Individual Courses

Analysis of school policies and procedures to ensure that essential programs are in place. Awareness of how personal belief systems affect decision-making. Examination of school relationships, communication, culture and environment, teachers and student engagement, school supervision, safety, instructional supervision, and student learning.

Number of credits: 4

Examination of the core principles of how assessment can accelerate student learning when applied systematically. Development of thinking habits that lead to consistent and purposeful implementation of practices that motivate, inspire, and empower students to take ownership of their learning.

Number of credits: 3

Students learn about the economic engines of higher education, budgeting concepts, factors that drive revenue and expenses in higher education, and practices that ensure accountability, accuracy, and transparency. Students also gain skills in budgeting processes and advocacy, and calculating costs of academic programs.

Number of credits: 4

Explanation of etiology, characteristics, and classifications of behavioral disorders. Description of foundation and conceptual models related to emotional/behavioral disorders. Identification of current educational definitions, identification criteria, and labeling issues. Analysis of behavioral manifestations and the relationship between emotional/behavioral disorders. Determination of consultation with other professionals.

Number of credits: 3

Exploration of normative child development cycle and the development of play. Application of various assessment techniques to clinical work with children, adolescents, and families. Analysis of play based assessment themes and metaphors. Exploration of ethical, spiritual, and cultural considerations when using play based assessments. Demonstration of the intake process from beginning to end including Diagnostic Interviewing, Developmental Assessment, Individual and Family Assessment, and Treatment Planning. SP: Introduction to Play Therapy is recommended prior to taking this course.

Number of credits: 2

Examination of key advanced topics that enhance financial management concepts and their applications in modern organizations. Application of strategies related to current events and emerging trends with a focus on the potential of impacting current and future financial and corporate management decisions.

Number of credits: 3

Use of evidence based research to inform instructional practice is a critical skill for practicing teachers. The ability to locate, curate, analyze and apply educational research will be mastered. Creation of unique applications of research from specific k-12 content is the primary focus of this course.

Number of credits: 2

Examination of multicultural research, theory and practice as a foundation to cultural understanding in the classroom. Exploration of their role as teacher in a culturally changing learning environment as they develop instructional strategies based on research‑based best practice to continually improve as culturally responsive practitioners.

Number of credits: 3

Analysis of the fundamentals of curriculum design, effective curriculum planning and implementation along with trends, issues, forces, and ideas affecting curriculum in higher education. Exploration of the connection of student development, personal formation, and professional development with cognitive and behavioral issues and learning theories. Application of various models for working with academic departments. Examination of effective techniques for working with culturally and academically diverse student populations.

Number of credits: 4

Engagement in contextual learning experiences that apply principles and practices involved in educational institution’s curriculum, instruction, and assessment processes. Development of an effective curricular, instructional, and assessment plan for an organization. Analysis of district-wide literacy initiatives and the leading of school-wide literacy efforts. Understanding of the importance of professional development in curriculum, instruction, and assessment. Identification of research and best practices on integrating curriculum, instruction, and technology.

Number of credits: 4

Exploration of data analytics relevant to the business setting. Analysis of methods to visualize and explain quantitative data. Synthesis of appropriate strategies to make ethical and effective data driven managerial decisions. PQ: LEAD607 and one of the following: LEAD611, LEAD641, or LEAD651.

Number of credits: 3

Application of state and federal laws, rules, and procedures governing Special Education funding, administrative structures, and relative to school districts including board meetings, policies, communications, and practices. Understanding of the resources available, along with agencies and organizations that serve Minnesota students with a disability and their families. Understanding of Special Education program development including needs assessment, design, implementation, and evaluation. SP: It is not required but is beneficial for students to register for EDUC868 alongside registration for EDUC889.

Number of credits: 4

Identification of various groups in American communities and how to foster communication. Analysis of Minnesota-based American Indian tribes. Evaluation of the effects that racial, cultural, and economic factors have in the classroom. Exploration of practical classroom strategies for addressing diversity and inclusion challenges such as bias, discrimination, prejudices, racism, religion, gender, and sexism. Designing and differentiating a culturally-responsive curriculum for a variety of students. Differentiation of curriculum and teaching for gifted and talented students.

Number of credits: 3

Identification of the basic tenets of Child Centered Play Therapy and Filial Play Therapy. Articulation of the roles of therapist and parent in Filial therapy. Application of techniques and strategies of Filial Therapy into therapeutic work. Demonstration of ethical, cultural, religious, and spiritual considerations when conducting Filial Therapy. SP: Introduction to Play Therapy is recommended prior to taking this course.

Number of credits: 1

Demonstration of knowledge of foundational play therapy theories and techniques. Articulation of rationale for using foundational theories. Analysis of themes present from the application of foundational theories and techniques. Explorations of ethical, spiritual, and cultural considerations when implementing foundational theories and techniques with a child and family. Application of foundational play therapy theories and techniques. Identification of personal cultural and spiritual bias considerations when working with diverse and underserved populations. SP: Introduction to Play Therapy is recommended prior to taking this course.

