M.A. in Government

The Master of Arts (M.A.) in Government – American Government will equip you with the history, context and insight to analyze political issues and systems from a constitutional foundation and promote healthy governance.

The Master of Arts (M.A.) in Government – Healthcare Policy & Ethics will equip you to navigate regulations and sharpen your policymaking skills for greater impact in your community, the U.S. and the world.

The Master of Arts (M.A.) in Government – International Relations will equip you to aid in the creation and analysis of international policy to foster strategic relationships around the world.

The Master of Arts (M.A.) in Government – Law & Public Policy will expand your knowledge of policy, competitive politics and the law while you learn the history and inner-workings of government.

The Master of Arts (M.A.) in Government– National Security Studies will equip you with in-depth knowledge in national security affairs and cyber technology, so you can predict and address emerging threats to the U.S. and its interests.

The Master of Arts (M.A.) in Government – Political Campaign Strategies & Management will equip you with the tools needed to influence American government at the local, state and federal levels as you learn to manage campaigns and develop winning strategies.

Special interest courses are normally offered only once unless appropriate action is taken to add them to the regular catalog courses.

Gain practical experience in an area of ministry or missions. Approval for a practicum is granted only if there is evidence of significant learning opportunities. Prerequisites: UNIV LIB.

Provides opportunities for practical and hands-on experience in a given area such as magazine, newspaper, public relations, performing arts, film arts and television arts. Pass/No Pass. Note: See listing under specific Schools. All MFA or M.A. practicum have the 80 designation. Theatre practica also have a 681/781 designation.

In-depth study and discussion of various specific topics related to each school. May include faculty presentations, student presentations, outside speakers and/or a combination of these. Seminars may be scheduled to meet throughout a term or for a shorter concentrated time.

In-depth study and discussion of various specific topics related to each school. May include faculty presentations, student presentations, outside speakers and/or a combination of these. Seminars may be scheduled to meet throughout a term or for a shorter concentrated time.

A directed study combining theory and knowledge with practical application; workshops may present opportunities for hands-on experience. All MFA or M.A. workshops have the 89 designation.

Hands-on experience in a variety of areas. Faculty members combine theory and knowledge of a particular topic with practical application of that theory and knowledge in a classroom setting. May be scheduled to meet throughout a term or for a shorter concentrated time.

Affords the student an opportunity for specialized research or project in an area of interest. An independent study cannot be offered for a course that is already designated and listed. All MFA or M.A. and Ph.D. independent studies have the 90 designation.

Learning experience to research and evaluate subject matter or to conduct other comparable academic activities with minimum faculty guidance. Independent studies are available to students as faculty expertise, time and resources permit. May be chosen for one of the following reasons:

• The subject matter or academic activity is not included in regular course offerings and is pertinent to your degree interests.

• The subject matter of academic activity is significantly beyond the scope of scheduled course offerings.

• An independent study shall constitute a contract between student and teacher, and, as such, shall contain specific goals, expectations and evaluation criteria in written form. The quality and effort of the study shall be equivalent to that expected in the classroom.

• An independent study course shall be subject to the same academic policies as a regular course except that incomplete work shall be subject to the In Progress (IP) grade policy. The value of the independent study shall vary from one to four semester hours. Each school may establish limits to the total number of independent study credits that may be applied toward degree requirements. To register for an independent study, students must submit an approved Individual Study Form to the school registration representative and register for the independent study during the registration period for the term in which the student intends to begin the study.

Learning experience to research and evaluate subject matter or to conduct other comparable academic activities with minimum faculty guidance. Independent studies are available to students as faculty expertise, time and resources permit. May be chosen for one of the following reasons: - The subject matter or academic activity is not included in regular course offerings and is pertinent to your degree interests. - The subject matter of academic activity is significantly beyond the scope of scheduled course offerings. - An independent study shall constitute a contract between student and teacher, and, as such, shall contain specific goals, expectations and evaluation criteria in written form. The quality and effort of the study shall be equivalent to that expected in the classroom. - An independent study course shall be subject to the same academic policies as a regular course except that incomplete work shall be subject to the In Progress (IP) grade policy. The value of the independent study shall vary from one to four semester hours. Each school may establish limits to the total number of independent study credits that may be applied toward degree requirements. To register for an independent study, students must submit an approved Individual Study Form to the school registration representative and register for the independent study during the registration period for the term in which the student intends to begin the study.

Gives the student an opportunity to apply classroom learning to professional work situations. Pass/No Pass. All MFA or M.A. internships have the 95 designation.

Degree candidates complete a media project as appropriate to their degree plans within the departments of Film-Television and Strategic Communication and Journalism. May be repeated for up to six credits. Prerequisite: COM 691. Pass/No Pass.

A written examination with an oral option that serves as a culminating activity. Pass/No Pass.

Designed to demonstrate professional competence and creativity in the student’s specific area of study. Portfolios should be done close to the end of the program of study. May be repeated for up to six credits. Prerequisite: COM 691. All portfolios, whether MFA or M.A., have the 98 designation. (Pass/No Pass).

Valuable for those considering advanced graduate or doctoral studies leading to a career in higher education. Students writing a thesis must demonstrate a good understanding of research methods and the ability to apply those methods to a research project. May be repeated for up to six credits. Prerequisite: COM 691. All MFA or M.A. theses have the 99 designation. Doctoral dissertations are designated COM 799. Pass/No Pass.

Directed study, research, and discussion in a given area. Topics are offered on demand and/or depending on faculty availability. Available for both master’s and doctoral students. All seminars have the 85 designation.

Provides a comprehensive presentation of financial accounting principles and practices. Emphasis is placed on the preparation of financial statements, the basic framework and contents of these reports, and the preparation process.

Managerial decisions on prices, resource allocation, capital investment, and the functional areas of a business (marketing, production, purchasing, and finance) that work interdependently to achieve profit. Prerequisite: ACCT 205.

Examination of financial accounting concepts, theories and practices to include the following topics: cash and receivables, inventory valuation and credit policy, fixed assets, and revenue and expense recognition. Prerequisite: ACCT 211.

Continuation of Intermediate Accounting I, studies the advance concepts and practices associated with liabilities and stockholders’ equity, earnings per share, income tax allocation, financial statements reporting and financial statement analysis. Prerequisite: ACCT 215.

Examines how accounting information systems function in today’s business environment. The course design emphasizes the internal control features necessary to produce accurate and reliable accounting data as well as the steps necessary to properly record, summarize and report accounting information in both manual and computerized systems. Prerequisite: ACCT 211.

Examines financial auditing and other assurance services performed by accountants. Topics include: auditing standards, legal liability, internal control, sampling theory, auditing procedures for revenues and expenditures, the nature of evidence, and auditing techniques necessary for an independent auditor. Prerequisite: ACCT 211.

An examination of the federal income tax law and its application to individuals. Topics include: an understanding of gross income, deductions, gains and losses, laws and procedures that apply to federal income taxation of individuals and individually taxed business entities. Prerequisite: ACCT 211.

Studies costing, pricing, planning, and motivation. Topics include: cost accumulation, cost allocation, standard costs, product pricing, variance analysis, budgeting, transfer pricing, performance measurements, and short-term decision making. Prerequisite: ACCT 211.

Surveys accounting standards, regulations and practices for governmental and not-for-profit organizations. Prerequisite: ACCT 211.

Expanded study of federal tax laws affecting the various corporate entities, partnerships, estates, and trusts. Topics include: an understanding of laws and procedures that apply to federal income taxation of partnerships, S-corporations, and C-corporations, other corporate structures and tax preparation. Prerequisite: ACCT 340.

Focuses on the investigation, detection, documentation, and prevention of accounting frauds, stock frauds, and employee theft and embezzlement. The course will educate students on how to investigate and recognize fraud within an organization and how to implement the latest techniques for controlling it. Prerequisite: ACCT 330.

This capstone course builds on all financial accounting concepts presented throughout the accounting program. In this course students will consider more advanced accounting issues related to business combinations, consolidated financial statements, intercompany transactions, multinational accounting (foreign currency translations and IFRS), accounting for partnerships, SEC reporting and accounting by fiduciaries. Prerequisites: ACCT 225 and Senior standing.

Intensive examination of a selected area of study. Topics vary and are announced in advance. Lecture, seminar, and/or team study.

Using financial statements to perform a comprehensive analysis of operating performance, cash management, financial position, and earnings management. Non-financial indicators in providing valuation information useful to managers and financial markets.

Management control process from an accounting perspective and the behavioral considerations involved. Designing, implementing, and using planning and control systems to support a firm’s strategy.

The use of accounting and other information to assist in strategic and tactical decision making.

Not-for-Profit accounting in the context of fit within the overall business environment of contemporary society. The uses and limitations of financial statements and related information and application of analytical tools in making business and financial decisions.

Introduction to the principles of animation and sequential art techniques that make up the visual communication art of storytelling through animation.

Creation of digital art as needed for animation using industry-standard software through the medium of digital photography and its application to individual expression.

Students explore and practice 2-D traditional techniques in animation.

Fundamentals of motion graphics including basic motion graphics principles and elements, design and composition, timing and effects, storyboarding and planning, sound and music synchronization. Industry-standard computer applications introduced and applied.

Study of 3-D animation principles using Autodesk’s Maya. Prerequisites: ANIM 100 and ANIM 103.

Study of the unique opportunities and challenges found in writing for animation in a variety of formats: the short subject, half-hour program, and feature length film, with an emphasis on integrating visual elements such as sketches and storyboards into the writing process from the very beginning in order to maximize creative discovery. Prerequisite: ENGL 101.

Students gain the skills required to rig and animate characters in Maya. A fully planned, animated, rendered, and edited 10-second animation is required. Prerequisite: ANIM 203.

Explores in-depth techniques for creating quality 2-D animation. Students, working as a team, create characters, storyboards and final animation of a short piece employing traditional methods. Prerequisite: ANIM 112.

Study techniques to develop professional storyboards for animation and film. Addresses styles of storyboards and their specific target audiences for utility and value. Prerequisite: ARTA 120.

Explores the roles of the various people and positions involved in the production of animation. Pitching, budgeting, and business plans are covered. Each student submits a budget and a business plan for a project. Students also present a pitch for their final project. Prerequisite: Junior standing.

Texture mapping, lighting, cameras, dynamics, rendering techniques and MEL are addressed. Prerequisite: ANIM 213.

A critical look at the development of animation styles, both American and international. Students view animation and analyze the social, technological, financial, and political factors that helped shape the development of this art form from its beginnings to how television, computers and the Internet have affected the form.

Designed to help students build a compelling, well-rounded artistic portfolio to best represent their work to potential clients. Students evaluate and develop presentations of their own artistic work and address deficiencies in their portfolios. Both hard-copy and digital portfolios will be covered. Prerequisite: Senior Standing.

History and aesthetics of the field of motion graphics as they are used in film & television. Prerequisites: ANIM 112, ANIM 115, ANIM 203.

Course focuses on the motion techniques for 3-D actions that fall between the key frames. Prerequisite: ANIM 314.

The process by which digital special effects are applied to film and video productions, using advanced 3-D computer-generated techniques. Prerequisite: ANIM 314 or Permission of Instructor.

Students work on the crew of a cinema-television production, animation project, or advanced degree class project. Students may work on up to three productions, obtaining one credit per production with approval of the faculty executive producer overseeing each project. Prerequisite: Permission of Instructor.

Special topics courses offered at instructor’s discretion. Prerequisite: Permission of Instructor.

The independent study affords the student an opportunity for specialized research or project in the field of animation. An independent study cannot be offered for a course that is already designated and listed. Students must submit a written proposal stating the reason for and parameters of the project, as well as a comprehensive schedule for its completion within the semester format. Prerequisite: Senior standing and permission of advisor.

Culminating experience in which the student applies learned skills, demonstrating competency under the guidance of a specialist in the field. Advisor approval required.

Under the supervision of the instructor, students work independently to develop a 5-minute animation project, meeting weekly to discuss their progress. Permission of advisor and instructor. Prerequisite: ANIM 310.

Provides a critical look at the development of art and design styles, from pre-historic cave paintings through the middle ages.

Provides a critical look at the development of art and design styles, from the Renaissance through to today’s top artists and designers. Prerequisite: ARTA 100.

Provides a comprehensive introduction to the hardware systems, design applications and industry practice for graphic design. The lectures and class demonstrations cover the basic techniques and processes of graphic design. Basic fundamentals of professional practice, including: systems, processes, common documents; OSHA guidelines; legal issues pertinent to the creative professions; budgeting; project management: marketing will be introduced.

Students will learn observational skills and drawing techniques to enhance technical abilities and creative responses to materials and subject matter. In-depth investigation of line, perspective, space, atmosphere, erasure, and other key components of animation in a wide range of drawing media will be covered. Weekly group critiques and sketchbook assignments are integrated.

Concept and creation of two-dimensional imagery. Practice in basic principles of design, color and visual organization in traditional, digital and lens-based media. Explores the context of imagery in the larger culture and the future of art and design.

Explores the possibilities of computer as an artist tool to create images and illustration in Adobe Illustrator. Students will develop concept and sketches, generate a number of expressive solutions, and explore illustration techniques with various styles or media, with an emphasis on computer art. Prerequisites: ARTA 100, ARTA 110, ARTA 121.

Introduces basic knowledge and skills in Adobe Photoshop. Students learn the terminologies, concepts, methods and techniques in image manipulation. These skills will be used as a tool for analyzing and creating various images for design. Prerequisites: ARTA 110, ARTA 120, ARTA 121.

Introduces the techniques for taking digital photography, editing and manipulating photos in Adobe Photoshop and Camera Raw. Focuses on photographic effects and techniques used as tools for analyzing and creating various images to be used in design.

Intensive practice in correct rendering of the human and animal forms through skeletal and muscular studies looking at stationary poses as well as figures in motion and basic gesturing. Prerequisite: ARTA 120.

Addresses various areas of typography, from the history of typography, font attributes and categories, to the technical and artistic use of type as a means of communication. Skills in digital typography, type hierarchy and figurative typography will be developed. Prerequisite: ARTA 121.

Addresses the creative solutions of layout composition and digital layout skills in Adobe InDesign. Grid theory, type and imagery in page layout, hierarchy and multi-page document creation explored. How to utilize principles and creative process to develop a concept from sketches to digital layout composition. Prerequisites: ARTA 110, ARTA 121.

Explores the idea of the iconography in graphic design. Logos and other symbolic images are examined in historic and cultural contexts. Various types of logos explored. Emphasis will be on visually representing appropriate forms as graphic symbols. Prerequisite: ARTA 210.

Basic understanding of web design concept, process and techniques. Introduces basic web design using HTML and CSS. Planning and designing effective web pages; implementing web pages by writing HTML and CSS code; enhancing web pages with appropriate design elements; and producing a functional, multi-page website. Prerequisite: ARTA 210.

Introduces basics of print production for graphic designers, including terminology and methods, print cost estimates, font management, color use in print production and current printing technology. Prerequisite: ARTA 220.

Three-dimensional phenomena in fine art and design. Cultivates the ability to think, perceive, visualize, design and build in three dimensions using traditional methods and a broad skill set of fabrication techniques.

Investigates the current concepts, methods and technologies in the design of interactive media. The mechanics of 2-D animation with audio and interactivity will be explored. Prerequisite: ARTA 305.

Building on the foundation skills of drawing, design, and color theory, it focuses on materials and methods while exploring a variety of subjects and pictorial strategies. Includes contemporary and historical work, as well as critical judgment and presentation. Prerequisites: ARTA 120 and ARTA 121.

