2019-2020 Graduate Catalog [ARCHIVED CATALOG]
Course Descriptions
|
|
|
|
| |
Education |
| |
-
EDUC 795 - Leadership and Change
(3 hours) This capstone course synthesizes the theory and application of leadership and the means for achieving group goals through motivation. Candidates will demonstrate an understanding of those elements of theory and practice, motivate as part of a high synergy environment. Candidates will review and discuss how leaders affect change and how this can result in leaders emerging as positive influencers on the organization.
|
| |
-
EDUC 801 - Behavioral Statistics
(3 hours) This core course provides candidates with a basic understanding of statistical methods commonly used in research and education. Review key statistical concepts including sampling, level of measurement, probability, sensitivity/specificity, and Type I and Type II errors. Inferential statistical tests including chi-square, independent and dependent samples t-tests, simple linear regression, and analysis of variance are studied, and the application of these tests in research reports is analyzed and critiqued.
|
| |
-
EDUC 811 - Research Designs
(3 hours) This course is an introduction into how to conduct and implement research and research design. Candidates will enhance skills in scholarly inquiry and professional analysis through learning about the design of research approaches; heightening an awareness of various quantitative and qualitative research methods and techniques; understanding the collection, manipulation, interpretation, and representation of data gathered; and processing of information as data informs finding solutions within an organization.
|
| |
-
EDUC 821 - Qualitative Research Methods
(3 hours) This course provides candidates with an introduction to qualitative methodology in educational research. Candidates will discuss different approaches to qualitative research, examine research studies, and engage in qualitative research. The course will investigate different approaches to qualitative research: ethnography, case study, phenomenological inquiry and narrative research, critical research and postmodern research. Questions of epistemology, positionality, purpose, and ethics are included in course content.
|
| |
-
EDUC 822 - Quantitative Research Methods
(3 hours) This course will provide candidates with an introduction to quantitative data analysis. The focus will be on the theory and application of basic statistical techniques including descriptive statistics, confidence intervals, hypothesis tests, and causal modeling. Candidates will develop the ability to interpret and present in written and oral form the results of univariate, bivariate, and multivariate analyses. In this course, candidates formulate questions using numerical data suitable for statistical analyses and drawing conclusions based on the results.
|
| |
-
EDUC 900 - Dissertation Prospectus
(3 hours) This course will assist candidates as they develop a research question, provide a preliminary outline of the research project, and seek approval from the EdD Committee for conducting research.
|
| |
-
EDUC 901 - Applied Research
(3 hours) This course provides an introduction to the design of research studies in applied settings, and specific to each individual dissertation topic and research. Topics include operational definitions of research constructs, sampling methods, experimental and quasi-experimental designs, and threats to internal and external validity, psychometric and statistical methods, quantitative and qualitative inquiry, data analysis and research report writing. Candidates will examine the quality of the research, including the soundness of the design, methods of data collection, methods of data analysis, and the tenability of the conclusions drawn from evidence.
|
| |
-
EDUC 902 - Dissertation I
(3 hours) : This course will focus on the findings of the study, analysis and presentation of these findings, and the writing of chapter 4 of the dissertation.
|
| |
-
EDUC 903 - Dissertation II
(3 hours) The final course will focus on writing chapter 5 and preparation for the defense. Candidates must enroll in three consecutive sessions and maintain enrollment until the through program completion.
|
| |
-
HPES 620 - Organization and Administration
(3 hours) The intent of this course is to assist the graduate student in understanding the roles and responsibilities of an administrator either in education or athletics through theoretical and practical lenses. Components of this course will assist future leaders, directors, and managers in establishing a guiding philosophy for problem-solving and handling day to day operations of the business of education or athletics. Note: This course cannot be challenged.
|
| |
-
HPES 650 - Sport Law and Ethics
(3 hours) This course introduces the legal doctrines, major statutes, standards, and case law the establish legal responsibilities, rights, privileges, and controls related to the fields of physical education and sport. Students will investigate case law involved in negligence and tort law, risk management constitutional law, and sport and education legislation. Note: This cannot be challenged.
|
| |
-
HPES 651 - Contemporary Issues in Sport and Physical Education
(3 hours) This course is designed to identify a range of contemporary issues impacting upon the purpose, place, and role of physical education and school sport. Students will critique current research and literature to help consolidate their understanding of both theory and practice.
|
| |
-
HPES 670 - Strength and Conditioning Program
(3 hours) This course presents advanced strength training and conditioning theory and practice. Designed primarily for students specializing in strength and conditioning, this course explores advanced periodization models and their utilization, mastery, and analysis of fundamental exercise and lifts, plyometric programming, ergogenic aids (identification, legal implications, nutritional alternative) facility design, and special population needs.
|
| |
-
HPES 671 - Sport Psychology
(3 hours) Professionals and students of applied sport psychology are concerned with identifying psychological techniques that may be applied to sport to improve the performance and enhance the personal growth of athletes. This course is designed to familiarize you with an array of psychological skills or mental training techniques that have been used successfully by athletes and coaches in their pursuit of peak performance.
|
| |
-
HPES 678 - Biomechanics of Human Movement
(3 hours) This course outlines the fundamental concepts related to assessment and modification of the athlete’s capacities, including talent identification and profiling. Applied anatomy provides the theoretical framework for valid and reliable assessment and evidence-based modification of an athlete’s body structure and physical capacity. Applied biometrics explains hows sport technique may be analyzed and the resulting information used to improve athletic performance.
|
| |
-
HPES 679 - Motor Learning and Development
(3 hours) This course provides an understanding of the complex phenomenon of human movement and how people learn. It is designed to build an enhanced foundation for assessing performance, providing effective instruction, and designing practice and training experiences to achieve optimal skill acquisition and performance. It is applicable for future practitioners in kinesiology, physical educaion, dance, and coaching.
|
| |
-
HPES 680 - Measurement and Evaluation
(3 hours) This course lays the foundation of testing and data analysis and the methods of interpreting the results and drawing conclusions in physical educaaion and sport pedagogy. Upgraded standards and guidelines for individual, group, team, and program evaluation are introduced and applied in real-world settings and scenarios.
