders to develop the deliverables
requested by the client. Learners also analyze their own role in the process of developing
the solution, consider how the coursework and their background contribute to the endeavor,
and identify areas for further learning and professional growth. Special permission is
required for registration. Prerequisite(s): Completion of all core coursework.

IT4895 Special Topics in Web Technology (3 quarter credits)

In this course, learners propose and conduct a study of a special topic in web technology.
Learners create an individual learning plan and complete coursework in an area of study
that complements past experience and learning objectives. Special permission is
required for registration.

IT4896 Special Topics in Mobile Technology (3 quarter credits)

In this course, learners propose and conduct a study of a special topic in mobile technology.
Learners create an individual learning plan and complete coursework in an area of study
that complements past experience and learning objectives. Special permission is
required for registration.
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IT4897 Special Topics in Network Technology (3 quarter credits)

In this course, learners propose and conduct a study of a special topic in network
technology. Learners create an individual learning plan and complete coursework in an area
of study that complements past experience and learning objectives. Special permission is
required for registration.

IT4898 Special Topics in Information Technology (3 quarter credits)

In this course, learners propose and conduct a study of a special topic in information
technology. Learners create an individual learning plan and complete coursework in an area
of study that complements past experience and learning objectives. Special permission is
required for registration.

IT4899 Special Topics in Information Technology (6 quarter credits)

In this course, learners propose and conduct a study of a special topic in information
technology. Learners create an individual learning plan and complete coursework in an area
of study that complements past experience and learning objectives. Special permission is
required for registration.

IT4990 Information Technology Capstone Project (6 quarter credits)

In this course, learners apply knowledge and skills from other courses as they develop a
project that benefits an organization, community, or industry. Learners prepare a proposal
that includes a project description, deliverables, completion dates, and associated learning.
Upon approval from the instructor, learners execute the proposal, record their progress
weekly using a project tracking website, and produce a final project report. For BS in
Information Technology learners only. Must be taken during the learner’s final
quarter. Cannot be fulfilled by transfer or prior learning assessment.

IT4993 Cybersecurity Capstone (6 quarter credits)

Learners in this capstone course demonstrate the use of tools, skills and techniques
developed throughout their program by completing an integrated action learning project.
Learners identify and analyze complex computing problems and apply principles to identify,
design, and implement computing solutions. Must be taken in the learner's final quarter.
Cannot be fulfilled by transfer or prior learning assessment.

ITEC5002 Information Technology and System Trends (4 quarter credits)

Learners in this course examine current information technologies and trends, emphasizing
the areas of technical focus. Learners gain the strategic underpinnings of contemporary
technology and emerging trends, as well as the communication skills and requirements of
an IT professional. This course also presents self-assessments and career development
activities designed to support lifelong learning and workforce success. Must be taken

during the first quarter by learners who have been admitted to the MS in Information
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during the first quarter by learners who have been admitted to the MS in Information
Technology degree program. Cannot be fulfilled by transfer or prior learning
assessment.

ITEC5010 * Security and Enterprise Networks (4 quarter credits)

In this course, learners develop an understanding of the core security principles that apply
throughout networked systems. Learners examine the concepts of enterprise network
design, core network infrastructure hardware, configuration, and the architecture of
contemporary computing networks and cloud platforms. Learners also gain an
understanding of network security and threat vectors in the context of enterprise systems,
firewalls, VPNs, and network protocols. Finally, learners explore enterprise network
governance, security risk assessment and development of internal controls, and
implementation and management for cloud computing environments.
Prerequisite(s): Completion of or concurrent registration in ITEC5002.

ITEC5020 * Application and Database Development (4 quarter credits)

In this course, learners use their knowledge of user requirements, user interface design,
program design, programming logic, and testing processes to develop a professional-quality
application suitable for front-end and web platforms. Learners apply methods for relational
database design, administration, and the use of structured query language (SQL) to store,
retrieve, and update information for use in applications. Prerequisite(s): Completion of or
concurrent registration in ITEC5030.

ITEC5030 * Emerging Technologies (4 quarter credits)

In this course, learners gain an understanding of new and disruptive technologies that are
poised to have a significant impact on individuals, industry, technology, and society.
Learners explore strategies for identifying and researching emerging technologies to
determine their value-added application to the organization and examine models that help
predict technology growth and proliferation. Prerequisite(s): ITEC5010.

ITEC5040 * Predictive Models and Classification Methods (4 quarter credits)

Learners gain the skills to utilize historical data to predict future outcomes, as well as
identify patterns in current data that can be used to classify or group future observations.
Learners complete their own analytics project through hands-on statistical techniques
coupled with a broad understanding of contemporary predictive modeling and analytics
classification methods. Prerequisite(s): ANLT5030.

ITEC5050 * Cloud Architecture and Distributed Systems (4 quarter credits)

In this course, learners extend their knowledge of enterprise networking by focusing on
distributed systems, and the key characteristics and benefits of cloud computing, including
reliability, scalability, and virtualization. Learners examine core cloud technologies and
challenges, along with various delivery models, including Software as a Service (SaaS),
Platform as a Service (PaaS), and Infrastructure as a Service (IaaS). Additionally, learners
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Platform as a Service (PaaS), and Infrastructure as a Service (IaaS). Additionally, learners

explore cloud architecture for platforms and cloud-based solutions and services, with
associated cloud computing design patterns. Learners gain hands-on experience in a cloud
environment by building, configuring, and consuming cloud-based architectures to address
the needs of an organization. Prerequisite(s): Completion of or concurrent registration
in ISTM5110.

ITEC5060 * Cloud Application Deployment and Operations (4 quarter credits)

This course strengthens a learner’s understanding of cloud computing concepts,
including hybrid cloud deployment models, compound design patterns, and architectures
that involve both on-premise and cloud environments. Learners place an emphasis on cloud
security and the mechanisms and controls to prevent and respond to threats and attacks.
Additionally, learners examine the migration of current applications and data storage
infrastructure to the cloud, as well as the identification and provisioning of required cloud
services to support cloud-based applications. Finally, learners employ a hands-on
experience to explore and demonstrate configuration, automation, and monitoring of cloud
applications and services, and their on-going operational support.
Prerequisite(s): ITEC5050.

ITEC5900 * Applied Information Technology Project 1 (4 quarter credits)

In this first of a two-course sequence, learners further enhance their professional
collaboration and communication skills to identify and select a project that addresses an IT
problem or opportunity in an organizational or societal context. Learners apply IT evaluation
frameworks and the RFP process to elicit and evaluate requirements and possible
technology solutions. Learners also explore IT consulting skills to address technical,
product, and related economic factors valuable for in-house and external consulting
engagements. For MS in Information Technology learners only.
Prerequisite(s): Completion of or concurrent registration in IAS5030 or ITEC5040 or
ITEC5060 or PM5335. Cannot be fulfilled by transfer or prior learning assessment.

ITEC5905 * Applied Information Technology Project 2 (4 quarter credits)

In this second of a two-course sequence, learner teams implement their project plan to
address an IT problem or opportunity in an organizational or societal context. Teams finalize
project requirements and complete tasks associated with the project, including regular
status reporting, production of intermediate deliverables, on-going communication with key
stakeholders, and developing an optimal IT solution that meets the requirements and
solution context. Learners also complete a written report and conduct a final presentation
that describes the solution and its implementation. Upon project conclusion, learners review
and update their personal, technical, and soft skills development plan created at the
beginning of the program. For MS in Information Technology learners only.
Prerequisite(s): ITEC5900 and completion of or concurrent registration in ANLT5100
or IAS5220 or ISTM5112 or PM5336. Cannot be fulfilled by transfer or prior learning
assessment.
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LEAD5210 Leading Global and Diverse Cultures (4 quarter credits)

In this course, learners analyze aspects of leading and working in global and diverse
environments. Learners gain an understanding of the personal and professional role of
leadership in diverse cultures, core strategies used to lead more effectively within those
cultures, and their own capacities as global leaders.

LEAD5220 Leader as Change Agent (4 quarter credits)

Learners evaluate leaders as architects of change in organizations and environments.
Learners investigate the nature of leadership in complex and dynamic settings; theories of
change at the individual, group, and organizational level; and leadership practices that
guide and sustain complex change.

MAT1050 College Algebra (6 quarter credits)

Learners in this course evaluate and perform linear, exponential, logarithmic, and other
mathematical functions that include algebraic, graphic, and numeric properties. Learners
then apply these concepts to the social and natural sciences, business, and everyday life.

MAT1100 Using Math in the Real World (4 quarter credits)

In this course, learners gain an understanding of numbers and how to use and interpret
them. Learners examine mathematics using an easily understandable approach for basic
math and algebra to connect mathematical concepts and everyday life.

MAT2001 Statistical Reasoning (6 quarter credits)

This course introduces fundamental concepts of elementary statistics, including descriptive
statistics, methods of counting, probability distributions, approximations, estimation, and
hypothesis testing. Learners use these concepts to apply and interpret statistical results.

MAT2051 * Discrete Mathematics (6 quarter credits)

This course presents an overview of mathematical analysis techniques. Learners apply
number logic and set theory, functions and sequences, relations equivalence, partial order,
digraphs, recurrence relations, counting techniques, logic and techniques of proof, graphs,
and algorithms to the fields of business and information technology.
Prerequisite(s): MAT1050.

MAT2100 Data-Driven Decisions (4 quarter credits)

In this course, learners examine the applications of statistics to a variety of fields. Learners
develop mathematical reasoning, quantitative analysis, and quantitative communication
skills to prepare them for future academic coursework and professional life. Learners also
gain an understanding of how every day decisions are supported by mathematics.
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MBA5002 MBA Leadership (4 quarter credits)

This course covers contemporary models of leadership and examines behaviors and skills
of effective leaders. Learners assess their own leadership strengths and how to lead
effectively in their work settings. Learners also analyze ways in which leaders use their skills
to support innovation, change, and collaboration within organizations. For MBA degree and
certificate program learners and non-degree learners only. Must be taken during the
first quarter by learners who have been admitted to the MBA degree program. Cannot
be fulfilled by transfer or prior learning assessment.

MBA5006 * Business Strategy (4 quarter credits)

Learners in this course examine ways in which companies formulate and implement strategy
to effectively compete in the marketplace. Learners apply strategic models and analysis to
address competitive challenges. For MBA degree and certificate program learners and
non-degree learners only. Prerequisite(s): Completion of or concurrent registration in
MBA5002.

MBA5008 Applied Business Analytics (4 quarter credits)

This course introduces learners to business analytics and its role in evidence-based
decision making. Learners examine data and analytics techniques that create relevant,
actionable, and meaningful information. For MBA degree and certificate program
learners and non-degree learners only.

MBA5010 Accounting Methods for Leaders (4 quarter credits)

Learners in this course gain an understanding of how methods of financial and managerial
accounting are used to analyze business performance and make evidence-based business
decisions. Learners examine tax, ethical, and legal implications of accounting methods. For
MBA degree and certificate program learners and non-degree learners only.

MBA5012 * Marketing Management (4 quarter credits)

This course covers marketing theories, models, and practices used by businesses. Learners
examine the expanded roles of analytics, technology, and social media in marketing strategy
and implementation. Learners also use business analytics skills to address marketing
problems and apply marketing methods to business challenges. For MBA degree and
certificate program learners and non-degree learners only. Prerequisite(s): MBA5008.

MBA5014 * Applied Managerial Finance (4 quarter credits)

Learners in this course explore financial concepts and techniques required to evaluate,
report, and maximize firm performance and value. Learners analyze environmental and
market factors, goals, and constraints; and apply regulatory and ethical principles and
business analytics skills to drive data-based decision making. For MBA degree and
certificate program learners and non-degree learners only. Prerequisite(s): MBA5008,
MBA5010.
business analytics skills to drive data-based decision making. For MBA degree and
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MBA5016 * Operations Management for Leaders (4 quarter credits)

In this course, learners examine theories and models of business operations and their role
in developing and delivering a superior product or service to the marketplace. Learners also
apply business analytics skills and use data to evaluate strategic and tactical impact to
business functions across the organization. For MBA degree and certificate program
learners and non-degree learners only. Prerequisite(s): MBA5008.

MBA5910 * MBA Capstone Experience (5 quarter credits)

In this course, learners integrate the knowledge and skills gained during the MBA program
in an application-based business project. Learners demonstrate their overall ability to
identify and recommend evidence-based solutions to business challenges and
opportunities. For MBA degree and certificate program learners and non-degree
learners only. Prerequisite(s): All required and elective coursework. Cannot be
fulfilled by transfer or prior learning assessment.

MBA6006 * Leading Innovation in the Global Organization (3 quarter credits)

In this course, learners research the global leadership models and practices that drive
innovation and enhance competitive advantage in complex and diverse environments.
Learners also explore and assess the ways global leaders work to shape organizational
culture and processes that support innovation and change. For MBA degree and
certificate program learners and non-degree learners only.

MBA6008 Global Economic Environment (3 quarter credits)

This course covers microeconomic and macroeconomic principles, theories, and tools and
their applications in business. Learners analyze the national economy, global economy, and
comparative advantage; factor inputs used to create value in different industry and market
structures; and the tools employed by the Federal Reserve System and the federal
government to create and implement fiscal and monetary policies. Learners also develop
and demonstrate their knowledge of theories of the firm and the ways in which individuals
and firms make economic decisions. For MBA degree and certificate program learners
and non-degree learners only.

MBA6012 Integrated Global Marketing (3 quarter credits)

Learners examine tools, techniques, methods, and emerging marketing thought employed
by organizations that market goods, services, and ideas in local and global environments.
Topics include fundamental marketing principles, marketing models and practices,
marketing information sources and their associated uses, and the integration of marketing
with other organizational functions. Learners also explore the link between marketing and
business objectives; the environment beyond the firm; and the role of objectives, strategies,
and tactics in marketing and demonstrate their competence in understanding and applying
marketing concepts. For MBA degree and certificate program learners and non-degree
learners only.

business objectives; the environment beyond the firm; and the role of objectives, strategies,
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MBA6014 Financial Accounting (3 quarter credits)

This course covers the tools, techniques, and methods of financial accounting and their
applications in business. In particular, learners explore appropriate techniques for applying
financial tools in support of business decisions across local and global organizations.
Learners also develop their skills and knowledge of financial statement development,
analysis, and control, and the tax, ethical, and legal implications of various accounting
decisions. For MBA degree and certificate program learners and non-degree learners
only.

MBA6016 * Finance and Value Creation (3 quarter credits)

This course addresses the tools, techniques, and methods of finance and their applications
in business. In particular, learners examine the financial tools and methods used to create
firm value across local and global organizations. Learners also explore and demonstrate
competencies related to the financial structures of firms; global financial markets; and the
tax, ethical, and legal implications of various finance decisions. For MBA degree and
certificate program learners and non-degree learners only. Prerequisite(s): MBA6014.

MBA6018 Data Analysis for Business Decisions (3 quarter credits)

Learners in this course analyze ways that data analysis informs business decisions and
practice applying tools and techniques for converting raw qualitative and quantitative data
into information that supports organizational decision making. Other course topics include
data acquisition and organization, descriptive and basic inferential statistics, and content
analysis. For MBA degree and certificate program learners and non-degree learners
only.

MBA6022 Strategic Operations Management (3 quarter credits)

In this course, learners explore and apply the tools, techniques, and methods used to
manage systems that produce the organization’s products. In particular, learners develop
the ability to apply process design; quality, capacity, and inventory management; and
strategic considerations to operations management. Learners also evaluate the decisions
for which operations managers are held accountable; the methods used to make those
decisions; and the effects of those decisions on an organization’s productivity, effectiveness,
and efficiency. For MBA degree and certificate program learners and non-degree
learners only.

MBA6024 * Organizational Strategy (3 quarter credits)

In this course, learners integrate the theories, practices, and models of strategy with
foundational global business knowledge. Learners examine the competitive local and global
business environment, evaluate the core business functions of various organizations, and
analyze the information that derives from those functions. Learners then synthesize this
information into a comprehensive strategic review that is designed to enhance
organizational decision making and leadership. For MBA degree and certificate program
learners and non-degree learners only. Prerequisite(s): MBA6008 or MBA6180;

In this course, learners integrate the theories, practices, and models of strategy with
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MBA6014; MBA6016; MBA6018 or MBA6140. Prerequisites do not apply to Business

Management and Management Consulting certificate learners. Cannot be fulfilled by
transfer or prior learning assessment.

MBA6026 The Global Leader (3 quarter credits)

This course addresses the purpose, function, and responsibility of leaders in complex global
business environments. Learners develop and demonstrate best practices for increasing
self-awareness and establishing personal and professional ways to grow in a competitive,
complex workplace. Learners also analyze future concerns and challenges related to global
leadership. For MBA degree and certificate program learners and non-degree learners
only.

MBA6028 * Business Integration Skills (3 quarter credits)

Learners in this course synthesize the theories, practices, and models of foundational
business disciplines by participating in a comprehensive business scenario experience.
Learners identify, analyze, and apply principles of organizational strategy to a business
situation using critical thinking, problem solving, competitive analysis, and the foundational
skills learned in previous coursework. Learners gain and demonstrate knowledge of the
ethical implications and communication issues inherent in making a variety of complex
business decisions. For MBA degree and certificate program learners and non-degree
learners only. MBA6028 and MBA6900 must be taken in sequence.
Prerequisite(s): MBA6006 or MBA6020; MBA6008; MBA6012; MBA6014; MBA6016;
MBA6018 or MBA6140; MBA6022; MBA6024; MBA6026. Cannot be fulfilled by transfer
or prior learning assessment.

MBA6112 * Market Research (3 quarter credits)

This course addresses survey research techniques, research design, secondary/primary
data collection, data analysis, and ethical implications of marketing research activities.
Learners examine methods for gathering and analyzing data and learn how to apply
techniques to contemporary marketing problems, market research projects, and effective
decision making. For MBA degree and certificate program learners and non-degree
learners only. Prerequisite(s): MBA6012; MBA6018 or MBA6140.

MBA6114 * Consumer Behavior (3 quarter credits)

Learners identify critical contemporary issues related to consumer buying behavior and
investigate the ever-changing consumer perceptions, influences, and motivation with an eye
on developing successful marketing strategies in a global economy. Learners also
analyze key trends of consumer behavior that are central to marketing planning and
implementation, such as social media and emerging technologies. Finally,
learners evaluate the ethical implications of decisions related to consumer behavior and
apply them to key aspects of marketing leadership. For MBA degree and certificate
program learners and non-degree learners only. Prerequisite(s): MBA6012, MBA6112.

Learners identify critical contemporary issues related to consumer buying behavior and
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MBA6116 * New Product Design and Development (3 quarter credits)

This course provides a framework for product planning, implementation, and evaluation and
for new product introductions. The course addresses the new product development process
from idea generation to commercialization. Learners are introduced to basic concepts and
tools to help them understand this process from a managerial perspective. The course
emphasizes the process as it relates to the manager in their role as a product manager. For
MBA degree and certificate program learners and non-degree learners only.
Prerequisite(s): MBA6012.

MBA6118 * International Marketing (3 quarter credits)

This course addresses the marketing challenges related to selling products or services in
foreign markets. Topics include the impact of cultural differences; variations in market
structure; methods of distribution; and issues related to the adaptation of products, pricing,
and communications strategy. Learners examine the ethical implications of decisions,
identify and synthesize the forces that shape the global business/marketing environment,
examine the unique challenges of marketing products and services internationally, and
identify issues in a specific organization or industry. For MBA degree and certificate
program learners and non-degree learners only. Prerequisite(s): MBA6012.

MBA6120 Sales and Customer Relationship Management (3 quarter credits)

Learners investigate the theory and practice of strategic selling, including the design of
evidence-based, sustainable solutions for sales and marketing challenges. Learners identify
opportunities for leadership and ways to incorporate technology in a competitive, global
sales environment. As they design strategies for sales force development and customer
relationship management, learners synthesize concepts and theories with life experiences.
Finally, learners develop a personal sales and sales leadership philosophy associated with
middle- or senior-level sales management positions. For MBA degree and certificate
program learners and non-degree learners only.

MBA6121 Foundations of Supply Chain Management (3 quarter credits)

Learners in this course study the fundamental concepts of supply chain management from a
Learners in this course study the fundamental concepts of supply chain management from a
systems theory perspective and examine the changes in scope and scale that globalization
has brought to internal business processes. Learners use this knowledge to develop a broad
understanding of management best practices in global markets. For MBA degree and
certificate program learners and non-degree learners only.
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MBA6123 * Supply Chain Design and Management (3 quarter credits)

In this course, learners examine supply chain management as a logistics network that
provides strategic advantage to global managers. Learners consider the role of societal
cultural fluency and the logistics of global operations. Learners also study customer
relationship management and its effect on the overall supply chain. Throughout the course,
learners apply these concepts in a series of case studies. For MBA degree and certificate
program learners and non-degree learners only. Prerequisite(s): MBA6121.

MBA6125 Logistics (3 quarter credits)

Learners in this course examine the traditional logistics of the delivery of goods in today’s
business-to-business environment. Learners identify the cost components of the supply
chain, including an efficient and effective logistics system, and analyze their individual and
collective effects on organizational performance. Learners also explore five disciplines for
top-performing logistics networks. For MBA degree and certificate program learners
and non-degree learners only.

MBA6127 Effective Global Strategic Sourcing (3 quarter credits)

This course emphasizes fully integrating the supply chain to position quality as a strategic
competitive advantage. Learners identify ways to use strategic resourcing to achieve
consistent quality, thus enabling market share growth and preventing market share erosion.
Learners also examine the importance of managing relationships with global suppliers and
establishing consistent quality benchmarks. For MBA degree and certificate program
learners and non-degree learners only.

MBA6131 * Statistical Methods (3 quarter credits)

Learners in this course strengthen their understanding and demonstrate knowledge of the
statistics and statistical methods used in business analytics. In particular, learners apply
multivariate data analysis techniques, including exploratory data analysis (EDA), multiple
linear regression, logistic regression, principal components analysis, cluster analysis, and
cross-validation techniques. For MBA degree and certificate program learners and
non-degree learners only. Prerequisite(s): MBA6018 or MBA6140.

MBA6133 * Management Decision Methods (3 quarter credits)

In this course, learners examine and demonstrate their knowledge of analytical modeling
tools and techniques and their associated practical applications in business. Learners
examine managerial decision theory and analyze business decisions made under
conditions of uncertainty. Other course topics include forecasting analysis, decision trees
analysis, linear programming modeling, program evaluation and review techniques, and
critical path methods. For MBA degree and certificate program learners and non-
degree learners only. Prerequisite(s): MBA6018 or MBA6140.

conditions of uncertainty. Other course topics include forecasting analysis, decision trees
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MBA6135 * Data Mining and Reporting (3 quarter credits)

Learners build their understanding of the processes and methods of extracting information
from internal databases to support strategic business decision making. Learners develop
and apply the skills needed to use industry-standard business analytic tools for data access
and management, cleaning, mining, and reporting. For MBA degree and certificate
program learners and non-degree learners only. Prerequisite(s): MBA6018, MBA6131,
or MBA6140.

MBA6137 * Primary Data Collection (3 quarter credits)

This course covers processes and methods of collecting primary qualitative and quantitative
data to support business decision making. Learners examine and demonstrate knowledge
of various data collection strategies and tools; the process of collecting data using case
studies, focus groups, questionnaires, and in-depth interviews; and fundamental qualitative
data analysis techniques. For MBA degree and certificate program learners and
non-degree learners only. Prerequisite(s): MBA6018 or MBA6140.

MBA6141 * Entrepreneurial Ventures (3 quarter credits)

This course is an introduction to historic, current, and emerging thought in entrepreneurial
venture feasibility, research, and planning. Learners investigate various legal forms of
entrepreneurial ventures and the factors that influence the selection of one over another,
and conduct research to determine and support the feasibility of a business idea, customer
base, and market. Learners then apply this knowledge to establish a general strategy and
plan for an entrepreneurial venture. For MBA degree and certificate program learners
and non-degree learners only. Prerequisite(s): MBA6012. Prerequisite does not apply
to Entrepreneurship and Management Consulting certificate learners.

MBA6143 * Entrepreneurial Leadership (3 quarter credits)

Learners gain an understanding of human involvement in entrepreneurial ventures.
Learners investigate entrepreneurial fact and fiction and consider their suitability as
entrepreneurs. Learners also analyze the various roles of entrepreneurial leaders and the
opportunities and challenges associated with leading and managing entrepreneurial
ventures, including work-life balance and risk. For MBA degree and certificate program
learners and non-degree learners only. Prerequisite(s): MBA6006 or MBA6020;
completion of or concurrent registration in MBA6141. Prerequisites do not apply to
Entrepreneurship certificate learners.

MBA6145 * Venture Financing (3 quarter credits)

In this course, learners analyze various entrepreneurial venture funding options, including
the use of outside partners such as venture capital firms and investors. Learners evaluate
and compare the risks and rewards of various funding options and determine their suitability
to different business situations, scopes, goals. For MBA degree and certificate program
learners and non-degree learners only. Prerequisite(s): MBA6016, MBA6141.
Prerequisites do not apply to Entrepreneurship certificate learners.
In this course, learners analyze various entrepreneurial venture funding options, including
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MBA6147 * Entrepreneurial Strategy (3 quarter credits)

In this course, learners research various strategies used in local and global entrepreneurial
ventures. Learners analyze how these strategies help facilitate the sustainability of the
venture, as well as how different strategies can be administered at different times of the
venture’s lifecycle. Other course topics include entrepreneurial exit strategies and current
topics associated with entrepreneurial social responsibility, including “green”/environmental
considerations. For MBA degree and certificate program learners and non-degree
learners only. Prerequisite(s): MBA6024; MBA6141. Prerequisites do not apply to
Entrepreneurship and Management Consulting certificate learners.

MBA6151 * Contemporary Financial Reporting (3 quarter credits)

Learners in this course examine domestic and international accounting standards and the
current standard implementation process for domestic and global entities. Learners
incorporate knowledge and understanding of the financial reporting framework used by
business enterprises, not-for-profit organizations, and governmental entities, and apply that
knowledge in performing financial reporting and determining the appropriate accounting
treatment for complex business situations. For MBA degree and certificate program
learners and non-degree learners only. Prerequisite(s): MBA6014.

MBA6152 * Advanced Accounting (3 quarter credits)

Learners apply their knowledge of accounting applications to more advanced accounting
methods encountered in business operations. Learners investigate specialized areas of
accounting, such as accounting for long-term contracts, leases, investments,
consolidations, and foreign currency. For MBA degree and certificate program learners
and non-degree learners only. Prerequisite(s): MBA6014.

MBA6153 * Advanced Auditing Theory (3 quarter credits)

Learners in this course evaluate current audit theory and explore the audit process
including the assessment of internal risk, use of audit evidence, and audit documentation.
Learners examine auditing standards for public and private organizations, professional
responsibilities of CPAs, and skills needed to perform auditing and attestation engagements
of organizations. For MBA degree and certificate program learners and non-degree
learners only. Prerequisite(s): MBA6014.

MBA6154 * Budget Planning and Control (3 quarter credits)

In this course, learners develop their ability to apply a system approach to planning and
controlling organizational budgets. Learners demonstrate their competency in preparing
budgets, accounting, performance reports, analyzing the impact of budgets on an
organization, the function of budgetary systems in organizational planning, and control. For
MBA degree and certificate program learners and non-degree learners only.
Prerequisite(s): MBA6152.

In this course, learners develop their ability to apply a system approach to planning and
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MBA6155 * Corporate Governance and Regulation in Accounting (3 quarter credits)

In this course, learners review current federal income tax regulations and analyze the
theories of corporate governance, focusing on best practices for public, private, and
not-for-profit organizations. Learners evaluate and strengthen their knowledge in concepts
related to the Federal tax law, application of business law concepts and evaluation of the
legal structures of an entity to determine applicable laws. For MBA degree and certificate
program learners and non-degree learners only. Prerequisite(s): MBA6014.

MBA6156 * Audit and Control of Accounting Information Systems (3 quarter credits)

Learners in this course apply analytical procedures to audit and evaluate the control of
computerized accounting information systems. Learners analyze auditing and evaluation
standards and the effects of auditing on information technology in business operations. The
course also covers statistical analyses of accounting control systems. For MBA degree and
certificate program learners and non-degree learners only.
Prerequisite(s): MBA6152.

MBA6157 * Managerial Accounting Theory (3 quarter credits)

In this course, learners examine contemporary accounting theory and managerial
accounting practices for planning, directing, and controlling decision making. Learners
analyze financial risk management, financial management processes, information systems
and communications, strategic planning, and operations management. For MBA degree
and certificate program learners and non-degree learners only.
Prerequisite(s): MBA6014.

MBA6158 * Accounting Information for Decision Making (3 quarter credits)

In this course, learners develop and demonstrate knowledge of the nature and function of
accounting information in the decision-making process. Learners also review strategies for
integrating accounting systems with financial information from managers and other
professionals to facilitate better decisions. Finally, learners gain competency in applying
accounting information in functional areas such as finance, management, and marketing.
For MBA degree and certificate program learners and non-degree learners only.
Prerequisite(s): MBA6152.

MBA6161 * Financial Markets and Institutions (3 quarter credits)

This course provides learners with a theoretical foundation for examining the nature and
role, structure, and management of financial institutions in financial markets. Learners study
the reactions of banks to changes in interest rates, money supply, and open-market
operations. Learners also develop an understanding of identifying and managing financial
institution risk and return, such as ethical and regulatory issues, confronting financial
institutions, and concepts and principles to fill a variety of functions in the financial sector.
This course bridges the gap between financial theory and market practice, reflecting the
relationship between the conceptual framework and the management behavior of
practitioners. For MBA degree and certificate program learners and non-degree
learners only. Prerequisite(s): MBA6016.
This course provides learners with a theoretical foundation for examining the nature and
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MBA6162 * Advanced Finance (3 quarter credits)

This course extends the competencies developed in MBA6160: basic theories and
techniques related to acquisition of, accounting for, and allocation of an organization’s
financial resources. Learners in this course examine existing theories and emerging topics
in the field in more depth and gain additional insights and techniques for examining financial
risk, return, and the capital asset pricing model; dividend policy; financing flexibility;
valuation of securities; derivatives and risk management; and capital structure. Learners
apply their knowledge to real-world business concerns and issues within their work
environment. For MBA degree and certificate program learners and non-degree
learners only. Prerequisite(s): MBA6016.

MBA6163 * Bank Management (3 quarter credits)

This course begins with an overview of the commercial banking and financial services
industries. Topics include bank evaluation and performance; asset and liability
management; organizational structure; loan services to businesses and consumers;
financial derivatives and tools; capital, profitability, and bank market structure; and
regulations, hedging, interest rate risk, and credit risk management. The course covers a
growth trend in commercial banking that includes financial services such as investment
banking and security underwriting services, e-banking, and e-commerce. Course topics also
include ethical behavior. For MBA degree and certificate program learners and
non-degree learners only. Prerequisite(s): MBA6016

MBA6164 * International Financial Management (3 quarter credits)

In this course, learners are exposed to international financial management and reporting
techniques. The course emphasizes international financial management analysis (an
overview) and detailed case analysis and interpretation. Learners examine a multinational
capital budgeting process and review cost of capital and long-term financing strategies
including assessment of financial markets used by international firms. Other topics include
exchange rate systems, methods of government intervention, direct foreign investment,
country risk analysis, and global strategy in the context of international finance. Learners
apply their knowledge in realistic business situations and synthesize relevant techniques
into sound recommendations and conclusions. For MBA degree and certificate program
learners and non-degree learners only. Prerequisite(s): MBA6008, MBA6016.
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MBA6166 * Investment and Portfolio Management (3 quarter credits)

In this course, learners examine the securities market, various types of investment
securities, and the risk-return characteristic of each. The course emphasizes tools used by
professional money managers for managing investment alternatives including global
opportunities. Learners apply investment theories to the management of corporate
portfolios; evaluate corporate investment and portfolio management strategies; analyze and
evaluate methods of portfolio construction; and analyze current theories, strategies, and
methods for their applicability to global opportunities. Learners analyze the issue of
international diversification not encountered in domestic markets, such as the presence of
exchange rate risk, restrictions on capital flows, and political risk. For MBA degree and
certificate program learners and non-degree learners only. Prerequisite(s): MBA6016.

MBA6167 * Risk Management (3 quarter credits)

This course exposes learners to practical and theoretical aspects of managing risks in the
insurance service industry. Learners study a range of industry risks: insurance risk, market
risk, liquidity risk, and asset and liability management risks. The course provides learners
with sophisticated tools and analytical techniques to minimize these risks and learn how
management of these risks can create shareholder value. For MBA degree and certificate
program learners and non-degree learners only. Prerequisite(s): MBA6016.

MBA6168 * Corporate Finance Analysis and Decisions (3 quarter credits)

Learners in this course examine the principles of financial administration with applications to
problems of financial analysis and control, and planning by firms under changing economic
conditions. Learners conduct financial analyses, evaluate a corporation’s financial planning
and control functions, and assess the ability of corporations to create wealth. Learners
discuss the impact of financing decisions on real asset valuation; managerial incentives;
and corporate strategy including mergers/acquisitions, corporate restructuring, real options,
and the use of derivatives and other financing tools on deal structure. For MBA degree and
certificate program learners and non-degree learners only. Prerequisite(s): MBA6016.

MBA6182 Impact of Advances in Information Technology (3 quarter credits)

Learners in this course examine emerging advances in information technology and select a
technological advance to investigate and evaluate for incorporation into an organization.
Learners demonstrate ways that the advance helps to solve a business-related problem,
build a formal case for justifying introduction of the advance into the organization, and
present the case to the organization’s management. For MBA degree and certificate
program learners and non-degree learners only.

Learners in this course explore the issues associated with managing information technology
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MBA6184 Techniques for Managing Information Technology Professionals (3 quarter

credits)
Learners in this course explore the issues associated with managing information technology
professionals (e.g., analysts, developers, technical specialists, project managers, and
infrastructure support personnel) responsible for various IT functions, including planning,
delivery, and maintenance. Learners also examine contemporary management practices
and techniques for IT staff acquisition, development, motivation, retention, and assessment
and identify the challenges of organizing effective virtual IT work teams within a global
economy. For MBA degree and certificate program learners and non-degree learners
only.

MBA6186 * Strategic Information System Planning (3 quarter credits)

Learners in this course choose an organization and identify opportunities to improve the
alignment of its business strategies with its IT strategies. Learners then create a plan for
improving alignment to systematically support the effectiveness of overall business
performance in rapidly changing, increasingly complex environments. Learners also
examine ways to build IT capabilities that support and enable business strategies and
corresponding IT strategies and other topics, including environmental scanning, strategic
alignment, and governance models. For MBA degree and certificate program learners
and non-degree learners only. Prerequisite(s): Completion of or concurrent
registration in MBA6024.

MBA6231 * Project Planning, Management, and Financial Control (3 quarter credits)

Learners analyze management techniques for planning, estimating, and facilitating
successful enterprise projects. Learners define a project, develop work breakdown
structures, prepare project schedules, and determine ways to coordinate the various
resources. In addition, learners analyze and demonstrate planning, time management, and
risk management skills that support them throughout their program and professional career.
For MBA degree and certificate program learners and non-degree learners
only. Prerequisite(s): MBA6016. Prerequisite does not apply to Management
Consulting certificate learners.

MBA6233 * Assessing and Mitigating Risk (3 quarter credits)

This course addresses the important elements of risk management, such as risk
management planning, risk identification, risk analysis, development of appropriate
responses, and risk monitoring and control. Learners demonstrate their knowledge of the
process of identifying, analyzing, and appropriately responding to project risk by
implementing a risk management plan. For MBA degree and certificate program
learners and non-degree learners only. Prerequisite(s): MBA6231.

MBA6235 * Project Procurement and Solicitation (3 quarter credits)

This course covers the major processes used in project procurement management including
planning, solicitation, source selection, contract administration, and contract closeout.
Learners analyze and explain the impact of project assumptions and constraints on
procurement
developing a management, and apply their
procurement management knowledge
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developing a procurement management plan based on current best practices. For

MBA degree and certificate program learners and non-degree learners only.
Prerequisite(s): MBA6231.

MBA6237 * Advanced Project Management Techniques (3 quarter credits)

Learners build knowledge of advanced project management topics and techniques.
Learners investigate techniques for balancing scope, time, cost, and quality in managing a
project and implement planning, monitoring, and controlling techniques in a project.
Learners evaluate the importance of applying quality standards and best practices in
developing project management strategies. For MBA degree and certificate program
learners and non-degree learners only. Prerequisite(s): MBA6231.

MBA6241 * Human Resource Management in the 21st-Century Knowledge

Organization (3 quarter credits)
This course provides an overview of the human resource management (HRM) function in
organizations and the strategic role of HRM in the global business environment. Learners
analyze approaches to managing human capital and human resource systems and
processes that align to organizational strategy. For MBA degree and certificate program
learners and non-degree learners only.

MBA6242 * Building Organizational Effectiveness (3 quarter credits)

In this course, learners gain an understanding of ways in which human resource
management practices and programs contribute to organizational effectiveness. Learners
examine the impact of HRM practices and programs on increasing employee engagement
and commitment, supporting cultural diversity, and complying with laws and regulations.
Learners also explore best practices of contemporary organizations for supporting
organizational effectiveness and employee engagement. For MBA degree and certificate
program learners and non-degree learners only. Prerequisite(s): MBA6241.

MBA6247 * Human Capital Management (3 quarter credits)

This course introduces learners to the fundamental practices of human capital
management. Learners assess and apply practices associated with workforce development
and workforce management from a global perspective. Learners also synthesize and apply
the principles and concepts of human capital management to an organization. For
MBA degree and certificate program learners and non-degree learners only.
Prerequisite(s): MBA6241.

MBA6249 * Organizations, Governance, and the Law (3 quarter credits)

Learners gain an understanding of the foundational elements of legal thinking and
application needed to understand the role and influence of law on human resource practice.
Learners assess the value of aligning organizational mission, legal compliance, and ethics.

Learners also exercise legal knowledge, thought, and practice through experiential
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Learners also exercise legal knowledge, thought, and practice through experiential
activities. For MBA degree and certificate program learners and non-degree learners
only. Prerequisite(s): MBA6241.

MBA6271 * Strategic Management of Health Care Systems (3 quarter credits)

This course provides an in-depth examination and analysis of strategic management in the
health care industry. Learners use strategic management frameworks to analyze the
mission, vision, core values, and goals of an industry facility. Learners then apply this
analysis to the internal and external environment to make strategic recommendations that
affect operational and financial components. Learners also explore the impact of
interdependent actors within the health care system, the consequences of various health
care decisions, and decision-making strategies that maximize revenues and decrease cost
while providing quality patient care. For MBA degree and certificate program learners
and non-degree learners only. Prerequisite(s): MBA6016.

MBA6273 * Health Care Financial Management (3 quarter credits)

Learners in this course focus on demonstrating the knowledge and skills required to
conduct advanced strategic financial analyses of a health care organization. Learners use
financial techniques specific to health care analysis and planning and apply those principles
to analyze current health care budgeting and capital and funding decisions. Learners also
review frameworks for conducting advanced strategic financial analyses and make
innovative organizational recommendations based on those financial analyses. For MBA
degree and certificate program learners and non-degree learners only.
Prerequisite(s): MBA6271.

MBA6275 * Health Care Policy Analysis and Decision Making (3 quarter credits)
Learners in this course analyze the development and implementation of policy in the health
care field and its unique role in the industry. Learners articulate the importance of examining
health care policies not only from sociological, political, and ethical frameworks but from an
economic perspective as well. The course allows learners to apply alternative methods of
policy analysis including matrix analysis, decision trees, and cost benefit analysis. Learners
explore ways to make decisions in a health care setting and examine the consequences of
decisions in the clinical, policy, and management arenas. For MBA degree and certificate
program learners and non-degree learners only. Prerequisite(s): MBA6271.

MBA6277 * Ethical and Legal Considerations in Health Care (3 quarter credits)

This course introduces ethical principles that managers can apply to understand, analyze,
and resolve ethical problems in the health care field. Learners explore ethical dilemmas in
the health care industry from several perspectives—managerial, organizational, and
economic. Learners analyze the impact of law on the way health care is delivered in the
U.S. and examine the major legal principles and issues relevant to health care
administration. For MBA degree and certificate program learners and non-degree
learners only. Prerequisite(s): MBA6271.

S. and examine the major legal principles and issues relevant to health care administration.
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MBA6900 * MBA Capstone (3 quarter credits)

In this course, learners integrate the foundational knowledge and skills gained during the
MBA program in an application-based business project. Learners propose, plan, and
implement a major project that allows them to demonstrate competencies in ethics,
business strategy, marketing, communications, collaboration, and more. Their final projects
allow learners to demonstrate their overall ability to identify and recommend evidence-
based solutions to business challenges and opportunities. For MBA degree and certificate
program learners and non-degree learners only. MBA6900 must be taken immediately
following MBA6028. Prerequisite(s): All required and elective coursework. Cannot be
fulfilled by transfer or prior learning assessment.

MFT-R5821 * Advanced Marriage and Family Therapy Theory and Pre-Clinical

Practice: Residency Track 1 (4 quarter credits)
The first residency includes an online courseroom and a residency. Learners engage in
online courseroom activities to prepare themselves for the face-to-face residency
experience, which provides them with the opportunity to practically apply knowledge gained
in prior coursework. During the course, learners apply the foundational systemic theories of
marriage and family therapy and the application of clinical skills, including building
therapeutic relationships, conceptualizing cases from a systemic perspective, conducting
couple and family sessions. Learners also demonstrate knowledge of assessment, crisis
intervention, professional clinical disposition and identity, diversity, and ethics. In the face-
to-face residency experience, learners integrate marriage and family therapy theory with
clinical practice. For MS in Marriage and Family Therapy learners only. This course
requires travel. Prerequisite(s): MFT5008, MFT5222, MFT5270. Cannot be fulfilled by
transfer.

MFT-R5823 * Advanced Marriage and Family Therapy Theory and Pre-Clinical

Practice: Residency Track 2 (4 quarter credits)
The second residency includes an online courseroom and a residency experience. Learners
engage in online courseroom activities to prepare for residency and assess and reflect on
knowledge gained during previous coursework. Throughout the course, learners practice
developing advanced clinical marriage and family therapy skills, including building and
maintaining a therapeutic systemic relationship, and assessing ethical principles used when
working with individuals, couples, and families. Learners then engage in a face-to-face
residency experience that guides them as they integrate systemic marriage and family
therapy theories and methods with clinical practice. For MS in Marriage and Family
Therapy learners only. This course requires travel. Prerequisite(s): MFT-R5821.
Cannot be fulfilled by transfer.
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MFT5008 Foundations of Couple and Family Therapy (4 quarter credits)

This course provides an introduction to the profession of marriage and family therapy and
its underlying systemic theoretical framework. Learners evaluate systems theories from a
historical perspective and distinguish them from those of other individual-based mental
health disciplines. Learners also analyze the history, philosophy, and clinical practice
theories of marital and family therapy and examine the fundamental therapeutic concepts
and skills needed to work with couples and families. Must be taken during the first
quarter by learners who have been admitted to the MS in Marriage and Family
Therapy degree program and the Systemic Couple and Family Therapy graduate
certificate. Cannot be fulfilled by transfer.

MFT5106 Assessment, Tests, and Measures for Marriage and Family Therapy
Practice (4 quarter credits)
Learners in this course examine the assessment process and how to use tests and
measures in systemic clinical practice. Learners also analyze the development of
assessment methods, testing strategies and interpretation, and fundamental measurement
constructs.

MFT5107 Psychopathology: Diagnosis and Treatment of Behavior Disorders

(4 quarter credits)
Learners in this course apply psychopathology principles and current issues associated with
assessing mental disorders within a systemic, relational context. Learners critically evaluate
diagnostic models, methods, and approaches used in diagnosing and treating individuals,
couples, and families. Learners also assess psychopharmacological considerations
and examine the current DSM classifications and diagnostic issues associated with
multicultural populations.

MFT5108 * Impact of Addiction and Addictive Behavior on Family Systems (4 quarter

credits)
This course provides learners with fundamental knowledge of addiction from its historical
roots through contemporary issues. Learners examine and apply systemic theory and
research that guides treatment for substance use disorders and related addictive behaviors,
including the diagnosis and treatment of co-occurring mental health issues. In addition,
learners analyze empirically supported interventions for individuals, families, groups, and
diverse populations from systemic perspectives and assess emerging issues in the field
based upon current research. Prerequisite(s): MFT-R5821.

MFT5222 Professional Ethics in Marriage and Family Therapy (4 quarter credits)

Learners in this course examine the ethical and legal responsibilities framing marriage and
family therapy and apply the criteria for state licensure. Learners also analyze the impact of
a therapist’s values, culture, and ethnicity on clinical practice; identify approaches to
protecting clients from one’s own potential biases; and assess the role of advocacy in
marriage and family therapy.
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MFT5226 Sexual Issues in Couple and Family Therapy (1 quarter credit)

In this course, learners apply a systemic family therapy model used when working with
couples’ and families’ sexual functioning, attitudes toward sexuality, and sexual orientation.
Learners assess effective therapeutic techniques used when working with diverse clients.

MFT5232 * Systemic Approaches to Sexual and Gender Issues (4 quarter credits)

This course presents historical and contemporary perspectives of gender and sexuality and
their cultural influences. Learners develop a systemic view of gender and sexuality and
apply it to the assessment and intervention process with individuals, couples, and families.
Learners also examine and challenge their personal beliefs, attitudes, and values
associated with gender and sexuality and the ways they may impact the therapeutic
process. Prerequisite(s): MFT5008, MFT5222, MFT5270, MFT-R5821.

MFT5270 * Family Therapy Theory and Methods (4 quarter credits)

This course is a comparative study of the prominent schools of thought within the field of
marriage and family therapy. Learners demonstrate knowledge of the tenets, therapeutic
strategies, and techniques used within the field. Learners also evaluate therapy and
counseling approaches to structural, strategic, transgenerational, behavioral,
communication, and analytical models in working with couples and families.
Prerequisite(s): MFT5008.

MFT5271 * Working with Families Across the Lifespan (4 quarter credits)

In this course, learners build an understanding of families as systems, in particular family
development, transitions, assessment, and intervention across the lifespan. Learners also
integrate diversity and sociocultural factors in the application of systemic assessment and
intervention strategies. Prerequisite(s): MFT5008.

MFT5273 * Couple and Marital Therapy (4 quarter credits)

In this course, learners investigate systemic couples therapy theories, methods, and
practices in terms of assessment, treatment planning, and intervention. Learners analyze
issues related to diversity and ethical considerations pertaining to systemic couples
therapy. Learners also examine contemporary issues in couples therapy as they apply to
clinical practice. Prerequisite(s): MFT5270.
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MFT5275 * Utilizing Systemic Approaches: Infancy Through Adolescence (4 quarter

credits)
This course is a comprehensive overview of systemic approaches used to diagnose,
assess, and treat children and adolescents experiencing a variety of symptoms. Learners
demonstrate an understanding of standard and systemic best practices, design
interventions based on relevant research, and apply an ethical framework that is
developmentally informed and culturally sensitive. Prerequisite(s): MFT5008.

MFT5336 Diversity and Social Justice in Systemic Family Therapy (4 quarter credits)
This course introduces theory, research, and models that inform ethical, culturally
competent clinical work, and social justice advocacy in a variety of settings. Learners use
strategies to address the influence of heritage, attitudes, beliefs, and acculturative
experiences on the therapeutic process. In addition, learners gain knowledge of effective
systemic therapy and advocacy strategies with diverse individuals, couples, families, and
groups and determine ways to advocate and promote social justice at multiple levels.

MFT5600 Special Topics in Marriage and Family Therapy (1 quarter credit)

Learners in this course investigate a specific topic in clinical practice to enhance their
understanding of theory, application, and research in the profession of marriage and family
therapy.

MFT5604 Family Law and Ethics (1 quarter credit)

In this course, learners analyze divorce; arbitration and mitigation; blended families; children’
s issues, including neglect, abuse, truancy, foster care, and adoption; emancipation of
minors; and the juvenile justice system. Learners examine the ethical codes of the
American Association for Marriage and Family Therapy (AAMFT) and complete a final
project that demonstrates competence in the areas of family law and ethics.

MFT5620 * Marriage and Family Therapy Clinical Experience Preparation (1 quarter

credit)
This course supports the preparation and application process for learners to attain clinical
experience in the MS in Marriage and Family Therapy degree program. Learners
investigate their state’s licensure requirements, develop a strategy to fulfill the practicum
and internship experience portion of those requirements, and finalize their strategy through
execution and feedback. Prerequisite(s): MFT5820, MFT-R5821.

MFT5820 * Marriage and Family Therapy Theory and Practice (4 quarter credits)
In this course, learners gain clinical marriage and family therapy skills needed for the first
residency. Learners build and maintain therapeutic relationships, conceptualize cases from
a systemic perspective, conduct couple and family sessions, perform therapeutic
assessments, apply ethical and legal standards of practice when working with couples and
families from diverse backgrounds. MFT-R5821 must be taken the quarter immediately
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families from diverse backgrounds. MFT-R5821 must be taken the quarter immediately
following MFT5820. Prerequisite(s): MFT5008, MFT5222, MFT5270. Cannot be fulfilled
by transfer.

MFT5822 * Systemic and Group Interventions for Grief, Loss, and Trauma (4 quarter
credits)
In this course, learners continue to develop therapy skills using group and systemic
interventions as they apply to grief, loss, and trauma. Learners assess group dynamics,
group process, and multicultural issues in relationship to grief, loss, and trauma.
Prerequisite(s): MFT5107, MFT5270, MFT5271, MFT5273, MFT5820, MFT-R5821.
Cannot be fulfilled by transfer.

MFT5876 Research Methods in Marriage and Family Therapy (4 quarter credits)

Learners in this course evaluate the measurement of family variables and the complexities
of family research design, data collection, and analysis. Learners demonstrate an
understanding of scales of measurement, validity and reliability, experimental and
non-experimental designs, and approaches to integrating clinical research with practice.

MFT6231 * Marriage and Family Therapy Clinical Internship 1 (2 quarter credits)

The clinical internship is an online-directed course and a supervised site-based learning
experience during which learners practice specific clinical skills, including interviewing,
assessment, intervention, documentation, and consultation in a marriage and family therapy
setting. Learners use fundamental communication and interviewing principles to perform
initial assessments and conduct clinical sessions with individuals, couples, families, and
groups. Learners in the internship courses complete weekly face-to-face contact with site
supervisors and weekly synchronous (live) group supervision with faculty supervisors using
secure web conferencing solutions. Grading for this course is S/NS. It is the learner’s
responsibility to research and comply with the specific clinical experience
requirements of their states. Prerequisite(s): MFT-R5823 with a cumulative GPA of 3.0
or better. Cannot be fulfilled by transfer.

MFT6232 * Marriage and Family Therapy Clinical Internship 2 (2 quarter credits)

The clinical internship is an online-directed course and a supervised site-based learning
experience during which learners practice specific and intermediate clinical skills, including
interviewing, assessment, intervention, documentation, and consultation in a marriage and
family therapy setting. Learners in this course continue to use fundamental communication
and interviewing principles to perform initial assessments and conduct clinical sessions with
individuals, couples, families, and groups. Learners in the internship courses complete
weekly face-to-face contact with site supervisors and weekly synchronous (live) group
supervision with faculty supervisors using secure web conferencing solutions. Grading for
this course is S/NS. It is the learner’s responsibility to research and comply with the
specific clinical experience requirements of their states. Prerequisite(s): MFT6231
with a cumulative GPA of 3.0 or better. Cannot be fulfilled by transfer.
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MFT6233 * Marriage and Family Therapy Clinical Internship 3 (2 quarter credits)

The clinical internship is an online-directed course and a supervised site-based learning
experience during which learners practice specific and advanced clinical skills, including
interviewing, assessment, intervention, documentation, and consultation in a marriage and
family therapy setting. Learners continue to build their knowledge and use fundamental
communication and interviewing principles to perform initial assessments and conduct
clinical sessions with individuals, couples, families, and groups. Learners in the internship
courses complete weekly face-to-face contact with site supervisors and weekly
synchronous (live) group supervision with faculty supervisors using secure web
conferencing solutions. Grading for this course is S/NS. It is the learner’s responsibility
to research and comply with the specific clinical experience requirements of their
states. Prerequisite(s): MFT6232 with a cumulative GPA of 3.0 or better. Cannot be
fulfilled by transfer.

MFT6234 * Marriage and Family Therapy Clinical Internship 4 (2 quarter credits)

The clinical internship is an online-directed course and a supervised site-based learning
experience during which learners practice specific and advanced clinical skills, including
interviewing, assessment, intervention, documentation, and consultation in a marriage and
family therapy setting. Learners continue to apply the knowledge gained in the previous
internships and use fundamental communication and interviewing principles to perform
initial assessments and conduct clinical sessions with individuals, couples, families, and
groups. Learners in the internship courses complete weekly face-to-face contact with site
supervisors and weekly synchronous (live) group supervision with faculty supervisors using
secure web conferencing solutions. Grading for this course is S/NS. It is the learner’s
responsibility to research and comply with the specific clinical experience licensure
requirements of their states. Prerequisite(s): MFT6233 with a cumulative GPA of 3.0
or better. Cannot be fulfilled by transfer.

MFT6235 * Marriage and Family Therapy Clinical Internship 5 (2 quarter credits)

The clinical internship is an online-directed course and a supervised site-based learning
experience during which learners practice specific and advanced clinical skills, including
interviewing, assessment, intervention, documentation, and consultation in a marriage and
family therapy setting. Learners continue to apply the knowledge gained in the previous
internships and use fundamental communication and interviewing principles to perform
initial assessments and conduct clinical sessions with individuals, couples, families, and
groups. Learners in the internship courses complete weekly face-to-face contact with site
supervisors and weekly synchronous (live) group supervision with faculty supervisors using
secure web conferencing solutions. Grading for this course is S/NS. It is the learner’s
responsibility to research and comply with the specific clinical experience licensure
requirements of their states. Prerequisite(s): MFT6234 with a cumulative GPA of 3.0
or better. Cannot be fulfilled by transfer.

Learners in this course gain knowledge of and apply financial management concepts,
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MHA5006 Health Care Finance and Reimbursement (4 quarter credits)

Learners in this course gain knowledge of and apply financial management concepts,
principles, and processes used in health care organizations. Learners examine accounting,
financial statements and ratios, budgeting, capitalization, cost allocation, reimbursement
methodologies and processes, and the impact of varying reimbursement structures on
health care practice and service delivery. Learners also design, prepare, and manage
health care budgets; analyze short- and long-term health care investment decisions; and
articulate the ways effective health care finance and accounting processes are used to
present operational and strategic financial information to organizational stakeholders.

MHA5010 Strategic Health Care Planning (4 quarter credits)

In this course, learners examine strategic orientation, planning, and decision making in
health care organizations and environments. Learners analyze the political, legal,
regulatory, organizational, demographical, and multicultural implications of strategic
planning decisions and how those decisions impact communities and populations, define
best practices for health care organization staff development, and balance the prioritization
of organizational and regulatory needs with feasible cost-effective solutions. Learners also
develop a long-term strategic health care plan that includes information on human resource
requirements, technology needs, and financial implications

MHA5012 * Organizational Leadership and Governance (4 quarter credits)

Learners in this course examine and articulate the fundamental concepts and principles of
health care organization management and leadership, including governance, cost-effective
decision making, and managing and leading stakeholders and staff. Learners identify best
practices for mobilizing, managing, and improving employee, organization, stakeholder, and
community commitment and for creating employee-centered organizations that foster
professional and organizational accountability. Learners also analyze an organizational
leadership structure and governance plan and examine how to apply team leadership skills
to initiate change. Prerequisite(s): Completion of or concurrent registration in
MHA5010.

MHA5014 * Health Care Quality, Risk, and Regulatory Compliance (4 quarter credits)
Learners in this course focus on demonstrating knowledge of concepts, principles,
processes, and issues associated with health care quality, risk, and regulatory compliance.
Learners examine performance measures associated with quality of care, patient safety,
risk management, regulatory standards and compliance, and patient and stakeholder
satisfaction and conduct a cost benefit analysis based on these factors. Learners also
evaluate the impact of regulatory demands on health care organizations and environments
and integrate health care market analysis and scorecard results into formal and informal
designs for process improvement and organizational fitness. Prerequisite(s): MHA5010,
NHS6008.

Learners in this course develop the knowledge and skills needed to effectively use health
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MHA5016 * Introduction to Health Information Systems (4 quarter credits)

Learners in this course develop the knowledge and skills needed to effectively use health
information systems and technology in health care organizations and environments.
Learners differentiate between administrative, clinical, management, and decision-support
information technology tools; design and evaluate short-and long-term IT management
projects; and analyze the budgetary and financial concerns associated with implementing IT
management projects. Learners also demonstrate best practices and industry standards of
health information systems management into professional practice, with an emphasis on
effective staff management and organizational performance. Prerequisite(s): NHS5004,
NHS6008.

MHA5017 Data Analysis for Health Care Decisions (4 quarter credits)

Learners in this course gain and apply an understanding of how data drives decision
making at every level of health care administration, including in value-based reimbursement
as well as operations and outcomes. Learners identify ways to use data analysis tools and
techniques in the pursuit of value, quality, and safety. Throughout the course, learners use
readings, media presentations, and real-world examples to analyze a particular
foundational statistical concept and related practical application.

MHA5020 * Health Administration Capstone (4 quarter credits)

In this course, learners demonstrate proficiency in their specialization area by selecting a
health care problem in their specific area of interest, conducting a data analysis, and finally,
proposing evidence-based recommendations for resolution. Throughout the course,
learners practice three key industry-identified competency groups—transformation,
execution, and people. For MHA learners only. Prerequisite(s): Completion of all
required and elective coursework. Cannot be fulfilled by transfer.

MHA5022 * Human Capital Management in Health Care (4 quarter credits)

In this course, learners examine concepts, principles, and processes for human capital
management in order to create employeecentered health care organizations. In particular,
learners develop a human capital strategy for a health care organization that considers
organizational need, budgets, and environmental forces. Specific course topics include
employee recruitment, retention, influence, and accountability; staff development; and
workforce optimization. Prerequisite(s): MHA5006, MHA5010, NHS6004, NHS6008.

MHA5026 * Facilities and Capital Asset Management (4 quarter credits)

In this course, learners examine and apply concepts and processes used to optimize
facilities and capital asset management in health care organizations. Learners analyze
obsolescence and routine maintenance in facility operations; synthesize formal and informal
decision-making structures and power relationships; plan, execute, and evaluate short- and
long-term capital projects; and identify ways to incorporate research, communication, and
collaboration into professional practice with an emphasis on targeting the capital needs,
including financing of capital and capital budgeting for the health care organization.
Prerequisite(s): MHA5006, MHA5010, NHS6004, NHS6008.
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MHA5028 * Comparative Models of Global Health Systems (4 quarter credits)

In this course, learners identify, analyze, and compare world health care systems and the
challenges associated with them. Learners also demonstrate knowledge of the costs and
benefits of implementing and measuring quality improvement programs intended to address
community and global health system needs. Prerequisite(s): MHA5006, MHA5010,
completion of or concurrent registration in MHA5012, NHS6004, NHS6008.

MHA5040 * Health Administration Change Leadership (4 quarter credits)

Learners investigate evidence-based approaches to change leadership, process
management, and organizational design in complex, dynamic health care environments.
Learners apply analytical and innovative thinking to complex problems related to guiding
change by using knowledge of theory and past trends to develop effective solutions.
Learners assess their own ability to manage change and identify stretch goals for their
future development in change leadership. Prerequisite(s): MHA5010.

MHA5042 * Team Development and Personal Leadership in Health Care Settings

(4 quarter credits)
In this course, learners receive personalized coaching and apply coaching techniques in a
real-world setting. Learners demonstrate their knowledge of talent development, team
leadership, professionalism, and interpersonal understanding. Learners also evaluate their
own leadership skills through introspective investigation, reflection, and coaching, and then
use these skills to construct their own personal leadership plan. Prerequisite(s): MHA5010.

MHA5062 Health Care Delivery: New Environments in Health Informatics (4 quarter

credits)
Learners in this course investigate the changing technological environment facing today’s
hospital leaders. Throughout the course, learners explore the many health information
systems and applications now used by health care organizations, as well as examine the
myriad rules, regulations, and government influences paramount to health informatics.

MHA5064 * Health Care Information Systems Analysis and Design for Administrators
(4 quarter credits)
In this course, learners examine the many aspects of health care information systems,
including project management, data, and database concepts as components of systems
analysis and design. Learners evaluate, analyze, and classify various systems in order to
gain a better understanding of their inner workings. Learners also research and apply
current trends in health care informatics. Prerequisite(s): MHA5062.
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MHA5066 * Cornerstones of Health Informatics for Organizational Operations

(4 quarter credits)
In this course, learners examine cornerstones of health informatics, including security,
confidentiality, and the maximization of organizational operational efficiency, for health care
administrators. Learners investigate topics such as workflow, implementation, go-live
support, and information management. Prerequisite(s): MHA5062.

MHA5068 * Leadership, Management, and Meaningful Use of Health Care Technology

(4 quarter credits)
In this course, learners analyze leadership and management principles used in health
informatics. Learners examine the alignment of information technology with clinical
operations, as well as the meaningful use of health care technology in effective
organizational communications. In addition, learners identify and articulate ethical and legal
policies and procedures for end users. Prerequisite(s): MHA5062.

MKT5410 Digital Marketing (4 quarter credits)

Learners in this course analyze how the internet and social media have transformed
marketing strategy in today’s interactive marketplace. Learners explore how companies can
extend marketing theories and models to leverage digital marketing tactics such as SEO,
lead generation, sales funnels, and social media. Learners also explore how mobile
optimization, metrics, and marketing analytics drive strategic business goals and objectives.

MKT5416 Consumer Insights (4 quarter credits)

This course explores contemporary concepts of consumer behavior, as well as research
tools and techniques commonly used to obtain information that informs marketing planning.
Learners examine key trends of consumer behavior central to marketing planning and
implementation, ever changing consumer perceptions, influences, decision making, and the
impact of social media and emerging technologies. Learners gain a foundational
understanding of primary and secondary research, critical discernment of information
quality, analysis, and application of consumer insights and research findings to marketing
planning and implementation.

MPA5014 Nonprofit Organizational Performance and Program Evaluation (4 quarter

credits)
This course presents performance measurement techniques and the methods used to
manage organizational performance. In particular, learners examine qualitative,
quantitative, and mixed-methods research and evaluation techniques to assess the
relationship between program impact and organizational performance. Learners also
analyze the ethical and legal implications of data use, collection, evaluation, and integration
from internal and external organizational perspectives.
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MPH5100 * Management of Health Service Organizations (4 quarter credits)

This course provides an overview of organizational and managerial principles and practices.
Learners study organizational theory and behavior, principles of evidence-based decision
making, health problem analysis, intervention strategies, and monitoring and evaluation.
Throughout the course, learners further develop their public health practice knowledge and
gain a better understanding of specific career opportunities within health service
organizations. Prerequisite(s): NHS5004, MPH5500, MPH5506.

MPH5200 * Social and Behavioral Research Methods (4 quarter credits)

Learners in this course develop knowledge of qualitative and quantitative research methods
that focus on social and behavioral sciences related to public health. Learners investigate
major research methods and techniques and examine how social, behavioral, and public
health theories are used to develop research questions and hypotheses. In addition,
learners analyze how public health research results are disseminated to appropriate
audiences. Prerequisite(s): NHS5004, MPH5500, MPH5503, MPH5506, MPH5509,
completion of or concurrent registration in MPH5512.

MPH5220 Social Determinants of Health Equity (4 quarter credits)

Learners in this course examine the social factors contributing to health and health care
disparities on a local, regional, national, and global basis, calculating their impact on overall
health status and health service use. Learners also develop community-based intervention
strategies to address identified disparities.

MPH5304 Learning to Lead in Public Health Settings: Personal and Team

Development (4 quarter credits)
Learners in this course work with a coach to evaluate their leadership values and vision in
order to set goals that support the process of leadership development. Learners also
formulate team leadership strategies that facilitate interprofessional team performance,
collaboration, and networking, both inside and outside of public health organizations.

MPH5500 Introduction to Public Health Administrative Systems (4 quarter credits)

This course provides an overview of the elements of the public health system and reviews
the administrative processes that foster integration and managerial effectiveness across the
system. Learners study the organizational, financial, and managerial structure and function
of the public health system and analyze the impact of health policy on administrative
systems, including health insurance and reimbursement policy.

MPH5503 Environmental Health Concepts in Public Health (4 quarter credits)

This course surveys the major issues related to environmental and occupational health and
health hazards. Learners identify the sources of biological, chemical, and physical agents
found in the environment and analyze their effects on water, food, and land resources in

community and occupational settings. Learners also examine concepts about climate
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community and occupational settings. Learners also examine concepts about climate
change, as well as the legal framework, policies, and practices associated with controlling
environmental and occupational hazards.

MPH5506 Social and Behavioral Foundations in Public Health (4 quarter credits)

Learners in this course explore social and behavioral science theories and concepts applied
to population health. Learners identify and increase their understanding of the biological,
social, economic, behavioral, and environmental factors that influence the health of
individuals, populations, and subgroups. Learners also examine the resources needed to
develop social and behavioral policies and public health evidenced-based programs to
reduce disparities and improve health.

MPH5509 Principles of Biostatistics (4 quarter credits)

This course provides an introduction to the objectives, principles, and methods of
biostatistics for health sciences. Topics include statistical vocabulary; methods for
descriptive data analysis; fundamentals of probability and sampling distribution; methods for
statistical inference and hypothesis testing; and data analysis and linear regression for
continuous, binary, and survival data.

MPH5512 * Principles of Epidemiology (4 quarter credits)

This course provides an overview of epidemiology, including an evaluation of the nature of
disease; the interaction among agent, host, and environment; and the chain of
transmission. Learners examine epidemiological research methods for identifying and
describing variables, evaluate measures of disease occurrence, determine key data
sources, and formulate interventions to control disease occurrence and transmission.
Prerequisite(s): MPH5509.

MPH5515 * Public Health Advocacy and Social Change (4 quarter credits)

In this course, learners examine issues that impact health and health equity while
advocating for political, social, and economic change to improve health in diverse
populations. Learners investigate and implement systems improvements to create
sustainable change that leads to social justice, and empower others to influence public
health outcomes and equality for all. Learners also propose strategies for different
audiences and stakeholders while intentionally addressing these issues and measuring the
impact on current and future generations. Prerequisite(s): MPH5500, MPH5503,
MPH5506, MPH5509.

MPH5921 * Public Health Practicum 1 † (4 quarter credits)

The first in a series of two public health practicum courses, this course is an online-directed,
supervised experience during which learners fulfill a minimum of 40 required practicum
hours over the course of one academic quarter at an approved public health agency of
interest. Learners collaborate with their instructor to develop and complete agreed upon
goals and objectives and demonstrate and apply proficiency in the program’s core and
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goals and objectives and demonstrate and apply proficiency in the program’s core and
CEPH competencies. Learners conclude the experience by preparing a presentation for
approval by the instructor and preceptor. Special permission is required for registration.
Grading for this course is S/NS. Prerequisite(s): NHS5004, MPH5100, MPH5500,
MPH5503, MPH5506, MPH5509, MPH5512. Cannot be fulfilled by transfer.

MPH5922 * Public Health Practicum 2 † (4 quarter credits)

The second in a series of two public health practicum courses, this course is an
online-directed, supervised experience during which learners fulfill a minimum of 40
required practicum hours over the course of one academic quarter at an approved public
health agency of interest. Learners collaborate with their instructor to develop and complete
agreed-upon goals and objectives and demonstrate and apply proficiency in the program’s
core and CEPH competencies. Learners conclude the experience by preparing a
presentation for approval by the instructor and preceptor. Grading for this course is S/NS.
Prerequisite(s): MPH5921. Cannot be fulfilled by transfer.

MPH5990 * Public Health Capstone (4 quarter credits)

Learners in this course focus on applying the knowledge, competencies, and skills acquired
during their program. Learners demonstrate proficiency in understanding evidence- and
practice-based strategies in public health; interpreting biostatistical results and concepts
and the fundamentals of epidemiology methods and concepts concerning public health
disparities; and analyzing environmental, behavioral, social, and cultural determinants that
affect a community’s health. Prerequisite(s): NHS5004, MPH5100, MPH5500, MPH5503,
MPH5506, MPH5509, MPH5512, MPH5921. Cannot be fulfilled by transfer.

MPH5993 Public Health Integrative Project (4 quarter credits)

In this course, learners demonstrate proficiency in their specialization area by applying
learning from all required courses to complete an analysis of a public health organization or
system, or propose a new application in their professional field. For MPH learners only.
Prerequisite(s): NHS5004, MPH5500, MPH5503, MPH5506, MPH5509, MPH5512.
Cannot be fulfilled by transfer.

MPH5999 Public Health Professional Collaborative Project (4 quarter credits)

In this course, learners participate in a collaborative project within a public
health organization or community health program and demonstrate proficiency in public
health competencies. Learners prepare a report of the outcome of the collaborative work for
publication in a nationally recognized peer-reviewed public health journal. Though this
course requires communication and collaboration with stakeholders in an organization, it is
a learner-driven experience that does not involve on-site supervision.
Prerequisite(s): MPH5993. Cannot be fulfilled by transfer.

In this course, learners build and strengthen the knowledge, skills, and abilities needed to
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NHS4000 Developing a Health Care Perspective (6 quarter credits)

In this course, learners build and strengthen the knowledge, skills, and abilities needed to
succeed in their program and in the workplace. Learners engage in interactive activities that
help them develop and demonstrate a health care perspective and expand their academic
success strategies including organizational, critical thinking, and problem-solving skills.
Learners also develop an understanding of ethics, information literacy, and effective writing.
For School of Nursing and Health Sciences learners only. Must be taken during the
learner’s first quarter. Cannot be fulfilled by transfer or prior learning assessment.