A further exploration of typography as a graphic design tool, with the focus on expressive and kinetic typography. Experimenting with typography from historic or contemporary viewpoints and artistic communication needs. Prerequisite: ARTA 210.

Explores packaging design from marketing, graphics, and 3D design perspectives. Packages for a variety of products are analyzed. Logos, graphics, typography and color schemes are developed for individual products and related product lines. Development of functional and creative solutions to design projects and 3D mock-ups are required. Prerequisite: ARTA 300.

In-depth study of drawing methods & techniques and development of personal style. Prerequisite: ARTA 201.

Creation of original hand-drawn art using Digital hardware and software most particularly Photoshop. Prerequisite: ARTA 130.

Delves deeper into web-related concepts, methods and technologies. Continues to develop planning, usability, content, site management, interactivity, design and production skills for web design. Advanced and dynamic web page design will be covered. Prerequisites: ARTA 305 and ARTA 315.

Investigates the underlying principles of publication design, a mainstay in the study of graphic design, including hierarchy, grid, page layout, typography, sequence and pagination, and digital publishing. Explore concepts, technologies and practices in various areas of publication designs. Prerequisites: ARTA 210 and ARTA 220.

Involves designing and implementing a corporate logo in a branding package which includes stationery, signage, advertising, packaging, web page and other miscellaneous items. Explores concepts of branding and relating them to corporate marketing. Research of many of the famous brands and their impact on us. Prerequisite: ARTA 300.

Directs students to research and plan their own graphic design project through guided examination of some representative graphic design works and class discussion over various topics on art theory and criticism. Research, creative writing and concept development required at this stage. Prerequisites: ARTA 425 and ARTA 430.

Continuation of Senior Project 1. Students must have successfully completed Senior Project 1 before taking this course. The course focuses on the project design process, production and final project delivery and presentation. Prerequisite: ARTA 486.

Development of a deep understanding of the organization, positions, purpose, methods, informational processes, and decision-making mechanisms of the corporation.

The ethical conduct of business organizations as specifically related to the gathering, storage, analysis, dissemination, and use of public and private data.

Survey of central issues related to corporate data storage and handling, and the role and value of data analytics in parsing large volumes of complex multi-source data to meet the decision-making needs of contemporary organizations.

The fundamentals of statistical exploration and visualization techniques, including descriptive statistics and probability distributions, inferential statistics, parametric and non-parametric hypothesis tests and regression analysis.

Hands-on use of modern analytical software, algorithms, and methodologies to solve discrete real-world case studies as key aids to rational decision-making in organizations.

Introduction to technologies, principles, and activities involved in corporate data management, primarily data warehousing.

Covers foundational analytics concepts using selected industry tools, eg. AZURE, and methods for interpreting business requirements, describing, summarizing, and presenting data, and making predictions using statistical analysis.

Techniques to intelligently extract and analyze useful information stored in large data sets using machine learning algorithms such as Locality Sensitive Hashing (LSH), web analytics and social network analysis, decision trees and their applications in business intelligence, are covered.

Introduction to R (an open-source programming language for statistics and graphics), widely used within corporations, non-profits, and government, and related languages.

Building upon the tools and techniques of the M.S. in Business Analytics curriculum, teams of three (or less) students will conduct an applied analytical research project to address an important industry-supplied issue. Course should be completed in the final semester of study.

The art and discipline of studying the Bible. Emphasis on the purpose of the Bible as it relates to truth, beauty, and goodness, as well as consideration of inspiration and canonicity. Only available to honor students.

Investigation of the nature, contents, and history of the Old Testament with attention to its background and key themes. Students examine themes within their contexts and from the perspective of their New Testament fulfillment.

A study of the nature, contents, and history of the New Testament, with background study in the inter-testamental period.

Introduction to the Hebrew and Christian Scriptures with an emphasis on biblical interpretation and application in the contemporary world. Importance and reliability of the Scriptures, genres of Scripture with representative readings, basics of biblical interpretation, and skills needed for application to the Christian life examined.

Exploration of core doctrinal and theological beliefs of the Christian faith. Emphasis placed upon the development of a Christian worldview in order to prepare students to face the challenges of their current culture. Prerequisite: BIBL 105.

Provides a broad overview of the historic roots and development of Christian thought. Identifies and describes historical Christian doctrines, the basics of theological reasoning, significant Christian thinkers, and contemporary global trends and issues.

Examination of the profession of youth ministry including the spiritual life and concerns of youth leaders, dynamics of youth culture, generational characteristics, philosophies of youth ministry, and practical aspects of ministering among youth.

Theological study of the nature and attributes of God and the implications of these for the understanding, love, and worship of God. Only available to honors students. Prerequisites: BIBL 100 and GENE 100.

Theological study of the image of God in human beings and its centrality to human dignity, meaning, flourishing, and responsibility. Only available to honors students. Prerequisites: BIBL 100 and GENE 100.

Study of the foundations of Christian belief. Students explore basic themes in Christian thought such as the knowledge of God, the origin of sin, the nature of humanity, the person and work of Jesus Christ, and the doctrine of the Holy Spirit.

Study of the dynamics of personal and spiritual growth as understood in the Christian tradition. Practical tools, in combination with historical perspective, provide the backdrop for self-exploration and spiritual development within students.

Students explore the history, geography, and cultures that form contexts to the Old and New Testament scriptures. Students learn an inductive approach to the interpretation of the scriptures that draws on the insights gained from the study of significant background issues. Prerequisite: BIBL 104.

Introduction to research processes for the study of religion, including theology, biblical studies, ethics, and historical studies. Additionally, critical reading, grammatically correct writing, and the use of appropriate style manuals are covered.

Exploration of the inductive method of Bible study and its place in preparing group Bible studies and teaching the Bible in a variety of contexts. Students examine a wide range of teaching methods and consider their potential for engaging children, adolescents, and adults. Student projects are to be related to their current or proposed ministry setting. Prerequisite: BIBL 104 or BIBL 105.

Study of the ministry and teachings of Jesus as presented in the synoptic gospels, taking into consideration the Hebrew, Greek, and Roman cultural contexts. The course familiarizes students with foundational developments in historical Jesus research, examines important themes in the synoptic gospels, and develops students' skills in critical reading (exegesis), interpretation, and writing. Prerequisite: BIBL 104 or BIBL 105.

Survey of the movements and ideas which have influenced the church from the second century until the Reformation. Students trace the leaders and movements within the church and the development of major ideas and creeds. Particular attention is given to the distinctive theological and ethical movements within the western church.

Survey of the movements, leaders, and ideas which have influenced the church in the West from the time of the Reformation to the beginning of the 21st century. Topics include moral and doctrinal reformation, the formation and distinctions of major church movements, and the interplay and tension between Christianity and the state.

Introduction to the Hebrew and Christian Scriptures. Emphasis on biblical hermeneutics and the role of exegetical practice on the contemporary world. (For Bachelor of Applied Science students only.)

Exploration of the branch of theology that deals with articulating the reasonableness of Christian faith as well as developing meaningful responses to common objections. Students examine theoretical and applied apologetics and the nature of the relationship between faith and reason, as well as specific problems and implications arising from our postmodern, pluralistic cultural context.

Students learn how to assess cultural influences on human experiences, behavior, and belief systems and develop heightened empathy and respect for individuals from cultures different from their own. They learn how to identify the major components of a worldview as well as the differences between dominant philosophical worldviews.

Exploration of archaeological research relating to the Old and New Testaments, with attention given to ways that this research aids in understanding and interpreting biblical texts. Topics include the current state of biblical archaeology and its historic development, as well as problems in deciphering texts and dating artifacts. Students also examine more recent finds such as the Dead Sea Scrolls.

Study of the writings of the Old Testament prophets, focusing on one of the major prophets or a selection of the minor prophets. The course examines the historical moment and place of the text as well as the role of the prophet in ancient Israel. Students examine texts exegetically, considering theology as suggested by the text(s) as well as the relationship to the New Testament, along with personal applications of the prophets' teachings. Prerequisite: BIBL 103 or BIBL 105.

Study of the writings of the Apostle Paul. Students consider the cultural and philosophical background of each text as well as its contents and its place in the canon. The course examines the literature theologically and exegetically while inviting students to develop and consider personal applications of the texts. Prerequisite: BIBL 104 or BIBL 105.

Examination of biblical Wisdom literature within its ancient Near Eastern context, with special attention to the unique literary aspects of Wisdom literature and its function in ancient Israel. Prerequisite: BIBL 103 or BIBL 105.

Study of the New Testament book of Acts and the history and context of first-century Christianity. Students consider the historical, literary, and cultural background of Acts as well as its theological message and major themes. Prerequisite: BIBL 104 or BIBL 105.

Exploration of the Psalms, with study of the ancient poetry, rich imagery, historical context, and religious and theological implications of the hymnbook of ancient Israel. Prerequisite: BIBL 103 or BIBL 105.

Exegetical study of the general epistles (James through Jude). Students examine theological, literary, and cultural aspects of these letters as they consider the application of these texts. Prerequisite: BIBL 104 or BIBL 105.

Introduction to basic public speaking, reading, and written communication skills necessary for the ministry environment. The course emphasizes verbal communication (voice, diction, and pronunciation), written communication (specialized publications), and specialized communication strategies for media and pulpit ministry.

Analysis of strengths and weaknesses of current methods of evangelism and discipleship among adolescents in youth ministry contexts. Students consider the biblical and philosophical foundations of approaches to evangelism and discipleship of youth as these are practiced today with the goal of formulating their own approach to these aspects of youth ministry.

Exploration of core doctrinal and theological beliefs of the Christian faith. Based preeminently on Scripture and on other Christian sources and norms, students study the nature and task of theology, the revelation and knowledge of God, the nature and works of the triune God, creation and providence, the nature of humanity, and the nature and effects of sin. Students also learn to assess doctrine and theology from a variety of theological perspectives.

Continued exploration of core doctrinal and theological beliefs of the Christian faith. Based preeminently on Scripture and on other Christian sources and norms, students study the person and work of Jesus Christ, the identity and function of the Holy Spirit, the nature and process of salvation, the nature and role of the church, and the last things. Students also learn to assess doctrine and theology from a variety of theological perspectives. Prerequisite: BIBL 331.

Introduction to a biblical theology of worship; considers the faithful witness of worship in the Scriptures (Old and New Testaments) and theological formulations within the faithful Christian tradition. Special emphasis on the nature, role and practice of worship within the framework of a biblical ecclesiology. Prerequisites: BIBL 103 and BIBL 104.

Examination of major world religions, their belief systems, and their connections with associated cultures. Additional consideration is given to the issue of Christian theologies of religions.

Introduction to both the biblical Hebrew (Old Testament) and Greek (New Testament) languages in order to facilitate the use of advanced linguistic tools for biblical study and research. Students gain practical hands-on instruction and experience in conducting Greek and Hebrew word studies using a lexicon and concordance.

Introduction to special topics that affect ministry in the twenty-first century. Course examines gender, racial, and post-modern cultural issues that have a major impact on the practice of ministry today.

Survey of the leading pseudo-Christian and non-Christian cults that exist today. Consideration of the belief systems of cults, how they differ from historic Christianity, and strategies for Christian engagement.

An approved independent study option, supervised by faculty, in a directed area of scholarship. Study is administered according to a learning contract between a chosen faculty member and the student.

Approved directed study based on prior life assessment and experience in a directed area of professional ministry. Directed study involves selected reading, synthesis with prior life or ministry experience, and a final paper that synthesizes learning. Study is administered according to a directed learning contract between a chosen faculty member and the student.

Introduction to various kinds of ministry found in church and parachurch organizations with an emphasis on the leadership and involvement of the laity. The course also explores team ministry strategies in a ministry context and a model for natural church growth as the basis for ministry health.

Introduction to biblical principles of effective worship leadership in a Christian congregation. Explores the nature, role and praxis of worship leading within the missional framework of the Church of Jesus Christ.

Students examine the biblical and philosophical basis of personal spiritual formation and growth as well as strategies that can be used to facilitate formation and growth in church and parachurch ministry.

Investigation of selected topics in theology. Topics may include issues in contemporary theologies, emergent or post-colonial theologies, Charismatic/Pentecostal/Renewal theology, and/or current issues relating to the global church.

Exploration, assessment, and application of historical and contemporary approaches to Christian ethics, as well as an examination of the role of Scripture in processes of moral discernment.

Study of the worldwide mission of the Church, presented in the context of world perspectives and evangelism, including the theological basis for world missions, a practical survey of mission strategies, and applications to local church and parachurch ministries.

Introduction to practical strategies for evangelism in local and parachurch ministries. The course presents a biblical basis for evangelism along with major strategies. Students apply their learning in a field-based evangelistic guided experience within ministry settings.

Explores the history of liturgical models and practices of worship within the faithful tradition of the Christian Church. Examines contemporary practices of convergence worship that seriously consider the biblical and historical witness of worship in the Christian Church.

Consideration of the history of the church in America from the 17th through the 20th century, noting the development, impact, and societal influence of the American church. Topics include the tension between church and state, the formation of denominations, and the Holiness and Pentecostal-Charismatic movements.

Study of transformational leadership coaching as the basis for mentoring strategies within local church and parachurch ministries. Students concurrently examine mentoring-based personal growth strategies in ministry contexts.

Integrative study of religious and theological issues in which students examine one or more contemporary topics in religion. Students employ the methodologies and approaches used within their particular major in dialogue with other majors in the department. Prerequisite: Senior standing.

An approved independent study option, supervised by faculty, in a directed area of scholarship. Study is administered according to a learning contract between a chosen faculty member and the student.

Approved internship in a field of the student's specialty. This guided learning experience is a culminating experience in which the student applies the principles and skills learned, demonstrating competency under the guidance of a specialist in the field. Prerequisite: Junior standing.

Approved directed study based on prior life assessment and experience in a directed area of professional ministry. Directed study involves selected reading, synthesis with prior life or ministry experience, and a written synthesis paper. Study is administered according to a directed learning contract between a chosen faculty member and the student.

Distinctives of various types of biblical literature, with an emphasis on interpretation and contemporary application. Topics: historical narrative, psalm, wisdom, parable, epistle, prophecy and apocalypse. An integrated understanding of origins with God as creator (cosmogony) is introduced as background for proper exegesis of the biblical text.

Contents, themes, and genres of the New Testament canon; methodologies for interpreting the texts in light of their historical contexts.

Contents, themes, and genres of the Old Testament canon; methodologies for interpreting the texts in light of their historical contexts.

Biblical revelation in its historical context, resulting in a broad overview of the message of the Bible and the skills associated with interpreting representative texts.

Biblical theology using the Pauline correspondence within its historical context. Covers the leading themes of Pauline theology, drawn from Paul’s writings.

Basic features of Hebrew and Greek and use of available study aids such as lexicons, concordances, and other exegetical tools. Enables those with little or no prior knowledge of the biblical languages to engage in basic word studies and grammatical exercises.

Directed reading and research into the nature, history and method of Old Testament theology. Examines major theological concepts and themes in the Old Testament. Emphasizes current debate, and familiarity with significant Old Testament and scholarly research on particular topics/issues in O.T. theology.

An investigation of the nature, contents, and message of the Pentateuch, with a focus on understanding its theological message and relevance for godly living in all ages and cultures. Various topics are considered, including hermeneutics and historicity of biblical narrative and the nature of ancient law.

A study of the books of Joshua-Judges with the aim of developing a clear understanding of the content of these books, their relationship to one another, their placement within the deuteronomistic history, and the key concerns they outline.

