Mar 28, 2024  
2015-2016 Saint Joseph’s College Online 
    
2015-2016 Saint Joseph’s College Online [Archived Catalog]

Graduate Courses


Graduate Online College

Courses

  • CAG 600 - Interdisciplinary Capstone


    This Capstone thesis demonstrates the student’s ability to integrate concepts from the courses taken in this Interdisciplinary Certificate of Advanced Graduate Study.  The interdisciplinary thesis is not merely a report but instead reflects considerable critical thinking and original analysis.  The student follows established guidelines for completing this thesis under the direction of a faculty advisor/reader.

    Prerequisites & Notes
    Graduate Degree

    Credits: 3
  • Business Department

    Courses

  • AC 500 - Financial Accounting Standards & Analysis I


    This course is intended to build on the accounting students basic working knowledge of accounting principles and concepts by expanding the understanding of how each is applied in more complex accounting practices.The conceptual framework and FASB pronouncements established by the Financial Accounting Standards Board are the primary basis for material covered within this course and will be the guiding path for accounting courses going forward.

    Assignment Overview
    Assignments: 10 Week Course
    Interactivity: Discussion Board
    Final Assessment: Final Case

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    • Examine the challenges facing accounting and the need for accounting standards.
    • Recognize the objectives of financial statements, the primary financial statements, and how they are used.
    • Value the need for ethics in accounting.
    • Demonstrate a good understanding of basic accounting assumptions and principles.
    • Employ basic accounting functions and prepare financial statements.
    • Understand the structure, purposes, and uses of the income statement.
    • Interpret and analyze the meaning of information contained within the income statement.
    • Recognize the interrelationship and interaction of the income statement with the other financial statements.
    • Understand the structures, compositions, and uses of the balance sheet and statement of cash flow.
    • Prepare a balance sheet and income statement from financial records.
    • Interpret and analyze the balance sheet and statement of cash flow.


    Credits: 3
  • AC 510 - Financial Accounting Standards & Analysis II


    This course is designed to leverage the accounting students working knowledge of accounting principles and concepts by expanding the understanding of how each is applied to more complex accounting practices.The material in this course goes beyond the debits and credits of transactions to a more critical thinking level of the conceptual framework that directs the path of (GAAP) accounting in the United States.

    Assignment Overview
    Assignments: 10 Week Course 

    Interactivity: Discussion Board

    Final Assessment: Final Case

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    • Know about the challenges facing accounting and the need for accounting standards.
    • Understand the objectives of financial statements, the primary financial statements and how they are used.
    • Demonstrate a good understanding of the liability and stockholders’-equity section of the balance sheet.
    • Be able to calculate earnings per share, both simple and complex, as well as dilutive.
    • Understand more complex accounting topics, including accounting for income taxes, pensions, and leases.
    • Understand the various types of accounting changes and identify the economic motives for changing accounting methods.
    • Be able to interpret and analyze the meaning of information contained within the income statement, balance sheet, and statement of cash flows.
    • Be able to prepare the statement of cash flows from financial information.


    Credits: 3

  • AC 520 - Legal Environment / Business Law (Ethics)


    The professional role of accountants is examined in this course through an in-depth study of accounting ethics. Recently, important legislation that has impacted the accounting profession and the practice of accounting, which relates to the current environment in which accountants and auditors work. Students will learn about and analyze the historical, legal, and ethical responsibilities of the accounting profession. The course also will expose students to moral reasoning and ethical decision making, and encourage students to adopt the objectivity, integrity, independence, ethical reasoning, and other core values necessary to serve society as an accounting professional. This course is critical for exam preparation. Business law issues will also be addressed in the Audit course.

    Assignment Overview
    Assignments: 10 Week Course 

    Interactivity: Discussion Board

    Final Assessment: Final Research Paper

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    • Assess the relationship between the accounting profession, business, and regulatory agencies.
    • Examine the role of accountants as it relates to ethical reasoning.
    • Research cases and understand and report their implications.
    • Synthesize the ethical lapses that have occurred in business.
    • Evaluate the basic theories of ethical behavior.
    • Understand models for ethical analysis and decision making.
    • Integrate and support ethical behavior in your professional and personal life.

     

    Credits: 3


  • AC 530 - Research for Accounting Professionals


    Provides students with the skills required of an accounting professional to research, analyze, and communicate findings relating to complex accounting and tax issues. Students will learn how to identify the appropriate resources to meet information needs and then how to use resources including databases that cover the authoritative accounting literature and tax literature.

    Assignment Overview
    Assignments: 10 Week Course 

    Interactivity: Discussion Board

    Final Assessment: Final Research Paper and PowerPoint Presentation

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    • Develop competence in locating relevant sources to research financial reporting, auditing, financial analysis, and tax issues.
    • Understand and analyze primary authoritative sources in financial reporting, auditing, and taxes.
    • Use information technology and databases of information for professional research.
    • Understand the complexity of the issues affecting financial reporting, auditing, and tax policies.
    • Understand and debate relevant theoretical issues related to the accounting profession.
    • Strengthen writing skills for business communications and documentation.


    Credits: 3

  • AC 540 - Accounting Information Systems


    This course is a case approach (problem-based & practice focused) incorporating assessment and control connecting with issues in Auditing. The course offers enhanced understanding of business enterprises and business processes.Topics include: semantic modeling and event driven accounting information systems (AIS); development, documentation, control and audit of AIS, with particular reference to Sarbanes-Oxley; an overview of XBRL and its role in financial reporting; and the use of database management software in developing modern AIS.

    Assignment Overview
    Assignments: 10 Week Course 

    Interactivity: Discussion Board

    Final Assessment: Final Paper/Project

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    • Evaluate the process by which effective systems are designed and developed.
    • Analyze key components of an effective entity-wide internal control system.
    • Develop an efficient database design to improve accounting information flow.
    • Assess current issues involved in providing assurance services for systems and database reliability.
    • Examine the role of information and accounting systems in business management.
    • Integrate internal controls for financial reporting and information systems.
    • Investigate the accountant’s changing role in AIS.


    Credits: 3

  • AC 550 - Leadership & Relationship Management


    Focus is on developing productive intra- and inter-personal effectiveness toward providing positive productive influence to individuals, groups and the organization.Topics include: self-leadership, trust, leading teams, negotiation, etc.

    Assignment Overview
    Assignments: 10 Week Course 

    Interactivity: Discussion Board

    Final Assessment: Final Project

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    • Develop contextual and practical strategies for assessing and planning your professional development.
    • Interpret and apply the Professional Code of Conduct to real-world situations.
    • Manage your role and contribution as an independent professional while building effective relationships among colleagues and clients.
    • Utilize reasoning in the process of solving problems in which ethical and professional conduct are concerned.
    • Assess your personal beliefs about leadership and evaluate their potential to influence your development as a leader.


    Credits: 3

  • AC 600 - Taxation (Business)


    A case-based course with the focus of treatment of taxation on business with appropriate research.Provides instruction in taxation from a planning and business strategy perspective as well as relevant fraud and forensic issues. Incorporate applied ethics via problem-based case approach to ethical decision-making that develops understanding of ethical principle, moral reasoning and stakeholder considerations as they influence the choices offered and made in transactions and relationships.

    Assignment Overview
    Assignments: 10 Week Course 

    Interactivity: Discussion Board

    Final Assessment: Final Project

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    • Apply analytical-reasoning tools to assess how taxes affect economic decisions for business-taxpaying entities.
    • Evaluate how taxes affect financial net income.
    • Appraise the components of taxable-income determination across taxable-business entities.
    • Assess possible tax approaches by using research skills to identify and evaluate strengths, weaknesses, and opportunities.
    • Communicate tax conclusions and recommendations in a clear and concise manner to relevant stakeholders.
    • Value the professional and ethical obligations for tax-service providers.
    • Develop the technological skills necessary to undertake tax planning, compliance, and research strategies.


    Credits: 3

  • AC 610 - Audit (Risk Management & Assurance Services)


    A problem-based case approach that provides a business process orientation for the modern financial statement audit, based on cross-functional perspectives from auditing, accounting, fraud/forensic accounting and business strategy. Covers the relationship between the financial statement audit and the assessment of client business risks; the evaluation of business controls; and the measurement of strategic and business-process performance. Cases are used to explore strategic issues and the new audit methodologies of large accounting firms. Incorporate applied ethics via problem-based case approach to ethical decision-making that develops understanding of ethical principle, moral reasoning and stakeholder considerations as they influence the choices offered and made in transactions and relationships.

    Assignment Overview
    Assignments: 10 Week Course 

    Interactivity: Discussion Board

    Final Assessment: Final Project

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    • Identify the primary standard-setting bodies in the audit profession and understand the role that auditing plays in a market economy.
    • Discuss the audit process, including the key concepts of risk, materiality, and evidence.
    • Make informed decisions about testing internal controls, sampling, gathering audit evidence, and evaluating audit findings.
    • Recognize the importance of documenting and communicating audit findings to stakeholders.
    • Summarize the auditor’s responsibility regarding fraud, as well as specific fraud-detection techniques.
    • Plan/perform basic audit procedures for specific management assertions related to a company’s financial statements.
    • Describe the different reports auditors may issue and the contents of each of these reports.
    • Review the auditor’s code of professional conduct, in particular the requirement for ethics and independence.


    Credits: 3

  • AC 620 - Advanced Topics in Disclosure & Financial Reporting


    This course presents advanced financial accounting and reporting topics currently debated by the AICPA, the FASB and the SEC. Topics include business combinations; derivatives and financial instruments; stock compensation; foreign currency translation and transactions; valuation of intangibles and disclosures associated with corporate reorganizations, spin-offs, and restructuring.Incorporate applied ethics via problem-based case approach to ethical decision-making that develops understanding of ethical principle, moral reasoning and stakeholder considerations as they influence the choices offered and made in transactions and relationships.

    Assignment Overview
    Assignments: 10 Week Course 

    Interactivity: Discussion Board

    Final Assessment: Final Exam

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    • Gain knowledge of the challenges facing accounting and the need for accounting standards.
    • Gain a clear understanding of accounting for mergers, acquisitions, and liquidations.
    • Demonstrate knowledge of accounting in the international marketplace, including international financial-reporting standards.
    • Understand the need and implications for liquidation and corporate reorganization.
    • Understand moral and ethical implications as they relate to stakeholder considerations, as well as business decisions and transactions.


    Credits: 3

  • AC 630 - Advanced Management Accounting


    This course is focused on a case study approach with problem-based learning to develop skills in the use of data/information for decision-making and problem solving.

    Assignment Overview
    Assignments: 10 Week Course 

    Interactivity: Discussion Board

    Final Assessment: Final Assignment

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    • Apply accounting systems for decision-making and providing incentives within an organization.
    • Create and utilize a budget for organizational decision-making and control.
    • Analyze the role of cost allocations within an organization.
    • Compare and evaluate alternative-absorption cost methods.
    • Appraise benchmarks to evaluate an organization’s performance.
    • Assess and employ alternative internal-cost systems within an historical context.


    Credits: 3

  • AC 640 - (Applied) Corporate Financial Management


    This is a case based course that explores the tools and concepts of modern finance, using the case method. Cases link managerial decisions to capital markets and to the expectations of investors. Case topics include: value creation; market efficiency; opportunity costs; resource allocation; and financial strategy. Tutorials relating to the major themes are also presented.

    Credits: 3
  • AC 650 - International Accounting


    This course examines accounting issues unique to multinational enterprises and international business activity. Specific course topics include International Financial Reporting Standards (IFRS), auditing the global firm; financial reporting outside the USA; international financial disclosure issues such as segmental social, and environmental; accounting harmonization; ethics; taxation; foreign exchange; and cultural issues.

    Credits: 3
  • MB 500 - Business/Organizational Dynamics


    A systems view of business and the organization. Explores both the importance of theory in- practice and the internal and external relationships that enable the business/organization (i.e., system) to remain a viable enterprise. The course also explores the balancing and reinforcing dynamics inherent in all systems.

    Assignment Overview
    Assignments:  10 Week Course 

    Interactivity: Discussion Board

    Final Assessment: Final Paper

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following: 

    • Apply the various models of organizing. 
    • Understand how an organization influences the behavior of its members. 
    • Understand the internal dynamics of organizing and how they affect the effectiveness/performance of an organization. 
    • Understand how the interdependent relationship between external and internal environment affects an organization’s ability to support its strategy. 
    • Align organizational structure/design to an organization’s strategy.


    Credits: 3

  • MB 505 - Knowledge-Based Decision Making


    Synthesizes systems thinking, statistical thinking and psychology into a system of knowledge that will improve the quality of decisions. Using the framework of the Plan-Do-Study-Act cycle, this course examines the overall process of decision-making (both individual and group) and provides guidance in the approach to problem definition, data/information gathering, analysis & interpretation, and selecting a course of action.

    Prerequisites & Notes
    MB520, MB530, MB641, MB650

    Assignment Overview
    Assignments: 10 Week Course 

    Interactivity: Discussion Board

    Final Assessment: None

    Course Learning Objectives
    Upon completion of the course, you should be able to do the following: 

    • Formulate a decision-making process that will improve your leadership effectiveness. 
    • Effectively plan for the collection of meaningful data/information. 
    • Think statistically and apply the theory of variation in developing knowledge. 
    • Avoid the common pitfalls and traps in choosing among alternatives. 
    • Formulate and evaluate a personal ethical-decision-making framework. 
    • Use the power of a group in making a sound decision. 
    • Continually improve your decision making.


    Credits: 3

  • MB 510 - Financial Principles and Policy


    This course applies financial principles to corporate-level decisions pertinent to the attainment of corporate policy and strategic objectives. Topics include current and capital asset management, financial statement analysis, risk & return, time value of money, managing corporate risk, and strategic investment and financing decisions. Pre-requisites: undergraduate business degree and/or a working understanding of the concepts in balance sheets, income statements, statement of cash flows and statement of retained earnings, and the successful completion of all MBA courses among the first three groups of the curriculum.

    Prerequisites & Notes
    MB505, MB560, MB641, MB643

    Assignment Overview
    Assignments: 10 Week Course 

    Interactivity: Discussion Board

    Final Assessment: None

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following: 

    • Understand the basic structures of corporate financial accounting statements, namely, the Balance Sheet, Statement of Earnings, and Statement of Cash Flows. 
    • Given any scenario regarding lump sums, annuities, or perpetuities, correctly determine Present Values and Future Values, as well as related issues. 
    • Given any scenario, use the discounted-cash-flow methods to evaluate lump sums versus annuities or perpetuities; lease versus buy, as well as go versus no-go investment decisions, using Net Present Value, Internal Rate of Return, Modified Internal Rate of Return, and Profitability Index analysis. 
    • Given any scenario, correctly determine the Cost of Debt; Cost of Preferred Stock; and Cost of Common Stock or Equity, as well as the Weighted Average Cost of Capital for use in the Investment decision. 
    • Evaluate financial assets and portfolios using modern portfolio theory and the Capital Assets Pricing Model (CAPM). 
    • Assess the advantages and disadvantages of debt and equity financing using modern capital-structure theory, and evaluate the optimal dividend policy to maximize the value of the firm. 
    • Understand the basics of Foreign Exchange Rate determination using the Purchasing Power Parity (PPP), Interest Rate Parity (IRP), and International Fischer Effect (IFE) theories.

     

    Credits: 3


  • MB 520 - Self-Leadership


    Synthesizes knowledge from the fields of philosophy, psychology and business toward providing a system of knowledge for leadership. This course explores the interpenetrating and complimentary nature of the relationship between the individual and collective self as a critical dynamic in the realization of leadership. This course challenges students to consciously know and integrate their values and beliefs into their daily actions and to develop strategies to positively and productively influence others. Students must take MB520 through either the 5 week or 10 week course format.

    Prerequisites & Notes
    MB500, MB540, MB642

    Assignment Overview
    Assignments: 10 Week Course 

    Interactivity: Discussion Board

    Final Assessment: Personal Leadership Plan

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following: 

    • Understand the human context
      • To determine the general parameters of leadership.
      • To understand leadership relative to the human condition.
      • To identify the mistaken beliefs about leadership. 
    • Understand leadership in the context of the individual self
      • To identify the personal, interior dimension of leadership.
      • To establish the component of wholeness.
      • To determine the personal barriers to leadership. 
    • Understand leadership in the context of the collective self
      • To determine the causes of productive relationships.
      • To determine how to create trust.
      • To determine ways to access and engage the collective will.
      • To determine the organizational barriers to leadership. 
    • Develop a self-leadership improvement plan.


    Credits: 3

  • MB 530 - Ethical, Social and Environmental Responsibility


    Through the lens of a systems framework this course examines the moral considerations of ethical, social and environmental responsibility. The course explores the ethical and emerging social and environmental pressures and regulations on business enterprises/corporations to develop and execute ethical and responsible policies and practices. Balancing local and global perspectives, students will utilize a variety of theories and models for ethics, moral development and living systems to evaluate the range of potential strategic responses and their consequences.   In considering the moral dimensions of “responsibility,” students will work to advance their understanding of these challenges and the role of leaders within their organizations and beyond, into their communities and the rest of the world.

    Prerequisites & Notes
    MB500, MB540, MB642

    Assignment Overview
    Assignments: 10 Week Course 

    Interactivity: Discussion Board

    Final Assessment: Final Project

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    • Develop a theoretical and historical framework for understanding the role of businesses and their employees in corporate and social responsibility.
    • Understand how businesses shape the communities in which they operate by forming partnerships responsive to the communities’ needs.
    • Recognize both the tensions that can exist between business and environmental decisions, and the opportunities for eco-friendly businesses.
    • Understand that corporate responsibility’s best testing ground can be internal, where small changes to work culture and philosophy may have reverberations outside of the company walls.


    Credits: 3

  • MB 540 - The Economy as a System


    Explores the role the economic environment plays in industry and how economics impacts consumer behavior and demand. Develops an understanding of the nature of the economy, and how socio-political factors relate to the economy as a whole and to demand in various industries in particular.

    Assignment Overview
    Assignments: 10 Week Course 

    Interactivity: Discussion Board

    Final Assessment: Final Project

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following: 

    • Explain Professor Boulding’s systems approach to viewing and describing society. 
    • Describe the steps in economic policy making. 
    • Compare and contrast capitalism as an economic system with a command-and-control system. 
    • Describe the importance of supply and demand. 
    • Be conversant with the four market models: perfect competition, monopolistic competition, oligopoly, and monopoly. 
    • Define and understand the role of fiscal policy in stabilizing the economy, and understand the reasons , structure, functions, and responsibilities for the creation of the Federal Reserve. And further, understand the role of monetary policy in stabilizing the economy. 
    • Explain the value of international trade via absolute advantage and comparative advantage, and appreciate the reasons why countries enjoy a comparative advantage. 
    • Describe the economic and political reasons for restrictions on trade and potential consequences.


    Credits: 3

  • MB 550 - Corporate Strategic Leadership


    Explores the leaders role in guiding the creation and formulation of corporate strategy (utilizing techniques such as scenario planning) and the subsequent planning for the implementation of strategy. With strategic leadership responsible for developing collaboration throughout the organization, this course addresses the principles that guide the strategic integration of operations and functions.

    Prerequisites & Notes
    MB510, MB651, MB660

    Assignment Overview
    Assignments: 10 Week Course 

    Interactivity: Discussion Board

    Final Assessment: None 

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following: 

    • Explain characteristics of strategic leadership and strategic thinking. 
    • Define and employ strategic-leadership terminology appropriately. 
    • Discuss characteristics of the macro-environment, industry structure, and the organization that may affect strategy and competitiveness. 
    • Apply analytical frameworks to analyze the competitive positions and future prospects of organizations. 
    • Discuss strategy-selection issues and alternatives. 
    • Identify factors that facilitate effective planning processes and successful implementation. 
    • Apply course concepts across a variety of industries and business settings.


