Course Descriptions 1

COURSEDESCRIPTIONSATRN • Athletic TrainingATRN 601 • Lower Extremity Assessment 3Credits.Creation of patient centered treatment plansaddressing the lower extremity. Synthesis ofinformation to solve problems. Evaluation ofpatient status and care plans with considerationof patient goals. Carrying out athletic trainingservices that prioritize patient care. Integrationof restrictive, assistive, and prophylactic devicesinto the care plan.

ATRN 602 • Upper Extremity Assessment 3Credits.Creation of patient centered treatment plansaddressing the upper extremity. Synthesis ofinformation to solve problems. Evaluation ofpatient status and care plans with considerationof patient goals. Carrying out athletic trainingservices that prioritize patient care. Integrationof restrictive, assistive, and prophylactic devicesinto the care plan.

ATRN 611 • Therapeutic Interventions I 3 Credits.Utilization of ethical, respectful therapeuticmodalities, that adhere to standards and bestpractices. Evaluation of a patient's status,including the use of appropriate outcomemeasures continually. Creation of care plans thatmeet the needs of the patient and empower thepatient to participate in their health care whilemaximizing efficiency.

ATRN 612 • Therapeutic Interventions II 3 Credits.Utilization of ethical, respectful therapeuticrehabilitation, that adhere to standards andbest practices. Evaluation of a patient’s status,including the use of appropriate outcomemeasures continually. Creation of care plans thatmeet the needs of the patient and empower thepatient to participate in their health care whilemaximizing efficiency.Prerequisites: ATRN 611.

ATRN 613 • Therapeutic Interventions III 3Credits.Performance of ethical, respectful therapeuticinterventions. Creation of care plans. Correctidentification of appropriate pharmacologicalagents. Proper administration of medicationsusing enteral and parenteral route ofadministration. Management of a patient with abehavioral health crisis. Identification of patientswith behavioral health conditions. Facilitation ofcase management.Prerequisites: ATRN 611, ATRN 612.

ATRN 630 • Introduction to Emergency Care 3Credits.Integration of plans of care for patients withacute conditions including triaging those thatare life threatening. Examination of policies thatpertain to emergency preparedness. Creation ofcare plans designed to meet and advocate forthe needs of patients. Integration of restrictive,assistive, and prophylactic devices into care plan.

ATRN 631 • Organization and Administration ofAthletic Training 3 Credits.Application of business principles to themanagement and delivery of healthcare services.Evaluation of contemporary leadership models.Examination of the athletic trainer as a healthcareprovider in the healthcare system. Reaction tosituations that aligns with professional ethics,values and regulations. Development of riskmanagement strategies in healthcare.

ATRN 632 • Advanced Emergency Care 3 Credits.Integration of plans of care for patients withacute conditions including triaging those thatare life threatening. Examination of policies thatpertain to emergency preparedness. Creation ofcare plans designed to meet and advocate forthe needs of patients. Integration of restrictive,assistive, and prophylactic devices into care plan.

ATRN 633 • Current Topics in Athletic Training 3Credits.Application of current treatment techniques ofthe injured physically active. Administrationof medications utilizing best practices forappropriateness. Utilization of evidence-basedpractice to evaluate effectiveness of currenttreatment techniques. Evaluation of currentprofessional and legislative issues in athletictraining. Creation of a professional developmentplan.

Course Descriptions 2

ATRN 634 • Integrative Assessment andApplication 3 Credits.Demonstration of ethical healthcare thatadvocates for the patient. Education of clients/patients on a variety of health related issuesfocusing on nutrition. Construction of exerciseprograms that promote a healthy lifestyle andmaximize sport performance. Integration ofbiometrics/physiological monitoring systems.Translation of data into preventative measures,clinical interventions, and performanceenhancement.

ATRN 641 • Pathology and Medical Conditions 3Credits.Explanation of basic pathologies and standardtechniques and procedures for the clinicalexamination of common injuries, conditions,illnesses, and diseases. Identification ofdiagnostic tests and pharmaceutical agents tomake clinical judgments. Application of principlesof disease prevention and behavioral change.Implementation of prevention strategies for at-risk individuals/groups.Prerequisites: ATRN 602.

ATRN 642 • General Medical Assessment 3Credits.The delivery of patient care, assessment andappropriate intervention or referral strategiesfor general medical conditions and disabilities.Completion of comprehensive examinations,development of clinical differential diagnoses andformulation of treatment plans.

ATRN 650 • Evidence-Based Practice in AthleticTraining 3 Credits.Application of research models to athletictraining topics. Differentiation betweenquantitative and qualitative research. Makeclinical decisions using evidence-based practicemethods. Critically responding to researchdilemmas in a way that aligns professionalethics and values. Application of basic statisticalmeasures to clinical problems.

ATRN 671 • Clinical Experience in AthleticTraining I 2-3 Credits.Supervised athletic training experience focusedon psychomotor and cognitive competencies.Integration of professional standards, codes,regulations, and technologies with effectivepatient assessment, treatment, and education.Ethical, collaborative practices and ongoingprofessional development planning. 250 hoursover 18 weeks.

ATRN 672 • Clinical Experience in AthleticTraining II 2-3 Credits.Supervised athletic training experience focusedon psychomotor and cognitive competencies.Integration of professional standards, codes,regulations, and technologies with effectivepatient assessment, treatment, and education.Ethical, collaborative practices and ongoingprofessional development planning. 250 hoursover 18 weeks.Prerequisites: ATRN 671.

ATRN 673 • Clinical Experience in AthleticTraining III 2-3 Credits.Supervised athletic training experience focusedon psychomotor and cognitive competencies.Integration of professional standards, codes,regulations, and technologies with effectivepatient assessment, treatment, and education.Ethical, collaborative practices and ongoingprofessional development planning. 250 hoursover 18 weeks.Prerequisites: ATRN 672.

ATRN 674 • Clinical Experience in AthleticTraining IV 2-3 Credits.Supervised athletic training experience focusedon psychomotor and cognitive competencies.Integration of professional standards, codes,regulations, and technologies with effectivepatient assessment, treatment, and education.Ethical, collaborative practices and ongoingprofessional development planning. 250 hoursover 18 weeks.Prerequisites: ATRN 673.

ATRN 750 • Athletic Training Master's Project I 3Credits.Identification of an athletic training problem/issue and examination through theoriesand research. Analysis of literature andrecommendation of evidence-based practices.Use of appropriate academic writing style.

ATRN 790 • Athletic Training Master's Project II 3Credits.Identification of an athletic training problem/issue and examination through theoriesand research. Analysis of literature andrecommendation of evidence-based practices.Use of appropriate academic writing style.Continuation and completion of work fromAthletic Training Master’s Project I.Prerequisites: ATRN 750.

Course Descriptions 3

BIOL • BiologyBIOL 600 • Human Gross Anatomy & Histology 4Credits.Human anatomy for physician assistant studentstakes a regional approach to the study of humananatomy. This course will involve dissection ofhuman cadavers by the students. Incorporatedinto the course content concerning anatomicalstructures will be a brief examination ofhistological structure, nervous system structure,and basic function. Corequisites: BIOL 600L.

BIOL 600L • Human Gross Anatomy andHistology Lab 2 Credits.Laboratory experience accompanying BIOL 600.Corequisites: BIOL 600.

BIOL 610 • Human Medical Physiology 3 Credits.This course is designed for graduate studentsto learn and gain knowledge in the physiologicalprinciples. These concepts are essential forfurther progress in understanding mechanisms ofdisease and body systems. This understandingis essential for clinical medicine. Weekly problemsolving discussions will emphasize clinicalapplication of physiologic concepts.

BIOL 620 • Pharmacology & Therapeutics I 3Credits.This is the first course in a series of three clinicalpharmacology courses taught in a systems-based approach with the Clinical Medicine series.The course explores clinical implications ofpharmacology for these topics (but not limitedto): hematologic, cardiovascular, pulmonary,genitourinary, and renal.

BIOL 621 • Medical Pathophysiology I 2 Credits.This is the first of three pathophysiology coursesoffered concurrently with the Clinical Medicineseries. Pathophysiology at the molecular, cellular,organ, and total body levels will be applied ineach organ system. Systems covered include, butare not limited to: hematologic, cardiovascular,pulmonary, genitourinary, and renal.

BIOL 630 • Pharmacology & Therapeutics II 4Credits.This is the second course in a series of threeclinical pharmacology courses taught in asystems-based approach with the ClinicalMedicine series. The course explores clinicalimplications of pharmacology for these topics(but not limited to); dermatologic, endocrine,neurologic, psychiatric, musculoskeletal/rheumatologic, gastrointestinal, and geriatric.

BIOL 631 • Medical Pathophysiology II 2 Credits.This is the second of three pathophysiologycourses offered concurrently with the ClinicalMedicine series. Pathophysiology at themolecular, cellular, organ, and total bodylevels will be discussed in each body system.Systems covered include (but are not limited to);dermatologic, endocrine, neurologic, psychiatric,musculoskeletal/rheumatologic, gastrointestinal,and geriatric.

BIOL 640 • Pharmacology and Therapeutics III 2Credits.This is the third course in a series of three clinicalpharmacology courses taught in a systems-based approach with the Clinical Medicine series.The course explores clinical implications ofpharmacology focusing on, but not limited to,these areas: women’s health, pediatrics, surgery,ENT/ophthalmology/allergy, and emergencymedicine.

BIOL 641 • Medical Pathophysiology III 2 Credits.This is the third of three pathophysiology coursesoffered concurrently with the Clinical Medicineseries. Pathophysiology at the molecular, cellular,organ, and total body levels will be applied ineach body system. Topics covered include, butare not limited to, women’s health, pediatrics,ENT/ophthalmology/allergy, and multisystemdisorders.

BUSN • BusinessBUSN 605 • Foundations in Business Analytics 3Credits.Explores research principles relevant in thebusiness setting. Evaluation of research reportsand data with a focus on quantitative data usedfor decision making. Application of appropriatestrategies and tools to make and explain ethicaland effective business decisions.Prerequisites: LEAD 607.

BUSN 615 • Managerial Accounting 3 Credits.Examination of core managerial accountingconcepts and their applications in modernorganizations. Exploration of best practicesand emerging trends in accounting with a focuson managerial decisions. Research of topicsand cases may include ethics, environmentalaccounting, long-term versus short-termprofitability, constraint management, technology,cost structures, and controls.Prerequisites: LEAD 607.

Course Descriptions 4

BUSN 625 • Managerial Finance 3 Credits.Focus is on the financial management ofbusiness and includes international and ethicalimplications. Topics include financial analysisand decision making; financial markets; risk;valuation; long- and short-term financing andinvesting; and working capital management.Extensive use of cases and spreadsheets isrequired.Prerequisites: LEAD 607, BUSN 615.

BUSN 627 • Advanced Managerial Finance 3Credits.Experience gained in operating a businessthrough a computer-based business simulation.Feedback received on business decisions inoperations, marketing, accounting, humanresources, and labor is used to synthesize andevaluate financial decisions for short- and long-term company improvements.Prerequisites: LEAD 607, BUSN 625.

BUSN 628 • Global Finance 3 Credits.Exploration of complexities resulting from theinterconnected nature of the global economy.Examination of challenges faced by organizationsas they consider conducting business globallyduring the next decade. Integration of personalfaith and ethical thinking with global financialstrategies.

BUSN 645 • Marketing Management 3 Credits.A demographic and psychographic review ofcurrent consumer trends. Review of broadlyadopted marketing models. Analysis of marketingchallenges in an environment of increasinginformation, Internet channels, and multiplebuyer options. Discussion of various global andethical issues facing marketers and marketingmanagers.Prerequisites: LEAD 607.

BUSN 652 • Global Operations Management 3Credits.Focus is on a foundation of the globalization ofa firm's operations including the production ofgoods and services, supply chain management,and global distribution. A review of political andsocietal issues associated with strategic globaloperations will be undertaken with particularfocus on several global cultures.Prerequisites: LEAD 607. Special Notes: Studentscannot earn credit for both BUSN 652 and BUSN660.

BUSN 656 • Legal, Regulatory, and Compliance 3Credits.Legal issues and principles that arise in thebusiness environment. The purpose is toidentify legal difficulties before they arise and toeffectively strategize to prevent legal problemsfrom occurring. Employment law issues, contractdisputes, regulatory compliance, environmentalinvestigations, negligence claims, purportedviolations of fiduciary duties, and securities fraud.Prerequisites: LEAD 607.

BUSN 660 • Operations Management 3 Credits.Explores operational management, legal, andregulatory issues throughout lifecycles oforganizations considering faith, ethics, andChristian worldview. Evaluate organizationalefficiency using quality models such as SixSigma and Lean. Design plans for organizationalsuccess (project management steps, outcomes,technology, production, and outsourcing).Distinguish between operational managementprocess and function.Prerequisites: LEAD 607. Special Notes: Studentscannot earn credit for both BUSN 652 and BUSN660.

