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

Explanation of core concepts of nonprofit financial management. Analysis of the role of financial budgeting in educational institutions. Application accounting principles to educational financial transactions. Explanation of financial management practices in nonprofit higher educational institutions. Development of effective budgeting strategies. Evaluation of the impact of financial decisions on educational institutions. Integration of faith and ethical considerations into financial management.

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

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

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

Identification of various groups in American communities and skills to foster culturally affirming communication and collaboration. Description of Minnesota-based American Tribal Nations and communities. Analysis of how biases, discrimination, prejudices, racism, and sexism impact student learning in the classroom and influence personal identity. Recognition of the impact school environments and practices have on the delivery of equitable education.

Number of credits: 4

Identification of different approaches to K-12 students’ development, learning, performance, and critical elements needed to structure an effective learning environment. Understanding of the developmental process of language acquisition and the influence of culture on learning. Synthesis of early assessment theory and current issues. Description of theories that influence learning and behavior related to the learning environment. Integration of Christian or personal faith perspective of learning.

Number of credits: 4

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

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, collaboration, and connection between professional responsibilities and personal faith and values.

Number of credits: 2

Development of effective lesson plans that include all required components. Creation of effective long-range plans, assessments, and evaluations. Design of lesson plans that integrate a variety of instructional strategies and incorporate student assets including language and culture. Description of appropriate data practices related to student assessment and progress. Planning of opportunities that utilize culturally responsive practice to engage all students and especially multilingual learners and those who have been historically marginalized.

Number of credits: 4

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

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 and surveys in assessment practices. Synthesis of data from nationally normed assessment instruments. Identify the intersection between faith, spirituality, or values with ethical issues in higher education assessment. Demonstrate how to use rubrics to assess outcomes.

Number of credits: 2

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

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

Analysis of both historical perspectives and current societal influences with consideration of how each have impacted the development of nurse-midwifery and the midwifery profession.

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

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

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

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