    Credits: 3

  • MB 560 - Quality Leadership


    Examines the components of the System of Profound Knowledge and its relationship to leadership for quality and the implications of its applications. Principles of quality management, including organizational structures, business functions, team building and process management are considered. 

    Prerequisites & Notes
    MB520, MB530, MB641, MB650

    Assignment Overview
    Assignments: 10 Week Course 

    Interactivity: Discussion Board

    Final Assessment: Final Project

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following: 

    • Describe the role Profound Knowledge plays in organizational leadership. 
    • Explain the causes of faulty management practices and their respective solutions. 
    • Think statistically. 
    • Explain the role that quality has in the sustainability of an organization.

     

    Credits: 3


  • MB 641 - Statistical Thinking


    This course applies the principles of the theory of variation in developing statistical thinking for the improvement of the organization and its management. Students will develop practical understanding of the principles, procedures, and tools associated with statistical thinking (not techniques). It will teach a theory of management common to any improvement approach (TQM, Six Sigma, Lean, etc.) and give a context for integrating improvement into everyday work – not as a “bolt on” program to current operations.

    Prerequisites & Notes
    MB520, MB530, MB650

    Assignment Overview
    Assignments: 10 Week Course 

    Interactivity: Discussion Board

    Final Assessment: Final Paper

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    • Apply a robust theory of variation for improved practices
    • Appropriately construct and interpret process behavior charts
    • Appropriately apply process tools for improvement
    • Understand that the use of data is a process and a major hidden untapped source of waste in most organizations
    • Apply knowledge of the crucial need to distinguish between common and special causes of variation to take appropriate actions when faced with management decisions
    • Realize that eliminating costs does not eliminate the causes of costs


    Credits: 3

  • MB 642 - Systems Thinking


    This course consists of readings, assignments and dialogs that have been designed to ensure students of leadership are not only well versed in the area of knowledge known as “systems thinking,” but are able to apply its associated concepts, language and tools within their organizations. As a result of studying both the theoretical frameworks of systems and applying the concepts to real world situations, students will advance their leadership practice through two primary avenues, learning and leading in systems. Coursework will explore how systems leaders are able to identify causal relationships and fundamental strategies for leading through change that avoid the unintended consequences of guesswork and quick fixes. Students will be challenged to go deeper in their thinking in order to increase the scope and effectiveness of their influence and their ability to lead others in the same practices.

    Assignment Overview
    Assignments: 10 Week Course 

    Interactivity: Discussion Board

    Final Assessment: Final Project

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following: 

    • Choose systems-based response strategies within both long- and short-term frameworks. 
    • Assess the nature of thinking that informs behavior, producing desirable or undesirable outcomes. 
    • Evaluate the value of learning, especially in regard to producing transformational changes in behavior at individual and organizational levels. 
    • Analyze and describe the underlying influences and systemic structures that cause system behaviors to persist. 
    • Judge the validity of foresight in decision making and strategy formulation within interrelated systems with clarity and well-reasoned arguments.


    Credits: 3

  • MB 643 - Leadership


    Drawing from systems theory and the fundamental implication that sustainability is a process, not a goal, this course explores the role leaders play in sustaining organizational viability through the interplay of order and change. Coursework consists of an extensive exploration of the kind of leadership required for an organizational to remain viable. Sustaining viability requires knowing when and how to change, as well as knowing when and how to continue the existing order of things. Effective leadership (of an organization) is essentially an optimization issue, not a maximization issue. This course will examine the underlying concepts and principles that guide effective action toward optimizing order and change within an organization.  

    Prerequisites & Notes
    MB520, MB530, MB650

    Assignment Overview
    Assignments: 10 Week Course 

    Interactivity: Discussion Board

    Final Assessment: None

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following: 

    • Apply understanding of the role and nature of change in organizations in regard to leading for sustained viability. 
    • Apply understanding of the role and nature of order in organizations in regard to leading for sustained viability. 
    • Apply understanding of the impact that fear can have on people in organizations in regard to leading change. 
    • Apply understanding of the role and nature of trust in organizations in regard to leading change. 
    • Apply understanding of resistance and defensive behaviors in response to change toward more effective leadership of change.


    Credits: 3

  • MB 650 - Cross-Cultural Leadership


    In a world shrinking due to globalization and becoming increasingly interconnected through technology, this course lays the groundwork for ongoing study of cultural diversity, cross-cultural psychology and corresponding communication issues/barriers.  Through developing a greater appreciation of a global world relative to strategies for developing productive relationships and establishing influence with others of different cultures, ethnicity and nationality students will learn how these differences affect forms of negotiation, communication, and other business activities. 

    Prerequisites & Notes
    MB500, MB540, MB642

    Assignment Overview
    Assignments: 10 Week Course 

    Interactivity: Discussion Board

    Final Assessment: Final Project

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following: 

    • Envision yourself as a cross-cultural leader fully aware of the role culture plays in various business functions. 
    • Recognize the red-button areas of cultural conflict. 
    • Develop effective strategies for leading cross-cultural interaction. 
    • Begin practicing cross-cultural leadership in your work organization. 
    • Effectively research the business and social cultures of target nations.
    • Apply cross-cultural theory to practice.


    Credits: 3

  • MB 651 - Strategic Leadership of Human Capital


    Provides a deep understanding of the important role that people play in realizing a strategic competitive advantage and in the continuing the viability of the organization. Leaders at all levels of an organization are most effective when they understand the concept of growth as a process of development and when they are able to tap into the best of their human resources to reach goals and sustain success.

    Prerequisites & Notes
    MB505, MB560, MB641, MB643

    Assignment Overview
    Assignments: 10 Week Course 

    Interactivity: Discussion Board

    Final Assessment: Final Paper

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following: 

    • Determine and assess current human-capital issues and needs. 
    • Formulate a strategy to develop people in support of an organization’s strategic objectives. 
    • Determine the critical factors that could foster the experience of meaning through the organization’s work. 
    • Develop the environment that promotes the emergence of humanly productive relationships within an organization.


    Credits: 3

  • MB 660 - Economics


    Explores the scientific, philosophical, sociological and political foundations of the field of economics and examines how these forces have continued to influence its practice to the present day. This course explores the implications economics in the future world will have had for the conduct of business and the leading of organizations.

    Prerequisites & Notes
    MB505, MB560, MB641, MB643

    Assignment Overview
    Assignments: 10 Week Course 

    Interactivity: Discussion Board

    Final Assessment: Final Project

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following: 

    • Envision yourself as an organizational leader, greatly aware of competing economic visions of the future. 
    • Effectively research current economic thinking. 
    • Develop effective strategies for leading organizations in light of past, present, and future economic realities. 
    • Begin practicing effective leadership, based on a solid grounding in economic knowledge in your work organization.


    Credits: 3

  • Health Administration Department

    Courses

  • HA 500 - United States Healthcare Systems


    Provides a comprehensive overview of the overlapping health care systems in the United States. It describes and assesses the various system levels and components, as well as the interrelationship of these elements to the total organization of public policy and health services delivery. The student is expected to understand the biological, behavioral, cultural, and organizational factors affecting the use, organization, and outcomes of health services. The roles of hospitals, health personnel, public health agencies, payers, and regulators are examined. Current system dilemmas and issues are identified.

    Assignment Overview
    Assignments: 4 Units
    Interactivity: Discussion Board
    Final Assessment: Final Paper

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following: 

    • Understand all the primary aspects of health care administration necessary to be an effective administrator of health care systems, and determine in which areas you would like to pursue additional education and experience, as well as a foundation for your future course work. 
    • Identify the foundations of the U.S. health care system, including the primary components, recent and past developments that have led to the evolution of the system, and how the system in the United States compares to that of other countries. 
    • Evaluate the resources required for the provision of health services. These include technology, health care professionals, and financing. 
    • Describe the types of services available in health care, including inpatient, outpatient, and long-term care.  
    • Analyze how cost, access to services , and quality all work together to determine the effectiveness of the system. 
    • Understand how health policy is formulated and how stakeholders shape the system.


    Credits: 3
  • HA 511 - Leadership in Healthcare Administration


    Explores the competencies required of healthcare executives for organizational leadership. The course departs from a study of traditional operations management theories. It focuses instead on interrelationships of effective executive and organizational competencies, and how the two must interface within an often turbulent health care environment. A healthcare leadership competency model is introduced.

    Prerequisites & Notes
    There is a $30 lab fee required for this course.

    Assignment Overview
    Assignments: 4 Units
    Interactivity: Discussion Board
    Final Assessment: Final Project

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following

    1. Understand a new paradigm is essential for healthcare leaders.  The skills needed for the new paradigm include attributes of servant leadership and are inclusive of a both/and framework for transactional and transformational leadership.

    2. Explain the future of leadership from an academic discipline of foresight and discuss competencies needed for the emerging future.

    3. Describe why leaders who develop emotional and social intelligence will be better equipped for managing competing values and problem solving.

    4. Understand an effective leader has the ability to initiate and sustain interprofessional collaboration and effective interpersonal communication.

    5. Analyze motivational strategies and techniques for managing change.

    6. Utilize the Competing Values Framework to understand the relationship between the various roles of a leader and measuring goals for patient satisfaction and quality improvement.

    7. Evaluate your own leadership strengths to leverage and opportunities for growth related to health care leadership competencies and create a Personal Learning Agenda for self-improvement.

    8. Discuss the role of the leader as an ethical guide for the health care organization.
     

    Credits: 3


  • HA 512 - Quality Management and Performance Improvement


    This course focuses on health care quality and performance improvement in the United States and the means by which progress is accomplished in health care organizations. Because society expects that progress will result in continuous improvement of health care products and services, course materials will assist in promoting the understanding of the issues surrounding quality and performance improvement in health care. This will be done through an examination of quality assurance, continuous quality improvement and performance improvement in management and performance systems. It will also assist in the review and understanding of mechanical and analytical data available to formulate, develop, and implement quality performance improvement initiatives.

    Prerequisites & Notes
    HA 500, HA 511 or HA 520

    Assignment Overview
    • Assignments: 4 Units
    • Interactivity: Discussion Board
    • Final Assessment: Research Paper and Final Essay

     

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    • Analyze the elements of an effective quality assurance/performance improvement program to include strategic focus of support, a systems view to improvement, and a whole systems approach toward outcomes.
    • Assess the role of U.S. government policy influence on health care quality improvement through laws, regulatory agencies, payers, and the quality improvement organizations (QIO’s).
    • Appraise the six major aims of health care quality defined by the Institute of Medicine as the foundational methods for raising quality of care.
    • Construct an understanding of the mechanical and analytical tools available to assist in formulating, developing, and implementing quality and performance improvement initiatives.
    • Relate the importance of staff and patient satisfaction and identify approaches for eliciting and analyzing internal and external customers’ requirements, expectations, levels of satisfaction, and areas of concern.
    • Distinguish the role of high-performing teams to organizational quality improvement efforts.
    • Design at least 3 health care quality performance improvement strategies utilizing principles of health care quality improvement as tools for defining, measuring, and affecting performance improvement.
    • Construct a health care ethics committee and synthesize the roles, structure and function of the group to unify organizational efforts of improving health care quality.
    • Formulate the key elements of a culture of quality improvement that incorporates ethical and professional standards.


    Credits: 3

  • HA 515 - Health Services Administration


    Introduces students to operational management. Topics such as organizational structure, management planning, use and control of resources, problem-solving, uses of information, decision-making, and the roles of senior managers are studied in the context of different health care delivery settings. Goal-setting and coordination among key health care workers are studied in connection with professional values, conflict resolution, and quality assessment.

    Prerequisites & Notes
    HA 500, HA 520 or NU 513

    Assignment Overview
    • Assignments: 4 Units
    • Interactivity: Discussion Board
    • Final Assessment: Final Project


    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    • Evaluate and effectively apply traditional and current management and governance models.
    • Develop a rationally-based management/administrative style for use in your career.
    • Understand how health care organizations are governed, managed, and structured.
    • Analyze effective functional relationships among a Board of Directors, the CEO and Senior Administration, with the Medical Board and the medical staff.
    • Explain the structure, functions and relationships of the various components of health care organizations.
    • Evaluate effective functions and roles of health care administrators in relation to internal and external environments.
    • Balance operational and strategic issues to effectively manage and lead health care organizations.
    • Utilize critical thinking skills to analyze and take logically based actions for real-life problems and challenges in health care management.


    Credits: 3
  • HA 520 - Catholic Healthcare Leadership


    Explores the competencies required of health care executives for organizational leadership in the Catholic tradition. Explains key principles guiding the Catholic culture as it applies to health care organizations.It facilitates connection with the healing ministries of Christ and the church, and explains the underlying rationale for the relationships with sponsors, bishops and pastors of the Catholic faith community represented by Catholic health care organizations. It also focuses on interrelationships of effective executive and organizational competencies, and how the two must interface within an often turbulent health care environment.

    Assignment Overview
    • Assignments: 4 Units
    • Interactivity: Discussion Board
    • Final Assessment: Final Paper


    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    • Assess the history and importance of how theology has shaped Catholic health care.
    • Identify the significant events that have influenced the mission of Catholic health care organizations.
    • Articulate the social teachings of the Catholic Church and how they are used for decision-making, management strategy, and reflection of current social issues.
    • Express the concept of sponsorship in Catholic health care organizations.
    • Explain why Catholic health care is considered a ministry.
    • Explain the history and importance of mission and how it guides a Catholic health care organization.
    • Explain the Ethical and Religious Directives for Catholic health care services.
    • Apply ethics, ethical decision-making, and the context for addressing ethical issues.
    • Describe the concept of community benefits, its history, and how a sponsors tradition shapes the needs, strategies, and commitments.
    • Relate the concept and importance of leadership formation in Catholic health care.
    • Describe the unique elements and understanding needed by Catholic health care leaders.
    • Examine the challenges Catholic health care faces now and in the future.


    Credits: 3
  • HA 525 - Healthcare Financial Management


    Oriented to the contemporary role of a senior health services manager, and is designed to give the student both conceptual understanding and applied skills in financial management. Reviews accounting concepts and procedures, and internal control. It emphasizes the interpretation of financial statements and operational budgeting. It examines cost analysis, cost allocation, capital budgeting, and rate setting. The strategic role of financial management in today’s health care organization is the unifying theme of the course.

    Prerequisites & Notes
    HA 343 or other accounting or finance course

    Assignment Overview
    Assignments: 4 Units
    Interactivity: Discussion Board
    Final Assessment: Final Research Paper

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    • Explain the current health care environment, including forms of business organizations and the third-party payer system.
    • Apply basic financial-management concepts, including time value analysis and the financial concepts of risk and reward.
    • Compare and contrast the various means of financing capital assets.
    • Describe capital budgeting decision-making techniques.
    • Identify future trends in health care benefits and financing.


    Credits: 3
  • HA 545 - Research Methods


    Examines methods for planning and conducting research and analyzing data. Particular attention is given to data collection techniques, and the application of findings to the study of health needs or management systems. Statistical methods of data analysis applicable to health research interests are reviewed.

    Prerequisites & Notes
    Statistics and HA 525

    Assignment Overview
    Assignments: 5 Units

    Interactivity: Discussion Board

    Final Assessment: Final Project

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following: 

    • Differentiate among various research designs and methods and compare their utility in various health care environments, delivery systems, and management decision-making. 
    • Design, prepare to implement, and outline the analysis of a health care research project. 
    • Apply research concepts acquired from the course in developing a research paper. 
    • Construct and apply decision criteria to data selection and analysis for making management decisions. 
    • Analyze and critically evaluate research presented in professional journals, text, and presentations. 
    • Synthesize and apply relevant research findings to the professional direction, management, and delivery of health care services.


    Credits: 3

  • HA 560 - Health Administration Mission Integration


    This is an introductory course on the unique concept of mission integration for Catholic health care organizations. At the completion of the course, students will have a greater understanding of the ministry of Catholic health care, the concept of mission integration and of the special elements that make it unique as it carries on the healing ministry of Jesus Christ.

    Assignment Overview
    • Assignments: 4 Units
    • Interactivity: Discussion Participation
    • Final Assessment: Final Paper


    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    1. Examine and interpret the history and importance of Catholic health care including major theological and scriptural foundations.
    2. Recognize and relate the history and importance of mission integration and how it guides a Catholic health care organization.
    3. Interpret and articulate the key elements of mission integration and mission integration program development in a Catholic health care setting.
    4. Analyze the role of spiritual care and its importance in health care settings including ministering to the needs of the elderly and seriously ill.
    5. Differentiate between and articulate the social teachings of the Catholic Church and how they are used for decision-making, management strategy and reflection of current social issues.
    6. Interpret the concept of sponsorship in Catholic health care organizations.
    7. Identify and interpret the role of health care ethics, explain the Ethical and Religious Directives for Catholic health care services (ERDs), ethical decision-making and the context for addressing ethical issues.
    8. Examine and explain the role of the mission integration leader in an organization’s strategic planning, leadership team membership, forming future leaders and other contributions in a Catholic health care organization.


    Credits: 3
  • HA 567 - Long-Term Care Operations & Administration


    Focuses on the analysis and application of components of nursing home administration for selected populations in need of services. Includes the infrastructure necessary to support, deliver, and monitor care; operational issues such as reimbursement, case mix, compliance, and recruitment, retention, and supervision of staff; survey management; and other key success factors. This course will also discuss the impact of environmental forces such as regulatory changes and consumer expectations in shaping the nursing home industry and the associated responsibilities of nursing home administrators.

    Prerequisites & Notes
    HA 500 or HA 520

    Assignment Overview
    • Assignments: 4 Units
    • Interactivity: Discussion Board
    • Final Assessment: Final Project


    Course Learning Objectives
    Upon completion of this course, you should be able to do the following: 

    • Determine the key characteristics of the various populations to be served in the broadening array of long-term care environments. 
    • Evaluate the components of quality care and the administrative responsibilities required to create, provide, measure, and sustain quality services in the long-term care environments. 
    • Establish a network of resources integral to sound administrative decision-making in the long-term care industry. 
    • Apply the components of effective management and leadership to daily, fiduciary, and strategic functions in long-term care administration at all levels. 
    • Analyze current and future trends and issues including consumer-driven services, regulatory and reimbursement impacts, staffing and workforce development challenges, and market opportunities.


    Credits: 3
  • HA 571 - Healthcare Informatics


    Designed to give the student the knowledge and skills necessary to participate in the planning, implementation, management, and evaluation of health care information systems. Major types of information systems, including financial, patient care & strategic management are examined. Oriented to the contemporary role of a senior health services manager.

    Assignment Overview
    Assignments: 5 Units
    Interactivity: Discussion Board

     

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    • Define healthcare informatics and medical data and their roles in the healthcare mission of cost effective quality care.
    • Gain a broad understanding of the major federal regulations that has passed in recent years to promote the adoption and meaningful use of electronic health records and updates to the privacy and security HIPAA Rules.
    • Explain personal technology issues (e.g. smart phones and tablets, data backup, and Internet access and security.) for mHealth (mobile health).
    • Discuss examples of the steps required for information system acquisition, implementation, support, and post implementation analysis.
    • Describe cost effective quality of care opportunities for online patient/ portal.
    • Explain where to obtain reliable sources for healthcare informatics knowledge.
    • Contrast the different perspectives of those using information systems (e.g., IT managers, clinicians, administrators, consumers, patients, and clinical technologists).


    Credits: 3

  • HA 575 - Ethical and Legal Perspectives


    Considers ethical questions involving inpatient care and the management of health care services. A professional ethic is defined through an examination of the relationships between health care providers and patients and the norms appropriate to their respective conduct. Issues relating to clinical ethics, informed consent of the patient, use of life support systems, and care of the profoundly retarded, critically injured, premature infants, and the elderly are discussed from moral, legal, and religious perspectives. Special attention is given to the legal issues inherent in the provision of health care services. Means of anticipating, preventing, or responding to legal issues are considered and the appropriate role of the health care manager in legal matters is examined.