BUSN 680 • Business Strategy 3 Credits.Analysis of the fundamental elements oforganizational strategy. Evaluation of theinfluences on an organization’s strategy andthe ability of an organization to achieve itsstrategy given its characteristics. Integration ofethical thinking and personal faith principles withstrategy. Analysis of issues impacting strategictechnology planning in organizations.Prerequisites: LEAD 607.

BUSN 789 • MBA Portfolio Deliverable 0 Credit.Synthesis of key learnings from the MBAprogram, including a reconsideration of earlierwork, leadership theories and growth concepts,and the development of a professional portfolio.Prerequisites: LEAD 611, LEAD 621, LEAD631, LEAD641, LEAD 651. Grade exceptions: Graded on an S/Ubasis.

Course Descriptions 5

COUN • CounselingCOUN 600 • Foundations of Clinical MentalHealth Counseling 3 Credits.Overview of the history and current practice ofClinical Mental Health Counseling. Emphasis ison professional identity, practice issues, workingwith systems, consultation and advocacy, andpreventative counseling. Issues of serving diversecommunities and access to service will beaddressed.

COUN 605 • Family Systems 3 Credits.The study of family systems and the major familytherapy theories including their applicationto case conceptualization, clinical treatmentplanning, and clinical intervention methods.Emphasis on the relationship between theoryand practice and critiquing models in light ofcurrent research perspectives, including genderand diversity concerns.

COUN 610 • Counseling Microskills 3 Credits.Overview and practice of core counselingskills. Emphasis is on the development of corehelping skills and attitudes foundational to aneffective counseling process. Specific focuson interviewing skills with attention towardscounseling relationship ethics and culturaldiversity factors may influence the counselingprocess.

COUN 615 • Worldview and Integration of Faithand Spirituality in Counseling 3 Credits.Overview and critique of different worldviews andtheir impact on the counseling process. Topicsinclude those central to counseling and engagingrespectfully with issues of faith and spirituality.Specific focus is on working to understand one’sown faith and spirituality and how to engage withclients who differ.

COUN 620 • Multicultural Counseling and SocialJustice 3 Credits.Demonstration of knowledge of theories andmodels of multicultural counseling. Examinationof heritage, attitudes and beliefs upon viewof others. Application of social justice ethicalprinciples. Evaluation of power and privilege.Examination of personal cultural identity.Integration of ethical and culturally sensitivecounseling strategies.

COUN 625 • Theories and Techniques of GroupCounseling 3 Credits.A study of the theories, techniques, history, andprinciples related to group practice in counseling.Emphasis is on development of group facilitationskills. Ethical concerns, multicultural adaptations,and spiritual integration in group dynamics areaddressed.

COUN 630 • Addictions Counseling 3 Credits.Demonstration of knowledge of addictioncounseling and its various forms. Demonstrationof understanding of the etiology of addiction,symptoms, assessments, and diagnosesincluding co-occurring disorders. Examinationof neurological factors and the role ofpsychopharmacology in addiction counseling.Evaluation of evidence-based treatmentapproaches. Examination of legal and ethicalissues and gender and culturally responsiblecounseling strategies specific to addictionscounseling.

COUN 635 • Lifespan Development 3 Credits.Demonstration of knowledge of humandevelopment and aging issues. Examination ofdevelopmental theory assumptions. Examinationof biological, cultural, social and spiritual factors.Evaluation of crisis and trauma. Integration ofcultural and developmental factors in clinicalpractice.

COUN 640 • Psychopathology and Diagnosis 3Credits.Demonstration of knowledge of diagnosticcategories of the DSM-5 and ICD. Examination ofthe history and etiology of psychopathologies.Demonstration of ability to extract importantdiagnostic information in the diagnostic process.Evaluation of client’s context to formulatediagnosis. Analysis of diagnosis to understandclinical issues. Examination of ethical issues ofdiagnoses and treatment.

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COUN 645 • Individual and Family Assessment 3Credits.Examination of assessment throughout thecounseling process. Current and historicalcontext of assessment and testing in counseling.Emphasis on administration, scoring, andinterpretation of instruments for assessment anddiagnosis of personality and psychopathology;psychometric properties; ethical use ofinstruments; factors affecting reliability andvalidity; and synthesizing data. Ethical andcultural relevant strategies for assessment areaddressed.Course fee: $55.

COUN 650 • Theories and Techniques ofCounseling 3 Credits.Demonstration of knowledge of the majortheories and models of counseling andconsultation. Demonstration of theoreticalapplications including case conceptualization,clinical treatment planning, and clinicalintervention methods. Evaluation of counselingmodels from theological and contemporarycounseling research including gender anddiversity concerns. Examination of counselingproblems from different theoretical perspectives.Examination of evidence based treatmentapproaches.

COUN 655 • Professional Orientation and Ethics3 Credits.Demonstration of knowledge of the legal andprofessional structures of the counselingprofession. Demonstration of knowledge ofethical standards, codes of ethics, and MN statelicensure. Application of ethical decision makingsteps. Examination of current professionalissues. Examination of cultural and spiritualconsiderations of ethical issues in the clinicalcontext.

COUN 660 • Research Methods and Evaluation 3Credits.Evaluation of research designs applicableto professional counseling. Evaluation ofeffectiveness research in clinical practice.Development of research skills with emphasison critiquing published research and usingeffectiveness research in clinical decisionmaking. Application of ethical and culturallyrelevant strategies for research.

COUN 665 • Clinical Assessment and Intervention3 Credits.Demonstration of knowledge of crisisintervention models. Application of crisisintervention skills to clinical scenarios.Examination of ethical and culturally responsiblestrategies with clients in crisis. Application ofintake and mental health assessments to clinicalscenarios. Specific focus on treatment planningand crisis intervention models including suicidalclients, child abuse and neglect, and IPV.

COUN 670 • Theories and Techniques of CareerCounseling 3 Credits.Examination of major career developmenttheories and their application to practice. Specifictopics include career assessments, gender andcultural implications and career decision-making.Emphasis on practical skills to support clientcareer decisions and development.Career assessments fee: $50.

COUN 675 • Child and Adolescent Counseling 3Credits.Overview of the major theories and techniquesfor working with children and adolescentsin counseling. Topics include: behavioralinterventions, expressive therapy interventions,communication with school and outside services,legal and ethical issues specific to childrenand adolescents, and multicultural practiceimplications. Specific focus on the family systemand its engagement in the counseling process.

COUN 680 • Neuroscience, Counseling, andTrauma 3 Credits.Introduction to the structure and function ofthe brain including biological basis of normalbehavior and behavioral disorders, the influenceof trauma on the brain, and drug influenceson behavior. Trauma treatment strategiesin counseling and psychopharmacologicalapproaches will be addressed.

Course Descriptions 7

COUN 780 • Practicum 2 Credits.Demonstration of professional counselingcompetencies in initial supervised counselingexperience at a community placement site.Demonstration of professional and ethicalbehavior including administration skills and self-evaluation. Application of theoretical constructsto clinical cases. Implementation of individualand group supervision feedback. Completionof 100 hours of experience at a practicum siteincluding 40 hours of direct client contact hours.Prerequisites: COUN 600, COUN 605, COUN 610,COUN 615, COUN 620, COUN 625, COUN 630, COUN640, COUN 645, COUN 650, COUN 655, COUN 665.

COUN 781 • Internship I 3.5 Credits.Demonstration of professional counselingcompetencies in supervised counselinginternship experience at a community placementsite. Demonstration of professional and ethicalbehavior including administration skills and self-evaluation. Application of theoretical constructsto clinical cases. Implementation of individualand group supervision feedback. Completionof 300 hours of experience at a practicum siteincluding 120 hours of direct client contact hours.

COUN 790 • Internship II 3.5 Credits.Advanced supervised counseling internshipprovides students the continued opportunityto gain professional and clinical experienceproviding mental health services to thecommunity. 300 hours of experience at aninternship site including a minimum of 120 directclient contact hours. Individual and group weeklysupervision is required. Completion of coursesignified the completion of program clinicaltraining requirements.

ECON • EconomicsECON 635 • Managerial Economics 3 Credits.Study of economics, macroeconomics, andmicroeconomics. Analysis of the economicforces that influence the business environment.Application of economic tools to illustrate howglobalization influences performance, strategy,and policy within firms. Analysis of opportunitiesand risks in a global economic environment.Prerequisites: LEAD 607.

EDUC • EducationEDUC 594 • General Methods of EffectiveInstruction 3 Credits.Develop effective lesson plans that include allrequired components. Create effective long-range plans, assessments, and evaluations.Integrate a variety of instructional strategieswithin lesson plans to meet student needs.Describe appropriate data practices related tostudent assessment and progress. Corequisites:EDUC 595.

EDUC 595 • School-wide Systems FieldExperience 1 Credit.Supervised observation in K-12 inclusiveeducation setting. Analysis of student needs,classroom environments, and related culturalfactors. Development of a personal standardfor effective teaching. Implementation ofeffective lesson plans. Identification of MN edTPAlanguage. Impact of personal faith on the specialeducation teacher role. 30 hours over 10 weeks.Grade exceptions: Graded on an S/U basis.

EDUC 606 • Teacher as Leader 3 Credits.Focus is on the centrality of the teacher in theeducational process. Examination of a variety ofinformal and formal ways in which teachers areleaders. Provision of a framework for thoughtfulinteraction with the changing image of teachersand the challenges of teacher leadership. Theformat for examining teaching in this lightincorporates encounters with autobiography,critical reflection, and large and small groupconversation.

EDUC 609 • Lab Safety Workshop 0 Credit.Standards of safety and chemical hygienerequired to make science laboratories safelearning environments. Standards and federal/state guidelines for safety and hygiene inclassroom laboratories. Preparation for ACSCcertification. Includes a workshop and follow-uponline assignments. (Course may be waived forscience majors with extensive lab experience anddocumented lab safety training.) .Lab fee: $100. Special Notes: Acceptance intoMaster of Arts in Teaching program required forenrollment.

Course Descriptions 8

EDUC 611 • Educational Research 1 Credit.Development of skills needed to search for, find,review, and summarize scholarly research articlesand peer reviewed journals. Introduction to theBethel University Library’s tools which supporteducational research. Understanding of APAstyle. Consideration of the connection between aChristian worldview and either a literature reviewor action research project.Grade exceptions: Graded on an S/U basis.

EDUC 614 • Educational Research 1 Credit.Development of skills needed to search for, find,review, and summarize scholarly research articlesand peer reviewed journals. Introduction to theBethel University Library’s tools which supporteducational research. Understanding of APAstyle. Consideration of the connection between aChristian worldview and either a literature reviewor action research project.Grade exceptions: Graded on an S/U basis. SpecialNotes: Required of all master's degree-seekingstudents and strongly recommended for studentsseeking a license. Should be taken with a cohortof the student's same major except with programdirector's permission.

EDUC 616 • Improving Instruction 3 Credits.Emphasis is on teaching strategies that willbuild on the experience of practicing teachers.Examination of a rich variety of approaches toinstruction, along with supporting research.Provision of tools to analyze and incorporatethe best of the newly emerging teachingmethodologies. Particular attention is paidto the characteristics of an effective learningenvironment, as well as the understandingthat how teaching is conducted has anenormous impact on students' ability to educatethemselves. Models of teaching are really modelsof learning. The intent is to impart a renewedsense of the intellectual zest inherent in the craftof teaching and to make each model a potentialpart of a teacher's repertoire.

EDUC 621 • Foundations in Education 3 Credits.Introduction to the teaching profession andfocus on influences shaping education. History,philosophy, psychology, sociology, legal matters,reform, and other current education issues.Student mental health and impact of chemicalsin student lives, families, and schools. Personalgrowth planning and the connection betweenprofessional responsibilities and personal faithand values.

EDUC 624 • Introduction to Theories andPractices of Teaching and Learning 3 Credits.Identification of different approaches to K-12students’ development, learning, performance,and critical elements needed to structure aneffective learning environment. Synthesis of earlyassessment theory and current issues. Analysisof theories that influence learning and behaviorrelated to the learning environment. Integrationof Christian or personal faith perspective oflearning. Corequisites: EDUC 595.

EDUC 630 • General Teaching Methods for 5-12Classrooms 3 Credits.Active-learning, activity-centered eperience.Application of various pedagogical theories andmethods in teaching middle and high schoolstudents through the practice of planning,implementation, and assessment procedures.

EDUC 650 • Portfolio and Licensing 1 Credit.Required of all learners currently enrolled ina Bethel University Graduate School degreeprogram who have a teaching license andare seeking to add a license or to add to alicense by taking a program-director-determinedlist of courses within a license program in aspecified content area. Learners will demonstrateproficiency in designated Minnesota statestandards via a portfolio.Grade exceptions: Graded on an S/U basis. SpecialNotes: Program Director permission and currentenrollment in a Bethel University Graduate Schooldegree program required for enrollment.

EDUC 651 • Portfolio and Licensing 1 Credit.Required of all students not currently enrolledin a Bethel University Graduate School degreeprogram who have a teaching license, and areseeking to add a license, or to add to a licenseby taking a program-director-determined list ofcourses within a license program in a specifiedcontent area other than those specified in EDUC653. Students will demonstrate proficiency indesignated Minnesota state standards via aportfolio.Licensure portfolio fee: $500. Grade exceptions:Graded on an S/U basis. Special Notes: Programdirector permission required for enrollment.