|
| |
-
HPES 681 - Skill Acquisition and Development
(3 hours) Students in this course will acquire skills and knowledge in the theories related to skill acquisition and skill development related to sport performance in a variety of settings. Coaches and teachers will plan developmentally appropriate teaching and training methodologies for group instruction and individual skill development instruction in multiple settings and skill levels.
|
English |
| |
-
ENGL 518 - Adolescent Literature
(3 hours) Prerequisites: ENGL 111, 112, and 202, 203 or 204. A survey of literature appropriate to the needs, interests, and abilities of middle and secondary school students. Cross-listed under Library Science.
|
| |
-
ENGL 595 - Special Topics in English/Language Arts
(3 hours) Prerequisites: Six credit hours of graduate English courses. Areas of English/language arts, with emphases common to middle/high school grades and topics of current interest.
|
| |
-
ENGL 612 - The American Novel
(3 hours) Prerequisites: ENGL 333, and two of the following: ENGL 311, 312 or 313, 352, 357, 455. A study in American fiction including such writers as Hawthorne, Melville, Mark Twain, Hemingway, Chopin, and Morrison.
|
| |
-
ENGL 616 - Advanced Studies in Grammar and Composition
(3 hours)
A practical introduction to theories of grammar and composition and their application, to prepare students for advanced writing. Emphasis on rhetorical analysis, sentence construction, and discourse coherence.
|
Healthcare Management |
| |
-
HCMT 620 - Leadership and Management in Healthcare Organizations
(3 hours) The course provides an overview of leadership and management in healthcare organizations. Topics include leadership styles and theories as it relates to the healthcare system, managing change in healthcare organizations, and healthcare reform.
|
| |
-
HCMT 621 - Navigating the Healthcare System
(3 hours) This course includes a review of the current healthcare system and how it relates to management and administration. Students will learn about various healthcare topics, including healthcare structure, health insurance, comparative healthcare systems, and the future of healthcare.
|
| |
-
HCMT 622 - Information Management in Healthcare
(3 hours) (3 hours) The course includes principles and application of information management in healthcare. The use of healthcare data and analytics will be reviewed as well as information systems.
|
| |
-
HCMT 623 - Improving Healthcare Quality and Equity
(3 hours) This course provides an overview of quality in the healthcare system. Quality improvement concepts will be reviewed, along with risk management concerns. Healthcare quality will also be applied within the framework of population health and health equity.
|
| |
-
HCMT 624 - Health Policy and Law
(3 hours) This course provides an overview of health policy and law. Hallmark health policies and laws will be reviewed, along with current trends in the field. The process of developing health policies and laws will be explored.
|
| |
-
HCMT 625 - Healthcare Project Management
(3 hours) This course explores project management principles utilized in the healthcare system. Students will learn and apply the planning, implementation, and management processes of healthcare projects. Additional topics include marketing of healthcare projects and the role of the project manager.
|
Mathematics |
| |
-
MATH 606 - Concepts in Mathematics
(3 hours) An advance study of the content needed for professional competency in the area of mathematics. This course will focus on understanding mathematical concepts in the context of the elementary school classroom. The topics discussed in the class include algebra, geometry, number operations, measure, communication, and problem solving.
|
Music |
| |
-
MUSI 595 - Special Topics in the Humanities and Fine Arts
(3 hours) Special interest courses in music, art, and the humanities that have relevance for teachers.
|
| |
-
MUSI 695 - Special Topics in the Humanities and Fine Arts
(3 hours) Special interest courses in music, art, and the humanities that have relevance for teachers.
|
Nursing |
| |
-
NURS 610 - Theoretical Frameworks of Nursing
(3 hours) This course focuses on philosophical and theoretical underpinnings of nursing and the exploration of nursing knowledge. A theoretical foundation for nursing practice is provided through examination of major theories relevant to nursing leadership, education and health care practice. Concepts essential to theoretical thinking are explored and utilized in analyzing their contribution to knowledge development. Philosophies and theories that guide nursing practice in various roles will be examined.
|
| |
-
NURS 615 - Nursing Curriculum Design
(3 hours) Co-requisite: The course introduces the student to the role of nurse educator and the process of curriculum development. Historical and philosophical foundations of nursing education as they pertain to curriculum design in nursing and healthcare settings are examined. Fundamental learning theories and principles of curriculum development and implementation in educational programs in nursing will be analyzed. Students will appraise curriculum development and instructional design in a chosen area of nursing education through guided individual and group projects.
|
| |
-
NURS 617 - Introduction to Organizational Dynamics and Healthcare Systems
(3 hours) This course provides a systematic understanding of organizational principles, practices, and insights pertinent to the management of health services organizations. “System thinking” is utilized to analyze managing partnerships, strategic alliances, networking, and other arrangements between and among physicians, hospitals, health systems, and other provider organizations. The course will emphasize the effective design and management of health care organizations while also influencing and adapting to changes in an environmental context. The role of the transformational leadership model in managing the boundary between the internal organization and its external environment successfully will be explored.
|
| |
-
NURS 620 - Health Care Informatics
(3 hours) This course will focus on informatics relevant to nursing education, health care and the classroom. A comprehensive overview of informatics, trends and innovative strategies will be discussed including knowledge of economics, business principles and system design related to informatics.
|
| |
-
NURS 622 - Physical Assessment, Pathophysiology, and Pharmacology in Nursing
(3 hours) This course will focus on content of pathophysiology, physical assessment, and pharmacology allowing students to develop competence in teaching these content areas across the continuum of care in a variety of settings. This course will build upon the undergraduate foundation to strengthen scientific background and facilitate understanding of nursing health-related information in nursing education.
|
| |
-
NURS 624 - Healthcare Policy
(3 hours) This course focuses on the foundations of healthcare policy and its impact on healthcare delivery, clinical practice and research. Social, economic, ethical and legislative issues influencing healthcare policy will be addressed. The profession of nursing’s role in influencing healthcare policy will be explored in the context of nurses’ ability to function effectively and assume a leadership role in the health care system.