NHS5004 Communication, Collaboration, and Case Analysis for Master’s Learners

(4 quarter credits)
This course prepares learners for master’s-level course work in the School of Nursing and
Health Sciences. Throughout the course, learners analyze how the role of the
practitioner-scholar guides leadership in the health care field and determine the ways in
which they can effectively use communication strategies expected of health care
professionals. In particular, learners examine the attributes that contribute to effective and
ethical health care leadership, including professional collaboration, communication,
inclusion, and decision making. Must be taken during the learner’s first quarter. Cannot
be fulfilled by transfer.

NHS6004 Health Care Law and Policy (4 quarter credits)

In this course, learners examine the political, legal, and regulatory issues impacting health
care organizations and environments. Learners analyze the effects of health care policy on
health care practice and service delivery, with particular emphasis on the strategies used to
monitor and maintain legal and regulatory compliance. Learners also identify and apply
health care policy and law concepts that promote organizational improvement.

NHS6008 Economics and Decision Making in Health Care (4 quarter credits)

This course helps learners develop and demonstrate concepts, principles, issues, and
trends in health care economics and the economic decision-making practices employed in
the health care environment. Learners analyze the political, legal, regulatory,
organizational, demographical, and multicultural implications of business decisions on
health care economics; explore the ways economic and stakeholder influences affect
operational planning and decision making; and practice applying performance monitoring
and process management measures as part of the decision-making process. Learners also
examine cost-effective problem solving; community- and population-based orientation; and
effective use of health care market research, analysis, and assessment.

NHS8002 Collaboration, Communication, and Case Analysis for Doctoral Learners

(4 quarter credits)
This course prepares learners for doctoral-level coursework in the School of Nursing and
Health Sciences. Throughout the course, learners analyze and evaluate how the
scholar-practitioner model provides guidance for developing competencies in effective and
ethical health care leadership, including professional and interprofessional collaboration,
communication, inclusion, and decision making. Must be taken during the learner’s first
quarter. Cannot be fulfilled by transfer.
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NHS8040 21st-Century Health Care Improvement (4 quarter credits)

Learners in this course build foundational knowledge and skills needed to shape the future
of health care. Through the lens of a 21st-century health care leader, learners use critical
thinking, analysis, and creative insights to examine a problem, gap, or opportunity for
improvement within a health care or public health delivery system. Learners also complete
a culminating project charter to further develop a coherent quality improvement plan for
21st-century health care. Cannot be fulfilled by transfer.

NHS8050 Preparing for the Professional Doctorate in Nursing and Health Sciences
(4 quarter credits)
In this course, learners prepare for the practice change project that serves as the
culmination of the professional doctorate. Learners compare a Doctor of Philosophy (PhD)
with a professional doctorate; identify a clinical or organizational problem or opportunity for
improvement within a health care or public health setting; and apply literature search
techniques to identify research related to the practice/process problem. For DNP learners
only. Cannot be fulfilled by transfer.

NHS8051 * Preparing for the Professional Doctorate in Public Health and Health
Administration (4 quarter credits)
In this course, learners identify and secure a preceptor and project site for their practicum
and complete the research ethics and compliance training required for their doctoral
capstone project. Learners also substantiate organizational challenges that present
opportunities for improvement interventions and synthesize research evidence to support
feasible improvement interventions for an organization. In addition, learners determine the
extent to which a prospective capstone project benefits and adds value to an organization.
Throughout the course, learners refine their critical thinking and doctoral-level writing skills.
Prerequisite(s): NHS8065. Cannot be fulfilled by transfer.

NHS8060 * Scholarly Methods in Nursing and Health Sciences (4 quarter credits)

In this course, learners differentiate between qualitative, quantitative, and mixed methods
research approaches as they relate to nursing and health sciences. Throughout the course,
learners evaluate research source quality, credibility, bias, and relevance to practice and
identify theoretical underpinnings and conceptual frameworks within health care or public
health settings. For DNP learners only. Prerequisite(s): NHS8050. Cannot be fulfilled
by transfer.

NHS8065 * Foundations of Evidence-Based Practice in Health Care (4 quarter credits)

In this course, learners apply the steps of the evidence-based practice process to a
challenge in health care. Learners differentiate among qualitative, quantitative, and mixed
research design, methods, and evidence, and evaluate the quality of qualitative research
methods and results. Learners also interpret the results and practical significance of health
care data analyses and assess their strengths and weaknesses in writing as a doctoral
professional. Prerequisite(s): RSCH7864. Cannot be fulfilled by transfer.

In this course, learners apply the steps of the evidence-based practice process to a
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NHS8700 * Keystone: Determining Readiness for the Professional Doctorate Project

(4 quarter credits)
Learners synthesize the knowledge and skills gained during their program. Learners state
the case for their planned practice change project to demonstrate their readiness to enter
the professional doctorate project process. In addition, learners identify strategies to secure
a supervisor/preceptor and project site. Grading for this course is S/NS. Must be taken
as learner’s final didactic course. Prerequisite(s): NHS8050, RSCH7864. Cannot be
fulfilled by transfer.

NHS8701 * Keystone: Defining the Doctoral Project (4 quarter credits)

In this course, learners collect, integrate, and synthesize organizational and research
evidence to complete a final draft of the Doctoral Project Prospectus Part 1 (DPP Part 1).
Learners also collaborate with leaders at an organization within a health care or public
health setting to secure the site and preceptor for their project as well as identify a health
care or public health challenge as an opportunity for evidence-based change and
improvement. Grading for this course is S/NS. Prerequisite(s): NHS8051. Cannot be
fulfilled by transfer.

NPL8308 Nonprofit Legal Issues (4 quarter credits)

This course covers regulatory issues, tax implications, and ethics in the nonprofit sector.
Learners analyze the historical and current influence of government on nonprofit
organizations; the legal issues associated with business, diversity, technology, and
globalization as they interact with the nonprofit sector; and the impact of recent and
pending legislation on education, health care, and other public service entities.

NPL8312 Program Evaluation and Research Application in the Nonprofit Sector

(4 quarter credits)
This course provides an overview of the research methodologies and program evaluation
tools used to determine outcomes for service recipients and organizational impact on the
community. In particular, learners develop effective evaluation methods for investigating
organizational accountability and communicating the value of program accomplishments to
stakeholders and the community. Learners also explore the ways in which technology can
be used to gather data, develop information, and evaluate performance as means to garner
organizational support, advance social justice, or support societal change.

NPL8704 Innovation and Future Trends in the Social Sector (4 quarter credits)
This course presents current and predicted issues, trends, and challenges associated with
the future of the nonprofit sector. Learners identify the societal changes that influence the
balance of power among business, government, religious, and nonprofit organizations; the
impact of technology and innovation on organizational mission; and the changing role of the
nonprofit leader.
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NPM5010 Nonprofit Governance and Accountability (4 quarter credits)

This course presents an in-depth investigation of nonprofit organizations, with particular
emphasis on the role and responsibilities of the nonprofit governing body, the
organizational mission, and the trends and challenges these organizations face. Learners
assess the policies and practices used for ethical management and accountability and
apply the data management and data modeling techniques used to improve organizational
performance. Learners also evaluate the legal, tax, and contractual compliance obligations
of nonprofit organizations.

NPM5018 Fund Development and Management (4 quarter credits)

Learners in this course explore the role of fund development in nonprofit governance.
Learners apply methods and techniques to the areas of philanthropic support, fundraising,
grant writing, and grant management. Learners also investigate ethical and legal issues
associated with fundraising and donor relations behaviors and activities. Other course
topics include data integrity, collection, and retention systems.

NPM6008 Nonprofit Strategic and Operational Planning (4 quarter credits)

Learners in this course evaluate opportunities for program advancement and revenue
enhancement in local and global economic contexts. Learners employ fund development
techniques to define the strategic planning process for future nonprofit growth as driven by
organizational mission and vision.

NSC1150 Science and Innovation (6 quarter credits)

In this course, learners analyze concepts from the physical and biological sciences to
identify the connections between science and innovation. Learners investigate how science
and innovation influence society as they develop critical thinking, scientific reasoning, and
research skills.

NURS4010 Leading People, Processes, and Organizations in Interprofessional

Practice (6 quarter credits)
Learners in this course gain the understanding and abilites needed to champion and lead
changes in interprofessional health care practice. Learners use management theories and
leadership strategies and apply interdisciplinary collaboration skills to improve systems
outcomes while reducing the cost of care. For BSN learners only.
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NURS4020 Improving Quality of Care and Patient Safety (6 quarter credits)

In this course, learners build and demonstrate the skills necessary to contribute to the
quality improvement of health care and patient safety. Learners analyze elements of
successful quality improvements as well as factors that lead to patient safety risks. In
addition, learners identify organizational interventions to promote patient safety and
facilitate quality improvement processes to achieve desired patient, systems, and
population outcomes. For BSN learners only.

NURS4030 Making Evidence-Based Decisions (6 quarter credits)

Learners in this course interpret research and apply an evidence-based practice model to
make informed decisions in care planning. Learners analyze the relevance and
effectiveness of evidence in the processes of clinical reasoning and judgement to support
interventions that result in desired patient, systems, and population outcomes. For BSN
learners only.

NURS4040 Managing Health Information and Technology (6 quarter credits)

In this course, learners leverage technology to effectively and efficiently achieve
desired patient, systems, and population outcomes. Learners develop and demonstrate
generalist nursing practices needed to manage health information and patient care
technologies. Learners also develop strategies to improve security of patient information.
For BSN learners only.

NURS4050 Coordinating Patient-Centered Care (6 quarter credits)

Learners in this course apply the knowledge and skills needed to respond to the unique
biopsychosocial attributes and situational context of each individual patient while
recognizing the patient as full partner in all health care decision making. Learners
collaborate and adapt practices to support patient-centered care and defend decisions
based on the code of ethics for nursing. For BSN learners only.

NURS4060 Practicing in the Community to Improve Population Health (6 quarter

credits)
In this course, learners analyze the community and public health milieu, with emphasis on
health promotion and disease prevention for culturally diverse people within a variety of
community settings. Learners apply principles of community and public health, health
promotion, epidemiology, social determinants of health, and social justice to achieve equity,
eliminate disparities, and create environments to improve health and safety. Learners also
examine leading health care indicators, health policy, and emergency preparedness. For
BSN learners only.

The capstone course is the culmination of the BSN degree program and provides learners
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NURS4900 Capstone Project for Nursing (6 quarter credits)

The capstone course is the culmination of the BSN degree program and provides learners
the opportunity to demonstrate the competencies they have gained during their program.
Learners integrate new knowledge from the literature into practice via direct practicum
hours in a patient, family, or group setting to demonstrate proficiency and create high-
quality deliverables to apply in future practice. In the capstone experience, learners also
further apply their knowledge of the program outcomes. For BSN learners only. Must be
taken during the learner's final quarter. Prerequisite(s): NURS4010, NURS4020,
NURS4030, NURS4040, NURS4050, completion of or concurrent registration in
NURS4060. Cannot be fulfilled by transfer or prior learning assessment.

NURS5003 Health Assessment and Promotion for Disease Prevention in Population-

Focused Health (4 quarter credits)
In this course, learners apply concepts, frameworks, and models used to foster health
promotion and disease prevention, particularly in diverse and vulnerable populations.
Learners evaluate individual and population wellness from multicultural, ethnic, traditional,
and spiritual perspectives. Learners examine factors that cause disparities in wellness
among people in diverse and vulnerable populations. By analyzing effective health
assessment methods and communication strategies, learners identify best practices for
developing a population-focused approach to health promotion and disease prevention. For
MSN learners only.

NURS5005 Introduction to Nursing Research, Ethics, and Technology (4 quarter

credits)
Learners in this course gain and demonstrate knowledge of nursing research, ethics, and
information technology in health care settings. Learners apply the basic principles of
nursing research and ways that information systems and patient care technologies
contribute to improving patient outcomes. Learners also evaluate ethics in nursing research
and scholarship and how evidence-based practice relates to the effective use of information
technologies in nursing practice. For MSN learners only.

NURS5007 Leadership for Nursing Practice (4 quarter credits)

In this course, learners examine and apply theoretical concepts and leadership
competencies for nursing practice. Learners evaluate evidence-based best practices and
behaviors that support effective nursing leadership in health care settings, and analyze
strategies for coordination, delegation, and goal setting and performance improvement.
Learners also assess concepts and principles of health care policy, legal and regulatory
issues, and quality control in health care and the nursing profession. For MSN learners
only.

Learners in this course acquire an understanding of the nature of evidence and its relative
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NURS6011 Evidence-Based Practice for Patient-Centered Care and Population Health

(4 quarter credits)
Learners in this course acquire an understanding of the nature of evidence and its relative
value and weight in making clinical decisions that impact patient and population outcomes.
In particular, learners assess appropriate methods and analytic approaches in order to
investigate, evaluate, and synthesize the best available evidence for potential solutions and
innovations. For BSN and MSN learners only.

NURS6013 Principles of Advanced Nursing Practice (4 quarter credits)

This course provides learners with an overview of the diverse roles and practice credentials
of a master’s-prepared nurse. Learners gain insight into various aspects of master’slevel
nursing practice, such as interpersonal collaboration, use of technology, and cultural
competency, as well as ethical, regulatory, and legal principles as they relate to advanced
nursing practice. Learners also identify the theoretical foundation(s) of current and future
practice in nursing. For MSN and DNP learners only.

NURS6014 Advanced Leadership for Contemporary Nursing (4 quarter credits)

Learners in this course explore the leadership skills necessary for today’s nursing leaders.
Learners develop and demonstrate the ethical, legal, and critical decision-making skills
needed to support organizational and systems change and to promote critical high-quality
safe care for the people they serve. Other leadership skills include addressing the needs of
diverse populations, providing quality improvement and resource management, bolstering
team and interprofessional relationship building, and participating in strategic planning.
Throughout the course, learners also evaluate the leadership styles vital to effecting and
sustaining change in today’s health care system. For MSN and DNP learners only.

NURS6016 Quality Improvement of Interprofessional Care (4 quarter credits)

In this course, learners develop and demonstrate competence in the design,
implementation, and evaluation of interprofessional quality improvement initiatives.
Learners investigate models for quality improvement, with an emphasis on outcome
identification and measurement. Learners also examine quality within the context of patient
safety through adverse event and near-miss analyses. For BSN and MSN learners only.

NURS6021 Biopsychosocial Concepts for Advanced Nursing Practice 1 (4 quarter

credits)
Learners in this course develop the knowledge, skills, and abilities needed to integrate
select biopsychosocial concepts into professional processes that promote quality and cost
effective patient and systems outcomes, with particular emphasis on the ways in which
these concepts impact the National Academy of Medicine’s six aims of health care
improvement: Safe, Effective, Patient-centered, Timely, Efficient, and Equitable. For MSN
learners only.

Learners in this course develop their critical thinking skills and gain advanced nursing
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NURS6025 MSN Practicum † (4 quarter credits)

Learners in this course develop their critical thinking skills and gain advanced nursing
knowledge in preparation for master’s-level nursing practice in a designated specialization.
Learners create and implement a personalized practicum experience under the supervision
of a preceptor at a site of their choice and demonstrate synthesis of professional and
academic growth and practice by participating in a community of collaboration, sharing
resources, experiences, and practice tips with their fellow learners. Throughout the
practicum, learners also develop and maintain an electronic portfolio that includes
coursework products, demonstrations of competency and outcome achievement, and
practice experience documentation (number of hours, preceptor evaluations, achievement
of objectives, and contributions to the organization). For MSN learners only. Special
permission is required for registration. Grading for this course is S/NS. Cannot be
fulfilled by transfer.

NURS6026 Biopsychosocial Concepts for Advanced Nursing Practice 2 (4 quarter

credits)
Learners in this course develop the knowledge, skills, and abilities needed to integrate
select biopsychosocial concepts into professional processes that promote quality and cost
effective patient and systems outcomes, with particular emphasis on the ways in which
these concepts impact population health, as defined by the Institute for Healthcare
Improvement. For MSN learners only.

NURS6030 MSN Practicum and Capstone † (6 quarter credits)

Learners in this course develop their critical thinking skills and gain advanced nursing
knowledge in preparation for master’s-level nursing practice in a designated specialization.
Learners create and implement a personalized practicum experience under the supervision
of a preceptor at a site of their choice and demonstrate synthesis of professional and
academic growth and practice. Throughout the practicum, learners also develop and
maintain an electronic portfolio that includes coursework products, demonstrations of
competency and outcome achievement, and practice experience documentation (number of
hours, preceptor evaluations, achievement of objectives, and contributions to the
organization). For MSN learners only. Special permission is required for
registration. Cannot be fulfilled by transfer.

NURS6038 Evidence-Based Practice and Technology for Nursing (4 quarter credits)

In this course, learners analyze the diverse frameworks of research and evidence-based
nursing practice. Learners differentiate between various types of research strategies,
examine ways to search for evidence effectively and efficiently, and propose an
evidence-based strategy to solve a clinical problem. Learners also evaluate ethical
considerations associated with conducting research. For MSN, DNP, and Graduate
Certificate learners only.

In the course, learners examine the tripartite faculty role of teaching, service, and
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NURS6103 The Nurse Educator Role (4 quarter credits)

In the course, learners examine the tripartite faculty role of teaching, service, and
scholarship and the responsibilities associated with functioning as a nurse educator in an
academic or health care environment. Learners also analyze nurse educator competencies
and the professional development activities expected of those who fill this multidimensional
role. For MSN learners only.

NURS6105 Teaching and Active Learning Strategies (4 quarter credits)

In this course, learners examine how the application of educational theory and teaching
strategies facilitate learning in the classroom, online, in the laboratory, and in clinical
settings. Learners also investigate concepts associated with the domains of learning,
learning styles, student engagement, and classroom management techniques. For MSN
learners only.

NURS6107 Curriculum Design, Development, and Evaluation (4 quarter credits)

In this course, learners examine curriculum frameworks and models used in nursing
education. Throughout the course, learners demonstrate their understanding of these
frameworks by beginning to develop curricula that are designed to reflect professional
nursing standards and contemporary health care trends and that are structured to achieve
expected student outcomes. Learners also investigate the evaluation process used to
assess curriculum design and identify accreditation and regulatory requirements that
impact nursing curricula. For MSN learners only.

NURS6109 Integrating Technology into Nursing Education (4 quarter credits)

In this course, learners examine the integration of current and evolving technology into
nursing education. Learners investigate the use of multimedia, social media,
computer-based technology, learning management systems, simulation, technology tools
for outcomes assessment, and the process for selecting the appropriate technology.
Learners demonstrate their ability to integrate technology in an academic or health care
environment by developing a relevant project and accompanying evaluation plan. For MSN
learners only.

NURS6111 Assessment and Evaluation in Nursing Education (4 quarter credits)

In this course, learners investigate a variety of strategies used to assess and evaluate
student learning in the classroom, online, in the laboratory, and in clinical settings, as well
as within all domains of learning. Learners develop and demonstrate the skills required to
use assessment and evaluation data to improve the teaching-learning process, measure
the achievement of learning outcomes, and evaluate program effectiveness. For MSN
learners only.

Learners in this course develop and demonstrate knowledge of contemporary leadership

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NURS6210 Leadership and Management for Nurse Executives (4 quarter credits)

Learners in this course develop and demonstrate knowledge of contemporary leadership
and management concepts and theories relevant to a variety of health care delivery
settings. Learners analyze the nurse leader’s role in leading high-performing health care
teams and examine the skills needed to collaborate with, and create buy-in from,
stakeholders, colleagues, constituencies, and interdisciplinary teams. Learners also
examine the impact of cultural, ethical, and regulatory considerations on decision making
and implement a future-looking strategic vision to ensure sustainable gains in quality and
safety. For MSN learners only.

NURS6212 Health Care Quality and Safety Management (4 quarter credits)

Learners in this course examine the nurse leader’s role in helping to effectively integrate
into health care delivery systems the quality and safety principles that inform evidence-
based changes and best practices. Learners demonstrate an understanding of the ways
they can measure health care quality and safety; monitor and assess patient safety and
outcomes; develop a transparent system for identifying and resolving medical errors and
adverse patient outcomes; use data to monitor and improve patient care and outcomes; and
support a culture of quality and safety. For MSN learners only.

NURS6214 Health Care Informatics and Technology (4 quarter credits)

Learners in this course gain and demonstrate the knowledge and skills nurse leaders need
in order to utilize health information technology to enhance patient care and outcomes. In
particular, learners develop a strategy for technological integration and examine the ways in
which they can use technology to evaluate patient data to inform patient diagnoses and
outcomes. Learners also assess the effective management of technological change within
the health care environment and examine issues of consumer access to information and the
privacy and confidentiality of patient information. For MSN learners only.

NURS6216 Advanced Finance and Operations Management (4 quarter credits)

Learners in this course examine the nurse leader’s role in establishing and managing an
operations and capital budget. In particular, learners develop an understanding of how to
incorporate variances or discretionary spending, manage the labor force within budget
parameters, examine the availability and appropriate use of equipment and supplies, and
apply finance principles to a strategic plan for achieving an organization’s fiscal goals. For
MSN learners only.

NURS6218 Leading the Future of Health Care (4 quarter credits)

Learners in this course examine the role of the nurse leader in evaluating and responding to
health care opportunities and challenges in a rapidly changing local and global
environment. Learners develop proactive strategies to drive and lead changes in health
care and integrate evidence-based decision making into the culture of the health care
organization. Learners also develop the critical-thinking and communication skills needed to
positively influence health care redesign and examine the effects of visionary leadership in
the field. For MSN learners only.
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NURS6410 Fundamentals of Nursing Informatics (4 quarter credits)

Throughout the course, learners analyze the roles, theories, ethical implications, and
standards of nursing informatics practice. Learners identify the rules, regulations, and
current trends that govern professionals in the field. In addition, learners examine the
evolution and perspectives of nursing informatics and apply knowledge and skills needed to
lead and support improvements in health care. For MSN learners only.

NURS6412 Analysis of Clinical Information Systems and Application to Nursing

Practice (4 quarter credits)
In this course, learners analyze the various aspects of clinical information systems to deliver
quality health care. In particular, learners acquire the knowledge and skills needed to
effectively plan, design, and implement health/clinical information systems within nursing
practice. Learners also apply evidence-based informatics strategies to effect improved
clinical outcomes. For MSN learners only.

NURS6414 Advancing Health Care Through Data Mining (4 quarter credits)

Learners in this course analyze and validate data and demonstrate the ability to act as key
drivers in nursing informatics. Throughout the course, learners develop databases to
enhance decision-making capabilities that improve clinical outcomes in multiple health care
environments. In addition, learners examine the implications of data use related to
responsibility, accountability, and dissemination. For MSN learners only.

NURS6416 Managing the Nursing Informatics Life Cycle (4 quarter credits)

In this course, learners evaluate the typical life cycle of implementation, testing, evaluating,
and supporting both hardware and software applications. Learners also apply project and
change management principles in relation to the life cycle of a health care information
system. For MSN learners only.

NURS6610 Introduction to Care Coordination (4 quarter credits)

In this course, learners examine the importance of nurses' contributions to coordinating
patient care and the nurse's role in coordinating care for diverse populations in varied
settings. Learners identify essential members of the patient care team needed for
interprofessional collaboration and assess how the current health care climate is shaping
the future. In addition, learners evaluate care coordination plans and outcomes according to
performance measures and professional standards as well as develop patient assessments
based on current legislation, policies, and evidence-based research. For MSN learners
only.

Learners in this course examine how health care models are incorporated into the larger
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NURS6612 Health Care Models Used in Care Coordination (4 quarter credits)

Learners in this course examine how health care models are incorporated into the larger
framework of clinical care oversight. Learners analyze the role of informatics in nursing care
coordination and the ways in which client information is collected and used to influence
health outcomes. Learners also identify the ways in which care coordination can support
cost efficiency, promote quality of care, and affect positive health outcomes. For MSN
learners only.

NURS6614 * Structure and Process in Care Coordination (4 quarter credits)

Learners in this course gain and demonstrate knowledge of the various care coordination
components, including client selection criteria, communication methodologies, clinical team
development, assessment tools, care plan and profile development, cultural considerations,
data structuring for reporting, and clinical efficiency. Learners examine the responsibilities of
the nurse care coordinator to the client prior to the implementation of the care plan and
during the care coordination process. Learners evaluate successful strategies for
interviewing and organizing information around client health, goal setting, efficient clinical
oversight, technological support, and data formatting. For MSN learners only.

NURS6616 Ethical and Legal Considerations in Care Coordination (4 quarter credits)

In this course, learners examine the care coordination process in relation to confidentiality
and client privacy, management of consents for health care, client rights in the care
coordination process, terminations of care coordination management, and the importance of
clinical team collaboration and communication. Learners navigate the process of aligning
limited resources with client needs and gain an understanding of the balance required
between cost effectiveness and conscious stewardship. Throughout the course, learners
demonstrate an understanding of the importance of cultural literacy with regard to client
health care considerations. For MSN learners only.

NURS6618 Leadership in Care Coordination (4 quarter credits)

Learners in this course propose a project for change in a care coordination setting, aligning
care coordination resources with community health care needs. Learners apply project
management best practices to affect ethical practice and support positive health outcomes
in the delivery of safe, culturally competent care in compliance with applicable regulatory
requirements. In addition, learners identify ways in which the care coordinator leader
supports collaboration between key stakeholders in the care coordination process. For MSN
learners only.

NURS8010 Executive Leadership in Contemporary Nursing (4 quarter credits)

Learners in this course analyze and evaluate interrelationships within complex health care
delivery systems, including organizational stakeholders; executive power structures; and
population, fiscal, and policy issues. Learners apply this knowledge as well as executive
leadership skills to professional practice and recommend policy changes that support
system-level strategic priorities. For DNP learners only. Cannot be fulfilled by transfer.
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NURS8012 Nursing Technology and Health Care Information Systems (4 quarter

credits)
Learners in this course apply information technology and research methods used within the
health care environment. In particular, learners evaluate the use of technology in health
care information systems for the purposes of monitoring outcomes of care and assessing
quality improvement. For DNP learners only. Cannot be fulfilled by transfer.

NURS8014 * Global Population Health (4 quarter credits)

In this course, learners evaluate global health issues and propose and evaluate culturally
sensitive interventions to address global health concerns. Throughout the course, learners
build the knowledge and skills necessary to lead the development and implementation of
institutional, local, state, national, or international health care initiatives. For DNP learners
only. Prerequisite(s): NURS8010. Cannot be fulfilled by transfer.

NURS8030 * Evidence-Based Practice Process for the Nursing Doctoral Learner

(4 quarter credits)
In this course, learners apply the steps of the evidence-based practice (EBP) process to a
health care challenge. Learners assess scholarly literature, evaluate research methods,
interpret the results, understand the practical significance of healthcare data analyses, and
prepare to use sound research practices in the development of a capstone project. For
DNP learners only. Prerequisite(s): NHS8002. Cannot be fulfilled by transfer.

NURS8035 Foundations of Evidence-Based Practice in Nursing (4 quarter credits)

In this course, learners apply the steps of the evidence-based practice process to a health
care challenge, evaluate qualitative research methods and results, and interpret the results
and practical significance of qualitative health care data analyses. Learners also assess
their own strengths and weaknesses in relationship to writing as a doctoral professional.
For DNP learners only. Cannot be fulfilled by transfer.

NURS8045 * Doctoral Writing and Professional Practice (4 quarter credits)

Learners in this course write as doctoral professionals, including crafting a compelling
argument and creating a literature review that supports a possible intervention or process
change. Learners also obtain approval for their practicum site and preceptor and complete
the related paperwork. For DNP learners only. Prerequisite(s): NURS8030, completion
of or concurrent registration in NURS8012. Cannot be fulfilled by transfer.

NURS9100 * Defining the Nursing Doctoral Project (4 quarter credits)

In this course, learners finalize a project charter to address a clinical or organizational
problem or take advantage of an opportunity for improvement within a health care or public
health setting. Learners also meet a high standard for ethical, interprofessional practice.
Learners begin precepted practicum hours in this course. For DNP learners only. Special

permission is required for registration. Grading for this course is S/NS. Prerequisite
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permission is required for registration. Grading for this course is S/NS.

Prerequisite(s): A cumulative GPA of 3.0 or better. NHS8040, NURS8010, NURS8012,
NURS8014, NURS8030, NURS8045, and RSCH7864. Cannot be fulfilled by transfer.

NURS9901 * Nursing Doctoral Project 1 (4 quarter credits)

Learners in this course obtain university approval to begin the implementation phase of their
project. At the completion of the course, learners associate project outcomes with a quality
/performance improvement framework and formalize the project implementation plan. This
course requires completion of practicum hours. For DNP learners only. Grading for this
course is S/NS. Prerequisite(s): NURS9100. Cannot be fulfilled by transfer.

NURS9902 * Nursing Doctoral Project 2 (4 quarter credits)

In this course, learners implement their projects and reflect on the process and lessons
learned. Learners also conduct an exhaustive search of the literature, critically appraise the
evidence, and develop a coherent interpretation and synthesis of the main themes and
relationships among sources. This course requires completion of practicum hours. For DNP
learners only. Grading for this course is S/NS. Prerequisite(s): NURS9901. Cannot be
fulfilled by transfer.

NURS9903 * Nursing Doctoral Project 3 (4 quarter credits)

Learners in this course begin the process of documenting their project in a scholarly
manner. Throughout the course, learners evaluate data, incorporate evidence, draft
analysis, and develop the first part of their report on their doctoral project. This course
requires completion of practicum hours. For DNP learners only. Grading for this course
is S/NS. Prerequisite(s): NURS9902. Cannot be fulfilled by transfer.

NURS9904 * Nursing Doctoral Project 4 (4 quarter credits)

In this course, learners complete the final report and apply knowledge and experience
gained during the doctoral project. Learners also create a presentation on the purpose,
intervention, and results of their project to develop dissemination skills. This course requires
completion of practicum hours. For DNP learners only. Grading for this course is S/NS.
Prerequisite(s): NURS9903. Cannot be fulfilled by transfer.

NURS9980 Doctoral Project Development (4 quarter credits)

This course provides learners with the resources, structure, and faculty support for
successful completion of their doctoral project requirements. Learners analyze, critique, and
integrate information into the design and implementation of their project. Special
permission is required for registration. Grading for this course is S/NS. Cannot be
fulfilled by transfer.

Learners in this course develop a broad understanding of global supply chain management
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OPS5620 * Supply Chain Foundations and Management (4 quarter credits)

Learners in this course develop a broad understanding of global supply chain management
by studying it from a systems theory perspective as a network that provides strategic
advantage. Learners consider the role of culture and the changes in scope and scale that
globalization has brought to internal business processes. Prerequisite: MBA5016 or
MBA6022.

OPS5630 * Strategic Supply Chain Sourcing (4 quarter credits)

This course emphasizes integration of the supply chain as a strategic competitive
advantage. Learners identify ways to use strategic resourcing and procurement to achieve
consistent quality, thus enabling market share growth and preventing market share erosion.
Learners also examine the importance of managing relationships with global suppliers and
establishing consistent quality benchmarks and an ethical and legal approach to supply
chain sourcing. Prerequisite: MBA5016 or MBA6022.

PHI-H2005 Honors Seminar: Critical Thinking for the Professional World (3 quarter
credits)
This is the first course in the honors pathway. Learners apply critical thinking skills to
develop a professionally relevant question in their discipline or program of study to
investigate throughout the honors pathway. Learners gain the knowledge and skills
necessary to ask questions and solve problems from multiple perspectives. Learners
analyze their question from multiple perspectives and engage in enriching discussions with
faculty and peers. For honors pathway learners only. Cannot be fulfilled by transfer.

PHI2000 Ethics (6 quarter credits)

Learners analyze major philosophical approaches to evaluating moral actions and apply
them to contemporary issues. Learners assess their own moral beliefs and the ways these
beliefs influence and inform their moral judgments and behavior.

PHI3200 Ethics in Health Care (6 quarter credits)

Learners in this course gain a better understanding of the ethical issues associated with the
health care profession and the conceptual framework health care professionals use to
make ethical decisions. Learners examine current and emerging ethical health care issues
related to the various stages of the lifecycle and the quality of life. Learners also explore
ethical issues associated with patient care from the perspectives of various health care
professionals, including physicians, nurses, and administrators through the use of
authentic, real-world examples.

Learners in this course explore the major concepts associated with understanding the
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PHY1000 Introduction to Astronomy (6 quarter credits)

Learners in this course explore the major concepts associated with understanding the
universe and why objects in the universe behave the way they do. In particular, learners
examine the history of astronomy and science; the concepts of modern astronomy and
cosmology; the earth and the solar system; the sun, stars, and stellar evolution; galaxies
and similar objects; and the Big Bang Theory and the origin of the universe. Learners also
consider life on earth and the probability of life elsewhere in the universe.

PM3000 Principles of Project Management (3 quarter credits)

In this course, learners are introduced to the fundamental basics of project management
and gain a broad overview of project management standards and their applicability to both
business and IT projects. This course emphasizes management theories, concepts, tools
and techniques defined by the Project Management Institute (PMI®) including the Process
Groups and Knowledge Areas. This course also introduces other project management
methodologies and frameworks, with an emphasis on Agile.

PM4010 * Process Groups and Knowledge Areas in Project Management (6 quarter

credits)
This course covers the project life cycle and project management processes. This includes
initiating, planning, executing, monitoring and control, and closing. Learners analyze the
relationship of the process groups to the Project Management Institute (PMI) knowledge
areas and develop the documents and deliverables required for each stage of the project
life cycle. Learners are also introduced to the importance of people oriented skills, such as
communications, team building and leadership. Finally, learners apply the knowledge
learned in the development and managing of a project. Prerequisite(s): PM3000.

PM4020 * Integration and Scope Management (6 quarter credits)

In this course, learners cover integration management and scope management knowledge
areas. Learners identify and examine the processes, tools, and techniques used to
integrate activities from execution to project completion, and manage the interdependencies
among the project management knowledge areas. Learners create the scope management
plan component of the project management plan and emphasize a system solutions
approach for gathering and defining business requirements and leveraging project change
management for controlling project scope. Finally, learners consider the importance of
developing strategic business and leadership skills, such as listening, problem solving,
team building, market awareness, and customer relationship skills.
Prerequisite(s): PM4010.

PM4030 * Scheduling, Cost, and Quality Management (6 quarter credits)

Learners investigate project scheduling and cost and quality management in a business or
information technology (IT) project context. Learners analyze project scheduling, costs, and
quality management processes, including quality planning, quality assurance, and quality
control. Learners also monitor project results to evaluate compliance with schedule, costs
and quality standards and gain an understanding of the steps involved in planning,
performing, and controlling a business or IT project. Learners identify a variety of
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performing, and controlling a business or IT project. Learners identify a variety of

scheduling, cost and quality tools that can be used independently or conjunctively. Finally,
learners utilize project management software to help in developing a project schedule.
Prerequisite(s): PM4010.

PM4040 * Human Resources and Motivation Management (6 quarter credits)

In this course, learners sample strategies for improving creativity, teamwork, and job
satisfaction within a project team by creating and developing a project and recruiting team
members. Learners study the theories on individual motivation and how it fits in the
organizational structure. Learners examine the strengths and weaknesses of organizational
development supporting project team member development to gain knowledge of how to
effectively motivate project team members. Learners also gain understanding about virtual
teams, how to effectively manage them, and evaluate the link between personality traits and
resolving team conflicts and how to effectively communicate with your team to manage
change. Prerequisite(s): PM4010.

PM4050 * Communication and Stakeholder Management (6 quarter credits)

Learners in this course focus on project communication and stakeholder management
knowledge areas. Learners cover the processes, tools, and techniques used to manage
project communications and stakeholders across project management process groups and
emphasize executive project sponsorship as a strategic tool for project success. Learners
also acquire skills in strategic business management and leadership: customer relationship
and satisfaction, operational functions, conflict management, negotiation, listening, problem
solving, and team building. Prerequisite(s): PM4010.

PM4060 * Risk Management in Project Management (6 quarter credits)

Learners in this course focus on project risk management and examine the processes, tools
and techniques used to identify, analyze, prioritize, respond, and control risk on a project.
This course emphasizes building a risk management process that can be standardized.
Learners also acquire and demonstrate business management and leadership skills such
as planning, environmental awareness and conditions, benefits management,
brainstorming, listening, negotiation, problem solving, and team building.
Prerequisite(s): PM4010.

PM4070 * Procurement Management in Project Management (6 quarter credits)

In this course, learners examine procurement management and investigate the various
types of contracts, their terms and conditions, and execution. Learners develop contract
specifications, find potential sources, and evaluate bids. Finally, learners examine ethical
standards and legal requirements in procurement within the global market.
Prerequisite(s): PM4010.

This course introduces the concepts of Agile Project Management (APM). Learners gain an
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PM4080 * Agile Project Management (6 quarter credits)

This course introduces the concepts of Agile Project Management (APM). Learners gain an
understanding of APM’s objectives, which are, in part, to deliver customer value earlier in
repeated iterations, adapt to changes in a more flexible and timely manner to ultimately gain
a result of higher customer satisfaction, and increased team morale, collaboration, and
ownership. Learners apply their skills and knowledge to a scenario that requires the
development of an APM-based project plan. Prerequisite(s): PM4010.

PM5018 Project Management Foundations (4 quarter credits)

Learners analyze the fundamentals of project management and gain an overview of project
management standards and their applicability to managing projects, with an emphasis
on management methodologies and frameworks, including those defined by the Project
Management Institute (PMI®). Learners cultivate effective project management
leadership skills, including project politics and ethics and collaboration.

PM5332 * Project Management, Planning, Execution, and Control (4 quarter credits)

This course covers the components of project management within the project planning,
executing, monitoring, and controlling process groups. Learners identify project
requirements and develop a project plan that considers project scope, time, and cost in
managing competing project requirements. Learners also demonstrate the application of
various project management tools including activity estimation, resource assignment, work
breakdown structure (WBS) creation and the development of a project management
schedule. Prerequisite(s): PM5018, or completion of or concurrent registration in
PM5331.

PM5333 * Project Budgeting, Procurement, and Quality (4 quarter credits)

Learners investigate project cost, quality, and procurement in business or information
technology (IT) project context. Learners analyze the fundamental concepts and principles
of the following project management knowledge areas: project cost management, project
quality management, and project procurement management by demonstrating the
application of tools, techniques, and methodologies within these areas of study. Learners
apply various tools and techniques, in an integrative manner, to manage interdependencies
among project management process groups. Prerequisite(s): PM5018, or completion of
or concurrent registration in PM5332.

PM5334 * Project Risk Assessment and Control (4 quarter credits)

Learners in this course examine and demonstrate their knowledge of the components of
project risk management including assessing project risk identification and mitigation
strategies; evaluation of risk impact analysis methods; and evaluation of risk analysis
techniques to ensure project success. Learners also assess project risk management
certifications and professional development activities to identify future project risk
management professional opportunities. Prerequisite(s): PM5018, or completion of or
concurrent registration in PM5333.
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PM5335 * Project Leadership and Management (4 quarter credits)

In this course, learners examine the role and skills required of project leaders across
organizations by exploring a wide range of leadership roles, including manager, problem
solver, facilitator, trainer, communicator, and advocate. Learners analyze how each of these
roles affects the ability to create a cohesive project team, and synthesize a step-by-step
approach to leadership and team-building. Finally, learners demonstrate an understanding
of leadership ethics, leadership and project strategy, and the relationship between
leadership and project management politics. Prerequisite(s): PM5334.

PM5336 * Agile Project Management Theory and Practice (4 quarter credits)

In this course, learners apply the Agile Project Management (APM) methodology, which
emphasizes an iterative process and adaptation to change in a more flexible and timely
manner, achieving higher stakeholder satisfaction, and increasing team morale,
collaboration, and results ownership. Learners apply Agile practices to address business
needs, project goals, and requirements and use Agile to anticipate and manage project
risks to achieve successful projects. Prerequisite(s): PM5335.

POL1110 U.S. and Nevada Government (6 quarter credits)

In this course, learners investigate the origins and evolution of American national
government and Nevada state government, including the basic institutions, ideals, and
fundamental decision-making processes regarding domestic and foreign policy. Learners
analyze fundamental terms and facts, the development and functions of the U.S. branches
of government, and the value preferences within American society that affect public policy.
Learners also gain a basic understanding of how federal, state, and local governments
interact in the U.S. political system.

PSL-R8910 * Professional Doctorate Residency (non-credit)

The Professional Doctorate Residency is a three-and-a-half-day program during which
learners collaborate with faculty, peers, and Capella staff to further develop, refine, and
share their dissertation research proposal. Learners engage in pre- and post-residency
work and discussions in an online courseroom to prepare for residency experience. The
residency and courseroom components provide learners the opportunity to focus on the
major facets of research design. Learners also work to complete the Scientific Merit Action
Research Template (SMART) Form and become familiar with IRB processes and Capella’s
resources. For DPA and DSW learners only. Grading for this course is S/NS.
Prerequisite(s): DPA8424 or completion of or concurrent registration in RSCH7868.

PSL-V8925 * Doctoral Project Development – Topic Ideation (3 quarter credits)

In this ten-week virtual residency, learners develop and evaluate proposed topic areas and
theories for their doctoral project. Learners analyze the literature on potential topics
to assess relevance to the discipline and potential methods to use in the doctoral
project. Learners gain an understanding of the writing, research, and critical thinking skills
necessary to complete the final project. Further development of the doctoral project is
determined through a final assessment. This residency includes required synchronous
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determined through a final assessment. This residency includes required synchronous

sessions. For PhD in Criminal Justice and PhD in Emergency Management learners
only. Grading for this course is S/NS. Prerequisite(s): Completion of or concurrent
registration in RSCH7860. Cannot be fulfilled by transfer.

PSL-V8926 * Doctoral Project Development – Topic Development (3 quarter credits)

In this ten-week virtual residency, learners apply writing, research, and critical thinking skills
by identifying a problem, developing project questions, and finalizing a project topic that is
appropriate for the program. Learners use evidence to support the selection of theories,
problems, and questions to guide further refinement of their topic. Learners establish an
appropriate topic area, preliminary project design, and begin development of a literature
review. Further development of the doctoral project is determined through a project topic
framework. This residency includes required synchronous sessions. For DPA, DSW, PhD
in Criminal Justice and PhD in Emergency Management learners only. Grading for
this course is S/NS. Prerequisite(s): Completion of or concurrent registration in
RSCH7864. Cannot be fulfilled by transfer.

PSL-V8927 * Doctoral Project Development – Framework Development (3 quarter

credits)
In this ten-week virtual residency, learners apply advanced research and writing skills
through the development of a detailed project framework based on work in prior
residencies. Learners develop a project framework that includes methodological and/or
research design, sampling or participant recruitment plan, intervention plan (if applicable),
strategies for data collection, analysis, and outcomes of the project. Further development of
the doctoral project is determined through an assessment of the project framework, which is
finalized once the learner enters the advanced doctoral stage of the
program. This residency includes required synchronous sessions. Learners must
complete Track 3 prior to beginning the comprehensive examination phase of the
program. For DPA, DSW, PhD in Criminal Justice and PhD in Emergency
Management learners only. Grading for this course is S/NS.
Prerequisite(s): PSL-V8926, completion of or concurrent registration in PSL8110 or
PSL8120 or RSCH7868. Cannot be fulfilled by transfer.

PSL7010 21st-Century Communication and Leadership (4 quarter credits)

This course begins the three-course sequence designed to enhance professional
communication, scholarly competencies, and leadership effectiveness. Learners apply
theoretical models of leadership and interpersonal relations to practical situations in the wor
kplace. Learners also use contemporary technology to communicate effectively as scholars
and professionals in real-world situations. Must be taken during the learner’s first
quarter. Cannot be fulfilled by transfer or prior learning assessment.

Learners in this course examine a variety of social and professional situations to build their
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PSL7020 * Professional Practice and Collaboration in a Diverse and Dynamic World

(4 quarter credits)
Learners in this course examine a variety of social and professional situations to build their
skills in effective and creative collaboration across an organization. Learners analyze and
benchmark best practices from an organizational, team, and individual perspective to create
an environment of inclusivity and collaborative results. In addition, learners examine conflict
management, diversity management, group dynamics, cultural competence, ethical decision
making, followership, and social responsibility. Prerequisite(s): Completion of or
concurrent registration in PSL7010.

PSL7030 * Introduction to Critical Analysis and Research (4 quarter credits)

This course reinforces the leadership knowledge and skills gained during previous
coursework, and enables learners to be more effective consumers of data and to better
utilize research in applied and academic endeavors. Learners develop and demonstrate
skills to evaluate source quality, credibility, and relevance to practice; assess research
concepts and strengthen their ability to critically analyze; and apply information literacy,
research ethics, and methods of inquiry. Prerequisite(s): PSL7010, completion of or
concurrent registration in PSL7020.

PSL8106 Epistemology of Practice Knowledge (4 quarter credits)

Learners in this course examine theories that guide the acquisition of knowledge within
human services professions. Learners critically analyze and evaluate the methods used to
develop social science theory as a precursor to examining and applying the scientific
method. Learners also study theory derivation, the link between research methods and
theory, and the ways scholar-practitioners apply the scientific method. Throughout the
course learners enhance their research, statistical, and data analysis skills using the latest
version of Statistical Package for the Social Sciences (SPSS) software.Cannot be fulfilled
by transfer.

PSL8110 * Advanced Qualitative Analysis in Public Service Leadership (4 quarter

credits)
In this course, learners strengthen and apply their understanding of qualitative research
approaches in depth, using books and articles considered to be primary sources within the
field. Learners develop a research question and choose a research methodology to conduct
the proposed study. In addition, learners evaluate the chosen methodology and use primary
sources to collect, analyze, and apply data to the chosen methodology.
Prerequisite(s): RSCH7868.

PSL8130 * Action Research for Public Service Leadership (4 quarter credits)

In this course, learners attain a conceptual understanding of action research methods in
public service leadership. Upon successful completion of this course, learners are able to
evaluate research methodologies, analyze an action research study, and prepare an action
research plan. Prerequisite(s): RSCH7868.
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PSL8140 * Program Evaluation for Public Service Leadership (4 quarter credits)

Learners in this course gain knowledge and skills in different types of program evaluation,
including needs assessment, formative and summative research, process evaluation, and
the design and use of logic model monitoring of outputs and outcomes. Learners build and
apply practical experience through the design of a conceptual framework and a logic model,
as well as the development of indicators and an evaluation plan to measure impact.
Prerequisite(s): RSCH7868.

PSL9919 * Doctoral Comprehensive Examination (3 quarter credits)

This course includes an overview of the comprehensive examination process, the
university’s expectations of academic honesty and integrity, the three core themes of the
examination, and the evaluation criteria. The courseroom mentor provides three questions
addressing the core themes. Learners write answers to the comprehensive examination
questions. Answers are evaluated by faculty readers using point-scale scoring rubrics. Upon
passing the comprehensive examination, learners are eligible to register for the first
dissertation course. Department consent is required for registration. Grading for this
course is S/NS. Prerequisite(s): Completion of all required and elective coursework
with a cumulative GPA of 3.0 or better. Completion of practicum courses, if
applicable. Fulfillment of all residency requirements. Cannot be fulfilled by transfer.

PSL9960 * Dissertation Courseroom (3 quarter credits)

This course provides learners with resources, guidance, and peer and mentor support during
each dissertation course as they complete the required milestones. Department
consent is required for registration. Grading for this course is S/NS. Learners must
register for this course a minimum of four times to fulfill their specialization
requirements. Prerequisite(s): PSL9919. Cannot be fulfilled by transfer.

PSL9971 * Doctoral Capstone (3 quarter credits)

This course provides learners with resources, guidance, and support as they fulfill the
required milestones toward completion of a doctoral capstone. Learners apply scholarly
research within a particular professional context to advance their knowledge in the science
and practice of the profession and solve organizational, institutional, or community concerns.
Department consent is required for registration. Grading for this course is S/NS. DPA
learners must register for this course a minimum of four times to fulfill their program
requirements. DSW learners must register for this course a minimum of three times to
fulfill their program requirements. Prerequisite(s): Completion of all required and
elective coursework with a cumulative GPA of 3.0 or better. Cannot be fulfilled by
transfer.

In this residency, learners gain skills in administering standardized assessments and

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PSY-R6000 Advanced Assessment and Counseling for School Psychologists (4

quarter credits)
In this residency, learners gain skills in administering standardized assessments and
assessment instruments necessary for practicing school psychologists. Learners also
develop and strengthen the skills needed to effectively counsel P–12 children and
adolescents through role-play activities including listening empathically, asking clear and
relevant questions, responding in a non-judgmental manner, appropriately summarizing
issues, maintaining appropriate records, and establishing and guiding individual and group
counseling sessions. Learners observe testing sessions, score test results, take notes from
faculty presentations, and engage in mock testing sessions. Learners develop skills in
scoring and interpreting test results. Learners also examine the ethical principles associated
with the practice of school psychology and receive feedback from experienced professional
school psychologists and peers. Learners build and demonstrate the basic skills needed for
interpreting and communicating assessment results to parents, teachers, and other
professionals. Grading for this course is S/NS. Prerequisite(s): PSY6095 and
PSY7233. Concurrent registration in PSY7234 recommended. Cannot be fulfilled by
transfer.

PSY-R6230 * Introduction to Psychological Testing (5 quarter credits)

This course includes both an online courseroom and a face-to-face residency experience.
Learners engage in preparatory online courseroom activities to prepare themselves for the
residency experience, during which they focus on the common psychological instruments
(e. g., psychological tests, checklists, and rating scales) used to assess intelligence,
achievement, vocational interests, adaptive and neuropsychological functioning, addiction,
and personality traits, and their uses in professional practice. Learners then engage in a
face-to-face residency experience that guides them as they study psychological testing
instruments appropriate for their level of training and examine effective methods for making
referrals to licensed psychologists. Ethical and cultural considerations of testing are
embedded throughout the course. For MS in Clinical Psychology learners only. Test kits
are required and are available for loan at psytestkits@capella.edu.
Prerequisite(s): PSY7610, PSY-R6313. Cannot be fulfilled by transfer.

PSY-R6313 * Clinical Interventions (5 quarter credits)

This course includes both an online courseroom and a face-to-face residency experience.
Learners engage in preparatory online courseroom activities to prepare themselves for the
residency experience, during which they explore and practice foundational counseling skills,
including establishing the therapeutic alliance, conducting clinical interviews, applying
psychotherapeutic techniques, and providing feedback. Learners then engage in a
face-to-face residency experience that guides them as they study key professional
competencies such as psychological assessment, multicultural responsiveness and diversity
principles, and ethics in clinical work. For MS in Clinical Psychology learners only.
Prerequisite(s): PSY6090 or PSY6095 or PSY6310 or PSY8310.

interpreting test results. Learners also study the ethical principles associated with the
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PSY-R6591 Assessment (non-credit)

Learners in this residency observe testing sessions, score test results, take notes from
faculty presentations, and engage in mock testing sessions. Learners develop skills in
conducting standardized academic and intellectual assessments and scoring and
interpreting test results. Learners also study the ethical principles associated with the
practice of school psychology. For PsyD in School Psychology learners only.
Prerequisite(s): PSY7610, completion of or concurrent registration in PSY7233.

PSY-R6592 Interventions and Response to Interventions (non-credit)

This residency introduces learners to The Individuals with Disabilities Education Act (IDEA
2004), which introduced Response To Intervention (RTI) as an authority in the identification
of specific learning disabilities. This residency builds capacity among learners to implement
the RTI framework in local and state education agencies. Learners examine the RTI
components of screening of students, monitoring student progress, providing
evidence-based interventions, and identifying students with special learning needs in a
collaborative approach. Learners have the opportunity to practice response to intervention
skills within a collaborative framework utilizing various case studies. For PsyD in School
Psychology learners only. Prerequisite(s): PSY-R6591, PSY-R6593, PSY-R6594,
PSY-R6595.

PSY-R6593 Assessments: Nonverbal (non-credit)

In this residency, learners continue to develop skills in administering standardized
assessment instruments necessary for practicing school psychologists. Learners review
previously taught test batteries and report writing skills; engage in supervised observation,
mock testing, and scoring activities; study the ethical principles associated with the practice
of school psychology; and receive feedback from experienced professional school
psychologists and peers. Throughout the residency, learners demonstrate the ability to
follow the administration procedures as given in each test manual, to handle the test
materials appropriately, to maintain a neutral test environment, and to encourage full
"testee" cooperation during a testing session. Learners are also introduced to, and practice
through oral presentation, the basic skills needed for interpreting and communicating
assessment results to parents, teachers, and other professionals. For PsyD in School
Psychology learners only. Prerequisite(s): Completion of or concurrent registration
in PSY-R6591.

PSY-R6594 Counseling (non-credit)

Learners in this residency engage in demonstration and role-play activities to develop and
strengthen the skills needed to effectively counsel P–12 children and adolescents, including
listening empathically, asking clear and relevant questions, responding in a non-judgmental
manner, appropriately summarizing issues, maintaining appropriate records, and
establishing and guiding individual and group counseling sessions. Learners also
explore ways to determine a child’s level of risk for harming himself or others, appropriately
identify parties (e.g., parents, fellow educators) should disclosure be necessary, and
respond to various crisis situations. This course includes a review of the ethical implications
of providing school psychology services from federal and professional perspectives, with
emphasis on ensuring respect for both the child and the parent as the child’s consenting
authority. For PsyD in School Psychology learners only. Prerequisite(s): Completion
of or concurrent registration in PSY8212, PSY-R6591 and PSY-R6593.
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PSY-R6595 Functional Behavioral Assessment and Assessment Reviews (non-credit)

In this residency, learners recognize appropriate circumstances and steps for conducting
a functional behavioral assessment (FBA), developing the behavior intervention plan (BIP)
and identifying the individual components of an FBA and BIP. Learners also review
important standardized assessment measures administered to children and adolescents.
Working in pairs, learners complete functional behavioral assessment and behavior
intervention plan forms. Learners gain skills in synthesizing and interpreting case study
data, and integrate and summarize—orally and in writing—this data to provide important
feedback to school personnel about a student's challenging behaviors. In addition, learners
review the administration and scoring procedures for the most recent versions of the
Wechsler Intelligence Scale for Children (WISC), Woodcock-Johnson Tests of Cognitive
Abilities (WJ COG), and Woodcock-Johnson Tests of Achievement (WJ ACH). For PsyD in
School Psychology learners only.

PSY-R6596 Personality and Behavior Assessment (non-credit)

In this residency, learners administer and score individual personality and behavior tests,
focusing on the most recent versions of the Behavior Assessment System for Children
(BASC); Achenbach System of Empirically Based Assessment (ASEBA), including the Child
Behavior Checklist (CBCL) and the Teacher Report Form (TRF); Conners (Conners);
Kinetic Drawing System for Family and School (KDSFS), House-Tree-Person (H-T-P);
Roberts; the Thematic Apperception Test (TAT); and sentence completion tests. Learners
work individually and in small groups to provide written interpretation and oral case study
presentations of the results gathered. Learners also gain skills in conducting clinical
interviews;synthesizing and interpreting data from teacher, parent, and self-report behavior
rating scales, as well as objective and projective techniques; and in scoring, interpreting,
and integrating test results in order to make recommendations and write psychological
reports. For PsyD in School Psychology learners only. Prerequisite(s): PSY8220,
PSY-R6591, PSY-R6593, PSY-R6594, PSY-R6595, completion of or concurrent
registration in PSY-R6597 and PSY-R6599.

PSY-R6597 Report Writing and Behavior Interventions (non-credit)

The focus of this residency is report writing, assessment review, and behavior intervention
and includes an analysis of Individualized Education Programs (IEPs) and special education
identifications. Learners explore the various sections and characteristics of
psychological/psycho-educational reports; examine the principles and skills used to write
reports; and engage in report writing practice sessions, individually with the instructor and in
small groups. Learners gain experience developing interventions for students with
internalizing and externalizing disorders, social skills training programs for preschool and
adolescent students, and a training curriculum designed to assist parents in managing their
children’s problem behavior. Learners also study the ethical principles associated with the
practice of school psychology. For PsyD in School Psychology learners only.
Prerequisite(s): PSY-R6591, PSY-R6593, PSY-R6594, PSY-R6595.

In this residency, learners discuss treatment plan formats and case examples in groups and
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PSY-R6599 Treatment Planning and Recommendations (non-credit)

In this residency, learners discuss treatment plan formats and case examples in groups and
work on cases individually. Learners examine and practice school-appropriate supervision
skills and develop the communication and assertiveness skills needed to facilitate efficient
resolution of individual (i.e., student), group (i.e., class), and school challenges. Learners
also explore Individualized Education Programs (IEPs) and 504 Plans and special education
identifications. For PsyD in School Psychology learners only.
Prerequisite(s): PSY-R6591, PSY-R6593, PSY-R6594, PSY-R6595.

PSY-R7004 Comprehensive Learner Assessment for School Psychology (3 quarter

credits)
This residency includes the portfolio review, an assessment demonstration of professionally
appropriate versions of the Wechsler Intelligence Scale for Children and the
Woodcock-Johnson, and the comprehensive examination of the National Association of
School Psychologists (NASP) practice domains. Grading for this course is S/NS.
Prerequisite(s): PSY8235 and PSY-V7003. Cannot be fulfilled by transfer.

PSY-R8301 Professional Issues in Clinical Psychology (non-credit)

This face-to-face residency course is the first in a series designed to complement online
courses. Learners acquire the knowledge, skills, and attitudes necessary to begin
doctoral-level practicum training. Learners evaluate the logistics and progression of the
year-in-residence, the importance of time management and effective support, and the
necessity of group cohesion and teamwork for the successful completion of the year.
Learners also assess current issues and trends in professional psychology; identify their
individual strengths and weaknesses; anticipate potential barriers to completing the
residency; and develop a plan, both as individuals and as a group, for successfully
progressing to practicum training. This residency requirement is associated with
PSY5430.

PSY-R8302 Intervention: Building Effective Relationships (non-credit)

This face-to-face residency course is focused on the therapeutic relationship and methods
of building trust and rapport with clients. Through case discussions, role-plays, and group
exercises, learners examine skills associated with relationship building and practice
establishing ongoing working alliances with clients. Learners also explore diversity and
ethical principles as they relate to the foundational components of an effective clinical
interview. This residency requirement is associated with PSY8310.

PSY-R8304 Assessment: Introduction to Psychological Testing (non-credit)

This face-to-face residency course is the first in a series of assessment-focused courses.
Learners explore test selection, psychometric properties such as reliability and validity, and
target populations within the context of ethical and effective assessment procedures.
Learners also practice administering and scoring commonly used psychological tests.This
residency requirement is associated with PSY8230.
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PSY-R8305 Intervention: Diagnostic Interviewing (non-credit)

This face-to-face residency course is focused on diagnostic interviewing and use of the
current versions of the Diagnostic and Statistical Manual of Mental Disorders (DSM) and the
International Classification of Diseases (ICD) . Learners examine trust and relationship
building as a foundation for gathering the information needed to formulate diagnostic
impressions and identify differential diagnoses. Learners also engage in case discussions,
role-plays, and group exercises with particular attention given to methods of gathering client
information and communicating diagnostic conclusions. This residency requirement is
associated with PSY8220.

PSY-R8306 Intervention: Case Formulation (non-credit)

This face-to-face residency course is focused on forming case conceptualizations using
various theoretical approaches. Learners apply theory to better understand a client’s current
issues and identify how these issues developed and are sustained. Learners also discuss
the strengths and limitations of the various theories when applied to a diverse set of clients
and client issues. This residency requirement is associated with PSY8310.

PSY-R8307 Intervention: Treatment Planning (non-credit)

This face-to-face residency course builds on previous intervention courses, leading to the
development of client treatment plans. Learners participate in case discussions, roleplays,
and group exercises associated with effective treatment planning and develop treatment
plans using empirically supported treatments, knowledge of treatment ethics, and respect
for individual differences. Learners also practice presenting and supporting their treatment
plans in small and large group settings.This residency requirement is associated with
PSY8310.

PSY-R8308 Intervention: Crisis Intervention and Risk Assessment (non-credit)

This face-to-face residency course is focused on risk assessment and effective crisis
intervention, with particular emphasis on single session treatment and evaluation
approaches. Through case discussions, roleplays, and group exercises, learners develop
the skills necessary to establish trust and rapport with clients in crisis and effectively gather
the information necessary to assess a client’s risk for dangerous behavior. Learners also
identify common crisis situations, discuss and practice different approaches to crisis
intervention, and incorporate diversity and ethics into their work with clients in crisis. This
residency requirement is associated with PSY8316.

PSY-R8309 Assessment: Adult Cognitive, Achievement, and Adaptive Functioning

(non-credit)
This face-to-face residency course is focused on the administration, scoring, and
interpretation of adult cognitive, achievement, and adaptive functioning tests in professional
psychology, with particular emphasis on the use of the WAIS-IV. Learners identify
commonly used assessments in adult cognitive, achievement, and adaptive functioning
evaluations and explore the applicability, strengths, and limitations of each. Learners also
administer several adult cognitive, achievement, and adaptive functioning assessments;
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administer several adult cognitive, achievement, and adaptive functioning assessments;

demonstrate the ability to accurately score and interpret those assessments with respect for
individual differences; and support their conclusions at a level appropriate for a beginning
practicum student. This residency requirement is associated with PSY8230.

PSY-R8310 Assessment: Child Cognitive, Achievement, and Adaptive Functioning

(non-credit)
This face-to-face residency course is focused on the administration, scoring, and
interpretation of child cognitive, achievement, and adaptive functioning tests in professional
psychology, with particular emphasis on the use of the WISC-IV. Learners identify
commonly used assessments in child cognitive, achievement, and adaptive functioning
evaluations and explore the applicability, strengths, and limitations of each. Learners also
administer several child cognitive, achievement, and adaptive functioning assessments;
demonstrate the ability to accurately score and interpret those assessments with respect for
individual differences; and support their conclusions at a level appropriate for a beginning
practicum student. This residency requirement is associated with PSY8230.

PSY-R8311 Assessment: Personality (non-credit)

This face-to-face residency course is focused on the administration, scoring, and
interpretation of personality tests in professional psychology, with particular emphasis on
the MMPI-2. Learners administer several personality assessments, demonstrate the ability
to accurately score and interpret those assessments, and support their conclusions at a
level appropriate for a beginning practicum student. This residency requirement is
associated with PSY8240.

PSY-R8312 Assessment: Integrated Report Writing and Case Discussion (non-credit)

This face-to-face residency course is the culmination of previous residency courses and is
focused on how information gathered through clinical activities is used to build an integrated
psychological report. Learners incorporate client information, assessment results, theory,
and research into written psychological reports; discuss their findings and support their
conclusions with peers; and practice presenting in a group setting. This residency
requirement is associated with PSY8240.

PSY-R8313 Assessment: Measuring Treatment and Program Effectiveness (non-

credit)
In this face-to-face residency course, learners develop skills in assessment planning for
both individual clients and mental health programs. Learners review psychological tests
covered during the residency year and evaluate additional assessment and evaluation
methods. Through case discussions, roleplays, and group exercises, learners approach
assessment as both an initial and an ongoing process for determining treatment needs,
evaluating treatment progress, and assessing treatment outcome at the client and program

level. Learners also investigate ethical, legal, and diversity issues associated with
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level. Learners also investigate ethical, legal, and diversity issues associated with
developing the most appropriate methods of evaluation. This residency requirement is
associated with PSY8316.

PSY-R8314 Intervention: The Practice of Psychotherapy (non-credit)

This face-to-face residency course synthesizes learners’ intervention and assessment skills
that provide the foundation for the practice of psychotherapy. Learners practice gathering
information and assessing clients’ treatment needs. In preparation for the practicum
experience, learners also begin practicing psychotherapy techniques using various
theoretical approaches and common treatment modalities, including individual, couples,
family, and group. This residency requirement is associated with PSY8316.

PSY-R8316 Residency Capstone: Preparing for Practicum Training (non-credit)

This capstone residency course is the culmination of previous online and residency courses
and highlights the supporting skills and knowledge necessary for successful completion of
practicum training. Learners participate in case discussions, role-plays, and group exercises
related to supervision, client consultation, and client advocacy; develop a plan for
incorporating ethical, legal, and culturally sensitive evidence-based practice into their work
with clients; assess their individual strengths and weaknesses; and establish appropriate
goals for the practicum experience. This residency requirement is associated with
PSY8371.

PSY-R8591 Graduate Teaching Instructor Training 1 (non-credit)

During each of the six PsyD School Psychology residencies, doctoral learners act as
graduate teaching instructors at the MS in School Psychology and Specialist Certificate in
School Psychology Year-in-Residence. The Year-in-Residence training experiences provide
labs and workshops in the basic practice proficiencies of the school psychologist
(assessment, ethics, intervention, interviewing, consultation, counseling, report writing,
profile analysis, treatment planning, and supervision skills). The residencies also help
master’s and certificate learners experience interactive support and build camaraderie and
professional development in the attitudes and behaviors appropriate for school
psychologists and practitioner-scholars. The PsyD School Psychology graduate teaching
instructors assist school psychology faculty in teaching at least two of the School
Psychology Master’s and Certificate Year-in-Residences each year for three years for a
total of six face-to-face residencies that are each 55 hours. PsyD in School Psychology
learners earn 330 total hours of face-to-face residency teaching experience.

PSY-R8592 Graduate Teaching Instructor Training 2 (non-credit)

During each of the six PsyD School Psychology residencies, doctoral learners act as
graduate teaching instructors at the MS in School Psychology and Specialist Certificate in
School Psychology Year-in-Residence. The Year-in-Residence training experiences provide
labs and workshops in the basic practice proficiencies of the school psychologist
(assessment, ethics, intervention, interviewing, consultation, counseling, report writing,
profile analysis, treatment planning, and supervision skills). The residencies also help
master’s and certificate learners experience interactive support and build camaraderie and
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master’s and certificate learners experience interactive support and build camaraderie and
professional development in the attitudes and behaviors appropriate for school
psychologists and practitioner-scholars. The PsyD School Psychology graduate teaching
instructors assist school psychology faculty in teaching at least two of the School
Psychology Master’s and Certificate Year-in-Residences each year for three years for a
total of six face-to-face residencies that are each 55 hours. PsyD in School Psychology
learners earn 330 total hours of face-to-face residency teaching experience.

PSY-R8593 Graduate Teaching Instructor Training 3 (non-credit)

During each of the six PsyD School Psychology residencies, doctoral learners act as
graduate teaching instructors at the MS in School Psychology and Specialist Certificate in
School Psychology Year-in-Residence. The Year-in-Residence training experiences provide
labs and workshops in the basic practice proficiencies of the school psychologist
(assessment, ethics, intervention, interviewing, consultation, counseling, report writing,
profile analysis, treatment planning, and supervision skills). The residencies also help
master’s and certificate learners experience interactive support and build camaraderie and
professional development in the attitudes and behaviors appropriate for school
psychologists and practitioner-scholars. The PsyD School Psychology graduate teaching
instructors assist school psychology faculty in teaching at least two of the School
Psychology Master’s and Certificate Year-in-Residences each year for three years for a
total of six face-to-face residencies that are each 55 hours. PsyD in School Psychology
learners earn 330 total hours of face-to-face residency teaching experience.

PSY-R8594 Graduate Teaching Instructor Training 4 (non-credit)

During each of the six PsyD School Psychology residencies, doctoral learners act as
graduate teaching instructors at the MS in School Psychology and Specialist Certificate in
School Psychology Year-in-Residence. The Year-in-Residence training experiences provide
labs and workshops in the basic practice proficiencies of the school psychologist
(assessment, ethics, intervention, interviewing, consultation, counseling, report writing,
profile analysis, treatment planning, and supervision skills). The residencies also help
master’s and certificate learners experience interactive support and build camaraderie and
professional development in the attitudes and behaviors appropriate for school
psychologists and practitioner-scholars. The PsyD School Psychology graduate teaching
instructors assist school psychology faculty in teaching at least two of the School
Psychology Master’s and Certificate Year-in-Residences each year for three years for a
total of six face-to-face residencies that are each 55 hours. PsyD in School Psychology
learners earn 330 total hours of face-to-face residency teaching experience.

PSY-R8595 Graduate Teaching Instructor Training 5 (non-credit)

During each of the six PsyD School Psychology residencies, doctoral learners act as
graduate teaching instructors at the MS in School Psychology and Specialist Certificate in
School Psychology Year-in-Residence. The Year-in-Residence training experiences provide
labs and workshops in the basic practice proficiencies of the school psychologist
(assessment, ethics, intervention, interviewing, consultation, counseling, report writing,
profile analysis, treatment planning, and supervision skills). The residencies also help
master’s and certificate learners experience interactive support and build camaraderie and
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master’s and certificate learners experience interactive support and build camaraderie and
professional development in the attitudes and behaviors appropriate for school
psychologists and practitioner-scholars. The PsyD School Psychology graduate teaching
instructors assist school psychology faculty in teaching at least two of the School
Psychology Master’s and Certificate Year-in-Residences each year for three years for a
total of six face-to-face residencies that are each 55 hours. PsyD in School Psychology
learners earn 330 total hours of face-to-face residency teaching experience.

PSY-R8596 Graduate Teaching Instructor Training 6 (non-credit)

During each of the six PsyD School Psychology residencies, doctoral learners act as
graduate teaching instructors at the MS in School Psychology and Specialist Certificate in
School Psychology Year-in-Residence. The Year-in-Residence training experiences provide
labs and workshops in the basic practice proficiencies of the school psychologist
(assessment, ethics, intervention, interviewing, consultation, counseling, report writing,
profile analysis, treatment planning, and supervision skills). The residencies also help
master’s and certificate learners experience interactive support and build camaraderie and
professional development in the attitudes and behaviors appropriate for school
psychologists and practitioner-scholars. The PsyD School Psychology graduate teaching
instructors assist school psychology faculty in teaching at least two of the School
Psychology Master’s and Certificate Year-in-Residences each year for three years for a
total of six face-to-face residencies that are each 55 hours. PsyD in School Psychology
learners earn 330 total hours of face-to-face residency teaching experience.