A study that outlines the development of the Monarchy in ancient Israel. Primary consideration given to 1 Samuel – 2 Kings with due attention paid to the development of the monarchy within the Pentateuch and early Israelite histories as well as to later, theological reflections on the subject.

An exegetical study of the books of Ruth, Chronicles, Ezra, Nehemiah, Esther, Job, Psalms, Proverbs, Ecclesiastes, Song of Songs, Lamentations, and Daniel.

An exegetical study of the books of Isaiah, Jeremiah, Ezekiel, Hosea, Joel, Amos, Obadiah, Jonah, Micah, Nahum, Habakkuk, Zephaniah, Haggai, Zechariah and Malachi.

Introduction to the grammar of Biblical Hebrew. Emphasis is placed on alphabet, vowels, verbs and basic reading vocabulary as a foundation for further studies in Biblical Hebrew.

Resumption of Biblical Hebrew 1 with continued emphasis on grammar and vocabulary. Stress on weak verbs and basic knowledge of syntax. Exercises and reading of selected texts of Hebrew prose. Prerequisite: BIBL 630.

Exercises in translation, vocabulary building and exegesis of select portions of the Hebrew Old Testament. Prerequisite: BIBL 631.

Translation of a select book of the Hebrew OT or select representative passages (e.g., narrative, law, psalms, prophecy, poetry). Analysis of the text with a view toward preparation for biblical exposition, preaching or further academic study. Prerequisite: BIBL 632.

Directed reading and research into the nature, history and method of New Testament theology. Examines major theological concepts and themes in the New Testament. Emphasizes current debate, and familiarity with significant New Testament and scholarly research on particular topics/issues in N.T. theology.

Exploration of the origin, nature and purpose of the first three Gospels in relation to contemporary research, including the synoptic problem, form criticism and redaction criticism. Discusses the contemporary relevance of each Gospel message.

Study of the major themes and texts related to the biblical theology of Luke-Acts. Special emphasis is put on the work and ministry of the Holy Spirit and his renewing influence in the first century Church and application for ministry today.

In-depth study of the distinct contribution of the writings of Paul to the New Testament and canon of Scripture. Emphasis on the major themes and texts of Paul’s epistles and their present day application to church and ministry.

Comprehensive study of the eight general non-Pauline epistles. Emphasis on major themes and texts including Christological, ethical, eschatological facets of each book with a mind toward practical application in church and ministry.

In-depth study of the Gospel of John, his epistles, and the Revelation. Special emphasis is placed on Christology, history, spirituality, theology, and work of the Holy Spirit in John’s writings and their practical application for church and ministry.

Intensive course in basic morphology and syntax of New Testament Greek. Covers basic vocabulary and grammar as a foundation for further studies in biblical Greek.

Continuation of the study of New Testament Greek. Includes translation and exegesis of 1 John. Prerequisite: BIBL 670.

Develops reading vocabulary and exegetical skills of New Testament Greek through intensive study of 1 and 2 Thessalonians in the Greek text. Prerequisite: BIBL 671.

Exercises in translation, vocabulary building and exegesis of select portions of the Greek New Testament and Septuagint (LXX). Prerequisite: BIBL 672.

Understanding and interpreting the Bible in a Renewal community of faith and scholarship, focusing on the hermeneutical challenges of the diversity of the canon, the plurality of interpretative methods and theories in relation to language and text, as well as the perceived nature of contemporary society.

Principles and methods of biblical studies, surveying the various historic and contemporary approaches to biblical studies from a Renewal perspective. Develop research skills and the process of writing in biblical studies and the specific competencies necessary for completing dissertations in the area of biblical studies.

Specialized doctoral research in special topics of interest topics related to the Hebrew Scriptures.

Specialized doctoral research in special topics of interest topics related to the intertestamental literature.

Specialized doctoral research in special topics of interest topics related to the Gospels and Acts.

Specialized doctoral research in special topics of interest topics related to the New Testament epistles.

Specialized doctoral research in special topics of interest topics related to the apocalyptic literature.

Introduction to plants, animals and microbes concerning cell structure and function, DNA and heredity, cell division, species diversity and history, tissue and organ systems, nutrition, reproduction, ecosystems, and the scientific method. Christian perspectives as appropriate. Three credit hours lecture with one credit hour lab.

Online laboratory exercises involving simulations and data collection to illustrate human biological functions. Topics include experiments in physiology of cells, organs, and organ systems.

Philosophy and methods of science, biologic molecules, cell structure and function, metabolism, genetics, reproduction and molecular biology. Three credit hours lecture with one credit hour lab.

Cosmogony and developmental biology, diversity of prokaryotic and eukaryotic organisms and ecology. Three credit hours lecture with one credit hour lab. Prerequisite: Grade of C+ or better in BIOL 121.

First of two-semester series. Structure and function of the skeletal, muscular and nervous systems, including sense organs. Three credit hours lecture with one credit hour lab.

Second of two-semester series. Structure and function of the cardiovascular, immune, digestive, endocrine, and urinary systems. Three credit hours lecture with one credit hour lab. Prerequisite: Grade of C or better in BIOL 201.

Highly specialized medical terms used in healthcare professions, including context, clinical procedures, and abbreviations. Three credit hours lecture.

Basic principles of human nutrition are investigated, emphasizing the nutrients, food sources, and their use in the body for growth and health throughout life. Three credit hours lecture.

The nature of microorganisms and their ability to interact with humans. Current techniques used to identify, culture, and control microorganisms. Three credit hours lecture with one credit hour lab. Prerequisites: Grade of C or better in BIOL 201 and 202.

Viruses and microorganisms: morphology, taxonomy, genetics, physiology, pathogenicity and biodiversity. Three credit hours lecture with one credit hour lab. Prerequisites: Grade of C+ or better in BIOL 122 and CHEM 121.

Physiology and genetics of the immune response: serology, cellular mechanisms and signaling, generation of diversity, immune dysfunction and diagnostics. Three credit hours lecture with one credit hour lab. Prerequisite: Grade of C+ or better in BIOL 321.

An overview of data analytics in small business management and the technologies that can be used to enhance data-driven decision making.

The fundamental concepts and techniques of data mining in conjunction with the application of social media database concepts to management information systems.

Enables leaders and managers to understand the tradeoffs in information systems hardware, software, and architecture for effective use in the small business environment.

The treatment of Decision Support Systems (DSS) as managerial tools, with special emphasis in a small business e-commerce environment.

An examination and exegesis of the Psalms within the Hebrew canon and within Israel's worshipping community. Attention is given to the history, methodology, structure, content, exegesis and theological shaping of psalm interpretation. Prerequisite: BIBL 500 or BIBL 504. Cross-listed with RTCH 744.

Investigation of the role of business in society, the human side of business, the functions of business, and the accounting/reporting processes of business.

Examines the role of financial data in the commercial enterprise; as well as measuring and reporting income, assets, liabilities, and equities.

Exploration of principles and activities in the commercial enterprise including topics such as product, price, promotion, place/channel, competition, company, and communication.

Examines from a Christian perspective, foundational leadership behaviors required of leaders within organization. Students will learn leadership theories and styles of communication, and develop strategies for implementing effective oral and written leadership communications in businesses and organizations.

The capture and analysis of data to advance business interests; concepts and processes to apply data solutions to business problems; various tools and statistical models; case studies related to data-driven business decisions. Prerequisite: MATH 211.

Explores the financial function of the commercial enterprise including topics on working capital management, procurement of resources from financial markets, and financial decision making in the firm. Prerequisite: ECON 120 or ECON 260.

Examines statistical theories, principles and concepts associated with business operations and processes. The course utilizes statistical methods and techniques to develop, implement and analyze business decisions designed to improve efficiency and productivity. Prerequisite: MATH 102 or 211 or equivalent.

Studies the theories, concepts and practices of corporate finance including the topics of valuation, risk management, profits, performance measurements, assessing and implementing financing decisions, designing and implementing corporate finance policies and capital structures. Prerequisite: BUSN 320.

Examines the current and emerging legal principles that impact business transactions, topics include contracts, business organizations and structure, sale of goods, commercial paper, personal and real estate property, intellectual property and international business law.

Builds a foundation for understanding about data mining – exploring and modeling large amounts of data to uncover previously unknown patterns. Examines various techniques of data mining including predictive modeling, pattern recognition, prescriptive analytics, and text mining. Prerequisite: BUSN 280.

Introduces the process for managing very large sets of data and extracting, merging, and preparing actionable analysis. Provides an overview of the 4Vs of Big Data – volume, variety, velocity and veracity – from which students will learn to provide a 5th v – value to their organization. Prerequisite: BUSN 280.

Electronic performance portfolio to document student learning and professional development and reflection. May be repeated up to a maximum of six times. Prerequisite: Permission of Enactus instructor/advisor. Available to on-campus Sophomores, Juniors, and Seniors only. Repeatable for credit. Pass/No Pass.

Examines the process of selecting, designing, implementing and evaluating technology to meet mission critical requirements while maintaining competitive advantages, increase efficiency and minimizing costs.

Surveys the opportunities and challenges associated with planning, conducting and implementing international business transactions in the international marketplace. Prerequisite: BUSN 240.

Study of strategy development and deployment in the business enterprise and examines the overarching application of the role of a biblical worldview in the business enterprise. Prerequisites: BUSN 220, BUSN 240, and BUSN 320.

Intensive examination of a selected area of study. Topics vary and are announced in advance. May be repeated for credit. Lecture, seminar, and/or team study.

A case-based, project-oriented approach to data-driven decision making based on company’s mission and strategic objectives. Integration and synthesis of knowledge and principles learned. Prerequisite: BUSN 382 and BUSN 392.

An approved independent study option supervised by faculty in a directed area of scholarship. Study is conducted according to a learning contract between a chosen faculty member and the student.

The integration and synthesis of knowledge and principles concerning all areas of business. Requirements include submission of a working business plan. Prerequisite: Senior standing.

Provides students with the opportunity to practically utilize the skills, competencies and knowledge gained from course material to serve in a local, state, national or international organization. Prerequisite: Junior or Senior standing.

Examine theories, techniques, and empirical findings essential to the treatment of children and adolescents. Emphasis is placed on developmental, cultural, and family parameters related to effective therapy with children and adolescents. Particular attention is paid to ethical, developmentally appropriate diagnostic and treatment strategies in therapy tailored to the needs of children and or adolescents.

Emphasizes advanced examination of quantitative research such as experimental and quasi-experimental designs and the development of advanced level quantitative research skills. Examines ethical issues involved in research and the impact of subject diversity on research design, measurement, implementation and generalization of findings. Covers use of library resources. Critically evaluates research publications vis-à-vis types of research, the range of research designs, research methodology and subject-related study elements.

Emphasizes advanced examination of qualitative research designs such as grounded theory, ethnographic, and phenomenological methodologies and the development of advanced level qualitative research skill. Includes the development of competencies in qualitative data collection, analysis and oral and written data presentation.

Study in depth the major theories of personality and career development, including the philosophical and psychological assumptions that underlie them. Explore the relationship of personality theory and career theory to counseling clinical practice, as well as the biblical perspective in the study of personality and career theories. Emphasis on social change theory and the role of the counselor as advocate.

Intergenerational patterns of addiction in the family will be explored, including patterns of functioning, prescribed roles of individual family members and the bio-psycho-social-spiritual model of addictions. Emphasis will be given to the family as a dynamic system and the impact of a variety of addictive behaviors and therapeutic alternatives as they relate to the family from a multicultural and transgenerational perspective.

Examine the history and nature of pathology, current views and approaches to psychopathology, the role of psychopharmacology as a treatment approach, diagnosis using the current revision of the DSM, and the use of diagnostic assessment tools in psychopathology. Emphasis will be placed on review of case studies as supported by current research.

Human sexuality, including assessment and intervention for sexuality related and gender specific issues and what it means to view persons as sexual beings. Diverse views of human sexuality existent in the Christian community and broader society including intimacy, sexual ethics, sexual deviancy, gender identity, gender stereotypes, and sexual disorders especially as applied to the clinical setting.

Conceptual knowledge and practical applications of prevention to assist children, adolescents, and adults in averting psychological and mental health problems. Emphasis on advocacy competencies social justice, best practices in prevention, and wellness helping models.

Review business practices, skills needed to plan and organize important elements and biblically-based leadership skills relevant to establishing and operating a counseling-related business.

Addresses treatment planning within the therapeutic process, guiding principles for the selection of effective treatment strategies, and best practice and evidence-based treatment approaches to mental health care. Emphasis will be placed on a practical progression to effective clinical care (e.g., intake, therapeutic rapport-building, assessments, goal setting, treatment planning, and documentation). Cross-listed with COUN 564. Prerequisite: Permission of the instructor.

Students provide clinical supervision under the supervision of Regent faculty in a cross-cultural setting either face-to-face outside of the US or online. Students will develop their own supervision style and practice servant leadership in the cross-cultural setting. Cross-listed with COUN 568.

Students provide clinical supervision under the supervision of Regent faculty in a cross-cultural setting either face-to-face outside of the US or online. Students will act in leadership roles as they supervise and co-teach in cross-cultural environment. Cross-listed with COUN 569 and MHPS 668.

Provides an understanding of the cultural context of relationships, issues and trends in a multicultural and diverse society related to such factors as culture, ethnicity, nationality, age, gender, sexual orientation, mental and physical characteristics, education, family values, religious and spiritual values, socioeconomic status and unique characteristics of individuals, couples, families, ethnic groups, and communities.

Examine the theoretical and applied aspects of the human learning process related to postsecondary teaching and learning in counselor education, with an emphasis on instructional planning, organization, delivery, management and evaluation related to teaching counselors-in-training. Synthesize and apply knowledge of learning and instructional processes as teaching assistants in graduate counseling courses. Limited to resident students in teaching assistant status.

Synthesize knowledge of research and research methodology and develop a rationally defensible approach to a research topic in counseling that incorporates fidelity to both Christian faith and the scientific process. Complete a review of literature and draft a dissertation proposal that will be evaluated for methodological strengths and weaknesses.

All doctoral candidates must complete the dissertation as a capstone experience of the program. Research conducted under the direction of a dissertation committee. Requires a minimum of 9 credit hours. Prerequisite: Permission of instructor.

A requirement for incoming, second, and third year PhD students.

Examines the relationship between research design and statistical methods, and the principles of probability theory in multivariate analysis, including multiple regression analysis, analysis of variance, analysis of covariance and multivariate analysis of variance. Emphasizes skill in the application of advanced statistical techniques to social science research, interpreting results of statistical analyses and data analyses and presentations. Cross-listed with MHPS 714.

Multivariate statistical techniques and methods of data analysis including mixed methods ANOVA, logistic regression, repeated measures ANOVA, discriminant analysis, factor analysis, principal component analysis, path analysis, meta-analysis, and structural equation modeling. The assumptions for using the tests and how to evaluate the SPSS output from the different statistical analyses. Prerequisite: CES 714.

For those who need additional time to successfully complete their dissertation proposal. Prerequisite: CES 700.

Understanding of assessment and evaluation theory and techniques in counseling, and of current topics pertinent to assessment. Examine and critique a variety of assessment instruments used in counseling.

Overview of the history and development of counselor education with an examination of the theoretical orientation and practical skills necessary to function effectively as a counselor educator. Examine current topics pertinent to teaching counselor education and biblically based leadership skills in the profession of counselor education.

Provides an understanding, demonstration and application of various models and techniques for working with married and non-married couples. Prerequisite: CES 749. Cross-listed with COUN 546.