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EDUC 653 • Portfolio and Licensing 1 Credit.Requirement for all students not currentlyenrolled in a Bethel University Graduate Schooldegree program who have a teaching license andare seeking to add a license or to add to a licenseby taking a program-director-determined list ofcourses within a license program in Teachers ofComputer, Keyboarding, and Related TechnologyApplications, or Teacher Coordinator of Work-based Learning. Demonstration of proficiencyin designated Minnesota state standards via aportfolio.Endorsement portfolio fee: $300. Grade exceptions:Graded on an S/U basis. Special Notes: Programdirector permission required.

EDUC 661 • Field Experience 2 Credits.Participate in field experiences in K-12 schoolsand other school-based settings in order to applycoursework to authentic teaching experiences,observe educational contexts and receivementoring from classroom teachers. Practicereflective skills by debriefing field experiences,writing a formative edTPA, and integrating aspiritual worldview.Grade exceptions: Graded on an S/U basis.

EDUC 663 • Understanding Diversity and StudentNeeds 2 Credits.Identification of various groups in Americancommunities and how to foster communication.Analysis of Minnesota-based American Indiantribes. Description of biases, discrimination,prejudices, racism, and sexism in the classroomand the influence personal identity has onstudent learning. Evaluation of the effects thatvarious diversity factors have in the classroom.

EDUC 665 • Teaching Content Area Literacy 3Credits.Emphasis is on the synthesis of multiple forms ofliteracy within the content area: reading, writing,media, and critical literacy. Students will weavemultiple facets of literacy into their content area,with the greatest emphasis on content areareading.

EDUC 668 • Classroom Technology 1 Credit.Description of foundations of technologyintegration practices. Development of apersonal technology integration philosophy.Creation of instructional materials to developunderstanding of digital citizenship. Evaluation oftechnology integration resources. Identificationof appropriate technology tools for meetingobjectives. Application of best practices intechnology integration. Analysis of tools forcollecting data.

EDUC 680 • Methods of Teaching Mathematics,5-12 3 Credits.Tools for becoming lifelong students of teaching.Instructional methods, class management,assessment strategies, math content in the 5–12curriculum, the NCTM Principles and Standards,Minnesota K–12 Mathematics Framework,Minnesota Academic Standards, learningtheory appropriate to mathematics teachingstrategies, tools and technologies for support andenhancement of classroom instruction.

EDUC 681 • Methods of Teaching Science, 5-12 3Credits.Current methods and approaches used in theteaching of science in grades 5-12. Examinationof ways to develop and present curriculum withemphasis on content, scientific investigation,inquiry, assessment, and safe laboratorypractices.

EDUC 682 • Methods of Teaching Visual Arts,K-12 3 Credits.Materials, methods, and curriculum employedin teaching art at both the elementary andsecondary levels. Historical survey of philosophyof art education and present trends. Studio timefor exploration and application of media suitablefor both elementary and secondary levels.

EDUC 683 • Methods of Teaching WorldLanguages and Cultures, K-12 3 Credits.Theories of language acquisition, languagelearning, and classroom methodologiesat the elementary and secondary levels.Exploration of instructional resources, uses oftechnology, evaluative procedures, and classroommanagement. Development of a philosophy ofcommunicative language teaching and practicein unit planning and teaching. Completion of oralproficiency assessment is required.

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EDUC 684 • Methods of Teaching ESL, K-12 3Credits.Theories of language learning, languageacquisition, and classroom methodologiesat the elementary and secondary levels.Exploration of instructional resources, uses oftechnology, evaluative procedures, and classroommanagement. Development of a philosophy ofEnglish as a second language, education, andpractice in unit planning and teaching.

EDUC 685 • Methods of Teaching CommunicationArts and Literature, 5-12 3 Credits.Concepts, strategies, and skills necessary forthe successful instruction and assessmentof students in grades 5-12 in reading, writing,speaking, media, listening, and literature.

EDUC 686 • Methods of Teaching Business, 5-124 Credits.Learn practical methods for teaching businesseducation to middle and high school students.Students will connect their knowledge ofbusiness, both real world and course work, withan understanding of how students learn and howto best ensure student success in the classroom.

EDUC 687 • Methods of Teaching Social Studies,5-12 3 Credits.Creation of short and long-range learning plansfor social studies learners in grades 5-12.Analysis of how content is taught and classroommanagement is utilized in standards-basedmiddle and high school classes. Design ofeffective instructional strategies which meet theneeds of diverse learners. Implementation offormal and informal assessments.

EDUC 705 • History and Advancement of Work-Based Learning 3 Credits.Study of the history and progress of work-based learning. Examination of the federal andstate legislation that applies to the field. Giveswork coordinators knowledge and tools to turnstudents' work experiences into meaningfullearning experiences. Role of human resourcesin an organization. Career and technical studentorganizations. One of three courses needed forthe Teacher Coordinator of Work-based LearningLicense.

EDUC 707 • Designing School-Based Instructionfor Work-Based Learning 3 Credits.Students design instruction for work-basedprograms that connect students' schoolexperiences to the world of work. Currentemployment trends. Employment laws.Evaluation of resources for career development.One of three courses needed for the TeacherCoordinator of Work-based Learning License.

EDUC 709 • Implementing and Monitoring Work-Based Learning 3 Credits.Tools teacher coordinators will use to implementwork-based learning. Monitoring programs.Collaborating with the community, employers,school officials, and parents. Reporting to stateand other agencies. One of three courses neededfor the Teacher Coordinator of Work-basedLearning License.Prerequisites: EDUC 705, EDUC 707.

EDUC 711 • Technology Applications for K-12Schools 3 Credits.Technology tools (primarily software) forinstructional and student use at the K-12 level.Legal, ethical, and safety issues of technologyapplications in schools. Software applications,including Microsoft Office suite of programs.Emerging technologies and the changing natureof technology. Writing curriculum designed tointegrate technology into content areas.

EDUC 712 • Technology Curriculum Integrationfor K-12 Schools 3 Credits.Strategies for planning and implementingtechnology integration (teaching and curriculumfocus) at the K-12 level. Role of leadershipin developing a shared vision for integratingtechnology into learning. Role of technologycoordinator in schools. Keyboarding and othercomputer input devices. Policies and proceduresnecessary for the use of technology.Prerequisites: EDUC 711.

EDUC 713 • Providing Leadership in EducationalTechnology for K-12 Schools 2 Credits.Development of skills for taking a leadership rolein district technology planning, implementation,and assessment. Role of leadership in developinga shared vision for integrating technology intolearning. Writing plans for the use of technology.Designing professional development activities.Prerequisites: EDUC 711.

Course Descriptions 11

EDUC 715 • Practicum for Teachers ofComputers, Keyboarding, and Related Technologyfor K-12 Schools 1 Credit.Complete approximately 30-40 hours ofpracticum tasks at a school site, gaining hands-on experience in the use of technology toenhance learning. Write and teach keyboardingand other technology curriculum. Participate intechnology planning and integration. Job shadowand interview technology leaders.Prerequisites: EDUC 711, EDUC 712, EDUC 713.Grade exceptions: Graded on an S/U basis.

EDUC 718 • Methods of Online Teaching for K-123 Credits.Study of distance learning theories and bestpedagogical practices of online course designand delivery. Use a learning management systemto design online course content. Facilitate astrong sense of community and collaboration.Create effective supporting structures, fostereffective online classroom management, evaluatestudent learning, and provide appropriatefeedback and assessment.

EDUC 730 • Introduction to Differentiation andResponsive Teaching 3 Credits.Overview of the theory and research ofdifferentiated instruction as a model for acquiringcontent, in processing ideas and in developingproducts to effectively address varying studentneeds in the K-12 classroom. Focus is oninstructional strategies and the practicalapplication of differentiation in the teacher-student's classroom. Meeting the needs ofstudents with disabilities will be emphasized.

EDUC 731 • Responsive Pedagogy for EnglishLanguage Learners 3 Credits.An overview of second language acquisitiontheories as the foundation for understandinglearning processes of a second languagelearner. Focus is on differentiation for languageproficiency levels and levels of former schoolingwhile keeping the rigor of the grade-level content.Strategies for intentional academic languageteaching within each content area will drive thelesson planning approach in this course. Crucialfactors that influence the acquisition of thesecond language such as linguistic and culturalidentity negotiation will also be addressed.

EDUC 732 • Culturally Responsive Instruction 3Credits.Through stories, students will examinemulticultural research, theory and practice.Students will explore their role as teacher in aculturally changing learning environment asthey develop instructional strategies basedon research-based best practice to becomeculturally responsive practitioners.

EDUC 745 • ENVoY: The 7 Gems 3 Credits.A deep examination of the underlying patternsof nonverbal communication that make teacherseffective classroom managers. Systematic use ofspecific nonverbal skills which enable teachersto reinforce consistent and fair parameterswhile preserving relationships with students,and honoring unique learning styles and culturalbackgrounds.

EDUC 746 • Classroom Charisma 3 Credits.Students apply classroom strategies thatoperate from influence instead of power toform relationships according to the uniquepersonalities of individual students: specifically,accommodating versus independent students.Prerequisites: EDUC 745.

EDUC 747 • Group Dynamics in a HealthyClassroom 4 Credits.A culmination of concepts, skills, andbehaviors associated with effective classroommanagement. The most difficult managementsituations faced by teachers are when attemptingto manage the individual and the class at thesame time. A sophisticated look at the intricaciesof group dynamics in the classroom throughpractical axioms and skills that can be appliedimmediately.Prerequisites: EDUC 745, EDUC 746.

EDUC 750 • Student Teaching Seminar 5 Credits.Development of reflective skills, professionalqualities, and instructional and evaluativeskills.  Clarification of personal teaching/learning beliefs, modification of instructionfor diverse student needs, and developmentof effective learning environments. Embededdifferentiated instruction for ELS and specialeducation students in the general educationclassroom. Refinement of assessment strategiesand classroom management techniques thatmaximize student learning.ENVoY classroom management training fee: $60.Grade exceptions: Graded on an S/U basis.

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EDUC 751 • Special Education Student TeachingSeminar 3 Credits.Development of strategies using personaland professional efficacy skills along withan engagement of school and communityresources to provide instruction. Considerationof the learner’s needs while aligning aninstructional plan to help ensure studentsuccess. Identification of the impact thatsecond language has on learning. Application ofappropriate academic language related to lessonplanning, instruction, and assessment in the K-12environment.Prerequisites: All other courses in program. EdTPAfee $300. Grade exceptions: Graded on an S/U basis.Corequisites: SPED 780 or SPED 781 or SPED782 orSPED 784.

EDUC 755 • Preparing the Thesis/ActionResearch Project 1 Credit.Description of the master’s thesis and actionresearch project options including requirementsand the oral examination process for the master’sdegree. Understanding of both quantitative andqualitative research designs. Identification of aliterature review, literature review with applicationemphasis, or action research project topicand creation of a prospectus. Demonstrationof academic research, writing skills, and APAformatting proficiency.Prerequisites: EDUC 614. Grade exceptions: Gradedon an S/U basis.

EDUC 756 • Preparing the Thesis/ActionResearch Project 1 Credit.Assists students in preparing their master'sthesis or conducting an action research project.Focus is on the design process and includes thefollowing topics: information on the nature andscope of the master's thesis/action researchproject; selection and refinement of topic; APAstyle; and the oral examination process.Prerequisites: EDUC 614. Grade exceptions: Gradedon an S/U basis.

EDUC 771 • Curriculum Processes 3 Credits.First of four courses required to register foran International Baccalaureate (IB) TeacherAward. The IB Curriculum Processes focus oninternational mindedness and how IB’s missionand philosophy promote it; learning principlesunderpinning IB curriculum; curriculum andinstructional designs that make the PrimaryYears, Middle Years, and Diploma programsunique; and implications the IB mission andphilosophy have for worldviews.

EDUC 772 • Assessment and Learning 3 Credits.Second of four courses required to attain theInternational Baccalaureate (IB) Certificate inTeaching and Learning. The role of assessmentin IB. The assessment strategies and tools thatare emphasized in all three IB programs. Theassessment strategies and tools that make thethree IB programs unique. How assessment isconnected to international-mindedness.Prerequisites: EDUC 771.

EDUC 773 • Teaching and Learning 3 Credits.Third of four courses required to attain theInternational Baccalaureate (IB) Certificate inTeaching and Learning. Learning strategies toeffectively implement the three IB programs.Teaching strategies, learning activities, andresources that support student outcomesof the three IB programs. How the three IBprograms support learning needs of all students.Integration of faith and international-mindednessinto teaching and learning.Prerequisites: EDUC 771, EDUC 772.

EDUC 774 • Capstone 1 Credit.Final of four courses required to attain theInternational Baccalaureate (IB) Certificatein Teaching and Learning. The nature andimportance of reflective and collaborative workin effective education. How reflective practiceand collaborative work support IB standardsand practice. Experiences contributing to others’learning for the purpose of becoming bettermembers of the global community.Prerequisites: EDUC 771, EDUC 772, EDUC 773.