PSY-V6002 Response to Intervention and Functional Behavior Assessment (4 quarter

credits)
Learners in this residency gain skills and techniques related to Response to Intervention
(RTI) introduced as an authority in the identification of specific learning disabilities in the
Disabilities Education Act (IDEA) and Functional Behavior Assessment (FBA). Learners
build skills to implement the RTI framework in local and state education agencies. Learners
also examine and practice skills related to the RTI components for screening students,
monitoring student progress, providing evidence-based interventions, and identifying
students with special learning needs in a collaborative approach. Learners practice
identifying appropriate circumstances and steps for conducting a functional behavioral
assessment (FBA), developing the behavior intervention plan (BIP) and identifying the
individual components of an FBA and BIP, including reviewing standardized assessment
measures and completing FBA and BIP forms. Learners gain skills in synthesizing and
interpreting case study data, and integrate and summarize this data, orally and in writing, to
provide important feedback to school personnel about a student’s challenging behaviors.
Grading for this course is S/NS. Prerequisite(s): PSY7234 and PSY-R6000.
Concurrent registration in PSY5063 recommended. Cannot be fulfilled by transfer.

PSY-V7003 Treatment Planning and Report Writing (5 quarter credits)

In this residency, learners practice skills related to report writing, behavior interventions,
treatment planning, and recommendations. Learners analyze Individualized Education
Programs (IEPs), 504 Plans, and special education identifications. Learners identify the
various sections and characteristics of psychological/psycho-educational reports; examine
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various sections and characteristics of psychological/psycho-educational reports; examine

the principles and skills used to write reports; and engage in report writing practice
sessions, individually with the instructor and in small groups. Learners develop interventions
for students with internalizing and externalizing disorders, social skills training programs for
preschool and adolescent students, and a training curriculum designed to assist parents in
managing their children’s problem behavior. Learners also discuss treatment plan formats
and case examples in groups and work on cases individually. Learners examine and
practice school-appropriate supervision skills and develop the communication and
assertiveness skills needed to facilitate efficient resolution of individual (i.e., student), group
(i.e., class), and school challenges. Learners also examine the ethical principles associated
with the practice of school psychology. Grading for this course is S/NS.
Prerequisite(s): PSY8150 and PSY8331. Cannot be fulfilled by transfer.

PSY-V8303 Professional Development and Socialization (non-credit)

This residency experience is focused on the learner’s development as a
psychologist-in-training and socialization into the profession of psychology. Learners
develop an understanding of program components and requirements; examine appropriate
use of program resources to successfully complete the year; explore professional
organizations to facilitate their professional growth; begin developing a professional
portfolio; and identify and embrace the attitudes and language of professional psychology.
This residency experience is virtual. This residency requirement is associated with
PSY5430.

PSY-V8315 Practicum Readiness Evaluation (non-credit)

This residency experience marks the progression from pre-practicum training to practicum
readiness and includes the Clinical Skills Demonstration, Clinical Knowledge Assessment,
and Professional Portfolio Review. By passing all three parts of this evaluation, learners
demonstrate the skills, knowledge, and attitudes necessary for beginning practicum training.
This residency experience is virtual. This residency requirement is associated with
PSY8371.

PSY-V8925 * Doctoral Project Development – Topic Ideation (3 quarter credits)

In this ten-week virtual residency, learners develop and evaluate proposed topic areas and
theories for their doctoral project. Learners analyze the literature on potential topics to
assess relevance to the discipline and potential methods to use in the doctoral project.
Learners gain an understanding of the writing, research, and critical thinking skills
necessary to complete the final project. Further development of the doctoral project is
determined through a final assessment. This residency includes required synchronous
sessions. For PhD in Psychology learners only. Grading for this course is S/NS.
Prerequisite(s): PSY7115. Cannot be fulfilled by transfer.

In this ten-week virtual residency, learners apply advanced research and writing skills
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PSY-V8926 * Doctoral Project Development – Topic Development (3 quarter credits)

In this ten-week virtual residency, learners apply advanced research and writing skills
through the development of a detailed project framework based on work in prior residencies.
Learners develop a project framework that includes methodological and/or research design,
sampling or participant recruitment plan, intervention plan (if applicable), strategies for data
collection, analysis, and outcomes of the project. Further development of the doctoral
project is determined through an assessment of the project framework, which is finalized
once the learner enters the advanced doctoral stage of the program. This residency
includes required synchronous sessions. For PhD in Psychology learners only. Grading
for this course is S/NS. Prerequisite(s): PSY7868, PSY8625, PSY-V8925.
Cannot be fulfilled by transfer.

PSY-V8927 * Doctoral Project Development – Framework Development (3 quarter

credits)
In this ten-week virtual residency, learners apply advanced research and writing skills
through the development of a detailed project framework based on work in prior residencies.
Learners develop a project framework that includes methodological and/or research design,
sampling or participant recruitment plan, intervention plan (if applicable), strategies for data
collection, analysis, and outcomes of the project. Further development of the doctoral
project is determined through an assessment of the project framework, which is finalized
once the learner enters the advanced doctoral stage of the program. This residency
includes required synchronous sessions. Learners must complete Track 3 prior to
beginning the comprehensive examination phase of the program. For PhD in
Psychology learners only. Grading for this course is S/NS. Prerequisite(s): PSY8658,
PSY-V8926. Cannot be fulfilled by transfer.

PSY5002 Foundations of Theory and Practice for Master’s Psychology Learners †

(5 quarter credits)
In this course, learners acquire the ability to navigate the Capella courseroom and use the
resources that support academic success, including the library and writing center. Learners
identify and practice the academic requirements (including APA style and formatting)
necessary to successfully complete the Master’s degree program in their chosen
specialization; review their specialization’s requirements, associated professional roles and
organizations, and ethics and professional standards; and articulate a professional identity
based on master’s-level psychology training. For MS in Psychology and MS in Clinical
Psychology learners only. Must be taken during the learner’s first quarter. Cannot be
fulfilled by transfer.

PSY5063 Data Based Decision Making (5 quarter credits)

Learners in this course critically evaluate research in order to gain an understanding of the
scientific methods of inquiry and the ethical considerations of research for school
psychologists. Learners develop and apply skills needed to become educated consumers
and creators of research applicable to school psychology settings. Learners also use their
research design skills to analyze and apply research methodologies, validity, reliability, and
other components of scientific research related to school psychology.
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PSY5110 * Ethics and Multicultural Issues in Psychology (5 quarter credits)

In this course, learners analyze multicultural perspectives and factors such as ethnicity,
socioeconomic status, and gender, and their influences on the ethical behavior of
psychology professionals. Learners evaluate and articulate multicultural issues within the
context of different settings and practice applying ethical reasoning principles and standards
within their profession. Prerequisite(s): PSY5002 or PSY8002.

PSY5115 Human Sexuality (5 quarter credits)

This course is an exploration of sexuality within the larger context of human experience,
emphasizing physical and psychosexual development, cultural diversity, health-related
issues, and the application of scientific information to sexual topics and issues. Current
issues include sexual deviation, sexual inadequacy, treatment of sexual problems, trauma,
sexual identity, gender identity, and reproductive health care. Learners examine scholarly
literature related to the implications of these issues and research evidence-based
interventions in human sexuality.

PSY5120 Social Psychology (5 quarter credits)

This course provides an overview of how behavior is shaped and influenced within a social
context. Within this framework, learners analyze interpersonal relationships, social
cognition, social inference, emotion, and personality. Learners review and demonstrate their
knowledge of the social psychology of decision making, attitude formation, and social
attribution as they relate to contemporary issues. Learners also apply social psychological
theory and research to various clinical, educational, and organizational settings.

PSY5125 * Introduction to Sex Therapy (5 quarter credits)

Learners in this course gain an understanding of common sexuality concerns including low
sexual desire, sexual compulsivity, recovery from sexual abuse, and treatment of sex
offenders. Learners analyze strategies for sex therapy and demonstrate competence in
cultural elements associated with sex therapy, taking a sex history, and assessment.
Prerequisite(s): PSY5115.

PSY5130 Career Counseling Theory (5 quarter credits)

This course presents a survey of the history of career counseling, the development of
career counseling theory, and the basic tenets of current vocational psychology. It covers
theories of career development, the relationship between training and vocation, and the
application of career counseling interventions in various settings and among diverse
populations. Learners are encouraged to participate in experiential exercises and
discussion topics that may include disclosing information that is personal.

This course presents current addiction research, clinical trends, and substantive field-
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PSY5135 Issues and Trends in Addiction-Related Treatments (5 quarter credits)

This course presents current addiction research, clinical trends, and substantive field-related
issues. Learners use evidence-based practice and practice-based evidence to examine
ways of identifying and defining substance-related problems and behaviors with addictive
features and to explore pharmacologic and other emerging treatment approaches. Other
course topics include managed care, mental health parity, Internet resources used in
addiction training and treatment, and the changing role of the counselor in the addiction
field.

PSY5140 * Program Evaluation (5 quarter credits)

This course provides an examination of the theories, techniques, methods, and processes of
program evaluation. Learners synthesize knowledge and skills gained from prior coursework
to design a program evaluation, plan its implementation, and communicate the results in
appropriate and effective formats. Prerequisite(s): PSY7864.

PSY5201 * Integrative Project for Master’s Degree in Psychology (5 quarter credits)

In this course, learners demonstrate knowledge, scholarship, and research proficiency in
their chosen psychology specialization by developing a research proposal. As they engage
with a faculty mentor in the preparation of a five-chapter integrative project, learners develop
and demonstrate academic and professional competency in proposing new and original
research, writing and applying for grants, adhering to ethical standards, addressing diversity
and individual variation in psychology, and explaining psychology concepts. For MS in
Psychology learners only. Must be taken during the learner’s final quarter.
Prerequisite(s): All required and elective coursework. Cannot be fulfilled by transfer.

PSY5244 Play Therapy 1: The History and Systems of Play Therapy (5 quarter credits)
In this course, learners examine the historical origins of and rationale for integrating play into
the practice of therapy and discuss the core systems of and approaches to play therapy.
Learners also review the contributions of play to child development and well being
throughout the lifespan. Cannot be fulfilled by transfer.

PSY5246 * Play Therapy 2: Theories and Practices of Play Therapy (5 quarter credits)
Learners analyze the major theories and techniques that inform the applications of play in
therapy using an interdisciplinary approach and emphasizing related research. Learners
investigate key topics such as play materials, developmental and multicultural
considerations, ethical and legal issues, and play therapy for all ages and populations.
Prerequisite(s): PSY5244. Cannot be fulfilled by transfer.

PSY5247 * Child-Centered Play Therapy (5 quarter credits)

In this course, learners examine the historical and theoretical foundations of child-centered
play therapy and the ways in which this approach differs from other forms of play therapy.
Learners practice and evaluate basic child-centered skills and analyze child-centered play
therapy in real-world applications. Prerequisite(s): PSY5244, PSY5246.
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PSY5248 * Filial Play Therapy (5 quarter credits)

Learners in this course study the history, theoretical foundations, research, and practical
applications of filial play therapy. In particular, learners study and prepare to practice filial
therapy in one-on-one situations with caregivers. Learners also evaluate filial therapy from a
family systems perspective, exploring outcomes research that emphasizes the ways in
which parents who are attuned to and understand their children are more easily able to
engage relationally with them in ways that promote the well being of the family as a whole.
Prerequisite(s): PSY5244, PSY5246, PSY5247.

PSY5250 * Play Therapy Supervision Practices (5 quarter credits)

This course introduces learners to the theories, models, principles, and practice of play
therapy supervision. Learners develop ethical and practical skills about standard practices
in supervision and consider their own theoretical orientation in the supervision of play
therapy.Learners examine creative, experiential, and playful supervision practices through
supervisory sessions with other learners.Learners also develop mentoring and facilitating
skills in class and apply them during practice sessions. Prerequisite(s): PSY5244,
PSY5246.

PSY5252 * Applications of Play Therapy (5 quarter credits)

Learners in this course study the theoretical foundations, research, and practical
applications of play therapy in various environments, including schools, groups, and
families. Learners also examine play therapy with a range of populations and explore
associated adaptations of the playroom, therapeutic play therapy models, and play therapy
outcomes research. Prerequisite(s): PSY5244, PSY5246.

PSY5410 History and Systems of Psychology (5 quarter credits)

Learners in this course explore the historical and contemporary schools of psychology and
gain an understanding of what constitutes the profession of psychology and their chosen
specialization. Learners critique primary source material to develop an in-depth
understanding of the evolution of various psychological theories and their implications for
professional practice.

PSY5420 Multicultural Perspectives in Human Behavior (5 quarter credits)

This course is an examination of substantive and theoretical issues concerning the cultural
differences of individuals and groups and their influence on the practice of professional
psychology. Learners explore the role of culture-specific programming, the needs and
values of cultural subgroups, and approaches to providing psychological services to
culturally diverse populations. Learners also critically analyze the interactions of multiple
dimensions of diversity to better understand the ways in which individual differences
contribute to professional psychological practice.
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PSY5430 Ethics and Standards of Professional Practice (5 quarter credits)

In this course, learners critically analyze the ways the psychology profession relates to and
is influenced by ethical principles and codes of conduct and the ways psychologists deliver
various aspects of professional services, including psychotherapy, assessment,
supervision, consulting, research, and teaching, in adherence to these principles and
codes. Learners evaluate the current APA Ethical Principles of Psychologists and Code of
Conduct, and other relevant guidelines, policies, and laws that affect professional
psychology practice, including those impacting the provision of services to special
populations. Learners also explore current ethical issues in professional psychology and
identify effective methods for addressing ethical dilemmas. For PhD in Psychology, PsyD
Clinical Psychology, PsyD in School Psychology, and MS in Clinical Psychology
learners only. There is a residency requirement associated with this course for PsyD
Clinical Psychology learners.

PSY6000 Foundations of Practice for School Psychology Learners (5 quarter credits)

In this course, learners gain an understanding of the School Psychology specialization and
the standards developed for the field by the National Association of School Psychologists
(NASP). Learners formulate a plan to meet program and state requirements for clinical
training, including certification and licensure requirements; ethics and professional
standards, including the NASP practice domains; and the specialization's course
requirements and residency sequence. Learners also assess school psychology skills,
identify networking opportunities, and develop a professional portfolio. For MS and EdS in
School Psychology learners only. Must be taken during the learner’s first quarter.
Cannot be fulfilled by transfer.

PSY6010 Human Prenatal Development (5 quarter credits)

Learners in this course gain an overview of prenatal and postnatal development through the
first three months of life. Learners analyze genetic and reproductive technology and
articulate its impact on families and society. Throughout the course, learners demonstrate
their knowledge of the stages of prenatal development (embryonic and
fetal). Learners investigate various prenatal illnesses and physical problems while
considering the impact of prenatal health disparities. In addition, learners engage with
research, theory, and culturally relevant best practices related to promoting healthy
newborn and infant development.

PSY6015 Lifespan Development (5 quarter credits)

In this course, learners gain and apply knowledge of lifespan development from infancy
through adulthood, including human development processes and milestones while
considering individual and cultural differences. Learners evaluate theories and approaches
for examining human development and analyze human development processes related to
their specialization.

Learners in this course critically evaluate and apply theory and research to child and
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PSY6020 * Topics in Child and Adolescent Development (5 quarter credits)

Learners in this course critically evaluate and apply theory and research to child and
adolescent development issues and current topics. Learners analyze the impact of policy
and legislation in areas such as education, health, mental health, the military, media, and
the economy on child and adolescent developmental outcomes and advocate for issues
related to policy and legislation that improve the lives of children and adolescents.
Prerequisite(s): PSY6010; PSY6025 or PSY6030.

PSY6025 Child Psychology (5 quarter credits)

In this course, learners gain and apply knowledge of the developmental stages of children
from the prenatal period to adolescence. Learners examine how children develop
physically, emotionally, socially, and cognitively, and evaluate and articulate the influences
of family, society, and culture on child and adolescent development. Learners also assess
children’s evolving needs and apply theory and research to recommend appropriate
responses to those needs.

PSY6030 Adolescent Psychology (5 quarter credits)

In this course, learners gain and apply knowledge of the developmental stages from early
adolescence to emerging adulthood. Learners evaluate and articulate the physical,
psychosocial, emotional, sexual, moral, and cognitive changes associated with adolescent
development and examine the ways in which adolescent development is influenced by
family, society, and culture. Learners also assess the evolving needs of adolescents and
apply theory and research in order to recommend appropriate responses to those needs.

PSY6091 * Group Counseling (5 quarter credits)

In this course, learners explore group counseling theories and techniques, the dynamics of
group facilitation and development, and therapeutic movement within groups. Other course
topics include the use of groups across the intervention spectrum (prevention to tertiary),
various group-specific issues, and the integration of developmental theory within group
counseling and co-facilitation. For MS in Clinical Psychology learners only.
Prerequisite(s): PSY-R6313.

PSY6092 Counseling Skills and Procedures (5 quarter credits)

This course provides an introduction to the fundamental skills and core conditions
associated with effective counseling practice, from development of the therapeutic alliance
through termination. For MS in Clinical Psychology learners only.

PSY6095 Theories of Counseling and Psychotherapy (5 quarter credits)

This course provides an overview of foundational counseling and psychotherapy theories
and research-based practice. Throughout the course, learners examine various schools of
therapeutic intervention; their underlying theoretical assumptions; and their historical,
cultural, and ethical context, with an emphasis on the application of current theory in a
variety of clinical populations.
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PSY6100 * Introduction to Educational Psychology (5 quarter credits)

Learners in this course identify and describe the principles of learning, motivation, and
assessment necessary to teach educational psychology. Throughout the course, learners
examine specific strategies used to enhance pedagogy, curriculum design and adaptation,
and learner performance. Prerequisite(s): PSY5002 or PSY8002.

PSY6110 Learning Theories in Psychology (5 quarter credits)

Learners investigate the concepts and principles of learning theory and its sub-processes,
especially those associated with cognition. Learners evaluate and articulate major learning
theories, practice applying these learning theories and their associated processes to
teaching, and analyze the effects of various behavioral and cognitive sub-processes on
learning.

PSY6210 Introduction to Psychopathology (5 quarter credits)

In this course, learners examine the assessment, diagnosis, and treatment of various forms
of psychopathology throughout the lifespan. Learners review the etiology of
psychopathology; examine theories and research of psychopathology; and explore current
methods of psychological interviewing, assessment, diagnosis, and treatment. Learners
also discuss the politics of mental disorders, emerging diagnoses, and ethical and
multicultural issues associated with psychopathology.

PSY6391 * Master’s Practicum 1 (5 quarter credits)

This is the first course in a sequence of two required practicum courses during which
learners fulfill 600 required practicum hours. Learners receive supervised master’s-level
training in psychological testing, interviewing, assessment, intervention, consultation, and
applied research in a setting chosen by the learner. Learners analyze psychological
assessment using the current DSM and investigate treatment planning, case
documentation, working with specific clinical populations, and their clinical strengths and
limitations. For MS Clinical Counseling learners only. Prerequisite(s): PSY5110,
PSY5130, PSY6015, PSY6091, PSY6095, PSY6210, PSY7610, PSY-R6230, PSY-R6313
with a cumulative GPA of 3.0 or better. Approval of practicum application. All
application materials must be received by the first day of the quarter preceding the
quarter of the proposed start date. Refer to the current manual for further details.
Cannot be fulfilled by transfer.

PSY6400 * Master’s Internship Series (5 quarter credits)

The master’s internship series is a series of courses learners take to continue fulfilling the
minimum of 600 onsite hours of clinical training required of learners in the MS Clinical
Counseling specialization. Learners receive supervised, master’s-level professional
psychology training at an internship site and engage in concurrent online course activities
that monitor their internship experience. Throughout the course, learners engage in an
in-depth examination of various psychological disorders, mental health concerns, and
treatments and continue to strengthen their knowledge of recent research and practice
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treatments and continue to strengthen their knowledge of recent research and practice
literature, with particular emphasis on the current Diagnostic and Statistical Manual of Men
tal Disorders. For MS Clinical Counseling learners only. Prerequisites(s): PSY6391
with a cumulative GPA of 3.0 or better. Approval of practicum and internship
application. All application materials must be received by the first day of the quarter
preceding the learner’s proposed start date. Refer to the current manual for
additional requirements and further details. Cannot be fulfilled by transfer.

PSY6401 * Master’s Internship Series (5 quarter credits)

The master’s internship series is a series of courses learners take to continue fulfilling the
minimum of 600 onsite hours of clinical training required of learners in the MS Clinical
Counseling specialization. Learners receive supervised, master’s-level professional
psychology training at an internship site and engage in concurrent online course activities
that monitor their internship experience. Throughout the course, learners engage in an
in-depth examination of various psychological disorders, mental health concerns, and
treatments and continue to strengthen their knowledge of recent research and practice
literature, with particular emphasis on the current Diagnostic and Statistical Manual of
Mental Disorders. For MS Clinical Counseling learners only.
Prerequisites(s): PSY6391 with a cumulative GPA of 3.0 or better. Approval of
practicum and internship application. All application materials must be received by
the first day of the quarter preceding the learner’s proposed start date. Refer to the
current manual for additional requirements and further details. Cannot be fulfilled by
transfer.

PSY6402 * Master’s Internship Series (5 quarter credits)

The master’s internship series is a series of courses learners take to continue fulfilling the
minimum of 600 onsite hours of clinical training required of learners in the MS Clinical
Counseling specialization. Learners receive supervised, master’s-level professional
psychology training at an internship site and engage in concurrent online course activities
that monitor their internship experience. Throughout the course, learners engage in an
in-depth examination of various psychological disorders, mental health concerns, and
treatments and continue to strengthen their knowledge of recent research and practice
literature, with particular emphasis on the current Diagnostic and Statistical Manual of
Mental Disorders. For MS Clinical Counseling learners only.
Prerequisites(s): PSY6391 with a cumulative GPA of 3.0 or better. Approval of
practicum and internship application. All application materials must be received by
the first day of the quarter preceding the learner’s proposed start date. Refer to the
current manual for additional requirements and further details. Cannot be fulfilled by
transfer.

PSY6403 * Master’s Internship Series (5 quarter credits)

The master’s internship series is a series of courses learners take to continue fulfilling the
minimum of 600 onsite hours of clinical training required of learners in the MS Clinical
Counseling specialization. Learners receive supervised, master’s-level professional
psychology training at an internship site and engage in concurrent online course activities
that monitorand
treatments their internship
continue experience.their
to strengthen Throughout theofcourse,
knowledge recent learners
researchengage in an
and practice
in-depth examination of various psychological disorders, mental health concerns, and
Volume 21-22 No. 2
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treatments and continue to strengthen their knowledge of recent research and practice
literature, with particular emphasis on the current Diagnostic and Statistical Manual of
Mental Disorders. For MS Clinical Counseling learners only.
Prerequisites(s): PSY6391 with a cumulative GPA of 3.0 or better. Approval of
practicum and internship application. All application materials must be received by
the first day of the quarter preceding the learner’s proposed start date. Refer to the
current manual for additional requirements and further details. Cannot be fulfilled
by transfer.

PSY6404 * Master’s Internship Series (5 quarter credits)

The master’s internship series is a series of courses learners take to continue fulfilling the
minimum of 600 onsite hours of clinical training required of learners in the MS Clinical
Counseling specialization. Learners receive supervised, master’s-level professional
psychology training at an internship site and engage in concurrent online course activities
that monitor their internship experience. Throughout the course, learners engage in an
in-depth examination of various psychological disorders, mental health concerns, and
treatments and continue to strengthen their knowledge of recent research and practice
literature, with particular emphasis on the current Diagnostic and Statistical Manual of
Mental Disorders. For MS Clinical Counseling learners only.
Prerequisites(s): PSY6391 with a cumulative GPA of 3.0 or better. Approval of
practicum and internship application. All application materials must be received by
the first day of the quarter preceding the learner’s proposed start date. Refer to the
current manual for additional requirements and further details. Cannot be fulfilled
by transfer.

PSY6405 * Master’s Internship Series (5 quarter credits)

The master’s internship series is a series of courses learners take to continue fulfilling the
minimum of 600 onsite hours of clinical training required of learners in the MS Clinical
Counseling specialization. Learners receive supervised, master’s-level professional
psychology training at an internship site and engage in concurrent online course activities
that monitor their internship experience. Throughout the course, learners engage in an
in-depth examination of various psychological disorders, mental health concerns, and
treatments and continue to strengthen their knowledge of recent research and practice
literature, with particular emphasis on the current Diagnostic and Statistical Manual of
Mental Disorders. For MS Clinical Counseling learners only.
Prerequisites(s): PSY6391 with a cumulative GPA of 3.0 or better. Approval of
practicum and internship application. All application materials must be received by
the first day of the quarter preceding the learner’s proposed start date. Refer to the
current manual for additional requirements and further details. Cannot be fulfilled
by transfer.

PSY6406 * Master’s Internship Series (5 quarter credits)

The master’s internship series is a series of courses learners take to continue fulfilling the
minimum of 600 onsite hours of clinical training required of learners in the MS Clinical
Counseling specialization. Learners receive supervised, master’s-level professional
psychology training at an internship site and engage in concurrent online course activities
that monitor their internship experience. Throughout the course, learners engage in an
in-depth examination of various psychological disorders, mental health concerns, and
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treatments and continue to strengthen their knowledge of recent research and practice
literature, with particular emphasis on the current Diagnostic and Statistical Manual of
Mental Disorders. For MS Clinical Counseling learners only.
Prerequisites(s): PSY6391 with a cumulative GPA of 3.0 or better. Approval of
practicum and internship application. All application materials must be received by
the first day of the quarter preceding the learner’s proposed start date. Refer to the
current manual for additional requirements and further details. Cannot be fulfilled
by transfer.

PSY6407 * Master’s Internship Series (5 quarter credits)

The master’s internship series is a series of courses learners take to continue fulfilling the
minimum of 600 onsite hours of clinical training required of learners in the MS Clinical
Counseling specialization. Learners receive supervised, master’s-level professional
psychology training at an internship site and engage in concurrent online course activities
that monitor their internship experience. Throughout the course, learners engage in an
in-depth examination of various psychological disorders, mental health concerns, and
treatments and continue to strengthen their knowledge of recent research and practice
literature, with particular emphasis on the current Diagnostic and Statistical Manual of
Mental Disorders. For MS Clinical Counseling learners only.
Prerequisites(s): PSY6391 with a cumulative GPA of 3.0 or better. Approval of
practicum and internship application. All application materials must be received by
the first day of the quarter preceding the learner’s proposed start date. Refer to the
current manual for additional requirements and further details. Cannot be fulfilled
by transfer.

PSY6408 * Master’s Internship Series (5 quarter credits)

The master’s internship series is a series of courses learners take to continue fulfilling the
minimum of 600 onsite hours of clinical training required of learners in the MS Clinical
Counseling specialization. Learners receive supervised, master’s-level professional
psychology training at an internship site and engage in concurrent online course activities
that monitor their internship experience. Throughout the course, learners engage in an
in-depth examination of various psychological disorders, mental health concerns, and
treatments and continue to strengthen their knowledge of recent research and practice
literature, with particular emphasis on the current Diagnostic and Statistical Manual of
Mental Disorders. For MS Clinical Counseling learners only.
Prerequisites(s): PSY6391 with a cumulative GPA of 3.0 or better. Approval of
practicum and internship application. All application materials must be received by
the first day of the quarter preceding the learner’s proposed start date. Refer to the
current manual for additional requirements and further details. Cannot be fulfilled
by transfer.

PSY6409 * Master’s Internship Series (5 quarter credits)

The master’s internship series is a series of courses learners take to continue fulfilling the
minimum of 600 onsite hours of clinical training required of learners in the MS Clinical
Counseling specialization. Learners receive supervised, master’s-level professional
psychology training at an internship site and engage in concurrent online course activities
that monitor their internship experience. Throughout the course, learners engage in an
in-depth examination of various psychological disorders, mental health concerns, and
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treatments and continue to strengthen their knowledge of recent research and practice
literature, with particular emphasis on the current Diagnostic and Statistical Manual of
Mental Disorders. For MS Clinical Counseling learners only.
Prerequisites(s): PSY6391 with a cumulative GPA of 3.0 or better. Approval of
practicum and internship application. All application materials must be received by
the first day of the quarter preceding the learner’s proposed start date. Refer to the
current manual for additional requirements and further details. Cannot be fulfilled by
transfer.

PSY6505 * Principles of Family Psychology (5 quarter credits)

This course is an exploration of family psychology focused on family systems theory,
research, and models. Learners examine the emotions, thoughts, and behaviors of
individual family members and the structure and function of the family system as a whole.
Learners also study styles of family interaction, family boundaries, family roles, and the
family lifecycle. Prerequisite(s): PSY6015.

PSY6710 Principles of Industrial/Organizational Psychology (5 quarter credits)

In this course, learners identify and confirm theories and research of industrial
/organizational psychology. Learners examine and explain the various psychological
constructs affecting individuals, groups, teams, and organizations in the workplace and
assess diversity and ethical principles as they relate to decision-making processes.
Learners also evaluate the differences between industrial and organizational psychology
and implement various assessment methods, models, and interventions applicable across
workplace settings.

PSY6720 Psychology of Leadership (5 quarter credits)

This course provides a comprehensive review of leadership theories and factors, including
leader development, leadership styles, and multicultural issues relevant to leadership in
various settings. Learners research and evaluate leadership principles and apply
leadership theory to clinical, counseling, educational, organizational, and sports settings.
Learners examine case studies; investigate and evaluate the processes and best practices
of leader development; analyze their own leadership strengths; and relate this knowledge
to their professional practice.

PSY6730 Consultation Psychology (5 quarter credits)

Learners in this course evaluate current theories of psychological consultation and analyze
the variety of roles and interventions that engage psychological consultants in an applied
setting. Learners examine psychological consultants’ contributions to clinical, educational,
industrial, and organizational settings and demonstrate the competencies required to
evaluate and conduct psychological consultative services through applied case work,
practice, and self-appraisal. Other course topics include consultation ethics, models of
consultation research, and the dynamics of the consultant-client relationship.
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PSY6740 Industrial/Organizational Psychology Practices in Human Resource

Management (5 quarter credits)
Learners in this course analyze psychologically based methods, tools, and practices used in
industrial/organizational psychology, including needs assessment, personnel selection, job
analysis, performance management and appraisal, organizational functioning, motivation,
training, and management, in the context of their application to human resource
management. Learners identify the underlying psychological theories, research, and
approaches related to human resource management and synthesize these theories and
research to develop evidence-based application grounded in science and scholarship.
Throughout the course, learners gain and demonstrate a working knowledge of
organizational systems and culture.

PSY6810 * Principles of Sport Psychology (5 quarter credits)

Learners in this course apply psychological theories to explain and improve sport
performance. Learners evaluate the implications of new research for professional practice
in sport psychology and explore the ways in which they can meet the unique needs of
diverse participants through customized coaching strategies. In particular, learners examine
personality, attention, anxiety, arousal and arousal adjustment strategies,
cognitive-behavioral intervention, causal attribution, motivation, and self confidence.
Prerequisite(s): PSY6110.

PSY6820 * Performance Enhancement in Sports (5 quarter credits)

Learners in this course examine the mechanisms athletes use to exceed their perceived
physical and mental limitations. In addition, learners apply performance enhancement
theories and techniques to help clients improve athletic performance. Topics include
strategies such as visualization, meditation, hypnosis, autogenic training, biofeedback, and
progressive relaxation. Prerequisite(s): PSY6810.

PSY6830 * Applied Sport Psychology (5 quarter credits)

Learners in this course acquire and demonstrate the knowledge, skills, and abilities needed
to apply fundamental sport psychology concepts to their chosen profession. Learners
consider ethical issues, their personal approach to sport psychology practice, and ways to
use research to inform their work. Learners also examine the significance of working with
diverse populations and expanding their areas of expertise. Prerequisite(s): PSY6820.

PSY6840 * Current Issues in Sport Psychology (5 quarter credits)

In this course, learners critically analyze the research, theories, and practices of sport
psychology. Learners examine current issues in sports and determine ways to ethically and
professionally apply sport psychology practices to educate sports participants and to
improve the performance of athletes. Prerequisite(s): PSY6820.
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PSY6910 * Psychology and the Law (5 quarter credits)

Learners investigate the fundamental theoretical, empirical, and ethical bases of forensic
psychology and prepares learners for the advanced practical training covered in PSY6920
and PSY6930. Learners develop forensic assessment methodology skills and study
psychology’s role in the judicial system, the differences between clinical and forensic
psychological practice, and parameters of ethical practice in forensic psychology. Learners
also analyze the basic functions of forensic practice in civil, criminal, juvenile, and family law
contexts and basic principles of testimony. Prerequisite(s): PSY6210

PSY6920 * Techniques of Forensic Practice (5 quarter credits)

The primary focus of PSY6920 is on the methodology and mechanics for performing
different forensic activities including training in methodology. The course also focuses on
practical applications and skill-building in different forensic practice areas. The course
presents forensic evaluation methodologies including competency to stand trial, insanity
defense, child custody, fitness to parent, mitigating defenses, and recidivism. Evaluating
malingering and understanding the guidelines for ethical practice are emphasized
throughout the course. Prerequisite(s): PSY6910.

PSY6930 * Current Issues and Trends in Forensic Practice (5 quarter credits)

Learners in this course analyze current forensic psychology issues and examine appropriate
application of scientific methods to forensic situations. Topics include eye-witness
identification, legal decision making, forensic assessment and reporting, criminal defenses,
profiling, polygraphy, risk assessment, jury composition, scientific jury selection, and other
selected topics of interest to both the psychology and legal fields.
Prerequisite(s): PSY6210, PSY6910, PSY6920.

PSY7115 Research Foundations of History and Systems in Psychology (5 quarter

credits)
Learners in this course explore historical and contemporary schools of thought such as
behavioral, humanistic, and psychodynamic psychology. In particular, learners begin the
process of becoming independent researchers by developing a dissertation topic that is
appropriate for their specialization and aligned with foundational theories within their chosen
school of thought. For PhD learners in Psychology only. Cannot be fulfilled by transfer.

PSY7120 School Psychology Practicum (4 quarter credits)

In this practicum course, learners fulfill 300 required practicum hours in a supervised school
setting during one academic quarter. Under the guidance of an experienced school
psychologist supervisor, learners observe and participate in the daily life of a school setting.
Learners apply the academic and clinical knowledge and skills gained during the program,
analyze their experiences, and compare them to best practices in the field. Learners also
identify their school setting’s strengths and weaknesses, the challenges associated with
meeting the needs of the students and families it serves, and ways in which their school
setting ensures comprehensive service delivery. For EdS in School Psychology learners
only. Special permission is required for registration. Grading for this course is S
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only. Special permission is required for registration. Grading for this course is S/NS.
Prerequisite(s): A cumulative GPA of 3.0 or better. PSY8150, PSY8235, PSY8331,
PSY8335, PSY8337, PSY8338, PSY-V7003, and PSY-R7004. Cannot be fulfilled by
transfer.

PSY7121 School Psychology Internship † (4 quarter credits)

This course is taken to fulfill 1,200 required internship hours in a supervised school setting
during one academic year. Learners integrate and apply knowledge and skills that reflect
professional field standards and participate in formative and summative performance-based
evaluations of their work. Successful completion of the internship is contingent upon
passing the final portfolio review that demonstrates proficiency of program competencies.
For EdS in School Psychology learners only. Special permission is required for
registration. Grading for this course is S/NS. Prerequisite(s): PSY7120. Cannot be
fulfilled by transfer.

PSY7233 * Psychological Assessments for School Psychologists 1 (5 quarter credits)

In this course, learners develop the skills needed to correctly administer, score, and
interpret norm referenced intelligence tests (verbal and non-verbal) while simultaneously
considering various diagnostic issues present within multiculturally diverse school
populations and reflecting the established standards of educational and psychological
testing. Learners examine measurement and measurement tools, including instruments
used to assess cognitive function and intelligence; synthesize norm-referenced
assessments with observational assessments to develop recommendations for
research-supported interventions; and create audience-appropriate psychological reports.
For MS, EdS, and PsyD in School Psychology learners only. Test kits are required
and are available for loan at psytestkits@capella.edu. Prerequisite(s): PSY7610.

PSY7234 * Psychological Assessments for School Psychologists 2 (5 quarter credits)

In this course, learners further develop the skills needed to correctly administer, score, and
interpret norm-referenced intelligence tests (verbal and non-verbal), achievement tests, and
adaptive functioning while simultaneously considering various diagnostic issues present
within multiculturally diverse school populations and reflecting the established standards of
educational and psychological testing. Learners examine measurement and measurement
tools, including instruments used to assess cognitive function and intelligence, achievement,
and adaptive functioning; synthesize norm-referenced assessments with observational
assessments to develop recommendations for research-supported interventions; and create
audience-appropriate psychological reports. For MS, EdS, and PsyD in School
Psychology learners only. Test kits are required and are available for loan at
psytestkits@capella.edu. Prerequisite(s): PSY7233.

PSY7240 Adult Psychology (5 quarter credits)

Learners in this course analyze major contemporary theories and research on continuity
and change from late adolescence through the end of life. Throughout the course, learners
apply models and approaches for delivering psychological services to adults in a variety of
settings and contexts, including in the workplace, within family, and in social relationships,
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settings and contexts, including in the workplace, within family, and in social relationships,
in order to help those adults negotiate life transitions and increase their psychological
well-being and longevity.

PSY7305 Organizational Behavior Management (5 quarter credits)

In this course, learners describe the field of organizational behavior management and its
relationship to the science of behavior analysis. Learners synthesize research in the field of
organizational behavior management. Throughout the course, learners apply basic
assessment techniques and develop interventions commonly used in the field of
organizational behavior management. For PhD Behavior Analysis learners only. Cannot
be fulfilled by transfer.

PSY7306 Education and Teaching in Applied Behavior Analysis (5 quarter credits)

In this course, learners examine the theories of behavior analysis and how they influence
teaching and educational programs. Learners synthesize research related to teaching skills
in the field of behavior analysis, and explore how they will use principles from theory and
research to inform their teaching. For PhD Behavior Analysis learners only. Cannot be
fulfilled by transfer.

PSY7310 Biological Basis of Behavior (5 quarter credits)

This course is an introduction to physiological psychology and associated topics, including
genetics, functional neuroanatomy, and physiology. Learners develop and demonstrate an
understanding of brain functioning; sensory systems; attention, memory, perception, and
language mechanisms; and the effects of neurotransmitters on human behavior. Learners
also identify the relationship between brain functions and behavioral disorders and analyze
current physiological psychology research, ethics, and the implications of culture and
diversity on field-related issues.

PSY7320 * Advanced Biological Psychology (5 quarter credits)

Learners in this course examine the biological factors related to psychopathology. The
course emphasizes research problems and methods currently being explored in biological
psychology. Topics include the role of genetic factors in psychopathology, the influence of
physical and emotional trauma on brain function, biological considerations in treatment
planning, addictive phenomena, and other clinically relevant subjects.
Prerequisite(s): PSY7310. Learners in the PsyD in School Psychology degree
program are exempt from this prerequisite. Cannot be fulfilled by transfer.

PSY7330 Psychopharmacology (5 quarter credits)

Learners in this course explore the behavioral and therapeutic effects of psychoactive
drugs. Course topics include synaptic transmission, behavioral role of specific
neuromodulatory systems, pharmacological treatment of mental and neurological disorders,
addiction, the various side effects of psychoactive drugs, and how these may interact with
key characteristics such as age or general health. Drug effects on learning, creativity,
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key characteristics such as age or general health. Drug effects on learning, creativity,
memory, sleep, perception, and sexual functioning receive special attention. Learners also
examine the efficacy of treating patients with a combination of psychotherapy and
psychotropic medications for a number of diagnosed mental disorders including depression,
bipolar disorder, anxiety, obsessive compulsive behavior, schizophrenia, and childhood
disorders.

PSY7336 Organization and Operation of the School (5 quarter credits)

Learners in this course focus on mastering the general education, special education, and
other educational and related skills school psychologists need to be effective in their
schools. Learners conduct a systems analysis of schools and other settings to determine
how best to collaborate with individuals and groups in developing and maintaining policies
and practices that foster effective, supportive, and safe learning environments.

PSY7415 * Treating Substance Use Disorders: An Overview (5 quarter credits)

This course provides an overview of treatment for substance use disorders, including basic
assessment and diagnostic issues. Learners study individual, group, and family-based
treatments, as well as triage issues related to the use of inpatient, outpatient, and self-help
approaches. Learners also examine ways the community and other resources can address
substance-related behavior and analyze current trends and changes in service delivery.
Prerequisite(s): PSY6210, PSY7330.

PSY7421 Cognitive/Affective Psychology (5 quarter credits)

Learners in this course apply their knowledge of theoretical foundations and the basic
principles and models of cognitive/affective psychology to mental processes, such as how
individuals acquire, process, and store information; how they think, perceive, remember,
and learn; and how they experience feelings, moods, and emotions. Learners also
demonstrate the ways in which the integration of cognition and affect influence an
individual’s behavior.

PSY7422 Motivation (5 quarter credits)

In this course, learners study major motivation theories, principles, and research findings in
order to understand the complexities of motivational processes. Learners then use
examples of motivational processes as applied in educational settings to propose ways of
facilitating motivation within those settings. Learners also examine the role their beliefs,
cognitions, emotions, and values play in achievement situations.

This course is an examination of personality development from the perspective of several

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PSY7510 Psychology of Personality (5 quarter credits)

This course is an examination of personality development from the perspective of several
theoretical orientations: psychodynamic, humanistic/ existential, dispositional, and learning
theory. Learners analyze and evaluate these theories and consider how other factors such
as culture and gender contribute to personality development. This course also allows
learners to apply personality theory to their professional practice.

PSY7530 Psychology of Group Dynamics (5 quarter credits)

This course provides a foundational understanding of group development, processes, and
behaviors. Learners evaluate current group psychology theory and research and identify
the elements of effective groups to gain an understanding of the psychology of group
dynamics. Topics include group formation and structure, power and influence, performance
and decision making, leadership, followership, and conflict in group dynamics.

PSY7610 Tests and Measurements (5 quarter credits)

Learners investigate essential concepts, principles, applications, and social and theoretical
issues of psychological testing. Learners gain understanding in the construction of tests;
analyze the development and use of tests in measuring aptitudes, achievement, attitudes,
interests, and personality; and identify underlying theories of various tests. Learners
analyze the characteristics desired in psychological and educational tests, with particular
emphasis on reliability and validity, and evaluate best practices and professional standards
for educational and psychological testing, including test bias and fairness. In addition,
learners assess the role of technology in delivery, administration, scoring, and interpretation
of tests.

PSY7660 * Survey Construction and Administration (5 quarter credits)

Learners in this course explore the conceptual and applied aspects of survey construction
and administration processes. Course topics include comparative study designs
(crosssections versus panels); sampling techniques; data collection procedures and
methods (face-to-face, telephone, paper, and Internet); survey question design that
accurately measures behavior, attitude, and personality; data processing and analysis;
results reporting; ethics of surveys; causal inference; and survey critiques.
Prerequisite(s): PSY7864.

PSY7708 Basic Foundations in Applied Behavior Analysis (5 quarter credits)

In this course, learners gain an understanding of the basic foundations, philosophy, and
concepts underlying the science of behavior analysis. Learners differentiate between
therapeutic approaches that are behavior-analytic and those that are not. Learners acquire
knowledge of the basic principles and analyze behavior and environmental events
surrounding the occurrence of behavior. Cannot be fulfilled by transfer.

In this course, learners further examine the concepts underlying the science of behavior
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PSY7709 * Advanced Concepts in Applied Behavior Analysis (5 quarter credits)

In this course, learners further examine the concepts underlying the science of behavior
analysis. Learners discern the different types of antecedents and consequences that effect
behavior. Learners practice speaking in the scientific terminology used in the science of
behavior analysis. Learners also gain a basic understanding of Skinner’s analysis of verbal
behavior. Prerequisite(s): Completion of or concurrent registration in PSY7708.
Cannot be fulfilled by transfer.

PSY7710 * Ethics in Applied Behavior Analysis (5 quarter credits)

In this course, learners gain knowledge about the Professional and Ethical Compliance
Code for Behavior Analysts. Learners practice navigating ethical dilemmas commonly
encountered in the practice of behavior analysis. Learners gain perspective on how to
weight risks and benefits associated with the implementation of behavior change
procedures. Prerequisite(s): Completion of or concurrent registration in PSY7709.
Cannot be fulfilled by transfer.

PSY7711 * Measurement and Research in Applied Behavior Analysis (5 quarter

credits)
In this course, learners gain knowledge on measurement, data display, and experimental
methods commonly used in applied behavior analysis. Learners distinguish the different
types of measurement that may be used and determine the conditions under which certain
types should be used. Learners gain knowledge about single-subject design as well as
different types of research methods used in behavior analysis. Prerequisite(s): PSY7708,
PSY7709, completion of or concurrent registration in PSY7710. Cannot be fulfilled by
transfer.

PSY7712 * Behavior Analytic Assessments (5 quarter credits)

Learners apply and gain knowledge of the full range of assessment based approaches in
behavior analysis. Learners gain knowledge on how to assess client's preferences, needs,
and skill strengths and deficits. Learners practice conducting functional behavior
assessments and analyzing results of these assessments to determine functions of
behavior. PSY7713 must be taken the quarter immediately following PSY7712.
Prerequisite(s): PSY7710, completion of or concurrent registration in PSY7711.
Cannot be fulfilled by transfer.

PSY7713 * Behavior Analytic Interventions (5 quarter credits)

In this course, learners apply techniques of behavior change to behaviors of social
significance. Learners gain knowledge on how to design behavior change systems given
results of behavior assessments. Learners also gain knowledge on how to design these
systems to ensure continued maintenance and generalization of skills. PSY7713 must be
taken the quarter immediately following PSY7712. Prerequisite(s): PSY7711,
PSY7712. Cannot be fulfilled by transfer.
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PSY7714 * Supervision and Management in Applied Behavior Analysis (5 quarter

credits)
In this course, learners apply evidenced-based supervision practices to the supervision of
behavior-analytic programs. Learners gain knowledge on how to apply behavior change
procedures. Learners apply Skinner’s analysis of verbal behavior to create behavior change
programs to address verbal behavior. Prerequisite(s): PSY7712, completion of or
concurrent registration in PSY7713. Cannot be fulfilled by transfer.

PSY7715 * Applied Behavior Analysis Capstone (5 quarter credits)

In this course, learners demonstrate knowledge, scholarship, and research proficiency in
Applied Behavior Analysis. Learners demonstrate their understanding of ethical and
professional conduct and basic concepts and principles in behavior analysis. Learners
apply assessment techniques, implement behavior-analytic methods, and determine their
effectiveness. Learners demonstrate their ability to evaluate research findings by
synthesizing research and drafting an experimental outline around a behavior analytic topic
of their choice. Prerequisite(s): Completion of all required coursework, PSY7713,
PSY7714. Cannot be fulfilled by transfer.

PSY7860 Survey of Research Methods (4 quarter credits)

Learners in this course critically evaluate research in order to gain an understanding of the
scientific methods of inquiry and the ethical considerations of research. Learners develop
and apply skills needed to become educated consumers and creators of research. Learners
also use their research design skills to analyze and apply research methodologies, validity,
reliability and other components of scientific research related to their field of interest.
Learners may only earn credit for PSY7860 or RSCH7860.

PSY7864 Quantitative Design and Analysis (4 quarter credits)

In this course, learners investigate the fundamental concepts needed to conduct
quantitative research. Learners examine and apply quantitative research techniques;
appropriate applications of quantitative research; research design, measurement, and
analysis, and their associated interdependencies; variable types and levels of
measurement; sampling; descriptive and inferential statistics; and hypothesis testing.
Learners define the strengths and limitations of descriptive statistics, analyze the
quantitative scales of measurement, review the logic of probability and null hypothesis
testing, and leverage technology when applicable. Learners also determine the steps
necessary to ensure human subjects protection, and consider methodological adaptations
when conducting research with vulnerable and diverse populations. Learners may only
earn credit for PSY7864 or RSCH7864.

PSY7868 Qualitative Design and Analysis (4 quarter credits)

Learners in this course assess the fundamental concepts needed to conduct qualitative
research. Learners practice qualitative research techniques; appropriate applications of
qualitative research; the strengths and weaknesses of qualitative research design,
sampling, and analysis and their associated interdependencies; and leverage technology
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sampling, and analysis and their associated interdependencies; and leverage technology
when applicable. Learners also determine the steps necessary to ensure human subjects
protection, and consider methodological adaptations when conducting research with
vulnerable and diverse populations. Learners may only earn credit for PSY7868 or
RSCH7868. Cannot be fulfilled by transfer.

PSY8001 Orientation to Professional Psychology (5 quarter credits)

In this course, learners improve their ability to navigate the virtual campus and become
familiar with library, career center, and writing center resources. Learners identify the
educational steps necessary for successfully completing the doctoral degree program;
review their specialization’s requirements, associated professional roles and organizations,
and ethics and professional standards; and articulate a professional identity based on
doctoral-level psychology training. For PsyD Clinical Psychology and PsyD School
Psychology learners only. Must be taken during the learner’s first quarter. Cannot be
fulfilled by transfer.

PSY8002 Foundations of Theory and Practice for Doctoral Psychology Learners

(5 quarter credits)
In this course, learners improve their ability to navigate the virtual campus and become
familiar with library, career center, and writing center resources. Learners identify the
educational steps and requirements necessary for successfully completing the doctoral
degree program in their chosen specialization; review their specialization’s requirements,
associated professional roles and organizations, and ethics and professional standards;
and articulate a professional identity based on doctoral-level psychology training. For PhD
in Psychology learners only. Must be taken during the learner’s first quarter. Cannot
be fulfilled by transfer.

PSY8100 * Principles of Educational Psychology (5 quarter credits)

This course is an examination of current issues, theories, models, and research design
methods in the educational psychology field. Throughout the course, learners evaluate
principles of learning, motivation, and assessment design strategies used to create
curriculum that is designed to enhance pedagogy, adaptation, and learner performance.
Prerequisite(s): PSY5002 or PSY8002.

PSY8110 The Psychology of Teaching (5 quarter credits)

Learners in this course examine the psychological basis of postsecondary instruction in
psychology and other social sciences. Learners study both face-to-face and online higher
education learning environments for students 18 years and older. Topics include evaluation
of effective teaching and assessment strategies, and consideration of classroom
management practices. Learners analyze how culturally competent teaching practices and
instructional decision-making impact student learning. Additionally, learners examine
special student populations including adult learners. Learners also assess their own
professional skills and self-efficacy.
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PSY8130 Adult Learner in the Classroom (5 quarter credits)

This course is a critical appraisal of the theories, research, and fundamental tenets
associated with the education of adult learners. In particular, learners examine adult
learning theories associated with cognition, intelligence, and motivation; the influences of
technology, culture, community, and society on adult learners; effective instructional and
assessment methodologies appropriate for adult learners in traditional, distance, and hybrid
environments; and strategies for effectively communicating and building positive
professional relationships with adult learners.

PSY8150 Exceptional Children in the Classroom (5 quarter credits)

In this course, learners examine different disabling conditions in children and adolescents
and study their theoretical perspectives, characteristics, etiology, assessment, and
remediation. Learners also explore recent trends in the field, research-based interventions,
and the predominant special education law that impacts the practice of school psychology.

PSY8170 * Principles of Instructional Design (5 quarter credits)

Learners in this course gain an understanding of core instructional design concepts by
applying research-based learning science to effective instructional design in multiple
learning contexts. Learners explore the intersection of instructional design and learning
theory and assess the effectiveness of the instructional design process to achieve learning
outcomes. Learners also make curriculum decisions that incorporate fundamental elements
of instructional design across a spectrum of educational environments.

PSY8212 Childhood Mental Health, Counseling, and Crisis Intervention/Prevention

(5 quarter credits)
This course introduces learners to the diagnostic schema used with children and
adolescents in mental health and school psychology professions. Learners examine the
DSM-5, focusing on developing mastery of diagnostic criteria for childhood disorders and
applying this criteria to case studies, methodology, research, historical, and political
aspects of diagnosis. Learners consider alternatives to the current diagnostic system in
order to develop comprehensive counseling plans, and identify crisis prevention and
intervention models used within the educational setting.

PSY8220 * Advanced Psychopathology (5 quarter credits)

In this course, learners examine theory and research associated with major psychological
disorders, from the most common diagnostic concerns to dual diagnoses, comorbidity, and
psycho-medical issues. Learners examine the concepts of psychopathology throughout the
lifespan, then transition from studying DSM-5 concepts and terminology to evaluating
clinical assessment and treatment situations. In particular, learners familiarize themselves
with ways to apply theoretical concepts in a professional clinical setting while displaying
sensitivity to ethical and diversity issues. Other course topics include the issues of

“empirically validated” versus “evidence based” practice, the interaction of social and
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“empirically validated” versus “evidence based” practice, the interaction of social and
biological factors in etiology and treatment, and the interaction between complex Axis I and
II disorders. For PsyD, MS Clinical Psychology, and MS Counseling Psychology
learners only. There is a residency requirement associated with this course for PsyD
Clinical Psychology learners. Prerequisite(s): PSY6210. Learners in the PsyD in
School Psychology degree program are exempt from this prerequisite.

PSY8230 * Psychological Testing (5 quarter credits)

Learners in this course apply theories and models of psychological testing to assessment of
intelligence, achievement, and adaptive functioning. Learners use clinical interviews and
mental status exams; administer, score, and interpret tests of intelligence, achievement,
and adaptive functioning; and develop integrated assessment reports. Learners also
examine issues of diversity and ethics in intelligence, achievement, and adaptive
functioning assessment. Test kits are required and are available for loan at
psytestkits@capella. edu. There is a residency requirement associated with this
course for PsyD Clinical Psychology learners. Prerequisite(s): PSY7610.

PSY8235 * Psychological Assessments for School Psychologists 3 (5 quarter credits)

Learners in this course demonstrate mastery of the diagnostic skills needed to assess the
social emotional functioning and personality of a multiculturally diverse population of
school-age children. Learners conduct clinical interviews and behavioral observations;
assess data from teachers, students, and parents; score and interpret assessment results
into synthesized, written intervention recommendations and psychological reports; and
self-report behavior rating scales and objective and projective techniques. For MS, EdS,
and PsyD in School Psychology learners only. Test kits are required and are available
for loan at psytestkits@capella.edu. Prerequisite(s): PSY7234. Cannot be fulfilled by
transfer.

PSY8240 * Advanced Psychological Testing (5 quarter credits)

Learners in this course build upon competencies in assessing intelligence, achievement,
and adaptive functioning, and integrate these with assessments of personality and
psychopathology. Learners apply theories of personality and models of psychopathology
assessment, and focus on the administration, scoring, and interpretation of the MMPI2.
Learners further deepen and broaden their skills in interpreting the WAIS-IV and in selecting
appropriate assessments to create integrated reports. Learners synthesize information
gathered from clinical interviews with assessments of intelligence, achievement, and
psychopathology to formulate diagnoses and treatment plans. Throughout the course,
learners examine complex issues of diversity and ethics in psychological testing and
personality assessment. Test kits are required and are available for loan at
psytestkits@capella. edu. There is a residency requirement associated with this
course for PsyD Clinical Psychology learners. Prerequisite(s): PSY7610, PSY8230.
Cannot be fulfilled by transfer.
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PSY8251 * Neuropsychological Assessment (5 quarter credits)

In this course, learners study current theories, research, and methods used in the
neuropsychological assessment of various mental disorders in adults, children, and
adolescents. Learners review various neuropsychological screening and assessment
instruments, clinical interviewing methods, and neuropsychological test batteries that are
commonly used in the evaluation and assessment of neuropsychological disorders.
Learners are introduced to functional neuroanatomy and neurophysiology, as well as to
common syndromes and disease processes that can impair the human brain and central
nervous system functioning. In addition, learners investigate the role of emotional
functioning and effort within the context of the overall neuropsychological assessment
process and gain an understanding of how to write a neuropsychological report. For PsyD
learners only. Prerequisite(s): PSY8230. Cannot be fulfilled by transfer.

PSY8301 Single-Subject Research Design Methods (5 quarter credits)

In this course, learners expand their foundational knowledge about the basic methods of
research used in single-subject research. Learners describe the different methodologies
within, as well as the strengths and limitations of, single-subject research. Learners expand
on their skills in visual analysis to determine research findings. For PhD Behavior Analysis
learners only. Cannot be fulfilled by transfer.

PSY8302 Behaviorism (5 quarter credits)

Learners in this course expand their knowledge on the basic theories of behavior analysis.
Throughout the course, learners evaluate the basic principles described in the theories of
behavior analysis science. Learners identify some of the common misconceptions in these
basic theories. For PhD Behavior Analysis learners only. Cannot be fulfilled by
transfer.

PSY8303 Experimental Analysis of Behavior (5 quarter credits)

In this course, learners explore the history of, and synthesize the research in, the
experimental analysis of behavior. Learners describe the importance of the link between
experimental analysis of behavior and the application of the science. For PhD Behavior
Analysis learners only. Cannot be fulfilled by transfer.

PSY8304 Analysis of Verbal Behavior (5 quarter credits)

Learners in this course expand their knowledge of Skinner’s analysis of verbal behavior,
and examine the verbal operants involved. Learners explore the importance of the analysis
of verbal behavior and the implications in the practice of behavior analysis. For PhD
Behavior Analysis learners only. Cannot be fulfilled by transfer.

In this course, learners develop advanced skills in the design and analysis of single-subject
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PSY8307 * Advanced Single-Subject Research Design for Behavior Analysis (5

quarter credits)
In this course, learners develop advanced skills in the design and analysis of single-subject
research. Learners evaluate the use of single-subject design in existing research according
to criteria related to design logic; internal, external, and social validity; and evidence-based
practice. Learners develop well-controlled single-subject analyses for a variety of potential
research questions, exploring each specific single-subject design in depth and in
combination to develop advanced research proposals in preparation for their dissertations.
For PhD Behavior Analysis learners only. Prerequisite(s): PSY8301.

PSY8310 Theories of Psychotherapy (5 quarter credits)

Learners in this course critically analyze the clinical techniques and intervention methods
associated with major psychotherapy approaches. Learners examine the historical context,
underlying assumptions, and appropriate applications of each approach and investigate
current research associated with the therapeutic effectiveness of psychotherapy. Learners
also synthesize course concepts to create an integrated model of psychotherapy and
explore legal considerations, empirical support, and personal beliefs and attitudes regarding
issues of diversity. For PsyD and PhD in Psychology learners only. There is a
residency requirement associated with this course for PsyD Clinical Psychology
learners.

PSY8316 Evidence-Based Practice in Psychology (5 quarter credits)

In this course, learners examine historical issues and controversies surrounding the
development of evidence-based practice in psychology. Learners locate and critically
evaluate research defining evidence-based practices, including review of best available
research, clinical expertise, and patient preferences and values to identify and adopt
effective psychological treatments and are introduced to various research designs and
methods in psychotherapy research. Learners then explore the ways in which these
strategies are incorporated in case conceptualization, treatment planning, and ongoing
assessment. Learners also study ethical, legal, and financial issues associated with
evidence-based practice. Other course topics include diversity, special populations, and
culturally sensitive psychotherapies. There is a residency requirement associated with
this course for PsyD Clinical Psychology learners.

PSY8331 Principles of School Psychology (5 quarter credits)

This course is an examination of the history and practice of school psychology and its
current and evolving trends. Learners review the roles and functions of school
psychologists, employment contexts, and professional evaluation and accountability.
Learners also explore the practice of school psychology from an international perspective
and examine the laws and regulations guiding the future of the profession.

PSY8332 Advanced Methods in School Psychology (5 quarter credits)

Learners in this course explore the multitude of ways in which school psychologists work
with teachers, students, and families. Throughout the course, learners study the role of
school psychologists
Disabilities EducationinAct
enhancing
(IDEA). Inschool-family partnerships
particular, learners study and examine
the criteria state and by
established
federal laws governing school psychology practice, including the Individuals with
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federal laws governing school psychology practice, including the Individuals with
Disabilities Education Act (IDEA). In particular, learners study the criteria established by
IDEA for how to appropriately diagnose, classify, and develop effective programming for
students with disabilities. Learners also evaluate the disability categories identified by IDEA
and the classification of students presented for diagnosis. For PsyD in School
Psychology and Specialist Certificate in School Psychology learners only.

PSY8335 Consultation and Collaboration in the School (5 quarter credits)

This course provides an overview of consultation theory, research, and practice in
psychology and education. In this course, learners study the rationale and techniques used
in consultation and collaboration with teachers, parents, administrators, and other school
personnel for the purpose of preventing and remediating the learning and adjustment
problems of school-aged children. Learners familiarize themselves with the history and
status of consultation, conceptual foundations and models, processes, intervention and
evaluation considerations, practice and ethical issues, and training approaches to
consultation.

PSY8337 Legal and Ethical Issues in the School (5 quarter credits)

In this course, learners apply professional codes of conduct to the practice of school
psychology. Learners study federal laws governing school psychology practice and
examine legal and ethical considerations of psycho-educational assessments,
school-related interventions, and testing. Course topics include privacy, confidentiality,
informed consent, duty to inform, and record keeping.

PSY8338 Child and Adolescent Development for School Psychologists (5 quarter

credits)
Learners investigate the development of children and adolescents from infancy through
adolescence. Learners apply a developmental framework to the process of designing,
evaluating, and monitoring interventions to address complex school needs and apply
information about developmental skills to evidence-based school- and district-level
interventions. In addition, learners analyze the impact of multiple complex and challenging
family issues on student development and apply an understanding of types of diversity
along a developmental continuum to student needs at the school and district level.

PSY8362 * Applied Behavior Analysis Practicum 1 (5 quarter credits)

This is the first course in a sequence of three practicum courses during which learners fulfill
1,000 total required contact hours. The practicum consists of a courseroom experience
accompanied by a partially supervised experience and provides learners with specific skills
in applied behavior analysis, including conducting behavior analytic assessments, as well
as the design, implementation, and oversight of behavior analytic treatment plans. During
the practicum, learners demonstrate mastery of the various competencies outlined in the
Behavior Analyst Certification Board® Fourth Edition Task List. Department consent is
required for registration. Grading for this course is S/NS. Prerequisite(s): PSY7701.
Cannot be fulfilled by transfer.
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PSY8363 * Applied Behavior Analysis Practicum 2 (5 quarter credits)

This is the second course in a sequence of three practicum courses during which learners
fulfill 1,000 total required contact hours. The practicum consists of a courseroom experience
accompanied by a partially supervised experience and provides learners with specific skills
in applied behavior analysis, including conducting behavior analytic assessments, as well
as the design, implementation, and oversight of behavior analytic treatment plans. During
the practicum, learners demonstrate mastery of the various competencies outlined in the
Behavior Analyst Certification Board® Fourth Edition Task List. Department consent is
required for registration. Grading for this course is S/NS. Prerequisite(s): PSY8362.
Cannot be fulfilled by transfer.

PSY8364 * Applied Behavior Analysis Practicum 3 (5 quarter credits)

This is the third course in a sequence of three practicum courses during which learners
fulfill 1,000 total required contact hours. The practicum consists of a courseroom experience
accompanied by a partially supervised experience and provides learners with specific skills
in applied behavior analysis, including conducting behavior analytic assessments, as well
as the design, implementation, and oversight of behavior analytic treatment plans. During
the practicum, learners demonstrate mastery of the various competencies outlined in the
Behavior Analyst Certification Board® Fourth Edition Task List. Department consent is
required for registration. Grading for this course is S/NS. Prerequisite(s): PSY8363.
Cannot be fulfilled by transfer.

PSY8371 Strategies of Clinical Supervision and Consultation (5 quarter credits)

This course provides an overview of the theories, functions, and methods of clinical
supervision, consultation, and advocacy. In particular, learners examine various styles of
supervision, consultation, and advocacy; supervisory, consultative, and advocacy
relationships; contractual issues; and ethical and legal issues associated with providing
these services. Learners also review supervision, consultation, and advocacy research;
apply their findings to relevant service delivery topics; and develop their own theories and
approaches to clinical supervision. For PsyD Clinical Psychology and PsyD School
Psychology learners only. There is a residency requirement associated with this
course for PsyD Clinical Psychology learners.

PSY8375 Professional Development and Supervision of School Psychologists

(5 quarter credits)
In this course, learners develop the professional development and supervision skills needed
to successfully supervise other school psychologists. Learners evaluate models of
supervision and consultation, learn how to assess supervisees’ practice to ensure it falls
within the profession’s ethical and legal standards, identify supervisees’ awareness of
multicultural issues and promote the need to engage in culturally competent practice,
develop a method to observe and evaluate supervisees, and promote ongoing professional
development for supervisees to improve and update their skills. Cannot be fulfilled by
transfer.
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PSY8405 * Practical Psychopharmacology in Addiction Treatment (5 quarter credits)

Learners investigate psychoactive drugs used to treat addiction problems and their
behavioral and therapeutic effects. Learners evaluate specific pharmacological addiction
treatments and their various side effects, effective use of pharmacologic consultants, safety
issues and contraindications, and ways to coordinate care among diverse professionals
who are providing adjunctive addiction treatment. Prerequisite(s): PSY7330.

PSY8445 * Addiction Research (5 quarter credits)

In this course, learners review various methods used to conduct contemporary addiction
research. In particular, learners examine the emerging research practices and perspectives
that inform addiction psychology theory and common paradigms for evaluating substance-
related treatment programs. Learners also discuss ethical issues unique to addictions
research. Prerequisite(s): PSY7860. Cannot be fulfilled by transfer.

PSY8501 * Advanced Research Methods and Statistics for Professional Psychology

(5 quarter credits)
In this course, learners expand their knowledge of quantitative research design and
methodology by studying the foundations, strategies, and practices of ethical research in
the field of professional psychology. Learners engage in scholarly critical analysis and
synthesis of current quantitative research and construct their own informal quantitative
research proposal. Learners apply advanced statistical concepts and interpretation of
statistical analyses to the evaluation and design of quantitative research and exchange
critical, constructive project feedback with their peers. Research designs developed during
this course may form the basis for the learner’s dissertation or School Psychology specialty
topic proposal. For PsyD Clinical Psychology and PsyD School Psychology learners
only. Prerequisite(s): PSY7860, PSY7864.

PSY8502 * Advanced Research Design and Methodology for Professional Psychology

(5 quarter credits)
In this course, learners continue to acquire the knowledge and skills necessary to integrate
science and theory into the practice of professional psychology through the study of
advanced qualitative research methods, applied theory research, and program development
and evaluation. Learners critically analyze a variety of theories, tools, and techniques used
in qualitative research, leading to the development of an informal qualitative research
proposal. In particular, learners examine the design and development of clinical programs
and interventions, with particular emphasis on community needs assessments, program
design models, and program evaluation. Learners also practice applying a logic model to
program design and evaluation and propose theoretical applications that address diversity
issues in the evidence-based practice of psychology. Research designs developed during
both this course and PSY8501 may form the basis for the learner’s dissertation. For PsyD
Clinical Psychology learners only. Prerequisite(s): PSY8501.
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PSY8550 Bereavement and Loss Therapy (5 quarter credits)

This course covers the process of dealing with expected and traumatic losses as well as the
impediments to that process. Topics include phases of bereavement, special issues related
to suicide survivorship, coping with loss following chronic illness, the role of emotion in the
grief process, and the clinical methods of bereavement treatment. Current theory, relevant
research, and application to clinical, educational, and organizational settings are considered
in this course.

PSY8610 Principles of Health Psychology (5 quarter credits)

Learners in this course examine behavioral and biomedical theory and research in order to
gain an understanding of the contributions of psychological factors to the prevention,
diagnosis, and treatment of disease and illness. Learners evaluate research design and the
role of research in health psychology and consider the effect of the patient-physician
relationship, the importance of interprofessional work, and theories that predict health
behaviors. In particular, learners define and explore adherence and
psychoneuroimmunology, examine behavior related to the diseases of cancer and
hypertension, assess treatment recommendations, and identify coping strategies for the
patient and family. In addition, learners investigate prevention and wellness in the contexts
of intentional and unintentional injuries and discuss health, life expectancy, and quality of
life.

PSY8625 * Advanced Inferential Statistics (5 quarter credits)

Learners in this advanced course examine a variety of statistical analyses, including
statistical power and effect size in research design, factorial and repeated measures of
analysis of variance (ANOVA), analysis of covariance (ANCOVA), selected nonparametric
analyses, and bivariate and multiple regression. Learners are expected to have proficiency
in the use of statistical software appropriate to dissertation-level research.
Prerequisite(s): PSY7864. Cannot be fulfilled by transfer.

PSY8626 * Multivariate Statistics: Theory and Application (5 quarter credits)

Learners investigate the theory and application of multivariate statistics, including
discriminant analysis, factor (components) analysis, multiple analysis of variance
(MANOVA), and logistic regression. Using SPSS, learners perform and interpret the results
of these analyses. Learners also apply multivariate analysis, analyze and understand
research results in peer-reviewed psychology journals, and utilize SPSS to produce output
consistent with the correct parameters and assumptions of specific multivariate procedures.
In addition, learners evaluate the mathematical aspects of multivariate and inferential
statistics theory and application. Prerequisite(s): PSY8625.

PSY8635 * Advanced Qualitative Analysis (5 quarter credits)

This course extends the topics covered in PSY7868 by further exploring the philosophical
underpinnings of qualitative research and inquiry and emphasizes effective execution of the
six school-approved dissertation research methodologies: ethnography, case study,
grounded-theory phenomenology, heuristics, and generic qualitative research. Learners
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grounded-theory phenomenology, heuristics, and generic qualitative research. Learners

examine primary source references, books, and journal articles written by the developers of
the six methodologies and gain an understanding of their nuances and applications. This
course is designed to prepare learners to develop and conduct their own qualitative study
for a dissertation. Prerequisite(s): PSY7868.