Examines models of family systems therapy and techniques. Helps beginning family therapists develop a model of practice and apply models to clinical cases. Cross-listed with COUN 547.

Examination of the diversity of approaches to marriage/family counseling, and the dynamics of couples and family counseling. Students receive practical, supervised experience developing and presenting marriage/family-related psychoeducational and consultative products. Emphasizes development of strategies based upon the special needs and characteristics of diverse client populations and ethical considerations when working with couples and families. Cross-listed with MHPS 644.

Seminar-type course that explores issues pertinent to women in therapy. Uses a holistic approach to determine the needs of and strategies for counseling women with a focus on the Christian woman.

A practical introduction to coaching, including definitions, models, techniques, coaching types, marketing, and available resources for use in coaching, with an emphasis on applications of coaching practices to international, multicultural environments often within Christian contexts. Cross-listed with COUN 652.

Critical analysis of advanced counseling theories, approaches and modalities applicable to working with groups. Examines integration of biblically based leadership skills relevant to group counseling, with an in-depth exploration of the students’ personal approach to group leadership. Emphasizes development of group advanced counseling skills and strategies based upon the special needs and characteristics of diverse client groups.

Examine underlying principles of mental health problems that originate in dysfunctional families of origin and early childhood sexual abuse. Particular attention is given to relevant DSM disorders. Examines the cultural and economic underpinnings of human trafficking with a focus on treatment options and intervention techniques. Cross-listed with COUN 557.

Covers the four phases of emergency management, the eight phases of disaster, and key concepts of disaster mental health. In depth understanding of cultural issues related to disaster and the application of Psychological First Aid based on NIMH, Green Cross, and The Trauma Institute Standards and Ethics are demonstrated. Cross-listed with COUN 558.

The theoretical concepts and symptoms of PTSD, compassion fatigue and vicarious traumatization in clients, practitioners, first responders and in their role as trauma therapists is explored. Learn current evidence-based strategies for treatment of compassion fatigue and vicarious traumatization. Cross-listed with COUN 559.

Focused survey of the concepts and processes related to program evaluation and the steps to perform a program evaluation. Emphasis on the application and demonstration of critical thinking skills related to analyzing and evaluating an array of programs.

Critique of the literature in counselor supervision with discussion and didactic emphasis on the role of the counselor supervisor in the dynamics of supervisory relationships. Examines current theories and topics related to consultation. Emphasis on ethical issues in supervision and consultation.

Development and refinement of advanced individual counseling skills that conceptually link counselor practice to teaching and supervision. Students will conduct practicum in off campus sites acquiring at least 30 hours of direct contact that includes clinical/counseling services, conducting supervision of other clinicians regarding their clinical work, and teaching therapy skills. In addition, students will have weekly supervision by a licensed site supervisor and regularly scheduled electronic group supervision with a university professor.

Development and refinement of advanced group counseling skills that conceptually link counselor practice to teaching and supervision. Students will conduct practicum in off campus sites acquiring at least 30 hours of direct contact that includes group leadership, conducting supervision of other clinicians regarding their group work, and teaching group therapy skills. In addition, students will have weekly supervision by a licensed site supervisor and regularly scheduled electronic group supervision with a university professor.

Development and refinement of advanced marriage and family counseling skills that conceptually link counselor practice to teaching and supervision. Students will conduct practicum in off campus sites acquiring at least 30 hours of direct contact that includes marriage and/or family counseling, conducting supervision of other clinicians regarding their marriage and family clinical work, and teaching therapy skills. In addition, students will have weekly supervision by a licensed site supervisor and regularly scheduled electronic group supervision with a university professor.

Introduction to the theory of spiritual formation from the Judeo-Christian perspective. Examine historical traditions of spiritual formation, define and analyze the process of spiritual formation and articulate your own definition and theory of spiritual formation as a counseling professional.

The interface between Christian theology and the counseling profession; the examination of historical and current issues affecting faith and profession, applications of spirituality within the profession and reflection on professional identity formation and application as a culmination of the doctoral experience.

Must register for 1 credit hour per term if the doctoral project is not complete after the 12 credit hours of CES 701-704. Prerequisite: CES 704.

Supervised professional activities in counseling. Synthesize knowledge and training by demonstrating a consistent and ethical approach to counseling with a variety of clients. Must accrue a minimum of 200 hours of supervised counseling experience during the internship term. May be taken concurrently with CES 802 or 803 or out of sequence.

Continuation of supervised professional activities in counseling. Synthesize knowledge and training by demonstrating a consistent and ethical approach to counseling with a variety of clients. Must accrue a minimum of 200 hours of supervised counseling experience during the internship term. May be taken concurrently with CES 801 or 803 or out of sequence.

Continuation of supervised professional activities in counseling. Synthesize knowledge and training by demonstrating a consistent and ethical approach to counseling with a variety of clients. Must accrue a minimum of 200 hours of supervised counseling experience during the internship term. May be taken concurrently with CES 801 or 802 or out of sequence.

Principles and concepts of chemical thought and basic chemical laboratory procedures. Three credit hours lecture with one credit hour lab.

Qualitative and quantitative techniques and methods used in chemical experimentation. Three credit hours lecture with one credit hour lab. Prerequisite: B- in MATH 102 or equivalent or department chair approval.

Synthetic and analytic methods with organic and inorganic compounds. Three credit hours lecture with one credit hour lab. Prerequisite: Grade of C+ or better in CHEM 121.

Carbon-based compounds: separation, purification and analytic principles and applications in biologic and industrial processes. Three credit hours lecture with one credit hour lab. Prerequisite: Grade of C+ or better in CHEM 122.

Carbon-based compounds: synthesis, derivatives and characterization. Three credit hours lecture with one credit hour lab. Prerequisite: Grade of C+ or better in CHEM 221.

Structure, function, analysis and cellular control mechanisms of proteins, carbohydrates, lipids and nucleic acids. Three credit hours lecture with one credit hour lab. Prerequisite: Grade of C+ or better in CHEM 222.

Overview of the historical roots, methodological groundings and present state of the communication field with particular attention to its specialized vocabulary, important writers and works and significant scholarly journals. Pass/No Pass.

Principles, aesthetics and writing practices of media professionals seeking to persuade audiences with targeted messages across multiple media platforms. Students will acquire, write, and produce persuasive multimedia content. Multiplatform production lab included. Cross-listed with JRN 542.

Gives the student an opportunity to apply classroom learning to professional work situations. (Pass/No Pass). All MFA or M.A. internships have the 95 designation.

Prominent historical and theoretical perspectives of media and popular culture and their influence on individuals and communities from a Christocentric worldview. Provides media professionals and emergent scholars with an understanding of the role of media and narrative in the development of worldviews. Cross-listed with JRN 600.

Media industry research methods, evaluation and analysis techniques, including surveys, content analyses, polling, data mining, in-depth interviews, and focus groups. Common research practices of professional journalists, public relations practitioners, film-television professionals, media analysts and consultants, and communication scholars are examined. Web-based lab included. Cross-listed with JRN 601.

Current internet, social media, and mobile media marketing theories, strategies, tools and practices. Includes study of communication methods used by professionals in journalism, film, television, advertising, public relations, and related professions to brand, promote, and distribute products and services. Web-based production lab included. Cross-listed with JRN 607.

Strategic use of entertainment media for social change, including serials, telenovas, music videos, films, novels, plays, street theatre, sports, webisodes, mobile and internet-based dramas, and other forms of entertainment. Includes examination of social change theories and research that explains how entertainment influences attitudes, values, beliefs, and behavior. Production lab included.

Designed to develop an understanding of important theories of social influence pertinent to media and culture, this course features content including the study of diffusion of innovations, social marketing, entertainment-education, agenda setting, and other communication and development processes. Social change will be studied within the context of Scripture at the individual, organizational, community, national and international levels. Course will benefit anyone who seeks to know how mass media influences people’s attitudes, values, beliefs and practices. Students may have the opportunity to get involved in applied research projects that address some of the most significant issues and needs in contemporary society.

Current issues in media law and ethics governing the creation, production, distribution and ownership of media content, focusing on new communication technologies and services. Issues addressed include intellectual property, freedom of the press, privacy, obscenity, libel, licensing and contracts, guilds and unions, and consumer rights and protections. Cross-listed with JRN 614.

Contemporary principles and practices of leadership in media-related organizations, both commercial and non-profit, through a biblical lens. Includes current theories on leading organizational change, virtual teams, and entrepreneurship. Lab included. Cross-listed with JRN 628.

New and emerging communication technologies, their uses and related issues are drastically changing the nature of communication, organizational life generally and cultures in which organizations reside. This course provides students with a communication-based perspective of organizations and organizational leadership, with a special emphasis on the characteristics of a current and future trends and issues associated with organizations in this digital age. A blend of theory and practice, it draws from existing, pertinent theoretical constructs, models, research and generalizations that are relevant to organizational communication and leadership in our increasingly highly mediated environment. It provides opportunities for students to sharpen their critical thinking and further develop their communication skills and learn practical concepts and principles that can be applied creatively to their current or future special areas of interest, organizational settings or professional roles.

Current trends, issues, opportunities and cultural influences related to the use of media and communication technologies in the local church and other Christian ministry-related organizational settings, viewed through both leadership decision-making and scholarly research perspectives.

Historical and critical frameworks for examining the convergence of new media technologies and cultural norms and practices. Includes study of new media behavior and culture and how individuals and communities are shaped by the way we process and think about mediated communication. Lab included.

Public communication campaigns, strategies and practices, including the management of public opinion and the creation of corporate image. National and international cases in politics, health, sports, environment and religion are examined. Applied lab included.

Professional strategies and practices for developing, maintaining and restoring an organization’s image. Emphasis on crisis communication planning and response, including knowledge of how the interactive digital media environment fosters and intensifies organizational crises, creates ethical challenges, and provides innovative response opportunities. Applied lab included.

Directed study, research and discussion in a given area. Topics are offered on demand and/or depending on faculty availability. Available for both master’s and doctoral students. All seminars have the 85 designation.

Students work with faculty to learn about academic requirements for publication, determine the topic/set-up of culminating projects, complete necessary preparation to begin projects, and arrange for committee assignments. Pass/No Pass.

Degree candidates complete a media project as appropriate to their degree plans within the departments of Film-Television and Strategic Communication and Journalism. May be repeated for up to six credits. Prerequisite: COM 691. Pass/No Pass.

Valuable for those considering advanced graduate or doctoral studies leading to a career in higher education. Students writing a thesis must demonstrate a good understanding of research methods and the ability to apply those methods to a research project. May be repeated for up to six credits. Prerequisite: COM 691. All MFA or M.A. theses have the 99 designation. Doctoral dissertations are designated COM 799. Pass/No Pass.

Provides overview of the historical roots, methodological grounding and present state of and trends in the communication field with particular attention to its specialized vocabulary, important writers and works, and significant scholarly journals. Computer literary sessions for distance learning, library resources for distance learning and graduate-level writing style form are included. Offered on campus only in the summer.

An in-depth survey, analysis and practice of current humanities and arts research approaches and methodologies used in the study of communication and the arts.

Advanced study of classic and contemporary social science research methodologies and statistics utilized in the study of communication. Students must have previously had a graduate-level social science methods course at another institution, COM 601 or another equivalent experience.

Advanced study of ethnography, focus group interview techniques, participant observation, in-depth personal interview and other methodologies currently employed in the communication field.

Advanced application of social science research methods and statistics, qualitative research methods, or historical-critical research methods to communication study. Focus on conducting original research using one of these three methodologies in preparation for dissertation work and producing scholarship. May be repeated for credit one time. Prerequisites: Two of the following courses: COM 701, COM 702, COM 703.

An interdisciplinary examination of the most current theories, scholarship, published research and trends and issues in all areas within the communication and arts fields.

A broad, yet intensive, study of the philosophical underpinnings of the communication and arts fields. The history of ideas, Comparative worldviews, ethical issues and other philosophical concerns will be addressed from a biblical perspective.

Interdisciplinary analysis of communication history, with special focus on the emergence and influence of communication systems and technologies on societies and cultures observed through a biblical lens.

The ontological, epistemological and axiological dimensions of the process of communication are examined and critiqued from a theological perspective.

Theories in international and intercultural communication with a special emphasis on transnational media, multinational organizations, and communication technologies and their influence on information and entertainment flow within and across cultures and worldviews. Prerequisite: COM 705.

Academic writing and presentation of scholarship in the field of communication study, including preparation of conference papers, developing conference program proposals, writing for academic journals, writing book chapters, and writing academic books. Prerequisites: COM 701, COM 702, or COM 703. May be repeated for credit one time.

Seminars are special topics courses focusing on specific subdisciplines or involving broad interdisciplinary study. May be taken more than once under varying titles. May be taken by master's students with permission of instructor. Some seminars are taught on campus only.

Seminars are special topics courses focusing on specific subdisciplines or involving broad interdisciplinary study. May be taken more than once under varying titles. May be taken by master’s students with permission of instructor. Some seminars are taught on campus only.

Tutorials afford doctoral students the opportunity to do special research, projects and readings under the direction of and in conjunction with a faculty member in the School of Communication and the Arts. Tutorials are not independent studies—they are courses with syllabi and structured meeting times—and are normally tailored to student’s specialized academic and professional interests and/or dissertation area.

Doctoral students work closely with one or more faculty members as part of a teaching team. Teaching assignments may include assisting faculty members with courses or overseeing undergraduate courses under the mentorship of a faculty member. Mentoring topics include teaching pedagogy, classroom dynamics, and online teaching skills. May be repeated for up to a maximum of 6 credit hours with approval from a doctoral advisor.

Doctoral students work closely with one or more faculty members as part of a research and writing team. Course assignments may include conducting original research in collaboration with a faculty member or assisting faculty members with their research and writing projects. Mentoring topics include research planning, design and analysis from the historical-critical, qualitative or quantitative research traditions, and academic writing. May be repeated for up to a maximum of 6 credit hours with approval from a doctoral advisor.

Doctoral-level, supervised research credit assigned to directed academic work that may be related to the student’s dissertation topic. Student normally registers for this course prior to qualifying exams and achieving candidacy. Prerequisites are two of the following three courses: COM 701, COM 702, and/or COM 703. Pass/No Pass.

Doctoral students will register for three credit hours in the semester in which they first take both the written and oral portions of the qualifying examination. This course does not apply to the coursework (pre-qualifying examination) aspect of the individual degree program. Pass/No Pass.

Students who do not initially pass all questions of the qualifying examination will be allowed, with the recommendation of the qualifying exam committee and the approval of the chair of the doctoral program, to retake those questions the following semester that the exam is offered. Students retaking the exam must register for at least one credit when retaking one or two questions, two credits when retaking three or four questions, and three credits when retaking more than four questions. Only one retake is permitted. Pass/No Pass.

Supervised research for the doctoral dissertation. After successfully passing the qualifying examination, the doctoral candidate must remain registered with three (3) continuing dissertation credits every academic semester until the dissertation manuscript is successfully defended. All students must complete a minimum of nine credits over three semesters (not including summer terms). See doctoral handbook for on-campus, online and fellowship student requirements.

Introduction to the principles and practice of effective oral communication. Through formal and informal speaking activities, students develop skills at framing and articulating ideas through speech. Students learn strategies for speaking extemporaneously, preparing and delivering presentations, formulating persuasive arguments, refining critical clarity of thought, and enhancing general facility and confidence at oral expression. Students gain practice in various speech types—including expositive and informative forms.

