COLLEGE OF ARTS, HUMANITIES,

AND SOCIAL SCIENCES

(CAHSS)

2017-2018 GRADUATE CATALOG

3301 College Avenue

Ft. Lauderdale, Florida 33314-7796

Web address: [Link]

 Table of Contents
Page
Main Campus Map and Directions 1
Message from the President 2
Dean’s Welcome 3
NSU Vision 2020 Statement 4
NSU Mission Statement 4
NSU Core Values 4
CAHSS Mission Statement 4
Library, Research, and Information Technology Center 5
Notice of Nondiscrimination 6
Accreditation 6
Introduction to the College 6
Tabular Display of programs 7-9
Dual Admission into One of Our M.S./M.A. Programs 9
CAHSS Correspondence Directory 10-11
About our Undergraduate Programs 12
Graduate Academic Calendar 14
Tuition and Fees 15
Admissions, Enrollment, and Orientation 15
Admissions Criteria 15
Doctoral Programs 15
Master’s and Graduate Certificate Programs 16
Student Enrollment 17
Full-time Status 17
Time-Limits 17
Leave of Absence 17
Auditing Classes 17
Non-Degree Seeking Students 18
New Student Orientation 18
Textbooks 18
Registration 18-19
Failure to Register 19
About Our Academic Policies 20
Attendance 20
Academic Progress 20
Readmission 20
Transfer of Credit 21-22
State Disclosures 22
Masters En Route 22-23
Adding/Dropping/Withdrawing from Classes 23
Refund Schedule 23
Course Cancellation 24
Incomplete Grades 24
Academic Evaluations and Standards 24
Degree Conferral 25
Graduation Requirements 25
25
Students Rights and Responsibilities
Academic Standards 26-28
Student Appeals 28
Institutional Review Board (IRB) 28
Email Policy 28
Faculty Student Collaboration 28-29
Advertising 29
Drug-Free School and Campuses 29
 Smoking and Non-smoking 29
Privacy Records 29-30
Reservation of Power 30
Student Relations 30
NSU Alumni Association 30
Academic Support Services 31
Library Resources 31
Career Development 31
Financial Aid 31-32
Housing 32
International Students 32
Students with Disabilities 32-33
Suicide and Violence Prevention 33
Veterans 33
Veterans’ Benefits 33
Veteran’s Resource Center 33
Standard of Progress 33-34
Grade/Progress Report for VA’s 34
Credit for Prior Training 34
About Our Program Formats 33-34
Campus Based Programs 34-35
Distance Learning Programs 37
Department of Conflict Resolution Studies 35
Ph.D. in Conflict Analysis and Resolution 37-44
M.S. in Conflict Analysis and Resolution 45-46
Graduate Certificate in Advanced Conflict Resolution Practice 46-47
Graduate Certificate in Peace Studies 47-48
Department of Family Therapy 49
Ph.D. in Family Therapy 50-68
Doctor of Marriage and Family Therapy (D.M.F.T) 68-83
M.S. in Family Therapy 83-93
Graduate Certificate in Family Studies 93-94
Graduate Certificate in Family Systems Health Care 94-96
Graduate Certificate in Solution Focused Coaching 96
Graduate Minor in Family Systems 97
Department of History and Political Science 98
M.S. in National Security Affairs and International Relations 99-102
Graduate Certificate in National Security Affairs 102-103
Department of Justice and Human Services 104
Ph.D. in Criminal Justice 105-108
M.A. in Gerontology 108-112
Master of Human Services in Child Protection (M.H.S.) 112-118
M.S. in Criminal Justice 118-124
M.S. in Developmental Disabilities 124-127
Graduate Certificate in Gerontology 127-129
Post Baccalaureate Certificate in Paralegal Studies 129-130
Department of Literature and Modern Languages 131
Department of Multidisciplinary Studies 132
M.A. in Cross-disciplinary Studies 133-135
M.S. in College Student Affairs 135-138
Graduate Certificate in College Student Personnel Administration 138-139
Graduate Certificate in Qualitative Research 139-140
Department of Performing and Visual Arts 141
Department of Writing and Communication 142
M.A. in Composition, Rhetoric, and Digital Media 143-146
About Our Dual Degree Program 147-148
About CAHSS-Based Experiential Training and Community Services 149
Advanced Bowen Family Systems Training Workshops 149
 Brief Therapy Institute 149
Center for Applied Research in Substance Use & Health Disparities 150
Community Resolution Services 150
Equine Assisted Family Therapy Outreach 150-151
Suicide and Violence Prevention Project 151
Systemic Change in Schools 151
Community Outreach 151
Student Services 151
CAHSS Online 151
CAHSS Student Government Association (CAHSS SGA) 152
Career Development Program and Career Connections 152
Clubs and Organizations 152
Graduate Assistantships 153
NSU Student Support 153
Scholarships 153
Sponsored Programs 153
Student Evaluation of Classes and Practicum 154
The CAHSS Writing Center 154
CAHSS Faculty, Staff and Administration 154
Course Descriptions 155-258
Important Telephone Numbers 259-260
NSU’s Colleges 260
College of Arts, Humanities, and Social Sciences Departments 261
Provisions 261
 Main Campus Map & Directions
From I-95 or Florida’s Turnpike
Exit at I-595, proceed west to University Drive exit. Turn left (south) onto University
Drive. Proceed approximately 1 ½ miles to SW 30 Street (Abe Fischler Blvd.), turn left
(east). NSU's main campus will be on the right side.

From University Drive

From North of I-595
Take University Drive south 1 ½ miles past I-595 to SW 30 Street (Abe Fischler Blvd).
Turn left (east). NSU's main campus will be on the right side.

From South of Griffin Road

Take University Drive north approximately 2 miles past Griffin Road to SW 30 Street (Abe
Fischler Blvd.). Turn right (east). NSU's main campus will be on the right side.

From I-75
From Miami heading north or west coast/Naples heading east
Merge onto I-595 eastbound (towards Fort Lauderdale). Exit at University Drive exit, turn
right (south). Proceed approximately 1 ½ miles on University Drive to SW 30 Street (Abe
Fischler Blvd.), turn left (east). NSU's main campus will be on the right side.

1
 Message from the President

Welcome to Nova Southeastern University and

congratulations on becoming a proud Shark!

As president and CEO of NSU, I invite you to become an

ambassador of this extraordinary educational institution.

NSU began in 1964 in downtown Fort Lauderdale on E.

Las Olas Boulevard, but it was not until 1967 that we were
able to raise the necessary fund to build our first building
on what is now our main campus. That one building has
developed into our 314-acre campus in Davie-Fort
Lauderdale. From our initial graduating class of 17 Ph.D.
students, we have grown to approximately 25,000
students and more than 5 million square feet of classroom
space, libraries, laboratories, and recreation areas. Our
programs are offered on campuses around the state of Florida and in Puerto Rico,
as well as in 12 countries and online around the world. We have more than 162,000
alumni, and our graduates reside in all 50 states and in more than 63 countries.

The university continues to experience a sustained period of academic growth, due

in large part to its exploration of alternative strategies in educating professionals
and its commitment to excellence in academics, research, clinical training,
community service, and well-rounded opportunities for all students. Collaboration
at all levels with diverse partners is the essence of NSU.

The entire NSU community is focused on achieving our Vision 2020 while adhering
to our core values. I welcome you to explore this catalog and communicate with our
admissions offices to best address your future goals, dreams, and ambitions. We
are dedicated to providing service and academic excellence to you as you continue
toward the progressive realization of your worthy goal-success.

We look forward to a lifelong partnership with you, our student.

George L. Hanbury II, Ph.D.

NSU President and Chief Executive Officer

2
 Dean’s Welcome

Welcome to NSU’s College of Arts, Humanities, and Social

Sciences (CAHSS)! In this exciting new academic year, as an
inclusive learning community, we are building on existent
strengths and vibrant successes, and committed to furthering
collaborative opportunities for cross-disciplinary learning,
research, and practice to fulfill NSU’s Vision 2020.

Understanding and betterment of human interrelations are a

central theme of our multidisciplinary, multi-professional, and
multicultural endeavors at CAHSS. Our vigorous curricula have
deep interdisciplinary roots. Our cutting-edge programs employ
a variety of innovative models and technologies. In the course of addressing
emergent challenges and complex social issues, we are building a creative bridge
across theory, research, and practice drawn from different social sciences, arts,
humanities, and helping professions. The CAHSS vitality is a tribute to our faculty,
students, alumni, staff, and town-gown partners, in Florida and elsewhere. We are
looking forward to working with you closely on campus, online, and in the
communities.

Good luck with your intellectual life and career pathway!

Honggang Yang, Ph.D.

Dean and Professor

3
 NSU VISION 2020 STATEMENT
By 2020, through excellence and innovations in teaching, research, service and learning,
Nova Southeastern University will be recognized by accrediting agencies, the academic
community, and the general public, as a premier private not-for-profit university of quality
and distinction that engages all students and produces alumni who serve with integrity in
their lives, fields of study, and resulting careers.

NSU MISSION STATEMENT

The Mission of Nova Southeastern University, a private, not-for-profit institution, is to offer
a diverse array of innovative academic programs that complement on-campus educational
opportunities and resources with accessible distance learning programs to foster academic
excellence, intellectual inquiry, leadership, research, and commitment to community
through engagement of students and faculty members in a dynamic, life-long learning
environment.

NSU CORE VALUES

Academic excellence is the provision of the highest quality educational and learning
experience made possible by academically and professionally qualified and skilled
instructional faculty and staff, opportunities for contextual learning, state-of-the-art
facilities, beautiful surroundings, and effective resources necessary to support learning at
the highest level. Additionally, academic excellence reflects the successful relationship
between engaged learners and outstanding instructional faculty and staff. Academic
excellence is the provision of the highest quality educational and learning experiences made
possible by academically and professionally qualified and skilled instructional faculty and
staff, opportunities for contextual learning, state-of-the-art facilities, beautiful surroundings,
and effective resources necessary to support learning at the highest level. Additionally,
academic excellence reflects the successful relationship between engaged learners and
outstanding instructional faculty and staff.

Academic Excellence Student Centered

Integrity Innovation
Opportunity Scholarship/Research
Diversity Community

CAHSS MISSION STATEMENT

NSU’s College of Arts, Humanities, and Social Sciences is committed to achieving inclusive
excellence in teaching, research and community service. CAHSS emphasizes
multidisciplinary learning, and the development of skills and competencies necessary for
success in our students’ respective fields. It is dedicated to the improvement of life quality,
and the pursuit of collaborative and equitable means to address human challenges. Our
unique and talented students learn to become reflective scholars, creative artists, ethical
practitioners and skilled professionals with a critical understanding of theory and method as
well as an appreciation of the diversity, responsibility and privilege inherent in global
citizenship.

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 Library, Research, and Information Technology
Center

Main Campus
3100 Ray Ferrero Jr. Blvd.
Ft. Lauderdale, Florida 33314-7796
(954) 262-4600

[Link]

CONTACT INFORMATION
From outside Broward County, dial 800-541-6682 and use the last five digits of the
phone number when on the Main Campus of the University.

Interlibrary Loan Department Circulation Desk

Email: ill@[Link] Telephone: 954-262-4601
Telephone: 954-262-4619
Fax: 954-262-3944 Reference Desk
Email: refdesk@[Link]
Document Delivery Telephone: 954-262-4613
Email: library@[Link]
Telephone: 954-262-4602 Public Library & Youth Services
Fax: 954-262-3947 or 888-DLS- Desk
DOCS Telephone: 954-262-5477 or 5478

Connections Cafe
Telephone: 954-262-5500

5
 NOTICE OF NONDISCRIMINATION
Consistent with all federal and state laws, rules, regulations, and/or local ordinances (e.g.,
Title VII, Title VI, Title III, Rehab Act, ADA, Title IX), it is the policy of Nova Southeastern
University not to engage in discrimination or harassment against any individuals because of
race, color, religion or creed, sex, pregnancy status, national or ethnic origin, non-
disqualifying disability, age, ancestry, marital status, sexual orientation, unfavorable
discharge from the military, status as a disabled veteran, or political beliefs and to comply
with all federal and state non-discrimination, equal opportunity, and affirmative action laws,
orders, and regulations.