PSY8658 * Quantitative Research Methods in Psychology (5 quarter credits)

In this course, learners synthesize knowledge of quantitative research methodology and use
it to develop a quantitative research design that may form the basis of their dissertation
research project. Learners compare their quantitative research design to a previously
developed qualitative design on a similar topic and identify and justify the methodology
most appropriate for investigating their research topic. For PsyD and PhD in Psychology
learners only. Prerequisite(s): PSY7860, PSY7868. Cannot be fulfilled by transfer.

PSY8721 Introduction to Business Practices for Psychologists (5 quarter credits)

Learners identify business practices for starting, operating, and maintaining a viable
consulting business. Learners develop an understanding of the knowledge and skills for
consulting, including preparing for a consulting career, starting and promoting a consulting
business, maintaining the business, and learning how to actualize personal values and
ethical acumen in their daily work. Finally, learners also acquire the
consulting competencies of branding, marketing, and selling, as well as building and
maintaining client relationships.

PSY8755 Ethical and Legal Principles of Industrial/Organizational Psychology

(5 quarter credits)
Learners assess ethical and legal responsibilities in the workplace. Learners analyze ethical
dilemmas, apply relevant legal standards, and evaluate ways professionals integrate and
utilize these standards to resolve workplace issues. Learners build on their foundational
work through the development and application of legally sound solutions that are grounded
in science and scholarship to these workplace issues.

PSY8761* Work Analysis and Selection (5 quarter credits)

This course is a comprehensive review of the major concepts, issues, and practices
involved with work analysis and personnel selection. Learners gain and apply knowledge of
work analysis methods, legal issues in selection, considerations in evaluating the
appropriate use of assessments in selection processes, and strategies for selection
decision making. Learners engage in hands-on activities to apply critical work analysis and
selection principles. Prerequisite(s): PSY6710, PSY7610, PSY7864.

Learners in this course review relevant theories and research methods of workplace
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PSY8765 * Testing and Assessment in Workplace Psychology (5 quarter credits)

Learners in this course review relevant theories and research methods of workplace
psychology, coaching, and consultation assessment. Learners study the assessment
process, identify assessment tools and their applications, and examine ways to evaluate
and deliver assessment feedback. Topics include individual, group, and organizational
assessment; psychometric testing; quantitative/qualitative principles and research methods;
and ethical and multicultural issues associated with assessment.
Prerequisite(s): PSY7610.

PSY8768 * Theory and Practice of Psychological Coaching (5 quarter credits)

Learners in this course study the psychological underpinnings, theoretical framework, and
foundational elements of evidence-based coaching. Learners explore the stages of the
coaching relationship and determine an effective coaching framework to apply in different
contexts, including positive psychology and Gestalt perspectives. Learners also identify
ethical and multicultural issues related to evidence-based coaching.
Prerequisite(s): PSY7610.

PSY8770 Psychology of Motivation and Performance (5 quarter credits)

In this course, learners explore various psychological theories, concepts, and principles
of motivation. Learners evaluate the factors of motivation that influence personal and
professional performance, success, and satisfaction. Learners also synthesize research in
order to identify, assess, and integrate motivational strategies and apply models of
performance enhancement.

PSY8951 * Doctoral Practicum Series (5 quarter credits)

The doctoral practicum series is a series of courses learners take to fulfill 1,000 required
practicum hours. Learners work with their mentors and the director of clinical training to
develop goals for the practicum experience that may include assessment, intervention,
consultation, diagnosis, case conceptualization, research and evaluation, supervision,
teaching, management, and administration. Learners then receive supervised, doctoral-level
training at a practicum site and engage in concurrent online course activities that emphasize
self-awareness, self-reflection, and self-evaluation; knowledge and application of evidence-
based practice; competence to practice with diverse populations; and ethical and legal
professional psychology standards. Work completed during this course will lead to the
student’s Clinical Competency Examination. For PsyD Clinical Psychology learners
only. Prerequisite(s): PSY5410, PSY5420, PSY5430, PSY6015, PSY8316, PSY8371,
PSY8220, PSY8230, PSY8240, and all residency requirements. Approval of practicum
application. All application materials must be received by the first day of the quarter
preceding the quarter of the proposed start date. Refer to the current manual for
further details. Cannot be fulfilled by transfer.

The doctoral practicum series is a series of courses learners take to fulfill 1,000 required
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PSY8952 * Doctoral Practicum Series (5 quarter credits)

The doctoral practicum series is a series of courses learners take to fulfill 1,000 required
practicum hours. Learners work with their mentors and the director of clinical training to
develop goals for the practicum experience that may include assessment, intervention,
consultation, diagnosis, case conceptualization, research and evaluation, supervision,
teaching, management, and administration. Learners then receive supervised, doctoral-
level training at a practicum site and engage in concurrent online course activities that
emphasize self-awareness, self-reflection, and self-evaluation; knowledge and application
of evidence-based practice; competence to practice with diverse populations; and ethical
and legal professional psychology standards. Work completed during this course will lead to
the student’s Clinical Competency Examination. For PsyD Clinical Psychology learners
only. Prerequisite(s): PSY5410, PSY5420, PSY5430, PSY6015, PSY8316, PSY8371,
PSY8220, PSY8230, PSY8240, and all residency requirements. Approval of practicum
application. All application materials must be received by the first day of the quarter
preceding the quarter of the proposed start date. Refer to the current manual for
further details. Cannot be fulfilled by transfer.

PSY8953 * Doctoral Practicum Series (5 quarter credits)

The doctoral practicum series is a series of courses learners take to fulfill 1,000 required
practicum hours. Learners work with their mentors and the director of clinical training to
develop goals for the practicum experience that may include assessment, intervention,
consultation, diagnosis, case conceptualization, research and evaluation, supervision,
teaching, management, and administration. Learners then receive supervised,
doctoral-level training at a practicum site and engage in concurrent online course activities
that emphasize self-awareness, self-reflection, and selfevaluation; knowledge and
application of evidence-based practice; competence to practice with diverse populations;
and ethical and legal professional psychology standards. Work completed during this
course will lead to the student’s Clinical Competency Examination. For PsyD Clinical
Psychology learners only. Prerequisite(s): PSY5410, PSY5420, PSY5430, PSY6015,
PSY8316, PSY8371, PSY8220, PSY8230, PSY8240, and all residency requirements.
Approval of practicum application. All application materials must be received by the
first day of the quarter preceding the quarter of the proposed start date. Refer to the
current manual for further details. Cannot be fulfilled by transfer.

PSY8954 * Doctoral Practicum Series (5 quarter credits)

The doctoral practicum series is a series of courses learners take to fulfill 1,000 required
practicum hours. Learners work with their mentors and the director of clinical training to
develop goals for the practicum experience that may include assessment, intervention,
consultation, diagnosis, case conceptualization, research and evaluation, supervision,
teaching, management, and administration. Learners then receive supervised,
doctoral-level training at a practicum site and engage in concurrent online course activities
that emphasize self-awareness, self-reflection, and self-evaluation; knowledge and
application of evidence-based practice; competence to practice with diverse populations;
and ethical and legal professional psychology standards. Work completed during this
course will lead to the student’s Clinical Competency Examination. For PsyD Clinical
Psychology learners only. Prerequisite(s): PSY5410, PSY5420, PSY5430, PSY6015,
PSY8316, PSY8371, PSY8220, PSY8230, PSY8240, and all residency requirements.
Approval of practicum application. All application materials must be received by
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the first day of the quarter preceding the quarter of the proposed start date. Refer to
the current manual for further details. Cannot be fulfilled by transfer.

PSY8955 * Doctoral Practicum Series (5 quarter credits)

The doctoral practicum series is a series of courses learners take to fulfill 1,000 required
practicum hours. Learners work with their mentors and the director of clinical training to
develop goals for the practicum experience that may include assessment, intervention,
consultation, diagnosis, case conceptualization, research and evaluation, supervision,
teaching, management, and administration. Learners then receive supervised,
doctoral-level training at a practicum site and engage in concurrent online course activities
that emphasize self-awareness, self-reflection, and self-evaluation; knowledge and
application of evidence-based practice; competence to practice with diverse populations;
and ethical and legal professional psychology standards. Work completed during this
course will lead to the student’s Clinical Competency Examination. For PsyD Clinical
Psychology learners only. Prerequisite(s): PSY5410, PSY5420, PSY5430, PSY6015,
PSY8316, PSY8371, PSY8220, PSY8230, PSY8240, and all residency requirements.
Approval of practicum application. All application materials must be received by the
first day of the quarter preceding the quarter of the proposed start date. Refer to the
current manual for further details. Cannot be fulfilled by transfer.

PSY8956 * Doctoral Practicum Series (5 quarter credits)

The doctoral practicum series is a series of courses learners take to fulfill 1,000 required
practicum hours. Learners work with their mentors and the director of clinical training to
develop goals for the practicum experience that may include assessment, intervention,
consultation, diagnosis, case conceptualization, research and evaluation, supervision,
teaching, management, and administration. Learners then receive supervised,
doctoral-level training at a practicum site and engage in concurrent online course activities
that emphasize self-awareness, self-reflection, and self-evaluation; knowledge and
application of evidence-based practice; competence to practice with diverse populations;
and ethical and legal professional psychology standards. Work completed during this
course will lead to the student’s Clinical Competency Examination. For PsyD Clinical
Psychology learners only. Prerequisite(s): PSY5410, PSY5420, PSY5430, PSY6015,
PSY8316, PSY8371, PSY8220, PSY8230, PSY8240, and all residency requirements.
Approval of practicum application. All application materials must be received by the
first day of the quarter preceding the quarter of the proposed start date. Refer to the
current manual for further details. Cannot be fulfilled by transfer.

PSY8957 * Doctoral Practicum Series (5 quarter credits)

The doctoral practicum series is a series of courses learners take to fulfill 1,000 required
practicum hours. Learners work with their mentors and the director of clinical training to
develop goals for the practicum experience that may include assessment, intervention,
consultation, diagnosis, case conceptualization, research and evaluation, supervision,
teaching, management, and administration. Learners then receive supervised,
doctoral-level training at a practicum site and engage in concurrent online course activities

emphasize self-awareness, self-reflection, and self-evaluation; knowledge and application

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that emphasize self-awareness, self-reflection, and self-evaluation; knowledge and

application of evidence-based practice; competence to practice with diverse populations;
and ethical and legal professional psychology standards. Work completed during this
course will lead to the student’s Clinical Competency Examination. For PsyD Clinical
Psychology learners only. Prerequisite(s): PSY5410, PSY5420, PSY5430, PSY6015,
PSY8316, PSY8371, PSY8220, PSY8230, PSY8240, and all residency requirements.
Approval of practicum application. All application materials must be received by the
first day of the quarter preceding the quarter of the proposed start date. Refer to the
current manual for further details. Cannot be fulfilled by transfer.

PSY8958 * Doctoral Practicum Series (5 quarter credits)

The doctoral practicum series is a series of courses learners take to fulfill 1,000 required
practicum hours. Learners work with their mentors and the director of clinical training to
develop goals for the practicum experience that may include assessment, intervention,
consultation, diagnosis, case conceptualization, research and evaluation, supervision,
teaching, management, and administration. Learners then receive supervised,
doctoral-level training at a practicum site and engage in concurrent online course activities
that emphasize self-awareness, self-reflection, and self-evaluation; knowledge and
application of evidence-based practice; competence to practice with diverse populations;
and ethical and legal professional psychology standards. Work completed during this
course will lead to the student’s Clinical Competency Examination. For PsyD Clinical
Psychology learners only. Prerequisite(s): PSY5410, PSY5420, PSY5430, PSY6015,
PSY8316, PSY8371, PSY8220, PSY8230, PSY8240, and all residency requirements.
Approval of practicum application. All application materials must be received by the
first day of the quarter preceding the quarter of the proposed start date. Refer to the
current manual for further details. Cannot be fulfilled by transfer.

PSY8960 * School Psychology PsyD Practicum 1 (5 quarter credits)

The School Psychology Practicum for PsyD learners is the first clinical training experience
in their program of studies. Learners complete 400 hours of service in the schools, working
20 hours per week for two 10-week quarters. Learners receive one hour of individual,
face-to-face supervision from their on-site supervisor(s) each week. Supervisors and sites
are approved by the university through the application process before learners are allowed
to begin on-site services. During practicum, learners engage in many school psychologist
roles, including conducting assessments (standardized, norm-referenced, curriculum based,
and functional behavioral); assisting in the development, implementation, monitoring, and
evaluation of interventions designed to address concerns with academics, mental health,
and behavioral/social skills; participating in the school's data based decision making
process through collaboration and consultation; and writing reports related to cases. School
Psychology practicum learners engage in services related to the NASP standards
and CAEP expectations. PsyD in School Psychology learners who have previously
completed a master's- or specialist-level practicum and internship course in School
Psychology are not required to register for this course. All courses and residencies
must be completed prior to enrollment for clinical training. Learners should
anticipate meeting all course requirements in two quarters of practicum. If there are
any outstanding requirements in either artifacts or service delivery hours, learners
will be required to enroll in a third quarter of internship to ensure completion of
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will be required to enroll in a third quarter of internship to ensure completion of

course requirements. Prerequisite(s): PSY5420, PSY7610, PSY7233, PSY7234,
PSY7320, PSY7421, PSY8212, PSY8230, PSY8235, PSY8331, PSY8332, PSY8335,
PSY8337, PSY8375, PSY8501, PSY-R6591, PSY-R6592, PSY-R6593, PSY-R6594,
PSY-R6595, PSY-R6596, PSY-R6597, PSY-R6599. Cannot be fulfilled by transfer.

PSY8961 * School Psychology PsyD Practicum 2 (5 quarter credits)

The School Psychology Practicum for PsyD learners is the first clinical training experience
in their program of studies. Learners complete 400 hours of service in the schools, working
20 hours per week for two 10-week quarters. Learners receive one hour of individual, face-
to-face supervision from their on-site supervisor(s) each week. Supervisors and sites are
approved by the university through the application process before learners are allowed to
begin on-site services. During practicum, learners engage in many school psychologist
roles, including conducting assessments (standardized, norm-referenced, curriculum based,
and functional behavioral); assisting in the development, implementation, monitoring, and
evaluation of interventions designed to address concerns with academics, mental health,
and behavioral/social skills; participating in the school's data based decision making
process through collaboration and consultation; and writing reports related to cases. School
Psychology practicum learners engage in services related to the NASP standards
and CAEP expectations. PsyD in School Psychology learners who have previously
completed a master's- or specialist-level practicum and internship course in School
Psychology are not required to register for this course. All courses and residencies
must be completed prior to enrollment for clinical training. Learners should
anticipate meeting all course requirements in two quarters of practicum. If there are
any outstanding requirements in either artifacts or service delivery hours, learners
will be required to enroll in a third quarter of internship to ensure completion of
course requirements. Prerequisite(s): PSY8960. Cannot be fulfilled by transfer.

PSY8962 * School Psychology PsyD Internship 1 (5 quarter credits)

The School Psychology Internship for PsyD learners is the final clinical training experience
in their specialization. Learners in internship complete 1500 hours of service. While 750
hours of internship must be completed within a school setting, the remaining 750 hours can
be completed in a setting other than a school system if approval is granted by the clinical
training department. Hours obtained in a setting other than a public school environment
must be consistent with the skills and training of the intern. Learners in internship work 40
hours per week for each 10-week quarter of training. Learners are also granted the option
of working between quarters if the site and supervisor are available. Supervisors and
sites must be approved by the university through the application process before learners
are allowed to begin on-site services. Each week, learners receive two hours of individual,
face-to-face supervision from their on-site supervisors and during internship engage in
face-to-face supervision from their on-site primary supervisor and participate in both direct
and indirect services as prescribed by NASP and CAEP standards. Learners exhibit
leadership skills; demonstrate a positive impact on students; write comprehensive
psychoeducational reports integrating various forms of data collected from many sources,
such as assessment instruments, assessment interviews, and observations; engage in
developing, implementing, monitoring, and evaluating interventions to be applied

school- and district-wide; interact with school system leaders, families, and community
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school- and district-wide; interact with school system leaders, families, and community
members; and actively lead the school system's data-based decision making process. Upon
successful completion of internship, learners are ready to engage in independent practice
as a leader in a system designed to meet the psycho-educational needs of students.
Prerequisite(s): PsyD in School Psychology learners who have not previously
completed a master's- or specialist-level practicum and internship course in School
Psychology must take PSY8961.

PSY8963 * School Psychology PsyD Internship 2 (5 quarter credits)

The School Psychology Internship for PsyD learners is the final clinical training experience
in their specialization. Learners in internship complete 1500 hours of service. While 750
hours of internship must be completed within a school setting, the remaining 750 hours can
be completed in a setting other than a school system if approval is granted by the clinical
training department. Hours obtained in a setting other than a public school environment
must be consistent with the skills and training of the intern. Learners in internship work 40
hours per week for each 10-week quarter of training. Learners are also granted the option
of working between quarters if the site and supervisor are available. Supervisors and
sites must be approved by the university through the application process before learners
are allowed to begin on-site services. Each week, learners receive two hours of individual,
face-to-face supervision from their on-site supervisors and during internship engage in
face-to-face supervision from their on-site primary supervisor and participate in both direct
and indirect services as prescribed by NASP and CAEP standards. Learners exhibit
leadership skills; demonstrate a positive impact on students; write comprehensive
psychoeducational reports integrating various forms of data collected from many sources,
such as assessment instruments, assessment interviews, and observations; engage in
developing, implementing, monitoring, and evaluating interventions to be applied
school- and district-wide; interact with school system leaders, families, and community
members; and actively lead the school system's data-based decision making process. Upon
successful completion of internship, learners are ready to engage in independent practice
as a leader in a system designed to meet the psycho-educational needs of students.
Prerequisite(s): PSY8962.

PSY8964 * School Psychology PsyD Internship 3 (5 quarter credits)

The School Psychology Internship for PsyD learners is the final clinical training experience
in their specialization. Learners in internship complete 1500 hours of service. While 750
hours of internship must be completed within a school setting, the remaining 750 hours can
be completed in a setting other than a school system if approval is granted by the clinical
training department. Hours obtained in a setting other than a public school environment
must be consistent with the skills and training of the intern. Learners in internship work 40
hours per week for each 10-week quarter of training. Learners are also granted the option
of working between quarters if the site and supervisor are available. Supervisors and
sites must be approved by the university through the application process before learners
are allowed to begin on-site services. Each week, learners receive two hours of individual,
face-to-face supervision from their on-site supervisors and during internship engage in
face-to-face supervision from their on-site primary supervisor and participate in both direct
and indirect services as prescribed by NASP and CAEP standards. Learners exhibit

skills; demonstrate a positive impact on students; write

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leadership skills; demonstrate a positive impact on students; write comprehensive

psychoeducational reports integrating various forms of data collected from many sources,
such as assessment instruments, assessment interviews, and observations; engage in
developing, implementing, monitoring, and evaluating interventions to be applied
school- and district-wide; interact with school system leaders, families, and community
members; and actively lead the school system's data-based decision making process. Upon
successful completion of internship, learners are ready to engage in independent practice
as a leader in a system designed to meet the psycho-educational needs of students.
Prerequisite(s): PSY8963. Cannot be fulfilled by transfer.

PSY8965 * School Psychology PsyD Internship 4 (5 quarter credits)

The School Psychology Internship for PsyD learners is the final clinical training experience
in their specialization. Learners in internship complete 1500 hours of service. While 750
hours of internship must be completed within a school setting, the remaining 750 hours can
be completed in a setting other than a school system if approval is granted by the clinical
training department. Hours obtained in a setting other than a public school environment
must be consistent with the skills and training of the intern. Learners in internship work 40
hours per week for each 10-week quarter of training. Learners are also granted the option
of working between quarters if the site and supervisor are available. Supervisors and
sites must be approved by the university through the application process before learners
are allowed to begin on-site services. Each week, learners receive two hours of individual,
face-to-face supervision from their on-site supervisors and during internship engage in
face-to-face supervision from their on-site primary supervisor and participate in both direct
and indirect services as prescribed by NASP and CAEP standards. Learners exhibit
leadership skills; demonstrate a positive impact on students; write comprehensive
psychoeducational reports integrating various forms of data collected from many sources,
such as assessment instruments, assessment interviews, and observations; engage in
developing, implementing, monitoring, and evaluating interventions to be applied
school- and district-wide; interact with school system leaders, families, and community
members; and actively lead the school system's data-based decision making process. Upon
successful completion of internship, learners are ready to engage in independent practice
as a leader in a system designed to meet the psycho-educational needs of students.
Prerequisite(s): PSY8964. Cannot be fulfilled by transfer.

PSY8966 * School Psychology PsyD Internship 5 (5 quarter credits)

This course is a continuation in the series of the final clinical training experience for the
PsyD in School Psychology program. This course is required for learners who are unable to
fully complete and satisfy the required 1500 total hours of internship during the
PSY8962–8965 course series. Throughout internship, learners exhibit leadership skills;
demonstrate a positive impact on students; write comprehensive psycho-educational
reports integrating various forms of data collected from many sources such as assessment
instruments, assessment interviews, and observations; engage in developing,
implementing, monitoring, and evaluating interventions to be applied school- and
district-wide; interact with school system leaders, families, and community members; and
actively lead the school system's data-based decision making process. Upon successful
completion, learners are ready to engage in independent practice as a leader in a system

educational needs of students. Learners must complete a total of 1500 hours of service
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designed to meet the psycho-educational needs of students. Learners must complete a

total of 1500 hours of service over their internship. Of this total, at least 750 hours must be
completed within a school setting and the remaining 750 hours may be completed in a
setting other than a school system with department approval. Supervisors and sites must be
approved by the university. Any hours obtained in a setting other than a public school
environment must be consistent with the skills and training of the intern. Each week,
learners receive two hours of individual, face-to-face supervision from their on-site
supervisors and participate in both direct and indirect services as prescribed by NASP and
CAEP standards. Prerequisite(s): PSY8965.

PSY8967 * School Psychology PsyD Internship 6 (5 quarter credits)

This course is a continuation in the series of the final clinical training experience for the
PsyD in School Psychology program. This course is required for learners who are unable to
fully complete and satisfy the required 1500 total hours of internship during the
PSY8962–8966 course series. Throughout internship, learners exhibit leadership skills;
demonstrate a positive impact on students; write comprehensive psycho-educational
reports integrating various forms of data collected from many sources such as assessment
instruments, assessment interviews, and observations; engage in developing,
implementing, monitoring, and evaluating interventions to be applied school- and
district-wide; interact with school system leaders, families, and community members; and
actively lead the school system's data-based decision making process. Upon successful
completion, learners are ready to engage in independent practice as a leader in a system
designed to meet the psycho-educational needs of students. Learners must complete a
total of 1500 hours of service over their internship. Of this total, at least 750 hours must be
completed within a school setting and the remaining 750 hours may be completed in a
setting other than a school system with department approval. Supervisors and sites must be
approved by the university. Any hours obtained in a setting other than a public school
environment must be consistent with the skills and training of the intern. Each week,
learners receive two hours of individual, face-to-face supervision from their on-site
supervisors and participate in both direct and indirect services as prescribed by NASP and
CAEP standards. Prerequisite(s): PSY8966.

PSY8968 * School Psychology PsyD Practicum 3 (5 quarter credits)

The School Psychology Practicum for PsyD learners is the first clinical training experience
in their program of studies. Learners complete 400 hours of service in the schools, working
20 hours per week for two 10-week quarters. Learners receive one hour of individual,
face-to-face supervision from their on-site supervisor(s) each week. Supervisors and sites
are approved by the university through the application process before learners are allowed
to begin on-site services. During practicum, learners engage in many school psychologist
roles, including conducting assessments (standardized, norm-referenced, curriculum based,
and functional behavioral); assisting in the development, implementation, monitoring, and
evaluation of interventions designed to address concerns with academics, mental health,
and behavioral/social skills; participating in the school's data based decision making
process through collaboration and consultation; and writing reports related to cases. School
Psychology practicum learners engage in services related to the NASP standards, and
CAEP expectations. PsyD in School Psychology learners who have previously

completed a master's- or specialist-level practicum and internship course in School

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completed a master's- or specialist-level practicum and internship course in School

Psychology are not required to register for this course. All courses and residencies
must be completed prior to enrollment for clinical training. Learners should
anticipate meeting all course requirements in two quarters of practicum. If there are
any outstanding requirements in either artifacts or service delivery hours, learners
will be required to enroll in a third quarter of internship to ensure completion of
course requirements. Prerequisite(s): PSY8961. Cannot be fulfilled by transfer.

PSY8971 * Doctoral Internship Series (5 quarter credits)

The doctoral internship series is a series of courses learners take to fulfill a minimum of
2,000 required post-practicum internship hours. Learners receive supervised, doctoral-level
professional psychology training at an internship site and engage in concurrent online
course activities that monitor their internship experience; emphasize self-awareness,
self-reflection, and self-evaluation; support knowledge and application of evidence-based
practice; develop competence to practice with diverse populations; and emphasize ethical
and legal professional psychology standards. For PsyD Clinical Psychology learners
only. Prerequisite(s): Completion of all doctoral practicum requirements. Approval of
internship application. Refer to the current manual for additional requirements and
further details. Cannot be fulfilled by transfer.

PSY8972 * Doctoral Internship Series (5 quarter credits)

The doctoral internship series is a series of courses learners take to fulfill a minimum of
2,000 required post-practicum internship hours. Learners receive supervised, doctoral-level
professional psychology training at an internship site and engage in concurrent online
course activities that monitor their internship experience; emphasize self-awareness,
self-reflection, and self-evaluation; support knowledge and application of evidence-based
practice; develop competence to practice with diverse populations; and emphasize ethical
and legal professional psychology standards. For PsyD Clinical Psychology learners
only. Prerequisite(s): Completion of all doctoral practicum requirements. Approval of
internship application. Refer to the current manual for additional requirements and
further details. Cannot be fulfilled by transfer.

PSY8973 * Doctoral Internship Series (5 quarter credits)

The doctoral internship series is a series of courses learners take to fulfill a minimum of
2,000 required post-practicum internship hours. Learners receive supervised, doctoral-level
professional psychology training at an internship site and engage in concurrent online
course activities that monitor their internship experience; emphasize self-awareness,
self-reflection, and self-evaluation; support knowledge and application of evidence-based
practice; develop competence to practice with diverse populations; and emphasize ethical
and legal professional psychology standards. For PsyD Clinical Psychology learners
only. Prerequisite(s): Completion of all doctoral practicum requirements. Approval of
internship application. Refer to the current manual for additional requirements and
further details. Cannot be fulfilled by transfer.
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PSY8974 * Doctoral Internship Series (5 quarter credits)

The doctoral internship series is a series of courses learners take to fulfill a minimum of
2,000 required post-practicum internship hours. Learners receive supervised, doctoral-level
professional psychology training at an internship site and engage in concurrent online
course activities that monitor their internship experience; emphasize self-awareness,
self-reflection, and self-evaluation; support knowledge and application of evidence-based
practice; develop competence to practice with diverse populations; and emphasize ethical
and legal professional psychology standards. For PsyD Clinical Psychology learners
only. Prerequisite(s): Completion of all doctoral practicum requirements. Approval of
internship application. Refer to the current manual for additional requirements and
further details. Cannot be fulfilled by transfer.

PSY8975 * Doctoral Internship Series (5 quarter credits)

The doctoral internship series is a series of courses learners take to fulfill a minimum of
2,000 required post-practicum internship hours. Learners receive supervised, doctoral-level
professional psychology training at an internship site and engage in concurrent online
course activities that monitor their internship experience; emphasize self-awareness,
self-reflection, and self-evaluation; support knowledge and application of evidence-based
practice; develop competence to practice with diverse populations; and emphasize ethical
and legal professional psychology standards. For PsyD Clinical Psychology learners
only. Prerequisite(s): Completion of all doctoral practicum requirements. Approval of
internship application. Refer to the current manual for additional requirements and
further details. Cannot be fulfilled by transfer.

PSY8976 * Doctoral Internship Series (5 quarter credits)

The doctoral internship series is a series of courses learners take to fulfill a minimum of
2,000 required post-practicum internship hours. Learners receive supervised, doctoral-level
professional psychology training at an internship site and engage in concurrent online
course activities that monitor their internship experience; emphasize self-awareness,
self-reflection, and self-evaluation; support knowledge and application of evidence-based
practice; develop competence to practice with diverse populations; and emphasize ethical
and legal professional psychology standards. For PsyD Clinical Psychology learners
only. Prerequisite(s): Completion of all doctoral practicum requirements. Approval of
internship application. Refer to the current manual for additional requirements and
further details. Cannot be fulfilled by transfer.

PSY8977 * Doctoral Internship Series (5 quarter credits)

The doctoral internship series is a series of courses learners take to fulfill a minimum of
2,000 required post-practicum internship hours. Learners receive supervised, doctoral-level
professional psychology training at an internship site and engage in concurrent online
course activities that monitor their internship experience; emphasize self-awareness,
self-reflection, and self-evaluation; support knowledge and application of evidence-based
practice; develop competence to practice with diverse populations; and emphasize ethical
and legal professional psychology standards. For PsyD Clinical Psychology learners

only. Prerequisite(s): Completion of all doctoral practicum requirements. Approval of

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only. Prerequisite(s): Completion of all doctoral practicum requirements. Approval of

internship application. Refer to the current manual for additional requirements and
further details. Cannot be fulfilled by transfer.

PSY8978 * Doctoral Internship Series (5 quarter credits)

The doctoral internship series is a series of courses learners take to fulfill a minimum of
2,000 required post-practicum internship hours. Learners receive supervised, doctoral-level
professional psychology training at an internship site and engage in concurrent online
course activities that monitor their internship experience; emphasize self-awareness,
self-reflection, and self-evaluation; support knowledge and application of evidence-based
practice; develop competence to practice with diverse populations; and emphasize ethical
and legal professional psychology standards. For PsyD Clinical Psychology learners
only. Prerequisite(s): Completion of all doctoral practicum requirements. Approval of
internship application. Refer to the current manual for additional requirements and
further details. Cannot be fulfilled by transfer.

PSY8990 Independent Readings (5 quarter credits)

This course provides learners with a deeper understanding of applied psychology in a
learner-relevant context. Throughout the course, learners conduct in-depth readings and
critical analyses of a selected topic or area in applied psychology, with guidance from their
instructor. Learners then synthesize and apply acquired psychology knowledge to create a
chosen project. Special permission is required for registration.

PSY8991 Selected Topics in Psychology (1 quarter credit)

Learners synthesize and integrate psychological theories and concepts with another course
or discipline of the learner’s choosing. Learners use coursework completed outside their
chosen psychology discipline to develop projects that demonstrate the relevance of the
selected topics to their specialization. Learners demonstrate how integrating theories from
both disciplines can be used to solve practical problems. Special permission is required
for registration. May be repeated for credit.

PSY8992 Selected Topics in Psychology (2 quarter credits)

Learners synthesize and integrate psychological theories and concepts with another
discipline of the learner’s choosing. Learners use coursework completed outside their
chosen psychology discipline to develop projects that demonstrate the relevance of the
selected topics to their specialization. Learners demonstrate how integrating theories from
both disciplines can be used to solve practical problems. Special permission is required
for registration. May be repeated for credit.

Learners synthesize and integrate psychological theories and concepts with another course
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PSY8993 Selected Topics in Psychology (3 quarter credits)

Learners synthesize and integrate psychological theories and concepts with another course
or discipline of the learner’s choosing. Learners use coursework completed outside their
chosen psychology discipline to develop projects that demonstrate the relevance of the
selected topics to their specialization. Learners demonstrate how integrating theories from
both disciplines can be used to solve practical problems. Special permission is required
for registration. May be repeated for credit.

PSY9911 * Clinical Dissertation Series (5 quarter credits)

The clinical dissertation series is a series of courses during which learners integrate
scholarly work associated with the goals and competencies of the PsyD Clinical Psychology
specialization and demonstrate proficiency in the established accreditation standards for
doctoral study in the field of psychology. Dissertations that meet requirements include an
applied product or program that is relevant to professional psychology, qualitative research,
quantitative research, theoretical development, and program consultation such as a needs
assessment. For PsyD Clinical Psychology learners only. Grading for these courses is
R/NS. Courses must be taken in sequence. Learners may take PSY9911–PSY9918
concurrently with or prior to PSY8971– PSY8978. Prerequisite(s): Completion of all
coursework, excluding internship courses. Cannot be fulfilled by transfer.

PSY9912 * Clinical Dissertation Series (5 quarter credits)

The clinical dissertation series is a series of courses during which learners integrate
scholarly work associated with the goals and competencies of the PsyD Clinical Psychology
specialization and demonstrate proficiency in the established accreditation standards for
doctoral study in the field of psychology. Dissertations that meet requirements include an
applied product or program that is relevant to professional psychology, qualitative research,
quantitative research, theoretical development, and program consultation such as a needs
assessment. For PsyD Clinical Psychology learners only. Grading for these courses is
R/NS. Courses must be taken in sequence. Learners may take PSY9911–PSY9918
concurrently with or prior to PSY8971– PSY8978. Prerequisite(s): Completion of all
coursework, excluding internship courses. Cannot be fulfilled by transfer.

PSY9913 * Clinical Dissertation Series (5 quarter credits)

The clinical dissertation series is a series of courses during which learners integrate
scholarly work associated with the goals and competencies of the PsyD Clinical Psychology
specialization and demonstrate proficiency in the established accreditation standards for
doctoral study in the field of psychology. Dissertations that meet requirements include an
applied product or program that is relevant to professional psychology, qualitative research,
quantitative research, theoretical development, and program consultation such as a needs
assessment. For PsyD Clinical Psychology learners only. Grading for these courses is
R/NS. Courses must be taken in sequence. Learners may take PSY9911–PSY9918
concurrently with or prior to PSY8971– PSY8978. Prerequisite(s): Completion of all
coursework, excluding internship courses. Cannot be fulfilled by transfer.
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PSY9914 * Clinical Dissertation Series (5 quarter credits)

The clinical dissertation series is a series of courses during which learners integrate
scholarly work associated with the goals and competencies of the PsyD Clinical Psychology
specialization and demonstrate proficiency in the established accreditation standards for
doctoral study in the field of psychology. Dissertations that meet requirements include an
applied product or program that is relevant to professional psychology, qualitative research,
quantitative research, theoretical development, and program consultation such as a needs
assessment. For PsyD Clinical Psychology learners only. Grading for these courses
is R/NS. Courses must be taken in sequence. Learners may take PSY9911–PSY9918
concurrently with or prior to PSY8971– PSY8978. Prerequisite(s): Completion of all
coursework, excluding internship courses. Cannot be fulfilled by transfer.

PSY9915 * Clinical Dissertation Series (5 quarter credits)

The clinical dissertation series is a series of courses during which learners integrate
scholarly work associated with the goals and competencies of the PsyD Clinical Psychology
specialization and demonstrate proficiency in the established accreditation standards for
doctoral study in the field of psychology. Dissertations that meet requirements include an
applied product or program that is relevant to professional psychology, qualitative research,
quantitative research, theoretical development, and program consultation such as a needs
assessment. For PsyD Clinical Psychology learners only. Grading for these courses
is R/NS. Courses must be taken in sequence. Learners may take PSY9911–PSY9918
concurrently with or prior to PSY8971– PSY8978. Prerequisite(s): Completion of all
coursework, excluding internship courses. Cannot be fulfilled by transfer.

PSY9916 * Clinical Dissertation Series (5 quarter credits)

The clinical dissertation series is a series of courses during which learners integrate
scholarly work associated with the goals and competencies of the PsyD Clinical Psychology
specialization and demonstrate proficiency in the established accreditation standards for
doctoral study in the field of psychology. Dissertations that meet requirements include an
applied product or program that is relevant to professional psychology, qualitative research,
quantitative research, theoretical development, and program consultation such as a needs
assessment. For PsyD Clinical Psychology learners only. Grading for these courses
is R/NS. Courses must be taken in sequence. Learners may take PSY9911–PSY9918
concurrently with or prior to PSY8971– PSY8978. Prerequisite(s): Completion of all
coursework, excluding internship courses. Cannot be fulfilled by transfer.

PSY9917 * Clinical Dissertation Series (5 quarter credits)

The clinical dissertation series is a series of courses during which learners integrate
scholarly work associated with the goals and competencies of the PsyD Clinical Psychology
specialization and demonstrate proficiency in the established accreditation standards for
doctoral study in the field of psychology. Dissertations that meet requirements include an
applied product or program that is relevant to professional psychology, qualitative research,
quantitative research, theoretical development, and program consultation such as a needs
assessment. For PsyD Clinical Psychology learners only. Grading for these courses is

R/NS. Courses must be taken in sequence. Learners may take PSY9911–PSY9918

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R/NS. Courses must be taken in sequence. Learners may take PSY9911–PSY9918

concurrently with or prior to PSY8971– PSY8978. Prerequisite(s): Completion of all
coursework, excluding internship courses. Cannot be fulfilled by transfer.

PSY9918 * Clinical Dissertation Series (5 quarter credits)

The clinical dissertation series is a series of courses during which learners integrate
scholarly work associated with the goals and competencies of the PsyD Clinical Psychology
specialization and demonstrate proficiency in the established accreditation standards for
doctoral study in the field of psychology. Dissertations that meet requirements include an
applied product or program that is relevant to professional psychology, qualitative research,
quantitative research, theoretical development, and program consultation such as a needs
assessment. For PsyD Clinical Psychology learners only. Grading for these courses is
R/NS. Courses must be taken in sequence. Learners may take PSY9911–PSY9918
concurrently with or prior to PSY8971– PSY8978. Prerequisite(s): Completion of all
coursework, excluding internship courses. Cannot be fulfilled by transfer.

PSY9919 * Doctoral Comprehensive Examination (3 quarter credits)

This course includes an overview of the comprehensive examination process, the
university’s expectations of academic honesty and integrity, the three core themes of the
examination, and the evaluation criteria. The courseroom mentor provides three questions
addressing the core themes and learners write answers to the comprehensive examination
questions. Answers are evaluated by faculty readers using pointscale scoring rubrics. Upon
passing the comprehensive examination, learners are eligible to register for the first
dissertation course. Department consent is required for registration. Grading for this
course is S/NS. Prerequisite(s): Completion of all required and elective coursework
with a cumulative GPA of 3.0 or better. Completion of practicum courses, if
applicable. Fulfillment of all residency requirements. Cannot be fulfilled by transfer.

PSY9960 * Dissertation Courseroom (3 quarter credits)

This course provides learners with resources, guidance, and peer and mentor support during
each dissertation course as they complete the required milestones. Department
consent is required for registration. Grading for this course is S/NS. Learners must
register for this course a minimum of four times to fulfill their specialization
requirements. Prerequisite(s): PSY9919. Cannot be fulfilled by transfer.

PSY9965 * School Psychology Doctoral Learner Comprehensive Examination

(5 quarter credits)
This course includes an overview of the comprehensive examination process, including the
university’s expectations of academic honesty and integrity, and provides PsyD in School
Psychology learners with the opportunity to work with a mentor to develop an applied
research specialty topic paper that integrates content across all ten National Association of
School Psychologists (NASP) practice domains. Upon completion of the paper, learners
develop an initial presentation that fulfills their Oral Specialty Topic Examination
requirement. Using feedback received from their mentors, learners then refine their
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requirement. Using feedback received from their mentors, learners then refine their
presentations in preparation for the Professional Presentation Examination, which takes
place during the learner’s sixth residency. For PsyD in School Psychology learners only.
Grading for this course is S/NS. Prerequisite(s): PSY5420, PSY7233, PSY7234,
PSY7421, PSY7610, PSY8212, PSY8230, PSY8235, PSY8332, PSY8335, PSY8337,
PSY8338, PSY8375, PSY8501.

PSY9970 * Doctoral School Psychology Integrative Project (5 quarter credits)

The School Psychology Integrative Project is the final requirement for the PsyD in School
Psychology. Learners identify the expectations of regulators in the field, in particular the
National Association of School Psychologists (NASP), and integrate their knowledge of
interventions, supervision skills, assessment information interpretation, and problem
solving. Throughout the course, learners complete three major projects in which they
connect focus topics from their program: the development of a professional portfolio aligned
with the NASP domains, a supervision plan for school psychologists in a school district, and
a case study requiring several interventions. Course activities provide learners with
opportunities to display a variety of skills essential for professional practice at the doctoral
level. Prerequisite(s): Completion of all required coursework, with the exception of
PSY8960, PSY8961, PSY8962, PSY8963, PSY8964, and PSY8965. Fulfillment of all
residency requirements. Cannot be fulfilled by transfer.

PSYC1000 Introduction to Psychology (6 quarter credits)

This course is an introduction to the basic theories and principles of psychology and of the
scientific methods of psychologists. Learners build understanding of core psychological
theories and research and their application in areas of the brain, learning, memory,
personality, social influence, lifespan development, psychopathology, and applied
psychology. Learners apply the psychological concepts they learn to everyday situations
through discussions and assignments.

PSYC1003 Developing Psychology Thinking † (6 quarter credits)

Learners in this course develop skills needed to succeed in their academic program by
analyzing the science of academic success. Learners cultivate critical thinking, information
literacy, and academic writing and research skills to enable their academic
success. Additionally, learners gain an understanding of evidence-based decision making,
APA style, and the fundamental principles behind academic success. For BS in
Psychology and BS in Psychology Pre-Counseling learners only. Learners who are
determined to need additional support developing academic and professional writing
and reading skills based on academic assessment must take PSYC1003 during their
first quarter. Cannot be fulfilled by transfer or prior learning assessment.

Learners in this course gain knowledge of and explain psychology theories and research as
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PSYC2200 Educational Psychology (3 quarter credits)

Learners in this course gain knowledge of and explain psychology theories and research as
applied to development and learning in educational contexts, including behavioral, cognitive,
and constructivist theories. Learners analyze the role of motivation in learning, and through
a case study and practice approach, apply their knowledge in educational settings.

PSYC2210 Introduction to Psychology of Social Media (3 quarter credits)

In this introductory course, learners apply psychological principles and concepts to the
personal and business use of social media. Learners examine trends, motivations, and
challenges in the use and abuse of social media and evaluate the psychological rewards
and risks of connecting with others, gaining attention, and engagement. Learners also
analyze prosocial and antisocial social media uses and the basics of social media marketing.

PSYC2300 Introduction to Addiction Theories (3 quarter credits)

Learners investigate biological, psychological, and social aspects of addictive behavior
and identify causes, prevention, and treatment of addiction. Learners gain an understanding
of disease models, relapse prevention, family systems, and behavioral addictions,
and assess how to promote motivation for change.

PSYC2320 * Introduction to Counseling and Psychotherapy (3 quarter credits)

This course introduces learners to a variety of mental health disciplines and settings, and
presents an overview of the diverse populations with which the disciplines work. Learners
build a working knowledge of the communication and psychotherapy skills used in current
professional mental health practices, such as addictions counseling, marriage and family
therapy, individual counseling, and college counseling. Learners also apply knowledge of
psychotherapeutic methods and research findings to problems in living.
Prerequisite(s): PSYC1000.

PSYC2330 Introduction to Forensic Psychology (3 quarter credits)

This course presents a broad overview of the field of forensic psychology, including
applicable work settings, the types of tasks forensic psychology professionals perform, and
required training. Learners determine the ways in which psychology intersects with the legal
system in both criminal and civil cases, with particular emphasis on how the law takes
mental health into consideration. Additional course topics include abnormal behavior and
the application of ethics.

PSYC2700 Child Development (3 quarter credits)

In this course, learners examine and apply theory and research in the cognitive, social, and
physical domains of human development from prenatal through middle childhood. Learners
describe how cultural and societal contexts shape development during childhood, and
investigate career options in child development and related fields.
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PSYC2720 Adolescent Psychology (3 quarter credits)

Learners investigate the scientific study of the biological, psychological, cognitive,
emotional, personality, and social changes that occur during adolescence. Using major
theories and research findings, learners evaluate the effects of physical growth, genetics,
culture, gender roles, sexuality, and family relationships on adolescent development, and
analyze education and vocational factors to build a deeper understanding of adolescent
development. Learners also assess how culture and mental health issues can influence
values and beliefs about adolescents.

PSYC2740 Adult Development and Aging (3 quarter credits)

Learners assess aging in the final development period of the human lifespan by
analyzing the experiences of elders in a variety of cultures and identifying myths and
stereotypes. In addition, learners apply a systemic study to explore the aging process and
adult development period from an interdisciplinary perspective, with particular emphasis on
the interaction of psychological, sociocultural, and biological aspects. Learners
also investigate diversity and inequality in the aging experience around the world.

PSYC2800 Introduction to Human Sexuality (3 quarter credits)

In this course, learners examine the physical, cognitive, and social-emotional aspects of
human sexuality as they relate to current and historical perspectives. Learners analyze
social and biological foundations of human sexuality and develop their understanding of
sexuality in individuals and their relationships. Learners also apply theory and historical
perspectives to their study of human reproduction, contraception and abortion, sexuality
and social policy, and sexual behavior and contemporary society. In addition, learners
demonstrate their knowledge of ethical practices that guide professional behavior in the
field of human sexuality.

PSYC2900 * Introduction to Psychology of Personality (3 quarter credits)

In this introductory course, learners gain and demonstrate knowledge of theories of
personality psychology. Learners apply these theories to human traits, behaviors, and
emotional issues within the field of psychology. Prerequisite(s): PSYC1000.

PSYC3002 Developing a Psychology Perspective § (6 quarter credits)

This course builds and strengthens learners’ academic writing, critical-thinking,
problem-solving, research, and organizational skills in relation to psychology, so that they
may apply a psychology perspective within their program and the workplace. During the
course, learners develop an understanding of ethical principles and standards as they
relate to topics in psychology. For BS in Psychology and BS in Psychology
Pre-Counseling learners only. Learners may only earn credit for PSYC3002 or
PSYC3003. Must be taken during the learner’s first quarter. Cannot be fulfilled by
transfer or prior learning assessment.
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PSYC3003 Developing a Psychology Perspective ‡ (6 quarter credits)

In this course, learners build and strengthen psychology-related skills needed to succeed in
their program and the workplace. Learners expand their critical-thinking, organizational,
problem-solving, and research skills in order to demonstrate and apply a psychology
perspective. Learners also communicate effectively and exhibit ethical behavior. For BS in
Psychology and BS in Psychology Pre-Counseling learners only. Learners may only
earn credit for PSYC3002 or PSYC3003. Prerequisite(s): ENG1000, PSYC1000,
PSYC1003. Cannot be fulfilled by transfer or prior learning assessment.

PSYC3110 * Abnormal Psychology (6 quarter credits)

The focus of this course is abnormal behavior, which learners investigate using the
framework of mental pathology. Learners evaluate scientific, empirically based analyses of
mental disorders and deviant behavior. Learners also examine the range of psychological
disorders and assess the disorders’ biological, psychological, and social consequences. In
addition, learners demonstrate their knowledge of abnormal psychology treatment methods.
Prerequisite(s): PSYC1000.

PSYC3130 Criminal Psychology and Behavior (6 quarter credits)

In this course, learners gain a basic understanding of the impact criminal psychology and
criminal behaviors have on the law, police, and communities. Learners also examine the
uses of criminal psychology relative to criminal behaviors, and theories surrounding these
behaviors. In addition, learners analyze popular criminal defenses relative to criminal
psychology and behaviors, and explore examples in well-known criminal cases.

PSYC3150 Victimology (3 quarter credits)

This course introduces victimology and the impact crime has on victims and society as a
whole. Learners gain an understanding of the effects and financial costs relative to
victimization in the United States. Learners also assess various victims’ rights, as well as
the issues and social policies that surround victims’ rights.

PSYC3210 * Human Lifespan Development (6 quarter credits)

This course is a survey of physical, cognitive, emotional, and social development
throughout the lifespan as viewed by research and theories, both classical and
contemporary. Learners explore the interaction between heredity and the environment, the
research methods used by developmental psychologists, and apply stage and non-stage
human development theories and research to modern problems and individual experiences.
Prerequisite(s): PSYC1000, completion of or concurrent registration in PSYC3540.

PSYC3500 * Learning and Cognition (6 quarter credits)

Learners in this course apply theories, research, and methods of human learning and
cognition to lifelong learning and development. Learners gain and demonstrate their
knowledge of classical and operant learning, perception, attention, memory systems, and
encoding and retrieval processes and the role of reasoning, knowledge, and language in
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encoding and retrieval processes and the role of reasoning, knowledge, and language in
learning and cognition. Prerequisite(s): PSYC1000, completion of or concurrent
registration in PSYC3520.

PSYC3520 * Introduction to Social Psychology (6 quarter credits)

This course is an introduction to the scientific study of the social context on an individual’s
thoughts, feelings, and behaviors and the three areas of social perception, interaction, and
influence in particular. Learners gain and demonstrate knowledge of social cognition; the
social self; interpersonal relationships; helping behavior; group behavior; attitude formation;
aggression; conformity; obedience; and social perceptions related to gender, race, and
culture. Prerequisite(s): PSYC1000, completion of or concurrent registration in
PSYC3210.

PSYC3540 * Culture, Ethnicity, and Diversity (6 quarter credits)

In this course, learners integrate their knowledge of theories and research of culture,
ethnicity, diversity, and social interaction with current trends and challenges associated with
cultural diversity. Learners analyze social issues related to gender, age, race, religion,
sexual orientation, and mental and physical disability and assess the effects of prejudice,
discrimination, and institutional oppression. Prerequisite(s): PSYC1000.

PSYC3770 * Psychology of Human Motivation and Performance (6 quarter credits)

Learners apply theory and research findings to understand and solve problems in human
motivation and performance. Learners explore theories and concepts central to
understanding motivation. Learners examine intrinsic and extrinsic motivation, stress,
emotions, optimal challenge, self-regulation, and more. Learners research and apply
strategies to analyze how motivation and performance can be improved in areas such as,
work, education, sports, addictions, and public health. Learners apply motivation theories
and concepts to their own motivation and performance goals. Prerequisite(s): PSYC1000.

PSYC4001 Applied Behavior Analysis Foundations (6 quarter credits)

In this course, learners gain an understanding of the applied behavior analysis field,
including its history, purpose, and careers. Learners acquire foundational knowledge of the
major applied behavior analysis theories, concepts, and terminology and apply that
knowledge to the process of developing and evaluating behavioral interventions. Learners
must meet weekly via web conferencing for synchronous (live) group meetings with their
course instructor.

PSYC4002 * Applied Behavior Analysis Ethics and Supervision (6 quarter credits)

Learners in this course build foundational knowledge of ethical practices that guide
professional behavior in the applied behavior analysis field. Learners develop a working
knowledge of ethical principles and standards in the field by analyzing cases from an ethical
perspective and applying ethical principles and standards to each case example. Learners
also demonstrate their understanding of ethics as they develop multicultural competence in
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also demonstrate their understanding of ethics as they develop multicultural competence in

applied behavior analysis practice. Learners must meet weekly via web conferencing for
synchronous (live) group meetings with their course instructor.
Prerequisite(s): PSYC4001 with a grade of “C” or higher.

PSYC4003 * Applied Behavior Analysis Research and Interventions (6 quarter credits)

In this course, learners examine research methods and designs used in applied behavior
analysis. Learners conduct literature reviews to explore research-based practices in the field
and practice selecting research-supported treatment designs. In particular, learners develop
their knowledge and skills in designing single-subject experiments, identifying and selecting
measurement systems, collecting and interpreting data, and conducting research with
integrity. Learners must meet weekly via web conferencing for synchronous (live) group
meetings with their course instructor. Prerequisite(s): PSYC4002 with a grade of “C” or
higher.

PSYC4004 * Applied Behavior Analysis Assessment (6 quarter credits)

In this course, learners apply knowledge gained in PSYC4001 to the assessment of
challenging behaviors. Learners examine assessment techniques in applied behavior
analysis and basic applications in applied behavior analysis. Learners apply assessment
techniques based on theory and principles of applied behavior analysis. Learners also
identify behaviors for change, select assessment techniques, and analyze outcomes of
assessment results. Learners must meet weekly via web conferencing for synchronous
(live) group meetings with their course instructor. Prerequisite(s): PSYC4003 with a grade
of “C” or higher.

PSYC4005 * Applied Behavior Analysis Behavior-Change Procedures and

Interventions (6 quarter credits)
Learners in this course develop skills related to behavior-change procedures. Learners
select and implement intervention strategies to change clients’ behavior through the practice
of applied behavior analysis. Learners must meet weekly via web conferencing for
synchronous (live) group meetings with their course instructor. Prerequisite(s): PSYC4004
with a grade of “C” or higher.

PSYC4006 * Applied Behavior Analysis Capstone 1 ¶ (6 quarter credits)

In this course, learners demonstrate knowledge of applied behavior analysis concepts and
principles, ethics, supervision and research, assessment techniques, and behavior change
procedures with the Behavior Development Solutions (BDS), Certified Behavior Analyst
(CBA) learning module series. Through the BDS/CBA learning module series, learners
prepare for the types of questions they may encounter on their certification exam. This
course provides learners with faculty and peer support, as well as classroom resources, to
help them successfully complete the designated modules. Learners must meet weekly via
web conferencing for synchronous (live) group meetings with their course instructor.
PSYC4007 must be taken the quarter immediately following PSYC4006.
Prerequisite(s): All required and elective coursework. Cannot be fulfilled by transfer.
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PSYC4007 * Applied Behavior Analysis Capstone 2 ¶ (6 quarter credits)

In this course, learners further demonstrate knowledge of applied behavior analysis
concepts and principles, ethics, supervision and research, assessment techniques, and
behavior change procedures with the Behavior Development Solutions (BDS), Certified
Behavior Analyst (CBA) learning module series. Through the BDS/CBA learning module
series, learners prepare for the types of questions they may encounter on their certification
exam. This course provides learners with faculty and peer support, as well as classroom
resources, to help them successfully complete the designated modules. Learners must
meet weekly via web conferencing for synchronous (live) group meetings with their course
instructor. PSYC4007 must be taken the quarter immediately following PSYC4006.
Prerequisite(s): All required and elective coursework. Cannot be fulfilled by transfer.

PSYC4100 * History and Modern Systems of Psychology (6 quarter credits)

Learners in this course build and demonstrate their knowledge of the history of psychology
as an academic discipline, with an emphasis on the lives of various significant psychologists
and the historical and social events that shaped the development of the field as a science.
Learners also identify the evolution of the field’s ideas of the mind, paradigmatic
approaches influencing the discipline, and various psychology systems that have developed
as a result of rapid social and technological change. Prerequisite(s): PSYC3520.

PSYC4110 * Positive Psychology (6 quarter credits)

In this course, learners apply theory, research, and evidence-based practices in the
scientific study of optimal human functioning. Learners evaluate the development of positive
emotional, cognitive, and behavioral states and traits such as happiness and wellbeing,
self-efficacy, optimism, hope, wisdom, courage, mindfulness, flow, spirituality, empathy,
altruism, gratitude, forgiveness, and love and articulate how they influence flourishing
relationships. Learners also assess and employ positive psychology principles in personal
and professional settings from a strengths perspective. Prerequisite(s): PSYC1000.

PSYC4200 * Foundations of Industrial and Organizational Psychology (6 quarter

credits)
In this course, learners gain and demonstrate foundational knowledge of industrial and
organizational psychology and human behavior in the workplace. Learners identify and
evaluate influences on individual and team workplace behavior. Learners also analyze
individual differences, employee attitudes and motivation, job analysis and performance,
training and development, and leadership as they affect an organization.
Prerequisite(s): PSYC1000.
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PSYC4210 Cyberpsychology (6 quarter credits)

In this course, an introduction to the fundamentals of cyberpsychology, learners apply their
knowledge of the evolution and theory of cyberpsychology to cognition, perception,
emotion, motivation, and human behavior. Learners also evaluate the physical and
psychosocial impacts of cyberpsychology and identify the procedures, methods, and
techniques used to conduct empirical cyberpsychological research.

PSYC4300 * Introduction to Addiction Treatment (6 quarter credits)

In this introductory course, learners gain and demonstrate knowledge and application of
models of addiction, principles of effective addiction treatment, and evidence-based
treatment methods. Learners also apply an understanding of motivational interviewing,
cognitive and behavioral treatment, 12-step theory and treatment, family therapy,
neurobiology of addiction, pharmacotherapy, assessment strategies, ethical issues, and
case management. Prerequisite(s): PSYC2300.

PSYC4310 * Biological Psychology (6 quarter credits)

In this course, learners synthesize theories of mind-body connection with the biological
bases of behavior. Learners demonstrate their knowledge of the structure and functions of
the nervous system; brain evolution and plasticity; methodology of physiological
psychology; and the neurological bases of sensation, perception, motivation, emotion, and
higher cortical functions. Prerequisite(s): BIO1000, PSYC3520.

PSYC4320 * Theories of Counseling and Psychotherapy (6 quarter credits)

Learners distinguish between various theories of counseling and psychotherapy and
develop a personal philosophy of counseling. Learners apply evidence-based practices to
concerns presented in counseling settings and analyze practices for diverse populations.
Prerequisite(s): PSYC2320.

PSYC4330 Psychopharmacology: How Drugs Work (6 quarter credits)

In this course, learners develop an understanding of the scientific study of the medications
and drugs that affect the brain. Learners analyze the biological, behavioral, and
psychological effects of both medications used to treat mental health disorders and drugs
used recreationally. Using research findings, learners evaluate the strengths and
weaknesses of these medications and drugs.

PSYC4600 * Research Methods in Psychology (6 quarter credits)

Learners in this course demonstrate their knowledge of fundamental research methods and
tools used in psychology. Learners use research methods and designs to show how the
scientific method can be applied to the study of human behavior and thought, including
ethical considerations for conducting research with human participants.
Prerequisite(s): PSYC4700. Cannot be fulfilled by transfer or prior learning
assessment.
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PSYC4650 * Experiential Learning in Psychology (3 quarter credits)

Learners in this course engage in a minimum of 20 hours of a hands-on experiential
opportunity in an applied setting of their choosing. In the setting, they apply psychological
theories, research, and ethical standards to real world problems and situations. Learners
also complete concurrent online courseroom activities with a culminating presentation that
includes a reflection, analysis, and synthesis of their experiences. For BS in Psychology
learners only. Grading for this course is S/NS. Learners are encouraged to contact
their advisors for information on the types of sites appropriate for the experience
prior to registering for the course. Prerequisite(s): PSYC1000. Experiential Learning
Orientation Seminar required. Cannot be fulfilled by transfer.

PSYC4651 * Experiential Learning in Psychology (3 quarter credits)

Learners in this course engage in a minimum of 20 hours of a hands-on experiential
opportunity in an applied setting of their choosing. In the setting, they apply psychological
theories, research, and ethical standards to real world problems and situations. Learners
also complete concurrent online courseroom activities with a culminating presentation that
includes a reflection, analysis, and synthesis of their experiences. For BS in Psychology
learners only. Grading for this course is S/NS. Prerequisite(s): PSYC4650. Cannot be
fulfilled by transfer.

PSYC4700 * Statistics for the Behavioral Sciences (6 quarter credits)

In this course, learners apply quantitative statistics to the study of human behavior.
Learners systematically examine and test hypotheses and relationships using statistical
software; interpret, display, and present statistical data; and analyze the validity of
arguments based on statistics. In particular, learners gain and demonstrate skills required to
conduct statistical sampling, define statistical assumptions and requirements, test statistical
differences between and among groups, evaluate correlations, calculate effect size and
confidence intervals, and determine practical and statistical significance.
Prerequisite(s): MAT2001, PSYC3520. Cannot be fulfilled by transfer or prior learning
assessment.

PSYC4900 * Psychology Capstone Project (6 quarter credits)

The capstone project is the culmination of the bachelor’s degree program in Psychology
and provides learners the opportunity to demonstrate the research, analysis, writing, and
communication skills they’ve gained during their program. Throughout the course, learners
examine real-life implications of psychology and how practicing the principles of the field
may optimally contribute to society. During the capstone experience, learners also explore
how this degree can support their next steps, both professionally and personally. For BS in
Psychology and BS in Psychology Pre-Counseling learners only. Must be taken
during the learner’s final quarter. Prerequisite(s): PSYC4600. Cannot be fulfilled by
transfer or prior learning assessment.
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PUAD7011 Issues and Innovations in Human Resource Management (4 quarter

credits)
In this course, learners examine and practice innovation, advocacy, organizational
transformation, and change management. Learners investigate the foundational elements
of human resource management and demonstrate their knowledge of current issues related
to human resource management.

PUAD7012 Project Management Framework (4 quarter credits)

In this course, learners gain and demonstrate knowledge of project management roles,
project scope, time management, and organizational structures. Learners assess various
theories as well as communication and collaboration strategies. In addition, learners
examine and apply the foundational elements of project management and identify current
issues related to project management.

PUAD7015 * Theories and Concepts in Public Administration (4 quarter credits)

Learners in this course investigate the structures, practices, and theoretical underpinnings
of public administration. Learners acquire and demonstrate public administration knowledge
and skills to provide high-quality professional services to the communities they serve.
Prerequisite(s): PSL7020, completion of or concurrent registration in PSL7030.
Cannot be fulfilled by transfer.

PUAD7021 Employee Relations in Human Resource Management (4 quarter credits)

Learners in this course develop the skills to effectively coach, mentor, and resolve conflict.
Learners examine and apply the foundational elements and skills for human resource
management development, intervention strategies, employee empowerment, and strategic
change.

PUAD7022 Project Management Principles and Practices (4 quarter credits)

Learners in this course analyze project management within public administration, private
sector organizations that provide public services, nonprofit organizations, and government
agencies. Learners apply project management skills across varied sectors and demonstrate
their understanding of project design, planning, and innovation.

PUAD7025 * Ethics in the Public Sector (4 quarter credits)

In this course, learners examine and apply the theoretical and conceptual foundations of
various ethical models and use them to analyze and evaluate practices in public
administration. Learners also identify ways to ensure public sector agencies act in an ethical
and legal manner, while ensuring the integrity of all public sector practices.
Prerequisite(s): PSL7030, completion of or concurrent registration in PUAD7015.
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PUAD7031 Labor and Employment Relations (4 quarter credits)

In this course, learners analyze labor relations and issues in employment relations that
involve sectors of union employees and non-union employees. Learners develop and
implement resolution methods for labor and employment disputes, job analysis and
evaluation, compensation, and benefits policy.

PUAD7032 Project Management Risks, Changes, and Challenges (4 quarter credits)

In this course, learners develop their knowledge of project management roles as well as
identify and prioritize project risks, communication and change management for project
scope, and industry challenges.

PUAD7035 * Public Sector Policy Analysis (4 quarter credits)

Learners in this course gain knowledge of differing theories associated with organizational
structure, organizational environments, and organizational leadership in public sector
settings. Learners also determine ways to effectively apply theories and skills needed to
collaborate with diverse populations; manage human, technological, information, financial,
political, and networking resources; analyze and formulate appropriate responses to public
administration, public health, and public safety issues; communicate clearly and effectively;
and maintain professional ethics and integrity. Prerequisite(s): PSL7030 and PUAD7015;
or PSY8002.

PUAD7041 Human Resource Information Systems and Communications (4 quarter

credits)
Learners in this course analyze the principles of information systems and resources with an
emphasis on communication. Learners investigate current information systems and how
these can impact project management.

PUAD7042 Project Management Quality and Control (4 quarter credits)

Learners in this course analyze quality assurance concepts, planning, control systems, and
tools and techniques. Learners also apply their knowledge of the project management
process and how it ensures effective communication and collaboration as well as high
quality projects.

PUAD7045 * Public Sector Budgeting (4 quarter credits)

In this course, learners gain and implement skills needed to be sound stewards of public
resources. Learners examine revenue streams used to fund government agencies.
Learners also apply practices used to develop budgets that mirror public priorities and
processes used to ensure funds are appropriately allocated. Prerequisite(s): PSL7030,
PUAD7015.
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PUAD7095 * Integrative Project for Public Administration (4 quarter credits)

In this course, learners apply the collective materials from their program into a facilitated
research project. Learners conduct a cost-benefit analysis of a specific policy, project, or
program in the public sector and demonstrate their mastery of the knowledge and skills
necessary to succeed in a real-world environment. For MS in Public Administration
learners only. Prerequisite(s): Completion of all required and elective coursework.
Cannot be fulfilled by transfer or prior learning assessment.

PUAD8015 * Operational Strategic Management and Planning (4 quarter credits)

Learners in this course build their understanding of operational strategic management and
planning concepts. Learners analyze processes as well as collaboration, cooperation, and
coordination practices within and among organizational operations. Learners apply these
concepts to real-life situations and organizational operations through the examination of
their internal and external environments, the allocation of resources, and the translation of
strategic plans into tactical operations. Prerequisite(s): PUAD7015, PUAD7025.

PUAD8025 * Organizational Leadership and Theory Within Public Administration

(4 quarter credits)
In this course, learners examine the roles of public administration leaders and managers.
Learners analyze operational change management, systems theories, organizational
behavior, and culture from applied and theoretical perspectives. Learners evaluate local,
state, federal, elected, appointed, and employed government structures to gain a further
understanding of the respective leadership and operational requirements.
Prerequisite(s): Completion of or concurrent registration in PUAD7035; PUAD8015.

PUAD8035 * Diversity Within the Global Society (4 quarter credits)

Learners analyze the cultural values and styles of effective communication, reasoning, and
decision-making across various cultural boundaries. Learners also identify the challenges of
working cross-culturally to create and enhance public value and equitable solutions.
Specifically, learners investigate effective public administration systems and policies that
improve operational processes and best practices. Prerequisite(s): PUAD8025.

PUAD8045 * Public Administration Strategic Accounting and Finance (4 quarter

credits)
In this course, learners analyze and implement strategic finance and accounting concepts
within public administration. Learners investigate the policies and practices associated with
public organizations in conjunction with the operational fiscal climate. In addition, learners
apply the skills required to construct and evaluate budget documents and assess the
strategic operational financial needs. Prerequisite(s): PUAD8025.
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PUBH4001 Foundations of Public Health (4 quarter credits)

This course provides learners with an overview of core public health concepts as well as the
contributions and roles of public health institutions. Learners use historical perspectives and
current trends to address determinants of health from an environmental, social, and
behavioral perspective. Learners also become familiar with organizational structure and
gauge its impact on health care delivery and barriers to access from a population
perspective.

PUBH4003 Introduction to Theories of Social and Behavioral Change (4 quarter

credits)
Learners in this course gain fundamental knowledge of the theories of social and behavioral
change that guide public health professionals in understanding health behaviors in the
contexts in which they occur. Learners analyze the theories that influence health behaviors
and public engagement activities as well as gain perspectives of why and how people
behave the way they do. In addition, learners examine the structural and social barriers to
better health and determine the ways in which they can design comprehensive solutions to
eliminate those barriers.

PUBH4006 Social Determinants of Health and Wellness (4 quarter credits)

In this course, learners are introduced to the social and economic determinants of health
and wellness in the United States. In particular, learners gain an understanding of what
those determinants are and how they can be changed.

PUBH4009 Introduction to Biostatistics (4 quarter credits)

This course introduces learners to fundamental statistical data analysis for individual and
community health. Throughout the course, learners examine basic statistics and how they
are applied in public health. Learners also develop and demonstrate an awareness of the
statistical software tools used for analysis and explore the major methodologies used in
public health to determine policy and practice.

PUBH4012 Introduction to Epidemiology (4 quarter credits)

In this course, learners examine core principles of epidemiology, including the prevention of
chronic diseases, how disease spreads across populations, and how public health
interventions can help control or reduce that spread. In addition, learners gain an
understanding of patterns, causes, and effects of health and disease conditions; statistical
evaluation, analysis, and interpretation; and the impact of health and disease social
determinants on the health of individuals and the community. Learners also explore
epidemiology as a social science by reviewing the social causes and consequences of
health.

Learners in this course assess evidence-based practice and how it affects public health
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PUBH4015 Planning and Evaluation in Evidence-Based Practice (4 quarter credits)

Learners in this course assess evidence-based practice and how it affects public health
planning and evaluation. In particular, learners examine the ways in which they can use a
collaborative community approach and the best evidence available to promote prevention
through the planning and evaluation of public health programs and policies.

PUBH4018 Introduction to Public Health Policy and Management (4 quarter credits)

In this course, learners build and demonstrate a broad understanding of how public health
and policy intersect in the United States and how public health services, programs, and
policies are developed, managed, and funded. Throughout the course, learners analyze the
key drivers of policies and legislation that impact public and private health care systems,
individuals, and the overall population.

PUBH4024 Introduction to Environmental Health (4 quarter credits)

Learners in this course investigate the relationships between people and their environment,
and the promotion of environmentally healthy and safe communities. Learners also examine
the effects of climate change on public health and how to identify and prevent hazardous
agents in air, water, soil, and food and in occupations from adversely affecting human health
on a short or long term basis. Prerequisite(s): PUBH4009 and PUBH4012.

PUBH4027 Community Health Promotion, Education and Advocacy (4 quarter credits)

In this course, learners examine how health promotion, education, and advocacy have been
employed in the United States and worldwide. Learners also investigate the expanding world
of social media as well as more traditional public health promotion, education, and advocacy
efforts.

PUBH4900 Public Health Capstone (6 quarter credits)

The capstone project is the culmination of the BS in Public Health degree program. Learners
demonstrate the technical and applied public health knowledge and the critical thinking and
communication skills needed to effectively address determinants of health from an
environmental, social, and behavioral perspective; understand health behaviors and the
contexts in which they occur; and examine the structural and social barriers to better health
so that they may determine the ways in which comprehensive solutions can be designed to
eliminate those barriers. For BS in Public Health learners only. Must be taken during the
learner’s final quarter. Cannot be fulfilled by transfer or prior learning
assessment.