The art and craft of public discourse. Introduces the history of rhetorical theory from classical thinkers to the contemporary period. Students apply rhetorical theory to practice through the preparation and delivery of public speeches and presentations. Only available to honors students.

Historical development of the field of communication leading to current issues, emerging technologies and potential trends. Considers the cultural, aesthetic, and moral consequences of different modes of communication, as well as the human implications of emerging technologies.

Study of the levels of communication (interpersonal, small, group, organization, public, and mass); the nature of verbal and nonverbal communication; the effects of personal identity, culture, and perception on communication; and the use of effective listening skills.

Students develop communication skills in the dyadic setting as they investigate essential preconditions, conflict management, interpersonal relationships, non-verbal behavior, and creative supportive climates.

Introduction to the principles and procedures of competent interpersonal communication in the context of ethnicity and culture. Attention is given to people as bearers of culture and to the application of theory and research to real-life communication situations.

Survey of scientific and interpretative approaches to the study, analysis, and explanation of communication within a variety of contexts.

Principles and practices of effective, efficient, and ethical argumentation and debate from their classical origins, including theories of persuasion, research on persuasive communication, and the formation of social and political attitudes.

The creative process from the identification of big ideas and narrative concepts through the crafting of compelling storylines with the subsequent development of production scripts.

The various modes for packaging and presenting communication content for public relations, advertising, social media and interactive marketing with a targeted audience. Integrates cross-cultural communication strategies. Cross-listed with JRNU 330.

A study of the skills necessary (problem-solving, creative thinking, decision making) for effective communication in the small group. Course draws on readings and provides group activities such as round-table discussions, lecture forums, symposia, and panels.

The key role of producer in developing news, information, and entertainment for mediated communication audiences, through interactive marketing, public relations, social networks, and mobile media.

Students examine and develop proficiency in the skills necessary to communicate effectively within organizations as well as between organizations and their constituencies. Topics include conflict resolution, developing trust, clear presentation of organizational image, and decision-making in organizations.

Advanced study and practice of the researching, writing, editing, and packaging of news, information and entertainment for a global audience. Cross-listed with JRNU 350.

An approved independent study option, supervised by faculty, in a directed area of scholarship. Study is administered according to a learning contract between a designated faculty member and the student.

Study of various Christian and other ethical perspectives as well as their application to the communication field, professions, and media. Students deepen their understanding of a biblical basis for the study of communication and communication ethics.

Students learn and apply principles of aesthetical criticism, rhetorical criticism, ethical criticism, and perceptual criticism to all modes of human communication, practicing communication criticism in various contexts.

The study and practice of effective oral communication. Through analysis of oral tradition history, students develop skills of framing and articulating ideas through oral communication. Students learn strategies for crafting well-reasoned, audience-tailored stories designed to be delivered primarily through the spoken word. They practice formulating persuasive arguments and enhancing confidence in oral expression by building a foundation of sound oral communication principles.

Investigates the nature of nonverbal communication as part of the human message system. Students discuss research on the types of cues that are part of the nonverbal system, review some communicative functions allowed by nonverbal cues (e.g., emotional expressions, relational messages, deception, coordination, or interaction), and tie nonverbal communication to language.

Creation of marketing campaigns from initial audience assessments to trust building to delivery and follow up, including assessment of strategies and modes of delivery.

Integrates the major disciplines in communication and affords the student direction and advisement in proposing, designing, and executing a senior research paper or project. Prerequisites: COMM 245 and Senior standing.

Intensive examination of a selected area of study in the field of communication studies. Topics vary and are announced in advance. This course may be repeated for credit. Lecture, seminar, and/or team study.

Approved internship in a field of the student’s specialty. This guided learning experience is a culminating experience in which the student applies the principles and skills learned, demonstrating competency under the guidance of a specialist in the field of communication.

Development of a Christian philosophy of science and a hermeneutical, biblical approach to evaluate scientific theories, concepts and applications. Cross-listed with COSU 310.

The theories, methods and interpretations of scientific inquiry and analysis; a basic introduction to natural science. Cross-listed with COSU 315.

Application of the key theories, methods and models of biology to support the study of cosmogony. Prerequisite: COSM 615.

Application of the key theories, methods and models of chemistry to support the study of cosmogony. Prerequisite: COSM 615.

Application of the key theories, methods and models of physics & astronomy to support the study of cosmogony. Prerequisite: COSM 615.

The integration of theological and scientific accounts of humanity's origin and the investigation of eternal life. Prerequisite: COSM 610. Cross-listed with COSU 431.

Scientific and theological study of the origins of the universe. Prerequisite: COSM 610. Cross-listed with COSU 432.

Investigation of selected topics in cosmogony. Prerequisite: COSM 610. Cross-listed with COSU 440.

Effective leadership and communication strategies to improve the understanding of science and faith issues in the public square. Prerequisite: COSM 610, COSM 615.

Capstone research seminar related to cosmogony. Must be taken as the final course in program.

Development of a Christian philosophy of science and a hermeneutical, biblical approach to evaluate scientific theories, concepts, and applications. Cross-listed with COSM 610. Prerequisite: Junior standing.

The theories, methods, and interpretations of scientific inquiry and analysis. Cross-listed with COSM 615. Prerequisite: Junior standing.

The integration of theological and scientific accounts of humanity’s origin and the investigation of eternal life. Prerequisite: COSU 310. Cross-listed with COSM 631.

Scientific and theological study of the origins of the universe. Prerequisite: COSU 310. Cross-listed with COSM 632.

Investigation of selected topics in cosmogony. Prerequisite: COSU 310. Cross-listed with COSM 640.

Introductory course to the counseling profession. This course covers essential elements of the counseling profession including (a) history and philosophy, (b) professional roles, self-care, and worldview, (c) relationships with other helping professionals including the role of supervision and consultation, (d) credentialing and professional organizations, (e) practice within various professional settings. Prerequisite: Take concurrently with COUN 521.

An intensive examination of the counseling strategies used with school-aged children. Assessment strategies and diagnosis will be examined. Recognition of the rights of special student populations will be given attention. Problems, concerns and dynamics underlying the behavior of children and adolescents and their treatment in counseling will be examined. Prerequisites: COUN 526 and COUN 540.

Study of the processes of adult development and aging with a focus toward clinical applications. Explores physical, mental, emotional, social and spiritual aspects of adult development and aging.

Provides an understanding of comprehensive K-12 counseling programs to include planning, organizing, implementing and evaluating. Learn how to provide preventive and remedial services that meet and enhance developmental needs and the educational program of the school, and how to be flexible in reacting to differing consumer demands and proactive in providing counseling, consulting, coordinating and guidance services within a school counseling program.

Provides underlying principles of social science research with an adequate understanding of academic writing, logical thinking and basic research methods. Further knowledge of research methods, as well as be acquainted with the use of various descriptive and inferential statistics in order to develop strategies to assess research literature.

Needs assessment, data collection/analysis, design, implementation, management, and evaluation of a school counseling program are the purpose of this course. The basis is the integration of the assessment information, the American School Counselor Association’s National Model and the National Standards for School Counseling. Prerequisite: COUN 516.

The first of two courses that focuses on the experiential application of the theories courses and practice of basic counseling skills and techniques. Meet weekly in a group to critique video-taped experience of basic counseling skills and techniques. Prerequisite: Take concurrently with COUN 500. Pass/No Pass.

*Online students must take COUN 596A and COUN 521 concurrently.

Sequel to COUN 521 to move on to more advanced counseling skills and techniques, which are videotaped. Involves a field experience in a mental health or school setting. On-site experience includes observing professionals as they function, as well as developing primary level mental health service provision skills. Continue to meet in weekly small groups to critique your application of counseling skills. Prerequisites: for counseling students COUN 500, COUN 521, COUN 526, COUN 538, COUN 554, COUN 561, COUN 570, and taken prior or concurrently with either COUN 516, COUN 546, or 562. Pass/No Pass.

Introduction to the major personality and psychotherapeutic theories that undergird current counseling practice. Summarizes and evaluates various psychodynamic, humanistic, behavioral, cognitive and family systems theories.

Teaches principles of measurement and assessment and counseling use of various assessment instruments: achievement, aptitude, intelligence, interest and personality. Covers supervision in administering, scoring and interpreting individual evaluation methods. Prerequisite: COUN 538.

Investigates addictive processes associated with dependencies. Addresses assessment, diagnosis, treatment planning and interventions throughout the stages of misuse, abuse and dependency. Explores issues related to addictive disorders in individuals and families.

Studies theories of career and lifestyle development, counseling approaches, ethical issues and applications to the diversity of work settings. Addresses lifespan career program planning, changing roles of men and women, dual-career families and decision-making theories. Includes interrelationship of work, family and leisure along with relevant assessment instruments, career counseling resources and information systems, as well as major issues that impact career choices and work settings such as family issues, mobility of people and work settings and other relevant concerns.

Examination of abnormal behavior as defined by the DSM and includes an introduction to the etiology, diagnosis, treatment and spiritual dimension of these disorders. Focuses on appropriate use of the DSM, differential diagnosing, cultural overrides and emerging technologies in the treatment of individuals and groups.

Study of the processes of human growth and developing patterns of behavior throughout the lifespan. Particular emphasis will be placed on the physical, mental, emotional, intellectual and spiritual growth of the individual.

Reviews the basic research in couple dynamics and treatments. Students are introduced to a common treatment theory of couple treatment. Cross-listed with PSY 641.

Teaches the current empirically supported treatments in couple therapy from several theoretical bases. Students have the opportunity to rehearse couple treatment skills. Prerequisite: COUN 541. Cross-listed with PSY 642.

Focuses on exposure to couple therapy, video review and application of couple therapy skills. Evidence based treatment approaches are a special focus of the course. Prerequisite: COUN 542. Cross-listed with PSY 643.

In-depth analysis of marital and family relationships. Explore topics such as systems theory, family life development, communication processes and conflict resolution from a scriptural and interaction systems perspective. Examine and evaluate various family structures. Prerequisite: COUN 526.

Provides an understanding, demonstration and application of various models and techniques for working with married and non-married couples. Prerequisite: COUN 545 or concurrent. Cross-listed with CES 746.

Examines models of family systems therapy and techniques. Helps beginning family therapists develop a model of practice and apply models to clinical cases. Cross-listed with CES 747.

Introduces students to historical, environmental, biological, psychological, sociocultural, and biblical perspectives on human sexuality. Emphasis will be placed on issues in human sexuality across the life span, theories of sexual dysfunction, as well as sexuality and Scripture. Prerequisite: COUN 540.

Comprehensive overview of various issues related to sexual abuse. Addresses the diagnosis, assessment and treatment of child and adult victims and of the perpetrator.

Seminar-type course that explores issues pertinent to women in therapy. Uses a holistic approach to determine the needs of and strategies for counseling women with a focus on the Christian woman.

The successful passage through the developmental stages of marriage and family over the lifespan contributes in positive ways to the health and well-being of marriage and family. This advanced course will integrate the student’s Christian worldview, with cultural and ethical issues as they affect the variable stages of life within a family. Included for study and discussion are current social topics of marriage and family developmental stages and historical perspectives that are of concern to the clinical process. Prerequisites: COUN 526, COUN 540, COUN 545.

Conceptual and practical overview of group counseling including the role of group leadership; tools for forming a group and orienting members; and catalysts for interaction skills for conducting and evaluating counseling/therapy groups. Emphasis will be given to leadership techniques used at different stages in the life of a group, as well as ethical issues. Participate in a small group to promote self-awareness, interpersonal skills and an understanding of group skills and techniques. Prerequisite: COUN 500, COUN 521, and COUN 526.

**Online students must take COUN 596B and COUN 554 concurrently.

Issues in human sexuality across the life span. Considers assessment and treatment of sexual dysfunction, as well as sexuality and Scripture. Cross-listed with PSY 648.

Examine underlying principles of mental health problems that originate in dysfunctional families of origin and early childhood sexual abuse. Particular attention is given to relevant DSM disorders. Examines the cultural and economic underpinnings of human trafficking with a focus on treatment options and intervention techniques. Cross-listed with CES 757. Prerequisites: COUN 521, COUN526, and COUN 538.

Covers the four phases of emergency management, the eight phases of disaster, and key concepts of disaster mental health. In depth understanding of cultural issues related to disaster and the application of Psychological First Aid based on NIMH, Green Cross, and The Trauma Institute Standards and Ethics are demonstrated. Cross-listed with CES 758. Prerequisites: COUN 521, COUN 526, and COUN 538.

The theoretical concepts and symptoms of PTSD, compassion fatigue and vicarious traumatization in clients, practitioners, first responders and in their role as trauma therapists is explored. Learn current evidence-based strategies for treatment of compassion fatigue and vicarious traumatization. Cross-listed with CES 759. Prerequisites: COUN 521, COUN526, and COUN 538.

For those considering opening their own counseling practice. Learning goals include: how to structure a business plan, marketing techniques, staffing, budgeting, time management and managed care issues.

Culminating seminar that presents comprehensive concepts of ethical, legal, moral and spiritual issues in counseling. Relevant case studies form a basis for discussion. Prerequisites: for counseling students COUN 521.

Addresses the foundations, contextual dimensions, and basic knowledge and skills to function in specialized settings of agency, community and emergency environments. Emphasis will be placed on providing intervention in clinical, disaster, crisis and traumatic situations, including emergencies in which triage, intervention, support, referral and advocacy is required. Specialized areas will include counselor self-care; wellness and preventions; suicide de-escalation, crisis incident stress management, and psychological first aid.

Addresses treatment planning within the therapeutic process, guiding principles for the selection of effective treatment strategies, and best practice and evidence-based treatment approaches to mental health care. Emphasis will be placed on a practical progression to effective clinical care (e.g., intake, therapeutic rapport-building, assessments, goal setting, treatment planning, and documentation). Cross-listed with CES 664. Prerequisites: COUN 521, COUN 526, and COUN 538.

Students provide clinical supervision under the supervision of Regent faculty in a cross-cultural setting either face-to-face outside of the US or online. Students will develop their own supervision style and practice servant leadership in the cross-cultural setting. Cross-listed with CES 668.

Students provide clinical supervision under the supervision of Regent faculty in a cross-cultural setting either face-to-face outside of the US or online. Students will act in leadership roles as they supervise and co-teach in cross-cultural environment. Cross-listed with CES 669.

Didactic and experiential course to expand personal and professional relationship competencies in working with people in our contemporary, pluralistic society. Religion is explored as an aspect of diversity.

Emphasizes critical, theoretical, and best practice approaches to addiction treatment and crisis interventions. Utilizes group dynamics and therapy groups as an essential component of effective addiction treatment, relapse prevention, and recovery. Emphasis on best practices in the planning and delivery of care. Prerequisite: COUN 535.

The history, traditions, and role of spirituality in addiction are discussed. Faith-based interventions are explored. Assessment and treatment interventions will be incorporated.

Explores family issues in abuse and addiction. Topics include family systems theory, codependency, abuse issues, the role of culture in families, co-occurring disorders within families, and models of family therapy.

Presents the psychological and physiological aspects of process addiction (eg. sexual, gambling, gaming, food). Explores components of an addictive cycle, holistic treatment modalities, relapse prevention, and the approaches in facilitating family and community supports. Attention is given to multicultural competencies.

Examines applied integration within a Christian worldview and explores examples of applied integrative theory and practice in counseling.

Additional hours of clinical supervision for those requiring remediation or for extended circumstances regarding clinical training and application of clinical skills. Prerequisite: Permission of Instructor.