EDUC 778 • Student Teaching Placement I 5Credits.Prior course knowledge and skills will bepracticed under the supervision of a cooperatingteacher and a college supervising teacherwhile students teach. In the field experienceand through two student teaching placements,students will have teaching experience at theelementary, middle, and high school levels.EdTPA fee: $300; Student teaching fee: $150; Outof state fee: varies. Grade exceptions: Graded onan S/U basis. Special Notes: Taken concurrentlywith EDUC 750. Departmental approval required forenrollment.

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EDUC 779 • Student Teaching Placement II 3Credits.Continued practice of prior teaching experienceunder the supervision of a cooperating teacherand a college supervising teacher while studentsteach.Student Teaching Fee: $100, Out of state: varies.Grade exceptions: Graded on an S/U basis.Special Notes: Departmental approval required forenrollment. Taken concurrently with EDUC 750.

EDUC 790 • Writing the Thesis/Action ResearchProject 3 Credits.Exploration of a significant educational issuerelevant to the student's professional involvementthrough an independent, individually supervisedthesis or project. Oral defense of student’s thesisor project following collaboration with thesisadvisor to ensure guidelines have been followedand requirements have been met as noted in theBethel University Graduate Education ThesisHandbook.Prerequisites: EDUC 611 or EDUC 614 EDUC 755or EDUC 756. Grade exceptions: Graded on an S/Ubasis.

EDUC 800 • Historical, Cultural, and PhilosophicalIssues Impacting School Administration 3Credits.Historical, cultural, and philosophical roots andtrends that have contributed to educationalpractices today. Current and emerging rolesof educational leaders in the establishmentof policy and practice, both in the school andthe community at large. Current prevailingcultural and philosophical "drivers" in students'educational settings.Ed.D. assessment fee: $300.

EDUC 801 • Historical, Cultural, and PhilosophicalIssues Impacting Educational Leadership 3Credits.Exploration of the historical, cultural, andphilosophical trends contributing to the highereducation landscape. Current and emerging rolesof educational leaders within this landscape areanalyzed and practices of self-differentiation andreflection essential to the process of personalformation and ability to inspire and lead areapplied.Ed.D. assessment fee: $300.

EDUC 802 • Leadership Evolution 3 Credits.Exploration and application of innovativeleadership practices that build capacity to leadcomplex educational change. Developmentof critical self-awareness as foundational torelationships, shared leadership, and diverseperspectives in the K-12 education field.Establishing professional networks to supportrisk-taking and reflection.

EDUC 805 • Principles of OrganizationalLeadership 3 Credits.Application of theory and practice of leadershipto educational settings. Implementation oforganizational leadership theories and changetheory while incorporating a values-informedworldview. Synthesis of philosophical and valuesanchors, shared priorities and commitments, andvision through policy and program development.

EDUC 807 • Organizational Leadership in HigherEducation 3 Credits.Analysis of theories related to higher educationleadership, organization, and culture, andassociated application to decision making,organizational change and conflict management.Connection of organizational theories andcultural concepts with effective approachesto leadership that includes integration of faithand values into developing personal leadershipcapabilities.

EDUC 810 • Curriculum and InstructionalManagement and Student Development 3 Credits.Application of issues and trends in curriculumand instruction. Development of an effectivecurricular and instructional plan for yourorganization. Analysis of district-wide literacyinitiatives and the leading of school-wide literacyefforts. Understanding of the importanceof professional development in the areas ofcurriculum and instruction. Identification ofresearch and best practices on integratingcurriculum, technology, and relevant resources.Development of knowledge and skills neededto be an effective curriculum and instructionalleader.

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EDUC 812 • Curriculum Design and InstructionalManagement in Higher Education 3 Credits.Fundamentals of curriculum design, effectivecurriculum planning and implementation areanalyzed along with trends, issues, forces, andideas affecting curriculum in higher education.Cognitive and behavioral issues and theoriesof learning are synthesized as they impactstudent development theory and personaland professional formation. Various modelsfor working with academic departments areanalyzed. Effective techniques for working withculturally and academically diverse studentpopulations are examined and practiced.

EDUC 818 • Comparative Analysis of Issues inHigher Education 3 Credits.Examination of the forces that affect highereducation globally. Analysis of the global issuesrelevant to various aspects of higher education.Description of the historical roots of highereducation globally. Application of a critical lens todebates in higher education. Evaluation of highereducation across cultural and national contexts.

EDUC 819 • Meeting the Needs of AllStakeholders 3 Credits.Exploration of the role of educational leadersin developing and growing relationships withstudents, families, and community members tomeet the needs of all stakeholders. Examinationof the changing needs of school communitiesas sociocultural environments. Embeddingof relevant resources that support social andemotional learning, culturally and linguisticallydiverse learners (English learners), mentalhealth, and trauma. Addressing individual andinstitutional biases and fostering educationalequity through the lens of culturally responsiveleadership.

EDUC 820 • Doctoral Research I 3 Credits.Introduction to the philosophical foundationsof empirical research with an emphasis onqualitative research design and methodology.Basic principles and philosophy of naturalistic(field) inquiry methods are introduced. Researchdesign, analysis, and interpretation of qualitativemethods are explored. Critique and analysis ofqualitative research in the literature is a primarylearning activity. Grade type chosen must remainconsistent for EDUC 820, EDUC 845, EDUC 850,and EDUC 870.Grade exceptions: Graded on an A-F or S/U basis.

EDUC 825 • Leading in a Complex and PluralisticSociety 3 Credits.Exploration of the dynamics of engagingdifferences, including cultural, ethnic, religious,gender, ability, age differences, and others.Focus on providing effective leadership inpluralistic systems, including creating ahospitable organizational environment andmaintaining relationships with diverse partnersand stakeholders. Analysis of one's assumptions,beliefs, behaviors, and capacities with regard todifferences.

EDUC 827 • Leading in a Complex and PluralisticSociety 3 Credits.Exploration of the dynamics of engagingdifferences, including cultural, ethnic, religious,gender, ability, and age differences. Focus onproviding effective leadership in pluralisticsystems, including creating a hospitableorganizational environment and maintainingrelationships with diverse partners andstakeholders.Analysis of one's assumptions,beliefs, behaviors, and capacities with regard todifferences.

EDUC 830 • Administration of EssentialEducational Programs 3 Credits.Analysis of school policies and procedures toensure that essential programs are in place.Awareness of how personal belief systemsaffect decision-making. Examination of schoolrelationships, communication, culture andenvironment, teachers and student engagement,school supervision, safety, instructionalsupervision, and personalization.

EDUC 832 • Leadership of Academic & SupportSystems in Higher Education 3 Credits.Exploration of functions within academic andsupport departments in colleges and universities.Including academics, accreditation, humanresources, enrollment, student development,student support, security, marketing, alumniservices, and development. Integration ofpersonal values and belief system with identifiedbest practices in educational leadership.

Course Descriptions 15

EDUC 835 • Measurement and Assessment 3Credits.Engagement in contextual learning experiencesthat apply principles and practices involved ineducational institution’s assessment processesincluding their uses, misuses, and limitations.Exploration of concepts and skills involved inemploying descriptive statistics. Investigationand discussion of ethical issues in assessment,factors that influence test performance, andissues found in current scholarly research.

EDUC 837 • Institutional Assessment in HigherEducation 3 Credits.Understanding of the basic elements ofassessment in Higher Education. Developmentof an effective assessment plan for a HigherEducation academic or student life program.Creation of assessment reports that includeactionable items for improvement based ondata. Evaluation of program assessment reports.Synthesis of data from nationally normedassessment instruments. Engaging in ethicalissues related to assessment in higher education.

EDUC 840 • Operations and PersonnelAdministration 3 Credits.Application of personal and organizationalmanagement skills. Synthesis of school/district mission and vision in systemic planning.Development of communication to foster publicrelations and address organizational politics.Synthesis of the relationship between leadershipand conflict management. Analysis of the factorsof school cultures. Integration of faith/worldviewand core values with leadership strategies.

EDUC 842 • Strategic Leadership in HigherEducation 3 Credits.Comprehension of strategic and adaptiveleadership practices and application toorganizational challenges. Analysis of personalstrategic leadership strengths and limitations.Identification of how leadership can improvediversity, inclusion, and equity in institutionalsettings. Analysis of behaviors and traits forstrategic innovation. Identification of how faith/values impact leadership philosophy.

EDUC 845 • Doctoral Research II 3 Credits.Development of empirical research with anemphasis on quantitative research. Basicprinciples and philosophy of post-positivistworldview are examined. Research design,analysis, and interpretation of quantitativemethods are explored. Critique and analysis ofquantitative research in the literature is a primarylearning activity. CITI ethics training modules arecompleted.Prerequisites: EDUC 820. Grade exceptions: Gradedon an A-F or S/U basis. (See EDUC 820.)

EDUC 846 • Academic Writing for GraduateStudents 3 Credits.Application of the process approach andstylistic devices appropriate to research writing.Synthesis of others' work through summarizing,paraphrasing, and quoting. Demonstrationof knowledge and skill in using APA citationstyle. Practicing of curiosity, open-mindedness,humility, and intellectual courage. Scaffoldedapproach to creation of a research paper orliterature review. Grade exceptions: Graded on anA-F or S/U basis.

EDUC 850 • Doctoral Research III 3 Credits.Exploration and examination of qualitative andquantitative research; particularly sampling,measurement, data collection and data analysis.Training in the use of both qualitative andquantitative data analysis software. Developmentof the dissertation prospectus is the key learningactivity.Prerequisites: EDUC 845. Grade exceptions: Gradedon an A-F or S/U basis. (See EDUC 820.)

EDUC 855 • Administrators as Agents of Change3 Credits.Application of critical leadership and changeconcepts within an educational setting.Integration of literature and informationon educational and organizational change.Development of personal qualities that are foundin effective leaders. Application of researchbased practices to a change situation. Integrationof a personal moral or faith-based perspectivefrom a leadership perspective. Incorporationof ideas and concepts from other experts intoongoing strategies as a leader.

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EDUC 857 • Leaders as Agents of Change inHigher Education 3 Credits.Immersion into educational change and problem-solving process in higher education. Need forchange, visionary leadership capacity and skillsfor designing, leading, and sustaining meaningfulongoing educational change. Current changesand trends, their impact on education, leadersin change. Change literature. Complex changeinitiatives in students’ own context/setting.Philosophies and strategies for implementingsignificant change.

EDUC 858 • Re-imagining Higher Education 3Credits.Consider the future of higher education andthe leadership needed. Issues and trends in thecurrent and emerging field higher education,including equity and access, finances andaffordability, and competing models and non-traditional offerings, are revisited and intersectedwith personal growth and leadership formation.Prerequisites: EDUC 818.

EDUC 859 • Student Engagement in HigherEducation 3 Credits.Theory and practice of student development,student success, and academic engagementin higher education. The practical applicationof student development, academic success,and student retention theories through policies,strategies, interventions, and trust-worthypractices for diverse students groups, includingtraditional, non-traditional, and online.

EDUC 860 • Legal Issues in School Administration3 Credits.Examination of educational laws and policies,the process by which they are created, and theirimpact on schools. Analysis of leadership andcommunication around legal issues and policies,with emphasis on accuracy, clarity, and correctimplementation. Evaluation of laws and policy,along with their application and outcomes, torecommend change.

EDUC 862 • Legal Issues in Higher Education 3Credits.Students focus on the legal foundation,framework, and issues relevant to highereducation institutions. Students critique andinterpret the legal and regulatory basis forrelationships among educational institutionsand external stakeholders. Students analyze theprocesses of dealing with the legal issues andrisks faced by academic institutions and leaders.

EDUC 865 • Resource Management in K-12Education 3 Credits.Examination of constitutional authority for usingpublic funds to support public schools andthe tax structure used to generate revenue forschools. Evaluation of the budget process andpublications implemented against recognizedbest practices. Application of emerging practicesand essential facets of human resourcemanagement. Analysis of the resource allocationpattern of a school aimed toward improvedstudent learning. Exploration of the relationshipbetween personal values/ethical guidelines andresource management practices in schools.

EDUC 867 • Budgeting and Fiscal Management inHigher Education 3 Credits.Students learn about the economic enginesof higher education, budgeting concepts,factors that drive revenue and expenses inhigher education, and practices that ensureaccountability, accuracy, and transparency.Students also gain skills in budgeting processesand advocacy, and calculating costs of academicprograms.

EDUC 870 • Doctoral Research IV 3 Credits.Development of data collection, data analysisand presenting results in research. Design adata collection tool or protocol, collect data withthe tool (field test) and analyze collected data.Complete the dissertation prospectus.Prerequisites: EDUC 850. Grade exceptions: Gradedon an A-F or S/U basis. (See EDUC 820.)

EDUC 875 • Special Education Policy, Law, andFinance 2 Credits.Application of state and federal laws, rules,and procedures governing special educationto funding structures. Application of state andfederal regulations governing the provisionof special education services. Understandingof special education program developmentincluding needs assessment, design,implementation and evaluation. Understanding ofthe resources available, along with agencies andorganizations that serve students with a disabilityand their families.