RSCH7860 Survey of Research Methods (4 quarter credits)

Learners in this course critically evaluate research in order to gain an understanding of the
scientific methods of inquiry and the ethical considerations of research. Learners develop
and apply skills needed to become educated consumers and creators of research. Learners

also use their research design skills to analyze and apply research methodologies, validity,
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also use their research design skills to analyze and apply research methodologies, validity,
reliability and other components of scientific research related to their field of interest.
Learners may only earn credit for PSY7860 or RSCH7860. Cannot be fulfilled by
transfer.

RSCH7864 Quantitative Design and Analysis (4 quarter credits)

In this course, learners investigate the fundamental concepts needed to conduct
quantitative research. Learners examine and apply quantitative research techniques;
appropriate applications of quantitative research; research design, measurement, and
analysis, and their associated interdependencies; variable types and levels of
measurement; sampling; descriptive and inferential statistics; and hypothesis testing.
Learners define the strengths and limitations of descriptive statistics, analyze the
quantitative scales of measurement, review the logic of probability and null hypothesis
testing, and leverage technology when applicable. Learners also determine the steps
necessary to ensure human subjects protection, and consider methodological adaptations
when conducting research with vulnerable and diverse populations. Learners may only
earn credit for PSY7864 or RSCH7864. Cannot be fulfilled by transfer.

RSCH7868 * Qualitative Design and Analysis (4 quarter credits)

Learners in this course assess the fundamental concepts needed to conduct qualitative
research. Learners practice qualitative research techniques; appropriate applications of
qualitative research; the strengths and weaknesses of qualitative research design,
sampling, and analysis and their associated interdependencies; and leverage technology
when applicable. Learners also determine the steps necessary to ensure human subjects
protection, and consider methodological adaptations when conducting research with
vulnerable and diverse populations. Learners may only earn credit for PSY7868 or
RSCH7868. Prerequisite(s): RSCH7860. Cannot be fulfilled by transfer.

SHB8002 Advanced Research in Adult Human Development and Behavior (4 quarter

credits)
Learners in this course critically analyze theory and research in adult development and
behavior with an emphasis on contemporary research and application issues. In addition,
learners study adult development from biological, psychological, social, and multicultural
perspectives and apply principles of adult development to professional practice. Must be
taken by PhD learners during their first quarter. Cannot be fulfilled by transfer.

SHB8101 Interdisciplinary Leadership in Social and Behavioral Sciences (4 quarter

credits)
In this course, learners evaluate historical, current, and emerging theories of
interdisciplinary leadership that apply in social and behavioral sciences contexts. Learners
assess the role and influence of leaders in complex and dynamic interdisciplinary
environments and organizations that address human behavior issues. Learners also focus
on developing doctoral-level skills in evaluating and synthesizing leadership research.
Cannot be fulfilled by transfer.
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SHB8315 Advanced Program Design and Evaluation (4 quarter credits)

In this course, learners gain an understanding of program design via needs-based
approaches and models that inform those approaches. Learners examine needs
assessment and program evaluation as fundamental tools in institutional, public, or private
organizations to develop programs and assess their effectiveness at the leadership level.

SHB8331 Advanced Child and Adolescent Studies (4 quarter credits)

Learners in this course synthesize and apply research-based best practices to improve the
interactions among the school, community, and social systems that influence and serve
children and adolescents. Learners also evaluate the issues and needs of children and
adolescents, develop innovative leadership and advocacy approaches to address those
issues and needs, and consider the legal and ethical issues associated with working with
diverse populations of children and adolescents.

SHB8441 Advanced Ethics and Leadership in Studies in Human Behavior (4 quarter

credits)
The focus of this course is the ethical and leadership responsibilities of human behavior
professionals. Learners synthesize ethical principles with leadership roles in public and
private settings and evaluate the ways professionals apply ethics and leadership in their
work with diverse client populations in the fields of education and social and behavioral
sciences.

SHB8551 Advanced Contemporary Issues in Studies in Human Behavior (4 quarter

credits)
In this course, learners analyze a range of contemporary social and behavioral issues and
conduct participatory action research on an issue of their choice, using various leadership
and advocacy approaches to address the chosen issue. Learners also employ
professional development strategies to build interdisciplinary knowledge in the fields of
education and social and behavioral sciences at the leadership level.

SHB8661 Risk and Resiliency in Diverse Populations (4 quarter credits)

In this course, learners demonstrate proficiency in human behavior studies through
research-based application of multidimensional resilience concepts to diverse populations,
in order to identify the means of maintaining well-being throughout the lifespan. Learners
evaluate types of resilience in response to risks caused by psychosocial, environmental,
and genetic stressors and analyze the impact of coping skills on post-traumatic growth by
identifying the process of resilience and the historical factors influencing it. In addition,
learners examine leadership approaches to addressing personal risk factors with an
emphasis on different models of advocacy to generate informed decisions for successful
collaboration with multiple providers and various populations.
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SHB8775 Issues in Aging, Grief, and Bereavement (4 quarter credits)

This course is an examination of aging and loss from biological, psychological, social, and
cultural perspectives at the leadership level. In particular, learners evaluate contemporary
research relevant to family life, caregivers, community and institutional care, ethnic and
sociocultural differences, and urbanization and assess the service delivery needs of aging
populations within the context of specific life events. Learners also explore the ways their
own attitudes toward aging and loss may impact their effectiveness as professionals working
in social and behavioral services settings.

SHB8810 Advanced Issues in Eating Disturbances (4 quarter credits)

Learners investigate issues associated with various eating disturbances, including anorexia,
bulimia, obesity, overeating, and body image disturbances, from a leadership perspective.
Using evidence-based literature, learners evaluate historical and contemporary paradigms of
eating disturbances and their physical, psychological, and social effects. Learners also
assess service delivery models and the cultural, ethnic, legal, and ethical considerations
associated with working with diverse populations of people with eating disturbances.

SHB8811 Advanced Issues in Addictive Behaviors (4 quarter credits)

Learners investigate issues associated with various addictive behaviors, including legal and
illicit psychoactive drug use, from a leadership perspective. Using evidence-based literature,
learners evaluate historical and contemporary paradigms of addictive behaviors and their
physical, psychological, and social effects. Learners also assess service delivery models
and the cultural, ethnic, legal, and ethical considerations associated with working with
diverse populations of people with addictive behaviors.

SHB9919 * Doctoral Comprehensive Examination (3 quarter credits)

This course includes an overview of the comprehensive examination process, the
university’s expectations of academic honesty and integrity, the three core themes of the
examination, and the evaluation criteria. The courseroom mentor provides three questions
addressing the core themes. Learners write answers to the comprehensive examination
questions. Answers are evaluated by faculty readers using point-scale scoring rubrics. Upon
passing the comprehensive examination, learners are eligible to register for the first
dissertation course. Department consent is required for registration. Grading for this
course is S/NS. Prerequisite(s): Completion of all required and elective coursework
with a cumulative GPA of 3.0 or better. Completion of practicum courses, if
applicable. Fulfillment of all residency requirements. Cannot be fulfilled by transfer.
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SHB9960 * Dissertation Courseroom (3 quarter credits)

This course provides learners with resources, guidance, and peer and mentor support
during each dissertation course as they complete the required milestones. Department
consent is required for registration. Grading for this course is S/NS. Learners must
register for this course a minimum of four times to fulfill their specialization
requirements. Prerequisite(s): SHB9919. Cannot be fulfilled by transfer.

SOC-H3005 * Honors Professional Seminar (6 quarter credits)

Learners in this course take a sociological approach to professional growth in the
workplace. This course provides learners with the opportunity to complete a professional
project that addresses an organizational need or solves a problem. Learners explore
questions and develop their project with faculty and peers through engaging discussions
and assignments. Throughout the course, learners use a sociological perspective to further
develop critical thinking and problem-solving skills to address interdisciplinary issues. For
honors pathway learners only. Prerequisite(s): PHI-H2005. Cannot be fulfilled by
transfer.

SOC1150 How Society Works: Diversity, Collaboration, and Problem Solving

(6 quarter credits)
In this course, learners collaborate with colleagues to investigate diverse communities and
interpret sociological research to develop a comprehensive understanding of society.
Learners use the scientific method to improve their problem solving skills and make
effective and informed decisions.

SOC1200 Preparing for the Future of Work (4 quarter credits)

In this course, learners develop and refine their professional presence by honing a set of
essential skills to excel in school, work, and life. Learners examine applications of key
professional competencies and behaviors in their current or anticipated profession.

SOC2000 Cultural Diversity (6 quarter credits)

Learners in this course gain and demonstrate an understanding of cultural diversity from a
sociological perspective and identify the ways the societal structure affects micro-level
experience. Learners evaluate theories that explain the cultural foundations of prejudice
and discrimination, analyze the differences between majority and minority groups and
racial and ethnic groups, and investigate the role of power in creating and supporting these
differences at the structural level. Learners also assess the relationship between race,
gender, and economics by examining past and current experiences of American minority
groups.

In this course, learners gain and apply an understanding of the fundamental concepts and
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SOC3400 Social Deviance (6 quarter credits)

In this course, learners gain and apply an understanding of the fundamental concepts and
theories of the sociological study of deviance. Learners evaluate deviant behavior from
historical and social perspectives and identify contemporary issues involving deviance.
Learners also analyze informal and formal means of controlling deviance, including the role
of the criminal justice system as a form of social control of deviant behavior.

SWK5001 Research in Social Work Practice (4 quarter credits)

Learners in this course acquire the knowledge, skills, and tools needed to engage in
research-informed practice and practice-informed research. Learners build skills related to
planning and conducting research, evaluating best practices, and critically assessing the
research of others. In addition, learners explore the relationship between social work and
research and articulate the importance of that relationship with respect to serving
individuals, families, groups, organizations, and communities. Throughout the course,
learners demonstrate competence in research design and proposal writing with the use of
technology by constructing their own research plans. For MSW learners only. Must be
taken during the learner’s first quarter. Cannot be fulfilled by transfer.

SWK5002 Social Welfare History, Policy, and Practice (4 quarter credits)

Learners in this course critically analyze social welfare history, domestic social policies, and
social welfare programs. Learners use theoretical frameworks and social work best
practices to understand issues of social and economic justice, including the human rights of
children, youth, adults, families, communities, and organizations, in order to effectively
prepare for policy leadership and planning, advocacy, and social action. For MSW and
MSW—Advanced Standing learners only. Cannot be fulfilled by transfer except by
coursework from a CSWE-accredited program.

SWK5003 * Human Behavior and the Social Environment 1 (4 quarter credits)

The focus of this course is on the systems approach used to analyze the impact of various
social forces on individual and family dynamics. Throughout the course, learners employ
theory, social work best practices, and research findings to understand and assess the
functioning of individuals and families in their social environments. For MSW and
MSW—Advanced Standing learners only. Prerequisite(s): SWK5001, completion of or
concurrent registration in SWK5002. Cannot be fulfilled by transfer except by
coursework from a CSWE-accredited program.

SWK5004 * Micro Social Work Practice (4 quarter credits)

Learners in this course gain an understanding of the knowledge, values, and best practice
skills required for generalist social work practice. Learners apply a strengths-based
perspective to planned change and problem-solving processes and use technology to
demonstrate leadership and evaluation-of-practice techniques. Learners also conceptualize
how to effectively enhance the well-being of people and ameliorate the environmental
conditions that adversely affect them. During this course, learners engage in a dynamic
synchronous and asynchronous online hybrid experience integrating live video generalist
practice experiences with faculty and learners in a virtual learning community. For MSW
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practice experiences with faculty and learners in a virtual learning community. For MSW
and MSW—Advanced Standing learners only. Prerequisite(s): SWK5001, SWK5002.
Cannot be fulfilled by transfer.

SWK5005 * Human Behavior and the Social Environment 2 (4 quarter credits)

In this course, learners use theory and concepts from behavioral sciences that focus on
interactions between and among individuals and the groups, social, economic, and
environmental systems to inform social work best practice interventions. For MSW and
MSW—Advanced Standing learners only. Prerequisite(s): SWK5003, completion of or
concurrent registration in SWK5004. Cannot be fulfilled by transfer except by
coursework from a CSWE-accredited program.

SWK5006 * Social Policy and Planning in Human Services (4 quarter credits)

Learners in this course focus on the origins, processes, and politics associated with
contemporary American social policies intended to advance human rights and social justice.
Learners examine the role of social workers in the leadership and creation of strategic
planning, implementation, and evaluation of myriad social policies, with particular attention
given to cultural diversity. In addition, learners explore the relationship between social work
values and social policies and integrate social work best practice standards. For MSW and
MSW—Advanced Standing learners only. Prerequisite(s): Completion of or
concurrent registration in SWK5005. Cannot be fulfilled by transfer except by
coursework from a CSWE-accredited program.

SWK5007 * Mezzo Social Work Practice (4 quarter credits)

The focus of this course is on social work best practices with particular emphasis on
small-to-medium-sized groups. Learners explore the link between mezzo and micro and
macro social work practices, as well as the link of person to environment, the research
literature that informs this level of practice, and ethical concerns. Throughout the course,
learners apply social work best practices and technology integration in their work with
individuals, families, groups, organizations, communities, and colleagues. For MSW and
MSW—Advanced Standing learners only. Prerequisite(s): SWK5003, SWK5004.
Cannot be fulfilled by transfer except by coursework from a CSWE-accredited
program.

SWK5008 * Macro Social Work Practice with Groups, Organizations, and

Communities (4 quarter credits)
Learners in this course build on their micro and mezzo social work practice knowledge and
gain a better understanding of the theory and skills required for social work best practice
with larger groups, organizations, and communities. In particular, learners in this course
analyze macro social work practice models, including social planning, community organizing,
social action, leadership, effective use of technology, supervision and
community/organizational development, and change. For MSW and MSW—Advanced
Standing learners only. Prerequisite(s): SWK5004, SWK5006. Cannot be fulfilled by
transfer except by coursework from a CSWE-accredited program.
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SWK5012 * Cultural Competence and Social Work Practice with Diverse Populations
(4 quarter credits)
Learners investigate diversity and difference, power and privilege, and oppression, as they
relate to social work practice. Throughout the course, learners become knowledgeable of
one’s biases toward race, ethnicity, culture, religion, age, sex, sexual orientation, social and
economic status, political ideology, and disability; how those biases contribute to
discrimination and oppression; and the ethics of culturally competent best practice. In
addition, learners assess personal values, beliefs, and behaviors that may limit their ability
to practice effective social work with people of diverse backgrounds. Through the use
of technology, learners then engage in strategy and leadership best practices for dealing
with biases in social work practice. For MSW and MSW—Advanced Standing learners
only. Must be taken during the first quarter by learners who have been admitted to
the MSW—Advanced Standing degree program. Prerequisite(s): SWK5007;
completion of or concurrent registration in SWK5008. Learners in the
MSW—Advanced Standing degree program are exempt from these prerequisites.
Cannot be fulfilled by transfer.

SWK5013 * Mental Health Practice and Advanced Interventions: Theory and Practice
(4 quarter credits)
This course prepares learners for advanced mental health best practice. Learners use
multiple theoretical frameworks and technology to engage, assess, intervene, and evaluate
individuals, families, groups, organizations, and communities within the mental health field.
For MSW and MSW—Advanced Standing learners only. Prerequisite(s): SWK5007;
completion of or concurrent registration in SWK5008. Learners in the
MSW—Advanced Standing degree program are exempt from these prerequisites.
Cannot be fulfilled by transfer except by coursework from a CSWE-accredited
program.

SWK5014 * Advanced Generalist Social Work Practice (4 quarter credits)

Learners in this course develop and demonstrate advanced generalist best practice and
leadership skills in engagement, assessment, intervention, and evaluation from a strengths
perspective grounded in social work values and ethics, social justice, human rights, cultural
competence, policy practice, the integration of technology, and evidence-based practice.
During this course, learners engage in a dynamic synchronous and asynchronous online
hybrid experience integrating live video clinical practice experiences with faculty and
learners in a virtual learning community. For MSW and MSW—Advanced Standing
learners only. Prerequisite(s): SWK5012, completion of or concurrent registration in
SWK5013. Cannot be fulfilled by transfer.

This course provides learners with the opportunity to advance their knowledge in research
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SWK5015 * Advanced Statistics, Research, and Program Evaluation (4 quarter

credits)
This course provides learners with the opportunity to advance their knowledge in research
methodology, data collection, and program evaluation in social work best practice. Learners
integrate research practice, knowledge, and theory with leadership methods and data
processing and analysis, in order to better understand the implications of quantitative,
qualitative, and mixed-methods data. Learners also use and interpret various statistical
procedures for analyzing quantitative and qualitative data using analytical software and
applications. For MSW and MSW—Advanced Standing learners only.
Prerequisite(s): Completion of or concurrent registration in SWK5014. Cannot be
fulfilled by transfer except by coursework from a CSWE-accredited program.

SWK5016 * Integrative Technology in Advanced Social Work Practice (4 quarter

credits)
This course is an introduction to transformative and innovative methods of client
interviewing, follow up, documentation, evaluation, professional development, and
communication through the use of technology, with particular emphasis on 21st-century
social work practice skills used to serve diverse clients. Learners engage in interactive
role-play activities and create a technology-based initiative that promotes social justice and
best practices. For MSW and MSW—Advanced Standing learners only.
Prerequisite(s): Completion of or concurrent registration in SWK5015. Cannot be
fulfilled by transfer.

SWK5017 * Clinical Supervision and Leadership in Social Work Practice (4 quarter

credits)
This course is an introduction to leadership theories and skills, ethical decision-making,
self-care efficacy, strategic planning, and administrative roles in social work organizations.
Throughout the course, learners investigate technology integration; administrative,
educational, and supportive supervision; supervision procedures; conduct of supervision;
and legal and regulatory guidelines. For MSW and MSW—Advanced Standing learners
only. Prerequisite(s): Completion of or concurrent registration in SWK5016. Cannot
be fulfilled by transfer except by coursework from a CSWE-accredited program.

SWK5018 * Systems Analysis of Social Work Practice: Theories, Skills, Values, and
Professional Practice (4 quarter credits)
This course provides a synthesis of all social work practice systems. Learners apply
critical-thinking skills as they delve into the identification of social work values and ethics;
the assessment of professional behaviors and skills; the engagement of cultural
competence; the integration of research, knowledge, human behavior, and theory; and the
application and analysis of social work best practice, social justice, policy, technology, and
leadership. For MSW and MSW—Advanced Standing learners only.
Prerequisite(s): Completion of or concurrent registration in SWK5528. Cannot be
fulfilled by transfer.
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SWK5025 * Foundation Practicum 1 (4 quarter credits)

This is the first course in a sequence of two required practicum courses during which
learners complete a minimum of 400 supervised practicum/internship experience hours.
Throughout the practicum, learners engage in experiential learning in an agency setting and
apply social work best practice theories, professional values, and practice techniques
gained from their social work foundation courses. This course includes an integrative
seminar that facilitates learners’ leadership development and technology skills with regard
to entry-level generalist social work practice. For MSW and MSW—Advanced Standing
learners only. Special permission is required for registration.
Prerequisite(s): SWK5014, completion of or concurrent registration in SWK5017.
Approval of practicum application. All application materials must be received by the
first day of the quarter preceding the quarter of the proposed start date. Refer to the
current manual for further details. Cannot be fulfilled by transfer.

SWK5026 * Foundation Practicum 2 (4 quarter credits)

This is the second course in a sequence of two required practicum courses during which
learners complete a minimum of 400 supervised practicum/internship experience hours.
Throughout the practicum, learners engage in experiential learning in an agency setting and
apply social work best practice theories, professional values, and practice techniques
gained from their social work foundation courses. This course includes an integrative
seminar that facilitates learners’ leadership development and technology skills with regard
to entry-level generalist social work practice. For MSW and MSW—Advanced Standing
learners only. Special permission is required for registration.
Prerequisite(s): SWK5025. Cannot be fulfilled by transfer.

SWK5525 * Advanced Internship Seminar/Lab (4 quarter credits)

This course prepares learners for internship placement. Throughout the interactive seminar,
learners review social work best practices as well as the steps necessary for success in the
internship, including professionalism, interviewing techniques, process recording,
documentation, evaluation, and safety. For MSW and MSW—Advanced Standing
learners only. Special permission is required for registration.
Prerequisite(s): SWK5013, SWK5014. Cannot be fulfilled by transfer.

SWK5526 * Advanced Internship Practicum 1 (4 quarter credits)

This is the first course in a sequence of three required practicum courses during which
learners complete a minimum of 600 supervised internship experience hours. Throughout
the practicum, learners engage in experiential learning in an agency setting and apply social
work best practice theories, professional values, practice techniques, and technology
integration skills gained from their advanced generalist coursework. This course includes an
integrative seminar that facilitates learners’ leadership development with regard to
graduate-level generalist social work practice. For MSW and MSW—Advanced Standing
learners only. Special permission is required for registration.
Prerequisite(s): SWK5014; SWK5026 with a grade of “B” or higher or SWK5525.
Approval of practicum application. All application materials must be received by the
first day of the quarter preceding the quarter of the proposed start date. Refer to the
current manual for further details. Cannot be fulfilled by transfer.
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SWK5527 * Advanced Internship Practicum 2 (4 quarter credits)

This is the second course in a sequence of three required practicum courses during which
learners complete a minimum of 600 supervised internship experience hours. Throughout
the practicum, learners engage in experiential learning in an agency setting and apply
social work best practice theories, professional values, practice techniques, and technology
integration skills gained from their advanced generalist coursework. This course includes an
integrative seminar that facilitates learners’ leadership development with regard to
graduate-level generalist social work practice. For MSW and MSW—Advanced Standing
learners only. Special permission is required for registration. Prerequisite(s):
SWK5526 with a grade of “B” or higher. Approval of practicum application. All
application materials must be received by the first day of the quarter preceding the
quarter of the proposed start date. Refer to the current manual for further details.
Cannot be fulfilled by transfer.

SWK5528 * Advanced Internship Practicum 3 (4 quarter credits)

This is the third course in a sequence of three required practicum courses during which
learners complete a minimum of 600 supervised internship experience hours. Throughout
the practicum, learners engage in experiential learning in an agency setting and apply social
work best practice theories, professional values, practice techniques, and technology
integration skills gained from their advanced generalist coursework. This course includes an
integrative seminar that facilitates learners’ leadership development with regard to
graduate-level generalist social work practice. For MSW and MSW—Advanced Standing
learners only. Special permission is required for registration.
Prerequisite(s): SWK5527 with a grade of “B” or higher. Approval of practicum
application. All application materials must be received by the first day of the quarter
preceding the quarter of the proposed start date. Refer to the current manual for
further details. Cannot be fulfilled by transfer.

SWK5800 * Advanced Clinical Social Work Practice with Children and Youth
(4 quarter credits)
Learners in this course acquire the advanced knowledge and skills required to engage in
the clinical treatment of children and youth. Learners examine theoretical frameworks,
including developmental, ecological systems, cognitive/behavioral, and psychodynamic. In
addition, learners analyze assessment styles and intervention planning, with an emphasis
on cultural and environmental factors. Throughout the course, learners use technology and
leadership skills to synthesize, integrate, and apply that which they have learned, in order to
provide assessment and treatment that is grounded in professional social work ethics and
best practices to children and youth. For MSW and MSW—Advanced Standing learners
only. Prerequisite(s): SWK5013. Cannot be fulfilled by transfer.

This course provides a bio-psychosocial approach to identification, screening, assessment,

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SWK5801 * Advanced Clinical Social Work Practice Screening, Assessment,

Diagnosis, and Treatment of Children and Youth (4 quarter credits)
This course provides a bio-psychosocial approach to identification, screening, assessment,
and diagnosis of common psychosocial problems experienced by children and youth.
Learners analyze etiology, recognition, and diagnosis of these problems in the context of
the socio-cultural formation of disordered behavior. Throughout the course, learners apply
social work best practices, leadership skills, techniques gained throughout their coursework,
the most recent edition of the American Psychiatric Association’s Diagnostic and Statistical
Manual of Mental Disorders, and the use of technology to screen, assess and diagnose
issues, such as serious mental illness, suicidality, depression and anxiety, substance
abuse, child abuse, and the effects of trauma. For MSW and MSW—Advanced Standing
learners only. Prerequisite(s): SWK5800. Cannot be fulfilled by transfer.

SWK5802 * Advanced Clinical Social Work Practice with Adults (4 quarter credits)
This course is designed to prepare learners for advanced clinical social work practice
utilizing multiple theoretical frameworks and technology to engage, assess, evaluate, and
intervene in ethically and culturally competent clinical practice with adults. In addition,
learners use best practice skills to serve as competent clinical social work practitioners in
nonprofit, for-profit, and community organizations. Throughout the course, learners apply a
skills-based approach; leadership in presenting and practicing the use of specific screening,
assessment, and diagnostic protocols; as well as the most recent edition of the American
Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders to provide
diagnostic formulations. For MSW and MSW—Advanced Standing learners only.
Prerequisite(s): SWK5013. Cannot be fulfilled by transfer.

SWK5803 * Advanced Clinical Social Work Practice Screening, Assessment,

Diagnosis, and Treatment of Adults (4 quarter credits)
This course provides a bio-psychosocial approach to identification, screening, assessment,
and diagnosis of common psychosocial problems experienced by adult clients. Learners
analyze etiology, recognition, and diagnosis of these problems in the context of the
socio-cultural formation of disordered behavior. Throughout the course, learners apply
social work best practices, leadership skills, techniques gained throughout their coursework,
the most recent edition of the American Psychiatric Association’s Diagnostic and Statistical
Manual of Mental Disorders, and the use of technology to screen, assess and diagnose
issues, such as serious mental illness, suicidality, depression and anxiety, substance
abuse, child abuse, elder abuse, and the effects of trauma. For MSW and
MSW—Advanced Standing learners only. Prerequisite(s): SWK5802. Cannot be
fulfilled by transfer.

SWK5804 * Innovative Leadership and Supervision in Social Work Practice (4 quarter

credits)
The course provides social work learners with the opportunity to explore workplace
dynamics, communication theory, leader’s influence, and the relationship between social
work best practice and leadership skills. Learners also analyze the use of technology as a
tool for effectively serving as administrators. For MSW and MSW—Advanced Standing
learners only. Prerequisite(s): SWK5014. Cannot be fulfilled by transfer.
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SWK5805 * Managing Social Work Practice in the 21st Century (4 quarter credits)
This course covers best practices in hiring, staffing, coaching, and evaluating personnel. In
particular, learners review key practice policies related to health care, consumer rights,
educational rights, access, disabilities, cultural diversity, and ethical practices in the
workplace. Other course topics include leadership, grant writing, program development,
professional development, and strategic planning. In addition, learners gain an
understanding of advanced financial management and planning with the use of
technological resources. For MSW—Advanced Standing and MSW learners only.
Prerequisite(s): SWK5804. Cannot be fulfilled by transfer.

SWK8010 Advanced Social Work Practice: Integrating Technology and Teaching in

Academic and Agency Settings (4 quarter credits)
Learners in this DSW first course develop their roles as future leaders and educators in the
social work field. Learners analyze theories of adult learning for the purpose of teaching in
academia and creating professional development trainings in agencies. Learners also
evaluate technology tools used in leader/educator roles and apply the NASW code of ethics
and standards for technology to course content. For DSW learners only. Must be taken
during the learner’s first quarter. Cannot be fulfilled by transfer or prior learning
assessment.

SWK8015 * Advanced Social Work Practice: Theoretical Perspectives (4 quarter

credits)
Learners in this course assess the role of theory in social work practice at the micro, mezzo,
macro, and meta levels. Learners critically appraise selected theories, perspectives, and
models for relevance and evaluate the strengths and barriers regarding their application to
practice. Through critical self-reflection, learners identify with specific theoretical
orientations, as well as demonstrate recognition and respect for others’ theoretical
orientations. For DSW learners only. Prerequisite(s): Completion of or concurrent
registration in SWK8010.

SWK8020 * Advanced Social Work Practice: Disaster and Crisis Management

(4 quarter credits)
Learners in this course analyze the various roles social workers take during disasters and
crises (natural and man-made). Learners assess how social workers must respond in an
ethical, culturally competent, and organized way to address the high and increasing number
of events on the micro, mezzo, macro, and meta levels, based on theoretical models and
best practices. For DSW learners only. Prerequisite(s): Completion of or concurrent
registration in SWK8025.

Learners in this course examine and integrate an understanding of leadership principles,

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SWK8025 * Leadership and Management in Complex Social Systems (4 quarter

credits)
Learners in this course examine and integrate an understanding of leadership principles,
skills, and applications in organizational or academic environments. Learners appraise and
articulate the importance of cultural and ethical competency within a leadership context as
well as a complex, global society. Learners investigate issues they may encounter in the
field and determine how to address them through the practice of social work leadership. For
DSW learners only. Prerequisite(s): SWK8010; completion of or concurrent
registration in SWK8015.

SWK8030 * Grant Writing and Administration (4 quarter credits)

Learners in this course develop skills for the identification, writing, management, and
evaluation of grants. Applying grant writing skills as social work leaders, learners create
mission and visionstatements, develop logic models, plan budgets, and analyze evaluation
plans. Learners also asses how social workers in settings including academia, agency
administration, and community development create funding sources, ethically manage and
administer the funds, and evaluate the proposed outcomes. For DSW learners only.
Prerequisite(s): Completion of or concurrent registration in RSCH7860.

SWK8035 * Advanced Social Work Policy and Practice (4 quarter credits)

In this course, learners develop the ability to advocate for and create public policy, and
evaluate how it impacts individuals, families, groups, and the community. Learners examine
policies in light of diversity and globalization with emphasis on social justice. Learners also
assess ethical concerns; policy analysis; advocacy strategies, including cross-system
collaboration; and use of needs assessments. For DSW learners only.
Prerequisite(s): Completion of or concurrent registration in SWK8020.

SWK8045 * Clinical Theories of Social Work Practice 1 (4 quarter credits)

Learners in this course analyze clinical theories of social work based on ethical
considerations, client diversity, and best practice as defined by the integration of practice
wisdom and scientific knowledge, to ensure proper fit between clients’ needs and
intervention. Learners also evaluate practice model(s) for client treatment with a focus on
individuals and couples, and begin to apply this knowledge to supervision of colleagues. In
addition, learners use research to examine cutting edge and emerging intervention
strategies. For DSW learners only. Prerequisite(s): Completion of or concurrent
registration in RSCH7860, SWK8025, SWK8035.

SWK8055 * Advanced Social Work Practice with Diverse Populations in Complex

Systems (4 quarter credits)
In this course, learners examine concepts and theories related to diversity, such as critical
race theory, through the lenses of complex systems, globalization, and the impact of
technology. Learners evaluate systems as entities of social control, domination, and
oppression in order to develop advocacy strategies for meaningful systems change and to
apply practices that effectively address diversity. Learners also assess the impact of
strategies to address
globalization these issues,
and immigration includingpopulations
on vulnerable the use of technology
and humantoneeds,
advance welfare
along with and
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strategies to address these issues, including the use of technology to advance welfare and
well-being for all. For DSW learners only. Prerequisite(s): Completion of or concurrent
registration in SWK8045.

SWK8065 * Clinical Theories of Social Work Practice 2 (4 quarter credits)

In this course, learners strengthen and apply their knowledge of clinical theories of social
work based on ethical considerations, client diversity, and best practice as defined by the
integration of practice wisdom and scientific knowledge. Learners also identify practice
model(s) and apply them for client treatment as well as for supervision, with a focus on
families and groups. In addition, learners appraise the development of new theoretical
paradigms in the age of technology. For DSW learners only. Prerequisite(s): Completion
of or concurrent registration in PSL-V8926; SWK8055.

SWK8075 * Advanced Social Work Practitioner as a Leader of Social Change

(4 quarter credits)
Learners in this course articulate their individual leadership philosophies, styles, skills, and
approaches to effective leadership. Learners evaluate policy, practice, programs, and the
use of technology at all levels in the social work field, while evaluating social change
strategies and approaches. Learners identify the use of self as they develop professional
skills of influence and mobilization for change to better advocate for client groups at all
levels. Learners create an individual plan for their continued self-development as leaders in
the field of social work. In addition, learners demonstrate knowledge of lobbying, advocacy
strategies, program evaluation, and ethical issues and concerns. For DSW learners only.
Prerequisite(s): Completion of or concurrent registration in RSCH7868, SWK8065.

TS8005 Research Processes, Theory, and Practice in Information Technology

(6 quarter credits)
In this course, learners are immersed in a culture of inquiry to focus on the technical
foundations of information technology (IT) research and practice. Learners examine current
and emerging research and practice technologies, processes, and methods; compare
quantitative and qualitative methodologies; and identify the research methodologies
commonly used in IT research. Additionally, this course is designed to help prepare PhD
learners for doctoral research related to IT literature and theory. For PhD in Information
Technology learners only. Must be taken during the learner’s first quarter. Cannot be
fulfilled by transfer.

TS8531 Network Security Advances (4 quarter credits)

This course presents advances in information assurance and the ways they help decision
makers accurately gauge, estimate, and examine the impact of implementing various
network security protection mechanisms. Learners evaluate emerging information security
protection research and identify the potential advantages and disadvantages of protecting
the security of the network. Cannot be fulfilled by transfer.
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TS8533 Enterprise Security Risk Management (4 quarter credits)

Learners in this course examine research in information security risk management.
Learners review scholarly literature in the field as it relates to risk modeling, assessment,
and management. Other course topics include outsourcing and the legal and technological
changes that affect risk management. Cannot be fulfilled by transfer.

TS8535 System and Application Security Advances (4 quarter credits)

This course presents advances in ensuring system and application security and the ways
they help decision makers accurately gauge, estimate, and examine the impact of
implementing various system and application security protection mechanisms. Learners
evaluate emerging information security protection research and identify the potential
advantages and disadvantages of protecting system and application security. Cannot be
fulfilled by transfer.

TS8537 Assurance Controls and Compliance Management (4 quarter credits)

This course provides an overview of the management processes and organizational
controls needed to ensure data protection. Learners review federal, state, and other
governmental and industry standards that companies must follow to be compliant in
safeguarding data. Learners analyze the depth and breadth of compliance management
research and investigate different approaches to data protection control and compliance.
Cannot be fulfilled by transfer.

TS8539 Security Governance and Management (4 quarter credits)

The focus of this course is on the strategic security planning organizations need to
implement and manage security programs. Learners examine governance principles and
the ways they are applied to information security management to ensure that security
programs are aligned with the organization’s long-term strategic direction. Cannot be
fulfilled by transfer.

TS8940 * Information Technology Consulting Practice Seminar (4 quarter credits)

Learners in this course study the basics of creating and developing an IT consulting
business. Learners explore how to plan, develop, and market a viable IT consulting
practice, specifically writing a business plan, finding customers, and pricing services.
Prerequisite(s): Completion of all core coursework. Cannot be fulfilled by transfer.

This seminar covers the practice fundamentals learners need to prepare themselves for a
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TS8950 * Teaching Practice Seminar in Information Technology Education (4 quarter

credits)
This seminar covers the practice fundamentals learners need to prepare themselves for a
career in information technology education. Learners examine syllabus and course
development, online and classroom instruction, and the fundamentals of human
development in the classroom. Prerequisite(s): Completion of all core coursework.
Cannot be fulfilled by transfer.

TS8951 Survey of Research Literature in Information Technology Education

(4 quarter credits)
Learners in this doctoral seminar review information technology research literature that
focuses on studies related to improving the effectiveness of IT instruction, developing IT
curricula and courses, and using IT in the classroom. Course content emphasizes IT
education and includes computer science, computer engineering, and other related
disciplines. Cannot be fulfilled by transfer.

TS9919 * Doctoral Comprehensive Examination (3 quarter credits)

This course includes an overview of the comprehensive examination process, the
university’s expectations of academic honesty and integrity, the three core themes of the
examination, and the evaluation criteria. The courseroom mentor provides three questions
addressing the core themes. Learners write answers to the comprehensive examination
questions. Answers are evaluated by faculty readers using point-scale scoring rubrics. Upon
passing the comprehensive examination, learners are eligible to register for the first
dissertation course. Department consent is required for registration. Grading for this
course is S/NS. Prerequisite(s): Completion of all required and elective coursework
with a cumulative GPA of 3.0 or better. Completion of practicum courses, if
applicable. Fulfillment of all residency requirements. Cannot be fulfilled by transfer.

TS9960 * Dissertation Courseroom (3 quarter credits)

This course provides learners with resources, guidance, and peer and mentor support during
each dissertation course as they complete the required milestones. Department consent is
required for registration. Grading for this course is S/NS. Learners must register for
this course a minimum of four times to fulfill their specialization requirements.
Prerequisite(s): TS9919. Cannot be fulfilled by transfer.

WRIT6088 Mastering Scholarly Writing (4 quarter credits)

Learners in this course develop and strengthen their scholarly writing, critical thinking, and
research skills. In particular, learners practice reading, drafting, revising, editing, and
polishing their work to meet academic writing process standards. Learners also explore the
application of rhetoric and the role of analysis in the writing process.
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FlexPath (-FP and -FPX) Courses

ACC-FPX5610 * Advanced Accounting, Budget Planning and Control (2 program

points)
This course emphasizes the application of advanced accounting techniques to
organizational situations. This includes the function of budgetary systems in organizational
planning, management, and control, and the application of a systems approach to
budgeting. Prerequisite(s): MBA-FPX5010.

ANLY-FPX5510 * Advanced Business Analytics (2 program points)

In this course, learners apply advanced analytics techniques to provide insight about a
business and its customers including regression, classification, and nonparametric
techniques. Learners apply data visualization and other tools to effectively present the
results of data analysis and recommendations to management.
Prerequisite: MBA-FPX5008.

BHA-FPX4002 History of the United States Health Care System (1.5 program points)
Learners gain a historical view of the U.S. health care system and analyze the challenges
and successes of an ever-changing and evolving industry from both a private and public
health perspective. Learners also investigate health care innovations, regulatory bodies and
technology to assess the evolutionary processes in medical education, changing practice,
hospital industry growth and the continuum of care.

BHA-FPX4003 Present and Future State Developments within the United States
Health Care System (1.5 program points)
In this course, learners review developments in health policy and management to better
understand the present and future state of the U.S. health care system. Learners also
analyze trends and effects on health care services to determine their impact on the health
care industry and to predict potential future reforms. Learners also gain knowledge of health
policy; health reform; access, cost, and regulatory issues; and stakeholder influence.

BHA-FPX4004 Patient Safety and Quality Improvement in Health Care (3 program

points)
In this course, learners examine quality improvement and risk management in health care.
Learners apply various models to increase the quality of patient care and outcomes,
decrease the risk of litigation, and effect positive change. Throughout the course, learners
gain an understanding of how to prepare a quality dashboard utilizing common quality
improvement tools, including statistical analysis; Plan, Do, Check, Act (PDCA); Six Sigma;
and Rapid Cycle Improvement.
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BHA-FPX4006 Health Care Regulation and Compliance (3 program points)

In this course, learners analyze local, state, and federal health care laws and evaluate their
applicability and effect on patient rights, care, and confidentiality; human resources; and
organizational and professional licensure. Throughout the course, learners develop and
demonstrate competence in applying standards to meet requirements of governing bodies
and various agencies with regulatory oversight authority. Learners also investigate fraud
and abuse, risk management, business ethics, and corporate compliance.

BHA-FPX4008 Health Care Budgeting and Reporting (1.5 program points)

Learners in this course acquire an understanding of inventory control, budgeting, financial
statements, and reporting. Learners also demonstrate competence in preparing budgets for
their scope of responsibility as health care professionals.

BHA-FPX4009 Health Care Reimbursement Systems (1.5 program points)

Learners in this course examine current trends and traditional methods of payment in the
health care industry. In particular, learners examine hospital, physician, third-party, state,
and federal reimbursement systems and gain an understanding of the organizational
revenue cycle process and payor contracting.

BHA-FPX4010 Introduction to Health Care Research (3 program points)

In this course, learners examine health care research methodologies to assess access,
quality, and cost as well as related marketing research and planning. In particular, learners
strengthen their knowledge of quantitative, qualitative, and mixed-methods research
designs in order to better understand the needs, expectations, and social norms involved
within the health care delivery system.

BHA-FPX4020 Health Care Administration Capstone Project (3 program points)

The capstone project is the culmination of the BS in Health Care Administration degree
program. Learners demonstrate the technical and applied health care administration
knowledge and the critical thinking and communication skills needed to effectively influence
a diverse and dynamic health care environment, develop innovative solutions for managing
U.S. health care systems, and apply continuous improvement and quality management
processes to improve organizational and patient outcomes. For BS in Health Care
Administration, FlexPath option learners only. Must be taken during the learner’s
final quarter. Cannot be fulfilled by transfer or prior learning assessment.

Learners in this course gain awareness of their personal leadership style and develop
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BHA-FPX4102 Leadership and Communication in Health Care Organizations

(3 program points)
Learners in this course gain awareness of their personal leadership style and develop
communication approaches appropriate for a diverse set of stakeholders. Learners also
build their knowledge and skills in cultural competence, effective teamwork, coaching,
cross-functionality, and collaboration through the use of authentic, real-world scenarios.

BHA-FPX4104 Strategic Leadership and Workforce Planning in Health Care

(3 program points)
In this course, learners develop innovative solutions to strategic, tactical, and operational
issues in managing health care systems through the combined use of information
technology, organizational knowledge, talent management, and critical thinking. Learners
enhance leadership qualities that facilitate diverse high-performance teams and create
comprehensive and useable data-driven action plans. Learners also gain an understanding
of organizational development, productivity management, and health care planning and
marketing.
BHA-FPX4106 Introduction to Managing Health Care Information (3 program points)
Learners in this course integrate essential informatics concepts into health care
administration and manage the health care information lifecycle. Learners analyze
information system applications to make evidence-based decisions that maximize the
efficiency and quality of departmental workflow. Learners also analyze the application of
methods to improve the management of patient data, clinical knowledge, population data,
and other information relevant to patient care and community health.

BHA-FPX4108 Managing Population Health (3 program points)

In this course, learners investigate epidemiology and its patterns, causes, and effects
relative to health and disease conditions across identified populations. Learners identify
evidence-based approaches to promote wellness, disease management, and evolving
financial reimbursement strategies. In addition, learners gain an understanding of critical
factors associated with accountable care organizations and formulate applied research
strategies focused on patient engagement.

BHA-FPX4110 Health Care Systems and Operations (3 program points)

In this course, learners analyze managerial concepts and their application to the support
infrastructure of health care organizations. Learners also investigate issues, trends, and
best practices in supply chain management; process improvement; facility layout; quality
improvement; resource planning; and facilities management.

BHA-FPX4112 Economics of Health Care (3 program points)

Learners in this course examine historical perspectives and current trends in the health
care industry and analyze its unique economic structure. Learners analyze evolving
reimbursement trends, methods, and technology and identify the political, legal, regulatory,

organizational, and demographical implications of business decisions on health care

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organizational, and demographical implications of business decisions on health care

economics. Learners also evaluate the ways in which economic and stakeholder influences
affect operational planning and decision making.

BIO-FP1000 Human Biology (3 program points)

In this course, learners examine the integrative relationship between human biological
systems and the social sciences, arts, and communications. Learners build and apply an
understanding of topics such as human anatomy, nature versus nurture, biological
psychology, human disease, and concepts related to ancestry and biology. Learners also
evaluate the accuracy of biological topics in the media. This course includes a lab
experience.

BIO-FPX1000 Human Biology (3 program points)

In this course, learners examine the integrative relationship between human biological
systems and the social sciences, arts, and communications. Learners build and apply an
understanding of topics such as human anatomy, nature versus nurture, biological
psychology, human disease, and concepts related to ancestry and biology. Learners also
evaluate the accuracy of biological topics in the media. This course includes a lab
experience.

BSN-FP4002 Assessment, Communication, and Collaboration (3 program points)

In this course, learners analyze effective health assessment methods, communication
strategies, and interdisciplinary and interprofessional collaboration techniques used in a
variety of health care settings. Learners conduct a comprehensive evidence-based health
assessment and examine and explain the communication skills members of collaborative
teams need for evidence-based quality care. For BSN, FlexPath option learners only.

BSN-FP4004 Nursing Research and Informatics (3 program points)

This course is an introduction to the application of research and information technology in
the nursing profession. Learners identify the ways information systems and patient care
technologies have contributed to improved patient outcomes; demonstrate competence in
incorporating safeguards, secure practices, and ethical standards needed to promote and
support data security, patient confidentiality, and regulatory requirements; and analyze
effective use of patient care technologies, communication systems, and information
systems across the health-illness continuum. Learners also examine ethics in nursing
research and scholarship and the relationships among theory, research, and behavior in
the application of evidence-based nursing practice. For BSN, FlexPath option learners
only.

BSN-FP4006 Policy, Law, Ethics, and Regulations (3 program points)

Learners in this course examine the role of health care policy and legal, regulatory, and
quality control in ethical decision making in professional nursing practice. Learners develop
and demonstrate their knowledge of concepts and principles of health care policy, legal
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control, ethical conduct, and regulatory environments and their application to the health
care environment and the nursing profession. Learners analyze the impact of health care
policy and multicultural, socioeconomic, political, legal, and regulatory factors on health care
access disparities and practice articulating the needs of individuals, communities, and
vulnerable populations to consumers and appropriate officials. Learners also focus on the
importance of cultural competence and ethical decision making in professional nursing
practice. For BSN, FlexPath option learners only.

BSN-FP4008 Organizational and Systems Management for Quality Outcomes

(3 program points)
In this course, learners acquire and demonstrate the fundamental concepts and principles
of individual and organizational leadership necessary for successful nursing practice in
integrated and non-integrated health care systems and environments. Learners develop
and demonstrate awareness of nursing leadership concepts, research, and models and
evaluate best practices of organizational and systems leadership to apply to professional
nursing practice. Learners integrate the concept of quality improvement with patient safety
and examine the influence of complex organizational and leadership system issues on
quality and patient safety initiatives. Learners also analyze techniques for monitoring
individual and organizational performance in promoting safe and caring patient-centered
environments. For BSN, FlexPath option learners only.

BSN-FP4010 Health Promotion and Disease Prevention in Vulnerable and Diverse

Populations (3 program points)
Learners in this course develop and demonstrate an understanding of concepts,
frameworks, and models used to foster health promotion and disease prevention,
particularly in multicultural and vulnerable populations. Learners evaluate the health care
needs of individuals and populations from multicultural, ethnic, traditional, complementary,
alternative, and spiritual perspectives and examine factors that cause wellness disparities
among people in vulnerable populations. Learners analyze the ways health care access
barriers are created and identify evidence-based best practices for developing a
population-focused approach to health promotion and disease prevention. For BSN,
FlexPath option learners only.

BSN-FP4012 Nursing Leadership and Management (3 program points)

In this course, learners examine theoretical concepts of leadership and management for the
professional nurse, particularly those associated with health care finance, human
resources, and materials allocation. Learners build and apply a working knowledge of
evidence-based best practices and behaviors that support effective nursing leadership in a
variety of health care settings and analyze strategies for developing effective skills in
coordination, delegation, collaboration, negotiation, conflict management, goal setting,
performance improvement, and lifelong learning. Throughout the course, learners also
integrate ethical interpersonal communication skills necessary for positive interdisciplinary
working relationships. For BSN, FlexPath option learners only.
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BSN-FP4014 Global Perspectives of Community and Public Service (3 program

points)
In this course, learners develop the knowledge, skills, and techniques needed to function as
effective team members in public- or community service-based health care settings.
Learners apply collaborative and innovative strategies for enhancing and improving current
health care system approaches based on national and global holistic needs assessments
and identify ways to advocate for quality patient and community outcomes and apply tribal,
community, and global wellness strategies to professional practice. For BSN, FlexPath
option learners only.

BSN-FP4016 Pharmacology for Patient Safety (3 program points)

Learners in this course further develop their knowledge of pharmacology as they apply
skills, attitudes, and techniques to evidence-based nursing practice. Learners demonstrate
an understanding of general pharmacology, drug categories, and patient safety in a variety
of health care settings. Learners also develop a multicultural and patient-centered
perspective that addresses disease processes, pharmacological and nonpharmacological
therapies, teamwork, and patient safety initiatives. For BSN, FlexPath option learners
only.

BSN-FP4017 Collaborative Group Process for Nursing Professionals (3 program

points)
In this course, learners build and strengthen the knowledge, skills, and techniques needed
to initiate, lead, and function in collaborative group processes for the purpose of enhancing
the health and wellness of individuals, groups, communities, and populations. Learners also
identify group process barriers and interventions, particularly those associated with special
and vulnerable populations and community and national directives. For BSN, FlexPath
option learners only.

BSN-FP4020 Nursing Capstone Project (3 program points)

Learners in this course focus on synthesizing and applying the nursing knowledge and skills
gained during their program. Learners demonstrate proficiency by integrating nursing
theories, research, and best practices into a single practice model of health promotion or
disease prevention for a specific community or population group. Learners create and
customize an evidence-based project plan and develop and implement strategies for
achieving desired project outcomes. For BSN, FlexPath option learners only. Must be
taken during the learner’s final quarter. Cannot be fulfilled by transfer or prior
learning assessment.

BUS-FPX3007 Developing a Business Perspective (3 program points)

In this course, learners build and strengthen the knowledge, skills, and abilities needed to
succeed in their program and the workplace. Learners engage in interactive activities that
help them develop and demonstrate a business perspective and expand
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their organizational, research, critical-thinking, and problem-solving skills. Other topics

include ethics, team relationships, project creation, and writing effectively for business.
For BS in Business, FlexPath option learners only. Learners may only earn credit for
BUS3003 or BUS-FPX3006 or BUS-FPX3007. Must be taken during the learner’s first
quarter. Cannot be fulfilled by transfer or prior learning assessment.

BUS-FPX3011 Fundamentals of Management (1.5 program points)

In this course, learners examine the fundamental principles of management and the
characteristics that make an effective manager. Learners then apply these principles in
management decision-making roles of planner, organizer, controller, and communicator.
Learners who have received credit for BUS3010 may not take BUS-FPX3011.

BUS-FPX3012 Fundamentals of Leadership (1.5 program points)

This course is an introduction to principles and theories of leadership behavior and their
application in business and community settings. Learners develop and demonstrate
awareness of the characteristics, styles, and practices necessary for effective leadership.
Learners who have received credit for BUS3010 may not take BUS-FPX3012.

BUS-FPX3021 Fundamentals of Business Law (1.5 program points)

In this course, learners explore and articulate the influences on businesses of statutory,
contract, tort, and legal entity law. Learners evaluate the historical underpinnings and
origins of the court system’s ability to adjudicate commercial disputes. Learners also
develop and demonstrate their legal vocabulary, an understanding of core legal concepts,
and basic legal research skills.

BUS-FPX3022 Fundamentals of Supply Chain Management (1.5 program points)

This course is an introduction to modern concepts and practices of efficient supply chain
management. Learners build their knowledge of and demonstrate the relevance of supply
chain design in support of organizational strategy and assess the effectiveness of supply
chains to meet customer demands. Through the use of case studies, learners also analyze
existing supply chain systems and recommend improvements.

BUS-FPX3030 Fundamentals of Marketing and Sales (3 program points)

Learners investigate the fundamentals of marketing and sales, including market research
and planning, product differentiation and positioning, marketing communications,
differences between consumer and business markets, and relational marketing and sales
strategy. Learners demonstrate course competencies by preparing and presenting a
marketing and sales plan and a corresponding marketing and sales strategy for a simple
product offering.
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BUS-FPX3040 Fundamentals of Human Resource Management (3 program points)

This course is a survey of the human resources management (HRM) field and its function
and role in the organization. Learners develop their knowledge of fundamental HRM
principles and demonstrate competencies in areas such as compensation and benefits,
legal requirements, and training and development.

BUS-FPX3050 Fundamentals of Organizational Communication (3 program points)

This course helps learners understand and apply the fundamentals of organizational
communication. Learners analyze the interrelationship of organizational communication,
symbols, culture, performance, and effective communication practices in relationships
internal and external to the enterprise. Learners also examine how effective organizational
communication contributes to successful organizational performance and the ways
elements of organizational communication interact and function in an enterprise.

BUS-FPX3061 Fundamentals of Accounting (1.5 program points)

This course is an introduction to the accounting function in modern business organizations.
Learners define accounting terminology and explore its application to accounting principles.
Learners also apply accounting cycle strategies to business financial events and prepare
financial statements from accounting system data. Learners who have received credit for
BUS3060 may not take BUS-FPX3061.

BUS-FPX3062 Fundamentals of Finance (1.5 program points)

In this course, learners gain and apply finance basics including the time value of money
concepts, stock and bond valuation techniques, and capital budgeting processes. Learners
also demonstrate ways the relationship of domestic and global financial environments affect
financial markets. Learners who have received credit for BUS3060 may not take
BUS-FPX3062.

BUS-FPX4011 * Virtual Team Collaboration (3 program points)

Learners gain knowledge of and examine practical communication and collaboration skills
necessary for effective participation in and leadership of teams in a virtual networked
context. Learners also analyze various forms of collaborative leadership and participate in
collaborative leadership experiences within a virtual networked organizational setting.
Prerequisite(s): BUS3010, or BUS-FPX3011 and BUS-FPX3012.

BUS-FPX4012 * Leadership in Organizations (3 program points)

In this course, learners create effective theories of leadership in the networked enterprise at
different organizational levels and from different perspectives. Learners develop and
demonstrate their knowledge of the skills that support personal characteristics of effective
leaders, such as coaching strategies, personal integrity, trustworthiness, courage and
generosity, and an ability to encourage others to participate in leadership.
Prerequisite(s): BUS3010, or BUS-FPX3011 and BUS-FPX3012.
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BUS-FPX4013 * Organizational Structure, Learning, and Performance (3 program

points)
Learners in this course analyze organizational structures and their influence on
organizational intelligence, learning ability, and the practical performance of an enterprise.
The course includes an emphasis on the adaptive and responsive organization and its
relationship to enterprise stakeholders and environment. Learners evaluate a case study
that illustrates the interrelatedness of organizational structure, learning, and performance in
order to create a model of a high-performance organization. Prerequisite(s): BUS3010, or
BUS-FPX3011 and BUS-FPX3012.

BUS-FPX4014 * Operations Management for Competitive Advantage (3 program

points)
This course is a survey of operations management. Learners analyze strategic product and
service design, major capacity and location decision-making processes, and process and
control system operations. Learners use case studies to build a working knowledge of the
important concepts and decision-making tools. Prerequisite(s): BUS3010, or
BUS-FPX3011 and BUS-FPX3012.

BUS-FPX4015 * Strategic Planning and Implementation (3 program points)

Learners develop their understanding of strategic planning and implementation using case
studies and simulations of various business planning processes and by exploring the
unpredictable dimension of strategic business planning. Learners show how integrating
unplanned developments into existing strategy is an important part of real-world strategic
planning. Prerequisite(s): BUS3010, or BUS-FPX3011 and BUS-FPX3012.

BUS-FPX4016 * Global Business Relationships (3 program points)

Within an international business research framework, learners use selected case studies
and complementary theory to build and demonstrate a broad understanding of international
business. Learners analyze multiple dimensions of international business including cultural;
business structure; finance and trade; technology and communications; and political,
economic, and legal perspectives to determine patterns and hierarchies in international
business cultures. Prerequisite(s): BUS3010, or BUS-FPX3011 and BUS-FPX3012.

BUS-FPX4024 * Customer Behavior (3 program points)

Learners in this course demonstrate their knowledge of ways customers acquire, consume,
and dispose of products and services. Learners analyze the buyer behavior of individual
consumers, businesses, and governments and evaluate the influence demographics,
popular culture, and subcultures have on buyer behavior. Learners also assess the
managerial application of consumer behavior concepts, including current issues associated
with ethics, law, and regulation. Prerequisite(s): BUS-FPX3030.
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BUS-FPX4043 * Compensation and Benefits Management (3 program points)

Learners investigate theories related to compensation and reward systems in organizations
and the practices used to create and maintain these systems. Learners create a base
benefit plan, evaluate incentive programs, and analyze the effects of laws and regulatory
agencies on compensation and benefits strategies. Learners also demonstrate a working
knowledge of social and legal issues pertaining to compensation and of the skills
organizations need to maintain competitive HR functions. Prerequisite(s): BUS-FPX3040.

BUS-FPX4044 * Legal Issues in Human Resource Management (3 program points)

In this course, learners identify the scope and purpose of the legal framework of an
enterprise. Learners analyze the effects of legal issues on an organization’s human
resource management function. Learners also create strategies for managing legal issues
and identify ways to implement them. Prerequisite(s): BUS-FPX3040.

BUS-FPX4045 * Recruiting, Retention, and Development (3 program points)

Learners investigate strategies for recruiting, selecting, and retaining top talent in support of
the strategic needs of an organization. Learners analyze talent and acquisition strategies
within the context of laws and regulations and explore current recruitment and selection
techniques. Prerequisite(s): BUS-FPX3040.

BUS-FPX4046 * Employee and Labor Relations (3 program points)

Learners investigate the dynamics of creating a mutually beneficial relationship between
employer and employee, including maintaining legal compliance and cultivating positive
employee morale. Learners analyze and explain factors that affect the relationships
between employees and organizations and how workplace policies can influence ethically
and legally sound human resource management practices. Learners also evaluate the
impact of labor unions on the organization. Prerequisite(s): BUS-FPX3040, BUS-FPX3045.

BUS-FPX4047 * Employee Training and Development (3 program points)

In this course, learners assess and apply strategies of building effective training solutions
that support an organization’s human resource management goals. Learners identify
Business strategies that lead to measurable and meaningful performance results, and gain
and practice a deeper understanding of learning organizations.
Prerequisite(s): BUS-FPX3040.

BUS-FPX4048 * International Human Resource Management Issues (3 program

points)
This course is an introduction to human resource management (HRM) in multinational
corporations. Learners analyze global issues that affect HRM practices and investigate the
role of culture and its influence in these organizations. Prerequisite(s): BUS-FPX3040.
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BUS-FPX4060 * Financial Accounting Principles (3 program points)

Learners identify financial accounting principles and ways accounting information is used to
assess an organization’s financial performance. Learners evaluate the relationship between
business events and accounting systems and analyze an organization’s financial structure.
Prerequisite(s): BUS3060 or BUS-FPX3061.

BUS-FPX4061 * Managerial Accounting Principles (3 program points)

In this course, learners identify the role of accounting as it relates to managing an
organization, then analyze accounting systems and financial statements. Learners also
apply sound budgeting and time value of money principles from a managerial perspective.
Prerequisite(s): BUS-FPX4060.

BUS-FPX4062 * Intermediate Financial Accounting Topics and Trends (3 program

points)
Learners in this course develop and exercise a working knowledge of financial accounting
theory and practice using Generally Accepted Accounting Principles (GAAP) and Financial
Accounting Standards Board (FASB) pronouncements. Learners acquire financial reporting
skills and apply financial statement conceptual frameworks to prepare financial statements.
Prerequisite(s): BUS-FPX4060.

BUS-FPX4063 * Advanced Financial Accounting Topics and Trends (3 program

points)
In this course, learners analyze and apply advanced financial accounting concepts and
consolidated financial statement information. Learners also evaluate the influence of global
money markets and demonstrate knowledge of partnership and corporate accounting
issues and governmental entities. Prerequisite(s): BUS-FPX4062.

BUS-FPX4064 * Cost Accounting for Planning and Control (3 program points)

This course emphasizes the role of cost and managerial accounting in the planning, control,
and performance evaluation of business organizations. Learners examine the theory and
practice of business control and identify strategic aspects within business decision cycles.
Prerequisite(s): BUS-FPX4061.

BUS-FPX4065 * Income Tax Concepts and Strategies (3 program points)

In this course, learners build and strengthen their knowledge of fundamental concepts of
individual, partnership, and corporate income taxation and tax-related transactions.
Learners examine events that affect tax decisions, apply tax guidelines, and analyze tax
forms. Prerequisite(s): BUS-FPX4060.
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BUS-FPX4068 * Contemporary Auditing Using Investigative Accounting Practices

(3 program points)
In this course, learners analyze the various types of financial and forensic audits, and the
environment surrounding financial and forensic auditing. Learners also assess the
background, practice and methods of conducting an audit, and ancillary services offered
during an examination. Finally, learners use previously acquired accounting knowledge and
investigative skills to render opinions and answer financial questions.
Prerequisite(s): BUS-FPX4063.

BUS-FPX4070 * Foundations in Finance (3 program points)

Learners in this course analyze principles of financial decision making and ways global
economic conditions affect financial theory and decision-making processes. Learners also
evaluate and apply finance principles using financial tools. Prerequisite(s): BUS3060 or
BUS-FPX3062.

BUS-FPX4121 Ethics in Health Care Management (3 program points)

The focus of this course is on the ethical principles that guide health care management
practices. Learners examine the role of personal moral integrity in ethical health care
leadership, as well as the external and internal forces that influence health care
management. Finally, learners also analyze a variety of ethical dilemmas that health care
leaders face in today’s rapidly changing health care environment.

BUS-FPX4801 Ethics and Enterprise (3 program points)

The focus of this course is on the economic, social, and environmental effects of business
decisions and policies. Learners identify significant ethical issues affecting today’s
multicultural business environment and evaluate how businesses have responded to them
through policy development. Through case studies and examples of current business
practices, learners analyze successful and unsuccessful strategies for establishing ethical
standards and corporate social responsibility.

BUS-FPX4802 Change Management (3 program points)

In this course, learners acquire and demonstrate change management competencies by
exploring change dynamics and identifying ways to facilitate change. In addition, learners
identify knowledge and skills required to lead, facilitate, and support change management.
Case studies help learners gain an understanding of the unfolding dynamics of planned and
unplanned change in organizations from the multiple perspectives of various stakeholders.
Trust building, fear containment, and broad participation in the change process receive
special attention.
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BUS-FPX4993 Business Capstone Project (3 program points)

The capstone project is the culmination of the BS in Business degree program. Learners
demonstrate their technical and applied business knowledge and competencies along with
critical-thinking and communication skills. Learners also formulate ideas for a new business
product or service, create a vision, and develop a strategic plan that describes how to
implement their concept. For BS in Business, FlexPath option learners only. Must be
taken during the learner’s final quarter. Cannot be fulfilled by transfer or prior
learning assessment.

COM-FP3700 Conflict Resolution (3 program points)

In this course, learners identify and analyze the factors that promote conflict and apply the
fundamental skills and tools used to resolve conflict in personal and professional situations.

COM-FPX1150 Introduction to Digital and Information Literacy (3 program points)

In this course, learners build their knowledge of digital and information literacy and
technological tools to stay organized, be well-informed, maximize their time, and stand out
personally and professionally in the workplace. Learners use computers, software, and
online tools to effectively complete a task, apply digital tools and organization techniques to
effectively create timelines and set priorities, and investigate organizational strategies to
maximize productivity, while leveraging information literacy strategies to ensure accuracy
and evidence-based support for their work.

COM-FPX1250 Workplace Communication (3 program points)

In this course, learners develop key workplace communication skills, including writing,
listening, and speaking with credibility. Learners acquire effective communication skills by
participating in different communication scenarios and applying active listening. In addition,
learners practice time-management solutions by exploring different technologies.

COM-FPX3700 Conflict Resolution (3 program points)

In this course, learners identify and analyze the factors that promote conflict and apply the
fundamental skills and tools used to resolve conflict in personal and professional
situations.

DB-FPX8400 Your DBA Journey (3 program points)

In this first course, learners analyze the components of a business problem. Learners use
critical thinking models and practices, including the role of assumptions, to identify business
problem scenarios. Learners practice professional- and business-writing, acquire library
skills, network with peers and doctoral support services, and learn new technological and
reflective tools for further development and independent thought. Must be taken during
the learner's first quarter. Cannot be fulfilled by transfer.
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DB-FPX8405 Effective Organizational Leadership (3 program points)

Learners in this course investigate business problems in information systems,
management, and marketing experienced by leaders. Learners examine models and
theories found in current scholarly and practitioner literature. Additionally learners analyze
project-based problem solving. Cannot be fulfilled by transfer.

DB-FPX8410 Addressing Problems in Human Resources and Compliance (3 program

points)
In this course, learners analyze project-based concepts in human resources, business law,
business ethics, and re-skilling of talent pools in the global environment. Learners examine
business ethical compliance using value- and rule-based argumentation. Learners evaluate
secondary data sources to perform due diligence when creating objective, fact-based,
unbiased analyses. Cannot be fulfilled by transfer.

DB-FPX8415 Strategic Decision Making (3 program points)

In this course, learners identify strategic decision-making models and theories to assist in
solving business financial problems. Learners apply economic and managerial accounting
data and management theories to business strategy decisions. Learners cultivate skills
using decision and visualization tools, logic frameworks, and intuitive knowledge.
Additionally, learners gain an understanding of gap analysis within the project perspective.
Cannot be fulfilled by transfer.

DB-FPX8420 Teaching Business in Higher Education (3 program points)

In this course, learners develop a personal teaching philosophy regarding teaching
practices, methods, models, and strategies within the fields of business and supply chain
management. Learners create instructional plans and measurable assessments for higher
business education within adult-learning frameworks. Additionally, learners write portions of
business courses and assess curriculum. Cannot be fulfilled by transfer.

DB-FPX8610 * Leadership Theory and Practice (2 program points)

In this course, learners analyze the literature on leadership styles and theories, as well as
more practical aspects of creative thinking. Throughout the course, learners cultivate their
literature knowledge with scholarly and practical content from completed research studies.
Learners also identify gaps in practice using established methods of gap analysis and
consider specific actionable responses to the gaps. Learners investigate an array of
leadership project ideas and current scenarios based on real world problems as found in
the business literature. Prerequisite(s): DB-FPX8420. Cannot be fulfilled by transfer.

DB-FPX8620 * High Performance Leadership (2 program points)

Learners in this course analyze the leadership concepts surrounding high performance
leadership. Learners identify the concepts of re-skilling management using the frameworks
and theories within human resource management toward creating high performing teams
and leaders. Learners gain an understanding of high performing teams, high performance
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work practices, and various leadership development methods. Learners examine the
values, thinking, and practices that need to be developed to be a high-impact leader.
Learners discover ways to create meaningful and measurable outcomes as leaders.
Prerequisite(s): DB-FPX8610. Cannot be fulfilled by transfer.

DB-FPX8630 * Catalysts for Change (2 program points)

In this course, learners examine literature within the leadership concepts surrounding
changing employee behaviors, enterprise agility, agile workforce transformation, and
leading complex change. Learners investigate unique frameworks and tools proven to
assist in creating a project about leading teams for growth and change, leading through
crises, leading transformational change, and other relevant and current topics in leadership.
Learners gain the knowledge and skills necessary to collect and analyze data using various
techniques, while also acquiring certification to ethically conduct human subject research.
Prerequisite(s): DB-FPX8620. Cannot be fulfilled by transfer.

DB-FPX8640 * Seminar: Leadership Topic Development (3 program points)

In this course, learners create an individualized project topic within the specialization of
organizational leadership using the capstone template. Learners write the initial portion of
their project proposal, including their problem of practice, topic background, project
justification and framework, and a preliminary project plan. Learners identify how research
is disseminated, including through the use of presentations within their industry and
professional communities of practice. Completion of a signature assignment (topic
approval) is required for successful completion of this course.
Prerequisite(s): DB-FPX8630, RSCH-FPX7860. Cannot be fulfilled by transfer.

DB-FPX8650 * Seminar: Leadership Literature Review (3 program points)

In this course, learners write the literature review for their individual projects. Learners
create synthetic reviews of the literature supporting their topic, their planned technique for
collecting data, and their applied framework, theory, concept, or model which grounds their
project. Completion of a signature assignment (capstone literature review approval) is
required for successful completion of this course. Prerequisite(s): DB-FPX8640. Cannot
be fulfilled by transfer.

DB-FPX8710 * Strategy and Innovation - Theorizing, Crafting, Executing (2 program

points)
In this course, learners analyze the literature on strategy and innovation theories, as well
as more practical aspects of creative thinking. Throughout the course, learners
cultivate their literature knowledge with scholarly and practical content from completed
research studies. Learners identify gaps in practice using established methods of gap
analysis to consider specific actionable responses to the gaps. Learners investigate an
array of strategy and innovation project ideas and current industrial, product-based, or
market-based scenarios. Prerequisite(s): DB-FPX8420. Cannot be fulfilled by transfer.
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DB-FPX8720 * Strategic Digital Transformation (2 program points)

Learners in this course analyze the literature within the strategic concepts surrounding
digital transformation. Learners investigate unique frameworks and tools proven to assist in
creating a strategic, competitive plan for successfully leading in the digital business
marketplace. Learners create abbreviated proposals based on problems found within a
variety of digital ecosystems to conceptualize valid and meaningful project ideas. Learners
identify how research techniques fit into project planning and managing for digital change.
Prerequisite(s): DB-FPX8710. Cannot be fulfilled by transfer.

DB-FPX8730 * Managing Innovation, Design, and Creativity (2 program points)

In this course, learners identify how leaders use creativity to design strategies, and examine
innovative practices that drive companies to success. Learners investigate unique
frameworks and tools proven to assist in creating a project about corporate model
innovation, strategies for leveraging ecosystems, innovative workspaces, design thinking
and creativity, customer focused innovation, and other relevant and current topics in
strategy and innovation. Learners gain the knowledge and skills necessary to collect and
analyze data using various techniques, while also acquiring certification to ethically conduct
human subject research. Prerequisite(s): DB-FPX8720. Cannot be fulfilled by transfer.

DB-FPX8740 * Seminar: Strategy and Innovation Topic Development (3 program

points)
Learners in this course create an individualized project topic within the specialization of
strategy and innovation using the capstone template. Learners write the initial portion of
their project proposal, including their problem of practice, topic background, project
justification and framework, and a preliminary project plan. Learners identify how research
is disseminated, including through the use of presentations within their industry and
professional communities of practice. Completion of a signature assignment (topic
approval) is required for successful completion of this course.
Prerequisite(s): DB-FPX8730, RSCH-FPX7860. Cannot be fulfilled by transfer.