    Prerequisites & Notes
    HA 525

    Assignment Overview
    • Assignments: 4 Units
    • Interactivity: Discussion Board
    • Final Assessment: Research Paper


    Course Learning Objectives
    Upon completion of this course, you should be able to do the following: 

    • Explain the ethical issues that are inherent in the delivery of health care services. 
    • Discuss the personal values and life experiences of both self and others, and how these values and life experiences may influence the decision-making process within health care organizations. 
    • Describe the role of government and the American legal system in shaping policy and regulations related to the health care industry. 
    • Explain the relationship between the current health care environment, important court decisions, and the legislative process. 
    • Apply ethical models and legal concepts in order to address problems, evaluate complex issues, and develop policy and solutions relevant to professionals in health services administration.


    Credits: 3
  • HA 605 - Healthcare Marketing


    Relates key marketing functions to the health care industry. It integrates health care services development with promotion activities, pricing, and the distribution of services. Emphasis is placed on the managerial aspects of marketing strategies necessary for survival in a competitive marketplace. Further attention is given to the design of services and programs that respond to market interests and consumer preferences.

    Assignment Overview
    Assignments: 4 Units
    Interactivity: Discussion Board
    Final Assessment: Final Paper

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    •  Define what marketing means in a health care context including what characteristics distinguish a Marketing-driven organization.
    • Differentiate strategic planning, business planning and marketing planning.
    • Apply established marketing principles to a health care setting.
    • Identify trends in the organization, delivery, and financing of health care services that are particularly market-sensitive.
    • Explain factors that present special challenges when marketing a health care product or service.
    • Develop a marketing plan for a health care organization.


    Credits: 3
  • HA 610 - Healthcare Delivery Systems


    This course introduces a discussion of current and emerging models of health care delivery across the continuum of care, with a particular focus on Accountable Care Organizations.  New models of care are driven by legislation, the demand for quality care at an affordable cost (value), and heightened accountability and outcomes. 

    Recognizing that the goals of health care delivery systems are to: manage the health of a population or community on an ongoing basis; deliver more cost-effective services while resources are scarce; share health information to provide continuity of care; and employ quality processes to assure better outcomes, an understanding of emerging models is important.

     

    Prerequisites & Notes
    None

    Assignment Overview
    12 weekly activities in a term-based format.

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    1. Discuss the environmental factors that are driving development of new models of health care delivery.

    2. Evaluate effects on delivery systems of the Patient Protection and Affordable Care Act.

    3. Explore the purpose and effectiveness of new models of care, particularly Accountable Care Organizations.  

    4. Discover how various models balance the three primary objectives of improved access to care, reduced cost per capita, and measureable quality outcomes (including satisfaction).

    5. Develop strategies to establish effective physician relationships in support of the organization’s mission, vision and strategic plan.

    6. Examine the critical role of physician buy-in and acceptance of risk in support new business models.

    7. Inspect the concept of managing the health of a community or a population on an ongoing basis.

    8. Apply the concepts of managing care across a continuum to maintain and improve the health of a community.

    9. Consider the important role of information technology in the management of a system of care.

    Credits: 3 Offered: October 2015, February 2016, April 2016


  • HA 610 - Healthcare Delivery Systems


    This course introduces a discussion of current and emerging models of health care delivery across the continuum of care, with a particular focus on Accountable Care Organizations.  New models of care are driven by legislation, the demand for quality care at an affordable cost (value), and heightened accountability and outcomes. 

    Recognizing that the goals of health care delivery systems are to: manage the health of a population or community on an ongoing basis; deliver more cost-effective services while resources are scarce; share health information to provide continuity of care; and employ quality processes to assure better outcomes, an understanding of emerging models is important.

     

    Prerequisites & Notes
    Ha 500

    Assignment Overview
    12 weekly activities in a term-based format.

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    1. Discuss the environmental factors that are driving development of new models of health care delivery.

    2. Evaluate effects on delivery systems of the Patient Protection and Affordable Care Act.

    3. Explore the purpose and effectiveness of new models of care, particularly Accountable Care Organizations.  

    4. Discover how various models balance the three primary objectives of improved access to care, reduced cost per capita, and measureable quality outcomes (including satisfaction).

    5. Develop strategies to establish effective physician relationships in support of the organization’s mission, vision and strategic plan.

    6. Examine the critical role of physician buy-in and acceptance of risk in support new business models.

    7. Inspect the concept of managing the health of a community or a population on an ongoing basis.

    8. Apply the concepts of managing care across a continuum to maintain and improve the health of a community.

    9. Consider the important role of information technology in the management of a system of care.

    Credits: 3 Offered: October 2015, February 2016, April 2016


  • HA 615 - Strategic Human Resources Management


    Addresses the management of personnel in health care organizations, including organizational structure, staffing, unionism, worker productivity, and performance evaluation. Managerial tools used in recruitment, personnel supervision, organizational control, and leadership are reviewed. Case studies are used to engage the student in the practical application of theories and practices of personnel management, quality of work life, workforce, planning, management development, and compensation systems.

    Assignment Overview
    Assignments: 4 Units

    Interactivity: Discussion Board

    Final Assessment: Final Research Paper

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    • Demonstrate knowledge of the organizational, legal, and environmental forces that create the framework for human resource management. 
    • Evaluate and redesign processes and programs to target the organizational mission and goals. 
    • Understand the strategic components of human resource management, and analyze opportunities in your workplace. 
    • Apply the principles and practices of this course in the health care field, particularly as it relates to the following:
      • Diverse personnel working in the health care field.
      • The role of human resource management as it applies to all aspects of the workplace.
      • Changes in the workplace due to changes in the demographics of the workforce.
      • The relationship of workplace components and their collective ability to meet health care industry demands.
      • Legal requirements pertaining to the labor force.
     


    Credits: 3

  • HA 655 - Gerontology


    Explores definitions, myths, and expectations of growing older in contemporary U.S. society.  Demographic characteristics are examined, especially those impacting health and long-term care administration.  Biological, psychological, and social-cultural aspects of aging are analyzed.  Special attention is given to cultural competencies and maintenance of person-environmental congruence.  

    The focus is on family caregiving and health / enabling technologies to support aging-in-place.  Aging, spirituality, and spiritual care are explored within the context of adapting to transitions along the continuum-of-care.  Interfaith and cross-cultural aspects of religious beliefs and practices are noted, especially as they shape health practices and outcomes.  We then address ethical decision-making and end-of-life care, issues often confronted by health and senior care leaders.  

    Assignment Overview

    • Assignments: 4 Units
    • Final Assessment: Final Paper
    • Interactivity: Discussion Board

     

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following: 

    • Recognize and refute the prevalent myths about aging in contemporary U.S. society. 
    • Describe the key demographic characteristics of older adults that may impact the field of health administration. 
    • Analyze the factors that may influence life expectancy, especially the achievement of extreme longevity. 
    • Apply the major theories of aging from biology, psychology, and sociology to understand the aging process in U.S. society. 
    • Examine age-history, period-cohort effects as they relate to an individuals experience of aging. 
    • Identify the important cultural competencies needed to serve elder health consumers of diverse racial-ethnic backgrounds. 
    • Develop a public policy model that is responsive to the long-term care provided by families and informal support networks. 
    • Identify ways in which GeroTechnology can be used in providing home-based care by family and informal support networks. 
    • View the range of functions served by spirituality and faith-based practices in elder care across the continuum. 
    • Recognize the ethical issues central to end-of-life care and decision making. 
    • Envision older adults as mentors, teaching us how to prepare for our future selves.


    Credits: 3

  • HA 660 - Administrative Practicum


    Designed primarily for long-term care administrators, but may also be taken by other MHA students who will benefit from a practicum experience. The course requires the student to develop a program for familiarization with long term care or other health care facility; to spend time with, or otherwise become knowledgeable about, the functional areas or departments of the facility and to complete several assignments relating to that experience. Content areas covered include: Resident/Patient Care and Quality of Life, Human Resources, Finance, Physical Environment & Atmosphere and Leadership and Management. The length of the internship period may vary, but follows the same guidelines and includes the same type of assignments.

    Prerequisites & Notes
    All other coursework, except the capstone course, should be completed or nearly completed before starting this course.

    Assignment Overview
    Final Assessment: Successful Completion of Practicum and Final Project Paper

    Course Learning Objectives
    The objectives of this practicum are the following: 

    • To provide a planned, progressively comprehensive, supervised training program, combining academic learning with practical experience. 
    • To introduce the student to a dimension of health care management that will expand his or her knowledge base. 
    • To require the student to apply management principles learned in class to real-life situations and problems. 
    • To provide an opportunity for interaction between the student and health care professionals, and to instill in the student an appreciation of professional attitudes and values. 
    • To reinforce in the student a sense of responsibility toward the profession of health care management, colleagues, resident/patients or clients, and the community. 
    • To allow the student an opportunity to assume administrative responsibility. 
    • To develop the student’s communication skills through written reports (including the Project Paper), and through interactions such as meetings and presentations. 
    • To engage the student in a participatory learning experience that will benefit the organization providing the field experience. 
    • To develop a confident, professional administrator, possessing the necessary skills and expertise. 
    • To assist the student in preparation for any required licensure exams.

     

    Credits: 3 or 6


  • HA 685B - Special Topics: Emergency Preparedness in Health Care


    Natural and manmade disasters have grabbed the headlines in the past few years.  Accrediting and licensing organizations have developed standards for emergency planning for medical providers.   Even when plans are in place, there is often a nagging doubt that they truly prepare staff for all factors faced in extreme situations.   Health care organizations need skilled leaders to address emergency preparedness and medical disaster planning. Written emergency plans, in the absence of drills, will have limited value; the course concludes with disaster drill planning skills.  This course will provide participants with current information on a variety of topics to better address emergency preparedness for healthcare systems before, during, and after disasters.

    Prerequisites & Notes
    This course is offered as a summer course only.

    Credits: 3 Offered: Summer 2014: Semester 201505


  • HA 700 - Strategic Planning and Management


    Progresses beyond the analysis of strategic planning processes. Explores how an organizations strategic plans can be implemented most effectively to promote success in an uncertain and often turbulent health care environment. Conceptual and descriptive approaches are utilized to provide an overview of current practices and notable advances in strategic management.

    Prerequisites & Notes
    HA 515, HA 545 (or NU 503), and HA 575.

    Assignment Overview
    • Assignments: 4 Units
    • Interactivity: Discussion Board
    • Final Assessment:  Paper


    Course Learning Objectives
    Upon completion of this course, you should be able to do the following: 

    • Evaluate the effectiveness of strategic management in a turbulent health care environment.
    • Recognize that strategic planning is an iterative process and not just a written document.
    • Explain the importance of strategic thinking in the conversion of data into strategy formulation.
    • Recognize the importance of both an internal and external environmental assessment in the strategic planning process.
    • Distinguish between a strategic and operations orientation and analyze the importance of each for organizational success.
    • Utilize a customer and stakeholder needs and expectations approach as key elements in strategic management.
    • Apply the elements of strategic planning models to direct organizational success.
    • Create a strategic plan for a health care organization.


    Credits: 3
  • HA 715 - Health Policy and Politics


    Designed to increase the students understanding of policy formulation and adoption.Learn how to participate in the policy process. An examination is made of the forces of change in society as they affect policy formulation. It explores how political choices must be made with respect to social needs and the relationship of cultural values to proposed solutions.

    Prerequisites & Notes
    HA 515

    Assignment Overview
    Assignments: 4 Units

    Interactivity: Discussion Board

    Final Assessment: Final Paper

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following: 

    • Describe and assess the major factors affecting health care policy. 
    • Describe the development of health policy in the United States. 
    • Describe and evaluate the roles of political institutions and structures in forming and implementing health policy. 
    • Describe and evaluate the role of special interest groups and special populations in the formation and implementation of health policy. 
    • Describe and evaluate the various issues in the policymaking process. 
    • Apply this knowledge of health policy and politics to a specific issue that relates to your work in health care.


    Credits: 3

  • HA 727 - Applied Capstone Project


    This course represents a culmination of the student’s graduate work in the MHA Program.  The student works closely with an assigned instructor to develop either an Applied Research Paper or an Applied Management Project.  If the student intends to eventually pursue doctoral studies and/or engage in scholarly writing and publications, then the Applied Research Paper should be selected.  For those students who plan to continue working in direct healthcare administration, they should choose the Applied Management Project.

     

    Prerequisites & Notes
    All other required and electibe graduate courses.

    Assignment Overview
    The capstone is designed by the student, with the approval of the designated supervising instructor, to address an issue relevant to healthcare administration. Each Capstone student develops a project based on relevance and contribution to the field, as well as individual interests and abilities.  Each project will include original research done by the student.  Monthly progress reports are required.  Students have six months to complete the capstone.

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    • Make a substantial professional contribution to the organization in which you work or to the healthcare profession in general.
    • Integrate and apply the knowledge you acquired during your studies in the MHA program.  Hone your skills to state-of-the-art proficiency in the particular project you have undertaken.
    • Be proficient in the particular topical area of the project you have undertaken.
    • Broaden your understanding of research methods and reports.
    • Sharpen your ability to apply the findings of research toward the solution of healthcare management problems.
    • Exhibit your abilities to complete a major scholarly document.


    Credits: 3 Offered: Monthly starts

  • Nursing Department (MSN)

    Courses

  • NP 600 - The Advanced Practice Nurse as Provider


    This course is designed for students who anticipate delivering patient care in the advanced practice role of Family Nurse Practitioner. Students will investigate issues that are pertinent to the Family Nurse Practitioner including licensure, certification, malpractice, and prescriptive authority.  Ethical and legislative issues affecting prescriptive authority for the Family Nurse Practitioner will be addressed including controlled substances. Statutory authority for prescription writing protocols is examined.

    Prerequisites & Notes
    All MSN core courses except NU 801

    Pre-requisite NU 608

    Co-requisite NU 607

    Credits: 1


  • NP 612 - Family Theory: Young and Middle Age Adult


    Explore the theories and practice of advanced practice nursing and health care planning and delivery to adults ages 18-60 considering diverse populations in concordance with nationally recognized FNP competencies. Course content includes developmental, physiological, pathological, and psychosocial changes relative to health maintenance, acute and stable chronic illnesses and life transitions. The role of the nurse practitioner is explored to include the practitioner as educator, leader and provider.

    Prerequisites & Notes
    All MSN Core Courses, NP600

     

    Credits: 3


  • NP 613 - Primary Care Practicum: Young and Middle Age Adult


    This course serves as a companion course to NP 612  (Family Theory:  Young and Middle Age Adult) and consists of two components, a clinical practicum (200-240 hours with an approved preceptor) and an online seminar.  The diagnostic reasoning skills needed for clinical decision making in the advanced practice role are including refining skills in the performance of a comprehensive health status assessment, development of differential diagnoses, planning, health promotion and care management of adult patients with stable chronic and minor acute health issues. 

    Prerequisites & Notes
    All MSN Core Courses

     

    Credits: 3


  • NP 614 - Family Theory: Children and Women of Childbearing Years


    NP 614 provides a problem-based case approach to explore the theories and practice of health care for women and children, within the context of family health care in concordance with nationally recognized FNP competencies. The course is designed to provide experience with assessment, diagnoses, planning, and management of patients for health promotion, minor acute conditions of childbearing, and childbearing families.

    Prerequisites & Notes
    NP 612, NP 613

     

    Credits: 3


  • NP 615 - Primary Care Practicum: Children and Women of Childbearing Years


    This course serves as a companion course to NP614:  Primary Care Theory:  Children and Women of Childbearing Years, and consists of two components, a clinical practicum (200 - 240 hours with an approved preceptor) and an online semionar.  In this course the student will apply course content from NP 614 to the care of women and children in the context of family, including refining skills in the performance of a comprehensive health status assessment, development of differential diagnoses, planning, health promotion and care management of patients with stable chronic and minor acute health issues.

    Prerequisites & Notes
    NP614 - Can take as a co-requisite

    Course Learning Objectives
     

    Upon completion of this course, you should be able to do the following:

     

    1.  Successfully complete the required clinical practicum hours as evidenced by completion of clinical logs in the Typhon tracking system and verification by site preceptor.
    2. Meet or exceed the clinical objectives related to the Nurse Practitioner (NP) practice competencies which are defined by the National Organization of Nurse Practitioner Faculties (NONPF) as evidenced by successful completion of the clinical evaluation tool at midterm and at the completion of the course.
    3. Document and analyze the synthesis of patient assessment, differential diagnoses and evidence-based plans of care as evidenced by successful completion of written annotated SOAP notes and participation in unfolding case discussions and peer review of case presentations.
    4. Exhibit intermediate skills in the organized and thoughtful presentation of two clinical cases to peers and faculty using oral and visual presentation methods as demonstrated in case presentations.
    5. Participate in ongoing authentic collaborative practice of inquiry of self and others as evidenced by substantive participation in cohorted or asynchronous case discussions.


    Credits: 3
  • NP 616 - Family Theory: Older Adult


    Provides a problem-based case approach to explore the theories and practice of health care for adults, families and communities in late adulthood in concordance with nationally recognized FNP competencies. The course is designed to provide experience with the assessment, diagnoses, planning, and management and health promotion for elder persons as well as those with complex conditions or multiple chronic conditions.

    Prerequisites & Notes
    NP 614, NP 615

     

    Credits: 3


  • NP 617 - Primary Care Practicum: Older Adult


    This course serves as a companion course to NP616 - Family Theory:  Older Adult and consists of two components, a clinical practicum (200 - 240 hours with an approved preceptor), and an online seminar.  In this course the student will apply course content from NP 616 to the care of  adults, families and communities in late adulthood, including refining skills in the performance of a comprehensive health status assessment, development of differential diagnoses, planning, health promotion and care management of patients with complex chronic health issues. 

    Prerequisites & Notes
    NP616 - Can take as a co-requisite

     

    Course Learning Objectives
    Upon completing this course, the student will be able to do the following:

     

    1. Successfully complete the required clinical practicum hours as evidenced by completion of clinical logs in the Typhon tracking system and verification by site preceptor.
    2. Meet or exceed the clinical objectives related to the Nurse Practitioner (NP) practice competencies that are defined by the National Organization of Nurse Practitioner Faculties (NONPF) as evidenced by successful completion of the clinical evaluation tool at midterm and at the completion of the course.
    3. Document and analyze the synthesis of patient history taking, physical examination, differential diagnoses and evidence-based plans of care for elders and those with chronic complex health care needs as evidenced by successful completion of written assignments.
    4. Exhibit advanced skills in the organized and thoughtful presentation of two formal clinical cases to peers and faculty using oral and visual presentation methods.
    5. Participate in ongoing authentic, collaborative practice of inquiry with self and others as evidenced by substantive participation in online discussions.
    6. Articulate a personal philosophy of Advanced Practice Nursing and apply that philosophy to the analysis of clinical practice differences in the healthcare community.
    7. Analyze the FNP role in health care policy issues that emerge in the clinical practice setting.
    8. Identify opportunities for continuous quality improvement in the clinical setting and apply the Dartmouth Microsystem Improvement Ramp to an observed clinical scenario.
    9. Develop a personal plan for FNP employment including salary negotiations, credentialing and state licensure process to occur upon completion of FNP education. 

     

    Credits: 3


  • NU 501 - Nursing Informatics


    Builds knowledge and skills essential for the use of computerized systems as tools in nursing and health care. Course content includes application of information technology in nursing practice, education, and administration with emphasis on accessing and evaluating available resources, computer use in organizing and manipulating information, and use of technology in teaching-learning environments.