This nondiscrimination policy applies to admissions, enrollment scholarships and loan

programs, athletics, employment, and access to and treatment in all university centers,
programs, and activities. NSU admits students of any race, color, religion or creed, sex,
pregnancy status, national or ethnic origin, non-disqualifying disability, age, ancestry,
marital status, sexual orientation, unfavorable discharge from the military, status as a
disabled veteran, or political beliefs to all the rights, privileges, programs, and activities
generally accorded or made available to students at NSU, and does not discriminate in the
administration of its educational policies, admission policies, scholarship and loan programs,
and athletic and other school-administered programs.

ACCREDITATION
Nova Southeastern University is accredited by the Commission on Colleges of the Southern
Association of Colleges and Schools (1866 Southern Lane, Decatur, Georgia 30033-4097:
Telephone number 404-679-4501) to award bachelor's, master's, educational specialist, and
doctoral degrees.

INTRODUCTION TO THE COLLEGE

The College of Arts, Humanities, and Social Sciences offers stimulating programs of study
that challenge and engage students through inclusive excellence and academic innovation
in teaching, research, and community outreach. The college consists of eight departments:
the Department of Conflict Resolution Studies, the Department of Family Therapy, the
Department of History and Political Science, the Department of Justice and Human Services,
the Department of Literature and Modern Languages, the Department of Multidisciplinary
Studies, the Department of Performing and Visual Arts, and the Department of Writing and
Communication.

The College of Arts, Humanities, and Social Sciences offers three Doctor of Philosophy
degree programs, one Doctor of Marriage and Family Therapy degree program, three Master
of Arts degree programs, one Master of Human Services degree program, six Master of
Science degree programs and Bachelor of Arts (B.A.) and Bachelors of Science (B.S.)
degrees in 20 majors.

6
 College of Arts, Humanities, and Social Sciences
Departments Program Level Degree Campus Online

Department of Doctoral Degree Ph.D. in Conflict Analysis and  

Conflict Resolution Programs Resolution (76 credits)
Studies (DCRS)
Master’s Degree M.S. in Conflict Analysis and  
Programs Resolution (36 credits)
Graduate Certificate  Graduate Certificate in  
Programs Advanced Conflict
Resolution Practice (15
credits)
 Graduate Certificate in  
Peace Studies (15 credits)
Bachelor Degree B.S. in Sociology (120 credits)  
Programs
Undergraduate Minors  Anthropology 
 Sociology  
Department of Doctoral Degree  Ph.D. in Family Therapy 
Family Therapy Programs (96 credits)
 D.M.F.T. in Marriage and
Family Therapy (78 credits)
Master’s Degree M.S in Family Therapy (60 credits) 
Programs
 Graduate Certificate in 
Family Studies (24 credits)
Graduate Certificate  Graduate Certificate in 
Programs Family Systems Health
Care (24 credits)
 Graduate Certificate in 
Solution Focused Coaching
(24 credits)
Graduate Minors Graduate Minor in Family Systems 
(12 credits)
Bachelor Degree B.S. in Human Development and  
Programs Family Studies (120 credits)
Department of Master’s Degree M.S. in National Security Affairs (  
History and Programs 33 credits)
Political Science
Graduate Certificate Graduate Certificate in National 
Programs Security Affairs (15 Credits)
Bachelor Degree  B.A. in History 
Programs  B.A. in International 
(120 credits) Studies
 B.A. in Legal Studies 
 B.A. in Philosophy 

 B.A. in Political Science
Undergraduate Minors  African Diaspora Studies 
 History 
 Irish Studies 
 International Studies 
 Latin American and

Caribbean Studies
 Legal Studies 

7
 College of Arts, Humanities, and Social Sciences
Departments Program Level Degree Campus Online

 International Law 

 Philosophy
Department of Doctoral Degree Ph.D. in Criminal Justice  

Justice and Human Programs
Services Master’s Degree  M.H.S. in Child Protection  

Programs  M.S. in Criminal Justice
 M.S. in Development 
Disabilities 
 M.A. in Gerontology
Graduate Certificate  Graduate 
Programs Certificate in Gerontology
 Post-Baccalaureate 
Certificate in Paralegal
Studies
Bachelor Degree  B.S. in Criminal Justice  
 
Programs  B.S. in Human Services
Administration
 B.S. in Paralegal Studies 
 
 B.S. in Recreational
Therapy
Undergraduate Minors  Criminal Justice 

 Paralegal Studies
 Human Factors in Aviation 

Department of Bachelor Degree B.A. in English 

Literature and Programs
Modern Languages Undergraduate Minors  English 

 Film Studies 
 Folklore and Mythology 
 Gender Studies 

 Humanities 
 Medical Humanities 

 Spanish
Department of Master’s Degree  M.S. in College Student  
Multidisciplinary Programs Affairs
Studies  M.A. in Cross-Disciplinary 

Studies

Graduate Certificate  Graduate Certificate in  
Programs College Student Personnel
Administration
 Graduate Certificate in 
Qualitative Research
Bachelor Degree  B. S. Applied Professional 
Programs Studies
 Deciding (Pre-Degree 
Granting Program)

 B.S. General Studies

8
 College of Arts, Humanities, and Social Sciences
Departments Program Level Degree Campus Online

Department of Bachelor Degree  B.A. in Art and Design 


Performing and Programs  B.A. in Arts Administration
Visuals Arts  B.A. in Dance 
 B.A. in Music 

 B.A. in Theatre

Undergraduate Minors  Arts Administration 


 Dance 
 Graphic Design 
 Music 

 Studio Art 
 Theatre 
Department of Master’s Degree M.A. in Composition, Rhetoric, 
Writing and Programs and Digital Media
Communication 
Bachelor Degree B.A. in Communication
Programs
Undergraduate Minors  Communication 

 Digital Media Production 
 Journalism 
 Strategic Communication 

 Writing 

Dual Degree Programs

M.S. in Conflict Analysis and Resolution/J.D.
Ph.D. in Conflict Analysis and Resolution/J.D.

DUAL ADMISSION INTO ONE OF OUR M.S./M.A. PROGRAMS

The Dual Admission program represents collaboration between undergraduate programs and graduate
programs at NSU. Selected master level programs in CAHSS participate in the Dual Admission
program. This means that a well-qualified student accepted into an NSU undergraduate program may
seek to have their eligibility determined for Dual Admission into one of our M.S./M.A. programs. If all
qualifications and requirements are met and continue to be met throughout their undergraduate
studies, a seat in the graduate program would be reserved for that undergraduate student upon their
graduation. Dual Admission students are in contact with the graduate program throughout their
undergraduate studies and may be invited to certain graduate events. For more information about
Dual Admission, please see:
[Link]

For Information on Undergraduate programs, please refer to the UndergraduateStudent

Catalog: [Link]

9
 CAHSS CORRESPONDENCE DIRECTORY

Office of the Dean

Honggang Yang, Ph.D., Dean
College of Arts, Humanities, and Social Sciences
Nova Southeastern University
Maltz Building, Suite 2025
3301 College Avenue
Fort Lauderdale, FL 33314
Tel. (954) 262-3003
Fax (954) 262-3050

Department of Conflict Resolution Studies

Robin Cooper, Ph.D., Department Chair
College of Arts, Humanities, and Social Sciences
Nova Southeastern University
Maltz Building, Suite 1040
3301 College Avenue
Fort Lauderdale, Florida 33322
Telephone: 954-262-3048
Fax: 954-262-3968

Department of Family Therapy

Martha Marquez, Ph.D., Department Chair
College of Arts, Humanities, and Social Sciences
Nova Southeastern University
Maltz Building, Suite 1044
3301 College Avenue
Fort Lauderdale, Florida 33314
Telephone: 954-262-3011
Fax: 954-262-3968

Department of History and Political Science

Andrea Shaw Nevins, Ph.D., Department Chair
College of Arts, Humanities, and Social Sciences
Nova Southeastern University
Parker Building, Suite 320
3301 College Avenue
Fort Lauderdale, Florida 33314
Telephone: (954) 262-8147
Fax: (954) 262-3881

Department of Justice and Human Services

Kimberly Durham, Psy.D., Department Chair
College of Arts, Humanities, and Social Sciences
Nova Southeastern University
Mailman Hollywood Bldg., 3rd Floor, Room 326
3301 College Ave
Fort Lauderdale, FL 33314
Telephone: 954-262-7001
Fax: 954-262-7005

10
Department of Literature and Modern Languages
Marlisa Santos, Ph.D., Department Chair
College of Arts, Humanities, and Social Sciences
Nova Southeastern University
Parker Building, Suite 320
3301 College Avenue
Fort Lauderdale, Florida 33314
Telephone: (954) 262-8200
Fax: (954) 262-3881

Department of Multidisciplinary Studies

Judith McKay, J.D., Department Chair
College of Arts, Humanities, and Social Sciences
Nova Southeastern University
Mailman-Hollywood Building, 1st Floor, Room 141
3301 College Avenue
Fort Lauderdale, Florida 33314
Tel: 954-262-3013
Fax: 954-262-2462

Department of Performing and Visual Arts

Mark Duncan, M.F.A., Department Chair
College of Arts, Humanities, and Social Sciences
Nova Southeastern University
Don Taft University Center, Performing and Visual Arts Wing, Suite 337
3301 College Avenue,
Fort Lauderdale, Florida 33314
Telephone: (954) 262-7620
Fax: (954) 262-2470

Department of Writing and Communication

Shanti Bruce, Ph.D., Department Chair
College of Arts, Humanities, and Social Sciences
Nova Southeastern University
Mailman-Hollywood Building, 1st Floor, Room 130
3301 College Avenue,
Fort Lauderdale, Florida 33314
Telephone: (954) 262-8415

Student Services
E. Jayne Schatz, Assistant Dean for Student Affairs and Services
College of Arts, Humanities, and Social Sciences
Nova Southeastern University
Mailman-Hollywood Building, Room 211
3301 College Avenue
Fort Lauderdale, FL 33314
Telephone: (954) 262-8085

Gregory Gayle, M.S., Ed.S., Director

Department of Recruitment and Admissions
College of Arts, Humanities, and Social Sciences
Maltz Building
3301 College Avenue, Fort Lauderdale, FL 33314
1-800-541-6682, ext. 25903 or 954-262-5903

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 ABOUT OUR UNDERGRADUATE PROGRAMS
The College of Arts, Humanities, and Social Sciences offers Bachelor of Arts and Bachelor of
Science degrees in 20 majors and also offers 28 undergraduate minors. Detailed information
about CAHSS undergraduate programs and policies can be found in the NSU Undergraduate
Student Catalog:

[Link]

Majors
B.S. Applied Professional Studies
B.A. Art and Design
B.A. Arts Administration
B.A. Communication
B.S. Criminal Justice
B.A. Dance
B.A. English
B.S. General Studies
B.A. History
B.S. Human Development and Family Studies
B.S. Human Services Administration
B.A. International Studies
B.S. Legal Studies
B.A. Music
B.S. Paralegal Studies
B.A. Philosophy
B.A. Political Science
B.S. Recreational Therapy
B.S. Sociology
B.A. Theatre

Minors
African Diaspora Studies International Studies
Anthropology Irish Studies
Arts Administration Journalism
Communication Latin American and Caribbean Studies
Criminal Justice Legal Studies
Dance Medical Humanities
Digital Media Production Music
English Paralegal Studies
Film Studies Philosophy
Folklore and Mythology Sociology
Gender Studies Spanish
Graphic Design Strategic Communication
History Studio Art
Human Factors in Aviation Theatre
Humanities Writing
International Law

12
 ABOUT OUR
GRADUATE PROGRAMS

13
 CAHSS 2017-2018 ACADEMIC CALENDAR
SEMESTER/TERM CODE START OF SEMESTER END OF SEMESTER REGISTRATION PERIOD
FALL 2017/201820 Monday, August 21, 2017 Sunday, December 3, 2017 May 1 to August 20, 2017

WINTER 2018/201830 Monday, January 8, 2018 Sunday, April 22, 2018 Oct. 9, 2017 to Jan. 7, 2018
SUMMER I 2018/201850 Monday, May 7, 2018 Sunday, July 15, 2018 March 5 to May 6, 2018

FALL 2017 SEMESTER (15 weeks)

Monday, August 7, 2017 Last Day for Leave of Absence Requests
Monday, August 21, 2017 Fall Semester Begins
End of First Week of Classes Last day to drop/add and withdraw at 100% refund