Learning and experiential application of trauma theories and techniques, practice of advanced counseling skills, and a field experience related to trauma in a mental health or school setting beyond foundational training in trauma studies.

Learning and experiential application of the Hope Project marital theory and techniques, practice of advanced counseling skills, and an on campus field experience related to marital therapy in a clinical setting. In order to earn a certification of completion enrollment must occur sequentially in the Fall, Spring, and Summer semesters. Prerequisite: Permission of instructor required. Pass/No Pass.

Experiential application of trauma theories and techniques, practice of advanced counseling skills, and a field experience related to trauma in a mental health or school setting beyond foundational training, supervised on site by a trained mental health professional. Participate in a weekly internship seminar. Prerequisite: Permission of Instructor. Pass/No Pass.

Students will work at a professional substance abuse or process addiction counseling setting. They will be supervised by an approved addiction and/or licensed mental health professional. This culminating experience will aid students in applying their knowledge and experience. Additionally, students will participate in a weekly internship seminar Pass/No Pass. By permission of instructor.

Be assigned to work at a professional setting in which marital, couple & family counseling is the modality of treatment, closely supervised on site by a trained marriage, couple & family professional. Culminating experience to apply the knowledge and experience gained during counselor training program as a member of a professional team. In addition to supervision on site, participate in a weekly internship seminar led by a professor on the counseling faculty. Prerequisite: Permission of Instructor. Pass/No Pass.

Culminating experience to apply the knowledge and experience gained during the school counselor program under close supervision by a trained school counselor in an assigned school setting. Prerequisite: Permission of Instructor.

Be assigned to work at a professional counseling work setting, closely supervised on site by a trained mental health professional. Culminating experience to apply the knowledge and experience gained during counselor training program as a member of a professional mental health team. In addition to supervision on site, participate in a weekly internship seminar led by a professor on the counseling faculty. Prerequisite: Permission of Instructor. Pass/No Pass.

Required for incoming (A) and second year (B) online students.

A practical introduction to coaching, including definitions, models, techniques, coaching types, marketing, and available resources for use in coaching, with an emphasis on applications of coaching practices to international, multicultural environments often within Christian contexts. Cross-listed with CES 752.

Digital logic design including Boolean algebra, combinatorial logic circuits, sequential logic circuits, and Karnaugh maps.

AC and DC electrical circuit analysis including resistors, capacitors, inductors, voltage and current laws. Three credit hours with one credit hour lab.

Design and evaluation of control and data structures for digital systems. Three credit hours with one credit hour lab.

Microprocessor architectures including instruction sets and resources, memory, input/output interfacing, and data communications.

Linear time-invariant systems and analysis of continuous-time and discrete-time signals through convolution, Fourier analysis, Laplace transforms, and Z-transforms.

Completion of a computer engineering project including design, development, and formal presentation of the product.

Examines the American criminal justice system. Investigates the agencies and processes involved in the administration of criminal justice. Considers various approaches in defining, measuring, and controlling crime.

Investigates the nature and causation of crime. Gives attention to major theoretical explanations for crime as well as to the treatment and prevention of crime.

Explores the nature, development, and causation of delinquent behavior among juveniles. Gives emphasis to contemporary trends and practices in the prevention and treatment of juvenile delinquency.

Discusses principles and practices of criminal investigation including crime scene conduct and procedures, collection and preservation of evidence, interview and interrogation techniques, development of leads, and the use of surveillance techniques. Addresses ethical issues related to the criminal case investigation.

Investigation and analysis of the history, current practices, and various aspects of the corrections system. Gives attention to the future direction of corrections.

Discusses criminal evidence rules in the United States. Emphasis to the exclusionary rule and the distinction between real and testimonial evidence. Trial procedures, examination of witnesses, real/physical evidence, circumstantial evidence, the hearsay rule, the opinion evidence rule, and judicial notice. Discusses ethical considerations related to seized and submitted evidence.

Analyzes the character of judicial power and review. Examines key U.S. Supreme Court decisions as related to the Bill of Rights, and its relationship to the states through focusing on civil rights and civil liberties decisions. Cross-listed with GOVT 382.

Examines criminal law in the United States with special attention given to various principles that apply to most criminal cases. Investigation includes the history and development of criminal law in the United States, an analysis of a number of specific types of crimes, parties to crime, and criminal defense.

Investigates the processes through which criminal law is applied to individuals in society. Explores the lawfulness and admissibility of criminal procedures, trial processes, sentencing, and appeals.

Analysis of the diverse ethical dilemmas encountered in the criminal justice profession. Considers the importance of an ethic of virtue that focuses on an individual’s character as the source of virtuous action- both personal and professional. Evaluates leading ethical theories as they are applied to diverse ethical dilemmas in the criminal justice profession and examines various standards and codes of professional conduct within the criminal justice profession.

Explores the history, development, and changing dynamics of homeland security at and between local, state, and national government levels. Gives special attention to theories of homeland security management, the Department of Homeland Security and its statutory authority, and hazard mitigation and disaster preparedness.

Considers various approaches to understanding the nature and causation of terrorism. Considers the objectives of terrorism, modern terrorist groups and their strategy and tactics, and the role and limits of the criminal justice system in addressing terrorism.

Examines major approaches to research including both quantitative and qualitative methods. Students will explore the difference between historical case studies and statistical research, such as opinion polling. Emphasizes the skills necessary for differentiating between good and bad research and developing hypotheses. Prerequisite: MATH 201. Cross-listed with GOVT 387.

An approved independent study option, supervised by faculty, in a directed area of scholarship. Study is administered according to a learning contract between a chosen faculty member and the student.

Investigates comprehensive and sub-system theories of criminal justice. Gives attention to utilitarian, preventionist, retributive, and restorative approaches to criminal justice.

Examines the history, development, and current organizational and administrative practices of police departments and other law enforcement agencies.

Studies and compares the criminal justice system and basic philosophies of law and justice of various Western and non-Western nations.

Capstone course for the integration and synthesis of knowledge and principles concerning the criminal justice system, law and adjudication, criminology, law enforcement, ethics, diversity, research methods and other areas of study. Students plan, design, and conduct a research project. Final papers report the results of the study and are presented in a formal research seminar. As part of course, an electronic portfolio may be required. Prerequisite: Senior standing.

An approved independent study option, supervised by faculty, in a directed area of scholarship. Study is administered according to a learning contract between a chosen faculty member and the student.

This guided learning experience is a culminating experience in which the student applies the principles and skills learned, demonstrating competency under the guidance of a specialist in the field. Advisor approval required.

Terms and concepts in Computer Science. Topics include a review of algorithms, elementary data structures, program design, and programming utilizing a block structured programming language.

Fundamental concepts and techniques in computational design and relevant mathematics, including logic circuit design, modern processor architecture, and assembly language. Preparation for professional certification exam. Prerequisite: CSCI 201.

Design and implementation of modern Operating Systems, including Operating System components and structures, process and thread models, mutual exclusion and synchronization, scheduling algorithms, memory management, I/O controls, file systems, and security. Prerequisite: CSCI 201.

Issues relating to Computer Information Systems and the ethical and moral responsibilities of those who work with computers, professionals or end users. Provides foundation to make appropriate decisions when facing difficult situations.

Fundamentals of Software Engineering, including understanding system requirements, effective methods of design, coding, team software development, and the application of engineering tools. Engineering methodology considers specifications, design, development, testing, production and maintenance. Prerequisites: CSCI 314.

Programming with the C++ language; object-oriented programming; classes, objects, inheritance, morphism; pointers, memory management; software development. Prerequisite: CSCI 201.

Studies the design of structures for representing and deploying information. Considers abstract structures and implementation techniques in specific programming languages. Prerequisites: CSCI 314.

Study of tools and techniques of database analysis and design. Attention to data modeling, designing relational databases, and normalization using modern database applications. Preparation for professional certification exam, such as Oracle Database SQL Expert certification or similar. Prerequisites: CSCI 314.

Trends in large scale computing platforms ranging from desktop multicore processors to virtualized cloud computing environments. Topics include parallel architectures and network topologies, granularity, applications, and debugging. Prerequisites: CSCI 210 and CSCI 314.

Mechanisms for mobile computing systems. Fundamental concepts of mobile and smart computing as well as service and security management of these systems. Preparation for professional certification exam. Prerequisites: CSCI 314.

Required for those who plan to check out equipment for media projects. Covers in an intensive time frame: video camera, grip/electric, audio, set safety and protocol.

Aesthetic experience in various media, including the relationships between morality and art, between beauty and truth seen through the lens of the Christian faith, provide an emergent media literacy.

Provides students with an introduction to the process of developing a script from concept to page. Emphasis is placed on creating a sellable product in the entertainment marketplace.

The pre-production phase of a project, including script breakdown, scheduling and budgeting, as well as theories and practical application of management skills.

Responsibilities and duties of the producer in various media formats including film, television, web media, live events and emerging technologies. Students examine theories of leadership and practical application to various media projects.

Focus is on two aspects of the motion picture industry, proposing a project through a prospectus and designing and creating a film production company. Emphasis is placed on the role of the producer in these endeavors in the independent film market as well as productions involving participation of major Hollywood entities.

Survey of the work of the organizational core of production crew, including the unit production manager, the first and second assistant directors, the production office coordinator and the production auditor. Learn how a film is managed from producing and logistical point of view during production.

Roles of the production team in pre-production to wrap and post-production. Students examine practical aspects of how to manage and lead a team of crew personnel.

A hands-on course in directing narrative feature film and television, using single-camera style shooting. Master the aesthetics, theory and practice of camera placement, shot execution, and directing the actor. Students create and develop their directing style.

Provides the students with an opportunity for learning preproduction, production and postproduction of television programs using the multi-camera production techniques typical in half-hour episodic television, soap operas, game shows and talk shows. Student scripts are selected competitively from appropriate genres. Qualifications for crew positions based on experience and level of completed coursework. Prerequisite or co-requisite: CTV 505.

Focus is on the application of acting and performance skills for single-camera film and video presentations. Development of theatrical characterizations, as well as “commercial” and on-camera spokesperson performances are presented and analyzed in a workshop environment.

Aesthetic and technical aspects of lighting and cinematography in various media. Job responsibilities of the camera, grip and lighting teams.

Development and practice of editing theory and style, including the practical impact on filmmaking. Analysis of the evolution of editing aesthetics in planning and visualization.

Provides opportunities for practical and hands-on experience in a given area such as magazine, newspaper, public relations, performing arts, film arts and television arts. (Pass/No Pass) Note: See listing under specific Schools. All MFA or M.A. practicum have the 80 designation. Theatre practica also have a 681/781 designation.

Historical/critical investigation of the production of religious films both for specialized evangelistic and didactic purposes, as well as the religious dimensions of the secular film industry. Study for the latter will focus on the works of Bergman, Bresson and Dryer and modern ethical Hollywood directors such as Allen, Spielberg and Beresford. May be taken online if student can verify access to the films required.

Critical and historical study of film and television with a topical focus. Different areas of scholarly study will be examined each time the course is offered; may be retaken for the study of a new topic. Some of the recent areas studied include: Film and Television Comedy, the Western, Film Noir, African-Americans and Women and Hollywood.

Legal issues that entertainment producers encounter, including ownership, copyright, contracts, clearance and releases.

Study of the process of computerized scheduling and budgeting as applied to the motion picture and television. Emphasizes techniques of efficient scheduling, real-world cost estimation and other issues of motion picture preproduction. Assumes a working understanding of MS Word and computer literacy. Permission of Instructor is required.

Builds on CTV 530, focusing on refining the use of the technical storytelling tools available to the director, as well as techniques of staging shots, directing the actor and developing a personal directoral style. Permission of instructor is required. Prerequisites: CTV 530 and CTV 557.

Forms of media production as they relate to raising, financing and creating a marketing plan for a project. Examination of traditional theatrical distribution as well as new distribution avenues, including web and mobile technologies.

Affords the student an opportunity for participation in the production of a short film or television project. Student scripts selected competitively from all genres. Normally offered during the summer with the expectation that students will work on location for two or three weeks with shoot-days averaging 10-12 hours. Qualification for crew positions based on experience and level of completed coursework. May be repeated up to 6 credit hours. Permission of instructor is required.

Focuses on the process of evaluating, coaching and directing actors for the camera. Intensive work in camera techniques, auditions, cold readings, blocking, and improvisations for both film and television performance is prepared.

Designed to help sharpen and energize acting skills in front or the camera. Emphasis is placed on professional development. Prerequisite: CTV 541.

Students propose a project through the creation of a business plan. Emphasis is placed on the role of the producer in this endeavor in the independent film market as well as productions involving participation of major Hollywood entities.

Students design, set up and run a film production company. Emphasis is placed on the role of the company founders in the independent film industry.

Examines the role of the sound crew in production and post-production. Covers sound theory as well as applied practices with location sound recording and the process of audio post-production. Topics include editing dialogue, sound effects, ADR, and creating a final sound mix with Regent’s Pro Tools editing and mixing system.

Provides opportunities for practical and hands-on experience in a given area such as magazine, newspaper, public relations, performing arts, film arts and television arts. (Pass/No Pass) Note: See listing under specific Schools. All MFA or M.A. practicum have the 80 designation. Theatre practica also have a 681/781 designation.

Degree candidates complete a media project as appropriate to their degree plans within the departments of Film-Television and Strategic Communication and Journalism. May be repeated for up to six credits. Prerequisite: COM 691. Pass/No Pass.

Designed to demonstrate professional competence and creativity in the student’s specific area of study. Portfolios should be done close to the end of the program of study. May be repeated for up to six credits. Prerequisite: COM 691. All portfolios, whether MFA or M.A., have the 98 designation. Pass/No Pass.

Valuable for those considering advanced graduate or doctoral studies leading to a career in higher education. Students writing a thesis must demonstrate a good understanding of research methods and the ability to apply those methods to a research project. (Pass/No Pass). All MFA or M.A. theses have the 99 designation. Doctoral dissertations are designated COM 799.

Concepts of film aesthetics and analysis; exposure to classical Hollywood, documentary and European art cinema. Emphasis on describing and analyzing film style.

Required for those who plan to check out equipment for media projects. In an intensive time frame video cameras, grip/electric, sound basics, set operations, laptop proficiency, and the film cameras are studied.

Film and television as communication media and art forms. Attention given to contributions of various national cinemas and international film and video trends.

Basic principles of film production, including camera operation (focus, exposure, depth-of-field, and lenses), composition, sequencing, screen direction, camera moves, and basic lighting. The class will include skills exercises and story-centric projects. Prerequisites: CTVU 101 and CTVU 105.

Various tools and positions involved in live television studio production through both lecture and hands-on experiences. Prerequisites: CTVU 101, CTVU 105, and CTVU 256.

Non-linear editing process focusing on CODECs, tools and techniques as they relate to the post production process and workflow. Prerequisites: CTVU 101, CTVU 102, and CTVU 105.

Study of the way meaning is structured and perceived in the screen image of both film and video; introduction to basic narrative and screenwriting techniques. Class includes three lecture hours and one two-hour film screening each week. Prerequisites: COMM 310 and CTVU 229.

Television program development; creation of a show concept from research and development to proposal. Emphasis is placed on the role of the television producer and director, will include network, cable and web distribution overviews. Survey of the different strategies related to news, comedy, talk, reality and day- and nighttime drama. Prerequisites: CTVU 229 and CTVU 250.

Provides a study of the aesthetic and technical aspects of lighting and exposure in television and film. Students become familiar with how to communicate story via mood, depth, and focal point. Prerequisites: ANIM 121, CTVU 229, and CTVU 256.