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EDUC 876 • Special Education OrganizationManagement 2 Credits.Application of state and federal laws, rules, andprocedures relative to School Districts affectingboard meetings, policies, communications,procedures, and practices that affect specialeducation governance. Understanding ofspecial education administrative structuresused in Minnesota. Understanding of specialeducation program development includingneeds assessment, design, implementation andevaluation.

EDUC 880 • Comprehensive Examination 0 Credit.Comprehensive examination and the portfolioreview after completion of the student's finaldidactic course.Grade exceptions: Graded on an S/U basis.

EDUC 881 • Comprehensive Examination andPortfolio Review 1 Credit.Comprehensive examination and the portfolioreview after completion of the student's finaldidactic course.Grade exceptions: Graded on an S/U basis.

EDUC 882 • Directed Study 1-6 Credits.Individual educational objectives in a specificarea of study. Independent reading and/orresearch, or travel with related study. Designedin cooperation with program director and cohortadvisor. Can also be taken by Ed.D. studentscompleting not seeking a license.

EDUC 883 • Scholarly Advancement in K-12Leadership 3 Credits.Advance scholarship through professionaldevelopment engagement. Synthesize faith,personal beliefs, coursework, and personalexperience with new learnings. Articulateleadership formation relevant to courseexperience.Grade exceptions: Graded on an S/U basis.

EDUC 885 • Individualized Project in HigherEducation 3-4 Credits.Students design and complete a practicalapplication project that integrates concepts andinsights from courses, research, and personalexperiences.Grade exceptions: Graded on an S/U basis.Repeatable course Course may be repeated forcredit.

EDUC 886 • Principal Internship 3 Credits.School-based experience of at least 320 hours inone year. 240 hours at one setting and 40 hoursat each of the other two levels. Joint supervisionof Bethel faculty member and onsite licensedand practicing principal. May be paid or unpaid.Direct experience in administrative duties andsynthesis of learning between academic programand administrative needs of host district.Grade exceptions: Graded on an S/U basis.

EDUC 887 • Superintendent Internship 3 Credits.School-based experience of at least 320 hours inone year, up to 280 hours in the primary setting,at least 40 hours in a second setting. Jointsupervision of Bethel faculty member and onsitelicensed and practicing principal. May be paid orunpaid. Direct experience in administrative dutiesand synthesis of learning between academicprogram and administrative needs of hostdistrict.Grade exceptions: Graded on an S/U basis.

EDUC 888 • Teaching Internship 1-4 Credits.Teaching internship for students seeking anadministrative license without the requiredteaching experience.Grade exceptions: Graded on an S/U basis. SpecialNotes: Program director permission required forenrollment.

EDUC 889 • Director of Special EducationInternship 3 Credits.School-based experience of at least 320 hours in1 year; at least 40 hours at a special educationadministrative unit other than student’s primaryexperience. Jointly supervised by Bethel facultymember and onsite licensed and practicingdirector of special education. Direct experiencein administrative duties; synthesis of learningbetween academic program and administrativeneeds of host district.Grade exceptions: Graded on an S/U basis.

EDUC 890 • Dissertation Phase One 6 Credits.Major research project developed over theduration of the program. Standard doctoral-levelacademic measurement, statistical, analytical,interpretive, documenting, and writing techniquesare required. The courses in qualitative research,quantitative research, and measurement andassessment provide philosophy, theory, and skillssupport for this component. Topics developedwith dissertation advisor, who will adviseduring development dissertation and will chairdissertation committee.Grade exceptions: Graded on an S/U basis.

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EDUC 891 • Dissertation Phase Two 6 Credits.A continuation of EDUC 890. Students areautomatically registered for this course duringthe term following EDUC 890. Successful defenseof the dissertation is required prior to graduation.This course must be completed within sevenconsecutive years (21 consecutive academicterms) from the beginning of the course.Prerequisites: EDUC 890. Grade exceptions: Gradedon an S/U basis.

LEAD • Leadership FoundationsLEAD 607 • Engaging Your Potential 0 Credit.Orientation to Bethel University Graduate School,the MBA and MA Strategic Leadership programs,and the career coaching process.

LEAD 611 • Leadership Theory & Personal Agency3 Credits.Analysis of leadership theory and researchas it applies to individuals and organizations.Evaluation of personal leadership capacitiesand identification of specific areas of growthin capacity and resilience. Analysis of therelationship between personal faith andleadership service .Prerequisites: LEAD 607.

LEAD 621 • Worldview, Ethics and Leadership 3Credits.Coherent and relevant examination of ethicaltheories and arguments in light of Christianworldview. Exploration of the relationshipbetween spirituality, worldview, and ethical issuesin organizations. Evaluation of ethical policiesand procedures for organizations. Design ethicalresolutions for issues, dilemmas, and behaviorsfaced in organizations. Effective communicationof ethical positions.Prerequisites: LEAD 607.

LEAD 641 • Organizational Diagnostics andHealth 3 Credits.Examination of organizational health and thekey systems necessary to build and sustain it.Assessment of one’s leadership characteristicsand personal approach to organizational healthand change. Use of research, theory, and faithand their roles in organizational effectiveness.Prerequisites: LEAD 607.

LEAD 651 • Leadership Formation and StrategicTalent Management 3 Credits.Creation of a personal leadership philosophygrounded in understanding of the importance ofdeveloping others. Recognition of one’s ability toboth coach and to be coached. Understandingof foundational leadership processes, practicesand strategies in effective talent management.Demonstration and recognition of the importanceof culture, nondiscriminatory inclusion, andpersonal faith while providing recommendationsto increase effectiveness.Prerequisites: LEAD 607.

LEAD 671 • Strategic Communication for Leaders3 Credits.Application of the theories of persuasion incommunication contexts including publicspeaking, business writing, and interpersonalresponses. Analysis of both ethical andpersuasive communication skills duringinterpersonal interactions. Evaluation ofthe interactions between technology andcommunication. Demonstration of publicspeaking with the use of professionalpresentation software.Prerequisites: LEAD 607.

LEAD 789 • MBA/MASL Dual-degree PortfolioAddendum 0 Credit.Synthesis of key learnings from the two master’sdegree programs after having completed LEAD795 for the first master’s degree.Prerequisites: LEAD 611, LEAD 621, LEAD631, LEAD641, LEAD 651, LEAD 795. Grade exceptions: Gradedon an S/U basis.

LEAD 795 • Integrative Team Capstone 3 Credits.Culmination of leadership courses as studentscontinue in graduate work. Foundation for acollaborative project that synthesizes scholarshipand practice around the development of a real-life business/leadership project. Explorationof interconnections within business andconnections with other aspects of life.Prerequisites: LEAD 611, LEAD 621, LEAD631, LEAD641, LEAD 651. Grade exceptions: Graded on an S/Ubasis.

NURS • NursingNURS 602 • Midwifery Perspectives 3 Credits.Understand the historical, cultural, and societalinfluences for the development of nurse-midwifery care and the midwifery profession.Exam proctoring fee: $18.

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NURS 606 • Advanced Health Assessment forAdvanced Practice Nurses 4 Credits.Enhance knowledge and skills of history taking,physical assessment, and clinical reasoningfrom a holistic perspective in order to prepare forpractice as a nurse-midwife.Clinical immunization documentation tracking andverification fee: $70, live model patient fee: $100,Typhon clinical tracking system fee: $90.

NURS 611 • Advanced Pharmacology forAdvanced Practice Nurses 3 Credits.Nurse-Midwifery application of the principles ofpharmacotherapy to promote health and manageillness from a client-centered perspective fordiverse populations across the lifespan.Prerequisites: NURS 620, NURS 673. Examproctoring fee: $18.

NURS 614 • Nurse-Midwifery I: Healthcare forWomen and Primary Care 4 Credits.Integrates theory and evidence, related togynecological and primary care, for holisticmanagement and support of women’s healththroughout the lifespan.Prerequisites: NURS 620, NURS 673. Examproctoring fee: $18.

NURS 615 • Global Perspectives of Health 3Credits.Development of a global perspective on socialdeterminants of health. Integra¬tion of conceptsof interprofessional collaboration including thedisciplines of epidemiology, ecology, economics,politics, and religion in determining culturallyresponsive strategies to improve health.

NURS 616 • Nurse-Midwifery II: Antepartal Care 3Credits.Integrates theory and evidence related to normaland high-risk antepartal care.Prerequisites: NURS 606, NURS 620, NURS 626,NURS 673. Exam proctoring fee: $18.

NURS 617 • Nurse-Midwifery III: Intrapartum andPostpartum Care 4 Credits.Integrates theory and evidence related tointrapartal and postpartum care.Prerequisites: NURS 606, NURS 611, NURS 614,NURS 616, NURS 619, NURS 620, NURS 626, NURS673, NURS 714, NURS 716. Typhon clinical trackingsystem fee: $90, exam proctoring fee: $18, labmaterials fee: $100, verified credentials fee: $40.

NURS 618 • Nurse-Midwifery IV: Newborn Care 2Credits.Integrates theory and evidence related to care ofthe healthy newborn.Prerequisites: NURS 606, NURS 611, NURS612,NURS 614, NURS 616, NURS 619, NURS 620, NURS626, NURS 714, NURS 716. Exam proctoring fee:$18.

NURS 619 • Fetal Evaluation 1 Credit.Integrates theory and evidence related toevaluation of antepartal and intrapartal fetalstatus.Prerequisites: NURS 673. Exam proctoring fee: $18.

NURS 620 • Reproductive Physiology forAdvanced Practice Nurses 3 Credits.Analysis of the normal physiologic basis forreproduction in humans that serves as thefoundation for clinical assessment, decisionmaking, and man¬agement for nurse midwives.Exam proctoring fee: $18.

NURS 626 • Evidence Translation for Practice 3Credits.Overview of nursing research process andmethodologies, with an emphasis on criticalappraisal of evidence for improving nursingpractice.

NURS 656 • Entrepreneurial Nursing 3 Credits.Development of an entrepreneurial nursingventure that enhances healthcare delivery andincludes exploration of funding opportunities.

NURS 673 • Advanced Pathophysiology 3 Credits.Analysis of the physiologic basis formanifestations of altered structure and function.Differences in physiologic responses to healthand illness in diverse populations acrossthe lifespan are addressed from a nursingperspective.

NURS 714 • Nurse-Midwifery I: Practicum 2Credits.Applies the midwifery management process,theory, and evidence to provide holisticgynecological and primary care for womenthroughout the lifespan.Prerequisites: NURS 606, NURS612, NURS 620,NURS 626. Background check fee: $20, malpracticeinsurance fee: $167, simulation fee: $50.

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NURS 716 • Nurse-Midwifery II: Practicum 2Credits.Applies the midwifery management process,theory, and evidence to provide holistic care fornormal and high-risk childbearing families.Prerequisites: NURS 606, NURS 620, NURS 626,NURS 673. Simulation fee: $50.

NURS 717 • Nurse-Midwifery III: Practicum 3Credits.Applies the midwifery management process,theory, and evidence to provide holistic careduring labor, birth, and the postpartum period.Prerequisites: NURS 606, NURS 611, NURS 614,NURS 616, NURS 619, NURS 620, NURS 626, NURS673, NURS 714, NURS 716.

NURS 718 • Nurse-Midwifery IV: Practicum 1Credit.Applies the midwifery management process,theory, and evidence to provide holistic care tothe healthy newborn.Prerequisites: NURS 606, NURS 611, NURS 614,NURS 616, NURS 619, NURS 620, NURS 626, NURS673, NURS 714, NURS 716.

NURS 753 • Professional Issues for Nurse-Midwives 4 Credits.Understand the political and economic bases ofnurse-midwifery practice. Enhance knowledgeof professional issues that impact the practicingAPN.Prerequisites: NURS 602, NURS 606, NURS 611,NURS 614, NURS 615, NURS 616, NURS 617, NURS618, NURS 619, NURS 620, NURS 626, NURS 673,NURS 714, NURS 716, NURS 717, NURS 718.Simulation fee: $50.

NURS 754 • Clinical Integration for Nurse-Midwives 7 Credits.Integrates, applies, and reflects upon themidwifery management process, theory, andevidence to provide holistic care to womenacross the lifespan and the healthy newborn in avariety of settings.Prerequisites: NURS 602, NURS 606, NURS 611,NURS 614, NURS 615, NURS 616, NURS 617, NURS618, NURS 619, NURS 620, NURS 626, NURS 673,NURS 714, NURS 716, NURS 717, NURS 718.Malpractice insurance fee: $167.

NURS 760 • Directed Study 1-4 Credits.Directed study experience under the guidance ofa faculty member.Repeatable course This course may be repeatedwith different learning objectives for credit.

NURS 793 • Nurse-Midwifery Master's Project 2Credits.Application of key components of the researchprocess with a focus on critical review of theliterature exploring nurse-midwifery problemsdefined in col¬laboration with clinical partners.Format: Seminar.Prerequisites: NURS 602, NURS 606, NURS 611,NURS 614, NURS 615, NURS 616, NURS 617, NURS618, NURS 619, NURS 620, NURS 626, NURS 673,NURS 714, NURS 716, NURS 717, NURS 718.