Number of credits: 2

Exploration of complexities resulting from the interconnected nature of the global economy. Examination of challenges faced by organizations as they consider conducting business globally during the next decade. Integration of personal faith and ethical thinking with global financial strategies. PQ: LEAD607 or LEAD611.

Number of credits: 3

Introduction to the teaching profession and focus on influences shaping education. History, philosophy, psychology, sociology, legal matters, reform, and other current education issues. Student mental health and impact of chemicals in student lives, families, and schools. Personal growth planning and the connection between professional responsibilities and personal faith and values.

Number of credits: 3

Examination of a variety of theories, approaches and instructional strategies that build on the experience of practicing teachers. 21st century skills and the study of model schools known for their innovative practices based on strong rationales and underlying theories. Intention of the course is to renew teachers’ current knowledge base, craft of teaching, and new models of “doing school.”

Number of credits: 3

Understanding of the basic elements of assessment in Higher Education. Development of an effective assessment plan for a Higher Education academic or student life program. Creation of assessment reports that include actionable items for improvement based on data. Evaluation of program assessment reports. Synthesis of data from nationally normed assessment instruments. Engaging in ethical issues related to assessment in higher education.

Number of credits: 2

Overview of the theory and research of differentiated instruction as a model for acquiring content, processing ideas and developing products to effectively address varying student needs in the K-12 classroom. Focus is on instructional strategies and the practical application of differentiation in the teacher-learner's classroom. Attention to the needs of students with disabilities will be emphasized.

Number of credits: 3

Exploration of the essential elements and principles of play therapy including history and ethics. Examination of play therapy theories and approaches. Application of techniques and skills to various challenges faced by children and adolescents.

Number of credits: 3

Exploration of the philosophy and principles of Sandtray. Examination of Sandtray strategies and approaches in therapeutic work. Application of Sandtray into therapeutic work with children, adolescents, and families. SP: Introduction to Play Therapy is recommended prior to taking this course.

Number of credits: 1

Exploration and application of leadership strategies and practices that build capacity to lead complex educational change. Development of self-awareness as foundational to inclusive, relational leadership. Establishing a professional network to become a catalyst for a more prosperous future in preK-12 education. FE: No tuition fee; $200 transcription fee. SP: Program Director approval required for registration.

Number of credits: 3

Creation of a personal leadership philosophy grounded in understanding of the importance of developing others. Recognition of one’s ability to both coach and to be coached. Understanding of foundational leadership processes, practices and strategies in effective talent management. Demonstration and recognition of the importance of culture, nondiscriminatory inclusion, and personal faith while providing recommendations to increase effectiveness. PQ: LEAD607 or LEAD611.

Number of credits: 3

Analysis of leadership theory and research as it applies to individuals and organizations. Evaluation of personal leadership capacities and identification of specific areas of growth in capacity and resilience. Analysis of the relationship between personal faith and leadership service

Number of credits: 3

Analysis of effective strategies for engaging diversity in the context of higher education. Exploration of the impact of cultural intelligence on leadership in complex and pluralistic systems. Development of personal formation strategies for effectively working and leading in diverse settings. Planning for increased inclusion of diverse members within an organization and increased institutional capacity thrive amidst the changing demographics of higher education.

Number of credits: 4

Students focus on the legal foundation, framework, and issues relevant to higher education institutions. Students critique and interpret the legal and regulatory basis for relationships among educational institutions and external stakeholders. Students analyze the processes of dealing with the legal issues and risks faced by academic institutions and leaders. GE: Course can be graded A-F or S/U.

Number of credits: 4

Examination of educational laws and policies, the process by which they are created, and their impact on schools. Analysis of leadership and communication around legal issues and policies, with emphasis on accuracy, clarity, and correct implementation. Evaluation of laws and policies, their application and outcomes, and recommended changes.

Number of credits: 4

Application of economic analysis in formulating managerial decisions, drawing upon concepts of demand, production, costs, pricing strategies, profit and competition. Analysis of the broad macroeconomic forces that influence the business environment. Analysis of opportunities and risks in a global economic environment.

Number of credits: 3

Exploration of the managerial finance discipline in business and including international and ethical implications. Topics covered include but are not limited to financial statement analysis, valuation and capital budgeting, risk and return analysis, capital structure and dividend policy, short-term and long-term financing alternatives, and international finance. Extensive utilization of spreadsheets and decision-making in solving problems and cases will be required. PQ: LEAD607 or LEAD611, BUSN615.

Number of credits: 3

Evaluation of market research and effectiveness of various marketing strategies. Analysis of emerging trends that influence marketing strategy decisions. Integration of the impact of globalization on international marketing practices. Distinguish between ethical and unethical marketing practices. Application of marketing concepts in light of a personal faith and the Christian worldview. PQ: LEAD 607 or LEAD611.