Students explore the techniques used in photography for cinema, television and other media. Students focus on aesthetics and styles while gaining hands-on experience with cinematography equipment. Prerequisite: CTVU 345.

The art of single camera information gathering for edited roll-in packages. Prerequisites: CTVU 229 and CTVU 250.

Processes of studio production relating to specified television genre shows, such as Situation Comedy, News, Interview and Soap Opera formats. Prerequisites: CTVU 229 and CTVU 250.

Provides the student with an understanding of the techniques and practices of sound recording for location, TV studio, ADR and Foley in the film and television industries, including double and single system techniques, as well as sound recording equipment. Prerequisite: CTVU 346.

Theory and practice of editing and post-production for both film and video. Aesthetics of narrative and documentary editing stressed for both picture and sound. Prerequisites: ANIM 121 and CTVU 345.

Laboratory course that covers operating cameras, creating graphics, technical operations, controlling audio and floor-managing live productions. Develops production work from CTVU 330 and CTVU 352. Prerequisite: CTVU 330 or CTVU 352.

Explores the organizational core of production crew, including the unit production manager, the first and second assistant directors, the production office coordinator, and the production auditor. Learn how a film is managed from development to post-production. Prerequisites: ANIM 310 and CTVU 229.

Provides the student with an understanding of the techniques and practices of sound recording for location, TV studio, ADR and Foley in the film and television industries, including double and single system techniques, as well as sound recording equipment. Prerequisite: CTVU 346.

Students examine the techniques employed in directing in workshop environment. Explores working relationship between script, actor, camera, and director. Prerequisite: CTVU 346.

Theory and practice of editing and post-production for both film and video. Aesthetics of narrative and documentary editing stressed for both picture and sound. Prerequisites: ANIM 121 and CTVU 345.

Intensive examination of a selected area of study in the field of cinema-television. Topics vary and are announced in advance. This course may be repeated for credit. Lecture, seminar, and/or team study.

Students work on the crew of any Cinema-Television MA, MFA or Regent endowed project, gaining hands-on production experience. Repeatable for credit.

Approved internship in the fields of either cinema-television or animation, depending on the student’s concentration. This guided learning experience is a culminating experience in which the student applies the principles and skills learned, demonstrating competency under the guidance of a specialist in the field of cinema, television or animation.

Student directed project in cinema-television. Students write, produce, direct, and edit a project, demonstrating proficiency in these areas. Prerequisites: CTVU 470 and Senior Standing.

Examination and analysis of methods, key technical concepts, and tools for conducting successful digital forensic examinations in all three major operating systems encountered in a real world analysis. Prerequisite: ISYS 222.

Methods and tools for detecting and analyzing malware and reconstructing the infection event and timeline. Prerequisites: CYBR 320, ISYS 222, and ISYS 331.

Procedures for conducting mobile forensic investigations to include identification, preservation, examination, analysis, and report of mobile device data. Prerequisites: CYBR 340 and ISYS 222.

Examine and utilize investigative techniques to address cyber-crimes associated with computing environments to include the Internet. Prerequisites: CRJU 230, CRJU 335, CYBR 430, and ISYS 222.

Ethical principles, issues and responsibilities associated with information systems security, cyber warfare and ethical hacking.

Development of information systems security and assurance frameworks, policies, roles, responsibilities, practices and procedures. Prerequisite: CYBR 610.

Investigation of Internet and network architectures and procedures for preventing and addressing security vulnerabilities, threats and attacks. Prerequisite: CYBR 610.

Techniques of systems design and analysis and best practices in digital forensics. Prerequisite: CYBR 610.

Examination of information security management issues for government, corporations and other organizations. Prerequisite: CYBR 610.

Development of business continuation and disaster recovery strategies and plans. Prerequisite: CYBR 610.

Essential principles for network security and risk management. Prepares students for relevant industry certification. Prerequisite: Must be taken as the final course in the program.

Program introduction emphasizes Regent's leadership development philosophy relating to personal growth and ministry practice; explains and models the adult-learning instructional approach; brings spiritual refreshment and revitalization through retreat-oriented and peer-interactional learning; and introduces skills and techniques of Biblical/theological reflection and research necessary for successful completion of program work. Mandatory course offered once annually.

Examines and assesses ethical issues affecting leaders' lives and work. Provides tailored personal/professional assessment, refocusing and growth. Emphasizes core values, spiritual formation, and relational development, providing lifetime leadership competence and confidence. Mandatory course offered once annually.

Spiritual formation processes in the context of leadership and renewal are studied and practiced to effect personal and vocational growth. Included, in a retreat setting, is an experiential approach to leading formation and renewal in one's ministerial context. Mandatory course offered once annually. Prerequisite: DCOR 700.

Introduces students to the nature of research in the context of ministry and the discipline of practical theology. Explains how research can be designed, how the process of investigation unfolds and demonstrates how qualitative and quantitative research methods can be employed. Cross-listed with RTCH 705.

The first unit of Clinical Pastoral Education (CPE). CPE provides specialized, professional ministry training in an interfaith context, bringing you into supervised encounters with persons in crisis. Elements of CPE include: the actual service of ministry to persons in crisis and theological reflection on that service and the opportunity for growing in confidence concerning issues of pastoral practice within the context of peer-group learning. CPE programs are offered in hospitals, mental health facilities, geriatric care centers, correctional institutions, prisons, as well as some parishes. CPE units typically are full-time (40 hours per week) for 10 weeks during a summer, or part time during an academic semester. For an assignment from the internship coordinator: (1) gain permission from the dean's office; (2) apply to and select an appropriate CPE site (the application process is your responsibility). In order to receive three credit hours, the CPE unit must include at least 400 hours of supervised experience. Students who have received academic credit for this unit of CPE at a master's level may not receive doctoral credit for this course.

The second unit of Clinical Pastoral Education (CPE). CPE provides specialized, professional ministry training in an interfaith context, bringing you into supervised encounters with persons in crisis. Elements of CPE include: the actual service of ministry to persons in crisis and theological reflection on that service and the opportunity for growing in confidence concerning issues of pastoral practice within the context of peer-group learning. CPE programs are offered in hospitals, mental health facilities, geriatric care centers, correctional institutions, prisons, as well as some parishes. CPE units typically are full-time (40 hours per week) for 10 weeks during a summer, or part time during an academic semester. For an assignment from the internship coordinator: (1) gain permission from the dean's office; (2) apply to and select an appropriate CPE site (the application process is your responsibility). In order to receive three credit hours, the CPE unit must include at least 400 hours of supervised experience. Students who have received academic credit for this unit of CPE at a master's level may not receive doctoral credit for this course. Prerequisite: DCPE 701 or Unit 1 of CPE.

The third unit of Clinical Pastoral Education (CPE). CPE provides specialized, professional ministry training in an interfaith context, bringing you into supervised encounters with persons in crisis. Elements of CPE include: the actual service of ministry to persons in crisis and theological reflection on that service and the opportunity for growing in confidence concerning issues of pastoral practice within the context of peer-group learning. CPE programs are offered in hospitals, mental health facilities, geriatric care centers, correctional institutions, prisons, as well as some parishes. CPE units typically are full-time (40 hours per week) for 10 weeks during a summer, or part time during an academic semester. For an assignment from the internship coordinator: first, gain permission from the dean's office; next, apply to and select an appropriate CPE site (the application process is your responsibility). In order to receive three credit hours, the CPE unit must include at least 400 hours of supervised experience. Students who have received academic credit for this unit of CPE at a master's level may not receive doctoral credit for this course. Prerequisite: DCPE 701 & 702 or Units 1 & 2 of CPE.

The fourth unit of Clinical Pastoral Education (CPE). CPE provides specialized, professional ministry training in an interfaith context, bringing you into supervised encounters with persons in crisis. Elements of CPE include: the actual service of ministry to persons in crisis and theological reflection on that service and the opportunity for growing in confidence concerning issues of pastoral practice within the context of peer-group learning. CPE programs are offered in hospitals, mental health facilities, geriatric care centers, correctional institutions, prisons, as well as some parishes. CPE units typically are full-time (40 hours per week) for 10 weeks during a summer, or part time during an academic semester. For an assignment from the internship coordinator: first, gain permission from the dean's office; next, apply to and select an appropriate CPE site (the application process is your responsibility). In order to receive three credit hours, the CPE unit must include at least 400 hours of supervised experience. Students who have received academic credit for this unit of CPE at a master's level may not receive doctoral credit for this course. Prerequisite: DCPE 701, 702 & 703 or Units 1, 2 & 3 of CPE.

Document that incorporates original study and research using historical, critical, Biblical and theological tools and analysis. Focuses on an issue or topic in a Biblical or theological discipline. Prerequisites: fulfillment of all DMin course requirements (core and specialty track), submission of an integration essay and successful completion of an oral examination. (Pass/No Pass).

An identified problem in ministry that needs solving. It is a specialized application of the curriculum to your ministry context. Prerequisites: fulfillment of all DMin course requirements (core and specialty track), submission of an integration essay and successful completion of an oral examination. (Pass/No Pass).

For those working on DDSS 799 who need additional time beyond the dissertation course to complete the dissertation. This course cannot be repeated. Prerequisites: DDSS 799; permission of program director. (Pass/No Pass).

Gain practical experience in an area of ministry or missions. Approval for a practicum is granted only if there is evidence of significant learning opportunities. Prerequisites: UNIV LIB or UNIV 500 (as required upon admission).

In-depth study and discussion of various specific topics related to each school. May include faculty presentations, student presentations, outside speakers and/or a combination of these. Seminars may be scheduled to meet throughout a term or for a shorter concentrated time.

Provides opportunities for guided masters level immersion in domestic and global settings as applied learning contexts for biblical studies, Christian doctrine, Intercultural Studies and history and/or practical theology areas of study. Cross-listed with DGEN 789.

Guided development and refining for writing a master’s thesis through focused reading, scholarly research, building a bibliography, writing a literature review, academic format and protocol. Prerequisites: approved thesis proposal. Pass/No Pass.

Developing the thesis proposal from DGEN 697 into an extended, well-written document incorporating critical analysis and synthesis, and involving original work. Follows the timeline and structure of the Thesis Manual to produce a Master’s Thesis of 15,000-20,000 words. Prerequisite: DGEN 697. Pass/No Pass.

A continuation for DGEN 699. Repeatable for credit. Prerequisite: an IP in DGEN 699. Pass/No Pass.

Contemporary conventions of advanced academic research and communication. Introduces newly emerging possibilities for framing inquiries and for gathering, organizing and critically examining data.

Gain practical experience in an area of ministry or missions. Approval for a practicum is granted only if there is evidence of significant learning opportunities. Prerequisites: UNIV LIB.

Guided and focused advanced research on a specific topic, preferably related to the dissertation. Topics of research must be arranged with the course instructor. Repeatable for credit. Pass/No Pass.

Provides opportunities for guided doctoral level immersion in domestic and global settings as an applied learning contexts for biblical studies, Christian doctrine, Intercultural Studies and history and/or practical theology areas of study. Cross-listed with DGEN 689.

Guided formulation of a proposal for a post-graduate thesis or dissertation. Refining a topic through wide reading, development, database searching, building a bibliography, writing a literature review. Pass/No Pass. Prerequisite: Taken in last semester of coursework phase.

First of two culminating experiences for the Master of Theology. The exam evaluates the student’s attainment of program objectives by testing the student’s understanding of completed coursework. Pass/No Pass. Prerequisite: Taken in last semester of coursework phase.

Developing the thesis proposal from DGEN 797 into an extended, well-written document incorporating critical analysis and synthesis, and involving original work. Follows the timeline and structure of the Thesis Manual to produce a Th.M. Thesis of 30,000-40,000 words. Prerequisite: DGEN 797. Pass/No Pass.

A continuation for DGEN 799. Repeatable for credit. Prerequisite: an IP in DGEN 799. Pass/No Pass.

This course is the first part of the Ph.D. culminating experience. The comprehensive exam evaluates the student’s comprehensive knowledge of the course work in the program. Pass/No Pass. Prerequisite: DGEN 796.

Dissertation with original study and research using historical, critical, biblical and theological tools and analysis focusing on an approved topic or issue. Second part of the Ph.D. culminating experience. Repeatable for credit for a maximum of 12 credits. Prerequisite: DGEN 897. Pass/No Pass.

A continuation for DGEN 899. Prerequisite: an IP in DGEN 899. Repeatable for credit. Pass/No Pass.

Designed for those doctoral students who have not had the master's-level coaching course work, gives leaders the academic and philosophical coaching foundations for bringing leadership coaching into their ministry. In this doctoral level course, particular emphasis is made to integrate coaching values and skills into existing training strategies in a leader's ministry context. Current research on emotional and relational competence, expressed in coaching methodologies, and its impact on leadership effectiveness will be examined. Peer coaching assignments research the ethics and competencies of the emerging professional coaching industry. Prerequisite: DCOR 700.

Integrating Psychological and Business research and trends in coaching, doctoral students will interact with presenters from these disciplines, as well as dialogue on the current publications and future trends in coaching from their perspectives. Position papers and issues presented at international coaching conferences will be examined in preparation for students submitting their own papers for presentation at these conferences. NOTE: This course replaces DMCH 701 if students took PMIN 574 at the master’s level. This course must also be taken on campus as an academic version under Regent University guidelines. Cross-listed with PMIN 603.

Students will explore the principles and tools to navigate past, present, and future major life convergences in themselves and others as ministry, including the organizations they serve. The biblical concept of fulfillment and hope are communicated in ways that apply in both ministry and secular cultures for focused living with purpose and passion. Cross-listed with PMIN 564.

Focuses on the role, development, and assessment of the school leader within a learning organization. Survey the research and practice of leadership and the challenges of high achieving schools through a variety of methods and standards. Interstate School Leaders Licensure Consortium Standards and moral leadership principles will be the foundation for presenting these concepts.

Focuses on the role of the school leader aligning with the Interstate School Leaders Licensure Consortium Standards to responsibilities and issues in fiscal operations, beginning with an understanding at the federal and state level, the local division level, and ultimately the direct link in day-to-day local school policies, procedures and decision-making. Finally, Management of School Resources and Facilities is based on the premise that the school leader allocates and supervises other resources than fiscal and directs the efficient and effective function of the physical facility.

Focuses on the role of the school leader or educator as a consumer (basic, applied and orientational), a user (evaluation) and a producer (action) of educational research. As consumers, candidates learn how to identify, read, analyze, synthesize, evaluate, explain and apply quantitative, qualitative and mixed research. As users, candidates utilize descriptive statistics and data-driven decision making in problem-based learning applications. As producers, candidates follow the structure of a research proposal to develop competency with the literature, methods, designs and data analysis techniques germane to the field.

Focuses on the role of the school leader in the appropriate use of media/technology, including ethical and legal issues. Aligning with the Interstate School Leaders Licensure Consortium Standards, an emphasis will be on the school leader’s use of educational technologies for the classroom (specifically planning, implementing, and monitoring for student achievement), data collection, information management, problem solving, data-driven decision making, and communication. This course may be presented as one of a cluster of four courses in the summer residency.

Focuses on the role of the school leader in human resource responsibilities to include legal aspects in recruiting, interviewing, hiring, contract management, termination, grievance, building of professional working relationships with faculty, staff, and support personnel, communication skills, and technology to support personnel management. Candidates will examine the school leader’s role in professional development in all areas, specifically in student achievement. The entire personnel management and leadership function will be linked with the Interstate School Leaders Licensure Consortium Standards.