NURS 800 • The Art and Science of AdvancedNursing Practice 3 Credits.Articulation of the DNP role in developingand evaluating approaches to practice andimproving healthcare. Interrelationshipsbetween nursing knowledge, theory, and scienceand other disciplines to promote change.Analysis of evidence-based development,implementation, and evaluation of healthcarepractices. Integration of ethical principles andChristian perspectives in analyzing knowledgeand theories.

NURS 805 • Evidence Appraisal and TranslationScience 3 Credits.Skills for critically appraising existing evidenceas a basis for improved healthcare practice inlight of effectiveness, ethical principles, andChristian perspectives. Examination of methodsto measure outcomes and to translate andimplement evidence. Overview of designingguidelines that improve healthcare practiceand outcomes. Introduction to the process ofdissemination.Prerequisites: NURS 850.

NURS 810 • Healthcare Policy and Advocacy 3Credits.Examination of healthcare policy process atthe institutional, local, state, regional, federal,and international levels. Preparation to design,influence, implement, and advocate for healthcare policies to strengthen the nursing professionand to improve the health status of populations.

NURS 815 • Healthcare Economics and Finance 3Credits.Utilization of healthcare economics and financeto examine complex strategic and operationaldecisions related to improving health outcomeswithin systems of care. Analyze basic economicsand financial concepts to formulate healthcarestrategies as applicable to the healthcareindustry.

Course Descriptions 21

NURS 820 • Population Health and Epidemiology3 Credits.Utilization of epidemiology to promote leadershipin clinical prevention and population health.Analysis of the impact policies, socioeconomicstatus, and the environment have on diversepopulations within the framework of healthcareaccess, quality of care, and cultural sensitivity.Clinical Verification Fee: $100.

NURS 825 • Leadership and InterprofessionalCollaboration 4 Credits.Examination of critical topics related toleadership principles and organizationalsystems; including improving clinical practicemanagement, patient safety, interprofessionalcollaboration, and health outcomes. Designed tofacilitate the development of the skills neededto coordinate care and lead practice change andreduce healthcare disparities. Intensive/Lab Fee:$100.

NURS 835 • Healthcare Innovations andInformatics 3 Credits.Examination of information management andtechnology systems to promote safe, quality,and cost-effective healthcare. Development ofknowledge and technical skills related to thefields of informatics and healthcare innovations.Explore standards, clinical decision supportsystems, data management systems, big data,and patient care technologies.

NURS 840 • DNP Practicum I 3 Credits.Enhancement of knowledge and clinicalexpertise through interaction with expertsin the DNP project area of study. Synthesisof DNP leadership roles with assessment,intervention, evaluation and collaboration toimprove healthcare outcomes.Prerequisites: NURS 800, NURS 850. MalpracticeInsurance: $200. Immunization Tracking andBackground Check: $100.

NURS 841 • DNP Practicum II 1 Credit.Enhancement of knowledge and clinicalexpertise through interaction with expertsin the DNP project area of study. Synthesisof DNP leadership roles with assessment,intervention, evaluation and collaboration toimprove healthcare outcomes.Prerequisites: NURS 840.

NURS 842 • DNP Practicum III 2 Credits.Enhancement of knowledge and clinicalexpertise through interaction with expertsin the DNP project area of study. Synthesisof DNP leadership roles with assessment,intervention, evaluation and collaboration toimprove healthcare outcomes.Prerequisites: NURS 841. Malpractice Insurance:$200.

NURS 843 • Elective Practicum 2-3 Credits.Enhancement of knowledge and clinical expertisethrough interaction with experts in the DNPproject area of study. Demonstrate synthesisof DNP leadership roles with assessment,intervention, evaluation and collaboration toimprove healthcare outcomes.Special Notes: Required for students transferringless than 600 practicum hours from their master'sprogram.

NURS 850 • Application of Biostatistics forHealthcare 2 Credits.Biostatistical skills for critical appraisal ofliterature, including factors that contribute tovalidity, reliability, and generalizability of research.Interpretation of statistical output from scientificdata sets using biostatistical skills. Appraisal ofthe rigor and appropriateness of biostatisticalmethods used in relation to the findings inselected research studies.

NURS 887 • DNP Project I: Idea Generation andLiterature Appraisal 3 Credits.Development of a relevant question to improvepractice guidelines, practice, or the practiceenvironment. Critical evaluation of literature todetermine the best evidence. Consideration ofdiverse cultures, vulnerable and underservedcommunities. Leadership skills for collaborationwith interprofessional teams. Synthesis ofevidence to create the critical appraisal for theDNP project.Prerequisites: NURS 850.

Course Descriptions 22

NURS 888 • DNP Project II: Implementation Plan2 Credits.Integration of theories from nursing and otherdisciplines to develop an implementation plan.Development of evidence-based interventionfor nursing practice using implementationscience and technology. Considerationof diverse, vulnerable and underservedcommunities. Leadership skills to collaboratewith interprofessional teams. Application ofethical principles and Christian perspectives tothe implementation plan.Prerequisites: NURS 805, NURS 840, NURS 850,NURS 887.

NURS 889 • DNP Project III: Implementation 1Credit.Application of the critical appraisal ofthe literature to improve practice andclinical outcomes. Collaboration with aninterprofessional team to implement the DNPproject. Application of ethical principles, Christianperspectives and leadership skills throughout theproject implementation process.Prerequisites: NURS 888.

NURS 890 • DNP Project IV: Analysis 1 Credit.Synthesize and lay the foundation for futureresearch by using evidence to improve eitherpractice or clinical outcomes. Analyze andevaluate the effectiveness of the implementationplan and the DNP project and disseminate thefindings.Prerequisites: NURS 887,NURS 888 and NURS 889.

PHAS • Physician AssistantPHAS 601 • Introduction to History and PhysicalExamination 2 Credits.This is the first of four sequential coursesdesigned to facilitate the develop¬ment ofmedical history taking, physical examinationskills, patient com¬munication, clinical problemsolving, clinical procedures, and ethical/legalconsiderations for the physician assistant.This first course focuses on history taking andphysical examination in the healthy adult.Corequisites: PHAS600L. Malpractice Fee: $90.

PHAS 601L • Introduction to History and PhysicalExamination Lab 1 Credit.Laboratory experience accompanying PHAS 601.Corequisites: PHAS 601. ExamN fee: $50.

PHAS 602 • Patient Assessment and DiagnosticsI 2 Credits.This is the second of four sequential coursesdesigned to facilitate the development of medicalhistory taking, physical examination skills, patientcommunication, clinical problem solving, clinicalprocedures, and ethical/legal considerations forthe physician assistant. Focus is on physicalexamination skills and procedures that coincidewith topics in PHAS 612.Corequisites: PHAS 602L. Malpractice insurance fee:$90.

PHAS 602L • Patient Assessment andDiagnostics Lab I 1 Credit.Laboratory experience accompanying PHAS 602.Corequisites: PHAS 602. AllofE fee: $80.

PHAS 603 • Patient Assessment and DiagnosticsII 3 Credits.This is the third of four sequential coursesdesigned to facilitate the development of medicalhistory taking, physical examination skills, patientcommunication, clinical problem solving, clinicalprocedures, and ethical/legal considerations forthe physician assistant. Focus is on physicalexamination skills and procedures that coincidewith topics in PHAS 613.Corequisites: PHAS 603L. Malpractice insurance fee:$90.

PHAS 603L • Patient Assessment andDiagnostics Lab II 1 Credit.Laboratory experience accompanying PHAS 603.Corequisites: PHAS 603. Lab fee: $50.

PHAS 604 • Patient Assessment & Diagnostics III1 Credit.This is the fourth of four sequential coursesdesigned to facilitate the development of medicalhistory taking, physical examination skills, patientcommunication, clinical problem solving, clinicalprocedures, and ethical/legal considerations forthe physician assistant. Focus is on physicalexamination skills and procedures that coincidewith topics in PHAS 614.Corequisites: PHAS 604L. Malpractice insurance fee:$90.

PHAS 604L • Patient Assessment andDiagnostics Lab III 1 Credit.Laboratory experience accompanying PHAS 604.Corequisites: PHAS 604.

Course Descriptions 23

PHAS 611 • Foundation to Clinical Medicine 4Credits.Designed as an introduction to clinical medicinetopics, this course will lay the foundation forfuture clinical medicine courses by helping thestudent understand and apply fundamentalconcepts to patient care. Topics presentedinclude radiological imaging, infectious disease,oncology, genetics, and fundamentals ofpharmacology, immunology, preventativemedicine, and laboratory studies.

PHAS 612 • Clinical Medicine I 6 Credits.This course is the first of a three-coursesequence, which provides students witha systematic approach to the etiology,epidemiology, manifestations, laboratory anddiagnostic studies, prognosis, and treatmentof disease. This course will focus on, but isnot limited to, hematological, cardiovascular,pulmonary, genitourinary, and renal systems.

PHAS 613 • Clinical Medicine II 7 Credits.This course is the second of a three-coursesequence, which provides students witha systematic approach to the etiology,epidemiology, manifestations, laboratory anddiagnostic studies, and prognosis and treatmentof specific diseases. This course will focus on,but is not limited to, dermatologic, endocrine,neurologic, psychiatric, musculoskeletal,rheumatologic, gastrointestinal systems, andgeriatrics.

PHAS 614 • Clinical Medicine III 5 Credits.This course is the third of a three-coursesequence, which provides students witha systematic approach to the etiology,epidemiology, manifestations, laboratory anddiagnostic studies, and prognosis and treatmentof specific diseases. This course will focus on,but is not limited to: women’s health, pediatrics,ENT/ophthalmology/allergy, surgery, andemergency medicine.ACLS/BCLS fee: $340, PACKRAT fee: $40.

PHAS 621 • Evidence-Based Medicine andResearch I 2 Credits.Course provides in-depth discussion andrelevance of research literature. An emphasis willbe placed on critical analysis of research articles.Independent thought and critical thinking skillswill be addressed. Assigned readings will offerstudents the opportunity to examine prevailingresearch in the health professions.

PHAS 622L • Medical Problem Solving I 1 Credit.Designed for first-year physician assistant (PA)students, this laboratory course is the first ofthree labs for development of PA students’clinical problem-solving and decision-makingskills. Using problem-based learning methods,this course corresponds with modules of PAclinical medicine and exposes students to anarray of clinical healthcare issues.

PHAS 623L • Medical Problem Solving II 1 Credit.Developed for first-year physician assistant (PA)students, this laboratory course is the second ofthree courses for development of PA students’clinical problem-solving and decision-makingskills. Using problem-based learning methods,this course supplements the modules of PAclinical medicine and exposes students to anarray of clinical healthcare issues.

PHAS 624L • Medical Problem Solving III 1 Credit.Specifically for physician assistant (PA)students, this laboratory course will facilitate thedevelopment of PA students’ clinical problem-solving and decision-making skills. Utilizingproblem-based learning methods, this courseencompasses all of the modules of the PA clinicalmedicine series through active learning for anarray of clinical healthcare issues.

PHAS 632 • PA Professional Practice Issues I 2Credits.Designed for first-year graduate physicianassistant (PA) students, this introductory courseis the first of two professional issues courses todevelop PA students’ awareness and professionalattributes. Professional history, certification,PA professional organizations, and other healthdelivery topics will be discussed.

PHAS 633 • Cultural & Prevention Competency 2Credits.This course introduces students to thehistory, underlying theory, and basic conceptsassociated with clinical prevention in theUnited States, espoused by the United StatesPreventive Services Task Force (USPSTF).Recommended guidelines and strategies forearly disease screening, risk identification,and risk stratification are addressed using apopulation-specific frame of reference designedto complement parallel learning experiences.Designed to introduce students to issuessurrounding cultural awareness and issues ofdiversity.

Course Descriptions 24

PHAS 634 • Christian Health Care and AppliedMedical Ethics 3 Credits.Studies the ethical dynamics of healthcareincluding principles of autonomy, beneficence,nonmaleficence, justice, fairness, and dignity.Ethical principles are then applied to actualclinical and professional situations includinginalienable rights, reproductive technologies,allocation of healthcare, death and dying issues,confidentiality, and professional conflict froma Christian ministry standpoint of the healingprofessions.

PHAS 641 • Evidence-Based Medicine andResearch II 2 Credits.The second course in the PA research sequenceto build upon students’ understanding ofresearch. Each student will work with a facultyinstructor and advisor to secure a research topicand establish a clear methodology for completingthe project. Issues of applied statistics will beexamined in this course with the opportunityto perform analysis of the project. Independentthought and critical thinking skills will beaddressed.

PHAS 710 • Clinical Field Placements I 12Credits.Transition from didactic to clinical training.Assignment to a combination of clinical rotationsselected from emergency medicine, familypractice, internal medicine, women’s health,pediatrics, psychiatry/behavioral medicine,general surgery, and two elective rotations.Participation is required in the seven core/required rotations and two elective rotations bythe end of the clinical field placement series.Malpractice insurance fee: $90, site supervision fee:$50.