|
| |
-
NURS 625 - Evidence-Based Research in Nursing
(3 hours) This course provides a scientific basis for an understanding of the research process in nursing and builds on an undergraduate understanding of statistics, focusing on descriptive and inferential statistics commonly used in nursing research. This course emphasizes the evaluation and utilization of research as it pertains to evidence-based nursing practice. The steps of the research process, including the application of statistics and interpretation of results, will be explored and analyzed. The relationship and appropriateness of statistical methods to evidence-based nursing practices will be examined.
|
| |
-
NURS 630 - Issues in Nursing
(3 hours) This course provides a forum for knowledgeable debate on the important issues nurses currently face. Developments and trends that impact the delivery of health care, and the nursing profession will be explored. Reasonable responses to the demands being placed on the nursing profession will be analyzed. Conflicting viewpoints will be investigated as students synthesize their own thoughts about difficult issues affecting today’s health care delivery. This course cannot be challenged.
|
| |
-
NURS 635 - Teaching Methodologies in Nursing
(4 hours) Prerequisites: and . This course focuses on the development of a variety of teaching methodologies to enhance learning outcomes of various populations. Within the course, students examine educational principles, theories, and strategies for the development, implementation, and evaluation of educational programs for nursing including academic nursing education, continuing education, staff development, and client/family teaching programs. This course offers students an opportunity to experience components of the teaching role in nursing through an individualized practicum and learning contract with a preceptor in selected settings.
|
| |
-
NURS 636 - Management and Leadership for Nurse Administrators
(4 hours) This course is designed for students within the Nursing Leadership and Healthcare Administrator track who desire to develop skills in the areas of leadership and management and who plan to utilize their selected area of advanced practice and knowledge as nurse leaders within healthcare organizations. The goal is to prepare nursing leaders who can design, implement, and evaluate models and programs of care to meet population or system needs. Key themes throughout the course include management of quality, work processes, human resource management, ethical decision-making, and assessment of clinical resources from managerial and economic perspectives. Leadership styles and innovations styles will be explored.
|
| |
-
NURS 640 - Faith Perspectives in Nursing
(2 hours) This course provides a foundational understanding of the integration of faith and learning and its impact on the values and ethics of a discipline of study. Students are provided the context and tools to critique the nature and source of knowledge claims in contrast to personal faith claims. Students will explore the assumptions of major philosophies and critically examine values influencing nursing. Students will focus on the application of faith in nursing and refine a perspective that encourages wise judgments in nursing practice. Critical thinking exercises that promote a dialogue for understanding God’s revealed truth will be explored.
|
| |
-
NURS 645 - Evaluation in Nursing Education
(4 hours) Prerequisites: NURS 615 and 635 This course focuses on the planning of classroom testing, analysis of test results, test writing techniques, evaluation of critical thinking, and clinical performance. In addition, this course addresses the development and evaluation of testing in distance education.
|
| |
-
NURS 646 - Healthcare Economics and Financial Management of Nursing Systems
(4 hours) This course provides a scientific basis for effective understanding of the financial management impact on the health care environment and the importance of instrumental implementation of budgeting strategies to insure financially sound healthcare organization. The focus of this course is on accounting principles, cost analysis, planning and control management of the organization’s financial resources, the use of management tools, budgeting process, forecasting, variance analysis, and costing out nursing services. This course emphasizes the evaluation and utilization of leadership skills and financial management to insure cost savings while preserving or enhancing the quality of patient care. During this course, the students will learn how to communicate effectively with financial managers, succeed in their roles in the budgeting process, and assist in the delivery of high-quality patient care at the lowest possible cost.
|
| |
-
NURS 655 - Quality and Safety in Nursing
(3 hours) This course focuses on defined quality and safety competencies for nursing to prepare leaders for development and execution of quality improvement and patient safety programs. Within the course, students examine each competency and proposed targets for the knowledge, skills, and attitudes to be developed. Students will examine issues and concepts such as creating a culture of patient safety; application of quantitative (e.g. statistical process control) and qualitative methods (e.g. focus groups; case studies); and behavioral knowledge and skills in leading interdisciplinary teams. The influence of external forces on quality improvement and patient safety agendas along with health disparities and national and state trends in healthcare will be examined. Research in patient safety and quality improvement science will be analyzed. This course offers students an opportunity to reshape professional identity formation in nursing to include commitment to quality and safety competencies recommended by the Institute of Medicine (IOM).
|
| |
-
NURS 660 - Leadership and Professional Role Development
(3 hours) Prerequisites: all MSN courses in semesters I-IV. This course focuses on nursing leadership incorporating theory and research as it applies to the role of the nurse educator in a variety of settings. Emphasis is placed on strategic planning, negotiation and other strategies required for effective leadership. This course provides a forum for the analysis and synthesis of role behaviors specific to the nurse educator, and includes an in-depth analysis of the roles and responsibilities of nurse educators.
|
| |
-
NURS 661 - Human Resources Management
(3 hours) This course focuses on incorporating the functions of human resource management in organizations to create a competitive edge through employee empowerment. Core human resource concepts are introduced and applied to optimize human capital with a variety of healthcare settings, including compensation and benefits, employee recognition, and employee/labor relations. National, regional and local strategies and workforce trends are discussed related to best practices for the selection, retention, and management as a healthcare employer of choice. Emphasis is placed on survey of HRM, from its beginnings to present-day trends, state and federal healthcare laws, codes of ethics, staffing organizations, training and development, employee relations, and long-term planning. This course provides a forum for the analysis and synthesis of human resources specific to the role of nursing and healthcare administrators.