Focuses on the role of the school leader aligning with the Interstate School Leaders Licensure Consortium Standards to understand law as it relates to education and schooling, using legal systems to protect student rights and improve student opportunities, that the professional learning community works within the framework of policies, laws, and regulations enacted by local, state, and federal authorities, and that the educational leader promotes the success of all students by acting with integrity, fairness, and in an ethical manner.

Focuses on the role of the school leader in designing programs around the needs, problems, and issues of the school, with its stakeholders, special publics. Because of cultural changes and new problems arising there is a need for better two way communications between the school and the community. Dealing constructively and effectively with these needs and problems will increase the chances that parents, stakeholders, special publics, and the district will take a positive interest in the school, thus inviting their support for school improvement.

Candidates will develop a plan to capitalize on the diversity (cultural, ethnic, racial, economic, special interest groups) of the school community to improve student achievement, school programs, and meet diverse needs of all students. The course will be linked with the Interstate School Leaders Licensure Consortium Standards.

Part 1 of 3 internship experiences to comply with current Virginia Department of Education administrator licensure regulations including meeting the required hours to fulfill the internship experience.

Part 2 of 3 internship experiences to comply with current Virginia Department of Education administrator licensure regulations including meeting the required hours to fulfill the internship experience.

Part 3 of 3 internship experiences to comply with current Virginia Department of Education administrator licensure regulations including meeting the required hours to fulfill the internship experience.

Focuses on the role of the school leader by preparing for state licensure as required by numerous states and measuring beginning educational leaders' understanding and knowledge of a broad range of job-related topics, including whether entry-level education leaders have the standards-relevant knowledge believed necessary for competent professional practice. A description of the Interstate School Leaders Licensure Consortium Standards, test-taking strategies, sample questions, annotated responses, and specific problems-based learning. Cross-listed with EADM 696.

Focuses on the role of the school leader by preparing for state licensure as required by numerous states and measuring beginning educational leaders' understanding and knowledge of a broad range of job-related topics, including whether entry-level education leaders have the standards-relevant knowledge believed necessary for competent professional practice. A description of the Interstate School Leaders Licensure Consortium Standards, test-taking strategies, sample questions, annotated responses and specific problems-based learning. Cross-listed with EADM 596.

Critical examination of theories and practices of leadership and communication as they relate to individuals and organizations within the context of educational systems.

Underpinnings, principles and issues of curriculum, instruction and assessment as they directly relate to student learning and achievement.

Analysis, synthesis and evaluation of key legal, ethical, policy and professional issues confronting K-12 educators.

Leadership and management skills that achieve efficient and effective organizational operations. Emphasizes strategic planning (including vision/mission) and principles, practices and issues of budgeting affecting all operations at the district and building levels including management of resources, time and space.

Analysis and problem solving in recruitment, selection, placement, training and evaluation of personnel as it relates to the purpose of education. Emphasis is given to human resources management and development functions in schools and school districts and the role of professionalism in advancing educational goals.

Introduction to Earth science, including the sciences that explore Earth and its space environment. Units on Earth structure, tectonics, rocks and minerals, geologic history, water resources, oceans, climate and weather, astronomy, and the scientific method. Primarily for IDS majors. Three credit hour lecture with one credit hour lab.

Introduction to Earth science, including the sciences that explore Earth and its space environment. Units on Earth structure, tectonics, rocks and minerals, geologic history, water resources, oceans, climate and weather, astronomy, and the scientific method. Emphasis on dynamic processes, including earthquakes, volcanism, glaciations, air and water flow, erosion, coastal dynamics, and solar influences. (Bachelor of Applied Science in Management and Leadership students only.)

Teaches for competence in skill areas related directly to Christian/Kingdom education such as Biblical interpretation, faith-learning integration, discipleship practices, Biblical world view development, Biblical identity & destiny impartation, Christian character formation, and Kingdom of God principles and "keys."

Examination and application of the biblical concept of Kingdom of God/Kingdom of Heaven to Christian education. Cross-listed with ECEL 715.

An examination of the roles and impact of hermeneutics and biblical integration on education curriculum. Various approaches to faith and learning integration are examined. Approved for ACSI biblical studies certification credit.

A study of the characteristics, equipping approaches and assessment methods for equipping students as disciples of Christ. Cross-listed with ECEL 718.

Provides a rationale for Christian education as an extension of the mission of the Church. This examination is done within the educationally relevant context of what it means to be a citizen in God's holy nation (1 Peter 2:9). Approved for ACSI biblical studies certification credit.

An examination of how the character qualities Jesus expected of His disciples should impact the educational setting. Propose educational strategies for character formation appropriate for home school and traditional classroom settings. Approved for ACSI biblical studies certification credit. Cross-listed with EBIB 623.

Examines educational practices related to the biblical focus on the Kingdom of God that Christians are to promote on earth, including the classroom. The emphasis is particularly on those Kingdom related teaching methods and leadership skills informed by relevant professional literature.

Examining, selecting, implementing & evaluating Christian education curricula.

Examination and development of programs, practices and materials for Christian/Kingdom education.

Logic for electrical and computer systems, digital logic, logical systems including gates and functions, the theoretical basis for circuits. Prerequisite: CSCI 201.

Digital circuitry, applying digital logic, describe and model digital systems using VHDL, fundamentals of digital computer hardware. Prerequisite: ECEN 220.

Survey of economic concepts and systems, including both micro- and macro-economics. Students examine the American economic system while exploring the impact of the international market. Topics include markets and competition, price, supply and demand, aggregate performance, fiscal policy, and international trade and finance. This course is not open to business majors.

Examines the concepts, principles, and business practices of market systems, demand and supply economics, market equilibrium, product and resource demands, consumer behavior, forms of competition, governmental policies, market failure and international economics.

Examines macroeconomic theories, comparative economics, econometrics, macro-economic models, fiscal and monetary policy formation and analysis. Prerequisite: ECON 120 or ECON 260.

A historical perspective of economic thought, systems, and theories; the necessary elements for the development and facilitation of an ethical and humane approach to economics, business, commerce, and entrepreneurship. Only available to honors students. Prerequisite: ENGL 209.

Uses the tools of economics to examine decision-making in non-market institutions with a particular emphasis on government decision-making. Cross-listed with GOVT 290. Prerequisite: ECON 120 or ECON 260.

Demand, production, cost, and resource allocation in a market economy. Market structures are developed and various forms of market failure are analyzed; models of risk and uncertainty, factor pricing and income distribution. Prerequisite: ECON 120 or ECON 260.

Economic growth and development with a special emphasis on the role of entrepreneurship are applied to the problem of poverty particularly in underdeveloped economies. The interrelationships of economic, political, sociological, historical, theological and technological factors are examined. Prerequisite: ECON 120 or ECON 260.

Studies the principles, concepts, theories and implications of international economics from a trade and business perspective. Topics include: trade policy, restrictions, tariffs, immigration, exchange rate regimes, protectionism, regional trade agreements and impact on global trade. Prerequisite: ECON 230.

Examines the development of economic theory from ancient times to the present. Economic concepts in the Bible are discussed as well as contributions of Greece, Rome, the Middle Ages, and the Reformation with a particular emphasis on developments since the eighteenth century. Prerequisites: ECON 230 and ECON 320.

Provides learners with research-based knowledge and skills necessary to analyze exemplary curricula and appropriate assessment practices including familiarity with the Virginia Standards of Learning, informative feedback mechanisms, and school system implementation. Students consider proper selection and use of materials including media and computers while evaluating the process and implementation of school-based curriculum design, as well as the linkage between assessment data and instructional design. Cross-listed with UED 400.

Principles and practices for creating and maintaining effective and efficient learning environments for diverse learners to include methods for effective student discipline, appropriate learning strategies and environments that motivate student learning.

Focuses on the role of the school leader in curriculum practices that result in improved student achievement, leadership strategies for implementing curriculum standards, power standards, data teams, and standards-based performance assessment, and emerging instructional leadership issues and trends of a diverse school community. Additional emphasis on the transformation of curriculum theory to practice-based activities that include how to organize, build and evaluate curriculum and instruction.

Investigates current best practices for merging an inclusionary classroom of students with disabilities to learn alongside their non-disabled peers, while also presenting strategies to better understand diversity and link the two to educational theory.

Develop educators’ understanding of grant research, writing, and stewardship in order to implement projects that positively impact student achievement and continued learning.

Focuses on the development of meaningful curriculum and innovative instructional practices in the delivery of a character education program. Special attention will be given to the integration of character education programming with learning standards prevalent in most states today. Participants in this course will gain knowledge, understanding, and skills in development, implementation, and assessment related to successful programmatic decision making in character education.

Theory and practice in analyzing qualitative data. Topics include coding, meaning generation and validation.

Examines strategic planning and the role of program evaluation in the planning/implementation/evaluation cycle to include the curriculum planning process. Topics include various theoretical and philosophical perspectives, alternative evaluation designs and related methodologies including collaborative action research and issues related to design, measurement and utilization. The goal is to help educators become active collaborators in the evaluation process and to give them the tools to judge the value of an evaluation. Whether the task is designing an internal evaluation of a local program, contracting for an external evaluation at the district level, or critically reviewing an evaluation report as a basis for making an administrative decision, this course offers important leadership preparation. Each student will prepare an evaluability assessment related to a self-selected educational program in his/her area of concentration. Prerequisite: a graduate level research course. Cross-listed with EDCO 501.

Covers statistical procedures used for structure and reliability analysis as applied to educational research with emphasis on understanding the research context, assumptions, notations and interpretations associated with each statistical procedures. Major topics include factor analysis, an introduction to structural equation modeling and reliability analysis to include alternate form reliability, test-retest reliability, inter-tester reliability and internal consistency (i.e., split-half to include use of the Spearman-Brown prophecy formula, Kudder-Richardson formulas and Cronbach's coefficient alpha). SPSS will be used for all statistical calculations. Prerequisites: EFND 702 and Educational Statistics.

Examines various philosophies of education in light of Scripture. Develop a philosophy of education essential to the preparation of a holy nation's citizens. Provides a biblical and philosophical framework for many other courses in the Christian School concentration. Approved for ACSI educational philosophy requirement.

Development of sound fiduciary and biblically based principles and practices for stewarding Christian school resources. Cross-listed with ECEL 751.

Developing best practices and biblically based approaches to starting and operating Christian schools. Cross-listed with ECEL 752.

Development of teaching, administrative and support staff as disciples of Christ to be able to in turn disciple others within the Christian school environment. Cross-listed with ECEL 753.

Prepare educators to reach and effectively teach students who are at risk in the general classroom. Addresses topics such as curriculum-based assessment, accommodations, modifications and collaboration with other professionals and family members. ACSI approved methods course.

Provides supervision of classroom-based teaching and/or administration. Prerequisite: Entire Christian School Program.

Examines theories and practices of effective teaching and learning with technology.

Critical examination of theories, research and trends in online education.

Under the guidance of an instructor or mentor, pursue an in depth study of a topic related to distance education, such as use of compressed interactive video to create an effective learning environment, an examination of the facilitative skills required to create a constructivist learning environment online or use of problem-based learning techniques in a distance learning environment. Requires submission of a scholarly paper on the approved topic. Prerequisite: EFND 726.

An in-depth analysis of leadership and systems issues needed to transform the learner's educational arena.

Individualized to the learner's educational calling and conducted via independent study.

Develop an understanding of biblical perspectives on the nature of learning and the ability to think critically about issues related to teaching and learning. Explore the components of effective instruction and learn how to implement instructional strategies that promote learning.

Increase learning and learner success by designing educational events that use instructional technology. Covers three basic areas of technology integration: planning, implementation and evaluation. Does not cover specific applications. Within this framework, various technologies and tools will be investigated for the purpose of determining which are best suited for particular instructional situations. Discusses broader issues regarding the usefulness and effectiveness of technology integration in education. The ultimate goal is to create a plan to integrate technology in your educational setting.

Current trends, issues and global perspectives that impact adult learners.

Demonstrate proficiency in planning, implementing and evaluating instruction for diverse classrooms. Repeatable for credit.

Focuses on identifying and applying Biblical truths and principles to leadership and teaching. Emphasizes practical ways to integrate God's truths and principles into leaders and teachers as "Living Curricula," in to various subjects (curriculum), pre-K-12 and every component of a school or other organization.

Focuses on the methods of statistical analysis that will assist the learner in analyzing data generated from research in education. Concentration in this course will be on realistic examples and the problems that arise in them.

Understand the historical, philosophical and sociological foundations underlying the role, development and organization of public education in the United States. Attention will be given to the legal status of teachers and students, including federal and state laws (e.g., SOLs; child abuse regulations). The concept of school as an organization/culture and contemporary issues in education (e.g., language acquisition, reading across the curriculum and teaching children whose first language is not English) are included. School/family communications and ways of involving families in student learning are explored.

A study of the physical, cognitive, cultural, social/emotional, spiritual, and psychological development of children and adolescents with an emphasis on knowing and understanding theories of human development, and incorporating children's individual differences to guide learning experiences.

Topics for the continued transition into teaching of Level II Career Switchers to include classroom management strategies, diversity in student learning and data-driven decision making. Course content will be linked to the VDOE requirements for teacher evaluation.

One semester (500-hour) supervised student teaching field placement experience in an appropriate classroom setting.

Before the awarding of a degree, successfully complete a culminating experience. For most, the project will consist of providing evidence, in the form of a portfolio, that critical program competencies have been met. Cross-listed with EFND 698.

One-week, on-campus requirement.

One-week, on-campus requirement.

Explores the development of a Christian worldview with a particular emphasis on Regent University's mission. Evaluates cultural and educational trends through the lens of a Christian worldview.

Basic understanding of statistical methods, particularly as they pertain to research in education. Focuses on conceptual rather than mathematical and applied rather than theoretical. Understand why a particular statistical technique is appropriate and how to make sense of the results obtained from its utilization rather than to understand the full mathematical underpinnings of the statistic. SPSS will be used as a productivity tool to perform all statistical procedures. Specific topics include descriptive statistics, visual representation of data, hypothesis testing, regression and correlation.

Overview of American higher education from the colonial period to the present. Form a foundational understanding of higher education and the origins of contemporary practices and problems within the academy. Investigate diverse institutions such as land grant colleges, historically black colleges and universities, research institutions, liberal arts colleges, religious colleges and universities and access to higher education. Examine and discuss early innovators of higher education and their policies. Cross-listed with EFND 523.

Provides some of the major conjecture and theories used to meet the learning and development needs of adults, and an overview of learning theories, their design and applications for the adult learner in various settings. Investigates topics to include self-directed learning, constructivism, autonomous learning, creative environments conductive to adult learning, designing and implementing training programs, and instructional design techniques.

Introduction to descriptive statistical analysis and the purpose of statistical treatments and interpretation of results that may identify and inform sound financial and other educational decisions. Pass/No Pass.

Independent study with a School of Education professor. These independent study houurs shall be used to focus on research collaboration in the faculty member's area of interest.

For doctoral students to remain active in the program after an unsuccessful attempt to complete the candidacy examination, they must register for this course in order to remain in the program.

Doctoral students who have been granted approval to take the candidacy exam later than the final semester of coursework must register for this course to remain active in the program.

Doctoral candidates will work with their dissertation committee to defend their proposal, research and collect data, write and defend five chapters of their dissertation. Each candidate must register for a minimum of 15 dissertation credits. The credits will be equally distributed into 5-credit segments over 3 consecutive semesters.