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    • Analyze current and emerging technologies to support safe practice environments, and to optimize patient safety, cost-effectiveness, and health outcomes.
    • Evaluate outcome data using current communication technologies, information systems, and statistical principles to develop strategies to reduce risks and improve health outcomes.
    • Promote policies that incorporate ethical principles and standards for the use of health and information technologies.
    • Provide oversight and guidance in the integration of technologies to document patient care and improve patient outcomes.
    • Use information and communication technologies, resources, and principles of learning to teach patients and others.
    • Use current and emerging technologies in the care environment to support lifelong learning for self and others.


    Credits: 3
  • NU 503 - Nursing Research Methods: Utilization for EBP


    The master’s-prepared nurse examines policies and seeks evidence for every aspect of practice, thereby translating current evidence and identifying gaps where evidence is lacking. These nurses apply research outcomes within the practice setting, resolve practice problems (individually or as a member of the healthcare team), and disseminate results both within the setting and in wider venues in order to advance clinical practice (AACN IV).

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following: 

    • Integrate theory, evidence, clinical judgment, research, and interprofessional perspectives using translational processes to improve practice and associated health outcomes for patient aggregates.
    • Advocate for the ethical conduct of research and translational scholarship (with particular attention to the protection of the patient as a research participant).
    • Articulate to a variety of audiences the evidence base for practice decisions, including the credibility of sources of information and the relevance to the practice problem confronted.
    • Participate, leading when appropriate, in collaborative teams to improve care outcomes and support policy changes through knowledge generation, knowledge dissemination, and planning and evaluating knowledge implementation.
    • Apply practice guidelines to improve practice and the care environment.
    • Perform rigorous critique of evidence derived from databases to generate meaningful evidence for nursing practice.


    Credits: 3
  • NU 508 - Policy, Quality & Safety


    Explores how nursing influences and is influenced by policy setting and political action, and how its sphere of influence in the political arena has had, and continues to have, a major impact upon the health of people, health care in general, and the development of nursing as a professional discipline. Past and current trends in public, social, health, institutional, and organizational policies will be examined. The impact of values, including those traditionally tied to nursing, on the development and ongoing modification of policy will be analyzed. Students will be guided in the analysis of current policies and the exploration of political strategies available to them as individuals, and as members of groups or organizations.

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    • Analyze how policies influence the structure and financing of health care, practice, and health outcomes.
    • Participate in the development and implementation of institutional, local, and state and federal policy.
    • Examine the effect of legal and regulatory processes on nursing practice, healthcare delivery, and outcomes.
    • Interpret research, bringing the nursing perspective, for policy makers and stakeholders.
    • Advocate for policies that improve the health of the public and the profession of nursing.


    Credits: 3
  • NU 513 - Organizational and Systems Leadership


    This course prepares the nursing master’s graduate to provide quality cost-effective care; to participate in the implementation of care; and to assume a leadership role in the management of human, fiscal, and physical healthcare resources. Program graduates understand the economies of care, business principles, and how to work within and affect change in systems (AACN II).

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    • Apply leadership skills and decision making in the provision of culturally responsive, high-quality nursing care, healthcare team coordination, and the oversight and accountability for care delivery and outcomes.
    • Assume a leadership role in effectively implementing patient safety and quality improvement initiatives within the context of the interprofessional team using effective communication skills.
    • Develop an understanding of how healthcare delivery systems are organized and financed (and how this affects patient care) and identify the economic, legal, and political factors that influence health care.
    • Demonstrate the ability to use complexity science and systems theory in the design, delivery, and evaluation of health care.
    • Apply business and economic principles and practices, including budgeting, cost/benefit analysis, and marketing, to develop a business plan.
    • Design and implement systems change strategies that improve the care environment.


    Credits: 3
  • NU 514 - Population Health & Interprofessional Collaboration


    The master’s-prepared nurse applies and integrates broad, organizational, patient-centered, and culturally responsive concepts into daily practice. Mastery of these concepts based on a variety of theories is essential in the design and delivery of evidence-based clinical prevention and population care and services to individuals, families, communities, and aggregates/clinical populations nationally and globally (AACN VIII).

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    • Synthesize broad ecological, global and social determinants of health; principles of genetics and genomics; and epidemiologic data to design and deliver evidence-based, culturally relevant clinical prevention interventions and strategies.
    • Evaluate the effectiveness of clinical prevention interventions that affect individual and population-based health outcomes using health information technology and data sources.
    • Design patient-centered and culturally responsive strategies in the delivery of clinical prevention and health promotion interventions and/or services to individuals, families, communities, and aggregates/clinical populations.
    • Advance equitable and efficient prevention services, and promote effective population-based health policy through the application of nursing science and other scientific concepts.
    • Integrate clinical prevention and population health concepts in the development of culturally relevant and linguistically appropriate health education, communication strategies, and interventions.


    Credits: 3
  • NU 601 - Advanced Health Assessment


    The course provides the master’s-prepared graduate nurse with the tools to perform a comprehensive health assessment throughout the lifespan. The course builds on knowledge of anatomy, physiology, pathophysiology, and health assessment skills previously attained in undergraduate nursing education. Students demonstrate the ability to communicate information in both written and oral form to members of the multi-disciplinary health care team.

    Prerequisites & Notes
    NU 607; NU 608

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    • Describe the role of the master’s prepared nurse in advanced physical health assessment process across the lifespan.
    • Incorporates the bio-psychosocial, environmental, cultural, and spiritual factors that enhance or impede an individual.
    • Conduct a comprehensive and systematic assessment as a foundation for decision-making (AACN I, IX, ).
    • Use effective verbal and non-verbal communication skills in the comprehensive health assessment process.


    Credits: 3
  • NU 607 - Advanced Pharmacology


    This course is designed to advance the graduate student’s knowledge of pharmacokinetics, pharmacodynamics, pharmacogenomics and pharmacotherapeutics of health and disease states across the lifespan. Major categories of pharmacologic agents are examined in the context of the life span, culture, health and disease sates. Emphasis is placed on the use of evidence-based practice and current guidelines in the selection and management of medication regimens for patients and populations.

    Prerequisites & Notes
    Prerequisite:  NU 608

     

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    • Examine how principles of pharmacokinetics, pharmacodynamics, pharmacogenetics and pharmacoeconomics influence pharmacological therapeutics (AACN I, IX).
    • Analyze pharmacokinetic/pharmacodynamic characteristics such as indications, contraindications, mechanism of action, therapeutic effects, clinical response, adverse effects and toxicity of major drug categories (AACN I, IX).
    • Correlate the pathophysiology of a disease with the therapeutic action of an intervention (AACN I, VII, VIII).
    • Evaluate safety factors for the efficacious use of pharmacological agents in the context of disease and health states, lifespan, culture and gender (AACN I, VII, VIII).
    • Synthesize and apply evidence-based guidelines and research findings in the pharmacologic management of major health problems (AACN IV, VII, VIII, IX).
    • Develop comprehensive and appropriate patient education concerning drug regimens, side effects, interactions with – other prescription and/or nonprescription drugs, herbal preparations and food supplements (AACN V, VII, VIII, IX).
    • Discuss the need for community resources, patient education, and adherence to therapy within various cultures (AACN VI, VII, VIII, IX).


    Credits: 3

  • NU 608 - Advanced Pathophysiology


    Understanding the pathophysiology of disease process is critical to effectively evaluating the patient, planning/managing care, teaching & facilitating quality patient care. This course focuses on the pathophysiologic processes across the lifespan and the development of clinical reasoning skills that distinguish the relationships between normal physiology and specific alterations produced by injury and disease. A critical analysis of selected major health problems emphasizing etiology, epidemiology, genetics & environmental influences, clinical manifestations and diagnostics are examined.

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    • Differentiate between normal & abnormal compensatory mechanisms as the body responds to disease (AACN I).
    • Identify the etiological factors that contribute to specific alterations in health status of clients across the life span (AACN I, VII, VIII).
    • Use knowledge of environmental factors that influence genetically linked diseases (AACN I, VII, VIII).
    • Describe the etiology, developmental considerations, pathogenesis and clinical manifestations of major health problems (AACN I, VII, VIII).
    • Correlate and analyze select diagnostic and laboratory findings from a physiological/pathophysiological perspective (AACN I, V).
    • Integrate concepts of pathophysiology to clinical reasoning to provide health teaching, health promotion, disease prevention & management (AACN I, VII, VIII).
    • Synthesize and apply evidence based guidelines and research findings to manage and/or teach about major health problems (AACN IV, VII, VII).


    Credits: 3
  • NU 610 - Practicum in Nursing Administration


    A practicum, under the guidance of a preceptor, is arranged to meet individual student objectives related to the application of theories and research in nursing administration and management. The setting is selected by the student in collaboration with the faculty advisor. A contract with the preceptor is developed.

    Prerequisites & Notes
    All MSN Core courses, HA511, HA512, HA525, HA700

    Assignment Overview
    • Final Assessment: Successful Completion of Practicum
      • Practicum requirements include 135 hours that focus on a nurse manager/administrator project that will benefit the student’s professional development and the interests of the health care setting. These hours are on-site and off-site practice experiences that include review and application of relevant evidence and theories, such as occur with policy review and/or staff development.


    Course Learning Objectives
    Students in this experience will be able to do the following:

    • Identify an appropriate topic for a project relating to the advanced role of the nurse manager/administrator in a health-care setting.
    • Formulate and carry out a plan for acquiring new skills and knowledge relative to the project. 
    • Evaluate the results of the project. 
    • Analyze the implications of the project for the health-care facility. 
    • Demonstrate mastery of subject matter learned within the graduate curriculum as it relates to the topic .
    • Apply critical-thinking skills throughout the practicum. 
    • Achieve individualized objectives.  


    Credits: 3
  • NU 641 - Faculty Role in Nursing & Healthcare Education


    Learn and manage the teaching, scholarship and service domains as influenced by the requirements of the institutional setting. Analyze the role of the nurse educator and establish measurable goals for your academic trajectory.

    Prerequisites & Notes
    All MSN core courses

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    • Engage in scholarship of teaching and clinical practice.
    • Integrate the values of collegiality and professionalism to build an organizational climate that foster the development of learners and colleagues.
    • Advocate for nursing education and higher education in the political arena (AACN VI).
    • Understand the curricular processes in higher education.
    • Develop a concept map for your career trajectory.


    Credits: 3
  • NU 642 - Teaching Strategies in Nursing & Healthcare Education


    Use a variety of teaching strategies based on educational theory and evidence-based practices. Modify teaching strategies and learning experiences based on learner’s cultural background, past educational and life experiences, and generational groups.

    Prerequisites & Notes
    All MSN core courses

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    • Compare and contrast teaching methods and materials used in classroom, clinical, and non-traditional learning settings.
    • Analyze research reported in the literature regarding effectiveness of selected teaching methods and materials. 
    • Explore personal strategies for learning and self-development as a teacher.
    • Use information technologies to support the teaching-learning process (AACN V).


    Credits: 3
  • NU 643 - Assessment and Evaluation in Nursing & Healthcare Education


    Incorporates current research in assessment and evaluation practices. Analyzes available resources for learning assessment and evaluation and implements evaluation strategies that are appropriate to the learner and learning outcomes.

    Prerequisites & Notes
    All MSN core courses; NU 642; NU 644

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following: 

    • Discuss the components of student-learning evaluation in classroom/didactic and clinical/lab performance. 
    • Create and analyze assessment instruments to evaluate outcomes (AACN IV). 
    • Plan evaluation strategies for assessment of student learning. 
    • Analyze assessment and evaluation data. 
    • Conduct learner and program evaluation within ethical and legal parameters.
    • Apply learning and teaching principles to the design, implementation, and evaluation of health education programs for individuals or groups in a variety of settings (AACN IX, 12).


    Credits: 3
  • NU 644 - Curriculum Design in Nursing & Healthcare Education


    Participate in the design of the curriculum and demonstrate knowledge of curriculum development. Analyze results of program evaluation. Collaborate with community and clinical partners to support educational goals and design program assessment plans that promote continuous quality improvement.

    Prerequisites & Notes
    All MSN core courses; NU 642

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    • Lead quality improvement initiatives that affect the delivery of nursing and healthcare education (AACN III).
    • Employ interdisciplinary collaborative strategies in the design, coordination, and evaluation of curriculum in nursing and healthcare (AACN VII, 3).
    • Implement curricular revisions using appropriate change theories and strategies.
    • Implement and evaluate program assessment plans.


    Credits: 3
  • NU 644 - Curriculum Design in Nursing and Healthcare Education


    Explores the development of higher education in the United States and nursing education’s evolution in collegiate programs. Students study the educator’s role in clinical and academic settings and are introduced to program planning and curriculum development in both settings.

    Assignment Overview
    • Assignments: 5 Units
    • Interactivity: Discussion Board
    • Final Assessment: Final Paper


    Course Learning Objectives
    Upon completion of this course, you should be able to do the following: 

    • Discuss five major categories of learning theories. 
    • Analyze the major determinants of learning. 
    • Compare the instructional paradigm with the learning paradigm. 
    • State your philosophy of teaching and learning. 
    • Analyze the concepts of Andragogy and Pedagogy for their similarities and differences. 
    • Conduct an assessment of learning needs in the workplace. 
    • Construct a curriculum plan for an academic-based program and a work site program in which learners are pre-professional health-care providers.

     

    Credits: 3


  • NU 647 - Teaching in Nursing & Healthcare Education Practicum


    This course provides an opportunity to apply and test various teaching and evaluation methods in both classroom and clinical settings.

    Practicum requirements include 135 hours that are devoted to the learning and teaching needs of nurses working in a wide array of health care settings.

    Prerequisites & Notes
    All MSN core courses; NU 642; NU 643

    Course Learning Objectives
    Upon completion of this practicum, you should be able to do the following: 

    • Demonstrate effective teaching methods in classroom- and/or clinical-learning situations. 
    • Demonstrate effective evaluation methods in classroom- and/or clinical-learning situations. 
    • Develop learning objectives related to the nurse-educator role.


    Credits: 3

  • NU 801 - Capstone


    This capstone course requires the graduate nursing student to focus on substantive nursing practice issues and to develop solutions.  The student is required to complete a scholarly project, under the direction of a faculty member, which synthesizes advanced practice knowledge and skills to address substantive nursing practice issues.

    Prerequisites & Notes
    The prerequisites are all core and specialty courses; can be taken concurrently with final practicum/clinical rotation.

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    • Integrate theory, evidence, clinical judgment, research, and interprofessional perspectives to develop solutions for a nursing practice issue (AACN III, 1).
    • Perform a rigorous critique of evidence to generate solutions to the nursing practice issue.
    • Apply the best available evidence from nursing and other related sciences as the foundation for the nursing practice solution (AACN IX, 2).


    Credits: 3
  • M.S.Education Department (M.S.Ed.)

    Courses

  • ED 505 - Curriculum Design, Development and Assessment


    Explores a number of issues underlying curriculum design, development, and assessment. Students apply this knowledge to their learning audiences and reflect upon their own learning experiences. Students analyze the interrelation of curriculum, standards, and assessment and learn to use various methods for judging the effectiveness of specific curricula.

    Prerequisites & Notes
    None

    Assignment Overview
    Assignments: 4 Units and a final project/paper

    Interactivity: Discussion Board

    Final Assessment: Final Project

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following: 

    • Reflect on what you already know about curriculum and connect that knowledge to a broader perspective about the various types of curriculum typically used in the United States. 
    • Demonstrate your understanding of current curriculum dilemmas with supporting evidence drawn from both your own practice and from other resources. 
    • Develop, explain, and show evidence of your ability to apply insights gained from the text Understanding by Design to design a specific curriculum piece. 
    • Discuss a variety of ways to evaluate curriculum choices. 
    • Demonstrate a working familiarity with the following terms: behaviorism, curriculum mapping, cognitive science, horizontal and vertical mapping, Constructivism, designing curriculum backwards, neuroscience, and student misconceptions.


    Credits: 3

  • ED 512 - Educating the Exceptional Student in the Classroom


    Provides contextual knowledge of issues and practices related to teaching exceptional and diverse learners in a variety of settings. Students will examine historical and contemporary legal, procedural, and technical issues of the Individuals with Disabilities Education Act (IDEA), the Americans with Disabilities Act (ADA), and Section 504 of the Rehabilitation Act. The student will become acquainted with cognitive, sensory, and physically disabling conditions in school-aged and adult learners. Students will become aware of the roles of educators – staff developers, general educators, special educators, and other specialists who work as a team to support learners with disabilities in public schools and the workplace. Current technology to promote learning will be discussed. Teaching methods, strategies, modifications, accommodations and appropriate practices for educators and staff developers to meet the needs of all learners will be addressed. Internet access is required for one of the assignments.

    Assignment Overview
    Assignments: 5 Units

    Interactivity: Discussion Board

    Final Assessment: Final Project

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following: 

    • Discuss the laws that are the basis for special education and how they affect the classroom teacher. 
    • Reflect on expectations you have for students with disabilities in your classroom. 
    • Demonstrate the ability to accommodate and modify instructional materials and teaching methods to meet the needs of students with disabilities, ELL, and gifted students. 
    • Become familiar with high and low incidence disabilities and the barriers to learning presented with each disability.

     

    Credits: 3


  • ED 515 - Instructional Strategies


    Researches and ascertains instructional strategies for students’ learning audiences, and aligns instructional strategies with curriculum principles and standards. Determines strategies that deliver the greatest efficacy and effectiveness, given the instructor’s knowledge of his/her role and responsibility. This course investigates the ramifications of the “constructivist” classroom versus traditional teacher-centered learning.

    Assignment Overview
    Assignments: 4 Units

    Interactivity: Discussion Board

    Final Assessment: Final Paper

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following: 

    • Clearly articulate your vision of teaching and learning with regard to best practice. 
    • Consciously make instructional decisions to effectively implement the teaching-learning cycle. 
    • Use additional and/or fine tune existing instructional strategies to improve learning. 
    • Create a learning-focused classroom. 
    • Increase students’ involvement and responsibility for learning in the classroom. Demonstrate an understanding of how to assess learning in a multitude of ways, and how to utilize the assessments to promote higher student achievement.


    Credits: 3

  • ED 516 - The Standards Driven Classroom


    This course will aid teachers in building a performance-based system where students navigate their own learning and develop and set goals as they measure progress towards identified standards. This is a system that allows students a clear pathway, voice, and choice and increases their engagement and passion for learning. This course will help teachers work with identified standards and develop learning targets that are clear and will measure progress in their student’s learning. This performance-based system promotes student engagement as well as an opportunity for students to lead their own learning. This course will also help teachers develop a balanced instructional model as well as a balanced assessment system to aid in the management of the student-centered learning system.

    Prerequisites & Notes
    None.

    This course is offered online as part of the MSEd curriculum with monthly start dates.

    It will also be offered during the 2016 summer session with an on campus component.

    Assignment Overview

    • Assignment: 4 Units
    • Interactivity: Discussion Forum Participation
    • Final Assessment: Final Paper & Final Project


    Course Learning Objectives
    • Recognize the basic components of a performance /proficiency-based system as they relate to the roles of teacher, student, parent, and community.
    • Evaluate the roles of students, parents, and teachers in bringing about changes in the roles and structures necessary to meet the challenges and prepare students for twenty-first century learning and living.
    • Apply the tools necessary to build procedural transparency in a learner-centered classroom.
    • Evaluate these tools and their impact on students as they become active participants in their learning.
    • Identify content learning targets based on the State Common Core of Learning, 21st Century Skills, and the Key Cognitive Strategies. These standards will be used to guide and inform instructional goals and student progress as well as measure the depth and application of thinking and learning.
    • Develop a sample unit of instruction that incorporates the ideas, tools, and procedures outlined in this course.
    • Develop a plan of action to transform a learning community from traditional to performance based through systemic changes, learner-centered culture, transparency, and the development of procedures to aid students in navigating their own learning.