Number of credits: 3

Demonstration of knowledge of Non-directive play therapy theories and techniques. Articulation of rationale for using non-directive play therapy theories. Analysis of themes present in the application of non-directive play therapy theories and techniques. Exploration of ethical, spiritual, and cultural considerations when implementing non-directive play therapy theories and techniques with a child and family. Application of non-directive play therapy theories and techniques. Identification of personal cultural and spiritual bias considerations when working with diverse and underserved populations. SP: Introduction to Play Therapy is recommended prior to taking this course.

Number of credits: 2

Exploration of operational management, legal, and regulatory issues throughout lifecycles of organizations considering faith, ethics, and Christian worldview. Evaluation of organizational efficiency using quality models such as Six Sigma and Lean. Designing of plans for organizational success (project management steps, outcomes, technology, production, and outsourcing). Distinction between operational management process and function. PQ: LEAD607 or LEAD611. SP: Students cannot earn credit for both BUSN652 and BUSN660.

Number of credits: 3

Application of personal and organizational management skills. Synthesis of school/district mission and vision in systemic planning. Development of communication to foster public relations and address organizational politics. Synthesis of the relationship between leadership and conflict management. Analysis of the factors of school cultures. Integration of faith/worldview and core values with leadership strategies.

Number of credits: 4

Examination of organizational health and the key systems necessary to build and sustain it. Assessment of one’s leadership characteristics and personal approach to organizational health and change. Use of research, theory, and faith and their roles in organizational effectiveness. PQ: LEAD607 or LEAD611.

Number of credits: 3

Analysis of theories related to higher education leadership, organization, and culture, and associated application to decision making, organizational change and conflict management. Connection of organizational theories and cultural concepts with effective approaches to leadership that includes integration of faith and values into developing personal leadership capabilities.

Number of credits: 4

Supervised reading instruction in a K-12 setting. Assessment and analysis of reading ability. Creation of lessons and application of reading instruction skills/strategies. Designing of an environment that fosters reading. Identification of how personal faith connects with the professional responsibilities of a teacher. 30 hours over 12 weeks. PQ: SPED620

Number of credits: 1

Examination of constitutional authority for using public funds to support public schools and the tax structure used to generate revenue for schools. Evaluation of the budget process and publications implemented against recognized best practices. Application of emerging practices and essential facets of human resource management. Analysis of the resource allocation pattern of a school aimed toward improved student learning. Exploration of the relationship between personal values/ethical guidelines and resource management practices in schools.

Number of credits: 4

An overview of second language acquisition theories as the foundation for understanding learning processes of a second language learner. Focus is on differentiation for language proficiency levels and levels of former schooling while keeping the rigor of the grade-level content. Strategies for intentional academic language teaching within each content area will drive the lesson planning approach in this course. Crucial factors that influence the acquisition of the second language such as linguistic and cultural identity negotiation will also be addressed.

Number of credits: 3

Comprehension of strategic and adaptive leadership practices and application to organizational challenges. Analysis of personal strategic leadership strengths and limitations. Identification of how leadership can improve diversity, inclusion, and equity in institutional settings. Analysis of behaviors and traits for strategic innovation. Identification of how faith/values impact leadership philosophy.

Number of credits: 2

Analysis of the critical impact of the teacher in the educational process. Examination of a variety of information and formal ways in which teachers are leaders. Provision of a framework for thoughtful interaction with the changing image of teachers and the challenges of teacher leadership. Development of reflective practice and goals for leadership and professional growth are addressed.

Number of credits: 3

Analysis of knowledge of research-based skills and assessment strategies, reading processes, and instructional practices in the content area. Integration of various instructional strategies to support readers of various proficiency levels, linguistic backgrounds, and specific learning needs in K-12 settings. Implementation of reading research by determining strategies for developing and implementing academic language, vocabulary, fluency, orthographic knowledge, morphological relationships within words, and comprehension. Application of strategies for enhancing K-12 students’ visual, critical, vocabulary, and writing literacy.

Number of credits: 3

An exploration of theodicy and diverse theologies of liberation at the intersections of trauma, suffering, and professional clinical practice. Delve into questions of human suffering, Divine justice, and personal responsibility. Uncover connections between socio-economic factors and emerging liberation theologies. Recognize unique theological approaches of marginalized groups. Develop active listening skills for intergroup dialogue. Gain key insights for competent practice across diverse contexts. PQ: SOWK600, SOWK605, SOWK610, SOWK615, SOWK620, SOWK630. SP: Advanced Standing MSW program have already met the prerequisite requirements for this course.

Number of credits: 4

Exploration of the Neurobiology of trauma and the impact of trauma on children and their play. Examination of the philosophy of therapeutic play with traumatized children. Play Therapy strategies and approaches in therapeutic work with children. Application of play therapy strategies and techniques into therapeutic work with children and families. SP: Introduction to Play Therapy is recommended prior to taking this course.

Number of credits: 1