End of Second Week of Classes Last day for 75% refund

Monday, September 4, 2017 Labor Day – University closed
End of Third Week of Classes Last day for 50% refund
End of Fourth Week of Classes Last day for 25% refund – no refunds after this date
Friday, September 22 – Tuesday, September 26, 2017 RESIDENTIAL INSTITUTE
Monday, October 9 – Friday, October 13, 2017 READING WEEK
Three Weeks Prior to Last Class Last day to withdraw from classes
Thursday, November 23, 2017 Thanksgiving Day - University closed
Friday, November 24, 2017 Day after Thanksgiving Day - University closed
Monday, November 27 – Sunday, December 3, 2017 CONSULTATION WEEK
Sunday, December 3, 2017 Fall Semester ends

WINTER 2018 SEMESTER (15 weeks)

Monday, December 11, 2017 Last Day for Leave of Absence Requests
Monday, January 8, 2018 Winter Semester Begins
End of First Week of Classes Last day to drop/add and withdraw at 100% refund
Monday, January 15, 2018 Dr. Martin Luther King Jr. Day – University closed
End of Second Week of Classes Last day for a 75% refund
End of Third Week of Classes Last day for 50% refund - no refunds after this date
End of Fourth Week of Classes Last day for 25% refund – no refunds after this date
Friday, February 9 – Tuesday, February 13, 2018 RESIDENTIAL INSTITUTE
Monday, March 5 – Sunday, March 11, 2018 SPRING BREAK
Three Weeks Prior to Last Class Last day to withdraw from classes
Monday, April 16 – Sunday, April 22, 2018 CONSULTATION WEEK
Sunday , April 22, 2018 Winter Semester ends

SUMMER 2018 SEMESTER (10 weeks)

Monday, April 23, 2018 Last Day for Leave of Absence Requests
Monday, May 7, 2018 Summer Semester Begins
End of First Week of Classes Last day to drop/add and withdraw at 100% refund
En of Second Week of Classes
End Last day for a 75% refund
End of Third Week of Classes Last day for a 50% refund
Monday, May 28, 2018 Memorial Day – University closed
End of Fourth Week of Classes Last day for 25% refund – no refunds after this date
Three Weeks Prior to Last Class Last day to withdraw from classes
Wednesday, July 4, 2018 Independence day – University closed
Sunday, July 15, 2018 Summer Semester ends
14
 Tuition and Fees

2017-2018 Tuition and Fee Schedule

Tuition:
 Doctoral Programs: $1075 per credit
 Master’s and Graduate Certificate Programs: $730 per credit.
 Undergraduate Programs: $966 per credit.

Veterans: A 20% tuition discount on doctoral programs, master’s programs, and graduate
certificate programs is awarded to veterans, upon verification. The Department of Justice
and Human Services (DJHS) provides veterans, military, first responders, law
enforcement a 20% tuition discount on all DJHS degree programs.

Fees:
 Registration Fee: $30 per term
 Student Services Fee: $450 per term for students enrolled in 4 or more credits
$225 per term for students enrolled in fewer than 4 credits.

For additional fees which would apply to individual undergraduate courses please refer to
the Undergraduate Student Catalog:
[Link]

Admissions, Enrollment, Orientation, and Registration

Instructions for applying to our programs are detailed in our application packet available at
[Link] Specific programs admit for fall term only
while other programs admit for Fall, Winter, and Summer terms.

Admissions Criteria
Specific degree and program admissions criteria are available online, as indicated in the
chart, below. All CAHSS programs require that students have a willingness to be tolerant,
nonjudgmental, and open-minded towards different types of people across multiple cultures
as well as the ability to show compassion and fairness in challenging situations.

Doctoral Programs
CAHSS accepts applications to the doctoral programs from any person who possesses, or is
in the process of completing, a master’s degree from a regionally accredited university.
Applicants to the doctoral programs in Conflict Analysis and Resolution, Family Therapy and
Marriage and Family Therapy should have a minimum GPA of 3.5 in their master’s program.
Applicants to the doctoral program in Criminal Justice should have a minimum GPA of 3.0 in
their master’s program. Applicants must possess a master’s degree prior to beginning
doctoral studies.

Applicants chosen for admission to the Ph.D. programs demonstrate not only prior academic
excellence in their undergraduate and graduate work, but also the ability to think and write
analytically, communicate respectfully. Ph.D. applicants should have written and verbal
communication skills; research or evaluation experience; and a demonstrated commitment
to the focused pursuit of a doctoral degree program.

15
 Masters Degree Programs and Graduate Certificate Programs

CAHSS accepts applications to the Master’s degree programs and graduate certificate
programs from any person who possesses, or is in the process of completing a bachelor’s
degree from a regionally accredited university. Master’s and Graduate Certificate applicants
should have a minimum GPA of 3.0 in their bachelor’s program. Applicants must complete
all bachelor’s degree requirements before beginning graduate studies.

Admission Requirements

Program Link to Admissions Requirements

Doctor of Philosophy in Conflict Analysis
and Resolution [Link]
DOCTORAL Doctor of Philosophy in Criminal Justice [Link]
PROGRAMS
Doctor of Philosophy in Family Therapy [Link]
Doctorate in Marriage and Family Therapy [Link]
Master of Arts in Composition, Rhetoric,
and Digital Media [Link]
Master of Arts in Cross-Disciplinary Studies [Link]
Master of Arts in Gerontology [Link]
Master of Human Services in Child
Protection [Link]
Master of Science in College Student
MASTER'S Affairs [Link]
PROGRAMS Master of Science in Conflict Analysis and
Resolution [Link]
Master of Science in Criminal Justice [Link]
Master of Science in Developmental
Disabilities [Link]
Master of Science in Family Therapy [Link]
Master of Science in National Security
Affairs [Link]
Graduate Certificate in Advanced Conflict
Resolution Practice [Link]
Graduate Certificate in College Student
Personnel Administration [Link]
Graduate Certificate in Family Studies [Link]
Graduate Certificate in Family Systems
GRADUATE Health Care [Link]
CERTIFICATE Graduate Certificate in Gerontology [Link]
PROGRAMS Graduate Certificate in National Security
Affairs [Link]
Graduate Certificate in Peace Studies [Link]
Graduate Certificate in Qualitative
Research [Link]
Graduate Certificate in Solution-Focused
Coaching [Link]

16
Student Enrollment
In order to maintain an active student status, all students are to be in continuous registration
until they receive their degree unless prior approval is received from the Program Office.
Failure to remain in continuous registration will be considered formal withdrawal from the
program.

Full-Time Status
Students are considered to be full-time if they complete six credit hours each semester.
Ph.D. students are recommended to follow the “Course of Study/Degree Plan.” A student
on financial aid considering completing less than the scheduled credit hours in any given
semester/term should discuss this with the Financial Aid Office prior to the time of
registration.

Time Limits
Masters Programs: Students must complete their program within five years from the date
of first enrollment. This means that students are expected to graduate with the Master
degree within this time period.

Doctoral Program: Students must complete their program within seven years from the date
of first enrollment. This means that students are expected to graduate with the Doctoral
degree within this time period.

In order to remain an active and matriculated student, registration is required in every

semester, until the completion of degree requirements unless a leave of absence has been
granted. Failure to remain in continuous registration will be deemed the student's formal
withdrawal from the program. All other program, center, and university requirements will
be in effect.

Leave of Absence
Matriculated students (degree candidates) who must interrupt their studies for an adequate
reason such as illness may be granted a leave of absence. Students must apply in writing
or by e-mail for a leave of absence to the program office three (3) weeks prior to the start
of the new term. If granted, the leave shall be for a stated period of time, not to exceed
one year. Time spent on an approved leave of absence is charged against the degree
program time limit (5 years for master’s degree and 7 years for doctoral degree). Students
who interrupt their studies without being on an approved leave of absence will be assumed
to have terminated their studies. Such students must make formal application for
readmission if they wish to continue the program at a later date. Forms can be located on
the Student Resource page: [Link]

Auditing Classes
Students wishing to audit a class may do so if there is space and with permission of the
instructor and Department Chair. Students who are auditing a class may participate in class
discussions, but will not be required to fulfill class requirements. Auditing students do not
complete class assignments and do not receive academic credit for the class. An audit
notation (AU) will appear on transcripts. Auditing fees equal 60% of the regular tuition cost
of the course.

17
Non-degree Seeking Students
CAHSS accepts applications for non-degree seeking students from any person who
possesses a bachelor’s degree or is waiting for their degree to be conferred from a regionally
accredited university. Non-degree seeking students may take up to three classes (9 credits).
These credits may transfer into a relevant CAHSS degree program. If a non-degree seeking
students wishes to enter a degree program, s/he must formally apply to the program of
interest.

New Student Orientation

On-campus students receive a one-day orientation at the beginning of the fall term. At that
time, students meet the faculty, talk with their program administrators, attend computer
workshops, library training, and participate in various student activities. New student
orientation is intended to provide information, answer questions, and welcome students to
the CAHSS learning community. Much of the information presented at orientation is
available on the college’s website.

Distance students in the Department of Conflict Resolution Studies attend sessions at the
fall Residential Institute that cover this information. Students also receive an email
containing all of the necessary orientation information, as well as a link to a recorded
orientation presentation.

Department of Justice and Human Services online graduate students receive an email
containing all of the necessary orientation information upon admission to their respective
program and are invited to participate in a synchronous orientation, facilitated by faculty
and staff members, one week prior to the start of each term.

Department of History and Political Science graduate students receive an email containing
all of the necessary orientation information as well as a link to a recorded orientation
presentation. Students are also invited to participate in a synchronous orientation follow-
up, facilitated by faculty and staff members.

For information on new student orientation for incoming undergraduate students, please go
to: [Link]

Textbooks
Barnes & Noble College Bookstores, the university’s official bookstore, offers
comprehensive services to local and online students. While students have the option to
purchase textbooks from other online and local sources, there may be benefits from
purchasing from the university’s bookstore (on-campus or online). The university’s
bookstore provides a wide range of shipping options; to access the NSU Bookstore website
please visit:

[Link]
5&catalogId=10001&langId=-1

Registration

Student Enrollment Agreement (SEA): All students registering for classes must complete
the Student Enrollment Agreement as part of the registration process. To view a copy of the
NSU Student Enrollment Agreement, please visit:

[Link]

18
Registration Process: Students will participate in course selection via SharkLink/WebStar
prior to the start of each term. General registration procedures and information are provided
to students at the time of entrance to the program. It is the students’ responsibility to
register for their courses by logging onto the official Nova Southeastern University (NSU)
SharkLink portal which can be found at: [Link]

After students have registered, should any problems arise related to registration information
or credit fees, students should contact their program administrators.

Failure to Register: Students who fail to register for a regular semester without an
approved leave of absence are considered to have withdrawn from their program. Such
students must make formal application and go through the admissions process if they wish
to reenter the program at a later date.

19
 ABOUT OUR ACADEMIC POLICIES
Attendance
Students are required to attend all scheduled learning activities, which include but are not
limited to, lectures, chats, seminars, and exams. It is the policy of the university to
excuse, without penalty, absences due to religious observations and to allow students to
make up missed work. Course instructors should be notified in advance in the case of any
anticipated absence. Students should review the course syllabus for course-specific
policies related to attendance.

Academic Progress
Students shall be placed on academic probation when they receive an F for a course, when
they have two Cs, when they have more than two active incompletes, or when their GPA
falls below 3.0 for masters, 3.5 for the Conflict Analysis and Resolution, Family Therapy,
and Marriage and Family Therapy doctoral programs, and a 3.0 in the Criminal Justice
doctoral program. In the Department of Justice and Human Services, students are placed
on academic probation if they earn an F in a required course and the student’s cumulative
GPA falls below 3.0. Academic probation is noted on the student’s transcript.

All courses with an F must be retaken and passed at the next time offered and within one
year. If a student has two Cs, course(s) must be retaken within one year to reduce the
number of Cs to one. In the Department of Justice and Human Services, readmitted
students must retake courses in which they earned a C. Students with an ‘I’ (Incomplete)
must resolve all incomplete grades within one term. Students who do not successfully
resolve academic probation within one academic year may be dismissed from the program.

In the Department of Justice and Human Services, students will be considered for
dismissal if more than two grades below a B are earned.

MACS students within the Department of Multidisciplinary Studies and NSA students within
the Department of History and Political Science who receive a second C or an F in an
elective course have the option to retake that course or replace it with a different elective.
The Department must be notified of this inclusion/exclusion.