    Credits: 3 Offered: Online: Summer 2016, Week 1: Semester 201703

  • ED 517 - Standards-Based Curriculum


    This course will explore a number of issues underlying curriculum design and alignment to standards. Students will analyze the interrelation of curriculum and standards and learn to use various methods for judging the effectiveness of specific curricula. Using the lens of Standards-Based Curriculum, this system encourages the creation of curriculum which provides student with a clear pathway, voice, and choice and increases their engagement and passion for learning. This course will help teachers work with identified standards and develop learning targets that are clear and will measure progress in their student’s learning. This performance-based system promotes student engagement as well as an opportunity for students to lead their own learning.

    Prerequisites & Notes
    None - However ED 516 is strongly suggested.

    This course is offered online as part of the MSEd curriculum with monthly start dates.

    It will also be offered during the 2016 summer session with an on campus component.

    Course Learning Objectives
    Upon completion of this course, you should be able to:

    • Reflect on prior knowledge of curriculum and connect that knowledge as required to develop curricula that are rigorous and aligned to standards and learning outcomes in a standards-based learning system.
    • Demonstrate current curriculum dilemmas with supporting evidence drawn from both your own practice and from other resources.
    • Develop, explain, and show evidence of your ability to apply insights gained from the text Understanding by Design to design a specific curriculum piece.


    Credits: 3 Offered: Online: Summer 2016, Week 1: Semester 201703

  • ED 518 - Standards-Based Grading & Assessment


    This course provides an overview of Standards-Based grading and assessment practices with the goal of aiding teachers in building a performance-based system where students navigate their own learning to develop, set goals, and make progress towards identified standards. This course will also help teachers develop a balanced standards-driven assessment system to aid in the management of their student-centered learning system.

    Prerequisites & Notes
    None required - but helpful if this course follows ED 516 and ED 517

    This course is offered online as part of the MSEd curriculum with monthly start dates.

    It will also be offered during the 2016 summer session with an on campus component.

    Course Learning Objectives
    Using Standard-Based Grading:

    • Improve student achievement by focusing instruction and the alignment of curriculum to identified standards
    • Teachers will create a clear picture of what the student has learned and will be able to effectively communicate this to students, parents, teachers and administrators on what each student knows and is able to do according to established identified standards
    • Teachers will provide a learning scale or rubric that describes exactly what the student should know or be able to do. The rubrics identify criterion for proficiency and are used consistently throughout the unit and semester.
    • Understand proficiency scales
    • Create and use grading and assessment methods to collect evidence of achievement that support student learning


    Credits: 3 Offered: Online: Summer 2016, Week 2: Semester 201703

  • ED 520 - Research Design in Education


    Provides knowledge and skills for students to effectively design and conduct research. Identification and classification of research problems, comparative survey of research designs, and selection of appropriate research methods will be investigated. This course is intended to provide students with the preparation needed for the selection and design of their ED 600 capstone project. Options for the capstone project will be reviewed, and a potential research project outline will constitute the post-residency requirement.

    Prerequisites & Notes
    None

    This course is offered online as part of the MSEd curriculum with monthly start dates.

    It will also be offered during the 2016 summer session with an on campus component.

    Assignment Overview
    Assignments: 5 Units

    Interactivity: Discussion Board

    Final Assessment: Final Paper

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following: 

    • Identify the most frequently used types of educational research designs, their various purposes and applications, and the situations and contexts for which they are most appropriate. 
    • Characterize the differences and similarities between quantitative and qualitative research designs. 
    • Frame formally researchable questions, identify appropriate data to collect for them, and select proper procedures and instruments for their collection. 
    • Identify the different types of variables and their central roles in research, the uses of some and the dangers of others, and learn to beware of extraneous variables and surrogate indicators. 
    • Characterize how hypotheses are framed and tested and how the issues of validity and reliability are involved with different research designs. 
    • Recognize how research projects may emerge from workplace situations and the potential opportunities and limitations of applying their results to the workplace. 
    • Recall the five standard component sections of a research report, particularly as they are required in the ED 600 Research Project capstone course, and become familiar with the requirements of the formal literature review for research reports.


    Credits: 3 Offered: Online: Summer Session 2016, Week 1: Semester 201703

  • ED 522 - Educational Psychology


    Covers the application of psychology to the systemic study of education. Five areas will be examined: the academic, social, and emotional development of students; individual differences; learning processes; instructional methods and strategies; and assessing learning. The course materials prompt students to reflect on critical issues in teaching and schooling, as controversial educational questions are presented in a point-counterpoint format.

    Assignment Overview
    Assignments: 4 Units

    Interactivity: Discussion Board

    Final Assessment: Final Paper

    Course Learning Objectives
    Upon successful completion of this course, you should be able to illustrate, in writing, an understanding and application of content as it applies to:

    • Developmental and behavioral theories in education.
    • Strategies used to encourage motivation and thoughtful learning.
    • Teaching to diverse learning styles.
    • Creating learning environments.
    • Formative and summative assessment tools.


    Credits: 3

  • ED 523 - Teaching Methods in Secondary Education


    Provides an exploration of methods for planning, management, and teaching in secondary classrooms. Issues of effective teaching are brought to the forefront through examples and case studies. The course applies the best current knowledge about pedagogy directly to classroom experiences, promoting understanding of the connections between research and best practices. Students will do their papers, observations, and final project in the particular content area of their desired teaching specialization.

     

    Prerequisites & Notes
    NOTE: This course is not available from May through August.

    Assignment Overview
    Assignments: 5 Units

    Interactivity: None

    Final Assessment: Final Project

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following: 

    • Articulate and evaluate the influences of your own past experiences on current or future classroom decisions, attitudes, and beliefs.
    • Formulate a clear, personal philosophy of teaching.
    • Develop ways of observing and describing what goes on in classrooms.
    • Articulate and evaluate the complex influences of a teacher upon the learning and social development of his/her students.
    • Understand current educational research.
    • Define and develop effective teaching practices, including strategies for planning, instruction, management, and assessment.


    Credits: 3

  • ED 524 - Digital Strategies for 21st Century Learning


    This course is designed to serve as an introduction and exploration of current and emerging technologies and their applications for classroom instruction. The course focuses on best practices for 21st Century learning and teaching with technology in the classroom. 

    Assignment Overview
    Assignments: 4 Units
    Interactivity: Discussion Board
    Final Assessment: Final Project

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    • Analyze the role of technology in the twenty-first-century classroom
    • Determine how you will demonstrate digital literacy in your classroom
    • Use basic technology tools
    • Determine key variables in evaluating and selecting technologies and applications appropriate for your professional life
    • Examine current trends, new technologies, as well as critical challenges, in educational technology


    Credits: 3
  • ED 525 - Childhood Literacy and Language


    An exploration of the development of language in children and its connections to literacy. It encompasses a wide range of issues, topics, theories, and concerns, all of which guide the student through a theoretical as well as personal examination of the interplay between literacy and language at all stages of growth. The course incorporates case study observations of children of varying ages.

    Assignment Overview
    Assignments: 4 Units

    Interactivity: None

    Final Assessment: Final Project

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following: 

    • Understand and describe the structure and subsystems of language development, including phonology, morphology, semantics, syntax, and pragmatics. 
    • Understand and describe the processes of literacy development from birth through the school years. 
    • Define and understand the importance of key literacy concepts including metalinguistic awareness, decontextualized/contextualized language, and pragmatic awareness. 
    • Identify characteristics, possible causes, and treatment options for various speech and language disorders, including atypical development.


    Credits: 3

  • ED 526 - Collaborative Independent Study


    Enables students to collaborate with a faculty mentor in pursuing a subject of mutual interest in greater depth than would otherwise be possible. Students will obtain an application form from their advisors or the program director on which to state the general purpose and desired goals of their proposed project, the project’s specific focus, the actual activities to be undertaken and their relationship to the desired goals, the outcomes or products of those activities, and the assessment means by which outcomes will be evaluated.

    Credits: TBD
  • ED 531 - Supervision and Evaluation of Educational Personnel


    Focuses on a number of general supervisory strategies and more specific personnel-evaluation processes as they may be applied in educational environments. Goal-setting, feedback, reinforcement, and delegation techniques are considered in their enabling the appraisal and improvement of administrative, teaching, and support personnel.

    Assignment Overview
    Assignments: 4 Units

    Interactivity: Discussion Board

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following: 

    • Identify and describe the historical role and framework of human resources in the educational organization. 
    • Create activities that could be used to support new and continuing staff (administrators, teachers, and support staff). 
    • Discuss current trends and issues in professional development programs for all levels of employees. 
    • Identify in-service activities that are likely to put employees in a receptive and active role. 
    • Connect staff developmental needs to school improvement and student achievement. 
    • Describe steps in data collection and analysis and the tools needed for employee performance assessment. 
    • Evaluate the relationship among performance appraisal criteria, job responsibilities, employee feedback, and local requirements. 
    • Compare and contrast the characteristics of formative and summative performance assessment. 
    • Describe leadership techniques that enhance goal-setting and feedback for personnel improvement. 
    • Describe delegation of authority and its use in the educational setting.


    Credits: 3

  • ED 532 - School Finance and Budgeting


    Examines the financial contexts and legal requirements of educational budgeting. The roles of federal and state laws, regulations, and tax policies are considered, as are local conditions and concerns, in raising and distributing revenue. The processes of budgetary planning, preparation, management, and control are carefully evaluated.

    Assignment Overview
    Assignments: 5 Units

    Interactivity: Discussion Board

    Final Assessment: Final Project

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following: 

    • Identify and analyze the sources of resources for schools and local education agencies (LEAs). 
    • Understand and be able to use and explain to lay people the technical language used to discuss education finance issues. 
    • Analyze, interpret, and present financial data, trends, and issues to the public served by the schools, and outline possible actions and their implications. 
    • Develop an effective budget-planning process that is driven by school and LEA priorities, that meets state requirements, and that involves the staff and community. 
    • Understand and apply basic concepts and practices of budget administration, accounting, and reporting.


    Credits: 3

  • ED 533 - Federal and State Civil Rights and Education Laws


    Students will pursue an in-depth study of the federal and state constitutional provisions and statutory laws directly affecting educators who need to interpret those provisions as part of their responsibilities in public school settings. Through discussion and readings, students will develop competence dealing with legal situations that affect students, teachers, special education, and the administration of public schools. In addition, students will examine the education laws of one specific state.  Students will complete a final project involving a topic of interest or action research that is of direct importance in their work environment.

    Assignment Overview
    Assignments: 4 Units

    Interactivity: None

    Final Assessment: Final Project

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    • Articulate the major legal issues related to students.
    • Explain the major legal issues related to teachers and credentialing.
    • Understand the major legal issues related to special education and entitlements to a free and appropriate public education.
    • Become familiar with the major federal issues impacting schools today, with special emphasis on the No Child Left Behind Act.


    Credits: 3

  • ED 534 - Community Relations and Communication


    Examines the relationships of the school system and its community, and their influences upon each other, stressing the importance of mutual understanding. Processes for identifying mutual interests through appropriate information sharing are emphasized, as are techniques to assist clarity in bargaining and effectiveness in public communication.

    Assignment Overview
    Assignments: 5 Units

    Interactivity: Discussion Board

    Final Assessment: Final Project

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following: 

    • Understand the context and need for communications and community relations programs in educational organizations. 
    • Organize the communications function in schools. 
    • Identify and determine the communication needs of the various internal and external education publics. 
    • Use basic interpersonal and mass media communication skills. 
    • Develop and evaluate a school communications and community relations plan. 
    • Communicate in crises and other special situations.


    Credits: 3

  • ED 535 - Organizational Theory and Planning


    Provides an analysis of educational organizations as systems of interrelated parts, influencing and being influenced by other systems. Considers both internal and external constituencies in evaluating models of planning processes which include data selection and analysis, types and timing of stakeholder inputs, uses and usefulness of future projections, and techniques most suitable to addressing different types of problems.

    Assignment Overview
    Assignments: 4 Units

    Interactivity: Discussion Board

    Final Assessment: Final Paper

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following: 

    • Identify and discuss historically representative organizational theories and models. 
    • Understand how organizational structure helps and/or hinders organizational and individual behavior. 
    • Apply organizational theory to practice by developing a personal plan of action. 
    • Understand principles, and practice sample techniques of strategic planning. 
    • Understand a leaders role in the organizational planning, change, and improvement process.


    Credits: 3

  • ED 536 - Educational Leadership


    Discusses different types of leadership including those found to be most effective in the varying circumstances of educational organizations. Particular attention is paid to the attitudes and approaches generally found most suitable for leading professional employees, and for creating and maintaining both an organization’s collective values and its strategic direction. Whether you are a health care educator, a teacher-leader, a school administrator, or military personnel, you will examine various perspectives and apply them to your own situation.

    Prerequisites & Notes
    None

    Assignment Overview
    • Assignments: 5 Units
    • Interactivity: Discussion Board and electronic communications log
    • Final Assessment: Final Paper


    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    • Expand your knowledge, through inquiry and reflection, about the roles and responsibilities of educational leaders, and educational leadership theory.
    • Understand and apply the ISLLC Standards for School Leaders.
    • Evaluate and discuss the leadership roles vital in the vision, energy, mission, and culture of the school organization.
    • Evaluate and discuss the leadership roles vital in achieving meaningful and purposeful educational change in schools.
    • Research and describe how different leadership theories apply to your school or organizational setting.
    • Research and incorporate recent leadership issues and challenges into your discussions and writings.
    • Participate in an ongoing, dynamic electronic dialogue with the instructor and classmates through the Discussion Board.
    • Communicate with local and distance leaders about leadership roles and approaches.
    • Examine and analyze case studies by applying educational leadership theories to practice.
    • Act as an educational leader, integrating theory and practice, in your written work and electronic communications.
    • Create an Academically Based Service Learning Project (ABSLP) which you will implement in your educational setting.
    • Reflect upon and summarize your plan for your own development as an educational leader.


    Credits: 3
  • ED 537 - Professional Development in the 21st Century


    Draws on adult learning theories to provide a context to evaluate professional development models and procedures and to create a professional development plan. The desirability of collaborative goal-setting, supportive feedback, and analytic evaluation are stressed in planning and implementing professional development efforts. Congruence of individual’s development goals with the organization’s long-term planning is stressed.

    Assignment Overview
    • Assignments: 5 Units
    • Interactivity: Discussion Board


    Course Learning Objectives
    Upon completion of this course, the student will: 

    • Know the various models of professional development and apply them to workplace
    • Analyze the connection between professional development, professional learning communities, and student achievement
    • Evaluate existing professional development in light of the new definition and the new national standard
    • Use case studies to analyze and compare effective professional development to the new national criteria
    • Dialog and network with colleagues about effective professional development
    • Design, present, and evaluate a staff development presentation for a specific goal in the workplace


    Credits: 3
  • ED 538 - Maine Special Ed Law


    This course will review the statutory and regulatory foundations of U.S. public policies as it pertains to Maine children and youth with disabilities. As some of Maine laws in this area have permissively been altered or may exceed federal law requirements, this course will speak to critical areas specifically addressed where the federal law and Maine’s regulations differ. This course will provide comprehensive overviews of The Individuals with Disabilities Education Improvement Act (IDEA) and other relevant federal and state legislation, regulations, and policies including FERPA, Section 504, ADA, and FAPE.

    Prerequisites & Notes
    None

    This course is offered online as part of the MSEd curriculum with monthly start dates.

    It will also be offered during the 2016 summer session with an on campus component.

    Assignment Overview

    • Assignments: 4 Units
    • Interactivity: Discussion Board
    • Final Assessment: Final Project


    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    • Analyze the importance and substantive requirements of Maine Special Education Law for administrators working in the State of Maine.
    • Understand the legal foundations for special education including relevant legislation, litigation, and vocabulary.
    • Analyze the relationship among IDEA, Section 504, and ADA.


    Credits: 3 Offered: Online: Summer Session 2016, Week 1: Semester 201703

  • ED 540 - Adult Education and Self-Directed Learning


    Examines the major theories of adult learning and their philosophical traditions through a broad overview of both theory and practice. Investigates various facilitation methods of adult learning processes including andragogy, self-directed learning, transformative learning, and dialogue. Students will have the opportunity to practice adult self-directed learning as well as explore and reflect upon it.

    Assignment Overview
    Assignments: 4 Units

    Interactivity: Discussion Board

    Final Assessment: Final Paper

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following: 

    • Adopt a personal philosophy of adult leaning. 
    • Differentiate the three main theories of adult learning. 
    • Demonstrate two models of facilitating self-directed learning. 
    • Facilitate two methods of transformational learning. 
    • Distinguish between dialogue, questioning, and discussion in adult education settings. 
    • Create an adult learning lesson using three theories of adult learning. 
    • Critically reflect on your learning from this course.


    Credits: 3

  • ED 545 - American Education: the Search for the Public Good


    Examines the U. S. educational system from a critical perspective, exploring the social, political, and ideological factors that have shaped the development of schools and school practices. With a focus on debates about the purposes of education, the proper organizing and financing of schools, and the consequences of school practices for the broader society, the course traces the history of educational thought and policy in the United States. The course investigates, in detail, the causes and consequences of racial inequality and standardized testing.

    Assignment Overview
    Assignments: 5 Units

    Interactivity: None

    Final Assessment: None

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    • Understand the social and political implications of the knowledge taught in schools.
    • Expand your knowledge of the complex historical and cultural forces that have shaped the development of American public schools.
    • Discuss the ongoing tension between issues of freedom and social control in American public schools.
    • Recognize the history of the philosophy of education.
    • Describe the influence of social Darwinist thought on the development of public education and the resulting influence of the industrial and/or corporate elite on educational goals.
    • Compare and contrast the views of Washington and Du Bois over the education of African-Americans.
    • Analyze the causes and consequences of race, gender, and class inequality in schools.
    • Evaluate the impact of contemporary school reforms, including standardized testing and other educational mandates.
    • Assess the current challenges to American schools, such as equitable funding, multiculturalism, resegregation, school choice, homeschooling, school violence, etc.
    • Predict the future of American education in the twenty-first century.


    Credits: 3

  • ED 550 - Classroom Management for Effective Learning (K-12)


    Prepares teachers for proactive classroom management, which meets the needs of all students in an inclusive classroom. Provides models of teaching and learning that accommodate students at risk of learning, students of diverse culture, and students with diverse abilities and disabilities.

    Assignment Overview
    Assignments: 4 Units

    Interactivity: None

    Final Assessment: Final Paper

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    • Identify the influence of your personal background on your teaching. 
    • Develop ways of describing classrooms. 
    • Understand the philosophical basis for classroom management models. 
    • Analyze the teaching and learning implications of classroom management models. 
    • Make informed decisions about applying classroom management models. 
    • Integrate management systems into an engaging learning environment. 
    • Apply knowledge of educational research to classroom practice.


    Credits: 3

  • ED 555 - Measurement and Evaluation


    Explores the many ways students can demonstrate what they know and are able to do as a result of their participating in a course of study. Assessments examined will include standardized pre-designed tests, teacher/ instructor-originated instruments, observational data-gathering techniques, and both inductive and deductive methodologies. Issues of validity and reliability will be thoroughly investigated.

    Assignment Overview
    Assignments: 5 Units

    Interactivity: Discussion Board

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following: 1. Develop a personal Assessment Plan based on current research, course components, and personal classroom practice. 2. Using course reading and personal classroom practices, critically reflect on assessment and evaluation practices. 3. Develop specific assessment techniques to involve students or workers in their own process of learning and assessment. 4. Collect and use a variety of valid and reliable assessments to make well-informed judgments regarding student or employee performance. 5. Critique accountability models used in your school, district, and/or state, and identify strengths and weaknesses of current models as well as suggesting alternative approaches.