|
| |
-
NURS 665 - Teaching Practicum in Nursing
(5 hours) Prerequisites: all MSN courses in semesters I-IV. This clinical course provides opportunities to design, implement, and evaluate learning experiences in nursing education settings. Emphasis is on the application of teaching-learning and evaluation strategies in the academic setting. In this course, the students will develop and implement instructional content, and work closely with qualified nurse educators as mentors in the classroom and clinical settings. Evidenced-based teaching strategies will be implemented and evaluated through a comprehensive teaching plan. This course is the culmination of knowledge gained in semesters I-IV of the program and is to be completed in the student’s final semester of the MSN program.
|
| |
-
NURS 667 - Leadership Practicum
(5 hours) This course provides opportunities to design, implement, and evaluate learning experiences in nursing leadership or administration settings. The practicum emphasis is on the application of leadership and administration strategies in the healthcare setting. In this course, working closely with qualified nurse leaders, students will participate in the management of personnel and care provision. They will analyze policy and participate in the strategic planning process within a healthcare setting. Students will gather best evidence to support change in a selected area of interest and develop and implement a practice project, under the direction of the preceptor. Evaluation methods will be explored. This course is the culmination of knowledge gained in semesters I-IV of the program and is to be completed in the student’s final semester of the MSN program.
|
Organizational Management |
| |
-
MSOM 600 - Graduate Writing and Research
(3 hours) This course provides students an opportunity to establish or advance key skills and understandings needed for success in graduate studies. Students will be introduced to research methodology using peer-reviewed research, APA, and effective application strategies. Research writing and proper paper formatting will be emphasized to assist students in developing clear, concise communication.
|
| |
-
MSOM 601 - Critical Thinking and Problem Solving
(3 hours) This course introduces new graduate students to strategies for academic success as it relates to thinking. Topics include Graduate School tools and competencies and written and verbal communication skills. This course introduces the conceptual, analytical, and practical foundations of problem-based learning. This will be done in the context of problem definition, research and information utilization, critical thinking, written and verbal communication skills, negotiation skills, and stakeholder communication skills. Problem-based learning will be framed in the context of the alignment of societal, organizational, and personal values.
|
| |
-
MSOM 602 - Servant Leadership
(3 hours) This course serves to provide students with a foundation in Christian Leadership talents, strengths and skills as it relates to the “servant leader.” Included in this course would be an investigation of how the individual plays a role in his or her own management or leadership styles. Students would complete a personal profile assessment; develop a research paper in the area of leadership or management related to a comparison between the servant leader/manager and their own leadership/management style. Finally, students will develop strategies for how to implement the 10 characteristics of the “Servant Leader” into business, community and professional outcomes.
|
| |
-
MSOM 603 - Making Ethical Management Decisions
(3 hours) Can a corporation have a conscience? Should it? Ethics has been called the soft side of business, but in fact, the hardest and most painful questions you will ever face are probably ethical ones. Why? Ethical questions involve choices and the weighing of consequences and responsibilities–not an easy discernment process. Further, business ethics involves choosing the best response to a gray situation among different legal choices. This course, while concentrating on the ethical decision making of managers, will also discuss how Christian ethics and values impact business decisions. Is there a difference between ethical business practices and ethical Christian decisions in a business setting?
|
| |
-
MSOM 604 - Social Entrepreneurship
(3 hours) In this course, students examine applications of social entrepreneurship to organize, create and lead social change ventures. Students will explore and assess the ways social entrepreneurs work collaboratively with nonprofit organizations and citizen groups in both private and governmental sectors to influence social change. Concentration on the applied management of boards, volunteers and projects will be essential to the student’s learning process. A primary emphasis with this course will be to develop, review or research a social entrepreneurship process, project or business.
|
| |
-
MSOM 605 - Talent Management
(3 hours) Talent is often overlooked when determining who can or cannot perform a job. This course examines how to assess and measure talent and then manage that talent to the fullest. A comprehensive review of talent assessment will be provided throughout the course. Developing measurements for assessment, implementing a talent based organization and creating a talent centered organization are essential constructs of this course. Students will learn how to put a strong group of individuals together to ensure a positive business outcome. This course will be based on both group activities and individual assessment and will utilize case studies and application scenarios as part of the critical thinking and implementation process.
|
| |
-
MSOM 606 - Analytical Tools for Management Decisions
(3 hours) The goal for this course is to prepare students to be more effective users of quantitative information, as well as to avoid the many potential pitfalls from the misuse of statistical methods. The emphasis is on understanding what a previously obtained data set implies and, if appropriate, to develop meaningful forecasts with a reasonable sense of confidence. Specific topics include data analysis and statistical description, sampling and statistical inference, time series and regression analysis.
|
| |
-
MSOM 607 - Managerial Innovation Strategies
(3 hours) This course will examine the innovative linkages, collaboration and partnership building systems and techniques that impact the management of any new and emerging business. A concentration on the use of social websites that contribute to these innovative strategies will be considered an essential part of this course. An examination of the collection of ideas that not only influence change but enables the development of partnerships and collaborative elements that enhance customer service, product development and/or enhance measurable innovative outcomes for all businesses.
|
| |
-
MSOM 608 - Influence Strategies and Negotiation
(3 hours) This course will examine the critical factors that impact how influence strategies and negotiation factors change or enhance business outcomes. Students will be expected to create an influence strategy for their own organization that will include collaboration, partnering and negotiation assets that impact positive business outcomes. A key element will be to consider how influential decisions are made while maintaining high ethical standards that provide service to others.
|
| |
-
MSOM 609 - HR Management for the 21st Century
(3 hours) Students in this course examine the evolution of human resource management, labor, law and human capital management. In particular, students will analyze the trends and issues influencing the development and application of these elements within contemporary organizations. Students will also examine the effects of emerging technical impact that cloud computing will have on the virtual office from and HR perspective.
|
| |
-
MSOM 610 - Managing Diverse Cultures
(3 hours) In this course, students will explore aspects of leading and working in global and diverse environments. Students will be asked to apply their own experiences and challenges to understanding the impact the virtual and diverse worker has on business. Students will gain an understanding of the personal and professional role of leadership in diverse cultures and the strategies used to lead more effectively within those cultures.