Students with more than one F at any time in the program will no longer be considered in
good standing in the program. These students will be required to meet with the Program
Director/Chair and faculty representatives in order to determine whether the student will
be allowed to continue in the program (In the Department of Justice and Human Services,
communications will take place online). The program reserves the right to dismiss such
students from the program.

Students dismissed from the program may petition for readmission after one academic
year. Such students will have their records examined by the program's administration. If
approved, the student will be readmitted to the program at that time. Only those courses
with grades of B or better will be applied toward the degree. Dismissal for violations of
professional, ethical conduct will be final. Students dismissed for such conduct will not be
considered for readmission to the program.

Readmission
Students dismissed from the program may petition for readmission after one academic
year and will need to reapply (repeat the application process) and have their records
examined by the Program Office. Upon approval, the student will be readmitted to the
program in effect at that time. Only those courses completed within the past 5 years with
grades of "B" or higher will be applied toward the degree.

20
Transfer of Credit
Credit hours may be accepted for transfer into the Ph.D. and M.A./M.S. programs. These
must be graduate courses taken at regionally accredited colleges or universities. All courses
to be transferred must be substantially equivalent to courses taught in the program to which
the student is applying. Each applicant’s submissions will be reviewed on an individual basis.
There are no transfer credits given for electives except within the Department of Justice and
Human Services and the Department of Writing and Communication.

Transfer of credits need to be submitted upon admission to a program and prior to the
development of degree plans. Requests for transfer of credit must be completed before the
end of the student’s first term. Requests for transfer of credit received after the completion
of the student’s first term will not be accepted.

To be considered for transfer of credit, students must submit an Application for Transfer of
Credit, available online for the program to which they are applying. The application must be
supported with a catalog course description and the syllabus that documents the content of
each of the course. No more than two courses may be used to establish equivalence with a
single NSU course. Approved transfer credit from a single course completed at a prior
institution may be applied to only one NSU course; transfer credit from a single course may
not be applied across multiple NSU courses. To be considered for transfer of credit, courses
must have been completed less than 7 years (5 years for programs in the Department of
Justice and Human Services) prior to the beginning of the student's first term. Also, course
grades for any transfer of credit request must be a "B" or higher. Courses approved for
transfer of credit are recorded on the student’s NSU transcript.

Course work submitted from a foreign institution will be evaluated for equivalency in
accordance with accreditation standards.

The following is the maximum number of transfer credits accepted by each program:

Maximum Number of Transfer Credits Accepted, by Program

Maximum Number of Transfer

Program
Credits
Doctor of Philosophy in Conflict Analysis and Resolution 15
Doctor of Philosophy in Criminal Justice 6
Doctor of Philosophy in Family Therapy 21
Doctorate in Marriage and Family Therapy Varies; consult program
Master of Arts in Composition, Rhetoric, and Digital Media 6
Master of Arts in Cross-Disciplinary Studies 12
Master of Arts in Gerontology 6
Master of Human Services in Child Protection 6
Master of Science in College Student Affairs 9
Master of Science in Conflict Analysis and Resolution 9
Master of Science in Criminal Justice 6
Master of Science in Developmental Disabilities 6
Master of Science in Family Therapy 9
Master of Science in National Security Affairs 6

21
DCRS or DMS students who may be unable to receive Transfer of Credit but who can
demonstrate mastery of a required course, (i.e., through extensive professional experience)
may be able to receive a Waiver of Requirement. The Waiver of Requirement does not
provide credit; rather it enables a student to take an elective in lieu of the required course.
Waivers are at the sole discretion of the department and must be requested prior to the end
of the first term in the program.

Students entering the M.S. in National Security Affairs and International Relations may apply
for credit based on prior experience, for example military training programs. They must
demonstrate through a portfolio and, when appropriate, a test or an oral presentation that
they have mastered through experience the learning outcomes of a particular course. This
is included in the maximum 6 credits mentioned above. Please contact the Department of
History and Political Science for more details.

For more information about the transfer of credits, please visit the NSU Transfer Evaluation
Services website at: [Link]

State Disclosures
The following information is provided in compliance with state regulations related to higher
education. Some state laws require an institution to provide students with specific
disclosures. The following statements are presented in order to comply with these
requirements.

Minnesota
Nova Southeastern University is registered with the Minnesota Office of Higher
Education pursuant to Minnesota Statutes sections 136A.61 to 136A.71.
Registration is not an endorsement of the institution. Credits earned at the
institution may not transfer to all other institutions.

Washington
Nova Southeastern University is authorized by the Washington Student
Achievement Council and meets the requirements and minimum educational
standards established for degree-granting institutions under the Degree-Granting
Institutions Act. This authorization is subject to periodic review and authorized
Nova Southeastern University to [offer/advertise and recruit for] specific degree
programs. The Council may be contacted for a list of currently authorized
programs. Authorization by the Council does not carry with it an endorsement by
the Council of the institution or its programs. Any person desiring information
about the requirements of the act of the applicability of those requirements to the
institution may contact the Council at P.O. Box 43430, Olympia, WA 98504-3430.

Masters En Route

Students enrolled in the Ph.D. in Conflict Analysis and Resolution, Ph.D. in Family Therapy,
and D.M.F.T. in Marriage and Family Therapy programs oftentimes complete master’s level
core courses to achieve readiness to begin doctoral level courses. In doing so, these students
may complete the requirements for a M.S. degree in Conflict Analysis and Resolution or for
a M.S. degree in Family Therapy and may be eligible to request, be considered for, and be
awarded a master’s degree. For a master’s degree to be awarded to a doctoral student, the
student must be in good academic standing, have maintained a minimum cumulative GPA

22
of 3.5, have remained actively enrolled, and must request in writing to be evaluated for this
“Granting of a Master’s degree” provision.

Students who are enrolled in a master’s or doctoral degree program in the Department of
Conflict Resolution Studies (DCRS) or in the Department of Family Therapy (DFT), but are
unable to complete the program, may be eligible to request, be considered for, and be
awarded a graduate certificate in their field of study. Students must be in good academic
standing, actively enrolled, and have a minimum cumulative GPA of 3.0. This applies to DFT
and DCRS students, only.

The program director and department chair will review each student request to determine if
the requirements set forth are met. A decision will be made and communicated in writing by
the department chair. If approved, the student will be eligible to submit a degree application.
All NSU degrees are awarded by the Nova Southeastern University Board of Trustees, upon
the recommendation of the faculty.

Adding/Dropping/Withdrawing from Classes

Students must register for courses prior to the beginning of the term. The Drop/Add period
can be identified on the CAHSS Academic Calendar located in this catalog and online.
Various refund periods are detailed in the Academic Calendar:

[Link]

The dates for withdrawing from a course are identified on the Academic Calendar.
Withdrawal from a course during the timeframe designated on the Academic Calendar shall
lead to a W being placed for that course on the transcript.

If a student does not participate in a course during the first two weeks, that student will be
dropped from the course, per university registrar guidelines.

A student will only be permitted to petition and receive consideration for a retroactive drop,
withdrawal, or refund for a course no more than 30 days after the end of the term if he or
she has extremely extenuating circumstances and provides the appropriate documentation
(e.g., medical records, death in family, etc.).

Refund Schedule (Graduate students only)

The following schedule applies to refund payments for each class:

Drops during the first week of the term: 100% refund

Drops during the second week of the term: 75% refund
Drops during the third week of the term: 50% refund
Drops during the fourth week of the term: 25% refund

The withdrawal deadline is three weeks before the end of the course: no refund.

Changes to course registrations will not be accepted 30 days after each semester ends.
Students are responsible for reviewing their registration and academic records each
semester for accuracy.

23
Call the program office and/or notify the instructor concerning unanticipated withdrawals
(e.g., sudden illness) or class absences. For advisement on withdrawals and refunds,
contact the program office.

Course Cancellation
The university reserves the right to cancel any course. If a course is cancelled and a
replacement is not offered, students will receive a full refund of tuition paid for the cancelled
course.

Incomplete Grades
A student can request an incomplete grade under certain extenuating circumstances when
unable to complete all course requirements within the term registered. An incomplete grade
may be granted only if the student is maintaining a passing average on all required course
work up to the point of the request. Students, rather than faculty, must initiate a request
for an incomplete grade.

A student must discuss with his or her instructor the need for an incomplete in the course
and then make a formal, written request to his or her instructor for an incomplete grade.
Such requests, unless there is an unexpected medical emergency, must be approved two
weeks before the last regularly scheduled class (refer to the CAHSS Academic Calendar).
The Incomplete Grade Request Form must include a detailed description of the work that
needs to be completed, the term, expected completion date, and any other information
agreed to by the student and instructor. Signatures must be completed prior to a final
approval and filing the originally signed form with the Program Coordinator. To review an
Incomplete Grade Request Form visit [Link]

An incomplete, noted as “I” on the student’s transcript, is for a period of one term only. It
is the responsibility of the student to work with the instructor and submit completed work
by the agreed upon date and prior to the last day of class of the following term. At the end
of the following term, if the work has not been completed, the incomplete grade is
automatically changed to an F. Students who have an outstanding incomplete grade or who
have a failing average may not receive an additional incomplete.

Please note that incomplete grade policies for various programs may vary. For example, no
incomplete grades are given for practicum courses in family therapy; however, DCRS offers
consideration of an incomplete grade under extreme unexpected circumstances. The
practicum handbook for each department offers information about the current policy.

Academic Evaluation and Standards

The Department of Family Therapy, the Department of Justice and Human Services, and the
Department of Multidisciplinary Studies utilize the following grading criteria and the ability
to meet the course requirements based on rubrics located within each syllabus: A, B, C, and
F. A grade of W is given to a student who withdraws from a course and based on the
Academic Calendar requirements for withdrawals. Letter grades of P (Pass), PR (In
Progress), and NP (No Progress) are used for exams, portfolios, and dissertations.

The Department of Conflict Resolution Studies utilizes the following grading criteria and
grading rubrics in each course syllabus: A, A-, B+, B, B-, C+, C, C-, and F (the use of + and
– grades is at the discretion of the course instructor but will be indicated in the course
syllabus). A grade of W is given to any student who withdraws in accordance with the
Academic Calendar requirements for withdrawals. Letter grades of P (Pass), PR (In
Progress), NP (No Progress), and F (Fail) are used for exams and dissertations.

24
The Department of Writing and Communication and the Department of History and Political
Science utilize the following grading criteria: A, A-, B+, B, B-, C+, C, C-, D+, D, and F. A
grade of W is given to any student who withdraws in accordance with the Academic Calendar
requirements for withdrawals. Letter grades of P (Pass) and F (Fail) are used for thesis.
Degree Conferral
Students who have completed all degree requirements must submit an application for
degree. A fee is required upon submission of the degree application form, which is available
on the CAHSS resource page ([Link] or on the
Registrar’s webpage ([Link]

Upon approval, the application is presented to the University’s Board of Trustees for
conferral. Degrees are conferred at the end of the month in which the application for
degree/diploma was approved and recommended to the Board of Trustees by the academic
department and the Office of the Registrar.

Graduation Requirements
Students must complete all degree requirements within the stated time limit. In addition,
doctoral students must have a 3.5 GPA (3.0 in the Ph.D. in Criminal Justice program) and
M.A./M.S. students must have a minimum 3.0 GPA at the time of degree completion.
Students must not be in financial arrears with any office at NSU.

Alumni Association
All graduates of Nova Southeastern University are automatically members of the NSU
Alumni Association, which provides many benefits and opportunities for engagement.
Information about the NSU Alumni Association can be found at:
[Link]

STUDENT RIGHTS AND RESPONSIBILITIES

Nova Southeastern University

Statement of Student Rights and Responsibilities

The following is excerpted from the NSU Student Handbook, pages 26-28
([Link]

Nova Southeastern University, as a community of women and men, is committed to

furthering scholarship, academic pursuits, and service to our society. As an institution, our
purpose is to ensure all students an equal opportunity to fulfill their intellectual potential
through pursuit of the highest standards of academic excellence.

Certain rights and obligations flow from membership in any academic community
committed to such goals:

 the rights of personal and intellectual freedom, which are fundamental to the idea
of a university

25
  scrupulous respect for the equal rights and dignity of others

 dedication to the scholarly and educational purposes of the university and

participation in promoting and ensuring the academic quality and credibility of the
institution

Students are responsible for obtaining, learning, and observing the established university
and academic center policies as listed in all official publications. In addition, students must
comply with the legal and ethical standards of the institution, as well as those of Broward
County, the state of Florida, as well as any other laws, rules, and/or regulations of other
jurisdictions. All members of the community should inform the appropriate official of any
violation of conduct regulations.