PHAS 720 • Clinical Field Placements II 15Credits.Ongoing clinical training. Assignment to acombination of clinical rotations selectedfrom emergency medicine, family practice,internal medicine, women’s health, pediatrics,psychiatry/behavioral medicine, general surgery,and two elective rotations. Participation isrequired in the seven required rotations and twoelective rotations by the end of the clinical fieldplacement series.Malpractice insurance fee: $90, site supervision fee:$50.

PHAS 730 • Clinical Field Placements III 9Credits.Ongoing clinical training. Assignment to acombination of clinical rotations selected fromemergency medicine, family practice, internalmedicine, women’s health, pediatrics, psychiatry/behavioral medicine, general surgery, and twoelective rotations. Participation is requiredin the seven core/required rotations and twoelective rotations by the end of the clinical fieldplacement series. Includes program’s overallsummative evaluation of student.Malpractice insurance fee: $90, PACKRAT fee: $40,site supervison fee: $50.

PHAS 735 • Physician Assistant ProfessionalPractice Capstone 2 Credits.Designed for second-year physician assistant(PA) students, this course is the second oftwo professional issues courses to developPA students’ skills in office and professionalprocedures prior to clerkships. Socioeconomicissues, billing and coding, risk management, andother legal issues in the PA profession will beexplored.

PHAS 760 • Directed Study 1-6 Credits.Directed study experience under the guidance ofa faculty member for any independent or remedialwork as needed.Repeatable course This course may be repeatedwith different learning objectives for credit.

PHAS 790 • Evidence-Based Medicine Project/Thesis 2 Credits.This course investigates the theories, paradigms,and steps necessary to select and approacha research problem. A continued emphasis oncritical analysis of research articles, designingand writing research proposals, and furtherrefinement of the research process with a finaldefense of project at the end of the course.

PSYC • PsychologyPSYC 609 • Therapeutic Play 3 Credits.Techniques in expressive therapies, emphasison play therapy. The continuum from client-centered to directive therapy and applicationpossibilities based on client needs and setting.Common themes in children’s play, and dynamicsof interpretation are considered and applied.Applying skills and techniques in working withchildren.

Course Descriptions 25

PSYC 613 • Expressive Therapies with Childrenand Adolescents: Art, Play, Drama, Music 3Credits.In-depth description of expressive therapytheories, research, and practice. Learners willgain an understanding of the neurobiologicalbasis of art therapy and other expressivetherapies. Exploration of the benefits of usingdrawings and other art forms with children andadolescents. Focus is on various interactivelearning experiences and art techniques withdiscussion of applications to various settings andpopulations.

PSYC 621 • Therapeutic Art and Play 3 Credits.A focus on techniques in expressive therapies,with an emphasis on art therapy and playtherapy. The continuum from client-centeredto directive therapy is examined, and theapplication possibilities based on client needsand the setting are explored. Common themesin children's art and play are identified, and thedynamics of interpretation are considered andapplied in light of current outcome research.

PSYC 623 • Individual and Group Microskills withChildren and Adolescents 3 Credits.Issues (abuse, divorce, domestic violence,chemical abuse, etc.) from the child/adolescentpoint of view, impact of these issues ontheir functioning. Core helping skills for thispopulation, including facilitating support groups,individual counseling skills, and applicationsof cognitive behavioral therapy. Ethical issuesregarding working with children/adolescents andinfluence of gender, class, and cultural diversityfactors on counseling processes.

PSYC 625 • Child and AdolescentPsychopathology and Assessment 3 Credits.Students are equipped to be informedcommunicators with mental health professionalswith whom they collaborate. Emphasis ondistinguishing among common psychologicaldisorders falling in normal and clinical significantranges, as well as on beginning experiencein administering and interpreting behavioral,cognitive, and personality assessmentinstruments.Assessment fee: $50.

PSYC 635 • Measurement and Assessment inEducation 3 Credits.Uses, misuses, and limitations of educationalassessment techniques and tools. Practicesand principles for assessment processes:psychometric theory, test construction, andstandards for teacher-made tests. Alternativesto traditional assessment, particularly authenticassessment. Ethical issues in assessment andfactors influencing test performance. Currentscholarly research in educational measurementand assessment.

PSYC 645 • Intro to Family Systems 3 Credits.Exploration of basic family dynamics (suchas intimacy, communication, power, shame),with special emphasis given to examiningthose dynamics from the family systems andfamily development theoretical perspectives.Differences in family structures and patterns withopportunities for learners to apply theoreticalprinciples to real-life family situations.

PSYC 648 • Individuals and Families in CulturalContext 3 Credits.Study of cultural variations in individual andfamily identity development and functioning.Exploration of how underlying culture-specificvalues and assumptions may impact genderroles, marital and parental adjustment, andinteraction patterns. Emphasis is on societalchanges, critical issues, and stressors in familyadaptation related to diverse worldviews,immigration, and acculturation challenges.

PSYC 657 • Human Sexuality and Therapy 3Credits.Human sexuality in individuals and couples;sexual understanding, formation, and function.Helping skills for sexual dysfunction andunderstanding one's sexuality and sexualspirituality. Human sexuality, attitudes, values,beliefs, and self-awareness, as they relate tocounselor, client, and clinical issues. Cognitivebehavioral therapy and emotionally focusedtherapy in human sexuality. Ethical and diversityissues and how they influence counselingprocesses.

PSYC 660 • Neuropsychology 3 Credits.Nervous system structure and function, withemphasis on clinical/counseling applications.Includes biological causes of normal behavior,organic causes for behavioral disorders, and druginfluences on behavior.

Course Descriptions 26

PSYC 670 • Private Practice Entrepreneurship 3Credits.Exploration of clinical, ethical, financial, legal, andbusiness aspects of owning a private practice,including development of business plan that fitswith students' values and vision.Grade exceptions: Graded on an S/U basis.

PSYC 785 • Practicum III 1-3 Credits.A supervised counseling/clinical trainingexperience designed for students who areneeding to begin their PSYC 781/783 Practicumcourse series in the summer or have alreadycompleted an M.A.-level practicum and needadditional hours in order to meet state licensurerequirements for practicum.Prerequisites: PSYC 625 or PSYC 651, PSYC 638,PSYC 642, PSYC 643, PSYC 645, PSYC 648 or PSYC658, PSYC 654, PSYC 656, PSYC 660, PSYC 661or Master’s degree and completion of 500-600hour supervised practicum experience. Consent ofthe Program Director or Clinical Director required.Grade exceptions: Graded on an S/U basis. SpecialNotes: Students who complete a summer practicumprior to PSYC 781 will register for 2 credits and willattend 6 processing class sessions during theirsummer practicum. Individuals who are registeringto complete hours for licensure requirements willnegotiate the number of credits and duration withthe Clinical Director.

PSYC 790 • Comprehensive Examination 3Credits.Master of Arts in Counseling Psychologycomprehensive examination.Prerequisites: PSYC 781. Corequisites: PSYC 783.Grade exceptions: Graded on an S/U basis. SpecialNotes: Consent of the Department of Psychologyfaculty required for enrollment.

PSYC 791 • Thesis I 3 Credits.Research project designed and completedby student, under direction of faculty advisorand graduate committee. Designed to preparestudents to contribute to research in the field andto gain important research experience necessaryfor entrance into a doctoral program. Studentsinterested in pursuing a Ph.D. should seriouslyconsider completing a master’s thesis.Prerequisites: PSYC 654. Grade exceptions: Gradedon an S/U basis. Special Notes: Students mustregister for both PSYC 791 and PSYC 792 in order tocomplete the thesis. Students may enroll in PSYC791 and PSYC 792 in the same academic term or intwo consecutive academic terms.

PSYC 792 • Thesis II 3 Credits.A continuation of PSYC 791.Prerequisites: PSYC 791. Grade exceptions: Gradedon an S/U basis.

SLDR • Strategic LeadershipSLDR 605 • Topics in Leadership Studies 3Credits.Course is offered as an elective, and coversa variety of emerging, transitional, and/orexploratory leadership topics.Prerequisites: LEAD 607.

SLDR 615 • Managing Projects & QualityInitiatives 3 Credits.Introduction to project managementtheory, issues, and skills associated withproject management. Analyze connectionsbetween behavior, knowledge, and processesthat influence the success of projects inorganizations. Assess projects, management, andtools for management based on best practice.Prerequisites: LEAD 607.

SLDR 630 • System Approaches to LeadingChange 3 Credits.Introduction to systems thinking, and systems-based approaches to leading change. Analysisof the relationships between the elementsand dynamics in an organizational system.Evaluation of organizational change situationsand change initiatives, given a variety of variablesand perspectives. Development of leadershipapproaches to organizational change.Prerequisites: LEAD 607.

SLDR 640 • Beyond Diversity 3 Credits.Dimensions that relate to the workplace. Useof cultural intelligence tools and inventories toincrease personal awareness and understandingof others. Synthesis of diversity theory and toolsto build effective, inclusive leadership in theworkplace and community.Prerequisites: LEAD 607.

SLDR 645 • Leading in Times of Crisis 3 Credits.Assessment of crisis situations and the variablescontributing to particular episodes. Analysis ofresources and opportunities available duringcrisis and their impact on a crisis situation.Synthesis of self-awareness, faith foundations,interpersonal and intrapersonal skills for theorganization and direction of individuals andgroups during times of intense difficulty.Prerequisites: 2 courses from LEAD 611, LEAD 621,LEAD 641, LEAD 651, LEAD 671.

Course Descriptions 27

SLDR 650 • Managing Conflict Through Dialogue3 Credits.Transitioning from "dealing with incidents"to leading teams that learn from conflict.Developing personal and professional boundarieswhen dealing with complex organizationalenvironments. Thinking productively aboutconflict from organizational, developmental, andspiritual standpoints.Prerequisites: LEAD 607.

SLDR 660 • Followership: The Other Side ofLeadership 3 Credits.Overview of the traditional views and attitudetoward followers, analysis of different modelsand styles of followership, and the characteristicsof "good" followers. Analysis of relationshipbetween leaders and followers and leadershipand follower styles. Exploration of bad leadership,courageous followership, transformationalleadership; planning for improving followershipabilities.Prerequisites: LEAD 607.

SLDR 789 • Portfolio Deliverable 0 Credit.Synthesis of key learning from the Master of Artsprogram, including a reconsideration of earlierwork, leadership theories and growth concepts,and the development of a professional portfolio.Prerequisites: LEAD 611, LEAD 621, LEAD631, LEAD641, LEAD 651. Grade exceptions: Graded on an S/Ubasis.

SPED • Special EducationSPED 600 • Characteristics of Mild-ModerateDisabilities 3 Credits.Exploration of the five disability categoriesrepresented under Academic BehavioralStrategist (ABS). Identification of strategiesthat support stakeholders of children with mild-moderate needs. Explanation of topics thatform the basis for special education practicefor students with mild-moderate disabilities.Identification of the impact culture and linguisticshas on special education.

SPED 601 • Characteristics of ASD 3 Credits.Identification of theories, research, legalrequirements and medical perspectives related toserving ASD students. Synthesis of informationassociated with ASD. Examination of earlyindicators of ASD. Identification of associatedfactors and their relationship to ASD behavior.Presentation of the impact of factors on ASDstudents. Evaluation of professional ASD-relatedresources.

SPED 604 • Child & Adolescent Psychopathology3 Credits.Explanation of etiology, characteristics,and classifications of behavioral disorders.Description of foundation and conceptual modelsrelated to emotional/behavioral disorders.Identification of current educational definitions,identification criteria, and labeling issues.Analysis of behavioral manifestations and therelationship between emotional/behavioraldisorders. Determination of consultation withother professionals.

SPED 605 • Introduction to Special Education 1Credit.Identification of the impact historical andphilosophical foundations, legal bases, andcontemporary issues have on special education.Identification of common disability categorycharacteristics. Description of the impactculture, faith, and linguistics have on specialeducation. Description of how the Individualswith Disabilities Education Act (IDEA) impactsspecial education.

SPED 607 • Foundations of Developmental andCognitive Disabilities/Intellectual Disabilities 3Credits.Examination of the historical, legal andphilosophical foundations of educating studentswith developmental cognitive disabilities. Surveyof etiology and characteristics of students,definitions and identification, assessment,and current issues related to disabilities.Integration of personal faith, reflection, vision,and professional development practices toimprove service to students and families.Prerequisites: EDUC 594, EDUC 595, EDUC 621,EDUC 624, EDUC 663, and EDUC 668; or currentTeaching license.

SPED 608 • Introduction to Academic Instructionand Behavior Management for the ExceptionalLearner 3 Credits.Introduction to how special education andgeneral education academic systems worktogether. Identification of functional behavioralassessments processes and principles ofindividual and school-wide systems of supports.Demonstration of how evidence-based instructioncan be adapted. Identification of how requiredcurricular components direct instruction.Analysis of positive instructional environments.