    Credits: 3


  • ED 560 - Intercultural Communications and Learning


    As our classrooms and workplaces become more diverse, the need to understand differences and the many variables of intercultural communication is essential. Major concepts covered in this course include the definition of culture, communication styles, ethnicity and identity, and intercultural sensitivity. The course provides an appreciation of the diverse ways of communicating in different cultures. Students will gain competence in handling intercultural situations in a variety of professional venues.

    Assignment Overview
    Assignments: 4 Units

    Interactivity: None

    Final Assessment: Final Paper

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    Become familiar with the major theories and models of cross-cultural interaction.

    Enhance your appreciation of the diverse ways of communicating in different cultures.

    Become aware of the influence of culture in your own thinking and behavior and the thinking and behavior of others.

    Credits: 3


  • ED 570 - The Reflective Educator


    Provides the philosophical and values base for meaningful, civil teaching and learning. Knowledge without reflection, values, principles, and vision can be, and historically has been, dangerous. This course provides an in-depth framework for understanding social responsibility and contribution in the teaching and learning transaction.

    Assignment Overview
    Assignments: 5 Units

    Interactivity: None

    Final Assessment: Final Paper

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    • Through the art of reflection, examine, assess, and appreciate your own personal life journey and critically reflect upon the responsibilities, challenges, and personal rewards of your vocation as a teacher.
    • Identify and develop those vocational ideals that have the potential to nurture contemporary schools and society.
    • Examine some of the ethical, communal, and spiritual dimensions of the teaching/learning act and formulate a personal ethics of teaching.
    • Recognize teaching as a moral act; identify the moral dimensions of the school environment (including both the implicit and explicit curriculums); and assess the moral climate of your own educational setting.
    • Identify the impact of culture, societal values, and moral ideas upon contemporary education.
    • Examine and critique recent school reform proposals, emphasizing the quest for individual and spiritual fulfillment and an authentic experience of community.
    • Articulate a professional point of view that is guided by reason rather than rhetoric, a personally appropriated value position, and vigilant self-reflection; act with the integrity that comes from knowing what one is doing and why one is doing it; and define who the self is that teaches.


    Credits: 3

  • ED 572 - The Catholic Principal as Educational and Spiritual Leader


    This course will address administration as ministry within the Catholic school and parish communities by reflecting upon the major roles and responsibilities of the Catholic school principal in establishing and maintaining Catholic spirit, excellence in education, and temporal vitality.

    Prerequisites & Notes
    ED 536: Educational Leadership; TH 550: Foundations in Catholic Theology

    Important Information for Ordering Textbooks: In Unit 4, the student will have the option of completing either the readings and assignments for Lesson 4.1, Catholic School Law, or the readings and assignments for Lesson 4.2, Catholic School Finances, Development, Marketing, and Public Relations.  In the Final Project, practicing Catholic School Administrators will engage in a practical educational viability assessment whereas prospective Catholic School Administrators will engage in a discernment process as an educational, spiritual, and managerial leader.

    Assignment Overview
    Assignments: 5 Units

    Interactivity: Discussion Board

    Final Assessment: Final Paper included in Unit 5

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    • Spirituality of Leadership: Applying the Biblical model of servant-leadership, students will examine the issues of leadership style, vocation, and faith witness as they both reflect the identity and integrity of the individual Catholic school administrator, and serve to promote and articulate the mission and goals of Catholic education.Through self-assessment and reflective exercises, students will identify and evaluate their own spiritual leadership styles.
    • Catholic Identity: Students will define and examine Catholic identity, and consider and apply practical and concrete means to effectively institutionalize this fundamental component of a Catholic school primarily in terms of catechesis, and secondarily, in terms of climate, culture, programs, and services. Students will identify and define the roles of liturgy, prayer, charism, history, and heritage; parental and student involvement; and mission articulation in fostering Catholic identity in the school community.
    • Private School Law: Students will familiarize themselves with the law as it affects private/parochial education, be cognizant of the principles of law involved in landmark court decisions, and be able to understand and explain the court’s reasoning. In doing so, students, as practicing or prospective Catholic School administrators, will be able to apply the appropriate legal concepts to their own policy making and administrative practices.
    • Finance, Development, Marketing, and Public Relations: Students will identify and examine fiscal and marketing issues and challenges as they relate specifically to Catholic schools. This includes cultivating and maintaining a healthy development program, public relations, student recruitment and retention, understanding the budgeting process, and strategic planning.
    • Discernment and Assessment. For Practicing Catholic School Administrators: Using a process developed by the Diocese of Galveston-Houston for the N.C.E.A., practicing administrators will engage in a practical assessment of the viability of one’s own educational setting to identify weaknesses in areas that are vital to the Catholic school’s future, and then formulate a plan to improve those areas.
    • For Prospective Catholic School Administrators: Using William Campbell’s Self-Directed Principal Formation Program, prospective administrators will engage in a comprehensive, self-paced discernment process to help identify one’s vocational ideal and assess one’s readiness for Catholic school administration.


    Credits: 3

  • ED 580P - School Leadership Internship


    Provides an experience designed to demonstrate, through a portfolio and other means, a mentor’s assessments and the ability to apply the learning gained in this M.S.Ed School Leadership concentration. Such applications can include, but are not limited to, participating in organizational planning and development efforts, reviewing learning standards and comparing assessment procedures, investigating legal and regulatory issues before the school or district, undertaking financial or budgetary analysis as directed, analyzing school cultures and learning climates, and generally demonstrating reflective management practice tools and strategies. A combination of institutional research and operations assistance is generally expected. This course is guided by the standards of the Interstate School Leader Licensure Consortium (ISLLC). Students should contact their advisors to begin the registration procedure for this course.

    Prerequisites & Notes
    Completion of all other required and elective courses, or permission of the Program Director. The on-site mentor must be a certified administrator with three- or more-years experience. IMPORTANT NOTE: Even though ED 580P is a 6-credit course, it will only satisfy one of the elective course requirements if taken as part of the Educator’s Concentration or the Health Care Educators’ Concentration. Further information and clarification can be obtained from an admissions counselor or advisor.

    Assignment Overview
    Final Assessment: Community Paper, Proposal, monthly reflections tied to ISLLC Standards, Capstone, Mid and Final evaluation demonstrating progress toward standards.

    Course Learning Objectives
    The objective of this course is to guide interns in the field of educational administration so that they can gain knowledge and develop skills in the following: Interstate School Leaders Licensure Consortium Standards (ISLLC). Upon completion of this course, you should be able to do the following:

    • Standard 1 Promote the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.
    • Standard 2 Promote the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.
    • Standard 3 Promote the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.
    • Standard 4 Promote the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.
    • Standard 5 Promote the success of all students by acting with integrity, fairness, and in an ethical manner.
    • Standard 6 Promote the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.


    Credits: 6
  • ED 590P - Student Teaching


    Provides a professional experience designed to demonstrate the candidate’s abilities within a classroom to design and enhance his/her students’ learning, through creation, selection, management, and assessment of appropriate classroom activities, as directed and supported by both a college- course faculty member and a mentoring classroom teacher.

    Note: Each participant will develop, deliver, record, and analyze lesson plans; keep a daily log and weekly reflective journal; accumulate appropriate artifacts; and periodically record his/her performance by video, using INTASC (Interstate New Teachers Support Consortium) core standards. Regular conferences between the student candidate, the classroom teacher, and the course faculty member will be held. Students should contact their advisers and the Program Director to initiate the registration procedure for the course. This is normally a twelve-credit-hour course, but ED 590P can be adapted to meet the requirements of the state in which the student seeks certification, upon discussion with the Program Director.  The on-site mentor must be a certified teacher with three- or more-years experience in the same content area.

     IMPORTANT NOTE: Even though ED 590P is a twelve-credit course, it will only satisfy one of the elective course requirements if taken as part of a degree program. Further information and clarification can be obtained from an admissions counselor or advisor. 

    Prerequisites & Notes

    1. Praxis I at a score deemed passing in the state of certification (or Maine’s score if state of certification does not require Praxis I).
    2. Appropriate Praxis II “PLT” at a score deemed passing in the state of certification (or Maine’s score if state of certification does not require Praxis II).
    3. Transcripts of required content courses at the credit level required by the certifying state (in Maine, 24 credits). In rare cases the Praxis II Content Area exam may substitute for this requirement, upon petition of the MSEd Program Director.
    4. State authorized fingerprint and background checks (if not required in state of certification then to the level necessary to satisfy the requirements in Maine for certification).
    5. For matriculated MSEd students, one of the final courses of the master’s degree program (must also have successfully passed ED 512 and ED 523 or equivalent courses).
    6. For non-matriculated students, a transcript analysis by State Certification Department of the state where the student is seeking certification confirming all required courses have been successfully completed for certification except for Student Teaching.


    Assignment Overview
    Assignments: Student Teaching

    Course Learning Objectives
    • Placed in a school site and gradually assuming the full responsibilities of a teacher, the student teacher will better understand the meaning of professional cooperation, teamwork, principles of parental involvement, social organization of the school, legal aspects of education, the INTASC Standards, and professional ethics through direct participation.
    • Placed in a school site, the candidate will have the opportunity to observe, assist, tutor, instruct, research, and apply comprehensive knowledge in the preparation, presentation, assessment, and evaluation of lessons and learning.
    • Faced with a diverse population in the classroom, the student teacher will develop effective communication skills with all children.
    • Having a heterogeneous class of children, the student teacher will enhance his/her knowledge of and application of different learning theories, learning styles, teaching strategies, assessment techniques, and effective practices.
    • Faced with daily classroom tasks, the intern will develop and sharpen his/her skills in effective classroom and time management, in using positive guidance with children with challenging behaviors, in transitioning smoothly to different activities, in making judgments and overall supervision.


    Credits: 12

  • ED 600 - Research Project


    This culmination project demonstrates what the student has learned and is able to do as a result of participation in the Master of Science in Education program. The project should apply the knowledge gained, principles and standards recognized, and questions posed throughout the course of studies. It should be meaningful and useful to the student, and, hopefully, to potential audiences of learners, co-workers, or others at large. Quantitative, qualitative, mixed-method and action research projects are all potentially viable. Students have six months to complete this course.

    Prerequisites & Notes
    ED 520 and all other required degree program courses.

    Assignment Overview
    Final Assessment: Final Paper

    Course Learning Objectives
    Upon completion of this project, you should be able to do the following: 

    • Demonstrate your deepened understanding of an important aspect of teaching and/or learning on a topic of interest , as reflected in the scope and quality of your project. 
    • Integrate your understanding of issues that you studied in other courses in the MSEd program. 
    • Research topics connected to teaching and/or learning both by literature review and by applied research methods. 
    • Strengthen your personal sense of reflective practice and professional knowledge.


    Credits: 3
  • ED 650 - Theories & Principles in Adult Education & Training


    The basic learning principles, philosophies, and history of adult education and adult learning are examined as is an overview of the major theories of human resource training, human performance development, and continuous improvement training models.

    Prerequisites & Notes
    This must be the first course taken in the M.S.E.d. Adult Education & Training concentration. This is a 15-week course. Please carefully read the course descriptions and objectives for ED 692 & ED 696 prior to enrolling in ED 650.

    This course is open to students in the M.S.E.d. Adult Education & Training concentration only.

    Credits: 3


  • ED 654 - Educational Objectives for the Sebago Plan


    The students will discover how to write clear and measurable objectives for cognitive, affective, and psychomotor domains to guide them through the Sebago Plan. The formation of the plan for the entire master’s degree concentration in AET will take place during this course. Students will establish the measurable objectives for the overall master’s degree concentration including using one of the core values of Saint Joseph’s College as a guiding principle [faith, excellence, integrity, community, respect, compassion, justice]. The use of cognitive and affective objectives is required when developing the overall degree objectives whereas the use of psychomotor objectives is optional.

    Prerequisites & Notes
    ED 650

    This is a 15-week course. This course is available only to students in the M.S.E.d. Adult Education & Training concentration.

    Assignment Overview
    Assignments: 4 Units

    Interactivity: None

    Final Assessment: Final Project

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    • Relate Adult Learning Theories to the development of learning objectives, assessments, and professional development.
    • Create measurable learning objectives based in the Cognitive, Psycho-motor and Affective domains.
    • Create assessments that effectively measure learning objective in the Cognitive, Psycho-motor and Affective domains.
    • Develop personal learning objectives for the Masters of Science Adult Education and Training degree program.
    • Incorporate Personal Learning Philosophy and Professional Code of Ethics into professional development plans.
    • Envision your personal and professional development based on Adult Learning Theories.
    • Exhibit writing skills that incorporate APA formatting standards.


    Credits: 3

  • ED 658 - Literature Review in Adult Education & Training


    Specific measurable learning objectives beyond those that delineate the boundaries of this course (the “shoreline”) will be developed by the student in conjunction with the faculty member. The student will undertake an in-depth exploration of the published research and writing within the domain of Adult Education, Human Resource Training. The differences between Adult Education and Human Resource Training must be clearly delineated. The literature review should also examine training areas for specific industry requirements and related compliance standards such as for IPC, OSHA and ISO. An exploration of the tenets of the chosen guiding principle core value will complete the literature review component of this course. The student will carry out an evaluation of the work completed and understanding gained during this course using each of the measurable objectives that were developed for this course. Any gaps in work or knowledge identified will be rectified prior to successfully completing this course. This evaluation process will continue for each of the courses in this program.

    Prerequisites & Notes
    ED 654

    This is a 15-week course. This course is open only to students of the M.S.E.d. Adult Education & Training concentration.

    Credits: 3


  • ED 662 - Technology in Adult Education & Training


    Under the tutelage of a mentor, the student will craft measurable objectives for this course. The student will explore existing and emerging technologies that have application in adult education & human resource training and focus on those that may be applicable at the potential educational setting or training venue, usually the student’s workplace. A final evaluation process using established procedures for this course will be utilized.

    Prerequisites & Notes
    ED 658

    This is a 15-week course. This course is available only to students in the M.S.E.d. Adult Education & Training concentration.

    Assignment Overview
    Assignments: 4 Units
    Final Assessment: Project

    Credits: 3


  • ED 668 - Needs Analysis & Evaluation in Adult Education & Training


    Under the tutelage of a mentor, the student will craft measurable objectives for this course. The student will gain application in crafting needs assessments in general and ones that are appropriate to the potential project venue, usually the student’s workplace. The student will also gain knowledge in crafting evaluations for adult education and training in general and also evaluations that are appropriate to the potential project and venue, usually the student’s workplace. An appropriate methodology for analyzing the needs and evaluation of the guiding core value will also be searched as part of this course.

    Prerequisites & Notes
    ED 662

    This is a 15-week course. This course is available only to students in the M.S.E.d. Adult Education & Training concentration.

    Credits: 3


  • ED 672 - Case Study in Adult Education & Training


    Under the tutelage of a mentor, the student will craft measurable objectives for this course. The student will complete a case study in an area of adult education or human resource training that has similarities to the identified project to be undertaken. The form and shape of this case study will be guided by the learner-developed objectives for this course and in consultation with the faculty mentor. The student will explore to what extent, if any, the guiding core value is evident in this case study. This case study must be completed in a technology or mixture of technologies [such as those discovered in ED 662] that are not the typical word-processed document. A final evaluation process using established procedures for this course will be utilized.

    Prerequisites & Notes
    ED 650, ED 654, ED 658, ED 662, and ED 668

    This course is available only to students in the M.S.E.d. Adult Education & Training concentration.




    Assignment Overview
    Assignments:  4 Units
    Interactivity: None
    Final Assessment: Final Project

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    • Complete a case study of adult education or human resource training in an area of your choosing.
    • Develop learner objectives relevant to understanding case study design and application in your own work environment.
    • Identify to what extent the guiding core value is evident in the case study.
    • Utilize technology to some degree in the design, execution, and report of the case study.


    Credits: 3

  • ED 680 - Program Development - Needs Assessment Plan


    Under the tutelage of a mentor, the student will craft measurable objectives for this course. The student will undertake an in-depth needs assessment specifically for the potential training venue and project to be developed [course, training, workshop, retreat, etc.], usually at that student’s workplace. The needs springing from the guiding core value will also be searched as part of this plan.

    Prerequisites & Notes
    ED 672

    This course is available only to students in the M.S.E.d. Adult Education & Training concentration.

    Credits: 3


  • ED 684 - Program Development - Evaluation Plan


    Under the tutelage of a mentor, the student will craft measurable objectives for both this course and for the AET project [course, training, workshop, retreat, etc] to be developed. The objectives for the project will be based on the needs assessment completed in ED 680. An evaluation plan will be created to determine the level of fulfillment of the objectives. A definition of a successful adult education or human resource education project will be shaped by meeting the specific needs of the workplace before that program has begun the development phase.

    Prerequisites & Notes
    ED 680

    This course is available only to students in the M.S.E.d. Adult Education & Training concentration.

    Credits: 3


  • ED 685 - Special Topics and Current Issues in Education


    Surveys contemporary topics and issues of significance to teachers and administrators in American education. Potential topics can include the changing demographic mix of student populations and its effects on curriculum and teaching methods; the requirements of the Elementary and Secondary Education (“NCLB”) Act and how states and local districts are dealing with them; and the continuing debate over the definitions (and funding) of special education.

    Credits: 1-3
  • ED 685A - Special Topics: Child Sexual Abuse Awareness for Educators: A Teacher Training Symposium


    As mandatory reporters, teachers are in a unique position to help children of abuse and suspected abuse. As such, they require training to maximize skills in order to help identify, report, and assist as necessary when students need immediate care. This symposium promises to help teachers from all levels understand child sexual behaviors, the grooming process used by adults, cultural supports that lead to widespread child sexual abuse, responses from children, challenges of the sex offender registry, child sexual abuse investigating and reporting

    Prerequisites & Notes
    This course is offered as a summer course only.

    Credits: 3 Offered: Summer 2014; Semester201504
  • ED 685B - Special Topics: Enhancing Student Support Processes: RTI/PBIS


     

    Examines response to Intervention, along with a focus on the fundamental components of RTI and RTII, complimented with an overview of Positive Behavior Instruction and Support (PBIS). Students will collaborate with their peers to explore the different facets of RTI, while using their own experiences and backgrounds for the context of their assignments. The class is closely modeled after the implementation and action steps by Response to Intervention best practices.

    Credits: 3 Offered: Summer 2014; Semester 201503: Summer 2013; Semester 201404


  • ED 685b - Special Topics:Teaching & Learning in a Standards-based Environment


     

    Assists teachers in working with identified standards and developing clear learning targets while offering student voice and choice as they demonstrate progress in their learning. Opportunity will be given to build a performance-based system that will promote student engagement as well as maximize opportunities for students to lead their own learning.

     

    Prerequisites & Notes
    This course is available to GPS Students as a summer course only.

    Credits: 3 Offered: Summer Session 2012: Semester 201304


  • ED 685C - Special Topics: Autism in Society: Youth & Adults, High School and Beyond


    “Autism in Society: Youth and Adults, High School and Beyond” focuses on special topics for working with youth on the spectrum. The course will explore issues for older children and young adults, including transitioning to college and career, dating and relationships, and other “real life” realities and challenges. This course is not contingent on having attended the previously-offered “Autism in the Classroom” symposium. It is open to all, but may be of particular interest to those who would like more understanding about autism in adolescence and young adulthood.

    Prerequisites & Notes
    This course is offered as a summer course only.