|
| |
-
MSOM 611 - Project Management
(3 hours) This course serves an the introduction to project management. It examines the context of projects and differentiates between projects and operations. The life cycle of a project is defined and a framework for integration is presented. Identify the unique characteristics of projects versus operations. Describe the project life cycle. Develop a plan that guarantees all of the various elements of a project are properly coordinated. Plan for the necessary resources, accurately estimate cost, allocate the budget to specific work items and control changes in the project budget. Evaluate the quality of the product or service in order to ensure that it meets the previously established needs of the organization.
|
| |
-
MSOM 612 - Strategies for Managerial Sustainability - Capstone
(3 hours) Prerequisites: MSOM 601, MSOM 602, MSOM 603, MSOM 604, MSOM 605, MSOM 606, MSOM 607, MSOM 608, MSOM 609, MSOM 610, and MSOM 611. The focus of this course is the role of the leader/manager as an ethical strategist for sustainable and responsible business practices that embrace the organization and its broader communities. Students will examine sustainability from multiple perspectives to inform responsible strategies of growth, innovation and change. Emphasis will be placed on how strategic decisions impact business outcomes and the lives of those individuals who work within organizations. This course will include a major business project related to strategic thinking and planning.
|
| |
-
MSOM 620 - Decision Support Systems for Business
(3 hours) Prerequisite: MSOM 606. Students will review and analyze critical support systems that are used in analytical decision making. Students will learn about databases, data mapping and data warehousing within the framework of business analysis and decision making. Students will learn about predictive analytics, analyze key concepts and techniques related to providing data in the form of information to key management, and the role systems play in helping managers make important, effective decisions.
|
| |
-
MSOM 621 - Business Analysis and Modeling
(3 hours) Prerequisite: MSOM 606. This course teaches professional competence in business analysis and modeling, including: linear programming, goal programming, inventory, simulation modeling and the information systems used in decision making and analysis. Students will learn to use problem solvers for optimization and simulation. Students will learn about approaching a problem from a model viewpoint, using tools to assess a problem, apply creative thinking along with data to solve a business issue and measure and improve performance or processes. Students will apply analytics to problems using models to solve real world issues.
|
| |
-
MSOM 622 - Data Mining and Business Technology
(3 hours) Prerequisite: MSOM 606. In this course, students will learn about organizational reliance on data that comes from technology and business intelligence. They will study data that comes from analytical sources, such as Google Analytics and web information collected in data mining efforts. Course topics will include traffic analysis, A|B testing and using business intelligence to mine information about customers to make purposeful and meaningful decisions. Students will study the concepts of data warehousing and data visualization.
|
| |
-
MSOM 623 - Analytics Capstone
(3 hours) Prerequisites: MSOM 601, MSOM 602, MSOM 603, MSOM 605, MSOM 606, MSOM 607, MSOM 610, MSOM 611, MSOM 620, MSOM 621, and MSOM 622. This capstone course integrates the concepts of analytical tools for management decisions; decision support systems for business; business analysis and modeling; and data mining, mapping, warehousing, and visualization. Students will complete an extensive and comprehensive project to demonstrate mastery of the analytics material covered in the preceding courses. A biblical worldview of several key management principles will also be presented and assessed.
|
| |
-
MSOM 630 - Environmental, Health, and Safety Management
(3 hours) This course examines the evolving field of environmental, health and safety management and how it relates to operations management. The major areas of study include historical perspective; laws and regulations; the human element; hazard assessment, prevention, and control; and environmental, health and safety management. The course combines theory and application to provide an up-to-date, practical learning opportunity that focuses on the needs of modern managers and professionals in an age of global competition and rapid technological change. Character and operational excellence principles related to management activities are also explored and applied.
|
| |
-
MSOM 631 - Product and Service Quality Management
(3 hours) This course examines the critically important field of quality management and how it relates to operations management. The major areas of study are the history, philosophy, concepts, tools, and techniques associated with quality management. Specific topics of examination include total quality management, quality culture, customer satisfaction, employee empowerment, teamwork, ISO 9000, problem solving, quality function deployment, statistical process control, continuous improvement, benchmarking, and lean manufacturing. The course combines theory and application to provide an up-to-date, practical learning opportunity that focuses on the needs of modern managers and professionals in an age of global competition and rapid technological change. Character and operational excellence principles related to management activities are also explored and applied.
|
| |
-
MSOM 632 - Product and Service Delivery Management
(3 hours) This course enables the student to delve into the vital field of delivery management and how it relates to operations management. Major areas of study include the evolution, philosophy, concepts, tools, and techniques associated with delivery management. Specific topics to be examined include demand forecasting; sales and operation planning; master production planning; inventory management; materials requirements planning; just-in-time; pull systems; capacity requirements planning; outsourcing; and lean manufacturing. The course combines theory and application to provide an up-to-date, practical learning opportunity that focuses on the needs of modern managers and professionals in an age of global competition and rapid technological change. Character and operational excellence principles related to management activities are also explored and applied.
|
| |
-
MSOM 633 - Cost Management
(3 hours) This course serves to provide students a foundation in cost management and how it relates to operations management. Concepts are presented in a step-by-step format with a focus on the how, why, and what ifs of cost management. Specific topics of examination include product and service costing; process costing; standard costing; activity-based costing; budgeting; allocations; the balanced scorecard; quality, environmental, and inventory cost management; capital investment; and lean accounting. The course combines theory and application to provide an up-to-date, practical learning opportunity that focuses on the needs of modern managers and professionals in an age of global competition and rapid technological change. Character and operational excellence principles related to management activities are also explored and applied.
|
| |
-
MSOM 634 - Operations Management Capstone
(3 hours) Prerequisites: MSOM 601, 602, 603, 605, 607, 610, 611, 630, 631, 632, and 633. This capstone course deftly integrates the process, quality, delivery, cost, and inventory management material covered in the preceding operations management courses. Students will be required to demonstrate their understanding of the operations management discipline by applying the key concepts and techniques that they have mastered in a comprehensive report on a single organization and while successfully navigating through a simulated organization. Character and operational excellence principles related to management activities are also explored and applied.