A. Academic Standards
The university is an academic community and expects its students to manifest a
commitment to academic integrity through rigid observance of standards for academic
honesty. The university can function properly only when its members adhere to clearly
established goals and values. Accordingly, the academic standards are designed to ensure
that the principles of academic honesty are upheld.

The following acts violate the academic honesty standards:

1. Cheating—intentionally using or attempting to use unauthorized materials,

information, or study aids in any academic exercise

2. Fabrication—intentional and unauthorized falsification or invention of any

information or citation in an academic exercise

3. Facilitating Academic Dishonesty—intentionally or knowingly helping or

attempting to help another to violate any provision of this code

4. Plagiarism—the adoption or reproduction of ideas, words, or statements of

another person as one’s own without proper acknowledgment

Students are expected to submit tests and assignments that they have completed without
aid or assistance from other sources. Using sources to provide information without giving
credit to the original source is dishonest. Students should avoid any impropriety or the
appearance thereof in taking examinations or completing work in pursuance of their
educational goals.

Students are expected to comply with the following academic standards:

1. Original Work

Assignments such as course preparations, exams, texts, projects, term papers,

practicum, or any other work submitted for academic credit must be the original
work of the student. Original work may include the thoughts and words of another
author. Entire thoughts or words of another author should be identified using
quotation marks. At all times, students are expected to comply with the university
and/or program center’s recognized form and style manual and accepted citation
practice and policy.

26
 Work is not original when it has been submitted previously by the author or by
anyone else for academic credit. Work is not original when it has been copied or
partially copied from any other source, including another student, unless such
copying is acknowledged by the person submitting the work for the credit at the
time the work is being submitted, or unless copying, sharing, or joint authorship is
an express part of the assignment. Exams and tests are original work when no
unauthorized aid is given, received, or used before or during the course of the
examination, re-examination, and/or remediation.

2. Referencing the Works of Another Author

All academic work submitted for credit or as partial fulfillment of course

requirements must adhere to each program center’s specific accepted reference
manuals and rules of documentation. Standards of scholarship require that the
writer give proper acknowledgment when the thoughts and words of another author
are used. Students must acquire a style manual approved by their center and
become familiar with accepted scholarly and editorial practice in their program.
Students’ work must comport with the adopted citation manual for their particular
center.

At Nova Southeastern University, it is plagiarism to represent another person’s

work, words, or ideas as one’s own without use of a center-recognized method of
citation. Deviating from center standards (see above) are considered plagiarism at
Nova Southeastern University.

3. Tendering of Information

All academic work must be the original work of the student. Knowingly giving or
allowing one’s work to be copied, giving out exam questions or answers, or
releasing or selling term papers is prohibited.

4. Acts Prohibited

Students should avoid any impropriety or the appearance thereof, in taking

examinations or completing work in pursuance of their educational goals. Violations
of academic responsibility include, but are not limited to the following:

 Plagiarism

 any form of cheating

 conspiracy to commit academic dishonesty

 misrepresentation

 bribery in an attempt to gain an academic advantage

 forging or altering documents or credentials

 knowingly furnishing false information to the institution

27
 Students in violation will be subjected to disciplinary action.

5. Additional Matters of Ethical Concern

Where circumstances are such as to place students in positions of power over

university personnel, inside or outside the institution, students should avoid any
reasonable suspicion that they have used that power for personal benefit or in a
capricious or arbitrary manner.

Student Appeals
Students must initiate the appeals process no later than 30 days after the decision to be
appealed is made. In case of a grade appeal, the appeals process must be initiated no later
than 30 days after the grade is posted. As students follow the process steps and make
contact with the appropriate faculty and administrators, they are encouraged to use email
as a means of confirmation. Please copy the appropriate department assistant to enhance
follow-up.

1. Discuss the matter with the faculty member. If the matter is not resolved within
30 days after contact is made and the student wishes to continue the appeal
process, s/he should:
2. Discuss the matter with the appropriate Program Director/Chair of the
Department. If the matter is not resolved within 30 days after contact is made
and the student wishes to continue the appeal process, s/he should:
3. Discuss the matter with the appropriate Department Chair. Please note that at
Step 3, the student must document his/her grievance. If the matter is not
resolved within 30 days after contact is made, and the student wishes to continue
the appeal process, she or he should:
4. Discuss the matter with the Dean of CAHSS, who is the final arbitrator.

Institutional Review Board (IRB)

NSU encourages the conduct of research in and among its colleges and centers, and in
collaboration with other educational institutions, agencies, and organizations. While
respecting the right of faculty to full academic freedom in research, the university is firmly
committed to adhering to basic ethical principles underlying the acceptable conduct of
research involving human subjects.

Students must process all proposed research through the CAHSS IRB representative. Please
consult the Chair of the department and the IRB website for additional information. The IRB
website is [Link] Any violation of this process is considered a breach of
ethics and grounds for dismissal.

Email Policy
In keeping with NSU policy, the College of Arts, Humanities, and Social Sciences (CAHSS)
requires its students to hold and regularly maintain one official university-assigned computer
account that is used to access major computing resources, including email. Students MUST
use their NSU email accounts when sending email to faculty and staff and must clearly
identify their names and other appropriate information, e.g., course or program. When
communicating with students via email, faculty and staff members will send mail ONLY to
NSU email accounts using NSU-recognized usernames. Students who forward their NSU-

28
generated email to other email accounts do so at their own risk of not receiving required
program information.

Faculty/Student Collaboration
Students are encouraged to collaborate with faculty on articles and books for publication.
Students are also encouraged to collaborate with faculty on presentations, and may do co-
therapy, co-mediation, etc. with faculty as indicated by their practicum supervisor. In
general, collaborative relationships are encouraged within the boundaries of mutual respect
and appropriate roles.

Advertising
It is against University policy for students to advertise their business activity, even if
program related, through e-mail or mail box distribution to faculty, students and staff.

Drug-Free Schools and Campuses

In order to comply with the Drug-Free Schools and Communities Act (Pub. L. No. 101-226,
title 34 C.F.R., part 86) Nova Southeastern University has adopted the following policy for
all workplace, school, campus, and field-based programs.

The unlawful manufacture, distribution, dispensation, possession, or use of illicit drugs and
the abuse of alcohol are prohibited in and on Nova Southeastern University-owned or -
controlled property and as a part of any of its activities. No Nova Southeastern University
employee or student is to report to work or school while under the influence of illicit drugs
or alcohol.

Smoking and Nonsmoking

The use of tobacco products is strictly prohibited at Nova Southeastern Facilities.

Privacy of Records
Nova Southeastern University maintains a system of records that includes application forms,
admission test scores, and transcripts of students' previous academic records and
performance. These records are available for review by current and former students upon
written request to the Office of the University registrar. However, the registrar will not
release transcripts of students' academic records until all accounts, both academic and
nonacademic, have been paid.

The University is regulated by FERPA (Family Education Rights and Privacy Act) which limits
access by and disclosure to a third party. Such access is given only upon consent of the
student or if required by law, except for the following information, which may be released
as directory information: a) student's name, b) address, c) dates of attendance, d) degree
and awards received. Requests for such information must be submitted in writing to the
university. The university reserves the right to refuse the above information if the reason
for the request is not considered to be sufficient need to know.

Any student or parent not wishing to have this information disclosed should notify the Office
of the University Registrar in writing before September 1 of the relevant School year.

29
Students do not have the right of access to educational records until they have been
admitted to and have actually begun attending Nova Southeastern University. There is no
prohibition from disclosing such information to the parents of students who are listed on
their parents' federal income tax forms.

Parents or eligible students will be provided a hearing by the university if they wish to
challenge the content of the record. If they are still not satisfied, the parents or eligible
students may add explanatory or rebuttal matter to the record.

If students' are denied access to a hearing or if the records are alleged to have been illegally
disclosed to a third party, the student or parent(s) may file a complaint with the U.S.
Department of Education.

Reservation of Power
Nova Southeastern University reserves the right to amend, modify, add to, or delete its
rules, policies, and procedures affecting its institutional relationship with students as deemed
necessary by the administration. Any such amendment, modification, addition, or deletion
shall not be considered a violation of the relationship between the university and the student.
Such right includes modification to academic requirements, curriculum, tuition, and/or fees
when in the judgment of the administration such changes are required in the exercise of its
educational responsibility.

Student Relations

General
Nova Southeastern University has established specific policies, procedures, and guidelines
defining its relationship with its students. The term "student" as used in this handbook
defines the student, or parents of the student if the student qualifies as a dependent under
the provisions of the Internal Revenue Code.

Institutional and Academic Information

NSU and its composite academic units periodically publish bulletins or catalogs describing
the university and its academic programs. These bulletins are available to enrolled and
prospective students through the various admissions offices associated with the academic
units or from the Office of the University registrar. Each academic unit, group of units,
and/or the Office of the University registrar maintains at least one full-time employee to
assist all students in obtaining information.

All students admitted to NSU programs must be knowledgeable of, and abide by university
policies and procedures. Students can access the NSU Student Handbook at:
[Link]

RELATED POLICIES:
Student-Related: Student Code of Conduct and Academic Integrity
General policies: Copyright and Patent Policy, Computing Account Security Agreement

30
 ACADEMIC SUPPORT SERVICES
Library Resources
The university library system is composed of the East Campus Branch Library, Einstein
Library, Health Professions Division Library, Law Library, North Miami Beach Branch Media
Union, Oceanographic Library, and four school libraries on the main campus. Also, branch
libraries are located in the Bahamas, Jamaica, and Panama. Agreements have been signed
with 19 academic libraries throughout the world to provide library support for NSU programs
offered in specific geographical areas. The catalogs of all libraries are accessible to local and
distance education students and faculty, wherever they may be located, via computers using
the Electronic Library. Overall, the university's libraries house approximately 360,000
volumes and 1,3000,000 microfilm units. Online and CD-ROM databases complement the
paper-based holdings and provide full-text resources. Interlibrary loan arrangements
through networked organizations such as the Online computer Library Center (OCLC), the
Southeast Florida Library Information Network (SEFLIN), the Consortium of Southeastern
Law Libraries (COSELL), and the National Library of Medicine (NLM) provide broad access to
a wide range of materials.

Distance education student have access to books, journal articles, microfiche, dissertations,
index searches, catalog searches, and reference librarians. Librarians travel to class sites
to teach students at a distance from the campus. Distance students can request library
material using fax, mail, or computer.

The 325,000-square-foot Alvin Sherman Library is one of the largest library buildings in the
state of Florida and offers full collections of research materials, specialized databases,
popular fiction and nonfiction books, magazines and journals, CDs, and DVDs. The library
houses 800,000 volumes, electronic classrooms, a 500-seat auditorium, museum-style
collections and exhibits, and has access to educational resources throughout the country.

Career Development
The mission of the Career Development office is to provide a supportive environment for
NSU students and alumni to engage in individualized career exploration and planning that
complements their academic experience and supports their professional goals.

All students are encouraged to participate in career advisement, opportunities to meet

employers, and assistance with preparation for the job or graduate school search. Come
and let us:
 Develop a career life plan, from choosing a major to conducting a job search
 Explore career and/or graduate/professional school opportunities
 Secure employment

Financial Aid
Nova Southeastern University's Office of Student Financial Assistance, administers
comprehensive federal, state, institutional, and private financial aid programs. The purpose
of these programs is to provide monetary assistance to students who can benefit from
further education but who cannot do so without such assistance. Students interested in
applying for financial aid should contact the Office of Student Financial Assistance at (954)
262-3380 or toll free at 800-806-3680 or via e-mail at finaid@[Link]

31
When to apply for Financial Aid
It is recommended that students apply for financial aid well in advance of the date the funds
will be needed because normal application processing can take up to twelve weeks. It is
extremely important that students complete all forms correctly and respond promptly to all
inquires in order to prevent delays in processing. Awards are made only for the academic
year. Applications are generally available each January for the following academic year.

General Eligibility Requirements

In order to participate in the financial aid programs, participants generally must:
1. Be U.S. citizens, permanent residents, or in the United States for other than temporary
purpose and be able to provide proof of such
2. Be accepted for enrollment in an eligible degree-seeking program at Nova Southeastern
University
3. Be making satisfactory progress in their course of study
4. Not be in default of or owe a refund for any financial aid received previously
5. Sign a statement of educational certification
6. Be registered with Selective Service if required to do so by federal law.