DB-FPX8750 * Seminar: Strategy and Innovation Literature Review (3 program points)

In this course, learners write the literature review for their individual projects. Learners
create synthetic reviews of the literature supporting their topic, their planned technique for
collecting data, and their applied framework, theory, concept, or model which grounds their
project. Completion of a signature assignment (capstone literature review approval) is
required for successful completion of this course. Prerequisite(s): DB-FPX8740. Cannot
be fulfilled by transfer.

DB-FPX8840 * Seminar: General Management Topic Development (3 program points)

In this course, learners create an individualized project topic within the specialization of
general management using the capstone template. Learners write the initial portion of their
project proposal, including their problem of practice, topic background, project justification
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and framework, and a preliminary project plan. Learners identify how research is
disseminated, including through the use of presentations within their industry and
professional communities of practice. Completion of a signature assignment (topic approval)
is required for successful completion of this course. Prerequisite(s): RSCH-FPX7860
and either DB-FPX8630 or DB-FPX8730. Cannot be fulfilled by transfer.

DB-FPX8850 * Seminar: General Management Literature Review (3 program points) In

this course, learners write the literature review for their individual projects. Learners create
synthetic reviews of the literature supporting their topic, their planned technique for
collecting data, and their applied framework, theory, concept, or model which grounds their
project. Completion of a signature assignment (capstone literature review approval) is
required for successful completion of this course. Prerequisite(s): DB-FPX8840. Cannot
be fulfilled by transfer.

DB-FPX9801 * Proposal Writing (3 program points)

In this course, learners select their project method, data analysis technique, scholarly
framework, and participant pool for their project. Learners utilize previous course learning,
artifacts, and tools to create an individualized project proposal, including an appropriate
data collection plan and Institutional Review Board (IRB) screening form, while conducting
tests and reviews of data collection instruments. Prerequisite(s): DB-FPX8650 or
DB-FPX8750 or DB-FPX8850. Cannot be fulfilled by transfer.

DB-FPX9802 * Data Analysis Practice and IRB Approval (3 program points)

Learners gain the knowledge and skills necessary to collect data using appropriate, ethical,
and structured processes as described in an approved project proposal (collection may
occur if IRB approval is received). Throughout the course, learners analyze datasets and
writing results. Learners seek and identify potential communities of interest for project result
dissemination. Prerequisite: DB-FPX9801. Cannot be fulfilled by transfer.

DB-FPX9803 * Project Results (3 program points)

Learners complete data collection and analyze and write the results, findings, implications,
and conclusions of their projects. Learners finalize their overall project template and submit
for committee review and approval. Additionally, learners build a plan for presenting the
results of their project. Prerequisite: DB-FPX9802. Cannot be fulfilled by transfer.

DB-FPX9804 * Final Reviews and Presentation (3 program points)

Learners integrate feedback from multiple reviewers to improve and enhance their project
into a final, school-approved study. Learners asses the artifacts and items included in the
required e-portfolio. Additionally, learners write an executive summary for dean approval
and present a poster session to practice the dissemination of research findings.
Prerequisite: DB-FPX9803. Cannot be fulfilled by transfer.
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DB-FPX9980 Doctoral Project Development (2 program points)

This course provides learners with the resources, structure, and faculty support for
successful completion of their doctoral project requirements. Learners analyze, critique, and
integrate information into the design and implementation of their project. For DBA,
FlexPath option learners only. Special permission is required for registration. Cannot
be fulfilled by transfer.

ECO-FPX1150 Personal Economics: Introduction to Financial Planning (3 program

points)
In this course, learners investigate key concepts of economics and personal finance.
Learners gain the knowledge and skills necessary to leverage analysis tools, as well as
economic reasoning and planning skills.

ED-FPX5010 Foundations of Master’s Studies in Education (2 program points)

This course provides learners with opportunities to acquire and use graduate-level skills
with an emphasis on critically examining and applying current educational research to
teaching practices. Learners develop expertise in scholarly research and writing and
explore the relevance of multicultural perspectives and diversity to work in their educational
settings. Must be taken during the first quarter by learners who have been admitted to
the Master of Education in Teaching and Learning degree program, FlexPath option.
Cannot be fulfilled by transfer.

ED-FPX5300A Evaluating Curricular Models and Theories (.5 program points)

In this course, learners evaluate curricular design models and theories to guide effective
curriculum design.

ED-FPX5300B Applying Curricular Models and Theories (.5 program points)

In this course, learners apply curricular design models and theories to develop curriculum
that addresses instructional planning and standards-based goals and integrates educational
technology.

ED-FPX5300C Team Collaboration Theories and Practices for Curriculum Design and
Improvement (.5 program points)
In this course, learners assess theories and practices focused on effective team
collaboration in the design and improvement of curriculum.
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ED-FPX5300D Team Practices in Curriculum Design and Implementation (.5 program

points)
Learners in this course demonstrate an ability to employ effective team practices in the
design and implementation of curriculum. This course requires access to an educational
setting, students or learners, and/or classroom practitioners.

ED-FPX5301A Research-Based Pedagogical Methods and Models (.5 program points)

In this course, learners analyze current and emerging research in different pedagogical
models and methods.

ED-FPX5301B Designing Research-Based Instructional Methods (.5 program points)

In this course, learners design instructional methods supported by applicable theories and
research-based instructional models to meet the needs of diverse learners and
discipline-specific content.

ED-FPX5301C Delivering Research-Based Instructional Methods (.5 program points)

In this course, learners deliver instructional methods supported by applicable theories and
research-based instructional models to meet the needs of diverse learners and
discipline-specific content. This course requires access to an educational setting,
students or learners, and/or classroom practitioners.

ED-FPX5301D Integrating Educational Technology into Teaching (.5 program points)

In this course, learners integrate educational technology into teaching practice. This
course requires access to an educational setting, students or learners, and/or
classroom practitioners.

ED-FPX5302A Student Learning Research (.5 program points)

In this course, learners integrate research, theories, and models addressing how students
learn at different ages and developmental levels.

ED-FPX5302B Research-Based Curriculum Design (.5 program points)

In this course, learners integrate research, theories, and models addressing curriculum
design and teaching in different content disciplines.

ED-FPX5302C Brain-Based Learning Theory and Principles (.5 program points)

In this course, learners analyze brain-based learning (BBL) theory and principles and their
implications for student learning, teaching, curriculum design, and student assessment.

ED-FPX5302D Technology Impacts on Learning (.5 program points)

In this course, learners assess how learning with technology affects the learning process.
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ED-FPX5303A Multicultural Theories, Frameworks, and Models (.5 program points)

In this course, learners evaluate multicultural theories, frameworks, and models to
understand the importance of culture, community, and collaboration to promote inclusion
and enhance student learning.

ED-FPX5303B Student Culture and Teaching Practices (.5 program points)

In this course, learners incorporate student culture into teaching practices using a variety of
teaching styles and strategies that are consistent within various cultural groups.

ED-FPX5303C Implementing Multicultural Instruction (.5 program points)

In this course, learners implement instruction based on one or more multicultural theories,
frameworks, or models taking into consideration the inequities of technology as it pertains to
access, classroom use, and student engagement. This course requires access to an
educational setting, students or learners, and/or classroom practitioners.

ED-FPX5303D Culture and Diversity Dispositions (.5 program points)

In this course, learners critically reflect on their own dispositions related to culture and
diversity.

ED-FPX5304A Assessment Models and Approaches (.5 program points)

In this course, learners assess different models, methods, and types of assessments in
educational settings and the impact of mandate requirements on their design, delivery, and
use.

ED-FPX5304B Assessment Design and Implementation (.5 program points)

In this course, learners design and implement various types of assessment within a class,
school, or educational setting. This course requires access to an educational
setting, students or learners, and/or classroom practitioners.

ED-FPX5304C Analyzing Assessment Data for Decision Making (.5 program points)
In this course, learners analyze assessment data to drive curricular and instructional
decisions. This course requires access to an educational setting, students or
learners, and/or classroom practitioners.
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ED-FPX5304D Communicating Assessment Results to Stakeholders (.5 program

points)
Learners in this course demonstrate their ability to communicate assessment results clearly
and meaningfully to a variety of stakeholders.

ED-FPX5306 Action Research to Enhance Practice (2 program points)

In this course, learners explore action research in theory and practice as a form of inquiry
and self-reflection to inform and improve their teaching. Learners examine relevant issues
in their own educational setting and develop a plan to study and implement meaningful,
practical, and research-based answers. Learners design data collection, analysis, and
reporting practices as part of their action research plan that will be implemented in the
capstone course. This course requires access to an educational setting, students or
learners, and/or classroom practitioners. ED-FPX5306 and ED-FPX5980 must be
taken in sequence and during the learner’s final two sessions.

ED-FPX5730A English Language Learner Considerations in Teaching (.5 program

points)
In this course, learners incorporate cultural and educational backgrounds of English
Language Learners into instructional decision-making. This course requires access to an
educational setting, students or learners, and/or classroom practitioners.

ED-FPX5730B Modeling Cultural Competency to Enhance Learning (.5 program

points)
In this course, learners model cultural competence to enhance learning.

ED-FPX5730C Socio-Linguistic Theories (.5 program points)

In this course, learners examine the socio-linguistic theories to understand language
change and variation.

ED-FPX5730D Legislation Affecting English Language Learner Education (.5 program

points)
In this course, learners evaluate legislation that affects the education of English Language
Learners.

ED-FPX5980 Teaching and Learning Capstone (3 program points)

In this capstone course, learners apply research knowledge, skills, and dispositions
developed in ED5306 Action Research to Enhance Practice. Learners implement the action
research process to evaluate and critically reflect on the results as a part of continuous
improvement inquiry to improve student learning. Learners communicate research findings
and insights with key stakeholders and critically reflect on implications as a way to find
practical and useful strategies to improve their practice. This course requires access to
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an educational setting, students or learners, and/or classroom practitioners.

ED-FPX5306 and ED-FPX5980 must be taken in sequence and during the learner’s
final two sessions. Cannot be fulfilled by transfer.

EDD-FPX8010 Foundations of Doctoral Studies in Education (2 program points)

In this course, learners gain understanding of the EdD program and insights into how cycles
of inquiry and systems thinking are utilized to address problems of practice. Additionally,
learners engage in critical thinking and communication while reflecting on their own
personal learning and growth. Must be taken during the learner’s first quarter. Cannot
be fulfilled by transfer.

EDD-FPX8020 The Dynamics of Organizational Improvement (2 program points) This

course provides an introduction to fundamental systems principles and skills of leadership
in organizations with a focus on continuous organizational learning and improvement
processes. Learners apply personal values and behaviors and those of organizations.
Learners use basic principles of systems thinking, systems mapping, and approaches to
inquiry cycles in relation to leadership processes and organizational change. In addition,
learners apply disciplines of learning organizations and a change model to a problem of
practice to real-world leadership challenges. Cannot be fulfilled by transfer.

EDD-FPX8030 * Investigating Problems of Practice (2 program points)

In this course, learners examine continuous improvement models, engage in an inquiry
cycle, develop skills of data and information literacy, and collaborate with stakeholders to
assess organizational needs and dynamics. Learners identify an organizational issue,
collect and analyze relevant data, and develop valid inferences. Learners document the
process utilized to tell the story of their research as a way to effectively share with
stakeholders. This course requires obtaining an organizational site and completing site-
based-related assignments. Prerequisite(s): EDD-FPX8010, EDD-FPX8020. Cannot be
fulfilled by transfer.

EDD-FPX8040 * Research Design for Practitioners (2 program points)

In this course, learners are introduced to research approaches, designs, and methods with
a focus on the needs of educational leaders. Learners assess conceptual and theoretical
foundations of quantitative, qualitative, mixed methods, and action research designs and
analyze a variety of research literature and journal articles through the lens of a practitioner.
Learners acquire the knowledge necessary to assess the applicability of research and
theoretical literature to practice and become critical consumers of research. Learners apply
course concepts to the design of an action research study relevant to the learner’s
organization. Prerequisite(s): EDD-FPX8030. Cannot be fulfilled by transfer.

In this course, learners apply the data literacy skills required by leaders for effective
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EDD-FPX8050 * Data Literacy for Leaders (2 program points)

In this course, learners apply the data literacy skills required by leaders for effective
organizational planning, decision making, and communication with stakeholders. Learners
examine skills such as data interpretation, data aggregation and disaggregation,
transformation of data, use of multiple data sources, analysis, statistical techniques, and
selection of appropriate metrics for the intended purpose. Learners also utilize technology to
process data and present and communicate results. Prerequisite(s): EDD-FPX8040.
Cannot be fulfilled by transfer.

EDD-FPX8520 * Educational Leadership by Design (2 program points)

Learners in this course continue the study of systems thinking and foundational leadership
concepts and apply them to workplace environments. Learners examine systems thinking,
use of systems tools, and inquiry and design cycles as ways to maximize available
resources to solve problems under conditions of uncertainty and ambiguity. This course
emphasizes the importance of evidence-based reasoning and critical analyses as essential
skills of practitioners who plan action research interventions or engage in the design and
implementation of any improvement process. Prerequisite(s): EDD-FPX8010, completion
or concurrent registration in EDD-FPX8020. Cannot be fulfilled by transfer.

EDD-FPX8522 * Leading a Culture of Learning and Inclusion (2 program points)

In this course, learners evaluate the role of culture in supporting an organization’s ability to
learn, improve, and successfully adapt to a changing environment, and the leader’s role in
shaping it. Learners analyze patterns of behaviors within organizations, as well as the
knowledge, skills, and dispositions of the inclusive leader that support values of diversity
and equity in organizational culture and in organizational development and improvement
processes. Additionally, learners examine the characteristics and theoretical bases of
cultural awareness, sensitivity and responsiveness, and their roles in achieving the goals of
a learning organization. Prerequisite(s): EDD-FPX8520. Cannot be fulfilled by transfer.

EDD-FPX8524 * The Future of Educational Leadership (2 program points)

Learners in this course demonstrate leadership skills that support the ability to exercise
influence regardless of position in an organization and the importance of deep knowledge
and understanding of internal and external environmental factors impacting an educational
organization. This course emphasizes ongoing learning about current research and future
trends in education in a rapidly changing environment. Learners also examine social
influence and communication skills, commitment rather than compliance, empowerment of
others, creative practice, and management of self, along with a robust professional
knowledge base as they consider ways to build the capacity of an organization to envision
its future. Prerequisite(s): EDD-FPX8520. Cannot be fulfilled by transfer.

EDD-FPX8526 * Change Leadership in a Learning Organization (2 program points)

In this course, learners evaluate leading and managing organizational change processes.
Learners evaluate several change models, and examine the theory and practice of change
leadership and the application of collaboration and communication skills that lead to
organizational
thinking learning
and tools, and desired
organizational outcomes. Learners
development principles,apply knowledge
and research of systems
methods to
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thinking and tools, organizational development principles, and research methods to

planning, implementing, and monitoring improvement interventions.
Prerequisite(s): EDD-FPX8520, EDD-FPX8522, EDD-FPX8524. Cannot be fulfilled by
transfer.

EDD-FPX8528 * Assessment and Evaluation in the Learning Organization (2 program

points)
In this course, learners examine the varied purposes of evaluation and evaluation models
and how and when to apply them. Evaluation and assessment processes are framed as
learning tools leading to new knowledge and understanding with a focus on emergent and
evidence-based recommendations to determine next steps leading to ongoing cycles of
continuous improvement. The course emphasizes reflective practice, data literacy, research
reasoning, and habits of mind as leadership characteristics that support a continuous
personal and organizational learning process. Prerequisite(s): EDD-FPX8030,
EDD-FPX8526. Cannot be fulfilled by transfer.

EDD-FPX9951 * EdD Doctoral Project 1 (2 program points)

In this course, learners collaborate with stakeholders at their doctoral project sites to collect
evidence and share relevant literature to identify and frame a chosen problem of practice.
Learners demonstrate inquiry, analysis, communication, and leadership skills as well as the
ability to evaluate and interpret organizational data to determine performance gaps and root
causes. Learners increase knowledge and understanding of a problem and the factors that
impact it in order to develop a problem statement for their doctoral project. Learners also
secure the commitment of their project site to conduct their applied improvement project.
Prerequisite(s): EDD-FPX8050, EDD-FPX8528. Cannot be fulfilled by transfer.

EDD-FPX9952 * EdD Doctoral Project 2 (2 program points)

In this course, learners collaborate with stakeholders at their doctoral project site to begin to
develop a potential intervention that addresses a problem of practice. Learners develop an
in-depth literature review that synthesizes relevant theory and best practices pertaining to
the problem and the proposed solution and begin to develop an implementation plan to
address a problem of practice. Prerequisite(s): EDD-FPX9951. Cannot be fulfilled by
transfer.

EDD-FPX9953 * EdD Doctoral Project 3 (2 program points)

In this course, learners continue to collaborate with stakeholders at their doctoral project site
to develop a potential intervention that addresses a problem of practice and develop a
detailed implementation plan. Learners complete and submit IRB applications for approval.
Prerequisite(s): EDD-FPX9952. Cannot be fulfilled by transfer.

In this course, learners collect and evaluate doctoral project data, applying appropriate
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EDD-FPX9954 * EdD Doctoral Project 4 (2 program points)

In this course, learners collect and evaluate doctoral project data, applying appropriate
quantitative and qualitative analysis tools. Learners make valid inferences from the data in
relation to the goals of the intervention and the implementation process. Learners
incorporate written and visual formats to effectively communicate their results in preparation
for developing their written report in EDD-FPX9955. Prerequisite(s): EDD-FPX9953.
Cannot be fulfilled by transfer.

EDD-FPX9955 * EdD Doctoral Project 5 (2 program points)

In this course, learners synthesize their findings, key learnings, and next steps in relation to
their doctoral project in a written report that includes learner reflections on the applied
improvement project experience, and provides the basis for the doctoral project
presentation learners develop in EDD-FPX9956. Prerequisite(s): EDD-FPX9954. Cannot
be fulfilled by transfer.

EDD-FPX9956 * EdD Doctoral Project 6 (2 program points)

In this course, learners complete their doctoral project by developing a presentation on the
problem, intervention, results, and sharing with stakeholders. In addition, learners submit a
portfolio of their signature assignments related to their doctoral project.
Prerequisite(s): EDD-FPX9955. Cannot be fulfilled by transfer.

EDD-FPX9980 Doctoral Project Development (2 program points)

This course provides learners with the resources, structure, and faculty support for
successful completion of their doctoral project requirements. Learners analyze, critique,
and integrate information into the design and implementation of their project. Special
permission is required for registration. Cannot be fulfilled by transfer.

EDT-FPX5100A Change Research and Theory and Technology Integration

(.5 program points)
In this course, learners analyze research and theories for innovation and change related to
the use of technology and media.

EDT-FPX5100B Collaboration in Technology Integration (.5 program points)

Learners in this course demonstrate their ability to collaborate with teachers in opportunities
to incorporate 21st-century technology skills in classroom instruction.

EDT-FPX5100C Innovations to Serve Diverse Learners (.5 program points)

In this course, learners develop plans for innovative practices that help meet the needs of
diverse learners.
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EDT-FPX5100D Communicating Innovation and Change with Stakeholders

(.5 program points)
Learners in this course demonstrate their ability to communicate innovation and change
initiatives with family, community, and colleagues both verbally and nonverbally in a
manner that is professional, appropriate to the purpose, and culturally responsive.

EDT-FPX5102A Data Collection and Analysis Strategies (.5 program points)

In this course, learners describe effective classroom data collection and analysis strategies
to inform instructional practice.

EDT-FPX5102B Analyzing Data (.5 program points)

In this course, learners analyze student data to identify and address educational problems.

EDT-FPX5102C Technology for Data Collection (.5 program points)

In this course, learners apply technology tools to collect valid, reliable assessment data on
student learning and engagement.

EDT-FPX5102D Digital Tools for Communicating with Stakeholders (.5 program

points)
In this course, learners apply methods for communicating information with stakeholders
using appropriate digital tools.

EDT-FPX5104A Dispositions for Positive Change (.5 program points)

Learners assess dispositions and actions needed to contribute to positive change for
growth in the digital age.

EDT-FPX5104B Teacher Digital Rights and Responsibilities (.5 program points)

In this course, learners analyze digital rights and responsibilities of teachers, including
ethical use of open educational resources and providing a safe online learning environment
for students.

EDT-FPX5104C Enhancing Digital Learning for Students (.5 program points)

In this course, learners synthesize knowledge and skills needed to enhance digital learning
for all students.

EDT-FPX5104D Guiding Student Digital Behaviors (.5 program points)

Learners in this course demonstrate an ability to foster the safe and ethical online behavior
of students.
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EDT-FPX5120A 21st-Century Instructional Frameworks (.5 program points)

In this course, learners analyze the use of 21st-century instructional frameworks in the
classroom. This course requires access to an educational setting, students or
learners, and/or classroom practitioners.

EDT-FPX5120B Applying Technology Tools to Enhance Lesson Design and

Instruction (.5 program points)
In this course, learners apply appropriate technology tools to enhance lesson design and
classroom instruction. This course requires access to an educational setting, students
or learners, and/or classroom practitioners.

EDT-FPX5120C 1:1 Computing Models and Instructional Design (.5 program points)
In this course, learners design instruction using a variety of 1:1 computing models. This
course requires access to an educational setting, students or learners, and/or
classroom practitioners.

EDT-FPX5120D Applying the Flipped Classroom (.5 program points)

In this course, learners develop a lesson using the flipped classroom model.

EDT-FPX5125A Planning Educational Technology to Personalize Instruction and

Increase Engagement (.5 program points)
In this course, learners plan personalized instruction that increases student engagement
through effective digital integration options. This course requires access to an
educational setting, students or learners, and/or classroom practitioners.

EDT-FPX5125B Implementing Educational Technology to Personalize Instruction

(.5 program points)
In this course, learners implement personalized instruction that focuses on utilizing best
practices in instructional technology. This course requires access to an educational
setting, students or learners, and/or classroom practitioners.

EDT-FPX5125C Technology Infusion: Applying Universal Design for Learning for

Diverse Learners (.5 program points)
In this course, learners design technology infused lessons that engage diverse learners
through the application of UDL.
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EDT-FPX5125D Implementing Educational Technology for Adaptive Learning

(.5 program points)
In this course, learners implement personalized learning and adaptive learning approaches
that leverage educational technology to meet the diverse needs of all learners. This course
requires access to an educational setting, students or learners, and/or classroom
practitioners.

EDT-FPX5130A Standards, Outcomes, and Competencies for Curriculum

Development (.5 program points)
In this course, learners analyze the differences among standards, outcomes, and
competencies in relation to the curriculum. This course requires access to an
educational setting, students or learners, and/or classroom practitioners.

EDT-FPX5130B Applying Competency-Based Curriculum Development (.5 program

points)
In this course, learners apply competencies, outcomes, and standards to curriculum
development. This course requires access to an educational setting, students or
learners, and/or classroom practitioners.

EDT-FPX5130C Competency-Based Instruction with Research-Based Practices

(.5 program points)
In this course, learners apply appropriate pedagogical strategies to implement
competency-based instruction in the classroom. This course requires access to an
educational setting, students or learners, and/or classroom practitioners.

EDT-FPX5130D Competency-Based Student-Centered Environments (.5 program

points)
In this course, learners develop a competency-based educational environment that values
student voice and pace. This course requires access to an educational setting,
students or learners, and/or classroom practitioners.

EDT-FPX5132A Forms of Authentic Assessment (.5 program points)

In this course, learners analyze multiple forms of authentic assessment. This course
requires access to an educational setting, students or learners, and/or classroom
practitioners.

In this course, learners develop a variety of authentic assessment techniques for use in
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EDT-FPX5132B Developing Authentic Assessments (.5 program points)

In this course, learners develop a variety of authentic assessment techniques for use in
classroom instruction.

EDT-FPX5132C Using Assessment Data to Promote Student Learning (.5 program

points)
In this course, learners demonstrate their ability to utilize assessment data to promote
student learning in individual classrooms. This course requires access to an educational
setting, students or learners, and/or classroom practitioners.

EDT-FPX5132D Collaborative Assessment Data Analysis (.5 program points)

In this course, learners demonstrate their ability to collaborate with others to analyze student
assessment data. This course requires access to an educational setting,
students or learners, and/or classroom practitioners.

EDT-FPX5134A Formative and Authentic Assessment Techniques (.5 program points)

In this course, learners demonstrate their ability to utilize a variety of formative and authentic
assessment techniques in an educational setting. This course requires access to an
educational setting, students or learners, and/or classroom practitioners.

EDT-FPX5134B Interpreting Formative Assessment Data to Inform Instruction

(.5 program points)
In this course, learners interpret data gathered from formative assessments to inform
instruction. This course requires access to an educational setting, students or
learners, and/or classroom practitioners.

EDT-FPX5134C Implementing Adaptive Learning Approaches (.5 program points)

In this course, learners implement adaptive learning approaches to meet the diverse needs
of all learners. This course requires access to an educational setting, students or
learners, and/or classroom practitioners.

EDT-FPX5134D Universal Design for Learning and Competency-Based Assessments

(.5 program points)
In this course, learners apply Universal Design for Learning (UDL) principles to the use of
competency-based assessment. This course requires access to an educational setting,
students or learners, and/or classroom practitioners.

In this course, learners plan personalized instruction that leverages instructional techniques
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EDT-FPX5140A Planning Personalized Instruction (.5 program points)

In this course, learners plan personalized instruction that leverages instructional techniques
to increase engagement, motivation, and achievement.

EDT-FPX5140B Implementing Personalized Instruction (.5 program points)

In this course, learners implement personalized learning options. This course requires
access to an educational setting, students or learners, and/or classroom
practitioners.

EDT-FPX5140C Using Assessments to Personalize Learning (.5 program points)

In this course, learners evaluate the use of assessments to personalize learning for
students.

EDT-FPX5140D Analyzing Assessment Data to Improve Personalized Instruction

(.5 program points)
In this course, learners analyze assessment data to improve personalized instruction. This
course requires access to an educational setting, students or learners, and/or
classroom practitioners.

EDT-FPX5142A Implementing Adaptive Learning for Diverse Learners (.5 program

points)
In this course, learners implement adaptive learning approaches to meet diverse learner
needs. This course requires access to an educational setting, students or learners,
and/or classroom practitioners.

EDT-FPX5142B Universal Design for Learning for Personalized and Adaptive

Instructional Strategies (.5 program points)
In this course, learners apply the Universal Design for Learning (UDL) framework to support
personalized instruction and adaptive learning.

EDT-FPX5142C Adaptive Instruction and Assessment Strategies (.5 program points)

In this course, learners analyze adaptive instruction and assessment strategies.

EDT-FPX5142D Adaptive Learning Systems (.5 program points)

Learners analyze the effectiveness of adaptive learning systems in K–12 educational
settings. This course requires access to an educational setting, students or learners,
and/or classroom practitioners.
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ENG-FP1000 English Composition (3 program points)

This course is an introduction to writing research techniques and various forms of writing,
including expository writing. Learners strengthen and demonstrate their ability to think
critically; to develop and organize writing topics; and to revise their writing for clarity of
purpose, readability, and style.

ENG-FPX1000 English Composition (3 program points)

This course is an introduction to writing research techniques and various forms of writing,
including expository writing. Learners strengthen and demonstrate their ability to think
critically; to develop and organize writing topics; and to revise their writing for clarity of
purpose, readability, and style.

ENG-FPX1250 Introduction to Technical and Business Writing (3 program points)

In this course, learners discover how to harness the power of words in a professional
environment. Learners focus on the fundamentals of business and technical writing to
understand how to write for a variety of purposes. Learners also gain the skills necessary to
craft a clear and targeted message for any audience.

ENG-FPX2250 Academic Research and Writing (3 program points)

In this course, learners assess how to use writing to understand, influence, and connect
with an audience. Learners identify how to use primary and secondary research to support
their informed arguments, as well as how to document their research. Learners develop the
skills necessary to research and analyze the writing of others to evaluate credibility.

ENTR-FPX5412 New Ventures and Entrepreneurship (2 program points)

This course is an introduction to new ventures and entrepreneurship including
entrepreneurial feasibility, research, planning, and funding for new venture opportunities.
Learners investigate legal structures of entrepreneurial ventures, examine factors that
influence the venture selection process, evaluate the feasibility of a venture concept,
identify a customer base and market, and consider funding requirements for the business
venture.

FIN-FPX5710 Economic Foundations for Financial Decision Making (2 program

points)
This course examines macro and micro economic principles, theories and tools, and their
applications to business. Learners analyze economic activities from a national and global
perspective, value creation, tools employed by the Federal Reserve System and
government to create and implement fiscal and monetary policies, and the importance of
these for business. Learners also apply microeconomic theories and market competition
considerations to behavior and decision making of firms and individuals.
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HCM-FPX5310 Decision-Making in the Health Care System (2 program points)

In this course, learners examine the complex and dynamic U.S. health care system,
stakeholders, laws, and regulations. Learners develop an understanding of how health care
delivery systems are organized and financed and identify the economic, legal, and political
factors that influence the management of health care organizations.

HCM-FPX5312 * Analyzing the Health Care Environment (2 program points)

Learners apply environmental and regulatory analyses to examine the organization’s
position within the external environment and develop plans to strengthen the organization’s
strategy. Learners use evidence-based decision making to support analyses.
Prerequisite(s): MBA-FPX5006, HCM-FPX5310.

HCM-FPX5314 * Driving Health Care Results (2 program points)

In this course, learners analyze ways in which health care leaders support the effective
access and delivery of quality patient care in a customer-focused and cost efficient manner.
Learners address the impact of organizational culture, structure, operations, services, and
financing on outcomes to optimize results in a health care organization.
Prerequisite(s): MBAFPX5014, HCM-FPX5312.

HIM-FPX4610 Medical Terminology (3 program points)

Learners in this course develop an understanding of medical terminology used within health
care. Learners analyze prefixes, suffixes, word roots, and combining forms, and practice
correctly pronouncing, spelling, and using medical terms in the appropriate contexts.

HIM-FPX4620 * Data Management in Health Information Systems (3 program points)

In this course, learners examine the operational and financial principles of managing health
data from multiple source systems. Learners gain and demonstrate an understanding of
various data integration tools and techniques used to support clinical information systems,
including data warehousing, batch processing, and interface engines. Learners also
examine and apply network and database design and architecture and their effects on
source system development. Prerequisite(s): HIM-FPX4610.

HIM-FPX4630 * Statistical Analysis for Health Information Management (3 program

points)
In this course, learners develop a working knowledge of basic statistical strategies and tools
used to analyze and interpret health care data, including pattern recognition; data
classification; and data mining, modeling, and sampling. Learners also evaluate the
resources that provide health care information and support health information integrity and
data quality. Prerequisite(s): HIM-FPX4610.
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HIM-FPX4640 * Electronic Health Records and Health Information Systems

(3 program points)
Learners in this course build their knowledge of health data management history and the
role of the electronic health record (EHR) in health care organizations. Learners identify the
characteristics of the EHR and other clinical systems and evaluate the standards being
developed to encourage EHR interoperability and data sharing.
Prerequisite(s): HIM-FPX4610.

HIM-FPX4650 * Decision Support and Quality Management in Health Information

Management (3 program points)
In this course, learners examine decision-support practices and quality-management
techniques used to improve the quality of health care. Learners apply decision-modeling
techniques and evaluate the impact of clinical information systems on the quality, safety,
and efficiency of health care data. Prerequisite(s): HIM-FPX4610.

HIM-FPX4660 * Information Security, Privacy, and Ethics in Health Care (3 program

points)
Learners in this course gain a legal and ethical overview of the health information industry,
including the role of the Health Information Portability and Accountability Act (HIPAA).
Learners analyze security and privacy issues related to gathering and sharing health data
and examine the legal constraints of transmitting data outside the parameters of treatment,
payment, and health operations. Prerequisite(s): HIM-FPX4610.

HIM-FPX4670 Health Information Systems and Management (3 program points)

Learners in this course examine health care systems and health information management
in the United States. Learners examine organizational relationships, business associations,
and market forces that affect the health care system. In particular, learners build knowledge
of leadership and management theories for health care systems and health information
management.

HIS-FPX1150 U.S. History: How the Past Informs the Present (3 program points)
In this course, learners investigate key events in U.S. history and make connections to their
influence and impact on society today. Learners analyze how knowledge of the past helps
to understand the world today and make more informed decisions about the future. In
addition, learners critically analyze information and decide what is credible and accurate to
draw their own conclusions.

This course is a survey of contemporary perspectives in the field of human resource

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HRM-FPX5002 Survey of Human Resource Management in Practice (2 program

points)
This course is a survey of contemporary perspectives in the field of human resource
management. Learners apply competencies developed by the Society for Human Resource
Management (SHRM) in order to support people, the workplace, and an organization.
Learners integrate legal and ethical standards into human resource policies and practices.
Learners also address the role of the HR practitioner in the alignment of operational and
strategic approaches. Must be taken during the first quarter by learners who have been
admitted to the MS in Human Resource Management degree program, FlexPath
option. Cannot be fulfilled by transfer or prior learning assessment.

HRM-FPX5025 * Talent Acquisition and Workforce Planning (2 program points)

In this course, learners analyze approaches for forecasting staffing needs, and attracting
and retaining talent. Learners evaluate the metrics used to measure the effectiveness of
both recruiting and staffing needs and processes. Learners also examine the impact of laws
and technology on the staffing environment. Prerequisite(s): HRM-FPX5310.

HRM-FPX5055 * Comprehensive Reward Systems (2 program points)

In this course, learners examine compensation models and their application in
organizations, which includes both direct and indirect rewards. Learners also discuss
compensation strategies and their link to designing an effective organization. Learners
further explore how compensation structures are developed and applied as well as the
different strategic roles of rewards in developing an effective workforce.
Prerequisite(s): HRM-FPX5002.

HRM-FPX5060 * Sourcing and Managing Talent in the Workplace (2 program points)

Learners in this course examine contemporary perspectives in recruiting, talent mobility,
workforce planning, and performance management. Learners select and develop
approaches which support employee mobility and performance to advance organizational
goals. Prerequisite(s): Completion of or current registration in HRM-FPX5002; or
HRM-FPX5310.

HRM-FPX5065 * Employment Law in the Successful Workplace (2 program points)

Learners gain an understanding of the application of U.S. law and legislation to human
resource management theory and practice in the modern workplace. Learners evaluate
historical perspectives on law and labor relations and the impact of context on practice.
Learners identify the value of aligning organizational mission, legal compliance, and ethical
practices. Learners also assess methods by which the HRM professional can resolve
conflict and defuse or mitigate potentially litigious situations while enhancing productivity.
Prerequisite(s): HRM-FPX5002.

Learners in this course gain an understanding of the role of the HR professional in talent
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HRM-FPX5070 * Workplace Learning in the Digital Age (2 program points)

Learners in this course gain an understanding of the role of the HR professional in talent
development, theories and models of learning, learning styles, and ways to design and
manage the learning process. Learners apply a strategic approach to workplace learning to
align the organization’s strategy with learning programs and demonstrate learning strategies
and practices which meet the needs of employees and the organization.
Prerequisite(s): HRM-FPX5002.

HRM-FPX5075 * Leading and Influencing for the Human Resource Practitioner

(2 program points)
This course helps guide learners through an analysis of their own leadership strengths and
capabilities, preparing them to develop skills to become an influential HR practitioner. The
course emphasizes understanding the human resource professional choices in leadership
theories and models, awareness of the learner's leadership strengths, tools to build trust
and relationships, and clarity of the learners continued need to develop as a leader.
Prerequisite(s): HRM-FPX5002.

HRM-FPX5080 * Evidence-Based Decision Making for HR Professionals (2 program

points)
In this course, learners apply evidence-based models of decision making to advocate and
support HR strategies and practices. Learners use qualitative and quantitative data in HR
decision making to influence organizational stakeholders and incorporate storytelling to
provide compelling advocacy for HR programs, practices, and projects. Prerequisite(s):
HRM-FPX5002.

HRM-FPX5090 * Retaining and Engaging Employees for the Modern Workforce

(2 program points)
In this course, learners apply models of employee motivation, thriving, and engagement in
the workplace to create the employee experience. Learners also analyze the ways in which
culture, employee and leader behavior impact strategic retention. Finally, learners assess
the influence of technology and evidence-based practices on employee lifecycle,
engagement, and positive employee and organizational outcomes.
Prerequisite(s): HRM-FPX5002 or HRM-FPX5310.

HRM-FPX5118 * Human Resource Legal Challenges and Solutions (2 program points)

This is an advanced course designed for HR professionals who seek to prepare themselves
for the complex challenges of legal employment issues in the workplace.
Learners investigate the nature of and strategies for addressing workplace legal actions in
order to create a legally compliant workplace. Learners develop action plans and
management strategies for minimizing risk. Prerequisite(s): HRM-FPX5002.

In this course, learners navigate the global legal and regulatory environments and their
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HRM-FPX5120 * Global Human Resource Practice (2 program points)

In this course, learners navigate the global legal and regulatory environments and their
application to HR practices. Learners apply HR principles and models to multiple contexts
within the global environment. Learners develop an awareness of global cultures and best
practices for working across cultures. Prerequisite(s): HRM-FPX5002.

HRM-FPX5122 * Developing an Effective Workplace (2 program points)

Learners analyze the role of the Human Resources professional in creating effective
workplaces that support the needs of a diverse workforce and contribute to alignment with
organizational strategy. Learners identify the elements of the organization which contribute
to leading and managing today’s workforce and learn the essential skills for cultivating
organizational commitment and facilitating employee engagement in the workplace.
Prerequisite(s): HRM-FPX5310.

HRM-FPX5310 Strategic Human Resource Management (2 program points)

In this course, learners examine how human resource management (HRM) impacts and
supports strategic organizational goals. Using key HRM principles, practices, and data,
learners develop well-rounded strategies to address HR related needs and opportunities for
a dynamic, multicultural, and global workforce.

HRM-FPX5401 * The Legal, Ethical, and Regulatory Environment of Health Care

(2 program points)
Learners in this course study the legal, ethical, and regulatory environment of health care
and the impact on human resource management. Learners examine health care delivery
systems, revenue sources, laws, regulations, ethics, and compliance requirements, including
ways to support and mitigate risk in the complex health care environment.
Prerequisite(s): HRM-FPX5002, HRM-FPX5065.

HRM-FPX5402 * Planning, Sourcing, and Developing Talent in Health Care

Organizations (2 program points)
In this course, learners examine talent acquisition, employee development, and workforce
planning in health care organizations. Learners analyze, develop, and apply models and
approaches for the unique needs of health care talent management. Prerequisite(s): HRM-
FPX5002, HRM-FPX5060, HRM-FPX5401.

HRM-FPX5403 * Transforming the Employee Experience in Health Care (2 program

points)
Learners analyze human resource (HR) practices to retain and engage the health care
workforce. Learners investigate HR's role in organizational transformation and supporting
positive patient outcomes by creating a culture of quality, high performing, and engaged
employees. Learners also strengthen their understanding on how HR supports employee
health and wellness. Prerequisite(s): HRM-FPX5002, HRM-FPX5090, HRM-FPX5401.
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HRM-FPX5960 * HRM Capstone: Improving and Transforming HR Practice

(2.5 program points)
This is an integrative course for learners in the MS in Human Resource Management
degree program. Learners synthesize and integrate the knowledge, competencies, and
skills acquired throughout the program by developing and implementing a final project that
demonstrates critical thinking, creativity, and practical application of program content.
Learners apply models and best practices in human resource management to achieve
desired project outcomes. Prerequisite(s): Completion of all required coursework.
Cannot be fulfilled by transfer or prior learning assessment.

HUM-FPX1100 Exploring Cultures: Adapting in a Global World (2 program points)

In this course, learners develop critical thinking and innovation skills by examining how the
humanities relates to diverse cultures in a globally collected world. Learners explore various
cultures from around the world and identify how to maximize diverse perspectives to
improve personal and professional interactions.

ISTM-FP5010 Integration of Information Technology and Business (2 program points)

This course addresses the importance of aligning IT goals and business goals. Learners
develop processes used to identify stakeholders, define core processes, and identify and
align IT goals with business goals. Learners also demonstrate the necessary skills for
partnering with other functional units and communicating the vision necessary to create this
alignment in their organizations.

ISTM-FP5015 Complex Information Technology Global Enterprise Systems: Planning

and Management (2 program points)
Learners in this course examine and apply management processes used for complex
project management in today’s rapidly changing technology environments. Learners also
develop a plan for an enterprise system and analyze the impact of multiculturalism and
diversity on planning and management.

ISTM-FP5020 Leading a Global Information Technology Enterprise: Systems and

Security (2 program points)
In this course, learners build their knowledge of and identify the complexities of managing
the integration of hardware and software, focusing on risk management across enterprise
systems. Learners analyze the decision-making processes behind buying versus
developing the component parts of these systems.

In this course, learners apply their understanding of leadership theory and ethical
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ISTM-FP5030 Innovation, Leadership, and Ethics (2 program points)

In this course, learners apply their understanding of leadership theory and ethical
frameworks to complex business cases that reflect the need for innovative technology
solutions in today’s workplace. Learners demonstrate the skills needed to leverage the best
in their technology operations, understand the need to collaborate with partners, transform
the thinking in their organization, and envision ways IT can enable new business strategy.

ISTM-FP5112 Global Network Policy, Regulation, and Governance (2 program points)

Learners assess the impact of laws, policy, and regulations on network operations.
Learners analyze methods of aligning network policies that mitigate risk with business
needs within the context of policies, laws, and regulations. Learners also create a
contingency plan template for responding to possible policy and regulatory changes.

ISTM-FP5900 * Information Systems and Technology Management Capstone

(2 program points)
In this course, learners demonstrate proficiency in information systems and technology
management by developing and executing a project plan that includes a proposed topic, the
associated skills and competencies to be exhibited in the project, and an outline of the
project deliverables with completion dates. For MS in Information Systems and
Technology Management, FlexPath option learners only. Must be taken during the
learner’s final quarter. Prerequisite(s): Completion of all required coursework. Cannot
be fulfilled by transfer or prior learning assessment.

IT-FP1006 Communication Strategies for the Information Technology Professional

(3 program points)
In this course, learners analyze contemporary topics from the field of information
technology. Learners gain knowledge and experience in computing systems and systems
requirements, options, and issues. Learners also strengthen and apply skills needed for
professional communication. For BS in Information Technology, FlexPath option
learners only. Must be taken during the learner’s first quarter. Cannot be fulfilled
by transfer or prior learning assessment.

IT-FP2230 Introduction to Database Systems (1.5 program points)

This course is an introduction to the fundamental concepts of databases and database
management systems (DBMS). Learners demonstrate vocabulary, component
requirements, sorting and querying, and maintenance of simple databases using the
fundamentals of database manipulation. Learners also apply Structured Query Language
(SQL) and relational database management systems (RDBMS).

This course introduces learners to the C programming language. Learners gain knowledge
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IT-FP2240 Introduction to Programming (1.5 program points)

This course introduces learners to the C programming language. Learners gain knowledge
of fundamental procedural programming constructs, algorithms, and basic data structures.
Learners apply this knowledge to implement functional requirements in console
applications.

IT-FP2249 Introduction to Programming with Java (3 program points)

This course introduces learners to the programming discipline and prepares them to serve
as Java programmers. Learners study and apply the fundamentals of the Java
programming language such as data types, variables, expressions, statements, and
methods. Learners also examine and practice the Java-object-oriented features of classes
and objects. The course offers numerous opportunities for analyzing, designing, coding,
testing, debugging, and evaluating Java programs in an authentic Java development
environment.

IT-FP2250 Introduction to Network Technology (1.5 program points)

This course introduces learners to the key concepts underlying Local Area Network (LAN),
Metropolitan Area Network (MAN), and Wide Area Network (WAN). Learners examine the
layered architecture of the network protocol stack, including the OSI and the TCP/IP
models, and apply the principles of designing networks and implementing network
protocols. Learners also apply topics of network topologies, cloud computing, networking
devices, cabling, and basic network security.

IT-FP3165 Ethics for the Information Technology Professional (1.5 program points)
Learners in this course identify and apply their knowledge of inherent ethical concerns in
the information technology profession to cultural and human interaction in global and
domestic issues. Learners also show evidence of their understanding of ethical codes
related to web technologies, intellectual property, and cybercrime.

IT-FP3212 Introduction to Web Development (1.5 program points)

Learners build fundamental web design and development skills. Learners create web pages
using HTML5 markup language and apply contemporary design principles to create a W3C
compliant website. Learners format the page layout, structure, and visual design elements
using CSS3, with emphasis placed on effective coding, visual design, and user experience.

IT-FP3215 * Introduction to JavaScript (1.5 program points)

This course introduces JavaScript for interactive web pages. Learners in this course cover
the JavaScript scripting language essentials, including flow control, form validation,
animation, and Document Object Model (DOM) manipulation. Learners develop client-side,
platform independent functionality using JavaScript to enhance user experience with
HTML5 and CSS3. This course provides a foundation for other web technologies such as
jQuery and AJAX. Prerequisite(s): IT-FP3212.
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IT-FP3225 Business Goals for the Information Technology Professional (1.5 program
points)
Learners analyze core enterprise organizations, business processes, and information
technology infrastructures and display their understanding of the value of information
technology in achieving organizational maturity. Learners apply their knowledge of the
relationship that exists between an enterprise organization’s business and information
technology goals with operational models.

IT-FP3301 * User Experience and Interaction Design (1.5 program points)

In this course, learners explore the boundary between humans and technology with a focus
on the human factors that influence the design of effective interfaces and engaging user
experiences. Learners analyze designs for enterprise, mobile, and web interactive
environments. Learners also define user characteristics, design for accessibility, and
appraise usability. Prerequisite(s): IT-FP2240 or IT-FP2249.

IT-FP3315 Hardware and Operating Systems (1.5 program points)

In this course, learners demonstrate their knowledge of hardware and operating systems,
focusing on peripherals and file management. Learners use modern operating systems,
including Windows, Linux and MacOS to demonstrate their skill with hardware and
operating systems.

IT-FP3318 Systems Administration (1.5 program points)

This course provides the opportunity for learners to acquire the foundational skills and
knowledge required of a systems administrator. Learners employ tools and procedures to
install, configure, administer, troubleshoot, and maintain modern computer systems.

IT-FP3345 * Software Architecture (1.5 program points)

In this course, learners demonstrate knowledge and skills related to the fundamentals of
software engineering and architecture. During a course-long project, learners create a
Software Development Plan (SDP) to use as a foundation for future software development
projects within an organization. Other topics include software process models, project
definition, project organization, validation plan and version control.
Prerequisite(s): IT-FP2230.

IT-FP3349 * Intermediate Java Programming (1.5 program points)

Learners apply features and techniques beyond the basics of the Java programming
language to develop applications of moderate complexity. Learners analyze advanced
object-oriented programming concepts like inheritance, polymorphism, interfaces, and
abstract classes. Learners also investigate programming Graphical User Interface (GUI)
applications with Java and the Java rich library of data structures like lists, stacks,
and queues. Prerequisite(s): IT-FP2249.
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IT-FP3355 * Network Architecture (1.5 program points)

Learners in this course demonstrate their knowledge and skills with the fundamentals of
network architecture. Learners apply knowledge of network characteristics and network
topologies to develop a scope document for a proposed network architecture.
Prerequisite(s): IT-FP2250.

IT-FP3358 Information Security Concepts for the Information Technology

Professional (1.5 program points)
Learners in this course demonstrate their knowledge of information security fundamentals.
Learners apply their understanding of the concepts of confidentiality, integrity, and
availability to securing organizational assets.

IT-FP4070 * Cyber Defense and Countermeasures (3 program points)

This course provides an in-depth coverage of the design, implementation, and
troubleshooting of security infrastructure. Learners identify and apply the principles of cyber
defense in-depth techniques by using cryptography, encryption, Public Key Infrastructure
(PKI), digital signatures, and perimeter security techniques. Prerequisite(s): IT-FP3355,
IT-FP4803.

IT-FP4071 * Cyber Attacks and Ethical Hacking (3 program points)

Learners in this course use techniques and common utilities to develop their understanding
of how hackers attack computers and networks. Learners investigate security threats and
ways that system vulnerabilities are exploited to attack systems. In addition, learners
identify Intrusion Detection Systems (IDS), ethical hacking techniques, sniffers, protocols,
social engineering, vulnerability analysis, and penetration testing to ensure infrastructure
security. Prerequisite(s): IT-FP3355, IT-FP4803.

IT-FP4073 * Organizational Security (3 program points)

In this course, learners analyze the people and process involved in information assurance
and security, with particular focus on security life cycle, certification and accreditation,
configuration management, employment practices, and security awareness. Learners
examine best practices of policy development along with industry-specific standards and
interpret industry-specific laws and regulations, such as Health Insurance Portability and
Accountability Act (HIPAA), SarbanesOxley (SARBOX), and National Institute of Standards
and Technology (NIST). In addition, learners gain and demonstrate knowledge of biometrics
and privacy concerns in computing, personnel, and physical security.
Prerequisite(s): IT-FP3355, IT-FP4803.

Learners in this course scrutinize computer forensics as a discipline that supports law
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IT-FP4075 * Computer Forensics (3 program points)

Learners in this course scrutinize computer forensics as a discipline that supports law
enforcement professionals in investigating white collar crime. Learners use computer
forensics tools and techniques, and evaluate crime investigations, incident response and
handling, and legal issues. Prerequisite(s): IT-FP3355, IT-FP4803.

IT-FP4076 * Security Management and Policies (3 program points)

In this course, learners increase their knowledge of hands-on security management
practices by analyzing security policies and procedures, risk management, and business
continuity planning. Topics include security and business need trade-offs, risk assessments,
designing security policies and procedures and a business continuity plan, and enforcement
of security policies and procedures. Prerequisite(s): IT-FP3355, IT-FP4803.

IT-FP4079 * Python Scripting (3 program points)

Learners investigate the role scripting plays in information security. Learners gain and
demonstrate knowledge of the fundamentals of Python scripting by developing a range of
security-related scripts. Prerequisite(s): IT-FP2240, IT-FP4803.

IT-FP4080 * Operating Systems and Application Security (3 program points) Learners

in this course use appropriate technologies to identify, investigate, and mitigate
vulnerabilities, threats, and risks in operating systems and applications, including mobile
and web applications, email, and databases. Prerequisite(s): IT-FP4803.

IT-FP4150 * Internetworking Architectures 1 (1.5 program points)

Learners in this course develop their understanding of the design and integration of multi-
protocol networks (local area networks and wide area networks) to form an enterprise
network. Learners design intranets/internets, virtual local area networks (VLANs), and
firewalls using different internetworking devices and media. Learners gain the skills needed
to configure Cisco® equipment, and analyze issues associated with designing enterprise
networks including cost, compatibility, expandability, security, and future requirements.
Prerequisite(s): IT-FP3355 and IT-FP3358.

IT-FP4155 * Internetworking Architectures 2 (1.5 program points)

Learners investigate the architectural methodologies used in the design and development of
computer networks, including the physical structure of internal components of network
devices and their interactions in local area networks (LANs) and wide area networks
(WANs). Learners evaluate the planning, methods, procedures, and tools necessary to
prevent vulnerabilities in networked systems and analyze the procedures used to validate
and restore network services following an incident. Learners also strengthen the skills
needed to manage, operate, and maintain networked, managed, and linked systems and
peripherals. Prerequisite(s): IT-FP4150.
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IT-FP4160 * Internetwork Analysis and Design (1.5 program points)

In this course, learners investigate the internetworking concepts for analyzing, planning,
designing, and securing an enterprise network. In particular, learners apply a top-down
approach to network design, modular hierarchies, enterprise network considerations, IPv4
and IPv6 addressing, wireless network architectures, and internetworking security lifecycle.
Prerequisite(s): IT-FP4155.

IT-FP4165 * Internetwork System Assurance and Security (1.5 program points)

This course introduces learners to information assurance and security for Cisco® IOS.
Learners gain knowledge and skills needed to develop security infrastructures, recognize
threats, identify vulnerabilities, and protect an organization from exposure to online
dangers. Learners use Cisco hardware and software to incorporate security-conscious
designs and test strategies for recognizing and mitigating threats, as well as identifying
common layer 2 attacks. Learners also explore hardware filtering, site-to-site VPNs, and
authentication and encryption techniques. Prerequisite(s): IT-FP4155.

IT-FP4170 * Wireless Networks (1.5 program points)

Learners evaluate fundamental wireless networking concepts and tools for planning,
installing, configuring, optimizing, securing, and troubleshooting wireless local area
networks (WLANs). Learners acquire and demonstrate knowledge of wireless-related
technologies, standards, and topologies for network professionals who must design and
implement secure wireless network infrastructures. Prerequisite(s): IT-FP3355 and
IT-FP3358.

IT-FP4511 * Cloud Concepts and Architecture (1.5 program points)

Learners gain an understanding of foundational cloud concepts including scalability,
elasticity, fault tolerance, and disaster recovery. Learners develop hands-on proficiency with
an industry-standard cloud platform. Learners also analyze the benefits and economic
advantages of cloud computing and strategies for transitioning from on-premise
infrastructure to cloud infrastructure. Finally, learners investigate IT governance
implementation in the cloud. Prerequisite(s): Completion of or concurrent registration
in IT-FP3355 and IT-FP3358.

IT-FP4521 * Cloud Management and Administration (1.5 program points)

Learners build on their knowledge of cloud-based networks by demonstrating management
and administration of cloud architectures and resources. Learners deploy virtual machines,
configure and manage virtual networks, and implement and manage storage. Learners also
implement cloud architectures and resources while focusing on managing security and
authorized access to cloud network resources. Prerequisite(s): Completion of or
concurrent registration in IT-FP4511.

In this course, learners investigate administration concepts related to enterprise networks

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IT-FP4530 * Enterprise Administration (1.5 program points)

In this course, learners investigate administration concepts related to enterprise networks
using network tools for deploying servers and configuring network application services
within an enterprise network. Learners build on previously analyzed material by applying
concepts such as IP addressing, name resolution, remote access, remote desktop services,
active directory, authentication, and data security to enterprise networks. Learners gain an
understanding of advanced network administration strategies for enterprise networks.
Prerequisite(s): IT-FP4521.

IT-FP4541 * Enterprise Server Infrastructure 1 (1.5 program points)

Learners in this course develop the skills to plan, design, analyze, and implement servers in
an enterprise environment. Learners acquire and apply knowledge of implementation
strategies specific to server migration, virtualization planning, DHCP design, VPN solutions,
deploying file and storage services, and Active Directory configuration.
Prerequisite(s): IT-FP4530.

IT-FP4551 * Enterprise Server Infrastructure 2 (1.5 program points)

Learners investigate and implement advanced topics in the administration and strategic
support of enterprise server environments. Learners also develop administrative and
monitoring strategies; build an understanding of federated identity solutions, site
certificates, failover and clustering, and business continuity; and evaluate technical planning
and deployment strategies for virtualized environments. Prerequisite(s): IT-FP4541.

IT-FP4561 * Linux Operating Systems (1.5 program points)

Learners in this course demonstrate an understanding of the fundamental concepts of the
Linux operating system. Learners use command line tools and software packages, and
practice hardware configuration, file management, process management, and file editing.
Prerequisite(s): IT-FP3318.

IT-FP4571 * Advanced Linux Operating Systems (1.5 program points)

In this course, learners apply knowledge of advanced topics specific to the Linux operating
system. Learners administer the Linux system, script, and implement network configuration
and security. Prerequisite(s): Completion of or concurrent registration in IT-FP4561.

IT-FP4580 * RFID Technologies (1.5 program points)

In this course, learners investigate the fundamentals of RFID technologies and assess the
tools for planning, installing, configuring, optimizing, monitoring, and troubleshooting RFID
within a network environment. Learners build and demonstrate knowledge of interrogation
zones, tag classification, RF propagation, standards and regulations, and RF infrastructure
design. Prerequisite(s): IT-FP3355 and IT-FP3358.

This course is an overview of information assurance and security topics for network
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IT-FP4803 * System Assurance Security (3 program points)

This course is an overview of information assurance and security topics for network
administrators who must implement security strategies to protect their organization from
exposure to the Internet; network designers also create security conscious designs.
Learners identify and apply strategies to guard against hackers and forms of viruses, use
firewalls and gateways, and build authentication skills and encryption techniques. Learners
identify methods for attacking a network system and validate defense against them. Upon
successful completion of this course, learners are prepared to take the exam for the
Security+ certification. Prerequisite(s): IT-FP3355.

IT-FP4990 Information Technology Capstone Project (3 program points)

In this course, learners apply knowledge and skills from other courses as they develop a
project that benefits an organization, community, or industry. Learners prepare a proposal
that includes a project description, deliverables, completion dates, and associated learning.
Upon approval from the instructor, learners execute the proposal, record their progress
weekly using a project tracking website, and produce a final project report. For BS in
Information Technology, FlexPath option learners only. Must be taken during the
learner’s final quarter. Cannot be fulfilled by transfer or prior learning assessment.

ITEC-FPX5030 Emerging Technologies (2 program points)

In this course, learners gain an understanding of new and disruptive technologies that are
poised to have a significant impact on individuals, industry, technology, and society.
Learners explore strategies for identifying and researching emerging technologies to
determine their value-added application to the organization and examine models that help
predict technology growth and proliferation.

LEAD-FPX5210 Leading Global and Diverse Cultures (2 program points)

In this course, learners analyze aspects of leading and working in global and diverse
environments. Learners gain an understanding of the personal and professional role of
leadership in diverse cultures, core strategies used to lead more effectively within those
cultures, and their own capacities as global leaders

LEAD-FPX5220 Leader as Change Agent (2 program points)

Learners evaluate leaders as architects of change in organizations and environments.
Learners investigate the nature of leadership in complex and dynamic settings; theories of
change at the individual, group, and organizational level; and leadership practices that
guide and sustain complex change.

MAT-FP1050 College Algebra (3 program points)

Learners in this course evaluate and perform linear, exponential, logarithmic, and other
mathematical functions that include algebraic, graphic, and numeric properties. Learners
then apply these concepts to the social and natural sciences, business, and everyday life.
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MAT-FP1100 Using Math in the Real World (2 program points)

In this course, learners gain an understanding of numbers and how to use and interpret
them. Learners examine mathematics using an easily understandable approach for basic
math and algebra to connect mathematical concepts and everyday life.

MAT-FP2001 Statistical Reasoning (3 program points)

This course introduces fundamental concepts of elementary statistics, including descriptive
statistics, methods of counting, probability distributions, approximations, estimation, and
hypothesis testing. Learners use these concepts to apply and interpret statistical results.

MAT-FP2051 * Discrete Mathematics (3 program points)

This course presents an overview of mathematical analysis techniques. Learners apply
number logic and set theory, functions and sequences, relations equivalence, partial order,
digraphs, recurrence relations, counting techniques, logic and techniques of proof, graphs,
and algorithms to the fields of business and information technology.
Prerequisite(s): MAT-FP1050.

MAT-FPX2001 Statistical Reasoning (3 program points)

This course introduces fundamental concepts of elementary statistics, including descriptive
statistics, methods of counting, probability distributions, approximations, estimation, and
hypothesis testing. Learners use these concepts to apply and interpret statistical results.

MAT-FPX2100 Data-Driven Decisions (2 program points)

In this course, learners examine the applications of statistics to a variety of fields. Learners
develop mathematical reasoning, quantitative analysis, and quantitative communication
skills to prepare them for future academic coursework and professional life. Learners also
gain an understanding of how every day decisions are supported by mathematics.

MBA-FP6006 * Leading Innovation in the Global Organization (1.5 program points)

In this course, learners research the global leadership models and practices that drive
innovation and enhance competitive advantage in complex and diverse environments.
Learners also explore and assess the ways global leaders work to shape organizational
culture and processes that support innovation and change. For FlexPath option MBA
degree and certificate program learners and non-degree learners only.

MBA-FP6024 * Organizational Strategy (1.5 program points)

In this course, learners integrate the theories, practices, and models of strategy with
foundational global business knowledge. Learners examine the competitive local and global
business environment, evaluate the core business functions of various organizations, and
analyze the information that derives from those functions. Learners then synthesize this
information into a comprehensive strategic review that is designed to enhance
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information into a comprehensive strategic review that is designed to enhance

organizational decision making and leadership. For FlexPath option MBA degree and
certificate program learners and non-degree learners only.
Prerequisite(s): MBA-FP6008 or MBA6180; MBA-FP6014; MBA-FP6016; MBA-FP6018
or MBA6140. Prerequisites do not apply to Business Management and Management
Consulting certificate learners. Cannot be fulfilled by transfer or prior learning
assessment.

MBA-FP6026 The Global Leader (1.5 program points)

This course addresses the purpose, function, and responsibility of leaders in complex global
business environments. Learners develop and demonstrate best practices for increasing
self-awareness and establishing personal and professional ways to grow in a competitive,
complex workplace. Learners also analyze future concerns and challenges related to global
leadership. For FlexPath option MBA degree and certificate program learners and
non-degree learners only.

MBA-FP6028 * Business Integration Skills (1.5 program points)

Learners in this course synthesize the theories, practices, and models of foundational
business disciplines by participating in a comprehensive business scenario experience.
Learners identify, analyze, and apply principles of organizational strategy to a business
situation using critical thinking, problem solving, competitive analysis, and the foundational
skills learned in previous coursework. Learners gain and demonstrate knowledge of the
ethical implications and communication issues inherent in making a variety of complex
business decisions. For FlexPath option MBA degree and certificate program learners
and non-degree learners only. MBA-FP6028 and MBA-FP6900 must be taken in
sequence. Prerequisite(s): MBA-FP6006 or MBA6020; MBA-FP6008; MBA-FP6012;
MBA-FP6014; MBA-FP6016; MBA-FP6018 or MBA6140; MBA-FP6022; MBA-FP6024;
MBA-FP6026. Cannot be fulfilled by transfer or prior learning assessment.

MBA-FP6120 Sales and Customer Relationship Management (1.5 program points)

Learners investigate the theory and practice of strategic selling, including the design of
evidence-based, sustainable solutions for sales and marketing challenges. Learners identify
opportunities for leadership and ways to incorporate technology in a competitive, global
sales environment. As they design strategies for sales force development and customer
relationship management, learners synthesize concepts and theories with life experiences.
Finally, learners develop a personal sales and sales leadership philosophy associated with
middle- or senior-level sales management positions. For FlexPath option MBA degree
and certificate program learners and non-degree learners only.

MBA-FP6121 Foundations of Supply Chain Management (1.5 program points)

Learners in this course examine and articulate the fundamental concepts of supply chain
management from a systems theory perspective and the changes in scope and scale that
globalization has brought to internal business processes. Learners demonstrate this

knowledge to develop a broad understanding of management best practices in global

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knowledge to develop a broad understanding of management best practices in global

markets. For FlexPath option MBA degree and certificate program learners and
non-degree learners only.

MBA-FP6123 * Supply Chain Design and Management (1.5 program points)

In this course, learners examine supply chain management as a logistics network that
provides strategic advantage to global managers. Learners consider the role of societal
cultural fluency and the logistics of global operations. Learners also study customer
relationship management and its effect on the overall supply chain. Throughout the course,
learners apply these concepts in a series of case studies. For FlexPath option MBA
degree and certificate program learners and non-degree learners only.
Prerequisite(s): MBA-FP6121.

MBA-FP6125 Logistics (1.5 program points)

Learners in this course develop and demonstrate their knowledge of the traditional logistics
of the delivery of goods in today’s business- to-business environment. Learners identify and
interpret the cost components of the supply chain, including an efficient and effective
logistics system, and analyze their individual and collective effects on organizational
performance. Learners also articulate the five disciplines for top-performing logistics
networks. For FlexPath option MBA degree and certificate program learners and
non-degree learners only.

MBA-FP6127 Effective Global Strategic Sourcing (1.5 program points)

Learners in this course develop their competency in fully integrating the supply chain to
position quality as a strategic competitive advantage. Learners identify and interpret ways to
use strategic resourcing to achieve consistent quality, thus enabling market share growth
and preventing market share erosion. Learners also examine and demonstrate the
importance of managing relationships with global suppliers and establishing consistent
quality benchmarks. For FlexPath option MBA degree and certificate program learners
and non-degree learners only.

MBA-FP6131 * Statistical Methods (1.5 program points)

Learners in this course strengthen their understanding and demonstrate knowledge of the
statistics and statistical methods used in business analytics. In particular, learners examine
exploratory data analysis, multiple linear regression, analysis of variance (ANOVA) and
analysis of covariance (ANCOVA), cluster analysis, and survey data analysis. For FlexPath
option MBA degree and certificate program learners and non-degree learners only.
Prerequisite(s): MBA-FP6018 or MBA6140.

In this course, learners examine and demonstrate their knowledge of analytical modeling
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MBA-FP6133 * Management Decision Methods (1.5 program points)

In this course, learners examine and demonstrate their knowledge of analytical modeling
tools and techniques and their associated practical applications in business. Learners
examine managerial decision theory and analyze business decisions made under
conditions of uncertainty. Other course topics include forecasting analysis, decision trees
analysis, linear programming modeling, program evaluation and review techniques, and
critical path methods. For FlexPath option MBA degree and certificate program
learners and non-degree learners only. Prerequisite(s): MBA-FP6018 or MBA6140.

MBA-FP6135 * Data Mining and Reporting (1.5 program points)

Learners build their understanding of the processes and methods of extracting information
from internal databases to support strategic business decision making. Learners develop
and apply the skills needed to use industry-standard business analytic tools for data access
and management, cleaning, mining, and reporting. For FlexPath option MBA degree and
certificate program learners and non-degree learners only.
Prerequisite(s): MBA-FP6018, MBA-FP6131, or MBA6140.

MBA-FP6137 * Primary Data Collection (1.5 program points)

This course covers processes and methods of collecting primary qualitative and quantitative
data to support business decision making. Learners examine and demonstrate knowledge
of various data collection strategies and tools; the process of collecting data using case
studies, focus groups, questionnaires, and in-depth interviews; and fundamental qualitative
data analysis techniques. For FlexPath option MBA degree and certificate program
learners and non-degree learners only. Prerequisite(s): MBA-FP6018 or MBA6140.

MBA-FP6141 * Entrepreneurial Ventures (1.5 program points)

This course is an introduction to historic, current, and emerging thought in entrepreneurial
venture feasibility, research, and planning. Learners investigate various legal forms of
entrepreneurial ventures and the factors that influence the selection of one over another,
and conduct research to determine and support the feasibility of a business idea, customer
base, and market. Learners then apply this knowledge to establish a general strategy and
plan for an entrepreneurial venture. For FlexPath option MBA degree and certificate
program learners and non-degree learners only. Prerequisite(s): MBA-FP6012.
Prerequisite does not apply to Entrepreneurship and Management Consulting
certificate learners.

MBA-FP6143 * Entrepreneurial Leadership (1.5 program points)

Learners gain an understanding of human involvement in entrepreneurial ventures.
Learners investigate entrepreneurial fact and fiction and consider their suitability as
entrepreneurs. Learners also analyze the various roles of entrepreneurial leaders and the
opportunities and challenges associated with leading and managing entrepreneurial
ventures, including work-life balance and risk. For FlexPath option MBA degree and
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certificate program learners and non-degree learners only.

Prerequisite(s): MBA-FP6006 or MBA6020; completion of or concurrent registration in
MBA-FP6141. Prerequisites do not apply to Entrepreneurship certificate learners.

MBA-FP6145 * Venture Financing (1.5 program points)

In this course, learners analyze various entrepreneurial venture funding options, including
the use of outside partners such as venture capital firms and investors. Learners evaluate
and compare the risks and rewards of various funding options and determine their suitability
to different business situations, scopes, goals. For FlexPath option MBA degree and
certificate program learners and non-degree learners only.
Prerequisite(s): MBA-FP6016, MBA-FP6141. Prerequisites do not apply to
Entrepreneurship certificate learners.

MBA-FP6147 * Entrepreneurial Strategy (1.5 program points)

In this course, learners research various strategies used in local and global entrepreneurial
ventures. Learners analyze how these strategies help facilitate the sustainability of the
venture, as well as how different strategies can be administered at different times of the
venture’s lifecycle. Other course topics include entrepreneurial exit strategies and current
topics associated with entrepreneurial social responsibility, including “green”/environmental
considerations. For FlexPath option MBA degree and certificate program learners and
non-degree learners only. Prerequisite(s): MBAFP6024, MBA-FP6141. Prerequisites
do not apply to Entrepreneurship and Management Consulting certificate learners.

MBA-FP6152 * Advanced Accounting (1.5 program points)

Learners apply their knowledge of accounting applications to more advanced accounting
methods encountered in business operations. Learners investigate specialized areas of
accounting, such as accounting for long-term contracts, leases, investments,
consolidations, and foreign currency. For FlexPath option MBA degree and certificate
program learners and non-degree learners only. Prerequisite(s): MBA-FP6014.

MBA-FP6182 Impact of Advances in Information Technology (1.5 program points)

Learners in this course examine emerging advances in information technology and select a
technological advance to investigate and evaluate for incorporation into an organization.
Learners demonstrate ways that the advance helps to solve a business-related problem,
build a formal case for justifying introduction of the advance into the organization, and
present the case to the organization’s management. For FlexPath option MBA degree
and certificate program learners and non-degree learners only.

Learners analyze management techniques for planning, estimating, and facilitating

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MBA-FP6231 * Project Planning, Management, and Financial Control (1.5 program

points)
Learners analyze management techniques for planning, estimating, and facilitating
successful enterprise projects. Learners define a project, develop work breakdown
structures, prepare project schedules, and determine ways to coordinate the various
resources. In addition, learners analyze and demonstrate planning, time management, and
risk management skills that support them throughout their program and professional career.
For FlexPath option MBA degree and certificate program learners and non-degree
learners only. Prerequisite(s): MBA-FP6016. Prerequisite does not apply to
Management Consulting certificate learners.