|
| |
-
MSOM 640 - Project Management as a Business Function
(3 hours) This course applies a business approach to project management and introduces the student to project integration and stakeholder management offered by the Project Management Institute’s (PMI) A Guide to the Project Management Body of Knowledge (PMBOK® Guide) and other resources. The course provides an overview of project management concepts to include a history of PMI and its growing popularity as a global industry standard for project management. The primary intent of the course is to expose students to the many challenging issues being faced internally and externally by businesses to select profitable projects and pitfalls to avoid. Key topics covered will include the need for effective processes and management agility, ethics, establishing a culture of communication, and superior stakeholder engagement.
|
| |
-
MSOM 641 - Managing a Project Schedule and Budget
(3 hours) This course addresses techniques and tools for planning, performing and controlling a project in order to accomplish a project objective successfully. Students will use concepts from the Project Management Institute’s (PMI) A Guide to the Project Management Body of Knowledge (PMBOK® Guide) and other resources to develop a project schedule, estimate cost, and develop a budget. In addition, students will become familiar with managing a project schedule and cost using Microsoft Project. In this course the student will learn to write a proper scope document, plan activities, schedule resources, apply basic project account and financial terms and control impacts brought on by schedule and cost changes.
|
| |
-
MSOM 642 - Managing Project Stakeholder Needs
(3 hours) The management of project stakeholder competing interests and motivations are critical to project success. Traditional project management research and training have focused on the hard technical skills such as scope, cost and schedule, and not on the soft skills such as stakeholder management. This course combines theory and practice to provide students with the strategies and techniques on how to engage and manage project stakeholders for optimal results. The key focus areas of this course include stakeholder theory; stakeholder motivation; stakeholder analysis; stakeholder communication; stakeholder ethical issues; virtual stakeholders, and negotiation and conflict. Through the use of case studies, students are exposed to common stakeholder problems that typically occur on projects.
|
| |
-
MSOM 643 - Managing Project Human Resources and Procurement
(3 hours) This course enables the student to gain an in-depth understanding of effective project human resources and procurement management as they are introduced to material offered by the Project Management Institute’s (PMI) A Guide to the Project Management Body of Knowledge (PMBOK® Guide) and other resources. Major areas of study include human resource planning, acquiring the project team, developing the team, managing the project team, and identifying and procuring necessary project services and goods from outside vendors. The course combines theory and application to provide an up-to-date, practical learning opportunity that focuses on the needs of modern managers and professionals in an age of global competition and rapid technological change. Character and operational excellence principles related to management activities are also explored and applied.
|
| |
-
MSOM 644 - Managing Project Risk
(3 hours) This course serves to provide students a foundation in project risk management as they explore material offered by the Project Management Institute’s (PMI) A Guide to the Project Management Body of Knowledge (PMBOK® Guide) and other resources. The objective of project risk management is to decrease the likelihood and impact of negative events in the project. Specific topics of examination include risk identification, risk analysis (quantitative and qualitative), risk response, and risk control. The course combines theory and application to provide an up-to-date, practical learning opportunity that focuses on the needs of modern managers and professionals in an age of global competition and rapid technological change. Character and operational excellence principles related to management activities are also explored and applied.
|
| |
-
MSOM 645 - Project Management Capstone
(3 hours) Prerequisites: MSOM 601, 602, 605, 607, 610, 640, 641, 642, 643, and 644. Students diagnose and solve real-world project management issue, need, problem, or opportunity in an industry or business of their choice. Students are required to develop a plan to analyze a business challenge, generate alternative solutions, and make recommendations for corrective actions using supporting evidence from academic literature. Students will apply this requisite knowledge to project initiation, planning, execution and control of a project. The project plan will address the following key areas: project schedule and budget, stakeholder management, risk management, human resource management and procurement.
|
| |
-
MSOM 650 - Strategic Procurement
(3 hours) This course offers an analytical approach to the foundations of supply chain management and a comprehensive study of the concepts, processes, and strategies used in the development and management of the procurement process. Topical coverage will include: legal aspects of purchasing, inventory management, strategic outsourcing, bargaining and negotiations, supplier selection and evaluation, and partnership characteristics. Student learning will be facilitated by critical thinking, writing, research, problem solving, and the completion of a comprehensive course project.
|
| |
-
MSOM 651 - Transportation, Distribution, and Logistics Management
(3 hours) Students in this course examine the critically important areas of transportation, distribution, and logistics and how they relate to overall supply chain management. Current domestic and global transportation, distribution, and logistics concepts, tools, and trends are covered. Specific topics include transportation modes (truck, rail, air, & ship), transportation regulations, transportation costing, logistics planning, cross-docking, pull production, lean, and risk management. The course combines theory and application to provide an up-to-date, practical learning opportunity that focuses on the needs of modern managers and professionals in an age of global competition and rapid technological change. Character and operational excellence principles related to management activities are also explored and applied.
|
| |
-
MSOM 653 - Supply Chain Information Technology
(3 hours) This course serves to provide students a foundation in supply chain information technology management and how it relates to overall supply chain management. The use of information technology (IT) is considered a prerequisite for the effective control of today’s complex supply chains. This course explores how key supply chain information is created, processed, and shared among the supply chain entities. Specific topics covered include transaction processing, logistics planning, order tracking, inventory management, scheduling, forecasting, delivery coordination, and major software packages. The course combines theory and application to provide an up-to-date, practical learning opportunity that focuses on the needs of modern managers and professionals in an age of global competition and rapid technological change. Character and operational excellence principles related to management activities are also explored and applied.
|
| |
-
MSOM 654 - Supply Chain Capstone
(3 hours) Prerequisites: MSOM 601, 602, 603, 605, 607, 610,611,632,650,651, and 653. This capstone course integrates all aspects of the supply chain management material covered in the preceding supply chain management courses (strategic procurement; transportation, distribution, and logistics; production and inventory management, information technology; and project management). Students will be required to demonstrate their understanding of the supply chain management discipline by applying the key concepts and techniques that they have mastered while they manage a simulated supply chain. Biblical and operational excellence principles related to management activities are also explored and applied.