Housing
Housing is available on the main campus. Applicants are encouraged to apply early.
Interested students are invited to obtain further information from:

Residential Life and Housing

Nova Southeastern University
3301 College Avenue
Ft. Lauderdale, FL 33314
(954) 262-7052
800-541-6682, ext. 27052

International Students
The Office of International Students and Scholars (OISS) provides complete support and
advisory services. The goal of OISS is to provide excellent service to all international
students to allow for an overall remarkable experience. OISS staff are available to answer
your questions and help you with any immigration-related problem that you may have.
Please feel free to email them if you have any questions or concerns.

Intl. Students and Scholars

Nova Southeastern University
Horvitz Admin. Bldg., 2nd Floor
3301 College Avenue
Ft. Lauderdale, FL 33314
(954) 262-7240
800-541-6682, ext. 27240
For more information, please visit:
[Link]

Students with Disabilities

Nova Southeastern University complies with Section 504 of the Rehabilitation Act of 1973
and the Americans with Disabilities Act of 1990. No qualified individual with a disability shall
be excluded from participation in or be denied the benefits of the services, programs, or

32
activities of the university, or be subjected to discrimination by reasons of his or her
disability. Student requests for accommodation will be considered on an individual basis in
accordance with the Institute’s procedures.

Suicide and Violence Prevention

NSU’s commitment to collaboration is clearly evidenced by the Office of Suicide and Violence
Prevention. Dr. Douglas Flemons, CAHSS Professor of Family Therapy, co-directs the office
with Dr. Scott Poland, CPS Professor of Psychology. The office, which reports to the Division
of Clinical Operations, is also staffed by a post-doc psychologist and a graduate assistant.
Drs. Flemons and Poland and their staff offer trainings throughout the campus on suicide
prevention, suicide assessment, stress reduction, and time management, and their website
at [Link] provides resources for campus based and online
students, faculty, and staff. The office is just completing a 3-year SAMHSA grant that funded
the creation of three video-supported Blackboard training modules on suicide prevention
and assessment, designed to assist in the creation of a human safety net for the entire NSU
community. Drs. Flemons and Poland, co-PIs for the grant, were assisted by the grant
coordinator, Dr. Erin Procacci, and by creative consultant Dr. David Spangler, a professor
and administrator in the Fischler School of Education.

Veterans

Veterans' Benefits
Nova Southeastern University programs are approved for the training of veterans
and other eligible persons by the Bureau of State Approval for Veterans' Training,
Florida Department of Veterans' Affairs. Eligible veteran's and veterans' dependents
should contact:

NSU Veteran Benefit Administrator/Certifying Official

800-541-6682, ext. 27236
Fax (954) 262-3864
Office Hours: Monday - Friday, 8:30 am - 5:00 pm EST

Veterans Resource Center

The mission of the Veterans Resource Center (VRC) is to link veterans with university
and community resources, as well as provide a welcoming environment for student-
veterans to meet, relax, and gather. The VRC is located on the second floor of the
Rosenthal Building in Room 218. The room is open from 7:00 a.m. to 10:00 p.m.,
seven days a week. For more information about NSU’s Veterans Resource Center,
please call (954) 262-FLAG (3524) , email us (VRC@[Link]) or visit website
[Link]/veterans

Standard of Progress
A student receiving veterans’ benefits must maintain satisfactory progress. Students
will be considered to be making satisfactory progress as long as they meet the
academic standards set by their school for retention in their degree programs.

A student who, at the end of any evaluation period, has not attained and maintained
satisfactory progress will be certified, in a probationary status, for only one additional
evaluation period. Should this student not attain and maintain satisfactory progress
by the end of the probationary period (one evaluation period), the student’s VA
educational benefits will be terminated for unsatisfactory progress.

33
 A student whose VA educational benefits have been terminated for unsatisfactory
progress may petition the school to be re-certified after one evaluation period has
elapsed. The school may re-certify the student for VA educational benefits only if
there is a reasonable likelihood that the student will be able to attain and maintain
satisfactory progress for the remainder of the program.

For VA payment of benefits purposes, an “I” (Incomplete) designation for a course

must be converted to a credit grade counting toward graduation, or a failing grade,
by the end of one calendar year unless permission for a delay is granted by the
Academic Dean for that program. An “NG” (no grad) designation for a course must
be converted to a credit grade counting toward graduation, of a failing grade, by the
end of one regular semester unless permission for a delay is granted by the Academic
Dean for that program.

Grade/Progress Reports for VAs

Each VA student will be provided a grade/progress report at the end of every
evaluation period (e.g., term, semester). A copy of each report will be placed in the
student’s permanent file maintained by the school. The university periodically
furnishes each student with a working transcript that shows current status of grades
and earned semester hours for all courses completed and/or attempted, plus grades
for courses in which the student is currently enrolled.

Credit for Prior Training (CPT)

Nova Southeastern University complies with federal regulations for veterans’ training
that it is mandatory for all veterans benefits recipients to report either prior education
and/or training. A student receiving veterans benefits that have previous post-
secondary educational training/experience must request official transcript(s) be sent
to the school. If the transcript has not been received prior to the end of the student’s
second term here at Nova Southeastern University, the student cannot be certified
for veteran’s benefits for the upcoming term. The student can be certified for
veteran’s benefits after the transcript has been received.

The school will evaluate the student’s previous training and/or experience and grant
credit as appropriate. Should credit(s) be accepted and/or granted, the student’s
tuition and training time will be reduced proportionately, with the veteran and VA so
notified.

ABOUT OUR PROGRAM FORMATS

Campus-Based Programs
All campus-based programs offered through CAHSS are scheduled at times convenient for
most working adults.

The PhD program in Conflict Analysis and Resolution is offered in both campus-based
and distance learning formats. Students may enroll on a full time (9 credits per term) or
part time (6 credits per term) basis. Students who attend full-time can expect to complete
the program’s coursework in 2½ years, followed by dissertation. Part-time students will
complete the program’s coursework in 4 years, followed by dissertation. Courses are offered
during 3 terms a year: Fall, Winter, and Summer.

34
Campus-based classes are scheduled in the evening, 6:00 P.M. – 9:00 P.M. Full-time
students attend classes three evenings per week; part-time students attend classes two
evenings per week. All residential courses are also offered online; times for synchronous
sessions in online courses vary.

The residentially offered Ph.D. in Family Therapy program can be completed in 5 years
with the maximum timeframe of 7 years. If a student has not graduated once she/he has
reached the 5-year mark, the student must apply for an extension and receive approval
from the program director. Approval from the Program Director must be obtained for each
subsequent extension until the 7-year mark has been reached. Once students have passed
the 7-year mark, she/he must confer with the Program Director regarding possible dismissal
from the program. Full-time enrollment is considered to be at least nine credit hours per
term, fall, winter, and summer. Once students begin their dissertation, they are considered
full-time when registered for at least three credit hours per term. After taking 9 credit hours
of dissertation, students may enroll in one dissertation credit hour per term and still be
considered full time in the program. Students must continually be enrolled to remain active
in the program. If a student cannot take classes due to unforeseen circumstances, s/he must
to apply for a Leave of Absence three weeks prior the beginning of a term. Students can
request a leave of absence for no more than three terms. Obtaining a Leave of Absence does
not extend the time a student has to complete the program.
Classes in Family Therapy are scheduled 3:00 P.M. - 6:00 P.M. and 6:00 P.M. – 9:00 P.M.
Students can often complete course requirements by attending classes two-three days per
week; additional on and off campus time requirements are a part of clinical practicum
experiences. Clinical practicums are offered throughout the week and on Saturdays.

Classes in the Master of Arts in Cross-disciplinary Studies program vary based on the
department in which they are offered. Required courses are offered residentially generally
in the evening from 6:00 P.M.-9:00 P.M. and online. Courses available in the department
and from DFT and DCRS are offered at the times mentioned above.

Classes in College Student Affairs are scheduled in the evening, 6:00 P.M. – 9:00 P.M.
Full-time students attend classes three evenings per week; part-time students attend
classes two evenings per week. All courses are offered residentially and online.

Classes in National Security Affairs are online and some may be offered residentially.
Those offered residentially through CAHSS are scheduled in the evening, 6:00P.M.- 9:00
P.M.

Masters and doctoral courses in the Department of Justice and Human Services are
offered online. Some courses are offered face-to-face within the MHS in Child Protection
program, scheduled evenings and weekends.

Classes in the Master of Arts in Composition, Rhetoric, and Digital Media program are
offered residentially and are scheduled in the evenings, 6:00 P.M. – 8:30 P.M. during fall
and winter semesters, and 6:00 P.M. – 9:00 P.M. during the summer. Each course meets
once per week.

The Main Campus houses a full range of student support services including the Alvin
Sherman Library, Research, and Information Technology Center. NSU’s computer labs
provide students services to write papers, use email, and conduct research via the Internet.
For more information, visit the website at [Link]

35
Distance Learning Programs
The CAHSS distance learning programs employ an optimal combination of dynamic learning
models and flexible interactive media. Students can participate in online courses. Students
are provided NSU computer accounts but must obtain their own Internet service providers.

Distance learning programs are available in the Department of Conflict Resolution Studies,
the Department of Family Therapy, the Department of History and Political Science, the
Department of Justice and Human Services, and the Department of Multidisciplinary Studies.
For specific program information, please see the CAHSS Degree Programs chart on pages 7-
9.

Residential Institutes
All online students in the following programs are required to attend two Residential
Institutes (RIs) each academic year:

 Ph.D. in Conflict Analysis and Resolution

 M.S. in Conflict Analysis and Resolution
 M.S. in College Student Affairs
 M.A. in Cross-disciplinary Studies (ONLY if taking online classes
in meditation and facilitation)
 Graduate Certificate in Advanced Conflict Resolution Practice
 Graduate Certificate in Peace Studies

Currently, the RIs are held in the fall and winter, in February and late September.
Only online students taking Mediation, Facilitation, or Negotiation are required to
attend the winter RI. The RI helps online students build a learning community.
During the RIs, students participate in experiential exercises, role-plays, group
simulations, guest speaker presentations, panel discussions, career development
seminars, poster presentations, social events, and much more. There is also time
allotted for degree plan advising and library research skills training. Failure to attend
RI without a waiver from the department will result in the reduction of a student’s
final grade by one letter grade.

Online media and interactive methods are used throughout the instructional sequence, such
as Blackboard, distance library services, electronic library, plus a range of online activities
that facilitate frequent student to faculty, and student to student interaction. Online activities
include real-time and/or synchronized forums using threaded discussion boards, chat rooms,
email, and electronic classroom sessions. NSU offers extensive distance and electronic
library services. For more information, visit the website at [Link]

36
 DEPARTMENT OF CONFLICT RESOLUTION STUDIES

The Department of Conflict Resolution Studies (DCRS) is committed to academic excellence,

cultural diversity, social responsibility, and reflective practice in the fields of sociology,
anthropology, and conflict resolution. Through both undergraduate and graduate programs,
we focus on the study of human behavior in societies, what social theories and research
reveal about individuals, groups, institutions, and nations, and how parties achieve
constructive agreements based on the principles of nonviolence, equity, dignity, and
appreciation for human diversity. The department explores how people group themselves
and behave in groups, and provides a learner-centered approach to practice and research
to support improved social relations among individuals, groups, organizations, and nations.
The academic environment in the department is multi-disciplinary, dynamic, and innovative,
utilizing faculty expertise, student experience, learning technologies, and practitioners who
are knowledgeable in peacebuilding skills and techniques.

The following programs are offered by the Department of Conflict Resolution Studies:

 Doctor of Philosophy in Conflict Analysis and Resolution

 Master of Science in Conflict Analysis and Resolution

 Graduate Certificate in Advanced Conflict Resolution Practice

 Graduate Certificate in Peace Studies

 Bachelor of Science in Sociology

 Undergraduate Minors:
Anthropology
Sociology

Note: For information on all undergraduate programs, please see the Undergraduate Student
Catalog:

[Link]

37
 Doctor of Philosophy in Conflict Analysis and Resolution (Ph.D.)

Program Description
The Ph.D. program in Conflict Analysis and Resolution trains students in the skills and techniques
of practice, interdisciplinary research, policy and program development, historical critique,
cultural analysis, and theoretical foundations of the field. The mission of the doctoral program is
to advance the study and practice of conflict analysis and resolution by mentoring and developing
practitioners trained in theory, practice, research, teaching, and informed leadership in the field.
Students pursue an in-depth study in the field of conflict resolution while drawing from a variety
of theoretical perspectives and the knowledge of an experienced, interdisciplinary faculty.