    Credits: 3 Offered: Summer 2014; 201503
  • ED 688 - Program Development - The Project


    Measurable objectives will be written for this course. The student will create a detailed adult education or human resource training project [course, training, workshop, retreat, etc] for that student’s workplace guided by the work completed in ED 680 & ED 684. The student will incorporate the direction, learning’s, and outcomes of previous Foundation courses. As with most courses, the guiding core value becomes an element of the developed project.

    Prerequisites & Notes
    ED 684

    This is a 15-week course.  This course is available only to students in the M.S.E.d. Adult Education & Training concentration.

    Credits: 3


  • ED 692 - Current Topics in Adult Education & Training


    A monthly discussion of the current topics in adult education & human resource training will begin upon admittance to the degree concentration and enrolling in ED 650. This monthly current topic discussion will continue throughout the entire degree concentration. Upon enrolling in ED 692, the student will evaluate, reflect upon, & discuss the breadth and depth of the topics and responses during the duration of this degree concentration. The student will then create a current topics exposition in some area of adult education & human resource training for public examination.

    Prerequisites & Notes
    ED 688

    This is a 15-week course. This course is available only to students in the M.S.E.d. Adult Education & Training concentration.

    Credits: 3


  • ED 696 - Critical Reflection of the Sebago Plan


    The student will maintain a portfolio of work completed during the entire degree concentration with, at a minimum, a listing of the objectives of each course along with artifacts that show that those objectives where fulfilled. Using this portfolio, the student will complete a reflection on the following four components: 1) The student will reflect on the degree in which specific adult learning theories guided each course in this master’s degree concentration, 2) The student will reflect on the depth and breath of the developed AET project, 3) The student will reflect on the extent in which the master’s degree concentration objectives developed in ED 654 were met, and 4) The student will reflect on the degree in which the chosen guiding principle core value infused the individual courses in this master’s degree concentration as well as the developed project.

    Prerequisites & Notes
    ED 692

    This is a 15-week course. This course is available only to students in the M.S.E.d. Adult Education & Training concentration.

    Assignment Overview
    Assignments: 4 Units

    Final Assessment: Final Project

    Course Learning Objectives
     

    Upon completion of this course, you should be able to do the following:

     

    • Given a variety of adult learning theories, assess the degree in which at least three adult learning theories guided coursework in the master’s degree program.
    • Given a completed AET project, validate the depth and breadth of the AET project.
    • Given a set of course objectives, determine the depth and breadth to which the objectives were met.
    • Given a core value, illustrate the depth and breadth in which the core value infused course work and the AET project.


    Credits: 3

  • Master of Arts Theology

    Courses

  • TH 501 - Youth Ministry and Family Faith Formation


    Faith formation will be studied from the perspective of adolescent development and maturation into adulthood, the present culture, the role of the family in catechesis, spiritual maturity and church and diocesan supports.

    Credits: 3
  • TH 505 - Foundations of Moral Theology


    This course examines the basic principles of Catholic moral theology. It focuses on the roles of scripture, tradition, and the magisterium in ethical decision making and explores the following themes: freedom, conscience, sin and conversion, natural law, virtues, and moral norms as criteria for ethical judgment.

    Prerequisites & Notes
    This course is offered online as part of the Theology curriculum with monthly start dates. 

    It will also be offered during the 2016 summer session with an on campus component.

    Assignment Overview

    • Assignments: 6 Units
    • Interactivity: Discussion Board

     

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following: 

    • Describe what faith and reason reveal about the nature of human personhood, especially man as created in the image of God, as bodily and spiritual, and as social. 
    • Explain how Christian moral teaching responds to the basic human question, “How does one attain happiness?” 
    • In the light of metaphysical and moral realism, analyze the prevailing ideology of moral relativism, tracing its sources in Medieval nominalism and describing how it distorts human freedom. 
    • Explain how baptismal insertion into new life in the Spirit of Jesus Christ transforms one interiorly, in terms of both the natural law and the New Law of grace. 
    • Discuss how the virtues perfect the powers of the human soul, enabling the spontaneous embrace of the goods concretely indicated by the Ten Commandments. 
    • Apply moral reasoning to analyze the fate of love and sexuality in a culture of death, showing the intrinsic connection between moral theology and Catholic social doctrine. 


    Credits: 3 Offered: Online: Summer Session 2016, Week 2: Semester 201703

  • TH 511 - Foundations of Catholic Spirituality


    The course explores the biblical, apostolic, patristic, medieval, and modern eras of Catholic spirituality with particular attention to Benedictine, Franciscan, Jesuit, and Carmelite traditions. It treats of spirituality as the personal living out of the saving mission of Jesus Christ inspired by the Scriptures and the Church’s liturgy. 

    Assignment Overview
    Assignments: 6 Units

    Interactivity: Discussion Board

    Final Assessment: Final Paper

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following: 

    • Identify the specific features of Catholic spirituality as Catholic. 
    • Reflect intellectually on the sources of Catholic spirituality. 
    • Discuss how the saints are unique sources for understanding Catholic spirituality. 
    • Recognize that life in Christ is the essence of Catholic spirituality. 
    • Identify the roles that prayer, meditation, and contemplation play in Catholic spirituality. 
    • Relate the history of Catholic spirituality to the history of the Church.


    Credits: 3

  • TH 512 - Catholic Bioethics


    On the basis of the Catholic tradition of moral inquiry, a study of the theological meaning of human life as a basis for health care ethics; analysis of ethical methods in health care. Topics include life and death issues, prolongation of life, experimentation, genetics, reproduction, marriage and family, among others. 

    Assignment Overview
    • Assignments: 5 Units
    • Interactivity: Discussion Board
    • Final Assessment: Final Paper

     

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following: 

    • Identify and explain the various theological sources and topics that inform and guide Catholic Bioethics.
    • Understand the dynamics of medical and health care ethics constructed on the basis of Catholic moral theology. 
    • Critically apply theological sources and topics to inform and guide analysis of pertinent issues in bioethics.
    • Apply Catholic bioethics to specific issues in the areas of life, death, sexuality and reproduction, reconstructing and modifying the body, mental health, suffering and death, social responsibility, and pastoral care, among others. 
    • Recognize and explore political, social, pastoral, and theological considerations.


    Credits: 3

  • TH 515 - Pastoral Counseling: Theory and Practice


    This course offers students the opportunity to comprehend and utilize theories and techniques for helping others cope with the impact of faith on their lives, grounded in a vibrant Catholic understanding of the human person.

    Assignment Overview
    Assignments: 5 Units

    Interactivity:  Pastoral Conversation

    Course Learning Objectives

    • Understand theories and techniques in pastoral counseling.
    • Apply techniques of listening to enhance pastoral conversation.
    • Write verbatims of pastoral conversations as a learning tool.
    • Incorporate an understanding of the stages of faith in pastoral conversation.
    • Demonstrate professionalism and responsibility in pastoral counseling.


    Credits: 3

  • TH 520 - Introduction to the New Testament


    Investigates the historical sources, context, and content of the New Testament writings with an emphasis on the Letters of Paul and the four Gospels.

    Prerequisites & Notes
    TH 555

     

    Assignment Overview

    • Assignments: 5 Units

     

     

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    • Utilize the tools of biblical criticism.
    • Explore the New Testament community.
    • Explain the ecclesial and historical development of the New Testament Canon.
    • Demonstrate knowledge of the New Testament writings.
    • Learn about authorship and sources of the writings.
    • Discuss literary forms.
    • Apply biblical knowledge to the sacramental and ecclesial life of the Church.


    Credits: 3

  • TH 526 - Theology of Pastoral Ministry


    This course explores the theological foundations of pastoral ministry based on the nature, mission and ministry of the Church. The course will emphasize the nature, purpose, and tasks of pastoral ministry put forth by the Second Vatican Council and by the Magisterium of the Church.

    Prerequisites & Notes
    None

    Assignment Overview
    • Assignments: 5 Units
    • Interactivity: Discussion Board
    • Final Assessment: Final Project


    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    • Explain the definition, purpose and nature of Church.
    • Identify the ministry of the Apostles and their co-workers on whom the Church’s foundations are built.
    • Define key terminology concerning pastoral ministry.
    • Identify the task, nature, and purpose of pastoral ministry.
    • Identify the vocations and ministries within the Church in light of the teachings of the Second Vatican Council.
    • Identify the specific mission of the laity.
    • Recognize the elements of the “call narrative” and understand ones own call emanating from the Sacrament of Baptism and ones Baptismal promises.
    • Survey contemporary culture in which the Church exists and explore contemporary challenges in bringing the Good News of Jesus Christ into culture.
    • Explore the “Catholic view” and its relevancy to contemporary culture.
    • Examine the pastoral initiatives set forth for the third Millennium.


    Credits: 3
  • TH 527 - Special Topics


    This course will focus on current topics as they relate to theological studies.

    Prerequisites & Notes
    This is a Special Topics Theology course. This course is available to students as a Summer Session course only with an on campus component. Topics will be announced in the spring for the Summer Session.

    Credits: 3 Offered: Summer 2016
  • TH 527B - Special Topics: Hearts Aflame: Confession and Love in St. Augustine


    This course celebrates the Year of Mercy by introducing students to St. Augustine and his profound and incomparable influence on the spiritual, doctrinal and moral life of the Church.  We will engage in a close reading of the Confessions, his deeply personal account of the conversion of heart on the journey to heaven.

    Prerequisites & Notes
    This course will also be offered during the 2016 summer session with an on campus component.

    Credits: 3 Offered: Online: Summer 2016, Week 2: Semester 201703
  • TH 527C - Special Topics: Being Christian in Rome - Yesterday, Today and Tomorrow


    This course will explore how Christians lived and continue to live their faith in Rome yesterday and today through exploring the history, theology, art and spirituality from the first centuries of the Church of Rome to today.

    The Saint Joseph’s College Theology Rome Program is held at The Lay Centre at Foyer Unitas, located near the Colosseum in Rome, Italy.

    Prior to the course, from July 10-16, 2016, The Lay Centre is organizing a week-long program, God’s Mercy Endures Forever, which includes daily opportunities for prayer and fellowship, guided tours to each of the papal basilicas, and several summer cultural activities. This program is not run by Saint Joseph’s College and does not count for college credit, but it is open to all Saint Joseph’s students. For more information email: director@laycentre.org or go to https://laycentreblogsite.wordpress.com

    Prerequisites & Notes
    Offered summer session 2016 in Rome, Italy.

    Credits: 3 Offered: Summer Session 2016: Rome, Italy: July 18-25, 2016


  • TH 530 - Christology


    This course focuses on the person, message, and saving mission of Jesus Christ.  It examines the biblical foundations of Christology, the Christological dogmas of the early councils, medieval Christology, and contemporary developments in Christology.

    Assignment Overview
    Assignments: 6 Units

    Interactivity: Discussion Board

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following: 

    • Reflect intellectually on the living reality of the crucified and risen Christ. 
    • Recognize the New Testament as the source and norm of the Church’s Christology. 
    • Discuss, based on the faith of the Church, the mystery of Christ that both transcends human understanding and makes life in the universe and the universe itself intelligible. 
    • Identify the developments of Christology in the Fathers of the Church, the early Ecumenical Councils, the great Medieval theologians, representative Protestant theologians, and contemporary Catholic theologians. 
    • Synthesize the conclusions of Christology with the doctrine of the Trinity.


    Credits: 3

  • TH 541 - Christian Leadership and Management


     

    This course explores the challenges and possibilities of effective Christian leadership and management in the Catholic Church. An exploration of the meaning and challenges of being a leader and participating in management of the Catholic Church.  Students will examine leadership theory from the perspective of the Gospel, and analyze their own leadership styles.

     


    Prerequisites & Notes
     
     


    Assignment Overview
    Assignments: 5 Units

    Interactivity: Discussion Board

     

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following: 

    • Demonstrate an understanding of leadership theory and principles as well as the difference between leadership and management. 
    • Cite examples of the primary activities of leadership and management with regard to team building, collaboration, and conflict management. 
    • Construct a plan that includes vision and mission statements, goals, action steps, and evaluation processes for a specific leadership focus. 
    • Identify and apply ethical principles to leadership situations. 
    • Articulate a spirituality of leadership that synthesizes the course learning in the context of Gospel imperatives. 
    • Produce an annotated bibliography of relevant resources in a chosen field of leadership. 
    • Design, implement, and evaluate a Leadership Project which integrates course material and demonstrates course application to a concrete area of leadership need.


    Credits: 3

  • TH 545 - Theology of Ecumenism


    This course studies the theology of Catholic participation in the ecumenical movement. It explores the history of divisions of Christ’s Church and the efforts to restore unity.

    Assignment Overview
    • Assignments: 5 Units
    • Interactivity: Discussion Forums
    • Final Assessment: Final Paper


    Course Learning Objectives
    Upon completion of this course, you should be able to do the following: 

    • Discuss the call to Christian unity and the history of the divisions of the Church.
    • Identify the areas of divergence of major Christian communities.
    • Name the key efforts toward unity.
    • Recognize the major Catholic documents on ecumenism.
    • Apply the principles of Catholic ecumenism to the issues of Christian division.


    Credits: 3
  • TH 550 - Foundations in Catholic Theology


    This course presents a systematic approach to understanding the development and nature of Catholic theology and tradition. It explores the rich tradition of Roman Catholic dogme and doctrinal development.

    Prerequisites & Notes
    Normally, this is the first course taken in the Graduate Certificate and Master of Arts Theology Programs.

    Assignment Overview
    • Assignments: 6 Units
    • Interactivity: Discussion Board

     

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following: 

    • Undertake a systematic study of the foundations and nature of Catholic theology and tradition. 
    • Trace the evolution of Christian thought and history of doctrinal proclamation. 
    • Explore the development of a doctrine from earliest Christian times. 
    • Demonstrate how the Church’s liturgical worship relates to doctrine, spirituality, and the nature and mission of the Church. 
    • Explore how various forms of Church-related media such as art, music, literature and contemporary technological advances contribute to understanding the theology of the Church. 
    • Gain a foundation for subsequent courses in the Master of Arts in Theology (MAT) curriculum.


    Credits: 3

  • TH 555 - Introduction to the Old Testament


    An introduction to the books, and significant passages, of the Old Testament, to the historical and religious background of its text, to the study of the methods of its interpretation, and to Catholic teaching on the relationship of the Old testament to the New Testament.

    Assignment Overview
    • Assignments: 6 Units
    • Interactivity: Discussion Board


    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    • Describe the history (major time periods), literature (genres), and theologies of the Old Testament, as well as methods for studying them.
    • Explain the meanings of these ancient Israelite sacred texts by learning to discriminate among the literary, social, and religious dimensions of the texts.
    • Demonstrate the method of “close reading” of particular passages in the Old Testament with special attention to genre, using relevant secondary sources.
    • Explain the ways that the canon of the Old Testament is joined with the New Testament as “The Bible.”
    • Study the ways in which the Old Testament is used as Scripture within the Catholic community.


    Credits: 3
  • TH 557 - Wisdom Literature: Bridging the Testaments


    This course explores the trajectory of Wisdom literature from its Ancient Near Eastern origins through the canons of the Old and New Testaments. While the majority of time will be spent on the Wisdom books of the Old Testament and how that vision of God inspired the New Testament evangelists, we also will address how Christian spirituality continues the Wisdom tradition today.

    Prerequisites & Notes
    TH 555 Introduction to the Old Testament

    TH 520 Introduction to the New Testament

    Course Learning Objectives
    Describe and demonstrate close reading of biblical texts.

    Analyze various aspects of Wisdom literature in the Old Testament and its Ancient Near Eastern literary, historical, and cultural contexts.

    Integrate this literary corpus into the Christian canon by analyzing how its themes continue as a vital part of the New Testament gospels.

    Evaluate the importance of Wisdom theology in ancient Christology.

    Integrate ancient Wisdom theology and Christology into modern Christian spirituality.

    Credits: 3


  • TH 560 - Ministry with the Aging, Sick and Dying


    This course explores the biblical, theological, psychological, and pastoral challenges of ministry with the aging, sick, and dying. It examines the meaning of sickness and death in the Christian tradition. It treats ministry within a Catholic theology of Church and grace in service to the people of God.

    Assignment Overview
    • Assignments: 5 Units
    • Interactivity: Discussion Board
    • Final Assessment: Final Project


    Course Learning Objectives
    Upon completion of this course, you should be able to do the following: 

    1.      Identify and explain characteristics of the nature of Christian ministry and apply them to ministry to the aging, sick, and dying.

    2.      Identify and explain fundamental elements of Christian anthropology (view of the human person), morality, and spirituality that relate to this ministry.

    3.      Identify and evaluate resources for this ministry according to an intellectually sound and spiritually hopeful Christian view of the human person.

    4.      Support and learn from people involved in this ministry in your area, for example, in your church (Protestant) or in your parish, local religious community, deanery, or diocese (Catholic).

    5.      Develop a plan for this ministry adapted to your area and using ideas and methods compatible with Catholic faith.

    Credits: 3


  • TH 562 - Foundations in Religious Education


    This course provides an overview of the history of religious education and catechesis. It also examines best practices in Catholic religious education.

    Assignment Overview
    Assignments: 5 Units

    Interactivity: Discussion Board

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following: 

    • Understand the ministry of Catechesis, its tasks, nature, and purpose and the object of Catechesis. 
    • Grasp the Source and sources of Catechesis. 
    • Understand the Deposit of Faith. 
    • Become more deeply familiar with the Symbol of Faith. 
    • Become familiar with the significant historical moments within Catechetics. 
    • Become acquainted with selected key catechetical figures throughout history and recognize the methodology used throughout history. 
    • Strengthen your own knowledge of the Catholic faith by reading primary catechetical resources throughout the Church’s history. 
    • Engage with the key genres of Catechesis: initiation homilies, catechisms, and directories. 
    • Understand “evangelizing catechesis.”


    Credits: 3

  • TH 565 - Theology of Family Ministry


    The course concentrates on the dynamics of family and human sexuality within a Catholic theological and spiritual context as the fundamental structure of human community. The course examines the crises which threaten the integrity of family structure in the contemporary world, such as drug and alcohol abuse, and violence, as well as the particular challenges posed by non-traditional family structures. Human sexuality is examined with a view towards understanding how religious values relate to sexual development as an expression of intimacy within and outside the institution of marriage.

    Assignment Overview
    • Assignments:  4 Units
    • Interactivity:  Discussion Forum


    Course Learning Objectives
    Upon completion of this course, you should be able to do the following: 

    • Define both traditional and non-traditional family units. 
    • Understand the impact of sexuality both within and outside of marriage. 
    • Understand the issues of ministry with adolescents. 
    • Understand how the stages of faith development impact ministry with both children and adults. 
    • Understand the unique gender-related challenges of ministry with men as a specific topic of study and, thus, its impact upon women and children. 
    • Understand the ministry needs of single people and single parents. 
    • Understand potential societal threats to the family structure. 
    • Develop an understanding of your own individual ministry style through journal entry and personal reflection. 
    • Connect Scripture with family ministry issues.


    Credits: 3
  • TH 572 - Ministry in the Multi-Cultural Church of America


    This course assists the student in developing knowledge, and skills for ministry in a multicultural Church. Attention will be given to understanding the many cultures present in the Church and in American society.

    Prerequisites & Notes
    None

    Assignment Overview
    • Assignments: 5 Units
    • Interactivity: Discussion Boards


    Course Learning Objectives
    Upon completing this course, you should be able to do the following:

    1. Demonstrate an understanding of the guiding principles of the practice of Catholic multicultural ministry.
    2. Demonstrate a general knowledge of the history of the Catholic Church in America.
    3. Explain the nature, mission and constitutive elements of evangelization in the Catholic Church.
    4. Articulate the basic elements of intercultural communication skills.
    5. Develop a plan to apply the tools of intercultural communication and ecclesial integration to one’s own parish or Catholic institution.