MBA-FP6233 * Assessing and Mitigating Risk (1.5 program points)

This course addresses the important elements of risk management, such as risk
management planning, risk identification, risk analysis, development of appropriate
responses, and risk monitoring and control. Learners demonstrate their knowledge of the
process of identifying, analyzing, and appropriately responding to project risk by
implementing a risk management plan. For FlexPath option MBA degree and certificate
program learners and non-degree learners only. Prerequisite(s): MBA-FP6231.

MBA-FP6235 * Project Procurement and Solicitation (1.5 program points)

This course covers the major processes used in project procurement management including
planning, solicitation, source selection, contract administration, and contract closeout.
Learners analyze and explain the impact of project assumptions and constraints on
procurement management, and apply their knowledge of tools and techniques by
developing a procurement management plan based on current best practices. For FlexPath
option MBA degree and certificate program learners and non-degree learners only.
Prerequisite(s): MBA-FP6231.

MBA-FP6237 * Advanced Project Management Techniques (1.5 program points)

Learners build knowledge of advanced project management topics and techniques.
Learners investigate techniques for balancing scope, time, cost, and quality in managing a
project and implement planning, monitoring, and controlling techniques in a project.
Learners evaluate the importance of applying quality standards and best practices in
developing project management strategies. For FlexPath option MBA degree and
certificate program learners and non-degree learners only.
Prerequisite(s): MBA-FP6231.

MBA-FP6241 * Human Resource Management in the 21st-Century Knowledge

Organization (1.5 program points)
This course provides a global perspective on the human resource management field.
Learners examine and analyze traditional HRM functions such as human capital
recruitment, development, and retention. Learners compare strategic and tactical
approaches to human resource management and evaluate communication, influence, and
strategic practices in global organizations. For FlexPath option MBA degree and
certificate program learners and non-degree learners only.
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MBA-FP6247 * Human Capital Management (1.5 program points)

This course introduces learners to the fundamental practices of human capital
management. Learners analyze and assess practices associated with workforce
development and workforce management from a global perspective. Learners also
synthesize and apply the principles and concepts of human capital management to an
organization. For FlexPath option MBA degree and certificate program learners and
non-degree learners only. Prerequisite(s): MBA-FP6241.

MBA-FP6249 * Organizations, Governance, and the Law (1.5 program points)

This course covers the foundational elements of legal thinking, practice, and application
needed to understand the role and influence of the organizational laws and legal practices.
Learners examine the roles and influence of law in the workplace, and study legal theories,
practices, and strategies used by attorneys to develop workplace policies and address other
employment-related issues. Finally, learners demonstrate their legal knowledge, thought,
and practice through experiential activities. For FlexPath option MBA degree and
certificate program learners and non-degree learners only.
Prerequisite(s): MBA-FP6241.

MBA-FP6271 * Strategic Management of Health Care Systems (1.5 program points)

This course provides an in-depth examination and analysis of strategic management in the
health care industry. Learners use strategic management frameworks to analyze the
mission, vision, core values, and goals of an industry facility. Learners then apply this
analysis to the internal and external environment to make strategic recommendations that
affect operational and financial components. Learners also explore the impact of
interdependent actors within the health care system, the consequences of various health
care decisions, and decision-making strategies that maximize revenues and decrease cost
while providing quality patient care. For FlexPath option MBA degree and certificate
program learners and non-degree learners only. Prerequisite(s): MBA-FP6016.

MBA-FP6273 * Health Care Financial Management (1.5 program points)

Learners in this course focus on demonstrating the knowledge and skills required to conduct
advanced strategic financial analyses of a health care organization. Learners use financial
techniques specific to health care analysis and planning and apply those principles to
analyze current health care budgeting and capital and funding decisions. Learners also
review frameworks for conducting advanced strategic financial analyses and make
innovative organizational recommendations based on those financial analyses. For
FlexPath option MBA degree and certificate program learners and non-degree
learners only. Prerequisite(s): MBA-FP6271.

Learners in this course analyze the development and implementation of policy in the health
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MBA-FP6275 * Health Care Policy Analysis and Decision Making (1.5 program points)
Learners in this course analyze the development and implementation of policy in the health
care field and its unique role in the industry. Learners articulate the importance of examining
health care policies not only from sociological, political, and ethical frameworks but from an
economic perspective as well. The course allows learners to apply alternative methods of
policy analysis including matrix analysis, decision trees, and cost-benefit analysis. Learners
explore ways to make decisions in a health care setting and examine the consequences of
decisions in the clinical, policy, and management arenas. For FlexPath option MBA
degree and certificate program learners and non-degree learners
only. Prerequisite(s): MBA-FP6271.

MBA-FP6277 * Ethical and Legal Considerations in Health Care (1.5 program points)
This course introduces ethical principles that managers can apply to understand, analyze,
and resolve ethical problems in the health care field. Learners explore ethical dilemmas in
the health care industry from several perspectives—managerial, organizational, and
economic. Learners analyze the impact of law on the way health care is delivered in the
United States and examine the major legal principles and issues relevant to health care
administration. For FlexPath option MBA degree and certificate program learners and
non-degree learners only. Prerequisite(s): MBA-FP6271.

MBA-FP6900 * MBA Capstone (1.5 program points)

In this course, learners integrate the foundational knowledge and skills gained during the
MBA program in an application-based business project. Learners propose, plan, and
implement a major project that allows them to demonstrate competencies in ethics,
business strategy, marketing, communications, collaboration, and more. Their final projects
allow learners to demonstrate their overall ability to identify and recommend evidence
based solutions to business challenges and opportunities. For FlexPath option MBA
degree and certificate program learners and non-degree learners only. MBA-FP6900
must be taken immediately following MBA-FP6028. Prerequisite(s): All required and
elective coursework. Cannot be fulfilled by transfer or prior learning assessment.

MBA-FPX5002 MBA Leadership (2 program points)

This course covers contemporary models of leadership and examines behaviors and skills
of effective leaders. Learners assess their own leadership strengths and how to lead
effectively in their work settings. Learners also analyze ways in which leaders use their
skills to support innovation, change, and collaboration within organizations. For FlexPath
option MBA degree and certificate program learners and non-degree learners
only. Must be taken during the first quarter by learners who have been admitted to
the MBA degree program. Cannot be fulfilled by transfer or prior learning
assessment.

Learners in this course examine ways in which companies formulate and implement
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MBA-FPX5006 * Business Strategy (2 program points)

Learners in this course examine ways in which companies formulate and implement
strategy to effectively compete in the marketplace. Learners apply strategic models and
analysis to address competitive challenges. For FlexPath option MBA degree and
certificate program learners and non-degree learners only.
Prerequisite(s): Completion of or concurrent registration in MBA-FPX5002.

MBA-FPX5008 Applied Business Analytics (2 program points)

This course introduces learners to business analytics and its role in evidence-based
decision making. Learners examine data and analytics techniques that create relevant,
actionable, and meaningful information. For FlexPath option MBA degree and certificate
program learners and non-degree learners only.

MBA-FPX5010 Accounting Methods for Leaders (2 program points)

Learners in this course gain an understanding of how methods of financial and managerial
accounting are used to analyze business performance and make evidence-based business
decisions. Learners examine tax, ethical, and legal implications of accounting methods. For
FlexPath option MBA degree and certificate program learners and non-degree
learners only.

MBA-FPX5012 * Marketing Management (2 program points)

This course covers marketing theories, models, and practices used by businesses. Learners
examine the expanded roles of analytics, technology, and social media in marketing
strategy and implementation. Learners also use business analytics skills to address
marketing problems and apply marketing methods to business challenges. For
FlexPath option MBA degree and certificate program learners and non-degree
learners only. Prerequisite(s): MBA-FPX5008

MBA-FPX5014 * Applied Managerial Finance (2 program points)

Learners in this course explore financial concepts and techniques required to evaluate,
report, and maximize firm performance and value. Learners analyze environmental and
market factors, goals, and constraints; and apply regulatory and ethical principles and
business analytics skills to drive data-based decision making. For FlexPath option MBA
degree and certificate program learners and non-degree learners only.
Prerequisite(s): MBA-FPX5008, MBA-FPX5010.

MBA-FPX5016 * Operations Management for Leaders (2 program points)

In this course, learners examine theories and models of business operations and their role
in developing and delivering a superior product or service to the marketplace. Learners also
apply business analytics skills and use data to evaluate strategic and tactical impact to
business functions across the organization. For FlexPath option MBA degree and
certificate program learners and non-degree learners only.
Prerequisite(s): MBA-FPX5008.
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MBA-FPX5801 Communication and Presentation Skills (.5 program points)

This course covers the basics of organizational and interpersonal communication. Learners
apply principles from this course to enhance their ability to lead through effective
communication. This course also emphasizes the ways learners build and deliver influential
messages while considering the needs of the audience. For MBA, FlexPath option
learners only. Cannot be fulfilled by transfer or prior learning assessment. Special
permission is required for registration.

MBA-FPX5910 * MBA Capstone Experience (2.5 program points)

In this course, learners integrate the knowledge and skills gained during the MBA program
in an application-based business project. Learners demonstrate their overall ability to
identify and recommend evidence-based solutions to business challenges and
opportunities. For FlexPath option MBA degree and certificate program learners and
non-degree learners only. Prerequisite(s): All required and elective coursework.
Cannot be fulfilled by transfer or prior learning assessment.

MHA-FPX5006 Health Care Finance and Reimbursement (2 program points)

Learners in this course gain knowledge of and apply financial management
concepts, principles, and processes used in health care organizations. Learners examine
accounting, financial statements and ratios, budgeting, capitalization, cost
allocation, reimbursement methodologies and processes, and the impact of varying
reimbursement structures on health care practice and service delivery. Learners also
design, prepare, and manage health care budgets; analyze short- and long-term health care
investment decisions; and articulate the ways effective health care finance and accounting
processes are used to present operational and strategic financial information to
organizational stakeholders.

MHA-FPX5010 Strategic Health Care Planning (2 program points)

In this course, learners examine strategic orientation, planning, and decision making in
health care organizations and environments. Learners analyze the political, legal,
regulatory, organizational, demographical, and multicultural implications of strategic
planning decisions and how those decisions impact communities and populations, define
best practices for health care organization staff development, and balance the prioritization
of organizational and regulatory needs with feasible cost-effective solutions. Learners also
develop a long-term strategic health care plan that includes information on human resource
requirements, technology needs, and financial implications.

MHA-FPX5012 * Organizational Leadership and Governance (2 program points)

Learners in this course examine and articulate the fundamental concepts and principles of
health care organization management and leadership, including governance, cost-effective
decision making, and managing and leading stakeholders and staff. Learners identify best

practices for mobilizing, managing, and improving employee, organization, stakeholder, and
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practices for mobilizing, managing, and improving employee, organization, stakeholder, and
community commitment and for creating employee-centered organizations that foster
professional and organizational accountability. Learners also analyze an organizational
leadership structure and governance plan and examine how to apply team leadership skills
to initiate change. Prerequisite(s): Completion of or concurrent registration in
MHA-FPX5010.

MHA-FPX5014 * Health Care Quality, Risk, and Regulatory Compliance (2 program

points)
Learners in this course demonstrate their knowledge of concepts, principles, processes,
and issues associated with health care quality, risk, and regulatory compliance. Learners
examine performance measures associated with quality of care, patient safety, risk
management, regulatory standards and compliance, and patient and stakeholder
satisfaction and conduct a cost benefit analysis based on these factors. Learners also
evaluate the impact of regulatory demands on health care organizations and environments
and integrate health care market analysis and scorecard results into formal and informal
designs for process improvement and organizational fitness.
Prerequisite(s): MHA-FPX5010, NHS-FPX6008.

MHA-FPX5016 * Introduction to Health Information Systems (2 program points)

Learners in this course develop the knowledge and skills needed to effectively use health
information systems and technology in health care organizations and environments.
Learners differentiate between administrative, clinical, management, and decision-support
information technology tools; design and evaluate short-and longterm IT management
projects; and analyze the budgetary and financial concerns associated with implementing IT
management projects. Learners also demonstrate best practices and industry standards of
health information systems management into professional practice, with an emphasis on
effective staff management and organizational performance.
Prerequisite(s): NHS-FPX5004, NHS-FPX6008.

MHA-FPX5017 Data Analysis for Health Care Decisions (2 program points)

Learners in this course gain and apply an understanding of how data drives decision
making at every level of health care administration, including in value-based reimbursement
as well as operations and outcomes. Learners identify ways to use data analysis tools and
techniques in the pursuit of value, quality, and safety. Throughout the course, learners use
readings, media presentations, and real-world examples to analyze a particular foundational
statistical concept and related practical application.

MHA-FPX5020 * Health Administration Capstone (2 program points)

In this course, learners demonstrate proficiency in their specialization area by selecting a
health care problem in their specific area of interest, conducting a data analysis, and finally,
proposing evidence-based recommendations for resolution. Throughout the course,

learners practice three key industry-identified competency groups—transformation,

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learners practice three key industry-identified competency groups—transformation,

execution, and people. For MHA learners only. Prerequisite(s): Completion of all
required and elective coursework. Cannot be fulfilled by transfer.

MHA-FPX5022 * Human Capital Management in Health Care (2 program points)

In this course, learners examine concepts, principles, and processes for human capital
management in order to create employee-centered health care organizations. In particular,
learners develop a human capital strategy for a health care organization that considers
organizational needs, budgets, and environmental forces. Specific course topics include
employee recruitment, retention, influence, and accountability; staff development; and
workforce optimization. Prerequisite(s): MHA-FPX5006, MHA-FPX5010, NHS-FPX6004,
NHS-FPX6008.

MHA-FPX5026 * Facilities and Capital Asset Management (2 program points)

In this course, learners examine and apply concepts and processes used to optimize
facilities and capital asset management in health care organizations. Learners analyze
obsolescence and routine maintenance in facility operations; synthesize formal and informal
decision-making structures and power relationships; plan, execute, and evaluate short- and
longterm capital projects; and identify ways to incorporate research, communication, and
collaboration into professional practice, with an emphasis on targeting the capital needs,
including financing of capital and capital budgeting for the health care organization.
Prerequisite(s): MHA-FPX5006, MHA-FPX5010, NHS-FPX6004, NHS-FPX6008.

MHA-FPX5028 * Comparative Models of Global Health Systems (2 program points)

In this course, learners identify, analyze, and compare world health care systems and
the challenges associated with them. Learners also demonstrate knowledge of the costs
and benefits of implementing and measuring quality improvement programs intended to
address community and global health system needs. Prerequisite(s): MHA-FPX5006,
MHA-FPX5010, completion of or concurrent registration in MHA-FPX5012,
NHS-FPX6004, NHS-FPX6008.

MHA-FPX5040 * Health Administration Change Leadership (2 program points)

Learners investigate evidence-based approaches to change leadership, process
management, and organizational design in complex, dynamic health care environments.
Learners apply analytical and innovative thinking to complex problems related to guiding
change by using knowledge of theory and past trends to develop effective solutions.
Learners assess their own ability to manage change and identify stretch goals for their
future development in change leadership. Prerequisite(s): MHA-FPX5010.

In this course, learners receive personalized coaching and apply coaching techniques in a
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MHA-FPX5042 * Team Development and Personal Leadership in Health Care Settings

(2 program points)
In this course, learners receive personalized coaching and apply coaching techniques in a
real-world setting. Learners demonstrate their knowledge of talent development, team
leadership, professionalism, and interpersonal understanding in health care organizations.
Learners evaluate their own leadership skills through introspective investigation, reflection,
and coaching, and then use these skills to construct their own personal leadership plan.
Prerequisite(s): MHA-FPX5010.

MHA-FPX5062 Health Care Delivery: New Environments in Health Informatics

(2 program points)
Learners in this course investigate the changing technological environment facing today’s
hospital leaders. Throughout the course, learners explore the many health information
systems and applications now used by health care organizations, as well as examine the
myriad rules, regulations, and government influences paramount to health informatics.

MHA-FPX5064 Health Care Information Systems Analysis and Design for

Administrators (2 program points)
In this course, learners examine the many aspects of health care information systems,
including project management, data, and database concepts as components of systems
analysis and design. Learners evaluate, analyze, and classify various systems in order to
gain a better understanding of their inner workings. Learners also research and apply
current trends in health care informatics. Prerequisite(s): MHA-FPX5062.

MHA-FPX5066 Cornerstones of Health Informatics for Organizational Operations

(2 program points)
In this course, learners examine cornerstones of health informatics, including security,
confidentiality, and the maximization of organizational operational efficiency, for health care
administrators. Learners investigate topics such as workflow, implementation, go-live
support, and information management. Prerequisite(s): MHA-FPX5062.

MHA-FPX5068 Leadership, Management, and Meaningful Use of Health Care

Technology (2 program points)
In this course, learners analyze leadership and management principles used in health
informatics. Learners examine the alignment of information technology with clinical
operations, as well as the meaningful use of health care technology in effective
organizational communications. In addition, learners identify and articulate ethical and
legal policies and procedures for end users. Prerequisite(s): MHA-FPX5062.

MKT-FPX5410 Digital Marketing (2 program points)

Learners in this course analyze how the internet and social media have transformed
marketing strategy in today’s interactive marketplace. Learners in this course explore how
companies can extend marketing theories and models to leverage digital marketing tactics
such as SEO, lead generation, sales funnels, and social media. Learners also explore how
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such as SEO, lead generation, sales funnels, and social media. Learners also explore how
mobile optimization, metrics, and marketing analytics drive strategic business goals and
objectives.

MKT-FPX5416 Consumer Insights (2 program points)

This course explores contemporary concepts of consumer behavior, as well as research
tools and techniques commonly used to obtain information that informs marketing planning.
Learners examine key trends of consumer behavior central to marketing planning and
implementation, ever changing consumer perceptions, influences, decision making and the
impact of social media and emerging technologies. Learners gain a foundational
understanding of primary and secondary research, critical discernment of information
quality, analysis, and application of consumer insights and research findings to marketing
planning and implementation.

NHS-FP6004 Health Care Law and Policy (2 program points)

In this course, learners examine the political, legal, and regulatory issues impacting health
care organizations and environments. Learners analyze the effects of health care policy on
health care practice and service delivery, with particular emphasis on the strategies used to
monitor and maintain legal and regulatory compliance. Learners also identify and apply
health care policy and law concepts that promote organizational improvement.

NHS-FPX4000 Developing a Health Care Perspective (3 program points)

In this course, learners build and strengthen the knowledge, skills, and abilities needed to
succeed in their program and in the workplace. Learners engage in interactive activities that
help them develop and demonstrate a health care perspective and expand their academic
success strategies including organizational, critical thinking, and problem-solving skills.
Learners also develop an understanding of ethics, information literacy, and effective writing.
For BS in Health Care Administration, FlexPath option learners only. Must be taken
during the learner’s first quarter. Cannot be fulfilled by transfer or prior learning
assessment.

NHS-FPX5004 Communication, Collaboration, and Case Analysis for Master’s

Learners (2 program points)
This course prepares learners for master’s-level coursework in the School of Nursing and
Health Sciences. Throughout the course, learners analyze how the role of the practitioner-
scholar guides leadership in the health care field and determine the ways in which they can
effectively use communication strategies expected of health care professionals. In
particular, learners examine the attributes that contribute to effective and ethical health care
leadership, including professional collaboration, communication, inclusion, and decision
making. Must be taken by learners in their first quarter. Cannot be fulfilled by transfer.

In this course, learners examine the political, legal, and regulatory issues impacting health
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NHS-FPX6004 Health Care Law and Policy (2 program points)

In this course, learners examine the political, legal, and regulatory issues impacting health
care organizations and environments. Learners analyze the effects of health care policy on
health care practice and service delivery, with particular emphasis on the strategies used to
monitor and maintain legal and regulatory compliance. Learners also identify and apply
health care policy and law concepts that promote organizational improvement.

NHS-FPX6004 Health Care Law and Policy (2 program points)

In this course, learners examine the political, legal, and regulatory issues impacting health
care organizations and environments. Learners analyze the effects of health care policy on
health care practice and service delivery, with particular emphasis on the strategies used to
monitor and maintain legal and regulatory compliance. Learners also identify and apply
health care policy and law concepts that promote organizational improvement.

NHS-FPX6008 Economics and Decision Making in Health Care (2 program points)

This course helps learners develop and demonstrate concepts, principles, issues, and
trends in health care economics and the economic decision-making practices employed in
the health care environment. Learners analyze the political, legal, regulatory, organizational,
demographical, and multicultural implications of business decisions on health care
economics; explore the ways economic and stakeholder influences affect operational
planning and decision making; and practice applying performance monitoring and process
management measures as part of the decision-making process. Learners also examine
cost-effective problem solving; community- and population-based orientation; and effective
use of health care market research, analysis, and assessment.

NHS-FPX8002 Collaboration, Communication, and Case Analysis for Doctoral

Learners (2 program points)
This course prepares learners for doctoral-level coursework in the School of Nursing and
Health Sciences. Throughout the course, learners analyze and evaluate how the scholar-
practitioner model provides guidance for developing competencies in effective and ethical
health care leadership, including professional and interprofessional collaboration,
communication, inclusion, and decision making. For DNP, FlexPath option learners only.
Must be taken during the learner’s first quarter. Cannot be fulfilled by transfer.

NHS-FPX8040 21st-Century Health Care Leadership (2 program points)

Learners in this course build foundational knowledge and skills needed to shape the future
of health care. Through the lens of a 21st-century health care leader, learners use critical
thinking, analysis, and creative insights to examine a problem, gap, or opportunity for
improvement within a health care or public health delivery system. Learners also complete a
culminating project charter to further develop a coherent quality improvement plan for
21st-century health care. For DNP, FlexPath option learners only. Cannot be fulfilled by
transfer.
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NSC-FPX1150 Science and Innovation (3 program points)

In this course, learners analyze concepts from the physical and biological sciences to
identify the connections between science and innovation. Learners investigate how science
and innovation influence society as they develop critical thinking, scientific reasoning, and
research skills.

NURS-FPX4010 Leading People, Processes, and Organizations in Interprofessional

Practice (3 program points)
Learners in this course gain the understanding and abilities needed to champion and lead
changes in interprofessional health care practice. Learners use management theories and
leadership strategies and apply interdisciplinary collaboration skills to improve systems
outcomes while reducing the cost of care. For BSN, FlexPath option learners only.

NURS-FPX4020 Improving Quality of Care and Patient Safety (3 program points)

In this course, learners build and demonstrate the skills necessary to contribute to the
quality improvement of health care and patient safety. Learners analyze elements of
successful quality improvements as well as factors that lead to patient safety risks. In
addition, learners identify organizational interventions to promote patient safety and
facilitate quality improvement processes to achieve desired patient, systems, and
population outcomes. For BSN, FlexPath option learners only.

NURS-FPX4030 Making Evidence-Based Decisions (3 program points)

Learners in this course interpret research and apply an evidence-based practice model to
make informed decisions in care planning. Learners analyze the relevance and
effectiveness of evidence in the processes of clinical reasoning and judgement to support
interventions that result in desired patient, systems, and population outcomes. For BSN,
FlexPath option learners only.

NURS-FPX4040 Managing Health Information and Technology (3 program points)

In this course, learners leverage technology to effectively and efficiently achieve desired
patient, systems, and population outcomes. Learners develop and demonstrate generalist
nursing practices needed to manage health information and patient care technologies.
Learners also develop strategies to improve security of patient information. For BSN,
FlexPath option learners only.

NURS-FPX4050 Coordinating Patient-Centered Care (3 program points)

Learners in this course apply the knowledge and skills needed to respond to the unique
biopsychosocial attributes and situational context of each individual patient while
recognizing the patient as full partner in all health care decision making. Learners
collaborate and adapt practices to support patient-centered care and defend decisions
based on the code of ethics for nursing. For BSN, FlexPath option learners only.
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NURS-FPX4060 Practicing in the Community to Improve Population Health

(3 program points)
In this course, learners analyze the community and public health milieu, with emphasis on
health promotion and disease prevention for culturally diverse people within a variety of
community settings. Learners apply principles of community and public health, health
promotion, epidemiology, social determinants of health, and social justice to achieve equity,
eliminate disparities, and create environments to improve health and safety. Learners also
examine leading health care indicators, health policy, and emergency preparedness. For
BSN, FlexPath option learners only.

NURS-FPX4900 * Capstone Project for Nursing (3 program points)

The capstone course is the culmination of the BSN degree program and provides learners
the opportunity to demonstrate the competencies they have gained during their program.
Learners integrate new knowledge from the literature into practice via direct practicum hours
in a patient, family, or group setting to demonstrate proficiency and create high-quality
deliverables to apply in future practice. In the capstone experience, learners also further
apply their knowledge of the program outcomes. For BSN, FlexPath option
learners only. Must be taken during the learner's final session.
Prerequisite(s): NURS-FPX4010, NURS-FPX4020, NURS-FPX4030, NURS-FPX4040,
NURS-FPX4050, completion of or concurrent registration in NURS-FPX4060. Cannot
be fulfilled by transfer or prior learning assessment.

NURS-FPX5003 Health Assessment and Promotion for Disease Prevention in

Population-Focused Health (2 program points)
In this course, learners apply concepts, frameworks, and models used to foster health
promotion and disease prevention, particularly in diverse and vulnerable populations.
Learners evaluate individual and population wellness from multicultural, ethnic, traditional,
and spiritual perspectives. Learners examine factors that cause disparities in wellness
among people in diverse and vulnerable populations. By analyzing effective health
assessment methods and communication strategies, learners identify best practices for
developing a population-focused approach to health promotion and disease prevention.
For MSN, FlexPath option learners only.

NURS-FPX5005 Introduction to Nursing Research, Ethics, and Technology

(2 program points)
Learners in this course gain and demonstrate knowledge of nursing research, ethics, and
information technology in health care settings. Learners apply the basic principles of nursing
research and ways that information systems and patient care technologies contribute to
improving patient outcomes. Learners also evaluate ethics in nursing research and
scholarship and how evidence-based practice relates to the effective use of information
technologies in nursing practice. For MSN, FlexPath option learners only.
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NURS-FPX5007 Leadership for Nursing Practice (2 program points)

In this course, learners examine and apply theoretical concepts and leadership
competencies for nursing practice. Learners evaluate evidence-based best practices and
behaviors that support effective nursing leadership in health care settings, and analyze
strategies for coordination, delegation, and goal setting and performance improvement.
Learners also assess concepts and principles of health care policy, legal and regulatory
issues, and quality control in health care and the nursing profession. For MSN, FlexPath
option learners only.

NURS-FPX6011 Evidence-Based Practice for Patient-Centered Care and Population

Health (2 program points)
Learners in this course acquire an understanding of the nature of evidence and its relative
value and weight in making clinical decisions that impact patient and population outcomes.
In particular, learners assess appropriate methods and analytic approaches in order to
investigate, evaluate, and synthesize the best available evidence for potential solutions and
innovations. For Accelerated Master’s Pathway, BSN/MSN and MSN, FlexPath option
learners only.

NURS-FPX6016 Quality Improvement of Interprofessional Care (2 program points)

In this course, learners develop and demonstrate competence in the design,
implementation, and evaluation of interprofessional quality improvement initiatives. Learners
investigate models for quality improvement, with an emphasis on outcome identification and
measurement. Learners also examine quality within the context of patient safety through
adverse event and near-miss analyses. For Accelerated Master’s Pathway, BSN/MSN
and MSN,FlexPath option learners only.

NURS-FPX6021 Biopsychosocial Concepts for Advanced Nursing Practice 1

(2 program points)
Learners in this course develop the knowledge, skills, and abilities needed to integrate
select biopsychosocial concepts into professional processes that promote quality and cost-
effective patient and systems outcomes, with particular emphasis on the ways in which
these concepts impact the National Academy of Medicine’s six aims of health care
improvement: Safe, Effective, Patient-centered, Timely, Efficient, and Equitable. For MSN,
FlexPath option learners only.

NURS-FPX6025 * MSN Practicum † (2 program points)

Learners in this course develop their critical thinking skills and gain advanced nursing
knowledge in preparation for master’s-level nursing practice in a designated specialization.
Learners create and implement a personalized practice immersion experience under the
supervision of a preceptor at a site of their choice and demonstrate synthesis of
professional and academic growth and practice by participating in a community of
collaboration, sharing resources, experiences, and practice tips with their fellow learners.

Throughout the practice immersion, learners also develop and maintain an electronic
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Throughout the practice immersion, learners also develop and maintain an electronic
portfolio that includes coursework products, demonstrations of competency and outcome
achievement, and practice experience documentation (number of hours, preceptor
evaluations, achievement of objectives, and contributions to the organization). For MSN,
FlexPath option learners only. Special permission is required for registration. Cannot
be fulfilled by transfer.

NURS-FPX6026 Biopsychosocial Concepts for Advanced Nursing Practice 2

(2 program points)
Learners in this course develop the knowledge, skills, and abilities needed to integrate
select biopsychosocial concepts into professional processes that promote quality and cost-
effective patient and systems outcomes, with particular emphasis on the ways in which
these concepts impact population health, as defined by the Institute for Healthcare
Improvement. For MSN, FlexPath option learners only.

NURS-FPX6030 MSN Practicum and Capstone † (3 program points)

Learners in this course develop their critical thinking skills and gain advanced nursing
knowledge in preparation for master’s-level nursing practice in a designated specialization.
Learners create and implement a personalized practicum experience under the supervision
of a preceptor at a site of their choice and demonstrate synthesis of professional and
academic growth and practice. Throughout the practicum, learners also develop and
maintain an electronic portfolio that includes coursework products, demonstrations of
competency and outcome achievement, and practice experience documentation (number of
hours, preceptor evaluations, achievement of objectives, and contributions to the
organization). For MSN, FlexPath option learners only. Special permission is required
for registration. Cannot be fulfilled by transfer.

NURS-FPX6103 The Nurse Educator Role (2 program points)

In the course, learners examine the tripartite faculty role of teaching, service, and
scholarship and the responsibilities associated with functioning as a nurse educator in an
academic or health care environment. Learners also analyze nurse educator competencies
and the professional development activities expected of those who fill this multidimensional
role. For MSN, FlexPath option learners only.

NURS-FPX6105 Teaching and Active Learning Strategies (2 program points)

In this course, learners examine how the application of educational theory and teaching
strategies facilitate learning in the classroom, online, in the laboratory, and in clinical
settings. Learners also investigate concepts associated with the domains of learning,
learning styles, student engagement, and classroom management techniques. For MSN,
FlexPath option learners only.

In this course, learners examine curriculum frameworks and models used in nursing
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NURS-FPX6107 Curriculum Design, Development, and Evaluation (2 program points)

In this course, learners examine curriculum frameworks and models used in nursing
education. Throughout the course, learners demonstrate their understanding of these
frameworks by beginning to develop curricula that are designed to reflect professional
nursing standards and contemporary health care trends and that are structured to achieve
expected student outcomes. Learners also investigate the evaluation process used to
assess curriculum design and identify accreditation and regulatory requirements that impact
nursing curricula. For MSN, FlexPath option learners only.

NURS-FPX6109 Integrating Technology into Nursing Education (2 program points)

In this course, learners examine the integration of current and evolving technology into
nursing education. Learners investigate the use of multimedia, social media,
computer-based technology, learning management systems, simulation, technology tools
for outcomes assessment, and the process for selecting the appropriate technology.
Learners demonstrate their ability to integrate technology in an academic or health care
environment by developing a relevant project and accompanying evaluation plan. For MSN,
FlexPath option learners only.

NURS-FPX6111 Assessment and Evaluation in Nursing Education (2 program points)

In this course, learners investigate a variety of strategies used to assess and evaluate
student learning in the classroom, online, in the laboratory, and in clinical settings, as well
as within all domains of learning. Learners develop and demonstrate the skills required to
use assessment and evaluation data to improve the teaching-learning process, measure the
achievement of learning outcomes, and evaluate program effectiveness. For MSN,
FlexPath option learners only.

NURS-FPX6210 Leadership and Management for Nurse Executives (2 program

points)
Learners in this course develop and demonstrate knowledge of contemporary leadership
and management concepts and theories relevant to a variety of health care delivery
settings. Learners analyze the nurse leader’s role in leading high-performing health care
teams and examine the skills needed to collaborate with, and create buy-in from,
stakeholders, colleagues, constituencies, and interdisciplinary teams. Learners also
examine the impact of cultural, ethical, and regulatory considerations on decision making
and implement a futurelooking strategic vision to ensure sustainable gains in quality and
safety. For MSN, FlexPath option learners only.

NURS-FPX6212 Health Care Quality and Safety Management (2 program points)

Learners in this course examine the nurse leader’s role in helping to effectively integrate
into health care delivery systems the quality and safety principles that inform evidence-
based changes and best practices. Learners demonstrate an understanding of the ways
they can measure health care quality and safety; monitor and assess patient safety and

outcomes; develop a transparent system for identifying and resolving medical errors and
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outcomes; develop a transparent system for identifying and resolving medical errors and
adverse patient outcomes; use data to monitor and improve patient care and outcomes; and
support a culture of quality and safety. For MSN, FlexPath option learners only.

NURS-FPX6214 Health Care Informatics and Technology (2 program points)

Learners in this course gain and demonstrate the knowledge and skills nurse leaders need
in order to utilize health information technology to enhance patient care and outcomes. In
particular, learners develop a strategy for technological integration and examine the ways in
which they can use technology to evaluate patient data to inform patient diagnoses and
outcomes. Learners also assess the effective management of technological change within
the health care environment and examine issues of consumer access to information and the
privacy and confidentiality of patient information. For MSN, FlexPath option learners only.

NURS-FPX6216 Advanced Finance and Operations Management (2 program points)

Learners in this course examine the nurse leader’s role in establishing and managing an
operations and capital budget. In particular, learners develop an understanding of how to
incorporate variances or discretionary spending, manage the labor force within budget
parameters, examine the availability and appropriate use of equipment and supplies, and
apply finance principles to a strategic plan for achieving an organization’s fiscal goals. For
MSN, FlexPath option learners only.

NURS-FPX6218 Leading the Future of Health Care (2 program points)

Learners in this course examine the role of the nurse leader in evaluating and responding to
health care opportunities and challenges in a rapidly changing local and global
environment. Learners develop proactive strategies to drive and lead changes in health
care and integrate evidence-based decision making into the culture of the health care
organization. Learners also develop the critical-thinking and communication skills needed to
positively influence health care redesign and examine the effects of visionary leadership in
the field. For MSN, FlexPath option learners only.

NURS-FPX6410 Fundamentals of Nursing Informatics (2 program points)

Throughout the course, learners analyze the roles, theories, ethical implications, and
standards of nursing informatics practice. Learners identify the rules, regulations, and
current trends that govern professionals in the field. In addition, learners examine the
evolution and perspectives of nursing informatics and apply knowledge and skills needed to
lead and support improvements in health care. For MSN, FlexPath option learners only.

In this course, learners analyze the various aspects of clinical information systems to deliver
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NURS-FPX6412 * Analysis of Clinical Information Systems and Application to

Nursing Practice (2 program points)
In this course, learners analyze the various aspects of clinical information systems to deliver
quality health care. In particular, learners acquire the knowledge and skills needed to
effectively plan, design, and implement health/clinical information systems within nursing
practice. Learners also apply evidence-based informatics strategies to effect improved
clinical outcomes. For MSN, FlexPath option learners only.

NURS-FPX6414 Advancing Health Care Through Data Mining (2 program points)

Learners in this course analyze and validate data and demonstrate the ability to act as key
drivers in nursing informatics. Throughout the course, learners develop databases to
enhance decision-making capabilities that improve clinical outcomes in multiple health care
environments. In addition, learners examine the implications of data use related to
responsibility, accountability, and dissemination. For MSN, FlexPath option learners
only.

NURS-FPX6416 Managing the Nursing Informatics Life (2 program points)

In this course, learners evaluate the typical life cycle of implementation, testing, evaluating,
and supporting both hardware and software applications. Learners also apply project and
change management principles in relation to the life cycle of a health care information
system. For MSN, FlexPath option learners only.

NURS-FPX6610 Introduction to Care Coordination (2 program points)

In this course, learners examine the importance of nurses' contributions to coordinating
patient care and the nurse's role in coordinating care for diverse populations in varied
settings. Learners identify essential members of the patient care team needed for
interprofessional collaboration and assess how the current health care climate is shaping
the future. In addition, learners evaluate care coordination plans and outcomes according to
performance measures and professional standards as well as develop patient assessments
based on current legislation, policies, and evidence-based research. For MSN, FlexPath
option learners only.

NURS-FPX6612 Health Care Models Used in Care Coordination (2 program points)

Learners in this course examine how health care models are incorporated into the larger
framework of clinical care oversight. Learners analyze the role of informatics in nursing care
coordination and the ways in which client information is collected and used to influence
health outcomes. Learners also identify the ways in which care coordination can support
cost efficiency, promote quality of care, and affect positive health outcomes. For MSN,
FlexPath option learners only.

NURS-FPX6614 * Structure and Process in Care Coordination (2 program points)

Learners in this course gain and demonstrate knowledge of the various care coordination
components, including client selection criteria, communication methodologies, clinical team
the nurse care coordinator to the client prior to the implementation of the care plan and
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development, assessment tools, care plan and profile development, cultural considerations,
data structuring for reporting, and clinical efficiency. Learners examine the responsibilities of
the nurse care coordinator to the client prior to the implementation of the care plan and
during the care coordination process. Learners evaluate successful strategies for
interviewing and organizing information around client health, goal setting, efficient clinical
oversight, technological support, and data formatting. For MSN, FlexPath option learners
only.

NURS-FPX6616 Ethical and Legal Considerations in Care Coordination (2 program

points)
In this course, learners examine the care coordination process in relation to confidentiality
and client privacy, management of consents for health care, client rights in the care
coordination process, terminations of care coordination management, and the importance of
clinical team collaboration and communication. Learners investigate the process of aligning
limited resources with client needs and apply an understanding of the balance
required between cost effectiveness and conscious stewardship. Throughout the course,
learners demonstrate an understanding of the importance of cultural literacy with regard to
client health care considerations. For MSN, FlexPath option learners only.

NURS-FPX6618 Leadership in Care Coordination (2 program points)

Learners in this course propose a project for change in a care coordination setting, aligning
care coordination resources with community health care needs. Learners apply project
management best practices to affect ethical practice and support positive health outcomes
in the delivery of safe, culturally competent care in compliance with applicable regulatory
requirements. In addition, learners identify ways in which the care coordinator leader
supports collaboration between key stakeholders in the care coordination process. For
MSN, FlexPath option learners only.

NURS-FPX8010 Executive Leadership in Contemporary Nursing (2 program points)

Learners in this course analyze and evaluate interrelationships within complex health care
delivery systems, including organizational stakeholders; executive power structures; and
population, fiscal, and policy issues. Learners apply this knowledge as well as executive
leadership skills to professional practice and recommend policy changes that support
system-level strategic priorities. For DNP, FlexPath option learners only. Cannot be
fulfilled by transfer.

NURS-FPX8012 Nursing Technology and Health Care Information Systems

(2 program points)
Learners in this course apply information technology and research methods used within the
health care environment. In particular, learners evaluate the use of technology in health
care information systems for the purposes of monitoring outcomes of care and assessing
quality improvement. For DNP, FlexPath option learners only. Cannot be fulfilled by
transfer.
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NURS-FPX8014 * Global Population Health (2 program points)

In this course, learners evaluate global health issues and propose and evaluate culturally
sensitive interventions to address global health concerns. Throughout the course, learners
build the knowledge and skills necessary to lead the development and implementation of
institutional, local, state, national, or international health care initiatives. For DNP, FlexPath
option learners only. Prerequisite(s): NURS-FPX8010. Cannot be fulfilled by transfer.

NURS-FPX8030 * Evidence-Based Practice Process for the Nursing Doctoral Learner

(2 program points)
In this course, learners apply the steps of the evidence-based practice (EBP) process to a
health care challenge. Learners assess scholarly literature, evaluate research methods,
interpret the results, understand the practical significance of healthcare data analyses, and
prepare to use sound research practices in the development of a capstone project. For
DNP FlexPath option learners only. Prerequisite(s): NHS-FPX8002. Cannot be fulfilled
by transfer.

NURS-FPX8035 Foundations of Evidence-Based Practice in Nursing (2 program

points)
In this course, learners apply the steps of the evidence-based practice process to a health
care challenge, evaluate qualitative research methods and results, and interpret the results
and practical significance of qualitative health care data analyses. Learners also assess
their own strengths and weaknesses in relationship to writing as a doctoral professional.
For DNP, FlexPath option learners only. Cannot be fulfilled by transfer.

NURS-FPX8045 * Doctoral Writing and Professional Practice (2 program points)

Learners in this course write as doctoral professionals, including crafting a compelling
argument and creating a literature review that supports a possible intervention or process
change. Learners also obtain approval for their practicum site and preceptor and complete
the related paperwork. For DNP, FlexPath option learners only.
Prerequisite(s): NURS-FPX8030, completion of or concurrent registration in
NURS-FPX8012. Cannot be fulfilled by transfer.

NURS-FPX9100 * Defining the Nursing Doctoral Project (2 program points)

In this course, learners finalize a project charter to address a clinical or organizational
problem or take advantage of an opportunity for improvement within a health care or public
health setting. Learners also meet a high standard for ethical, interprofessional practice.
Learners begin precepted practicum hours in this course. For DNP, FlexPath option
learners only. Special permission is required for registration.
Prerequisite(s): NHS-FPX8040, NURS-FPX8010, NURS-FPX8012, NURS-FPX8014,
NURS-FPX8030, NURS-FPX8045, and RSCH-FPX7864. Cannot be fulfilled by transfer.
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NURS-FPX9901 * Nursing Doctoral Project 1 (2 program points)

Learners in this course obtain university approval to begin the implementation phase of their
project. At the completion of the course, learners associate project outcomes with a quality
/performance improvement framework and formalize the project implementation plan. This
course requires completion of practicum hours. For DNP, FlexPath option learners only.
Prerequisite(s): NURS-FPX9100. Cannot be fulfilled by transfer.

NURS-FPX9902 * Nursing Doctoral Project 2 (2 program points)

In this course, learners implement their projects and reflect on the process and lessons
learned. Learners also conduct an exhaustive search of the literature, critically appraise the
evidence, and develop a coherent interpretation and synthesis of the main themes and
relationships among sources. This course requires completion of practicum hours. For
DNP, FlexPath option learners only. Prerequisite(s): NURS-FPX9901. Cannot be
fulfilled by transfer.

NURS-FPX9903 * Nursing Doctoral Project 3 (2 program points)

Learners in this course begin the process of documenting their project in a scholarly
manner. Throughout the course, learners evaluate data, incorporate evidence, draft
analysis, and develop the first part of their doctoral project. This course requires completion
of practicum hours. For DNP, FlexPath option learners only.
Prerequisite(s): NURS-FPX9902. Cannot be fulfilled by transfer.

NURS-FPX9904 * Nursing Doctoral Project 4 (2 program points)

In this course, learners complete the final report and apply knowledge and experience
gained during the doctoral project. Learners also create a presentation on the purpose,
intervention, and results of their project to develop dissemination skills. This course requires
completion of practicum hours. For DNP, FlexPath option learners only.
Prerequisite(s): NURS-FPX9903. Cannot be fulfilled by transfer.

NURS-FPX9980 Doctoral Project Development (2 program points)

This course provides learners with the resources, structure, and faculty support for
successful completion of their doctoral project requirements. Learners analyze, critique, and
integrate information into the design and implementation of their project. For DNP,
FlexPath option learners only. Special permission is required for registration. Cannot
be fulfilled by transfer.

OPS-FPX5620 * Supply Chain Foundations and Management (2 program points)

Learners in this course develop a broad understanding of global supply chain management
by studying it from a systems theory perspective as a network that provides strategic
advantage. Learners consider the role of culture and the changes in scope and scale that
globalization has brought to internal business processes. Prerequisite: MBA-FPX5016.
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OPS-FPX5630 * Strategic Supply Chain Sourcing (2 program points)

This course emphasizes integration of the supply chain as a strategic competitive
advantage. Learners identify ways to use strategic resourcing and procurement to achieve
consistent quality, thus enabling market share growth and preventing market share erosion.
Learners also examine the importance of managing relationships with global suppliers and
establishing consistent quality benchmarks and an ethical and legal approach to supply
chain sourcing. Prerequisite: MBA-FPX5016.

PHI-FP2000 Ethics (3 program points)

Learners analyze major philosophical approaches to evaluating moral actions and apply
them to contemporary issues. Learners assess their own moral beliefs and the ways these
beliefs influence and inform their moral judgments and behavior.

PHI-FP3200 Ethics in Health Care (3 program points)

Learners in this course gain an understanding of the ethical issues associated with the
health care profession and the conceptual framework health care professionals use to make
ethical decisions. Learners examine current and emerging ethical health care issues related
to the various stages of the life cycle and the quality of life. Learners also use authentic,
real-world examples to analyze ethical issues associated with patient care from the
perspectives of various health care professionals, including physicians, nurses, and
administrators.

PHI-FPX2000 Ethics (3 program points)

Learners analyze major philosophical approaches to evaluating moral actions and apply
them to contemporary issues. Learners assess their own moral beliefs and the ways these
beliefs influence and inform their moral judgments and behavior.

PHI-FPX3200 Ethics in Health Care (3 program points)

Learners in this course gain a better understanding of the ethical issues associated with the
health care profession and the conceptual framework health care professionals use to make
ethical decisions. Learners examine current and emerging ethical health care issues related
to the various stages of the lifecycle and the quality of life. Learners also explore ethical
issues associated with patient care from the perspectives of various health care
professionals, including physicians, nurses, and administrators through the use of authentic,
real-world examples.

PM-FP3000 Principles of Project Management (1.5 program points)

In this course, learners are introduced to the fundamental basics of project management
and gain a broad overview of project management standards and their applicability to both
business and IT projects. This course emphasizes management theories, concepts, tools

and techniques defined by the Project Management Institute (PMI®) including the Process
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and techniques defined by the Project Management Institute (PMI®) including the Process
Groups and Knowledge Areas. This course also introduces other project management
methodologies and frameworks, including Agile.

PM-FP4010 * Process Groups and Knowledge Areas in Project Management

(3 program points)
This course covers the project life cycle and project management processes. This includes
initiating, planning, executing, monitoring and control, and closing. Learners analyze the
relationship of the process groups to the Project Management Institute (PMI) knowledge
areas and develop the documents and deliverables required for each stage of the project
life cycle. Learners are also introduced to the importance of people-oriented skills, such as
communications, team building and leadership. Finally, learners apply the knowledge
learned in the development and managing of a project. Prerequisite(s): PM-FP3000.

PM-FP4020 * Integration and Scope Management (3 program points)

In this course, learners cover integration management and scope management knowledge
areas. Learners identify and examine the processes, tools, and techniques used to integrate
activities from execution to project completion, and manage the interdependencies among
the project management knowledge areas. Learners create the scope management
plan component of the project management plan and emphasize a system solutions
approach for gathering and defining business requirements and leveraging project change
management for controlling project scope. Finally, learners consider the importance of
developing strategic business and leadership skills, such as listening, problem solving, team
building, market awareness, and customer relationship skills. Prerequisite(s): PM-FP4010.

PM-FP4030 * Scheduling, Cost, and Quality Management (3 program points)

Learners investigate project scheduling and cost and quality management in a business or
information technology (IT) project context. Learners analyze project scheduling, costs, and
quality management processes, including quality planning, quality assurance, and quality
control. Learners also monitor project results to evaluate compliance with schedule, costs
and quality standards and gain an understanding of the steps involved in planning,
performing, and controlling a business or IT project. Learners identify a variety of
scheduling, cost and quality tools that can be used independently or conjunctively. Finally,
learners utilize project management software to help in developing a project schedule.
Prerequisite(s): PM-FP4010.

PM-FP4040 * Human Resources and Motivation Management (3 program points)

In this course, learners sample strategies for improving creativity, teamwork, and job
satisfaction within a project team by creating and developing a project and recruiting team
members. Learners study the theories on individual motivation and how it fits in the
organizational structure. Learners examine the strengths and weaknesses of organizational
development supporting project team member development to gain knowledge of how to

effectively motivate project team members. Learners also gain understanding about virtual
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effectively motivate project team members. Learners also gain understanding about virtual
teams, how to effectively manage them, and evaluate the link between personality traits and
resolving team conflicts and how to effectively communicate with your team to manage
change. Prerequisite(s): PM-FP4010.

PM-FP4050 * Communication and Stakeholder Management (3 program points)

Learners in this course focus on project communication and stakeholder management
knowledge areas. Learners cover the processes, tools, and techniques used to manage
project communications and stakeholders across project management process groups and
emphasize executive project sponsorship as a strategic tool for project success. Learners
also acquire skills in strategic business management and leadership: customer relationship
and satisfaction, operational functions, conflict management, negotiation, listening, problem
solving, and team building. Prerequisite(s): PM-FP4010.

PM-FP4060 * Risk Management in Project Management (3 program points)

Learners in this course focus on project risk management and examine the processes, tools
and techniques used to identify, analyze, prioritize, respond, and control risk on a project.
This course emphasizes building a risk management process that can be standardized.
Learners also acquire and demonstrate business management and leadership skills such
as planning, environmental awareness and conditions, benefits management,
brainstorming, listening, negotiation, problem solving, and team building.
Prerequisite(s): PM-FP4010.

PM-FP4070 * Procurement Management in Project Management (3 program points) In

this course, learners examine procurement management and investigate the various types
of contracts, their terms and conditions, and execution. Learners develop contract
specifications, find potential sources, and evaluate bids. Finally, learners examine ethical
standards and legal requirements in procurement within the global market.
Prerequisite(s): PM-FP4010.

PM-FP4080 * Agile Project Management (3 program points)

This course introduces the concepts of Agile Project Management (APM). Learners gain an
understanding of APM’s objectives, which are, in part, to deliver customer value earlier in
repeated iterations, adapt to changes in a more flexible and timely manner to ultimately gain
a result of higher customer satisfaction, and increased team morale, collaboration, and
ownership. Learners apply their skills and knowledge to a scenario that requires the
development of an APM-based project plan. Prerequisite(s): PM-FP4010.

PM-FP5331 Project Management Fundamentals (2 program points)

Learners investigate the processes and knowledge areas found in the project management
profession. Learners develop and demonstrate their understanding of the project
management concepts as defined by the Project Management Institute’s (PMI) A Guide to
the Project Management Body of Knowledge (PMBOK© Guide), which includes knowledge
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the Project Management Body of Knowledge (PMBOK© Guide), which includes knowledge
of the ten project management knowledge areas, including the domains of initiating,
planning, executing, monitoring and controlling, and closing projects, along with
professionalism and ethics.

PM-FP5332 * Project Management Planning, Execution, and Control (2 program

points)
This course covers the components of project management within the project planning,
executing, monitoring, and controlling process groups. Learners identify project
requirements and develop a project plan that considers project scope, time, and cost in
managing competing project requirements. Learners also demonstrate the application of
various project management tools including activity estimation, resource assignment, work
breakdown structure (WBS) creation and the development of a project management
schedule. Prerequisite(s): PM-FP5331.

PM-FP5333 * Project Budgeting, Procurement, and Quality (2 program points)

Learners investigate project cost, quality, and procurement in business or information
technology (IT) project context. Learners analyze the fundamental concepts and principles
of the following project management knowledge areas: project cost management, project
quality management, and project procurement management by demonstrating the
application of tools, techniques, and methodologies within these areas of study. Learners
apply various tools and techniques, in an integrative manner, to manage interdependencies
among project management process groups. Prerequisite(s): PM-FP5331.

PM-FP5334 * Project Risk Assessment and Control (2 program points)

Learners in this course examine and demonstrate their knowledge of the important
elements of risk management, including planning for, identifying, quantifying, analyzing, and
controlling risk. Learners develop their knowledge of the systematic process of identifying,
analyzing, and appropriately responding to project risk. Learners also apply qualitative and
quantitative risk analysis techniques and assess the negative consequences of failing to
perform a proper risk analysis. Prerequisite(s): PM-FP5018 or PM-FP5331.

PM-FP5335 * Project Leadership and Management (2 program points)

In this course, learners examine the role and skills required of project leaders across
organizations by exploring a wide range of leadership roles, including manager, problem
solver, facilitator, trainer, communicator, and advocate. Learners analyze how each of these
roles affects the ability to create a cohesive project team, and synthesize a step-by-step
approach to leadership and team building. Finally, learners demonstrate an understanding
of leadership ethics, leadership and project strategy, and the relationship between
leadership and project management politics. Prerequisite(s): PM-FP5331.

In this course, learners are introduced to the fundamental basics of project management
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PM-FPX3000 Principles of Project Management (1.5 program points)

In this course, learners are introduced to the fundamental basics of project management
and gain a broad overview of project management standards and their applicability to both
business and IT projects. This course emphasizes management theories, concepts, tools
and techniques defined by the Project Management Institute (PMI®) including the Process
Groups and Knowledge Areas. This course also introduces other project management
methodologies and frameworks, with an emphasis on Agile.

PM-FPX4010 * Process Groups and Knowledge Areas in Project Management

(3 program points)
This course covers the project life cycle and project management processes. This includes
initiating, planning, executing, monitoring and control, and closing. Learners analyze the
relationship of the process groups to the Project Management Institute (PMI) knowledge
areas and develop the documents and deliverables required for each stage of the project
life cycle. Learners are also introduced to the importance of people-oriented skills, such as
communications, team building and leadership. Finally, learners apply the knowledge
learned in the development and managing of a project. Prerequisite(s): PM-FPX3000.

PM-FPX4020 * Integration and Scope Management (3 program points)

In this course, learners cover integration management and scope management knowledge
areas. Learners identify and examine the processes, tools, and techniques used to integrate
activities from execution to project completion, and manage the interdependencies among
the project management knowledge areas. Learners create the scope management plan
component of the project management plan and emphasize a system solutions approach
for gathering and defining business requirements and leveraging project change
management for controlling project scope. Finally, learners consider the importance of
developing strategic business and leadership skills, such as listening, problem solving, team
building, market awareness, and customer relationship skills.
Prerequisite(s): PM-FPX4010.

PM-FPX4030 * Scheduling, Cost, and Quality Management (3 program points)

Learners investigate project scheduling and cost and quality management in a business or
information technology (IT) project context. Learners analyze project scheduling, costs, and
quality management processes, including quality planning, quality assurance, and quality
control. Learners also monitor project results to evaluate compliance with schedule, costs
and quality standards and gain an understanding of the steps involved in planning,
performing, and controlling a business or IT project. Learners identify a variety of
scheduling, cost and quality tools that can be used independently or conjunctively. Finally,
learners utilize project management software to help in developing a project schedule.
Prerequisite(s): PM-FPX4010.

In this course, learners sample strategies for improving creativity, teamwork, and job
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PM-FPX4040 * Human Resources and Motivation Management (3 program points)

In this course, learners sample strategies for improving creativity, teamwork, and job
satisfaction within a project team by creating and developing a project and recruiting team
members. Learners study the theories on individual motivation and how it fits in the
organizational structure. Learners examine the strengths and weaknesses of organizational
development supporting project team member development to gain knowledge of how to
effectively motivate project team members. Learners also gain understanding about virtual
teams, how to effectively manage them, and evaluate the link between personality traits and
resolving team conflicts and how to effectively communicate with your team to manage
change. Prerequisite(s): PM-FPX4010.

PM-FPX4050 * Communication and Stakeholder Management (3 program points)

Learners in this course focus on project communication and stakeholder management
knowledge areas. Learners cover the processes, tools, and techniques used to manage
project communications and stakeholders across project management process groups and
emphasize executive project sponsorship as a strategic tool for project success. Learners
also acquire skills in strategic business management and leadership: customer relationship
and satisfaction, operational functions, conflict management, negotiation, listening, problem
solving, and team building. Prerequisite(s): PM-FPX4010.

PM-FPX4060 * Risk Management in Project Management (3 program points)

Learners in this course focus on project risk management and examine the processes, tools
and techniques used to identify, analyze, prioritize, respond, and control risk on a project.
This course emphasizes building a risk management process that can be standardized.
Learners also acquire and demonstrate business management and leadership skills such
as planning, environmental awareness and conditions, benefits management,
brainstorming, listening, negotiation, problem solving, and team building.
Prerequisite(s): PM-FPX4010.

PM-FPX4070 * Procurement Management in Project Management (3 program points)

In this course, learners examine procurement management and investigate the various
types of contracts, their terms and conditions, and execution. Learners develop contract
specifications, find potential sources, and evaluate bids. Finally, learners examine ethical
standards and legal requirements in procurement within the global market.
Prerequisite(s): PM-FPX4010.

PM-FPX4080 * Agile Project Management (3 program points)

This course introduces the concepts of Agile Project Management (APM). Learners gain an
understanding of APM’s objectives, which are, in part, to deliver customer value earlier in
repeated iterations, adapt to changes in a more flexible and timely manner to ultimately gain
a result of higher customer satisfaction, and increased team morale, collaboration, and
ownership. Learners apply their skills and knowledge to a scenario that requires the
development of an APM-based project plan. Prerequisite(s): PM-FPX4010.
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PM-FPX5018 Project Management Foundations (2 program points)

Learners analyze the fundamentals of project management and gain an overview of project
management standards and their applicability to managing projects, with an emphasis
on management methodologies and frameworks, including those defined by the Project
Management Institute (PMI®). Learners cultivate effective project management
leadership skills, including project politics and ethics and collaboration.

PM-FPX5332 * Project Management, Planning, Execution, and Control (2 program

points)
This course covers the components of project management within the project planning,
executing, monitoring, and controlling process groups. Learners identify project
requirements and develop a project plan that considers project scope, time, and cost in
managing competing project requirements. Learners also demonstrate the application of
various project management tools including activity estimation, resource assignment, work
breakdown structure (WBS) creation and the development of a project management
schedule. Prerequisite(s): PM-FPX5018.

PM-FPX5333 * Project Budgeting, Procurement, and Quality (2 program points)

Learners investigate project cost, quality, and procurement in business or information
technology (IT) project context. Learners analyze the fundamental concepts and principles
of the following project management knowledge areas: project cost management, project
quality management, and project procurement management by demonstrating the
application of tools, techniques, and methodologies within these areas of study. Learners
apply various tools and techniques, in an integrative manner, to manage interdependencies
among project management process groups. Prerequisite(s): PM-FPX5018.

PM-FPX5334 * Project Risk Assessment and Control (2 program points)

Learners in this course examine and demonstrate their knowledge of the components of
project risk management including assessing project risk identification and mitigation
strategies; evaluation of risk impact analysis methods; and evaluation of risk analysis
techniques to ensure project success. Learners also assess project risk management
certifications and professional development activities to identify future project risk
management professional opportunities. Prerequisite(s): PM-FPX5018.

POL-FPX1110 U.S. and Nevada Government (3 program points)

In this course, learners investigate the origins and evolution of American national
government and Nevada state government, including the basic institutions, ideals, and
fundamental decision-making processes regarding domestic and foreign policy. Learners
analyze fundamental terms and facts, the development and functions of the U.S. branches
of government, and the value preferences within American society that affect public policy.
Learners also gain a basic understanding of how federal, state, and local governments
interact in the U.S. political system.
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PSY-FPX5002 Foundations of Theory and Practice for Master’s Psychology Learners

(2.5 program points)
In this course, learners acquire the ability to navigate the Capella courseroom and use the
resources that support academic success, including the library and writing center. Learners
identify and practice the academic requirements (including APA style and formatting)
necessary to successfully complete the master’s degree program in their chosen
specialization; review their specialization’s requirements, associated professional roles and
organizations, and ethics and professional standards; and articulate a professional identity
based on master’s-level psychology training. For MS in Psychology learners only. Must
be taken during the learner’s first quarter. Cannot be fulfilled by transfer.

PSY-FPX5110 Ethics and Multicultural Issues in Psychology (2.5 program points)

In this course, learners analyze multicultural perspectives and factors such as ethnicity,
socioeconomic status, and gender, and their influences on the ethical behavior of
psychology professionals. Learners evaluate and articulate multicultural issues within the
context of different settings and practice applying ethical reasoning principles and standards
within their profession.

PSY-FPX5120 Social Psychology (2.5 program points)

This course provides an overview of how behavior is shaped and influenced within a social
context. Within this framework, learners analyze interpersonal relationships, social
cognition, social inference, emotion, and personality. Learners review and demonstrate their
knowledge of the social psychology of decision making, attitude formation, and social
attribution as they relate to contemporary issues. Learners also apply social psychological
theory and research to various clinical, educational, and organizational settings.

PSY-FPX5140 * Program Evaluation (2.5 program points)

Learners in this course examine the theories, techniques, methods, and processes used for
program evaluation. Learners synthesize knowledge and skills gained from prior
coursework to design a program evaluation, plan its implementation, and communicate the
results in appropriate and effective formats. Prerequisite(s): PSY-FPX7864.

PSY-FPX5201 * Integrative Project for Master’s Degree in Psychology (2.5 program

points)
In this course, learners demonstrate knowledge, scholarship, and research proficiency in
their chosen psychology specialization by developing a research proposal. As they engage
with a faculty mentor in the preparation of a five-chapter integrative project, learners
develop and demonstrate academic and professional competency in proposing new and
original research, writing and applying for grants, adhering to ethical standards, addressing
diversity and individual variation in psychology, and explaining psychology concepts. For
MS in Psychology learners only. Must be taken during the learner’s final quarter.
Prerequisite(s): All required and elective coursework. Cannot be fulfilled by transfer.
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PSY-FPX6010 Human Prenatal Development (2.5 program points)

Learners in this course gain an overview of prenatal and postnatal development through the
first three months of life. Learners analyze genetic and reproductive technology and
articulate its impact on families and society. Throughout the course, learners demonstrate
their knowledge of the stages of prenatal development (embryonic and fetal). Learners
investigate various prenatal illnesses and physical problems while considering the impact of
prenatal health disparities. In addition, learners engage with research, theory, and culturally
relevant best practices related to promoting healthy newborn and infant development.

PSY-FPX6015 Lifespan Development (2.5 program points)

In this course, learners gain and apply knowledge of lifespan development from infancy
through adulthood, including human development processes and milestones while
considering individual and cultural differences. Learners evaluate theories and approaches
for examining human development and analyze human development processes related to
their specialization.

PSY-FPX6020 * Topics in Child and Adolescent Development (2.5 program points)

Learners in this course critically evaluate and apply theory and research to child and
adolescent development issues and current topics. Learners analyze the impact of policy
and legislation in areas such as education, health, mental health, the military, media, and
the economy on child and adolescent developmental outcomes and advocate for issues
related to policy and legislation that improve the lives of children and adolescents.
Prerequisite(s): PSY-FPX6010; PSY-FPX6025 or PSY-FPX6030.

PSY-FPX6025 Child Psychology (2.5 program points)

In this course, learners gain and apply knowledge of the developmental stages of children
from the prenatal period to adolescence. Learners examine how children develop
physically, emotionally, socially, and cognitively, and evaluate and articulate the influences
of family, society, and culture on child and adolescent development. Learners also assess
children’s evolving needs and apply theory and research to recommend appropriate
responses to those needs.

PSY-FPX6030 Adolescent Psychology (2.5 program points)

In this course, learners gain and apply knowledge of the developmental stages from early
adolescence to emerging adulthood. Learners evaluate and articulate the physical,
psychosocial, emotional, sexual, moral, and cognitive changes associated with adolescent
development and examine the ways in which adolescent development is influenced by
family, society, and culture. Learners also assess the evolving needs of adolescents and
apply theory and research in order to recommend appropriate responses to those needs.
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PSY-FPX6100 Introduction to Educational Psychology (2.5 program points)

Learners in this course identify and describe the principles of learning, motivation, and
assessment necessary to teach educational psychology. Throughout the course, learners
examine and explain specific strategies used to enhance pedagogy, curriculum design and
adaptation, and learner performance.

PSY-FPX6110 Learning Theories in Psychology (2.5 program points)

Learners investigate the concepts and principles of learning theory and its sub-processes,
especially those associated with cognition. Learners evaluate and articulate major learning
theories, practice applying these learning theories and their associated processes to
teaching, and analyze the effects of various behavioral and cognitive sub-processes on
learning.

PSY-FPX6710 Principles of Industrial/Organizational Psychology (2.5 program points)

In this course, learners identify and confirm theories and research of industrial
/organizational psychology. Learners examine and explain the various psychological
constructs affecting individuals, groups, teams, and organizations in the workplace and
assess diversity and ethical principles as they relate to decision-making processes.
Learners also evaluate the differences between industrial and organizational psychology
and implement various assessment methods, models, and interventions applicable across
workplace settings.

PSY-FPX6720 Psychology of Leadership (2.5 program points)

This course provides a comprehensive review of leadership theories and factors, including
leader development, leadership styles, and multicultural issues relevant to leadership in
various settings. Learners research and evaluate leadership principles and apply leadership
theory to clinical, counseling, educational, organizational, and sports settings. Learners
examine case studies; investigate and evaluate the processes and best practices of leader
development; analyze their own leadership strengths; and relate this knowledge to their
professional practice.

PSY-FPX6730 Consultation Psychology (2.5 program points)

Learners in this course evaluate current theories of psychological consultation and analyze
the variety of roles and interventions that engage psychological consultants in an applied
setting. Learners examine psychological consultants’ contributions to clinical, educational,
industrial, and organizational settings and demonstrate the competencies required to
evaluate and conduct psychological consultative services through applied case work,
practice, and self-appraisal. Other course topics include consultation ethics, models of
consultation research, and the dynamics of the consultant-client relationship.
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PSY-FPX6740 Industrial/Organizational Psychology Practices in Human Resource

Management (2.5 program points)
Learners in this course analyze psychologically based methods, tools, and practices used in
industrial/organizational psychology, including needs assessment, personnel selection, job
analysis, performance management and appraisal, organizational functioning, motivation,
training, and management, in the context of their application to human resource
management. Learners identify the underlying psychological theories, research, and
approaches related to human resource management and synthesize these theories and
research to develop evidence-based application grounded in science and scholarship.
Throughout the course, learners gain and demonstrate a working knowledge of
organizational systems and culture.

PSY-FPX6810 * Principles of Sport Psychology (2.5 program points)

Learners in this course apply psychological theories to explain and improve sport
performance. Learners evaluate the implications of new research for professional practice
in sport psychology and explore the ways in which they can meet the unique needs of
diverse participants through customized coaching strategies. In particular, learners examine
personality, attention, anxiety, arousal and arousal adjustment strategies, cognitive-
behavioral intervention, causal attribution, motivation, and self confidence.
Prerequisite(s): PSY-FPX6110.

PSY-FPX6820 * Performance Enhancement in Sports (2.5 program points)

Learners in this course examine the mechanisms athletes use to exceed their perceived
physical and mental limitations. In addition, learners apply performance enhancement
theories and techniques to help clients improve athletic performance. Topics include
strategies such as visualization, meditation, hypnosis, autogenic training, biofeedback, and
progressive relaxation. Prerequisite(s): PSY-FPX6810.

PSY-FPX6830 * Applied Sport Psychology (2.5 program points)

Learners in this course acquire and demonstrate the knowledge, skills, and abilities needed
to apply fundamental sport psychology concepts to their chosen profession. Learners
consider ethical issues, their personal approach to sport psychology practice, and ways to
use research to inform their work. Learners also examine the significance of working with
diverse populations and expanding their areas of expertise. Prerequisite(s): PSY-FPX6820.

PSY-FPX6840 * Current Issues in Sport Psychology (2.5 program points)

In this course, learners critically analyze the research, theories, and practices of sport
psychology. Learners examine current issues in sports and determine ways to ethically and
professionally apply sport psychology practices to educate sports participants and to
improve the performance of athletes. Prerequisite(s): PSY-FPX6820.
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PSY-FPX7310 Biological Basis of Behavior (2.5 program points)

This course is an introduction to physiological psychology and associated topics, including
genetics, functional neuroanatomy, and physiology. Learners develop and demonstrate an
understanding of brain functioning; sensory systems; attention, memory, perception, and
language mechanisms; and the effects of neurotransmitters on human behavior. Learners
also identify the relationship between brain functions and behavioral disorders and analyze
current physiological psychology research, ethics, and the implications of culture and
diversity on field-related issues.

PSY-FPX7421 Cognitive/Affective Psychology (2.5 program points)

Learners in this course apply their knowledge of theoretical foundations and the basic
principles and models of cognitive/affective psychology to mental processes, such as how
individuals acquire, process, and store information; how they think, perceive, remember,
and learn; and how they experience feelings, moods, and emotions. Learners also
demonstrate the ways in which the integration of cognition and affect influence an individual’
s behavior.

PSY-FPX7610 Tests and Measurements (2.5 program points)

This course is an introduction to the subject of mental measurement in psychology. Course
topics include techniques for correctly interpreting test scores such as percentiles, standard
errors of measurement, standard scores, and validity and reliability. Learners acquire and
demonstrate knowledge of measuring devices used in the fields of intelligence, interests,
personality, and special aptitudes, and identify professional standards of test development
and use. The course also includes analysis of the psychometric procedures used to develop
and validate educational and psychological instruments and requires learners to present
appropriate applications for each type of methodology.

PSY-FPX7860 Survey of Research Methods (2 program points)

Learners in this course critically evaluate research in order to gain an understanding of the
scientific methods of inquiry and the ethical considerations of research. Learners develop
and apply skills needed to become educated consumers and creators of research. Learners
also use their research design skills to analyze and apply research methodologies, validity,
reliability and other components of scientific research related to their field of interest.
Learners may only earn credit for PSY-FPX7860 or RSCH-FPX7860.