|
Physician Assistant Studies |
| |
-
MPAS 500 - Human Anatomy
(4 hours) Prerequisites: Matriculation into the Physician Assistant Program. This is a 5 week course that will meet five times a week and is lecture and lab based. This course will introduce students to the fundamentals of gross anatomy. This will also serve as an introduction to how the anatomy relates to physical exam, procedures, and surgery. Lab dissection will be conducted with various digital imaging technologies. Note: This course cannot be challenged.
|
| |
|
| |
-
MPAS 511 - The Path to Becoming a PA II
(1 hours) Prerequisites: Successful completion of Unit 1 of the Didactic Year. This is a 12 week course that will meet once a week during summer semester and will consist of lecture, discussion, and small group formats. This course is designed to facilitate the student in the transition into the medical profession and serves as an introduction to PA professional practice issues. This course is the second course of a series of three courses and topics taught will include diversity, interprofessionalism, patient-centered teams, patient safety, quality improvement, prevention of medical errors and the social and behavioral sciences. Note: This course cannot be challenged.
|
| |
-
MPAS 512 - The Path to Becoming a PA III
(1 hours) Prerequisites: Successful completion Unit 3 of the Didactic Year. This is a 12 week course that will meet once a week during summer semester and will consist of lecture, discussion, and small group formats. This course is designed to facilitate the student in the transition into the medical profession and serves as an introduction to PA professional practice issues. This course is the third course of a series of three courses and topics taught will include health literacy, telemedicine, electronic medical records, billing, coding and reimbursement, the healthcare leadership team, skills for the PA profession and the clinical year and medical literature evaluation. Note: This course cannot be challenged.
|
| |
-
MPAS 520 - Clinical Medicine I
(6 hours) Prerequisites: Successful completion of Unit 1 of the didactic year. This is the first course in a series of courses designed to provide an intensive study of human diseases and disorders, using a lifespan approach from pediatrics to geriatrics in acute, emergency, and chronic care settings. It is a 12 week course that will meet every weekday and is predominantly lecture based. This course will introduce students to the fundamentals of clinical medicine in the areas of Dermatology, HEENT, Infectious Disease, Hematology, and Gastroenterology. It will serve as an introduction to diagnosis and treatment as well as preventive and rehabilitative care. Note: This course cannot be challenged.
|
| |
-
MPAS 521 - Clinical Medicine II
(6 hours) Prerequisites: successful completion of Unit 2 of the didactic year. This is the second course in a series of courses designed to provide an intensive study of human diseases and disorders, using a lifespan approach from pediatrics to geriatrics in acute, emergency, and chronic care settings. It is a 12 week course that will meet every weekday and is predominantly lecture based. This course will introduce students to the fundamentals of clinical medicine in the areas of Cardiology, Pulmonology and Endocrinology. It will serve as an introduction to diagnosis and treatment as well as preventive and rehabilitative care. Note: This course cannot be challenged.
|
| |
-
MPAS 522 - Clinical Medicine III
(6 hours) Prerequisites: Successful completion of Unit 3 of the didactic year. This is the third course in a series of courses designed to provide an intensive study of human diseases and disorders, using a lifespan approach from pediatrics to geriatrics in acute, emergency, and chronic care settings. It is a 12 week course that will meet every weekday and is predominantly lecture based. This course will introduce students to the fundamentals of clinical medicine in the areas of the Musculoskeletal System, Neurology, Psychiatry, Women’s Health, and the Genitourinary System. It will serve as an introduction to diagnosis and treatment as well as preventive and rehabilitative care. Note: This course cannot be challenged.
|
| |
-
MPAS 530 - Basic Sciences I
(3 hours) Prerequisites: Successful completion of Unit 1 in the didactic year. This is a 12 week course that will meet four times a week and is predominantly lecture based. This course will introduce students to the fundamentals of medical physiology and pathophysiology. This course will introduce students to clinical medicine through the study of diseases as manifestations of physiology, pathophysiology, and genetic and molecular mechanisms. This course will focus on concepts that are relevant to dermatology, HEENT, infectious disease, hematology, and gastroenterology units. Note: This course cannot be challenged.
|
| |
-
MPAS 531 - Basic Sciences II
(3 hours) Prerequisites: Successful completion of Unit 2 of the didactic year. This is a 12 week course that will meet four times a week, and is predominantly lecture based. This course will introduce students to the fundamentals of medical physiology and pathophysiology. This course will introduce students to clinical medicine through the study of diseases as manifestations of physiology, pathophysiology, and genetic and molecular mechanisms. This course will focus on concepts that are relevant to the cardiology, pulmonology and endocrinology units. Note: This course cannot be challenged.
|
| |
-
MPAS 532 - Basic Sciences III
(3 hours) Prerequisites: Successful completion of Unit 3 of the didactic year. This is a 12 week course that will meet four times a week, and is predominantly lecture based. This course will introduce students to the fundamentals of medical physiology and pathophysiology. This course will introduce students to clinical medicine through the study of diseases as manifestations of physiology, pathophysiology, and genetic and molecular mechanisms. This course will focus on concepts that are relevant to the musculoskeletal, neurological, psychiatric, reproductive health and genitourinary units. Note: This course cannot be challenged.
|
| |
-
MPAS 540 - Patient Assessment & Diagnostic Methods I
(2 hours) Prerequisites: Successful completion of Unit 1 of the didactic year. This is a 12 week course that will meet once a week, and will consist of lecture, small group, and laboratory formats. This course is designed to introduce students to the art of history taking and the techniques of physical exam, using both lab partners and simulated patients. Students will also receive instruction on the proper use of diagnostic equipment. In addition, students will be introduced to ordering and interpreting diagnostic imaging, and laboratory results. Students will also learn to synthesize and present patient information as part of the medical decision-making team. This course will focus on history taking, physical exam, and diagnostics that are applicable to the infectious disease, dermatology, HEENT, gastroenterology, and hematology units. Note: This course cannot be challenged.