The 76-credit-hour degree program is designed to prepare graduate students for careers as
advanced practitioners, college and university educators, researchers, theoreticians, consultants,
program evaluators, and organization administrators. The Ph.D. program is offered in both
residential and distance learning formats. These flexible formats allow mid-career working adults
and those unable to attend the residential program, to study conflict resolution in a creative,
rigorous, and structured fashion. The distance learning Ph.D. program is one of the few offered
nationally in the fields of peacemaking and conflict resolution. Students enrolled in the distance
learning program participate in Residential Institutes on the main campus at least once per year,
as well as online Web-based courses.

The Ph.D. program focuses on improving skills for reflective practice, understanding and
mastering qualitative and quantitative research knowledge and analysis, developing professional
leadership skills, and producing publications of quality and substance.

In addition to core courses, students may pursue concentrations in the following areas (though
a concentration is not required):

 Interpersonal Conflict
 Community-based Conflict
 Conflict in Organizations
 Global Conflict

Permission to take more than 9 credits:

If a student has a GPA of 3.5 or higher, is in good academic standing, and has no incompletes,
a DCRS student may request to be registered by the department for a fourth course within a
term (Excluding 1 credit Doc Seminar- automatic approval).

Student Advising
A student who wishes to seek advising regarding course selection or degree plan should consult
with the program administrators.

Peer Mentors
Each first-year student upon enrollment in the program may request a peer mentor. The purpose
of the Peer Mentoring Program at DCRS is to assist the students with their graduate studies
transition. Peer mentors provide support and guidance to fellow DCRS students in navigating
their degree by offering advice about managing coursework and accessing resources that expand
academic and professional development. Peer mentoring sessions occur in a group format at the
RIs and one-on-one, either in person, telephonically or by email.

38
Degree Plans

Students are required to take courses in 3 core competency areas: conflict resolution theory,
research methods, and conflict resolution practice. In the core competency of conflict resolution
theory, students are required to take CARD 5000 The Foundations of Conflict Resolution, as well
as 3 of the following 4 courses: CARD 7040 Theories of Conflict Resolution I, CARD 7050 Theories
of Conflict Resolution II, CARD 6120 Culture and Conflict, and CARD 7250 Public Policy. In the
core competency of research methods, students are required to take CARD 7090 Quantitative
Research I, CARD 7100 Quantitative Research II, CARD 7110 Qualitative Research Methods I,
and CARD 7120 Qualitative Research Methods II. In the core competency area of conflict
resolution practice, students are required to take CARD 5040 Human Factors, as well as 3 of the
following 5 courses: CARD 5100 Mediation Theory and Practice, CARD 5140 Negotiation Theory
and Practice, CARD 6140 Facilitation Theory and Practice, CARD 7020 Systems Design, and CARD
7050 Teaching and Training. In addition, students are required to take 2 of the following
practicum courses: CARD 6130 Practicum I, CARD 6624 Advanced Practicum, CARD 6625 Global
Practicum, or CARD 7510 Teaching and Training Practicum. In addition, students are required
to take 7 elective courses.

Courses are offered according to a set schedule (see below). Students are responsible for
ensuring that they have fulfilled their individualized degree plans, which will be verified by the
department, before they are given the opportunity to take their Qualifying Exam. In their last
term of coursework, students are also required to take CARD 7001 Doctoral Seminar, which
provides preparation for taking the Qualifying Exam. Upon successful completion of the
Qualifying Exam, students will be registered for 3 dissertation credits per term, starting with
CARD 7901, the Dissertation Preparation Course. After 12 credits are completed, students will
be registered for 1 credit of dissertation per term until the student successfully defends the
dissertation.

A sample degree plan for a full-time student who begins their studies in fall term is provided on
the following page. Degree plans will be modified based on a student’s enrollment date and pace
of study.

39
 Sample Degree Plan: 76 credits hours (Full time)

Fall (August) Winter (January) Summer (May)

Year 1 CARD 5000: Foundations and CARD 5100: Mediation Theory CARD 6140: Facilitation
Development of Conflict and Practice Theory and Practice
Resolution (on-campus program)
CARD 7040: Theories of Or Elective
CARD 5040: Human Factors Conflict and Conflict Resolution (online program)
I
CARD 7110: Qualitative CARD 7050: Theories of
Research I CARD 7120: Qualitative Conflict and Conflict
Research II Resolution II

CARD 66__: Elective

Year 2 CARD 6120: Culture and CARD 5140: Negotiation CARD 7020: Systems Design
Conflict Theory and Practice Or Elective

CARD 66__: Elective CARD 66__: Elective CARD 66__: Practicum I or

Global Practicum
CARD 7090: Quantitative CARD 7100: Quantitative
Research I Research II CARD 66__: Elective

Preliminary Review
Year 3 CARD 6140: Facilitation CARD 7001: Doctoral Seminar Qualifying Examination
Theory and Practice (1 credit) (Registration by Program Manager)
(online program)
Or Elective CARD 7510: Teaching and CARD 7901: Dissertation
(on-campus program) Training Practicum Preparation (3 credits)**

CARD 66__: Elective **After eligible students are

registered for the Qualifying
CARD 7500: Teaching and Exam by the Program
Training Manager, students may then
register themselves for CARD
7901.
Year 4 CARD 7900 Dissertation CARD 7900 Dissertation CARD 7900 Dissertation
(3 credits) (3 credits) (3 credits)
Year 5 CARD 7900 Dissertation (1 Graduation and Celebration
Credit)

Please Note: After a total of 12 dissertation credits are completed, if necessary, students
will register for 1 credit of dissertation per term until they complete and successfully
defend their dissertation, bind, and turn in their final document, and register their
dissertation with ProQuest, UMI. Such registration after final defense shall, if needed, only
be for one additional term subject to such exceptions as are provided for by law. If the
student fails to complete the requirements within the additional term, they shall
automatically be withdrawn from the program.

40
Program Specifics

Practicum
To complete the Ph.D. in Conflict Analysis and Resolution, students must complete two
courses from the following four options: CARD 6130 Practicum I, CARD 6624 Advanced
Practicum, CARD 6625 Global Practicum, or CARD 7510 Teaching and Training Practicum.
Students are encouraged to consult with the Practicum Coordinator in order to determine
which options would best fit their career goals.

Practicum placements have been established in an array of settings, such as schools,

prisons, court systems, parks, human services agencies, community organizations and
corporations. Additionally, students are encouraged to explore and initiate a Practicum
setting specific to their own individual interests. The student finds an appropriate site, and
the Practicum Coordinator will assist the student in calling the site and negotiating for a
placement if necessary.

The Practicum Coordinator can be consulted for detailed Information during each term and
at Residential Institute.. Students preparing for practicum are encouraged to attend one or
more sessions. eitherin-person or telephonic appointments with the Practicum Coordinator
for assistance with practicum placements.

Students should visit [Link] for the Practicum

Handbook and related forms.

Examinations and Evaluations

There are three program evaluations that students must pass in the course of their doctoral
studies. Each is described briefly below and more information is provided at
[Link]

I. Writing Assessment and Requirement

Doctoral students will undergo a writing assessment by the end of their second term in the
program. If students are found to be in need of skill building, the student will be required to
pass a graduate level writing course (such as SHSS 6620 Academic Writing or a comparable
class). The course must be completed before the student’s preliminary review. This course
will count as an elective

II. Preliminary Review

The Preliminary Review takes place after an accumulation of at least 18-24 credits. The
focus of the preliminary review is to determine whether the student should continue in the
doctoral program. In advance of the preliminary review, the student must complete the
required activities included on the DCRS PhD Passport, which is provided at the start of the
student’s first term. Prior to the preliminary review interview, the student will submit
specified materials for review, including but not limited to sample term papers, a CV, and a
reflection form.

The preliminary review meeting is an approximately 30 minute discussion between the

student and a DCRS administrator. Successes and challenges will be discussed. These
discussions will include a review of grades and any other relevant behavioral or performance-
based issues reported by faculty, students, or the administrative staff. Students should come
prepared to discuss what they have learned, how they are applying it in their work,
dissertation preparation or relevant practice areas.
Students with a “C” in any class during the first year will remain on preliminary review
status, and may be required to take additional classes such as writing or ESL, obtain a tutor,

41
or take other remedial action. They must also work with the faculty to demonstrate evidence
of progressive improvement during each successive term. Students with serious academic
issues such as academic probation based on grades, poor writing, poor attendance or other
serious issues may be academically dismissed from the doctoral program as a result of this
preliminary review.

Students who have shown disruptive, hostile, dangerous or other questionable behavior
during the first year will be confidentially counseled by their advisor, a department
administrator, the Associate Dean of Student Affairs, additional faculty as appropriate, and
any other person deemed to be relevant to the discussion. This process may be initiated at
any time, as needed. It need not wait until the preliminary review process. Such behavior
may result in dismissal from the program.

Following the preliminary review meeting, the student will receive one of the following
outcomes:

a) Pass review, effective immediately.

b) Pass review, with faculty recommendations for changes.
Please Note: In order to obtain one of these recommendations, all grades
must be B or higher, with no grades of incomplete. Courses with a grade C may
have to be retaken.
c) Repeat Preliminary Review, with continued enrollment contingent on the student
satisfying one or more specified criteria in the course of a specified amount of time.
d) Dismissal from doctoral program.

III. Qualifying Exam

The qualifying examination is a written examination given after students have completed all
the required course work, and before beginning dissertation hours. Successful completion of
the qualifying examination is required to move to advanced standing and begin dissertation
research. Doctoral Seminar, a one-credit course, is offered to help students prepare for the
exam and should be taken in the student’s final term of coursework. In addition, some
students find it helpful to form study groups. Students are encouraged to begin to prepare
for the exam well in advance.

Qualifying exams are given three times per academic year, once per term. The exam is
available on-line and takes place over three weekdays. Students may take the examination
on NSU’s campus or anywhere else of their choosing. Students will be able to access the
exam at a specific time on the morning of the first day, and their answers will be due 72
hours later. Students may use whatever materials they choose, but are expected to work
alone. They are expected to write the exam answers in their own words and to use
appropriate citations when applicable. Exam answers will be submitted to [Link] to
check for proper citation. The exam consists of a single question; the answer will integrate
theory, research, and practice aspects of conflict analysis and resolution.

Teams of faculty members grade the exam answers. Students are assigned an
examination number. Thus, faculty members do not know whose answers they are
reviewing. Students’ answers are evaluated on the substantive content, logical and
coherent style, and relevant use of class and other academic material. Students who
receive a failing grade by the team of faculty graders may take the examination again, up
to a maximum of three times. However, students will be required to prepare and wait until
the next examination is offered. Following failure of the exam, faculty may require that a
student retake a particular class, prepare a special written assignment, or other remedial
tasks before the exam can be taken for the second time. After three consecutive failures,

42
the student will be dismissed from the doctoral program. A failure to submit after
accessing the exam will be counted as an exam fail. Please visit
[Link] to view practice questions for the qualifying
examination.

Dissertation

Dissertation Chairs and Committees

A dissertation committee for all doctoral students will be composed of at least three
members, one of whom will serve as the dissertation chair. The dissertation chair must be
a full-time DCRS faculty member. At least one other committee member must be a full-time
CAHSS faculty member. A student may have one or more outside members on the
committee if methodological or a substantive topical issue make such membership advisable
and is approved by the dissertation chair. All members who are not DCRS faculty must have
an earned doctorate degree and must provide copies of their credentials to the
department. Dissertation committee members may not be from among the student’s family
members or personal friends, nor have graduated from CAHSS within the past three
academic years.

After students are registered for the qualifying exam by the department, they should register
themselves for CARD 7901 Dissertation Preparation. Upon passing the qualifying exam,
students are considered to be at the dissertation status. Towards the end of CARD 7901,
students must select their dissertation chair and complete the appropriate form, which is
available online on the DCRS Students Resources page.