    Credits: 3
  • TH 575 - Spiritual Direction


    This course explores theological foundations and the history of spiritual direction ministry in the Church. It examines various models of spiritual direction, skills of the spiritual director, aspects of the direction relationship, principles of discernment, and ethical guidelines for the practice of spiritual direction.

    Prerequisites & Notes
    None

    Assignment Overview
    • Assignments: 5 Units
    • Interactivity: Discussion Board
    • Final Assessment: Final Project


    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    • Describe the structure and discipline of the Christian spiritual life.
    • Distinguish the ministry of spiritual direction counseling, professional coaching, and other forms of self-growth and self-care programs.
    • Characterize the essential components of the formation of the spiritual director.
    • Identify common pitfalls within spiritual direction.
    • Interpret the writings of great spiritual directors within Catholic tradition, and explain their contemporary application.
    • Practice theological reflection, and direct others in the method.
    • Determine if your present experience and knowledge makes you ready to consider a call to Spiritual Direction.


    Credits: 3
  • TH 580 - Theology of the Sacraments


    This course provides a biblical, historical, and theological treatment of the Catholic sacraments. It discusses Christ as the primordial sacrament, Church as sacrament, and the individual sacraments.

    Students have the option of choosing a Community-Based Learning section of this course.

    Community Based Learning:

    Community-based learning (CBL) is an experiential instructional strategy that engages students in solving problems within their schools and communities as part of their academic studies, transforming them from passive recipients to active participants in their education and community while providing a deeper understanding of theories and course content.

    Prerequisites & Notes
    This course is offered online as part of the Theology curriculum with monthly start dates. 

    It will also be offered during the 2016 summer session with an on campus component.

    Assignment Overview

    • Assignments: 5 Units
    • Interactivity: Discussion Board
    • Final Assessment: Final Paper


    Course Learning Objectives
    Upon completion of this course, you should be able to do the following: 

    • Show how the sacraments fit into God’s plan of salvation through the grace of Christ working in the Church. 
    • Demonstrate knowledge of classical terminology pertaining to sacramental theology. 
    • Understand the main theological emphases of the sacramental teaching of the Council of Trent and the Second Vatican Council. 
    • Relate the sacramental characters to the role of the visibility of the Church. 
    • Explain significant theological aspects of each of the seven sacraments. 
    • Show a familiarity with the history of sacramental theology.


    Credits: 3 Offered: Online; Summer Session 2016, Week 1: Semester 201703

  • TH 581 - Catholic Social Teaching


    An examination of the historical development and theological foundations of the social teaching of the Catholic Church with a review of the major Church documents that relate to the civil, economic, social, and political challenges of contemporary society.

    Prerequisites & Notes
    TH 505

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    • Define Catholic social thought and its sources within the Roman Catholic tradition.
    • Summarize the seven themes within Catholic social thought as described by the USCCB.
    • Compare the origins of Catholic social thought within the papal thoughts of Popes John Paul II and Benedict XVI.
    • Develop an understanding of several prominent papal encyclicals that have contributed to Catholic social teachings.
    • Assess contemporary controversial issues that involve Catholic social thought and American culture, such as abortion, capital punishment, euthanasia, and immigration, among others.
    • Discuss the role and influence of Catholic social thought on public policy issues, such as health care provisions, military interventions, the economy, etc.
    • Discuss the USCCB’s voice in all these matters.


    Credits: 3
  • TH 582 - Theology of the Body


    This course explores the major themes of the integral humanism of John Paul II’s Theology of the Body in order to reach a deeper understanding of the theological meaning of the embodiment of the human person. The course will analyze the text against the background of Catholic doctrine concerning theological anthropology, sin, and sexual ethics.

    Prerequisites & Notes
    TH 505

    Assignment Overview
    Assignments: 6 Units

    Interactivity: Discussion Board

    Final Assessment: None

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following: 

    • Identify the structure of the work and its main points. 
    • Explain the major themes of John Paul II’s theology of the body. 
    • Analyze the text against the background of Catholic doctrine concerning theological anthropology, sin, and sexual ethics. 
    • Assess the theological value of John Paul II’s theology of the body.


    Credits: 3

  • TH 586 - Theology of the Liturgy


    This course explores the theology of Christian worship. It begins with its Jewish antecedents, foundations in the New Testament, and history down to the renewal of Vatican II and through the present day. The course gives special attention to the fundamental Christian rites of initiation and Eucharist.

    Prerequisites & Notes
    TH 580

    Assignment Overview
    • Assignments: 5 Units


    Course Learning Objectives
    Upon completion of this course, you should be able to do the following: 

    • Outline the historical development of the liturgy from its Jewish origins through the Second Vatican Council to the implementation of the revised English translation.
    • Describe the liturgical reform promulgated in Sacrosanctum Concilium.
    • Analyze the implementation of the liturgical reforms of Vatican II from 1965 to the present.
    • Compare and contrast the old translations of the Ordinary Form of the Mass, the new translations of the Ordinary Form of the Mass, and the Extraordinary Form of the Mass.
    • Study the diversity of rites with regard to the Latin and Eastern rites.
    • Identify theological themes within liturgical prayers and texts, with special emphasis on the Eucharistic prayers.
    • Write a theological analysis of contemporary liturgical text or practice. 


    Credits: 3
  • TH 590 - Ecclesiology


    This course studies the theology of the nature, function, and structures of the church. Topics include the foundation and structure of the Church, models of the Church, and the historical development of ecclesial life.

    Assignment Overview
    • Assignments: 6 Units
    • Interactivity: Discussion Boards


    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    • Define “ecclesiology” and its sources within the Roman Catholic tradition.
    • Summarize the transitions in Roman Catholic ecclesiology.
    • Compare Roman Catholic ecclesiology with prominent perspectives in Protestant and Orthodox traditions.
    • Develop an understanding of the Vatican’s organizational and operational structures.
    • Assess controversial issues that involve Roman Catholic ecclesiology and American culture.


    Credits: 3
  • TH 600P - Master’s Thesis


    Students engage in deep, sustained, and focused theological research into an area of particular interest in the composition of a master’s thesis. Students will have up to six months to complete the course.

    Prerequisites & Notes
    Completion of the Theology Core Requirements

    Assignment Overview
    Final Assessment: Final Paper

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    • Integrate your understanding of various subjects in your area of study.
    • Engage in deep, sustained, and focused research into a particular area of theology.
    • Apply critical thinking, reading, and writing skills in the research and composition of a scholarly paper.


    Credits: 3
  • TH 601 - Theology of Grace


    The course studies the development of the doctrine of grace, from the New Testament to Synods and Councils, as well as the writings of important theological figures and spiritual movements. Students will study the integral connection between grace and salvation, as they consider the means of grace, the nature of God and of creation in its original and fallen state, original sin and redemption, predestination and justification, growth and transfiguration in Christ, and God’s dominion and human freedom.

    Prerequisites & Notes
    TH 580

    Assignment Overview
    • Assignments: 5 Units
    • Interactivity: Discussion Board
    • Final Assessment: Final Paper


    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    • Articulate the theology and history of the development of the doctrine of grace within the Catholic tradition.
    • Describe the post-lapsarian human condition, the consequences of the fall from original justice.
    • List the main controversies between the Catholic and Protestant understandings of original sin, grace, justification and predestination.
    • Describe the paradigms of divine indwelling, transfiguration in Christ, adoption, and theosis.
    • Examine the integral relationship that exists among grace, free will, and the Beatific Vision.
    • Analyze the efficaciousness of grace, supernatural merit, and the infused virtues and gifts.
    • Explicate the role of the Holy Spirit in the life of grace.
    • Study the role of the sacraments as a means of sanctifying grace.
    • Articulate the relationships among freedom, grace, divine foreknowledge, predestination, and perseverance.
    • Discuss the various nuances in schools of thought with regard to grace within the Catholic tradition.
    • Provide cogent critiques and defenses of popular theologies on grace and nature.
    • Describe the Four Last Things in relationship to the operations of grace. 


    Credits: 3
  • TH 602 - The Trinity


    This course explores the Mystery of God in the Three Persons of the Holy Trinity, studying the nature of the Trinity, as well as the operations and relationships among each Person and with creation, especially with humanity.  The approach is systematic and historical, with emphasis on God’s self-revelation in creation and salvation history.  Focus will be on reading primary sources, especially the Early Church Fathers.

    Prerequisites & Notes
    TH 530, TH 580

     

    Course Learning Objectives
    Upon completion of this course, you will be able to do the following:

    • Study the development of Trinitarian doctrine from the perspective of Scripture and Tradition.
    • Read the early Councils of the Church and major Patristic works in light of the trinitarian and christological controversies that gave rise to them.
    • Articulate how the development of the dogma of the Trinity is integrally related to participation in Divine Life.
    • Understand the nature of the Trinity and the operations and relationships among the Persons and with creation, especially with humanity.
    • Demonstrate how the life of the Trinity is central to the economy of Salvation.
    • Perceive the imprint of the Trinity in creation, especially in the human person.
    • Articulate the ways in which the human person is created in the image of the Trinity and the operations of the Trinity for the transfiguration of the body and soul.
    • Study the impact of Trinitarian dogma on the history of Christian spirituality.

     

    Credits: 3


  • TH 604 - Canon Law


    This course will introduce the student to the foundation and function of the current Code of Canon Law in the Roman Catholic Church. Students will be challenged to gain a basic familiarity with the structure and content of the Code, as well as tools for interpretation and understanding the applicability of various interpretations. It will also facilitate further study of canonical issues raised in the pastoral settings of the students.

    Prerequisites & Notes
    TH 590

    This course is offered online as part of the Theology curriculum with monthly start dates. 

    It will also be offered during the 2016 summer session with an on campus component.

    Assignment Overview
    Assignments: 5 Units

    Final Assessment: Final paper

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    • Discuss the development and function of the laws of the Catholic Church as found in the 1983 Code of Canon Law;
    • Demonstrate proficiency in navigating the 1983 Code of Canon Law and the inter-relationship of the canons;
    • Evaluate varying interpretations of particular canons, appraise their merits, and apply the canons to unique situations.


    Credits: 3 Offered: Online: Summer Session 2016, Week 1: Semester 201703

  • TH 605P - Practicum in Ministry


    This course integrates theoretical knowledge and reflection with practical experience under the guidance of a field supervisor and faculty mentor.  The practicum is designed for the mature student nearing completion of the master’s degree. 

    Prerequisites & Notes
    TH 505, TH 530, TH 550, TH 580

    Assignment Overview
    • Final Assessment: Final Paper


    Course Learning Objectives
    Upon completion of this course, you should be able to do the following: 

    • Plan and execute a pastoral field experience.
    • Integrate theological knowledge and reflection with practical experience.
    • Sharpen communication skills through collaboration with the practicum supervisor, faculty mentor, and any persons involved with or affected by the field experience.
    • Deepen your understanding of vocation.
    • Explore, with a view to discerning, a specific vocational direction.
    • Develop a Program Model that can be adapted for wider use.
    • Assess the outcomes of the practicum experience according to the objectives set forth in the Practicum Contract.

     

    Credits: 3


  • TH 610 - Theology of Orders: Bishop, Priest, Deacon


    This course reviews the contemporary teaching of the Catholic Church regarding the sacrament of Holy Orders in the degrees/orders of deacon, priest, and bishop. The course examines theological foundations of the sacrament in the New Testament, its development throughout the history of the Church, the teaching of Vatican II on the relationship of the priesthood of the faithful and the ministerial priesthood, the restored diaconate, and the Church’s teaching on the Catholic priesthood and women.

    Prerequisites & Notes
    TH 580

    This prerequisite may be waved in special circumstances with the permission of the Theology Program Director.

    Assignment Overview

    • Assignments: 5 Units
    • Interactivity: Discussion Board
    • Final Assessment: Final Paper 


    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    • Discuss the relationship of the sacraments of Baptism and Holy Orders to the Priesthood of Christ.
    • Identify the connection between the development of the doctrine of the degrees/orders of ministerial priesthood and their roots in the New Testament.
    • Explain the essential difference between the priesthood of the faithful and the sacrament of order of Holy Orders.
    • Distinguish the three orders/degrees of the sacrament of Holy Orders:  deacon, priest, and bishop.
    • Understand and articulate the teachings of the Magisterium on the male priesthood and diaconate.


    Credits: 3

  • TH 613 - History of Black Catholics in the Church


    This course explores the history of Black Catholics in the Church, highlighting various saints and holy men and women from the early Church through the present, and culminating with the contemporary experience of Black Catholics in the United States.

    Course Learning Objectives
    Upon completing this course, you should be able to do the following:

    1. Know the characteristics (social, intellectual, cultural and religious) of the major periods covered.
    2. Think critically and evaluate objectively one’s own religious and cultural assumptions.
    3. Utilize effectively the dimensions of the reflection and group sharing process via the online format.
    4. Envision how one can maintain and nurture the History of the Church for future generations.
    5. Identify the gifts of Black Catholic Communities.
    6. Explore and discuss the Pastoral Action Plan from Congress XI.
    7. Identify key elements of the Pastoral Action Plan for Parish Life.

     

    Credits: 3


  • TH 614 - Pastoral Leadership among Black Catholics


    This course prepares students for pastoral leadership roles in the Black Catholic community by addressing critical pastoral issues regarding family life, spirituality, liturgy, religious education, and evangelization in light of Church documents and statements.

     

    Course Learning Objectives
    Upon completing this course, you should be able to do the following:

    • List and describe Church documents and statements relevant to ministry with Black Catholics.
    • Analyze and evaluate pastoral issues regarding family life in Black Catholic communities.
    • Analyze and evaluate pastoral issues regarding spirituality and liturgy in Black Catholic communities
    • Analyze and evaluate pastoral issues regarding religious education and evangelization in Black Catholic communities

       



    Credits: 3

  • TH 615 - Mariology


    Mary’s role in salvation history in its Trinitarian foundation will be studied from the perspective of Scripture, the Church Fathers, spiritual writers, Vatican II, popular piety, ecumenism, and the four Marian Dogmas.

    Prerequisites & Notes
    TH 530

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    • Explain the major historical phases in the development of Marian dogma.
    • Understand the biblical foundations of mariology, especially the Gospels
    • Recognize Mary’s significance through the study of her role as wife and mother by examining christological dogmas and Patristic writings on St. Joseph..
    • Articulate Mary’s role in salvation history.
    • Identify key Marian writers.
    • Discuss the significance of Marian devotion for the life of the church.


    Credits: 3
  • TH 700 - The Prophets as Ministers of the World


    This course focuses on the prophetic voice of Scripture.

    Prerequisites & Notes
    An earned Master’s Degree in Theology or Ministry or 36 credits completed towards the Master of Divinity.

    Course Learning Objectives
    • Describe the historical, literary, and cultural context of prophecy in ancient Israel.
    • Understand the main differences between the classical (pre-exilic, exilic, post-exilic) prophets in the Old Testament.
    • Discuss the tasks and roles of prophets in ancient Israel.
    • Understand the main differences between the classical (pre-exilic, exilic, post-exilic) prophets in the Old Testament.
    • Explain the unique nature of prophecy in ancient Israel.
    • Classify and discuss various forms of prophetic speech.
    • Analyze different types of prophetic oracles.
    • Explore the connections between prophecy in the Old and in the New Testament.
    • Reflect on the main themes in prophetic books and their enduring validity .
    • Evaluate both the time-bound and the enduring message of the prophets.
    • Recognize prophetic voices in our times.
    • Apply the prophetic message to your current ministries. 

     

     

    Credits: 1


  • TH 701 - Faith in Paul and John


    This course explains the nature of faith as expressed in Paul’s Letter to the Romans and in the Gospel of John. While the modes of expression and contexts differ widely between the two authors, a close reading of biblical religious language reveals that their understanding of faith as based on the experience of a personal relationship with God is quite similar, and so provides a reasonable foundation for our experience of faith in the 21st century. 

    Prerequisites & Notes
    Master’s Degree in Theology or Ministry or 36 credits earned towards the Master of Divinity

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:
     

    1. Describe and demonstrate close reading of biblical texts.

    2. Integrate the understanding of our faith as sharing in “the faith of Christ” with the larger context of the Pauline view of following Christ.

    3. Analyze the depiction of faith as “divine abiding” in the Gospel of John.

    4. Evaluate the relationship between the crucifixion, faith, and love in the Gospel of John.

    5. Formulate a transposition of faith in Paul and John into contemporary ministry and spirituality. 

    Credits: 1


  • TH 702 - The Synoptic Gospels


    This course provides a literary and historical treatment of the New Testament’s Synoptic Gospels (Mark, Matthew, and Luke).  The major features and unique narrative themes of these authors’ presentations of Jesus will be compared and contrasted.  This course also will examine the similarities and differences between the Synoptic Gospels and the non-synoptic Gospel of John. 

    Prerequisites & Notes
    Master’s Degree in Theology or Ministry or 36 credits earned towards the Master of Divinity

    Course Learning Objectives
    Upon completing this course, you should be able to do the following:

    1. Describe the chronological series of events that led to the creation of the gospels.

    2. Identify the synoptic gospels and explain their literary origins.

    3. Summarize the Two-Source Hypothesis.

    4. Identify the nature and character of the Q-Source.

    5. Explain the fundamental approach of Textual Criticism.

    6. Explain the fundamental approach of Historical Criticism.

    7. Appraise the major features & unique narrative themes of the New Testament Gospels.

    8. Appraise the major similarities & differences between the Gospels’ portrayals of Jesus.

    Credits: 1


  • TH 703 - Liturgical Theology


    This course provides a study of the liturgy, in its essence and spirit, as an experience of the mystery of God. It considers the centrality of the Eucharist to the life and mission of the Church.

    Prerequisites & Notes
    Master’s Degree in Theology or Ministry or 36 credits earned towards the Master of Divinity

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    • Demonstrate that the essence of the liturgy is the priestly work of Christ, which is continually celebrated by the Church, the body of Christ.
    • Argue that Catholic liturgy is a liturgy that re-enchants the community into the time and space of the Son’s worship of the Father.
    • Connect the roles that the body and signs from the cosmos play in the liturgy to the unique history of God in relation to man in Jesus Christ.
    • Discuss how and why the Eucharist is constitutive of the Church’s being and activity.
    • Evaluate one specific contemporary liturgical issue according to the insight of Joseph Ratzinger/Pope Benedict XVI.


    Credits: 1
  • TH 704 - Baptismal and Matrimonial Preparation


    This course proposes ways that marriage and baptismal preparation programs can be moments of evangelization. It shows how to assess the catechetical and spiritual needs of those requesting these sacraments, and how to integrate catechesis and spiritual formation into baptismal and matrimonial preparation.

    Prerequisites & Notes
    Master’s Degree in Theology or Ministry or 36 credits earned towards the Master of Divinity

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    1. Assess the catechetical and spiritual needs of those requesting the sacraments of baptism and matrimony

    2. Evaluate the usefulness of catechetical resources for baptism and matrimony

    3. Recommend appropriate responses to hindrances to effective evangelization in modern culture

    4. Integrate catechesis and spiritual formation in baptismal and matrimonial preparation

     

    Credits: 1


  • TH 705 - Pastoral Care of the Sick and Dying


    This course provides a study of pastoral care giving to the sick and dying through the use of a Franciscan spirituality and the proper integration of theological and pastoral components of spiritual care.

    Prerequisites & Notes
    Master’s Degree in Theology or Ministry or 36 credits earned towards the Master of Divinity

    Course Learning Objectives
    Upon completion of this course, you should be able to do the following:

    1. Integrate perspectives about sickness and death, especially in light of the Franciscan tradition.

    2. Develop a deeper personal spirituality in the face of one’s past, present and/or future sickness and death.

    3. Integrate theory and practice regarding sickness and death in a pastoral care context.

    4. Plan symbolic rituals to minister to the sick and dying.  

     

    Credits: 1