|
| |
-
MPAS 541 - Patient Assessment & Diagnostic Methods II
(2 hours) Prerequisites: Successful completion of Unit 2 of the didactic year. This is a 12 week course that will meet once a week, and will consist of lecture, small group, and laboratory formats. This course is designed to introduce students to the art of history taking and the techniques of physical exam, using both lab partners and simulated patients. Students will also receive instruction on the proper use of diagnostic equipment. In addition, students will be introduced to ordering and interpreting diagnostic imaging, and laboratory results. Students will also learn to synthesize and present patient information as part of the medical decision-making team. This course will focus on history taking, physical exam, and diagnostics that are applicable to the cardiology, pulmonology, and endocrine units. Note: This course cannot be challenged.
|
| |
-
MPAS 541 - Patient Assessment & Diagnostic Methods II
(2 hours) Prerequisites: Successful completion of Unit 2 of the didactic year. This is a 12 week course that will meet once a week, and will consist of lecture, small group, and laboratory formats. This course is designed to introduce students to the art of history taking and the techniques of physical exam, using both lab partners and simulated patients. Students will also receive instruction on the proper use of diagnostic equipment. In addition, students will be introduced to ordering and interpreting diagnostic imaging, and laboratory results. Students will also learn to synthesize and present patient information as part of the medical decision-making team. This course will focus on history taking, physical exam, and diagnostics that are applicable to the cardiology, pulmonology, and endocrine units. Note: This course cannot be challenged.
|
| |
-
MPAS 542 - Patient Assessment & Diagnostic Methods III
(2 hours) Prerequisites: Successful completion of Unit 3 of the didactic year. This is a 12 week course that will meet once a week, and will consist of lecture, small group, and laboratory formats. This course is designed to introduce students to the art of history taking and the techniques of physical exam, using both lab partners and simulated patients. Students will also receive instruction on the proper use of diagnostic equipment. In addition, students will be introduced to ordering and interpreting diagnostic imaging, and laboratory results. Students will also learn to synthesize and present patient information as part of the medical decision-making team. This course will focus on history taking, physical exam, and diagnostics that are applicable to the musculoskeletal, neurology, psychiatry, genitourinary, and women’s health units. Note: This course cannot be challenged.
|
| |
-
MPAS 550 - Pharmacology I
(2 hours) Prerequisites: Successful completion of Unit 1 of the didactic year. This is a 12 week course that will meet twice a week, and is predominantly lecture based. This course will introduce students to the fundamentals of pharmacology, including pharmacokinetics, pharmacotherapy, and pharmacodynamics. This will also serve as an introduction to appropriately selecting medications based on clinical data and patient safety profiles. In addition, students will receive instruction on the standard format of prescription writing. This course will focus on all medications that are relevant to the infectious disease, dermatology, HEENT, gastroenterology, and hematology units. Note: This course cannot be challenged.
|
| |
-
MPAS 551 - Pharmacology II
(2 hours) Prerequisites: Successful completion of Unit 2 of the didactic year. This is a 12 week course that will meet twice a week, and is predominantly lecture based. This course will reinforce the understanding of fundamentals of pharmacology, including pharmacokinetics, pharmacotherapy, and pharmacodynamics. This will also serve to reinforce how to appropriately select medications based on clinical data and patient safety profiles. In addition, students will continue to demonstrate proper format in writing prescriptions. This semester will focus on all medications that are relevant to the cardiology, pulmonology, and endocrine units. Note: This course cannot be challenged.
|
| |
-
MPAS 552 - Pharmacology III
(2 hours) Prerequisites: successful completion of Unit 3 of the didactic year. This is a 12 week course that will meet twice a week, and is predominantly lecture based. This course will reinforce the understanding of fundamentals of pharmacology, including pharmacokinetics, pharmacotherapy, and pharmacodynamics. This will also serve to reinforce how to appropriately select medications based on clinical data and patient safety profiles. In addition, students will continue to demonstrate proper format in writing prescriptions. This course will focus on all medications that are relevant to the musculoskeletal, neurology, psychiatry, genitourinary, and women’s health units. Note: This course cannot be challenged.
|
| |
-
MPAS 560 - Problem-Based Learning I
(1 hours) Prerequisites: Successful completion of Unit 1 of the didactic year. This is a 12-week course that meets twice a week and is designed in an open learning format to encourage small group and individual discovery. It uses case presentations to engage students, stimulate inquiry, develop skills in hypothesis formulation, critical thinking and problem solving; while engaging in a peer learning team environment. Students are presented with progressively disclosed medical case information and must work through the process of acquiring and distinguishing pertinent information, synthesizing clinical information in a variety of contextually significant dynamic patient scenarios, and create management plans. By design, the course will foster and develop collaborative learning, peer teaching, interpersonal communication, leadership skills, collaboration, and high level reasoning strategies. This course will focus on topics related to dermatology, HEENT, infectious disease, hematology and gastroenterology. Note: This course cannot be challenged.
|
| |
-
MPAS 561 - Problem-Based Learning II
(1 hours) Prerequisites: Successful completion of Unit 2 of the didactic year. This is a 12-week course that meets twice a week and is designed in an open learning format to encourage small group and individual discovery. It uses case presentations to engage students, stimulate inquiry, develop skills in hypothesis formulation, critical thinking and problem solving; while engaging in a peer learning team environment. Students are presented with progressively disclosed medical case information and must work through the process of acquiring and distinguishing pertinent information, synthesizing clinical information in a variety of contextually significant dynamic patient scenarios, and create management plans. By design, the course will foster and develop collaborative learning, peer teaching, interpersonal communication, leadership skills, collaboration, and high level reasoning strategies. This course will focus on topics related to cardiology, pulmonology and endocrinology. Note: This course cannot be challenged.
|
| |
Page: 1
| 2
| 3
| 4
|
|
Print this Page