PSY-FPX7864 Quantitative Design and Analysis (2 program points)

In this course, learners investigate the fundamental concepts needed to conduct
quantitative research. Learners examine and apply quantitative research techniques;
appropriate applications of quantitative research; research design, measurement, and
analysis, and their associated interdependencies; variable types and levels of
measurement; sampling; descriptive and inferential statistics; and hypothesis testing.
Learners define the strengths and limitations of descriptive statistics, analyze the
quantitative scales of measurement, review the logic of probability and null hypothesis
testing, and leverage technology when applicable. Learners also determine the steps
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testing, and leverage technology when applicable. Learners also determine the steps
necessary to ensure human subjects protection, and consider methodological adaptations
when conducting research with vulnerable and diverse populations. Learners may only
earn credit for PSY-FPX7864 or RSCH-FPX7864.

PSYC-FPX1000 Introduction to Psychology (3 program points)

This course is an introduction to the basic theories and principles of psychology and of the
scientific methods of psychologists. Learners build understanding of core psychological
theories and research and their application in areas of the brain, learning, memory,
personality, social influence, lifespan development, psychopathology, and applied
psychology. Learners apply the psychological concepts they learn to everyday situations
through discussions and assignments.

PSYC-FPX2200 Educational Psychology (1.5 program points)

Learners in this course gain knowledge of and explain psychology theories and research as
applied to development and learning in educational contexts, including behavioral,
cognitive, and constructivist theories. Learners analyze the role of motivation in learning,
and through a case study and practice approach, apply their knowledge in educational
settings.

PSYC-FPX2300 Introduction to Addiction Theories (1.5 program points)

Learners investigate biological, psychological, and social aspects of addictive behavior
and identify causes, prevention, and treatment of addiction. Learners gain an understanding
of disease models, relapse prevention, family systems, and behavioral addictions,
and assess how to promote motivation for change.

PSYC-FPX2700 Child Development (1.5 program points)

In this course, learners examine and apply theory and research in the cognitive, social, and
physical domains of human development from prenatal through middle childhood.
Learners describe how cultural and societal contexts shape development during childhood,
and investigate career options in child development and related fields.

PSYC-FPX2800 Introduction to Human Sexuality (1.5 program points)

In this course, learners examine the physical, cognitive, and social-emotional aspects of
human sexuality as they relate to current and historical perspectives. Learners analyze
social and biological foundations of human sexuality and develop their understanding of
sexuality in individuals and their relationships. Learners also apply theory and historical
perspectives to their study of human reproduction, contraception and abortion, sexuality
and social policy, and sexual behavior and contemporary society. In addition, learners
demonstrate their knowledge of ethical practices that guide professional behavior in the
field of human sexuality.
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PSYC-FPX2900 * Introduction to Psychology of Personality (1.5 program points)

In this introductory course, learners gain and demonstrate knowledge of theories of
personality psychology. Learners apply these theories to human traits, behaviors, and
emotional issues within the field of psychology. Prerequisite(s): PSYC-FPX1000.

PSYC-FPX3002 Developing a Psychology Perspective (3 program points)

This course builds and strengthens learners’ academic writing, critical-thinking,
problem-solving, research, and organizational skills in relation to psychology, so that they
may apply a psychology perspective within their program and the workplace. During the
course, learners develop an understanding of ethical principles and standards as they relate
to topics in psychology. For BS in Psychology, FlexPath option learners only. Learners
may only earn credit for PSYC3002 or PSYC-FPX3002 or PSYC3003. Must be taken
during the learner’s first quarter. Cannot be fulfilled by transfer or prior learning
assessment.

PSYC-FPX3110 * Abnormal Psychology (3 program points)

The focus of this course is abnormal behavior, which learners investigate using the
framework of mental pathology. Learners evaluate scientific, empirically based analyses of
mental disorders and deviant behavior. Learners also examine the range of psychological
disorders and assess the disorders’ biological, psychological, and social consequences. In
addition, learners demonstrate their knowledge of abnormal psychology treatment methods.
Prerequisite(s): PSYC-FPX1000.

PSYC-FPX3210 * Human Lifespan Development (3 program points)

This course is a survey of physical, cognitive, emotional, and social development
throughout the lifespan as viewed by research and theories, both classical and
contemporary. Learners explore the interaction between heredity and the environment, the
research methods used by developmental psychologists, and apply stage and non-stage
human development theories and research to modern problems and individual experiences.
Prerequisite(s): PSYC-FPX1000, completion of or concurrent registration in
PSYC-FPX3540.

PSYC-FPX3500 * Learning and Cognition (3 program points)

Learners in this course apply theories, research, and methods of human learning and
cognition to lifelong learning and development. Learners gain and demonstrate their
knowledge of classical and operant learning, perception, attention, memory systems, and
encoding and retrieval processes and the role of reasoning, knowledge, and language in
learning and cognition. Prerequisite(s): PSYC-FPX1000, completion of or concurrent
registration in PSYC-FPX3520.

This course is an introduction to the scientific study of the social context on an individual’s
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PSYC-FPX3520 * Introduction to Social Psychology (3 program points)

This course is an introduction to the scientific study of the social context on an individual’s
thoughts, feelings, and behaviors and the three areas of social perception, interaction, and
influence in particular. Learners gain and demonstrate knowledge of social cognition; the
social self; interpersonal relationships; helping behavior; group behavior; attitude formation;
aggression; conformity; obedience; and social perceptions related to gender, race, and
culture. Prerequisite(s): PSYC-FPX1000, completion of or concurrent registration in
PSYC-FPX3210.

PSYC-FPX3540 * Culture, Ethnicity, and Diversity (3 program points)

In this course, learners integrate their knowledge of theories and research of culture,
ethnicity, diversity, and social interaction with current trends and challenges associated with
cultural diversity. Learners analyze social issues related to gender, age, race, religion,
sexual orientation, and mental and physical disability and assess the effects of prejudice,
discrimination, and institutional oppression. Prerequisite(s): PSYC-FPX1000.

PSYC-FPX3770 * Psychology of Human Motivation and Performance (3 program

points)
Learners apply theory and research findings to understand and solve problems in human
motivation and performance. Learners explore theories and concepts central to
understanding motivation. Learners examine intrinsic and extrinsic motivation, stress,
emotions, optimal challenge, self-regulation, and more. Learners research and apply
strategies to analyze how motivation and performance can be improved in areas such as,
work, education, sports, addictions, and public health. Learners apply motivation theories
and concepts to their own motivation and performance goals.
Prerequisite(s): PSYC-FPX1000.

PSYC-FPX4100 * History and Modern Systems of Psychology (3 program points)

Learners in this course build and demonstrate their knowledge of the history of psychology
as an academic discipline, with an emphasis on the lives of various significant psychologists
and the historical and social events that shaped the development of the field as a science.
Learners also identify the evolution of the field’s ideas of the mind, paradigmatic approaches
influencing the discipline, and various psychology systems that have developed as a result
of rapid social and technological change. Prerequisite(s): PSYC-FPX3520.

PSYC-FPX4110 * Positive Psychology (3 program points)

In this course, learners apply theory, research, and evidence-based practices in the
scientific study of optimal human functioning. Learners evaluate the development of positive
emotional, cognitive, and behavioral states and traits such as happiness and well-being,
self-efficacy, optimism, hope, wisdom, courage, mindfulness, flow, spirituality, empathy,
altruism, gratitude, forgiveness, and love and articulate how they influence flourishing
relationships. Learners also assess and employ positive psychology principles in personal
and professional settings from a strengths perspective. Prerequisite(s): PSYC-FPX1000.
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PSYC-FPX4200 * Foundations of Industrial and Organizational Psychology

(3 program points)
In this course, learners gain and demonstrate foundational knowledge of industrial and
organizational psychology and human behavior in the workplace. Learners identify and
evaluate influences on individual and team workplace behavior. Learners also analyze
individual differences, employee attitudes and motivation, job analysis and performance,
training and development, and leadership as they affect an organization.
Prerequisite(s): PSYC-FPX1000.

PSYC-FPX4210 Cyberpsychology (3 program points)

In this course, an introduction to the fundamentals of cyberpsychology, learners apply their
knowledge of the evolution and theory of cyberpsychology to cognition, perception,
emotion, motivation, and human behavior. Learners also evaluate the physical and
psychosocial impacts of cyberpsychology and identify the procedures, methods, and
techniques used to conduct empirical cyberpsychological research.

PSYC-FPX4300 Introduction to Addiction Treatment (3 program points)

In this introductory course, learners gain and demonstrate knowledge and application of
models of addiction, principles of effective addiction treatment, and evidence-based
treatment methods. Learners also apply an understanding of motivational interviewing,
cognitive and behavioral treatment, 12-step theory and treatment, family therapy,
neurobiology of addiction, pharmacotherapy, assessment strategies, ethical issues, and
case management. Prerequisite(s): PSYC-FPX2300.

PSYC-FPX4310 * Biological Psychology (3 program points)

In this course, learners synthesize theories of mind-body connection with the biological
bases of behavior. Learners demonstrate their knowledge of the structure and functions of
the nervous system; brain evolution and plasticity; methodology of physiological
psychology; and the neurological bases of sensation, perception, motivation, emotion, and
higher cortical functions. Prerequisite(s): BIO-FPX1000, PSYC-FPX3520.

PSYC-FPX4330 Psychopharmacology: How Drugs Work (3 program points)

In this course, learners develop an understanding of the scientific study of the medications
and drugs that affect the brain. Learners analyze the biological, behavioral, and
psychological effects of both medications used to treat mental health disorders and drugs
used recreationally. Using research findings, learners evaluate the strengths and
weaknesses of these medications and drugs.

Learners in this course demonstrate their knowledge of fundamental research methods and
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PSYC-FPX4600 * Research Methods in Psychology (3 program points)

Learners in this course demonstrate their knowledge of fundamental research methods and
tools used in psychology. Learners use research methods and designs to show how the
scientific method can be applied to the study of human behavior and thought, including
ethical considerations for conducting research with human participants.
Prerequisite(s): PSYC-FPX4700. Cannot be fulfilled by prior learning assessment.

PSYC-FPX4700 * Statistics for the Behavioral Sciences (3 program points)

In this course, learners apply quantitative statistics to the study of human behavior.
Learners systematically examine and test hypotheses and relationships using statistical
software; interpret, display, and present statistical data; and analyze the validity of
arguments based on statistics. In particular, learners gain and demonstrate skills required to
conduct statistical sampling, define statistical assumptions and requirements, test statistical
differences between and among groups, evaluate correlations, calculate effect size and
confidence intervals, and determine practical and statistical significance.
Prerequisite(s): MAT-FPX2001, PSYC-FPX3520. Cannot be fulfilled by transfer or prior
learning assessment.

PSYC-FPX4900 * Psychology Capstone Project (3 program points)

The capstone project is the culmination of the bachelor’s degree program in Psychology
and provides learners the opportunity to demonstrate the research, analysis, writing, and
communication skills they’ve gained during their program. Throughout the course, learners
examine real-life implications of psychology and how practicing the principles of the field
may optimally contribute to society. During the capstone experience, learners also explore
how this degree can support their next steps, both professionally and personally. For BS in
Psychology, FlexPath option learners only. Must be taken during the learner’s final
quarter. Prerequisite(s): PSYC-FPX4600. Cannot be fulfilled by transfer or prior
learning assessment.

RSCH-FPX7860 Survey of Research Methods (2 program points)

Learners in this course critically evaluate research in order to gain an understanding of the
scientific methods of inquiry and the ethical considerations of research. Learners develop
and apply skills needed to become educated consumers and creators of research. Learners
also use their research design skills to analyze and apply research methodologies, validity,
reliability and other components of scientific research related to their field of interest.
Learners may only earn credit for PSY-FP7860 or RSCH-FPX7860. Cannot be fulfilled
by transfer.

RSCH-FPX7864 Quantitative Design and Analysis (2 program points)

In this course, learners investigate the fundamental concepts needed to conduct
quantitative research. Learners examine and apply quantitative research techniques;
appropriate applications of quantitative research; research design, measurement, and
analysis, and their associated interdependencies; variable types and levels of
measurement; sampling; descriptive and inferential statistics; and hypothesis testing.
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Learners define the strengths and limitations of descriptive statistics, analyze the
quantitative scales of measurement, review the logic of probability and null hypothesis
testing, and leverage technology when applicable. Learners also determine the steps
necessary to ensure human subjects protection, and consider methodological adaptations
when conducting research with vulnerable and diverse populations. Learners may only
earn credit for PSY-FP7864 or RSCH-FPX7864. Cannot be fulfilled by transfer.

RSCH-FPX7868 * Qualitative Design and Analysis (2 program points)

Learners in this course assess the fundamental concepts needed to conduct qualitative
research. Learners practice qualitative research techniques; appropriate applications of
qualitative research; the strengths and weaknesses of qualitative research design,
sampling, and analysis and their associated interdependencies; and leverage technology
when applicable. Learners also determine the steps necessary to ensure human subjects
protection, and consider methodological adaptations when conducting research with
vulnerable and diverse populations. Prerequisite(s): RSCH-FPX7860. Cannot be fulfilled
by transfer.

SOC-FP1200 Preparing for the Future of Work (2 program points)

In this course, learners develop and refine their professional presence by honing a set of
essential skills to excel in school, work, and life. Learners examine applications of key
professional competencies and behaviors in their current or anticipated profession.

SOC-FP2000 Cultural Diversity (3 program points)

Learners in this course gain and demonstrate an understanding of cultural diversity from a
sociological perspective and identify the ways the societal structure affects micro-level
experience. Learners evaluate theories that explain the cultural foundations of prejudice
and discrimination, analyze the differences between majority and minority groups and racial
and ethnic groups, and investigate the role of power in creating and supporting these
differences at the structural level. Learners also assess the relationship between race,
gender, and economics by examining past and current experiences of American minority
groups.

SOC-FPX1150 How Society Works: Diversity, Collaboration, and Problem Solving

(3 program points)
In this course, learners collaborate with colleagues to investigate diverse communities and
interpret sociological research to develop a comprehensive understanding of society.
Learners use the scientific method to improve their problem solving skills and make
effective and informed decisions.

In this course, learners develop and refine their professional presence by honing a set of
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 1306

SOC-FPX1200 Preparing for the Future of Work (2 program points)

In this course, learners develop and refine their professional presence by honing a set of
essential skills to excel in school, work, and life. Learners examine applications of key
professional competencies and behaviors in their current or anticipated profession.

SOC-FPX2000 Cultural Diversity (3 program points)

Learners in this course gain and demonstrate an understanding of cultural diversity from a
sociological perspective and identify the ways the societal structure affects micro-level
experience. Learners evaluate theories that explain the cultural foundations of prejudice
and discrimination, analyze the differences between majority and minority groups and
racial and ethnic groups, and investigate the role of power in creating and supporting these
differences at the structural level. Learners also assess the relationship between race,
gender, and economics by examining past and current experiences of American minority
groups.
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 1307

Capella Faculty Lisa Gerber School of Business,

Capella University seeks out faculty who
PHD, MA, BA Technology, and Health
hold top academic credentials in the Andrew Halverson Care Administration
areas they teach. Each faculty member MS, BS
has completed specialized training in our
Khaled Abdel Ghany
distinctive competency-based approach
Ulrich Hoensch PHD, MBA, BBA
to education, and will offer support as you PHD, MS, BS
Faisal Aboul-Enein
work toward achieving your goals. Sharon Hudson DRPH, MPH, MSN
EDD, MA, BA
Connect with Capella Faculty Walter Adams
Our faculty members are approachable David Lauer MPA, BA
and welcome questions. Just let us know MBA, BS
Richmond Adebiaye
what program you’re interested in and Nicole McInnes DSC, MS, BS
we’ll connect you with the right faculty
MA, BA
member. Call 866.561.9754 or email us Azad Ali
and we’ll do the rest. Greig Mulberry DSC, DSC, MBA, MPA, MPH, BBA
PHD, MA, BA
Wanda Allen
Kate Murren MSAD, BS, AA
Division of Arts and EDS, MAT, MA, BA
Donna Allen
Sciences Christine O’Neil PHD
Sonja Andrus PHD, MA, BA
Yvonne Alles
PHD, MA, BA
Susan Perry DHA, MBA
Nataly Archbold PHD, MAED, BA
Alshboul
MFA, BS
Carl Post DBA, MS
Jill Aston PHD, MA, BA
Jim Alstott
MED
Ginger Raya PHD, MS, MBA
Gregory Becoat MHCA, EDD, MPA
Alex Amegashie
MPH, BS
Kathleen Robinson DBA, MBA
Francesca Bishop MA, BA
Cheryl Anderson
MA, BA
Matthew Schuster PHD, MBA, BA
Jeremy Bolton MA, BA
Angela Au
MENG, PHD, BS
Melissa Scranton DBA, MBA
Jennifer Canter MSE, BA
Fawzi Awad
MA, BGS
Kelly Smith PHD, MS, BS
Kim Carter-Cram Jennifer Straub Danielle Babb
PHD, MA, BA
PHD, MS, BS PHD, MBA
Elliott Crozat Holly Teuber Mary Baker
MA, BA
PHD, MA, BS MSAD, BBA
Stephen Davis Patrick Ward Janet Balke
MS, BS
MA, BS PHD, MHA, MBA, BSN
Babette Fasolino Melissa Weaver Lalita Bandyopadhyay
MA, BA
MA, BA MD, MS, MBA, DRPH, MPH, MA, BS
Diana Fenton Lori Wendt Cheryl Bann
MA, MA, BS
MBA, BS MS, PHD, MBA, BS, BA
Susan Fournier Jennifer Worley Haroon Baqai
PHD, BA
MA, BA DM, MS
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 1308

James Barker Michael Brizek Tsun Chow

PHD PHD, MHOA, BS PHD, BS

Kyle Barlow Matthew Brooks James Chrisman

DHA, MHA, MS, MDIV PHD, MPH, BS MBA, BS

Darleen Barnard Lawrence Bryant Michael Cianciotta

DHA, MBA, BS PHD, MPH, BSW, AAS PHD, MBA, MA

Christopher Barrett Douglas Buck Ronald Clark

DM, MSIS, BS DPA, MS, BS PHD, MPA, BS

Brian Barton Barbara Butts Williams Tom Clobes

MBA, BSE PHD, MA, MA, BA PHD, MS, BS, BS

Zakia Batchelor Mary Bynum Karen Coleman

PHD DHA MBS, BA

Stacy Benton Rosslynn Byous Suzette Collins

PSYD, MPH, BS DPA, MS, BA PHD, MHA

Brad Berkland Steve Callender Council

BA EDD, MS, BA DBA, MPA, MUP

Robert Bigelow Kyle Camac Kathy Cox

PHD, JD, BA MS, MBA DBA, MBA

Judy Blando Lenore Cariaga Annette Craven

DM, MA, BS, BS ND, BA PHD, MHR, MED

Patrick Blessinger Dianne Caron Richard Curtis

EDD, MS, BS DBA, MBA, BS PHD, MS, BSED, AA

Laurent Bobda Margaret Carter Tannon Davis

DBA EDD, MBA MBA, BBA

Cheryl Boncuore Casale Vincent DeFazio

PHD, MA DM, MBA DM, MBA, BS

Andrew Borchers Mary Cattapan Linda Dell’Osso

DBA, MBA, BSB MBA, BS PHD, MS, BS

Owen Borda Delores Cauthen John Devillier

PHD, MMUS, BFA PHD, MED, BS MA, MA, BS

Brock Boudreau Celeste Chamberlain John DiBenedetto

PHD, MS, BA DSC, MPST DBA, MBA, BBA

Michael Boyd John Champion Charlene Dunfee

MBA, BA MSBIT, BS PHD, DM, MBA, BS

Jama Bradley Bruce Chapman John Elmer

MS PHD, MBA DBA

David Braga Angela Charles Greg Farfsing

EDD, MBA, BS PHD, MSM, BS, AS PHD, MBA, BS

Sherri Braxton Cherry Abimbola Farinde

DSC, MS, BS DBA, MBA, BSBA, AA PHD, MS

Connie Brewer Rhonda Chicone Susan Ferebee

PHD, PHD, MBA, BSBA PHD, MTECH, BS PHD, MBA, MBA, BSB
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 1309

Chris Fichera Al Gorriaran Adam Hickman

DBA, MBA, BS DBA, MPA, MBA, BA PHD, MBA, BA

Sharon Fletcher Gregory Gotches Michael Hilley

PHD, MBA, MS, BS MS, MA, BS DM, MM, MAR

Matt Fok Don Gottwald Maudie Holm

MBA, BS PHD, MS, BBA PHD, MED, BA

Faith Foreman Gayle Grant John Horne

DRPH, MPH DM, MA, BA DBA, MSAD, BS

Joe Forte Lester Green Randy House

MS, BE MS, BS, AA PHD, MS, BS

Ted Framan Dan Green Zhimin Huang

MBA, BS PHD, MBA, BS PHD, MS

Paul Franklin Earl Greenia Kurt Hubbard

MBA, MS, BS PHD, MHA PHD, OTD, MS, BA

Sheila Fry Griffith Gerald Huff

MBA, BBA DIT, MBA, MS, BS MS, MA, BS

Michael Furukawa John Grillo Katherine Hyatt

PHD, MS, BS DBA, MA, BS MBA, BBA

James Gambone Rod Hagedorn Brenda Jack

PHD, MA, BA DM, MS, MBA, BS GCERT, PHD, LLM

Jorge Gaytan Zena Hamdan Alidad Jalinous

EDD, MBA, BBA PHD, MS, MS MS, BA

John Gaze Hamilton Letetia Jenkins

MS, MED, BS, MBA, BBA DBA MHCA

Isaac Gbenle Courtney Hammonds Tom Jensen

PHD, MBA DBA, MBA MBA, BS

Cynthia Geppert Kathleen Hargiss Johnson

MBA, BS MBA, PHD, MA, BS DM, DM, MBA, MBA

Sue Gibbons Charlene Harkins Ronald Jones

MA, DSL, MA, BS EDD, BA, MED DBA, MBA

Jane Gibson Ali Hashmi Jerome Juska

DBA, MS MBA, MS, BS PHD, MS, BSBA

Sherry Gilkin John Hawes Milton Kabia

MED MIM, BA PHD

Timothy Gillin Steven Helwig Susan Kahler

MS, BSBA MBA, MS, BS MS, PHD, MS, MS, BS

Regina Glenn Kurt Heppard Terry Karjalainen

PHD, MS, BS PHD, MBA PHD, MPA, BS

Bob Goldwasser Jennifer Herrera Kaszubski

DBA, MBA, BA, BA MBA, BBS DBA, MBA, BA

Bonnie Gorder-Hinchey Attila Hertelendy Kim Keel

DBA, MBA, BS PHD, MS MISM, BS
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 1310

Hung Kieu Kimberly Lowrey Christopher Miller

DM, MS, BA PHD, MA DHSC, MS, BS

Peter Kingston Christopher Lucarelli Michelle Miller

JD, LLB, MA, BA PHD, MS, MBA, BS MHA, BS

Kathryn Kleypas Jerry Lulejian Osama Morad

PHD JD, BA MA, PHD, MSCS, ME

Steve Klingaman Jason Lum Chad Moretz

MS, MS, BA JD, MPP, BA DSC, MS, BS

Fred Knauf Wenbin Luo James Morgan

MLIR, MBA, BS PHD, MS, MS, BS PHD, MBA, BBA

Andrew Kozak Crystal Lupo Johnny Morris

MBA, BS DBA, MBA, PHD, MS PHD, MBA, BBA

Robert Krell Tony Lyons Scott Morrissette

DBA, MSM DM, MBA MBA, BS

Kevin Krier Lynn MacBeth Ahmad Mostafa

MBA, BA JD PHD, MS

James Krolik John Machnic Patricia Mouton

PHD, MA, BS PHD, MA, BA PHD, MS, BA

Terry Kuhlman Maiocco Marc Muchnick

MBA, BS, AAS MA, MED, DBA, MBA PHD, PHD, MA, BA

Patricia Kuranda-D’Urso Steve Manderscheid Michael Mullas

MS, PHD, BS EDD, MED, BS PHD, MSAD

Melvin Landry Raymond Marbury Rachel Nagel

MBA, MS, BS DBA, MPA, BA MS, EDD

Calvin Lathan Laura Mays Shayne Narjes

EDD, MA, MA, BS EDD, MED, BS PHD, MS, MBA, BS

Bruce Laviolette Daniel Mays Thomas Neal

PHD, MS, BS, BS PSYD, MS, BA SED, MBA, BS

Hilda Lawal Stuart McCubbrey Wendy Norfleet

PHD, MINT MBA, AB PHD, MS

Bruce Lazar Carmen McDonald Don Nowill

DM, MBA, BA PHD, MSN, MHA PHD, MA, MBA, MS, BS

Alex Lazo Michael McGivern Oludotun Oni

PHD, MS, BA PHD, MS, BS PHD, MS, BS

Jeff Leinaweaver William McKibbin Ken Orgill

PHD, MA, MA, BA PHD, MA, BA MS, BA

Cheryl Leitschuh Drumm McNaughton Randell Orner

EDD, MED PHD, MA, BS MBA, PHD, MS, BS

Kondo Litchmore Deanna Melton-Riddle Travis Paakki

PHD, MBA DHA, MS DCS

Andrea Lowe Madeline Meyer Samuel Palmeri

DM, BA, MPH PHD, MBA, MS PHD, MSM, BBA
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 1311

Edward Paluch Gary Reinke Richard Schuttler

MBA, PHD, MA, BA MS, BS PHD, MS

Shardul Pandya Beth Rescigno Tiffany Schweitzer

PHD, MS, BE DBA, MBA PHD, MHA

Patricia Parham Suzanne Richins Scott

PHD, BA DHA, MBA, BPS, ADN DBA, MBA

Dan Parrell Monique Ring Rob Shah

PHD, MS, BS DBA, MBA, BS PHD, MBA

Daniela Pavel Ripp Mansour Sharha

PHD, MBA, BBA MS, BS MS, BS

Theresa Pavone Luis Rivera Jason Sheedy

PHD, MA, BS PHD, MA, BA PHD, MBA, BS

Darryl Payton Shelley Robbins James Shelton

PHD PHD, MBA, BS PHD, MACC, BS

Kyle Peacock Kenny Roberts Kenneth Sherman

DM, MS, BS PHD, MBA, BA DBA, MBA

Vincent Pellettiere Gary Robinson Timothy Shimeall

PHD, MBA, MLIR, BBA PHD, BA PHD, MS, BS

John Poirier Bradly Roh Cathy Shoaf

EDD, MS MS, PHD, DBA, MBA, BS MS, BA

Bary Pollack Shari Rone-Adams Len Sholtis

PHD, MS, BS DBA, MS, BS MBA, BSE

Ned Preble Scott Ross Siceloff

MBA, BA PHD, MBA, BS DBA, MS

Michelle Preiksaitis Ryan Rucker Stephen Simmons

PHD, MA, JD, BA MLIS, EDD, MED MS, MS, MBA, BS

Ilene Putterman Rolando Rueda-de-Leon Douglas Smith

EDD, EDD, MSW, BA PHD, MS, BS DBA, MBA, BBA

Jo-Rene Queensberry Nicole Runyon Daniel Smith

DBA, MA, BA, BA, MA PHD, MS, BA MBA, MA, BA

Shawon Rahman Eric Russell Rebecca Snarski

PHD, MS, BS EDD, MS, MBA, BSM PHD, MS, BA

Colleen Ramos Albert Salinas Abida Solomon

PHD, MSE, BA MBA, BS PHD, MSN, BSN, BA

Phillip Randall Laura Sankovich Kevin Sorbello

PHD, MS, BS PHD, MBA, BA PHD, MPHIL, MA, BS

Scott Rasmus Susan Saurage-Altenloh Ben Spedding

PHD, MS, BS PHD, MBA, BBA DHA, MA, BA

Stefanie Reay Thomas Schaefer Warren St.James

MS, BS DBA, MBA, BS DM, MED

Bill Reed Thomas Schurino Randy Stauber

PHD, MSM, BS MS, BBA MS, DC
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 1312

David Stein Randall Valentine Mary Whitman

MS, PHD PHD, MSBA DBA, MSW, BA

Becky Stocker Dawn Valentine Kathleen Wiggins

DBA, MSW PHD, MSM, BS MSW, MA, DHA, MBA

Bob Strader Valerie Vann Nancy Wilkins

PHD, MS, BA, AAS DBA, MS, BS MS, BS

Jason Stratman Shaily Verma Trav Williams

PHD, MBA, BS, AAS PHD, MA, MBA, BA MBA, BFA

Jason Stroman Joan Vermillion Michael Williams

GCERT, PHD, MBA, MS PHD, MED, BA MS, MBA, PHD, MS, MMUS, BME

Kelly Sullivan Jelena Vucetic Glendon Williams

PHD, MBA, MA, BA MBA, PHD, MS, BSEE PHD, MBA, BS

Lynn Szostek Derrick Walters Brenda Williams

PHD, MA, BA EDD, MBA EDD

Amanda Tanner Isabel Wan Tamika Williams

MBA, BS PHD, MBA
MSIT
Gary Tanner Lawanda Warthen Jocelyn Williamson
MS, BS PHD, BA, MS
MBA, BA
David Teneyuca Beverly Washington Todd Wilson
PHD, MS, MBA, BBA MBA, MSN
Pamelyn Witteman
Mike Therrian Robert Watson PHD, MS, BS
MBA, BBA MBA, BS
David Wolfe
Elizabeth Thompson Sally Weber PHD, MS, MBA, BS
PSYD, MS, BS MBA, BS
Patrick Wong
Theresa Tiggeman Henry Weber
PHD, MBA, MUP, BA DBA, MBA
Vanessa Wood
MBA
Debra Touhey Lonnie Wederski
DBA, MA, MSA MSN, PHD, MBA, BA
James Worthy
PHD, MSPH, MPA, BS
Paul Tovbin Catherine Wentworth
DBA, MBA, PHD, BS BA, BLS
Sean Wright
EDD, MBA
Marni Tovsen Bob Whale
EDD, MA, BA MS, MBA, BA
Tyler Zerwekh
DRPH, MPH, BA
Vincent Tran Lori White
MS, BS MBA, BS
Melissa Zgola
MS, MA, BA
Vu Tran James White
EDD EDD
Kristine Ziola-Pardell
DBA, MBA, BBA
Freda Turner Bill White
BS MA, BS, AAS
School of Nursing and
Susan Turner Joanne White Thunder
DBA, MBA, BBA EDD, MS, BS
Health Sciences
Ude Chanadra Whiting Jessica Abernathy-Lenowitz
DNP
DBA EDD, MPH
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 1313

Nicole Aclin Ami Bhatt Corinne Cochran

DNP, MSN, BSN DNP, MSN, MBA DNP, MSN

Katherine Adler Rosemary Biddle-Childress Mary Ellen Cockerham

DHA, MSAD EDD, MSN DNP, MSN, MS

Joe Amoral Sonya Blevins Anne-Marie Coleman

MSN, BSN, AAS DNP, MS, BS PHD, MPH

Ann Amuta Marilyn Bookbinder Emelinda Comer

PHD, MPH PHD DNP, MS

Shakirudeen Amuwo Bowers Debbie Conner

PHD, MPH PHD, MSN, BSN
Marylee Bressie
Mary Ann Anderson DNP, MSN, BSN Judith Cornelius
DNP, MS DNSC
Chaka Brittain
Robin Anselm DNP, MHSC Diane Cousert
PHD, MSN DNP, MS, BSN
Kristine Broger
Teresa Atz DNP, MSN, MHA, BSN Lisa Cox
PHD, MSN PHD, MSN
June Bryant
Jodie Ausloos GCERT, DNP, BSN, MSN Elsie Crowninshield
EDD, MSN DNP, MS
Sandi Burke
Lawrette Axley PHD, MSN, BS Fabio D’Angelo
PHD, MS, BS PHD, BS
Mattie Burton
Christy Bailey PHD, MSN, BSN, ADN Jocelyn D’Antonio
DNP, MSN, BSN PHD, MS
Anne Cadet
Brandi Ballantyne DNP, MS Ashley Davis
DNP, MSN, BSN, AAS MSN
Elizabeth Campbell
Gloria Barrera DNP, MSN, BSN Diane Dayson
MSN PHD, MS, BA
Capeletti
Marie-Elena Barry MSN, BSN, BSN, BSBA Charlette DeLoach
DNP, MS, BS, AA DNP, MSN, BS
Capilouto
Lacey Bass Laura Suzanne Carpenter DeSota
DNP, MSN
PHD, MSN, BSN Joseann DeWitt
Gail Baumlein Jennifer Carroll PHD, MSN
PHD, MSN
DNP, MS Tyra Dean-Ousley
Bechok Christina Carsello EDD, MSN, BSN
DNP, MS
MS Holly Diesel
Sarah Bemis JoAnna Cartwright PHD, MSN, BSN, DPLNUR, BA
MS, BS
MSN, BSN Amber Donnelli
Michael Bennett Haley Cash PHD, MSN, BSN
DHA, MBA, MS
MPH, PHD, BS Alexandra Duke
Julia Beresford Sherrikee Causey DNP, MSN, BSN
DHA, MS, BA
GCERT, DNP, MSN, BSN, BS Jocelyn Dunnigan
DeAnna Beverly Kristopher Chrishon PHD, MSN
DNP, MSN, AA
PHD, MPHIL, MPH, BA
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 1314

Michelle Dykes Bridget Grimard Shawna Hughey

GCERT, EDD, MS DNP, MSN, BSN DNP, MSN, BSN

April Egbert Grimley Lanise Hutchins

PHD, MS
Salimah El-Amin Patricia Guthrie
DRPH PHD, MS Jacqueline Itambo
Erica Elkins-Little DNP, BSN, MBA, BS
Rosemary Haggins
DNP, MSN, BSN PHD Deanna Janz
Sheri Erwin DNP, MS
Susan Hale
DNP, MSN, MBA DNP, MSN Nancy Jarrett
Catherine Fant DNP, MSN
Constance Hall
MSN EDD, MSN, DPLNUR, BA Sara Jennings
Fisher-Grace DNP, MSN
Harcar
Kelly Flanigan Harden Terri Jones
EDD, MSN, BSN BSN, DPLNUR
DNP, MSN

Flynn Anita Harris Michael Jones

MBA, MSN
Fonseca DNP, MSN, MPH, BSN

DBA, MIS Margaret Harvey Joseph

Cassie Foote PHD, MSN, MA Colleen Kane
DNP, MSN
DNP, MS Jackie Heisler
Lydia Forsythe PHD, MPH, BS Elina Keiser
DNP, GCERT, MSN, BSN
PHD, MA, MSN, BA Rhonda Hendricks
Peggy Fossen PHD, CERT, MSN Annie Kennedy
GCERT, MSN
DNP, MSN Laura Hendricks-Jackson
Nickesha Francis DNP, MSN, BSN, AASN Lois Konzelman
EDD, MSN
MSN Cynthia J Hickman
Sarah Gabua PHD, MSN Colleen Koob
DNP, MS
DNP, CERT, MSN Lorraine Hill
Christina Garcia MBA, MSN, BSN Lisa Kreeger
PHD, MBA, BSN
PHD, MSN Ashley Hill
Jessica Garner PHD, MPH Sharon Kuhrt
DNP, MSN, BSN Kimberly Hires Anne Lara
Kevin George PHD, BSN, BS EDD, MS, BSN

MSN, MBA Sara Hogg Nancyruth Leibold

Godoy MSN, BSN, BA EDD, MS, BS

Deanna Golden Carolyn Hood Liehr

DNP, MSN, BSN MSN, BSN MSN, BSN, BA

Teresa Goodman Katie Hooven Toni Loftus

PHD, MS, BS, RN PHD, MBA, MSN, BSN DNP, MSN, MBA, MHA, AAS

Jennifer Graebe Debra Horoho Yvette Lowery

MSN DHSC, MS, BS DNP, MSN, BS

Yolanda Griffin Seyra Hughes Kristie Lowry

PHD, PHD, MS, BS MBA, PHD, MPH DNP, MSN
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 1315

Rebecca Luetke Deborah Merriam Onyirioha

PHD, MSN, BSN DSN, MSN, MS
LoriAnn Pajalich
Lynch Lesa Miller DNP, MS, BS
DNP, MSN, MS
Gina Maiocco Susan Pantano
PHD, MS, BS Miller DNP, MSN
PHD, MSN
JoAnn Manty Susan Patterson
DNP, MSN, BSN Alkeisha Mims DNP, MS
DNP, MHA, MSN
Linda Marcuccilli Cynthia Payne
GCERT, PHD, MSN, BSN, AS Mark Minelli GCERT, MSN, BSN
PHD, MPA, MA, BS
Colleen Marzilli Thelma Phillips
DNP, MBA, MSN, BSN Ming PHD, MS
DNP, MSN
Linda Matheson Regina Pierce
PHD, MS, BS Abigail Mitchell PHD, MED, BSED
MSN, BSN
Andrea Matthews Laurel Pilkington
DNP, MSN Amy Morris DNP, MSN, BSN
DNP, MSN
Amy Mattison-Faye Jacqueline Raffaele
PHD, MPH Morris DNP, MSN, BSN, AS

Trilla Mays Carolyn Morrisey Tiney Ray

EDD, PHD, MSN, MSN DNP, MSN DNP, MSN, BSN

Candace McAlester James Mulholland Whitney Rigdon

DNP, GCERT, MS, BSN DNP, MSN, BSN DNP, MSN

McCarthy Dan Munsey Joynelle Rivers

DNP, MSN, MS BSN, AAS PHD, MSN, BSN

Paulette McClain Amanda Murgenovich Kerrie Roberson

DNP, MSN DNP, BSN DHA, MSN, MBA

Tammy McClenny Myers Glower Jason Roberts

EDD, MSN DHSC, MHSC
Helena Nadder
Melissa McCombs PHD, MSN, MS Samara Robertson
DNP, MSN MSN, BS, BA
John Nemecek
McDonald PHD, MBA, BBA Antonia Robinson
DNP, MSN DNP, MSN, BSN
Kimberly Nerud
Michelle McGonigal PHD, MSN, BSN, AS Eunice Rosas
DNP, MSN, BSN DNP, MSN
Lisa Newton
Nicole McGuire MSN, BSN Michelle Rose
DHSC, MS, BS PHD, MPH, MA
Heidi Niswander
Chauntel McNair DNP, MSN Christine Ross
PHD, MSN PHD, MSN
Susan Nohelty
Camille McNicholas PHD, MSN, BSN Linda Royer
PHD, MS, BS PHD, MSN, MPH
Megan O’Connor
Catherine Menton DNP, MSN, BSN, BS Kathryn Rudd
DNP, MSN, BSN DNP
Kimberly Ondo
MED
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 1316

Jo Ann Runewicz Adriane Stasurak Carolyn Washington

EDD, MSN, BSN DNP, MSN DNP, MSN, BSN

Donna Ryan Mindy Stayner Donna Weeks

DNP, MSN PHD, BSN, MS DNP, MSN

Angela Saathoff Paula Stechschulte Larry Wenger

DNP, MSN, BSN, BS, AAS PHD, BSN, MS, BS MSW

Oreta Samples Annisa Stover Dolores White

DHSC, MPH, BS MSN DNP, MSN, BSN

Savitz Tiffany Straughter Georgena Wiley

DHA, MBA, BS DNP, MSN
Jill Schramm
DNP, MSN Kelli Stroud Lesa Williams
DNP, MSN, BSN DNP, MSN
Dr. Diana Shaw Hoopingarner
DNP, CERT, MSN, BSN Cathy Suttle Vonetta Williams
PHD, MSN, BS PHD, MPH, BS
Sheffield
Kathy Sheppard Andrea Swails Wanda Williamson
MSN, BSN DNP, CERT, MSN
PHD, MA, MSN, BSN

Johnette Simmons Smith Tracey Swanson Sandra Wise

DNP, MSN PHD, MS, BSN
DHA, MBA

Sims Jennifer Taylor Wood

DNP, MSN DNP, MSN, BSN, MA
Melissa Singer Pressman
MLIS, PHD
Mary Elizabeth Teixeira Kemi Wosu
DNP, MS DRPH, MPH
Sherri Smith
DNP, MSN
Allison Terry Wunderlich
PHD, MSN PHD, MSN
Shad Smith
DHA, MBA
Terry Throckmorton Amanda Zemmer
MSN
MSN
Martha Snider
DNP
Tippin
Kimberly Sniffen Sara Torres School of Public Service
DNP, MS, BS, BA
PHD and Education
Peggy Soper Judith Treschuk Alicia Adams
PHD, MSN, BSN PHD, MSW, BS
DNP, MSN

Tracey Soper Tripp Jennifer Agelidis

PHD
DNP, EDD, MSN Saran Tucker
Shiree Southerland PHD, MPH, BS Angela Albert
EDD, MA
PHD Vicki Vawter
Linda Sperling DNP, MS Rinyka Allison
PHD, MED
DHA, MHA, MSN, BSN Connie Vogel
Meresa Stacy PHD, MA, BSN Jill Alred
PHD, MSAD, BS
PHD, MSAD Anita Volpe
Denise Stagg DNP, MA Debbie Anderson
EDD, MED
PHD, MSN Amanda Wallace
DNP, MSN
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 1317

Courtney Andrews Doug Brtek Michael Cosimano

PHD, MPA, BA EDD, MA EDD, MED, BA

Tim Bagwell Elizabeth Bruch Marsha Covington

CERT, PHD, MS, BS, BA PHD, MS, BA EDD, MED, BA

Bryan Bailey Bruce Brydges Stanley Crawford

EDD, MED, BA EDD, MED EDD, MA

Paxson Barker Bob Bulik Donita Cullen

PHD, MS, BSN MED, PHD PHD, EDS, MA, BA

Kenyuana Beachem Cheryl Bullock Marcie Cutsinger

PHD, MSW PHD, MED, MED, BA EDD, MSW, BS

Ella Benson Angela Bullock Susette Czeropski

EDD, MS, BA PHD, MSW, BA PHD, MAED

Amy Benton Burse Elycia Daniel

PHD, MS, BA MA, BA, BA
Cain
Carol Berg O’Toole EDD, MED Richard De Paris
JD, MA, BS DPA, MBA, MPA, BPA
Petronella Cameron
Carol Bertram PHD, EDD, MA Shannon Decker
EDD, MA, BS MBA, PHD, MED, BA
Kathryn Campbell
Billy Bible EDD, MS, BA Philena Devaughn
DSW, MSW PHD, MA, BA
Erica Campbell
Shanel Bishop PHD, MSW, BA David DiBari
DSW, MSW EDD, MCJ, BA
Kay Carter
Joshua Black PHD, MS, BA Jack Dicarlo
EDD, MA, BA MS, BA
Summer Christensen
Madlyn Bonimy EDD, MAT Frances Dolley
PHD, MM EDD, MED, BA
Brian Christenson
Janet Booker PHD, MSW, BSW Gwendolyn Dooley
EDD, MPA, BS
Marchell Boston Phyllis Clayton
EDD, EDS, MS, BS EDD, EDS, EDS, MS, BS Cheryl Doran
PHD, MS, BBA, BA
Gwen Bouie-Haynes William Clements
PHD, MSW PHD, MS Karl Durr
MS, BBA
Claire Boyce Meena Clowes
PHD, MA, BS PHD, MS, BS Eberly
DSW, MSW
Sandy Boyd Harold Cohen
EDD, MA, MA, BA PHD, MS, BS Jennifer Elineema
EDD, MAT, BA
Tim Brock Kenya Coleman
PHD PSYD, MA, MSW Renata Ellington
Julia Bronner PHD, MED
Brett Combs
PHD, MS, BSN MS, BS Rod Erakovich
Terrence Brown PHD, MBA, BA
Pete Conis
PHD, MHSA, BS PHD, MS, BS Robin Ersing
PHD, MSW, BA
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 1318

Ashraf Esmail Louise Hatfield Kathryn Jones

PHD, MA, BA PHD, MPA, MS, BA EDD, MED

Carolyn Ewing Rita Herron Therese Kanai

DHA, MSW PHD, MPA, BS PHD, MED, BA

Philip Farmer Charlyn Hilliman Scott Kerwood

PHD, MSW PHD, MPHIL, MPA, BS PHD, MPA, BS

Brandon Fields Hinze Joy Kieffer

PHD, MSN
Paul Flores Kathrin Hohenstern
PHD, MS, EDD, MS, BA PHD, MSW Misti Kill
PHD, MS, BA
Thomas Ford Scott Hollinger
EDD, MBA, BS EDD, MA, BS, BA Steve Klein
LLM, JD, PHD, PHD, MA, BA
Dale Fowler Cheryl Holm-Hansen
EDD, MBA, BA PHD, MA, BS Sharon Korth
EDD, MED, BS
Paul France Jennifer Holtz
MA, BA PHD, MA, BA Tyler Krebs
PHD, PHD, MA, BA
Sara Frederick-Holton Cynthia Howell
PHD, MSW, BA EDD, MA, BA Amy Kuo-Newhouse
PHD, MED, BA
Bruce Friedman Stephanie Hunziker
PHD, MSW PHD, MA, BA John Laine
PHD, MPA
Karla Gable Carla Iacona
EDD, MCOUN, MAED, BA EDD, MA, BA Carla Lane
EDD, MA, BS
Lisa Garcia Ruthie Jackson
EDD, MSADM, BS EDD, MA, BS Delores Langston
PHD, MSW
Linda Gibson Howard Jacobs
PHD, MED, BA, BSED PHD, MA, BA Mary Lannon
PHD, MA
Angela Girdley Marlene Jacobson
PHD, MA, MDIV, BME EDD, MA Teresa Lao
PHD, MA, BA
Goulart Tina Jaeckle
Goux MSW, PHD, MS, BS Mark Larson
PHD, MS, BA
EDD, MED, BA Michael Jazzar
Jessie Grant PHD, EDS, MA, BA Jennifer Latino
EDD, MED, BS
CERT, PHD, MA Salha Jeizan
Kate Green EDD, MA, MA, BA Dennis Lawrence
EDD, EDD, MA, BA
PHD, BA, MS Cassandra Jenkins
Nancy Grimes EDD, MED, BS Lyne’a Laws
PHD, MED, BBA
MPA, BS Dorothy Jimenez
Pat Guillory DM, MSW, BS Alyce LeBlanc
PHD, MS, BMUS
PHD, EDS, EDS, MED, BA, BA John Johnson
Nancy Haas PHD, MA Alice Ledford
EDD, MED, BA, BS
PHD, MED, BA Bruce Johnson
Beverly Hammond Enns PHD, CERT, MS, MBA Marian Leerburger
PHD, MS, MA, BA
EDD, EDS, MS, BA
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 1319

Emily Leggett Phyllis Misite Jobeth Pilcher

EDD, MS, BS PHD, MA, BS EDD, BSN

Shelly Leialoha-Hartstack Kathleen Mondell Jim Pope

PHD, MED, BS PHD, MED, BS MPA, MS, BS

Barbara Lewis Nathan Moran David Powell

PHD, MBA, MS, BA MA, PHD, BS PHD, MA, BA

Kelli Ligeikis Cernata Morse Robin Quick

EDD, MA, BS PHD, MBA, BSM EDD, MED, BS

Generosa Lopez-Molina Howard Moskowitz Louise Quijano

PHD, MA, BA PHD PHD, MSW

Sherman Luxenburg Carole Mottaz Adam Quinn

EDD, MED, BA EDD, MS, BS, BA PHD, MSW

Nancy Maldonado Diann Musial Martha Raske

PHD, MA EDD, MS, BA PHD, MSW, MS

Kennedy Maranga Brie Nelson Chris Rasmussen

MS, LLM EDD, MSE, BSED PHD, MS, BA

Selina Matis Michael OConnor Lisa Reason

PHD, MSW, MS EDD, MBA, BBA PHD, MED, BED

Addie McCafferty Lorraine ODonnell Jeff Rector

EDD EDD, MED, BA
Kjersti Olson
Kathy McGraw PHD, MA Charlotte Redden
PHD, MPH, MSW, BA PHD, MA, BA
Marie Orizondo-Harding
Melissa McIntyre EDD, MS, BA Kelly Reinsmith-Jones
PHD, MA, MAED, BS PHD, MSW
Rena Palloff
Thomas McLaughlin PHD, MA, MSW, BA Wendy Reisinger
PHD, MSW EDD, MED, BS
Eric Parks
Tara McNealy PHD, MS, BA Stephen Rice
PHD, MS, MED, BSW PHD, MA, BA
Joe Pascarella
Teronda McNeil PHD, MPHIL, MA, BA Lynn Riskedal
MBA, PHD, MS, BA PHD, MED, BS
Pamela Patrick
Gale Medley PHD, MA, BS Melissa Rivera
EDD, BA EDD, MED
Rebecca Paynich
Crystal Merrill PHD, MA Alma Rodriguez
MSW, BS PHD, PHD, MA, MA, BS
Daniel Paynich
Sharon Michael-Chadwell MS, BS Brian Roland
EDD, MBA, MA, BA PHD, MSW, BA
Catharine Penfold Navarro
Joyce Miketic PHD, MSE, BA Jeff Ronneberg
PHD, MBA, BSN EDD, MS, BA
Perry
Ida Mills PHD, MPA Maxine Rossman
EDD, MSW, BA EDD, BS
Lisset Pickens
Ellen Mink EDD, MED, MED, BS Mark Rossman
PHD, BA EDD, MS, BA
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 1320

Linda Ruhe Marsh Tina Stavredes Jason Ward

EDD, MAED, BS PHD, MED, BS EDD, MA, BA

Rusaw Mark Stevens Myisha Warren

EDD, EDD DPA, MPA, BA EDD, MED, BA

Behrooz Sabet Strait Karen Watkins

EDD, MED, BS, BS PHD PHD

Safyer Steve Stull Michael Webb

PHD, MS, MA MA, MA, PHD, MS, BA
Donna Schmid
MSW, BSW Jamie Sundvall Scena Webb
PHD, MSW, BA MS
Jeff Schneider
EDD, MS, BA Michelle Sunkel Tiffany Welch
DSW, MSW DSW, MSW, BSW
Wendy Schulze
MS, EDD, MED Jean Swenk Eric Wellington
MA, PHD, MA, BA PHD
Arlene Scott
PHD, MA Chris Taksey Heather Welzant
MA, BA PHD, MSAD
Ayn Seddon
PHD, MA, BS, BA Donna Taliaferro Murray Widener
PHD, MSN DPA, MPA, BS, BS
Patricia Sherman
PHD Thomas Thompson William Wold
EDD, MA EDD, MA, MA, BA
Nancy Sidell
PHD, MSSA Terry Tirrito Michael Worthington
PHD, MSW, BA PHD, MSE, MSE, BS
Brandon Simmons
PHD, MBA, EDD, MAED, MAED, BS Robin Togstad Percival Shelton Wright
EDD, MA EDS
Jillian Skelton
EDD, EDS, MAT, BA Jennifer Towns Wright
PHD, MSW PHD, MS
Karen Slovak
PHD, MS Robert Tripp Bonnie Yeager
PHD, MS MS, PHD, DM, BS
Debbie Smith
EDD, MS Laura Trujillo-Jenks Wendy Zender
PHD, MA, BS PHD, MED, BED, BA
Kendra Smith
PHD, MPA Thomas Van Soelen
Leone Snyder PHD, EDS, CERT, MED, BA School of Social and
PHD, MED, BS Varin-Mignano Behavioral Sciences
PHD, MSW
Spigner Phyllis Acadia
MSW Karen Versuk PHD, MA, MS, BA

Kim Spoor PHD, MBA

Katie Adams
PHD, MED, BA Villalobos MS, BA

Chris Stabile PHD, MA, PHD, MSW, BSW

Adams
EDD, MA, BS Ron Wallace MA, BA, BS

Laurel Stanley PHD, MBA

Donna Adkins
EDD, MED, BBA Edna Waller EDD, MS, BA
PHD, MA, BS
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 1321

Debora Adler Linda Beeler Rhett Brandt

EDD, MA, BA PHD, MED, BS PHD, MA

Osaro Airen Edward Bell Danielle Bratton

MBA, PHD, MFT, BA EDD, MA, BA MA

Carolyn Allen Yvonne Bell Melissa Bridges

PHD, MA, MSOS, BA PHD, BSW PHD, MS

Mark Ammer Doreen Benjamin Stephanie Brooke

MA PSYD, MA, BS PHD, MS, BA

Tirrell Andrews Elliot Benjamin Nikkiya Brooks

EDD, MS, MS, BS PHD, PHD, CERT, MED, MS EDD, MA, BA

Maria Arizzi Erin Berry Jimmy Brown

PHD, MED, BA PHD, MA, BA
Leslie Armeniox
PHD, MA, BA Dale Bertram Andy Brown
PHD, MED, MA, BA EDD, MS, BS, BA
John Astin
PHD, MA, BA Brian Bethel Keith Brown
PHD, MED, BA, AAS PHD, MA
Philip Atkins
PHD, MS, MA, BA George Bieger Angela Bruch
PHD, MS, MA, MA, BS PHD, MA, MED, BA
William Attridge
PHD, MS, MS, BS Binensztok Alan Brue
PHD, MS, BA PHD, EDS, MAED, BA
Roxanne Bamond
PHD, MS, BA Michael Bishop Rhonda Bryant
PHD, MS, BA PHD, MED, BA
Art Bangert
EDD, EDS, MS, BA Bryan Blair Deborah Buchanan
PHD, MED, BS
Angela Banks-Johnson Kathy Blaydes
PHD, MS, BS EDD, MA, BA Lynette Bujack
PHD, BS, MSE, BGS
Donna Bar-Navon Michael Block
MBA, PSYD, MS, MS, BS PHD, MSE, BSED Jesse Burgard
PSYD, MS
Elaine Barclay Cheryl Boglarsky
PHD, GCERT, MA PHD, MA, BA Margaret Burgess-Wright
EDD, MA, MMT, BA
Scott Barclay Charmaine Borda
PSYD, MS, MA, BS PHD, MS, BS Lynda Cable
PHD, MA, BA
Larry Barlow Paula Boros
PHD, MS PHD, MS Shawn Capell
MS, BA, BS, AAS
Paul Bartoli Rojeanne Bostic
PHD, MA, BS PHD, MS, EDS, BA, AA Angela Capuano
PHD, MA, BA
Douglas Bates Shelly-Ann Bowen
GCERT, PHD, MSW PHD, MS Elisa Carr
MA
Mikaela Becker Rebecca Boyle
PHD, MA PHD, MED La Keita Carter
PSYD, MS, BA
Laurel Beckham Steffanie Brackett
PHD, MA, BA
Columbus Brand Charletta Carter-McWoodson
PHD, MA, BA
PHD, MS, BA
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 1322

Ellen Chance Lauren D’Amato Jessica Emick-Seibert

PHD, EDS, MED, BS PHD, MA, BA
Barry Daly
Ana Chaney EDD, MA Kathy Enger
PHD, MA PHD, MA
Jolee Darnell
Cynthia Chestnut PHD, MSW, BA Mary Enright
PHD, CERT, MHS PHD, MA, BA
Joseph Davis
Cirincione-Ulezi PHD, PHD, MSE, BA D.A. Erickson
PHD, MED, BS
Robert Clapp Carmen Davis
PHD, EDS, MA PHD, MS, BA Alisa Estey
PHD, MA, BA
Kelly Clougher Cheryl Davis
PHD, MA, BS
Jennifer Davy Rob Eubanks
PHD, MA, BA
Charles Clow CERT, MA, BS
PHD, MCOUN, BS
Elissa Dawkins Blaine Everson
PHD, MS, BS
Melissa Collins PHD, MS, BS
EDD, MA, BA
Delgado Kathleen A. Fairman
PHD, MPHIL, MA, BA
Joan Comeau MA
PHD, MA, BS
Kim Desmond Brittney Farley
PHD, MS, BS
Conner PHD, MED, BA

Damaris Conrad Dickes Missy Fauser

EDD, MA
PHD, MA, MS, BA
Jay Dill
M.E. Cooper PHD, MA, BS
Nicki Favero-Puckett
PSYD, BS
MBA, PHD, MA, BA, BA
Emily Donald
Mark Cooper PHD, MA, BA
Kevin Feisthamel
PHD, MA
PHD, MA, BS
Amy Donovan
Barbara Cooper PHD, MA, BA
Ricky Fenwick
PHD, MS, BS
PHD, MA, BA
Arin Donovan
Jacey Coy PHD, BS
Lorie Fernandez
PHD, MA, BS
PSYD, MA
Mike Doogan
Weston Crafton PHD, MAT, MA
Howard Fero
PHD, MS, BA
PHD, MA, BS
Holly Downs
Cynthia Crawford Ferrer
Anesa Doyle PHD, GCERT, MA
PHD, EDS, MS, BA
MED, BS
Sherrionda Crawford Bruce Fischer
Sara Drake PHD, MA, BA
PHD, MED, BA, BA
MA
Lisa Cree Michael Flaherty
Lisa Drumb PHD, MA
PHD, MA, BA
PHD, MA, BS
Yulema Cruz Keran Flynn-Kroska
Ryan Dunn PHD, MS, BS, AA
PHD, MS, BA
PHD, BS
Tiffany Culver Renee Ford
Weston Edwards PHD, MSE
PHD, MS
PHD, MBA, MA, MDIV, MA, BS
Victoria Cummings Vicki Foster
Jeri Ellis PHD, MA, BA
MA, BS
EDD, MA, BA
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 1323

Paula Fremont Brenda Harms Kathleen Hughes

PHD, MA, BA PHD, MA, BS PHD, MA, BA

Kent Frese Chaiqua Harris Amber Hughes

PHD, MS, BE PHD, EDS, MS, BS PHD, MED, BS

Mary Ann Fricko David Hart Bill Huitt

PSYD, BA PHD PHD, MED, BS

Jennifer Friedrich Elizabeth Hatchuel Jean W. Hunt

PHD, MA PHD, BA
Michelle Fuhr
MA, BS Jessica Hazlett Shelley Hyde
PHD, MED MS
Bill Garris
PHD, MA, BS Ruhama Hazout Fathiah Inserto
PHD, MS, BA PHD, MA, DPLSS
Elizabeth Garrison
MS Headley Sally Izquierdo
PHD, MBA
Alyssa Gilston Tara James-Lamonica
PSYD, MA, MA, BA Kelly Heenan PHD, CERT, MS, BS
PHD, MS, BA, AA
Lisa Giovannelli Mei Jiang
PHD, MAED Mindy Heher PHD, MS, MPACC, BA
PHD, MA, BA
Maggie Glazer Boyd Johnson
MBA, MS, BES Karen Heller PHD, MA, MA, BA
EDD, MA, BA
Michael Gontarz Julie Johnson
EDD, MS, BA Brent Henderson PHD, MS, BA
PHD, EDS, BS
Laura Grant Sophia Johnson
MA Celia Heyman EDD, EDS, MED
MA
Misty Grant Faith Joiner
MA Celeste Hill MS

Jonathan Gray PHD, MS, MA, BA

Lynn Jones
PHD, MS, BA Bobby Hoffman PHD, MA, BA, BA

Laurie Grocholski PHD, MA, BA

Mary Jones
PHD, MED, BS Hoffman EDD, MED

Leslie Guditis PHD, MS

Deborah Jones
PHD, MS, BBA Nicole Holby MED, BS

Stacey Guthrie PHD, MS

Heather Joppich-Lines
EDD, EDS, MED Janine Holstein PHD, MS, BA

Lynne Hale PHD, MSW, MS

Nicole Jung
PHD, MA, BS Marjorie Hotaling PSYD, MS, BS

Todd Hale EDD, EDS, MED, BA

Theresa Kascsak
PHD, MBA, BSBA Juanita Hotchkiss PHD, MA
MSW
Dee Hann-Morrison Lou Kavar
PHD, MA, MA, BS Ja’net Howard PHD, MA, BA
PSYD, MED, BS
Suzanne Hanna Julia Keene
PHD, MS, BS Scott Hudson MS, MA
PSYD, MS, BA
Tanya Hanner Clara Kenny
EDD, MED, BA MA, BA
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 1324

Kyle Killian Kristen Lancaster Paul Maione

PHD, MA, BA MS PHD, MA, BA

Carolyn King Amber Lange Jose Maldonado

PHD, MA, BA PHD, MA, BA PHD, MS, MED, BA

Thomas King Carmen Larson John Malpass

PHD, MA, BA PHD, MS, MBA, MA, MS, BS
Julianne Lasley
Heidi King EDD Diane Malpass
PHD, MA, BA PSYD, MA, BA
Ryan Lau
Clarrice King MS, AAS, BA Leah Mancuso
PHD, MA, BS PHD, BA, MA
Betsy Laverdure-McDougall
Sheri Kingsdorf PHD, MS, BS Dinah Manns
PHD, MA EDD, MA, BA
Lee
Sola Kippers MSW Marilyn Marks-Frey
PHD, MED, BGS PHD, MS, BA
Denise Lenares Solomon
Chris Kladopoulos PHD, MED Natalie Marr
PHD, MPHIL, MA, BA PHD
Jonathan Lent
Pamela Klem MED, PHD, PHD Magy Martin
EDD, MED, BS, BA EDD, MED, MED, BS
Lindy Lewis
Konja Klepper PHD, MSW, BASW Laura Martin
PHD, MA, BA MED, BSED
Steve Lifrak
Charissa Knihtila PHD, MS, BA Isaac Martinez
MS PHD, MS, BA
Mee-Gaik Lim
Liz Koman PHD, MA, BS Meredith Mates
PHD, MA, BA CERT, MA
Steven Linnville
Thomas Kramer PHD, MA Elizabeth Matthews
MPH, PHD, MPHIL, MA, BS PHD, MPHIL, MA, BA
Jeremy Linton
Sharlen Krause PHD, MA, BA Chana Max
EDD, MA, MA, BA PHD, MS
Jo-Ann Lipford Sanders
Krista Krebs PHD, BLS Jodi McAdams-Radzin
PHD, MS, BA MED, PHD, MED, BA
Stacy Loeff
Douglas Kupferman MA, BA Morgan McAfee
MA, BA PHD, MA, BS
Rebecca Loehrer
Jason Kushner PHD, MS, BA Mark McCaslin
PHD, MA, BA MA, MS, BS
Bethany Lohr
Amanda La Guardia PHD, MS, BS Marguerite McCrow
PHD, MA, BS MA
Amy Lyndon
Tawnyea Lake PHD, MA Jack McIntyre
PHD, EDS, MSE, BA MA, BA
Monica Mack
Serena Lambert PHD, MED, BS Chandra Mehrotra
PHD, PHD, MA, BA PHD, MED, BS
Michael Maestas
Simone Lambert PHD, MA, BS Ann Melvin
PHD, MS, BA PHD, MS, BA
Megan Mahon
PHD, MCOUN, BA
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 1325

Gina Mercer Andrea Muse Erin Pannell

PHD, MS, BA PHD, MS, BA EDD, MED, BA

Carol Messmore Lana Nassen Jacob Papazian

PHD, MS, BA PHD, MAED, BA, BS MS, BS

Rochelle Michel Crystal Neal Megan Parise

PHD, MA, MA, BS PHD, MA, BA MA, BS

Gabi Mihalache Kaori Nepo George Pate

PHD, MA, BA PHD, MED PHD, MA, BA

Katie Miley Jody Neuman-Aamlie Gerald Pennie

PSYD, MA, BBA PHD, PHD, BS PHD, MED, BA

Susan Milla Irene Nicolet Lawrence Pennington

PHD, MA, BA PHD, MA, BA MA, EDD, MED, BA, BA

Kathryn J Miller Ben Noah Beth Pepmiller

PHD, MS, BA PHD, MS, BS MA, BA

Jerry Miller Andrew Nocita Elena Perrello

PHD, MA PHD, MA, BA EDD, GCERT, MED

Frances Mills Michele O’Connor LeTea Perry

PHD, MSW, BA CERT, MED EDD, MED, BS

Keisha Moeller Ryan O’Donnell Andrea Phronebarger

CERT, MS, BA MS PHD, MA, BS

Marilyn Montgomery Angeline O’Malley Cyndra Pilkington

MED, PHD, MED, BS PHD, MA, BS PHD, MA, MHSC, MS, BS

Marcia Moody Samuel Ofei-Dodoo Eleni Pinnow

PHD, MED, BA PHD, MA, GCERT, MPA, GCERT PHD, MA, BA

John Moore Brigit Olsen John Pitselos

PHD, MA, BS PHD, MBA, BA PHD, MA

Justin Moore Nicholas Orland Larry Porter

PHD, MS, BA MS, BA PHD, MS

Jessica Moore Gennaro Ottomanelli Sara Pula

PHD, MS, BS
Roger Morton Mary Randlett
PHD, MPA, BA Chelsea Overholt PHD, MA, BA

Ken Moskowitz David Owens Michael Raphael

MSW PHD, MS, BA PHD, MA, BA

Kim Muchnick Jeremy Owens Marisa Rapp

PHD, MA, BA PHD, MA PHD, MA

Ron Muchnick Jim Oyler Regina Ravachi

PHD, MS, MA, BS PHD, MA, BS PHD, MS, BA

Kristi Mueller Matt Pace Barb Reagle

PSYD, MA PHD, MA, BA PHD, MED, BS

Joel Muro Melinda Paige Jeffrey Reddout

PHD PHD, EDS, MS PHD, MS, BS

Andrea Murray Lynn Paloski Diane Reichmuth

PHD, MA MSE, BS PSYD, BA, MA
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 1326

Dana Reinecke Nicole Sanders LaToya Smith

PHD, MPHIL, MA, BA PHD, MSE, BA PHD, MED

Sanna Reynolds Antonio Santonastasi Shon Smith

PHD, MA, MS, BA PHD, MHR, BS EDD, MA, BA

RaShai Reynolds David Sarnoff Leonard Snyder

MAED, MA, BS PHD, MS, BA MA, BA

Jim Reynolds Erik Schmitt Diane Snyder

EDD, MA, BA PHD, MA MA, BA

Jonathan Rich Annalynn Schooley Hilary Sowa

PHD, MA, BA PHD, MS, BA PHD, MA

Laura Richter Beth Schroeder Cathy Sparks

PHD, MS, BA EDD EDD, EDS, EDS, MED, BS

Elizabeth Riley Holly Scott Joshua Stanley

PHD, MA, BA PHD, MSE, BA EDD, MS, BS

Diana Riviera Wayland Secrest Becca Starr

PHD, MA, BS PHD, MA, BA PHD, BA

Rosanne Roberts Megyn Shea Cherie Stephenson

PHD, MED, BA PHD, MED AA, AS, MS, BS

Rebecca Roberts Martin Dana Shelton Sarah Stewart-Spencer

PHD PHD, MA, BA PHD, MA, BA

Katherine Robinson Dawn Shelton Laura Stolfi

EDD, MTCHG PHD, MS, BA MSE

Ross Lee Shilts Debbie Sturm

PHD, MA, BS PHD, MSE, BS PHD, MA

Chishamiso Rowley Barry Shreve Deborah Styles

PHD, MA, BA PHD, MA, BA BFA

Lawrence Rubin Cindy Silitsky Douglas Styles

PHD, MA PHD, MSW, BA PSYD, MA, BA

Donna Russell Sharon Silverberg Laura Sullivan

PHD, MED, BA PHD, MA, BS PHD, PHD, PHD, MS, BA

Sarah Russell Ken Silvestro Angela Sweet-Christian

MS PHD, MS, BS PHD, MED

Melissa Ryan Al Smith Cynthia Taylor

MA, BA EDD, MA, BA PHD, PHD, MA, BS

Carrie Rye Scott Smith Charlene Terlizzi

PHD, MED, BA PHD, MS, BA PSYD, MA, BA

Lisa Sabato Rita Smith Gerald Thauberger

MS, BS PHD, MA, BA DM, MS, BA

Suhad Sadik Teresa Smith Nicole Thomann

EDS, PHD, MED, MA, BA EDD, MBA, MA, BS MA, BFA

Lana Sampson Ellen Smith Kaisha Thomas

PHD, MS, MA, BA PHD, MAED, BA PHD, MS, MS, BFA
Volume 21-22 No. 2
1.888.CAPELLA (227.3552) Capella University 1327

Mary Thomas Alyssa Weiss-Quittner Brian Zax

PHD, MCOUN PHD, MS, BA PHD, MA, BA

Mario Tovar Jana Whiddon Heather Zeng

MA, MA, BA, PHD PHD, MS, BS PHD, MS, BA

Olivia Toy Debra White Michelle de la Paz

MA, BA MA, PHD, MS, BA PHD, MED, BA

Chip Turner Jacinda Whitley

EDD, MA, BA PHD, MFT

Lynne Turner Erica Williams

PHD, MA MS, BS

Umphrey Dustin Williams

PHD, MCOUN, BA
Bill Utesch
PHD, MED, BA Gordon Williamson
PHD, MS, BA
Tom Vail
MSST, PHD, MTH, BS Jennifer Williamson
PHD, MSE
Kathryn Van Asselt
PHD, MED, BS Daniel Williamson
PHD, BBA
Richard Van Haveren
PHD, MSE, BS Heath Willingham
PHD, MS, MA, BS
Carrie VanMeter
PHD, MCOUN, BS Jenna Wilson
PHD, MS, BS
Maritza Veiguela
MS, BA Tanya Wilson
MA
Robert Vela
EDD, MS, BA Christina Wilson
MA
Janine Verdi
Blair Vincent Ayala Winer
DMFT, MS
PHD, EDS, MS, BS

Deborah Vogele Welch Sarah Winningham

MA, ALB
PHD, BA

John Walsh Sara Wood

PHD, MA, BS
PHD, MA

Stephanie Warren Todd Workman Jesness

PHD, MS, BA
PHD, MS, BA

Tracee Washington Scott Wowra

PHD, MA, BA
PHD, MA, MA, BA

Yukiko Washio Renee Wozniak

PHD, MED
PHD, MA

Catherine Waugh Michelle Wright

PHD, MS, BS
PHD, MS, BS

Dale Wayman Alex Yu

PHD, PHD, MED, MHR, BA, BS
PHD, MS, BS
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