Course Descriptions 28

SPED 610 • Norm-Referenced Assessment 3Credits.Description of standards and critical elementsin the special education assessment process.Identification of test development principlesand evaluation of standardized assessmentinstruments for special education decision-making. Description of responsibilities ofassessment team members. Synthesis ofassessment data. Application of scripturalprinciples to assessment in special education.Assessment materials fee: $10.

SPED 611 • Autism Spectrum Disorders:Assessment, Communication and InstructionalStrategies 3 Credits.Generation of comprehensive assessment planfor ASD evaluation. Designing of instructionbased on evaluation results, in collaborationwith outside service providers. Designing ofcommunication and assistive technologysystems for individuals with ASD. Developmentof instructional programs and opportunities thatsupport individuals with ASD and promote socialparticipation and interpersonal interactions.

SPED 612 • Planning, Instruction & Consultationfor ASD 3 Credits.Development of individualized programs andinterventions for students with Autism SpectrumDisorders. Collaboration models and techniquesfor best collaborating with stakeholders.Evaluation of environments, classrooms, andacademic lessons for students with AutismSpectrum Disorders. Creation of instructionalstrategies and resources for students withAutism Spectrum Disorders.

SPED 613 • Intervention Strategies for Moderateto Severe Behavioral Disabilities 3 Credits.Identification of policy and procedures foreducational services to pre K-12 students withEBD. Application of essential features of EBDclassrooms. Description of how FunctionalBehavior Assessments are utilized. Analysisof theories of behavior change. Descriptionof interagency collaboration and programaccommodations. Integration of faith perspectiveand students with EBD.

SPED 615 • Instruction and Intervention forStudents with Intellectual Disabilities 3 Credits.Assessment selection for data-based,educational decision making for students withdevelopmental cognitive disabilities/intellectualdisabilities. Application of effective educationplanning and strategies to support improvedstudent outcomes in the areas of social skills,academics, motor skills, communication, selfcare, and home and community skills.Prerequisites: SPED 607.

SPED 618 • Foundations of InstructionalStrategies for Students with Mild-ModerateDisabilities 3 Credits.Interpretation of student performance data.Description of differentiation strategies.Application of evidence-based instructionalpractices and theories for students with a rangeof disabilities and diverse needs. Designing ofpositive instructional environments. Reflectionon the relationship between faith concepts andeducational practice in K-12 special education.

SPED 619 • Supporting Students with IntellectualDisabilities Across Systems 3 Credits.Exploration of how the case manager of studentswith intellectual disabilities and the specialeducation process can leverage comprehensivesystems, agencies, and people within and outsideof schools to contribute to positive outcomes forstudents with complex needs.Prerequisites: SPED 607, SPED 615.

SPED 620 • Reading Foundations 3 Credits.Identification of relationships among reading,writing, and oral language, comprehensionprocesses, and instructional strategies.Description of the structure of the Englishlanguage and word identification strategies, andthe role of vocabulary knowledge in language.Analysis of different texts for K-12 classrooms.Assessment strategies for reading and writingneeds.Corequisites: SPED 621.

SPED 621 • Reading Field Experience 1 Credit.Supervised reading instruction in a K-12 setting.Assessment and analysis of reading ability.Creation of lessons and application of readinginstruction skills/strategies. Designing of anenvironment that fosters reading. Identificationof how personal faith connects with theprofessional responsibilities of a teacher. 30hours over 12 weeks.Corequisites: SPED 620. Supplies fee: $10. Gradeexceptions: Graded on an S/U basis.

Course Descriptions 29

SPED 625 • Special Education: Planning andProgramming 3 Credits.Development and evaluation of an individualeducation program (IEP) based on studentassessment results. Consideration of technology,supplementary aids, services, and transitionneeds of students. Synthesis of cultural, ethnic,and linguistic diversity. Demonstration of bestpractice and collaboration techniques betweenschool, family, and outside agencies.

SPED 631 • Responsive Instruction, Intervention,and Assessment 3 Credits.Identification of assessment measuresfor instructional decisions, professionalorganizations and publications related tointerventions, and the historical context andeducational movements. Interpretation ofassessment data. Designing of instructionand modifications and analysis of progressmonitoring data. Description of students’assessment results and progress understandableto all stakeholders.

SPED 641 • Introduction to Behavioral Methods& Mental Health for Mild to Moderate SpecialNeeds 3 Credits.Introduction to behavior methods and mentalhealth for students with mild/moderate SPEDneeds. Interventions for K-12 students withmental health and behavioral needs. Impact ofmental health and behavioral labels/diagnoseswithin K-12 education. Identification of rolesof professionals within and outside the schoolrelated to mental health.

SPED 655 • Classroom-Based Assessment 3Credits.Description of legal, professional, and ethicalstandards in assessment related to informalassessment measures and environmental factorsinfluencing student achievement and behavior.Description of student’s learning style, strengths,and analysis of behavior based on observationsand assessment data. Identification of theinfluence diversity, age, and gender have onassessment.Prerequisites: SPED 610. Special Notes: Takenconcurrently with SPED 670 when seeking license.

SPED 670 • Special Education Assessment FieldExperience 1 Credit.Identification of students’ strengths andneeds through assessment. Identificationof the purpose of multidisciplinary teams.Development of an evaluation report. Explanationof assessment results with family, student andstaff. Creation of interventions. Development ofa plan for continued professional development inthe area of assessment. 30 hours/12 weeks .Assessment materials fee: $10. Grade exceptions:Graded on an S/U basis. Special Notes: Takenconcurrently with SPED 610 and SPED 655. A testkit replacment fee of $700 will be charged to youraccount two weeks after the final grade is posted ifthe test kit has not been returned.

SPED 671 • ASD Field Experience 1 Credit.Identification of the impact characteristicsand collaboration in coordinating resourceshave on learners with autism. Description ofindividualized programming based on evaluationresults. Explanation of how lessons target social,communication, academic, behavioral, functionalskills. Identification of program modifications.Interpretation of how instructional strategiespromote the generalization of skills. 35 hours .Grade exceptions: Graded on an S/U basis.

SPED 672 • EBD Field Experience 1 Credit.A 35-hour field experience in which studentscomplete observational experiences in mild,moderate, and severe K-12 EBD settings.Participate in behavioral techniques andprogramming, accommodations andmodifications both in the resource and generaleducation classrooms, and observe mentalhealth providers for K-12 EBD students with mild,moderate and severe needs.Grade exceptions: Graded on an S/U basis.

SPED 673 • ABS Field Experience 1 Credit.A 35-hour field experience in which studendtobserve K-12 educational programming processfor children with mild to moderate disabilitiesin the areas of LD, EBD, DCD, ASD, and OHDwith an emphasis on defining characteristicsin each category. Experience the referralprocess, evaluation, eligibility, IEP development,programming, and professional collaboration toprepare for work in this field.Grade exceptions: Graded on an S/U basis.

Course Descriptions 30

SPED 674 • DD Field Experience 1 Credit.Observation of K-12 educational programmingprocesses for students with mild, moderate, orsevere disabilities in the areas of developmentalcognitive disabilities/intellectual disabilities(DCD). Experience with referral process,evaluation, eligibility, IEP development,programming, and professional collaboration.Integration of personal faith perspective withvision for serving students with DCD. 35 hoursupervised observation experience.Corequisites: SPED 607. Grade exceptions: Gradedon an S/U basis.

SPED 675 • Consultation, Collaboration &Resources 2 Credits.Identification of collaborative partners andstructures needed to provide effective specialeducation services to students and theirfamilies. Inclusion of community, interagency,educational organizations, and other professionalservices while considering family background,socioeconomic status, cultural and linguisticdiversity. Evaluation of current research andits relevance to planning and implementingemerging special education practices.

SPED 700 • Characteristics of Mild-ModerateDisabilities 2 Credits.The mild-moderate range of five disabilitycategories under Academic Behavior Strategist(ABS): Learning Disabilities (LD), Emotionaland Behavior Disorders (EBD), Other HealthDisabilities (OHD), Developmental Disabilities(DD), and Autism Spectrum Disorders (ASD).Definitions, eligibility criteria, characteristics,curriculum, and contemporary issues of each.Students with two or more of these licensesadding ABS license will cover only the otherdisability areas.Special Notes: Enrollment requires program directorpermission.

SPED 779 • DD: Practicum 3 Credits.Implementation of procedures necessary toincorporate interventions and IEPs for studentswith developmental cognitive disabilities usingengaging resources. Management of timelines,responsibilities, and consultation with parents,school and community professionals. Analysisof personal and professional growth as a specialeducator. (6 consecutive weeks) .DD practicum fee: $100, out-of-region fee: $100,out-of-state fee: varies. Grade exceptions: Gradedon an S/U basis. Special Notes: This course is foradd-on SPED license candidates. Program directorpermission required for enrollment.

SPED 780 • Student Teaching - AcademicBehavior Strategist 4 Credits.Implementation of procedures necessary toincorporate referral, assessment, evaluation,IEPs, and interventions for students with mild-moderate disabilities. Management of timelinesand responsibilities including consultation withparents, school and community professionals.Development of strategies for efficacy andengaging resources. Analysis of personal andprofessional growth as a special educator. 12consecutive weeks required.Prerequisites: All courses in the SPED sequenceexcept for co-requisites. Corequisites: EDUC 751,SPED 675. Grade exceptions: Graded on an S/Ubasis. Special Notes: Program director permissionrequired for enrollment. ABS student teaching fee:$150, out-of-region fee: $100, out-of-state fee: varies.

SPED 781 • ASD: Student Teaching 4 Credits.Implementation of procedures necessary toincorporate referral, assessment, evaluation,IEPs, and interventions for students with autismspectrum disorders. Management of timelinesand responsibilities including consultation withparents, school and community professionals.Development of strategies for efficacy andengaging resources. Analysis of personal andprofessional growth as a special educator. (12consecutive weeks required) .Prerequisites: All courses in the SPED sequenceexcept for co-requisites. Corequisites: EDUC 751,SPED 675. Grade exceptions: Graded on an S/Ubasis. Special Notes: Program director permissionrequired for enrollment. ASD student teaching fee:$150, out-of-region fee: $100, out-of-state fee: varies.

SPED 783 • EBD: Student Teaching 4 Credits.Implementation of procedures necessary toincorporate referral, assessment, evaluation, IEPs,and interventions for students with emotional/behavioral disorders. Management of timelinesand responsibilities including consultation withparents, school and community professionals.Development of strategies for efficacy andengaging resources. Analysis of personal andprofessional growth as a special educator. 12consecutive weeks required.Prerequisites: All courses in the SPED sequenceexcept for co-requisites. Corequisites: EDUC 751,SPED 675. Grade exceptions: Graded on an S/Ubasis. Special Notes: Program director permissionrequired for enrollment. EBD student teaching fee:$150, out-of-region fee: $100, out-of-state fee: varies.

Course Descriptions 31

SPED 784 • DD: Student Teaching 4 Credits.Evaluative procedures used in identifying andunderstanding students with mild-moderate-severe Developmental Cognitive Disabilities.Collaborative analysis of assessment resultsand creation of IEPs in a K-12 setting. Designand implementation of appropriate interventions.Analysis of personal and spiritual growth relatedto the role of a special education professional. 12weeks supervised teaching experience.Prerequisites: All courses in the SPED sequenceexcept for co-requisites. Corequisites: EDUC 751,SPED 675. Grade exceptions: Graded on an S/Ubasis. Special Notes: Program director permissionrequired for enrollment. DD student teaching fee:$150, out-of-region fee: $100, out-of-state fee: varies.

SPED 786 • ABS: Practicum 3 Credits.Implementation of procedures necessaryto incorporate interventions and IEPs forstudents with mild-moderate disabilities usingengaging resources. Management of timelines,responsibilities, and consultation with parents,school and community professionals. Analysisof personal and professional growth as a specialeducator. (6 consecutive weeks) .Practicum fee: $100, out-of-region fee: $100, out-of-state fee: varies. Grade exceptions: Graded onan S/U basis. Special Notes: This course is foradd-on SPED license candidates. Program directorpermission required for enrollment.

SPED 787 • ASD: Practicum 3 Credits.Implementation of procedures necessaryto incorporate interventions and IEPs forstudents with autism spectrum disorders usingengaging resources. Management of timelines,responsibilities, and consultation with parents,school and community professionals. Analysisof personal and professional growth as a specialeducator. This course is for add-on SPED licensecandidates. (6 consecutive weeks) .Practicum fee: $100, out-of-region fee: $100, out-of-state fee: varies. Grade exceptions: Graded onan S/U basis. Special Notes: This course is foradd-on SPED license candidates. Program directorpermission required for enrollment.

SPED 788 • EBD: Practicum 3 Credits.Implementation of procedures necessary toincorporate interventions and IEPs for studentswith emotional/behavioral disorders usingengaging resources. Management of timelines,responsibilities, and consultation with parents,school and community professionals. Analysisof personal and professional growth as a specialeducator. (6 consecutive weeks) .Practicum fee: $100, out-of-region fee: $100, out-of-state fee: varies. Grade exceptions: Graded onan S/U basis. Special Notes: This course is foradd-on SPED license candidates. Program directorpermission required for enrollment.