Registering for Dissertation

Students are required to complete 12 credits of dissertation. Dissertation students register
for three credits per term, beginning with CARD 7901, the Dissertation Preparation course.
If a student is still in progress after 12 credits, the student registers for 1 credit per term
until they complete and successfully defend their dissertation, bind, and turn in their final
document, and register their dissertation with ProQuest, UMI Such registration after final
defense shall if needed, only be for one additional term subject to such exceptions as are
provided for by law. If the student fails to complete the requirements within the additional
term, the student will be automatically withdrawn from the program. If a student receives
a NP (No Progress) grade while registered for Dissertation, that term will not count toward
the required 12 credits of dissertation. If, for some reason, the student cannot continue
working on their dissertation, they must apply in writing for a leave of absence. If they
request a leave for longer than a term, it may not be possible, upon their return, to continue
with their original dissertation chair.

Dissertation Proposal
The dissertation proposal will be defended by the doctoral candidate before their full
dissertation committee. All committee members must agree that the proposal is ready for
defense before the defense can be scheduled. Proposal defenses may be performed using
any appropriate and relevant technology, depending on the location of committee members,
and the student. The student is permitted to defend their proposal by being present at
CAHSS in person, or via telephone or video conferencing. Please see the Dissertation
Proposal Guidelines and related forms at
[Link]

Final Dissertation
Final dissertation defenses may take place during each of the three academic terms. The
final day a student may hold the final dissertation defense within each term is the Friday

43
after the last day of the term. In order to take part in the June commencement ceremony,
a student must have their final dissertation defense notice sent out by May 1.
After the student has passed the final defense and completed all required revisions to the
satisfaction of the dissertation chair, the student must submit the document to the Doctoral
Director for a format review. Upon passing the format review, the student will be provided
with information regarding how to obtain bound copies of the dissertation. Prior to degree
conferral, the student must submit one bound copy of the dissertation and one pdf file of
the final dissertation, both of which must include the signed approval page.
Students should refer to the Dissertation Guidelines at
[Link] for detailed information.

Summary

The offered Ph.D. in Conflict Analysis and Resolution can be completed with the maximum
time frame of 7 years. If a student has not graduated once she/he has reached the 7-year
mark, the student must apply for an extension and receive approval from the program
director. Approval from the Program Director must be obtained for each subsequent
extension until the 10-year mark has been reached subject to such exceptions as are
provided for by law. Once students have passed the 10-year mark, she/he will be
automatically dismissed from the program. Once students begin their dissertation, they
are considered full-time when registered for at least three credit hours per term. After
taking 12 credit hours of dissertation, students may enroll in one dissertation credit hour
per term and still be considered full time in the program. Students must continually be
enrolled to remain active in the program. If a student cannot take classes due to
unforeseen circumstances, s/he must apply for a Leave of Absence before the end of the
semester in which they are in status. Students can request a leave of absence for no more
than three terms. Obtaining a Leave of Absence does not extend the time a student has to
complete the program.

A student who has not registered for more than 3 consecutive terms is considered
withdrawn from the program and must reapply to request readmission to the program. . If
approved for readmission, the student must be continually registered to remain in good
standing in the program.

Graduation Requirements/ Degree Completion

Students must comply with the following requirements in order to graduate with their
Ph.D. in Conflict Analysis and Resolution:
- Pass all course work with a 3.5 cumulative GPA or above. Nothing lower than a “C”
is permitted. Only one “C” is allowed.
- Earn a minimum of 76 credit hours
- Successfully defend their dissertation
- Complete the binding and submission of the final dissertation and PDF version
- Apply for and receive degree conferral
- Complete all requirements above within the stated time limit of the program

44
 Master of Science in Conflict Analysis and Resolution (M.S.)

Program Description
The M.S. in Conflict Analysis and Resolution is designed to train reflective professionals in
the practice, design, and evaluation of a variety of conflict resolution applications. The M.S.
program focuses on pragmatic approaches to solving problems inherent in human social
relations. Students are exposed to a wide array of techniques and strategies to help people
achieve improve relations and resolve conflicts that arise in many personal, professional,
organizational, and social environments. The M.S. program consists of a 12-course (36
credits) sequence that includes conflict resolution theory, practice skills, field placement,
research design, and program evaluation.

Program Formats
The M.S. program is offered in both residential and distance learning formats. These flexible
formats allow mid-career working adults and those unable to attend the on-campus
program, to study conflict resolution in a creative, rigorous, and structured fashion.
Students may enroll full or part time, taking six to nine credit hours per term. Students who
attend full-time can expect to complete the program in 15 months. Part-time students will
complete the program in 2 years. Summer attendance is mandatory.

Students taking online classes are required to attend two Residential Institutes (RI) per
academic year. Each RI is 5 days. Currently the RIs are held in February and September or
October. Please visit [Link] for current information.

Student Advising
A student who wishes to seek advising regarding course selection or their degree plan should
consult with the program administrators.

Degree Plans
Below is a sample of a degree plan for a full-time, residential student who begins their
studies in the Fall term. Degree plans will be modified based on a student’s enrollment date
and pace of study. (See departmental webpage for additional degree plans). Capstone and
Practicum are taken in the final term.

Degree Plan: 36 credits hours (For students who entered the program Fall 2016 and on)
Fall (August) Winter (January) Summer (May)
Year 1 CARM 5000: Foundations and CARM 5100: Mediation CARM 6150: Professional
Development of Conflict Resolution Theory and Practice Practice and Ethics
and Peace Studies
CARM 5140: Negotiation CARM 6140: Facilitation
CARM 5040: Communication Theory and Practice Theory and Practice (on
Dynamics in Dispute Resolution: campus)
The Human Factor CARM 5200: Research
Design and Program CARM 66__: Elective
CARM 6120: Culture and Conflict: Evaluation
Cross-cultural Perspectives
Year 2 CARM 6130: Practicum I:
Supervised Field Experience Graduation and Celebration

CARM 6450: M.S. Capstone

CARM66___: Elective

45
Program Specifics

Practicum
To complete the M.S. in Conflict Analysis and Resolution, students must complete Practicum
I, including the accrual of at least 65 hours of practicum. Students may elect to complete
Practicum II as an elective. Students are responsible for documenting practicum hours, and
must have these hours verified and signed by an on-site supervisor. The practicum
experience is designed to provide students with an experiential opportunity to utilize conflict
resolution methodology and theory within a diversity of professional settings. Students will
have the opportunity to apply theoretical concepts within a practical framework.

Practicum provides a community placement for the student to develop and refine practitioner
skills. Using the Practicum experience, students have the opportunity to apply theoretical
concepts within a practical framework under the supervision of an on-site supervisor.

Please consult the Practicum Coordinator and Practicum Professor for detailed information.
During each term and at every Residential Institute, one or more Practicum Advising
sessions are scheduled. Students who have not yet registered for practicum courses are
encouraged to attend one or more sessions. Students may also seek individual in-person or
telephonic appointments with the Practicum Coordinator for assistance with practicum
placements.

Please visit [Link] for the Practicum Handbook and

forms.

Master’s Thesis Option

The student may write a research thesis. The thesis is 6 credits and counts as two electives.
Instead of the electives offered in the fall and winter terms of the second year, thesis
students register for Master’s Thesis. Entrance into the thesis track is not automatic;
students must meet eligibility requirements. Please contact the department for further
details.

Graduate Certificate in Advanced Conflict Resolution Practice

The Graduate Certificate in Advanced Conflict Resolution Practice offers students the
fundamentals of applied conflict resolution and advanced training in the conflict resolution
“skill-set.” It is intended to meet the needs of those individuals who seek more expertise in
conflict resolution and are mainly interested in becoming practitioners in the field. It may
also be appropriate for professionals who have already earned a graduate degree in their
professional area, but who would benefit from academic study of applications of conflict
analysis and resolution in their current profession.

The Graduate Certificate consists of five courses (15 credits), which include conflict
resolution theory and practice skills. Students who decide to continue their studies in conflict
resolution may apply 12 of these credit hours toward the M.S. or the Ph.D. program in
Conflict Analysis and Resolution, if accepted to the program.

The Graduate Certificate in Advanced Conflict Resolution Practice is offered in both

residential and distance learning formats. These flexible formats allow mid-career working
adults and those unable to attend the residential program, to study conflict resolution in a
creative, rigorous, and structured fashion. Students enrolled in the distance learning

46
program participate in Residential Institutes on the main campus twice per year, as well as
online Web-based courses.

Students may enroll full or part time, taking three to nine credit hours per term. Students
who attend full-time can expect to complete the program in 2 terms. Part-time students will
complete the program in in 3 terms. Summer attendance is mandatory.

Degree Plans
Below is a sample of a degree plan for a full-time student who begins their studies in Fall
term. Degree plans will be modified based on a student’s enrollment date and pace of study.

Degree Plan: 15 credits hours

Fall (September) Winter (January) Summer (April)

Year 1 CARM 5040: Human Factors CARM 5100: Mediation Theory CARM 6000:
and Practice Organizational Conflict:
CARM 6140: Facilitation Theory Theory and Practice
and Practice CARM 5140: Negotiation
(online program) Graduation and
Celebration

Graduate Certificate in Peace Studies

The Graduate Certificate Program in Peace Studies offers interdisciplinary graduate studies
for life-long learners who want to become familiar and skilled in the discourse of peace
studies. This program offers an opportunity to gain a broad understanding of various aspects
of peace building and conflict resolution skills. Areas of study include the history and theory
of international and domestic conflict; the political, economic, cultural, and social roots of
such conflict; the causes and conduct of warfare; violence prevention; and global institutions
for the resolution of conflict.

The Graduate Certificate Program in Peace Studies seeks to: 1) apply an interdisciplinary
approach to understanding the field of peace building and peace studies; 2) provide an
opportunity for students to engage in significant study and practice within the field; and 3)
prepare students for professional positions in the fields of peacemaking and peace studies.
The Peace Studies program focuses on a broad range community and global issues including
social oppression, economic exploitation, peace keeping, peacemaking, peace building,
peace education, civil rights, conflict resolution, violence prevention and intervention, social
justice, social change and community advocacy, to name a few. The programs in Peace
Studies serve as an academic catalyst for applied research, theoretical development, and
the use of culturally informed methods for transforming oppressive situations. Students are
trained to identify, assess, and create interventions that respond to the desire for justice
and peace.

The Graduate Certificate in Peace Studies is appropriate for those who seek graduate training
in peace studies as well as those who have already earned a degree in their professional
field but would benefit from academic training in the applications of peace studies to their

47
current professions. The Graduate Certificate program collaborates closely with our sister
programs in Conflict Analysis and Resolution and Family Therapy.

The Graduate Certificate is a 15 credit program. Students can tailor the Graduate Certificate
to their interests. The program is offered in both residential and distance learning formats.
These flexible formats allow mid-career working adults and those unable to attend the on-
campus program, to study in a creative, rigorous, and structured fashion. Students enrolled
in the online program participate in Residential Institutes on the main campus twice per
year, as well as online Web-based courses.

Students may enroll full or part time, taking three to nine credit hours per term. Students
who attend full-time can expect to complete the program in 2 terms. Part-time students will
complete the program in 3 terms.

Degree Plan: 15 credits hours

Below is a sample of a degree plan for a full-time student who begins their studies in the fall
term. Degree plans will be modified based on a student’s enrollment date and pace of study.
To complete the requirements for the Graduate Certificate in Peace Studies, students must
take 6 credits of electives (2 courses) approved by the department as Peace Studies
curriculum.

Fall (August) Winter (January) Summer (May)

Year 1 CARM 5000: Foundations and
Development of Conflict Resolution Elective #1 Graduation and
Celebration
CARM 6663—Introduction to Peace Elective #2
Studies

CARM 6170: Violence Prevention and

Intervention

48
 DEPARTMENT OF FAMILY THERAPY

The Department of Family Therapy educates and trains students, utilizing a

systemic/relational paradigm, to become couple, marriage, and family therapists, with the
ability to work with culturally and sexually diverse populations and marginalized groups in
individual, couple, family, organizational and group settings. Our programs uphold
professional standards in the field. The master’s program requires a bachelor’s degree for
admission. At the master’s level, students develop clinical excellence and prepare for careers
as licensed marriage and family therapists. Students are prepared to assume professional
positions in private practice, employee assistance programs, managed care and health care
organizations, child care and school settings, family service agencies, faith based settings,
and other clinical settings. There are two doctoral programs, both of which require a master’s
degree for admission. The Ph.D. program in family therapy strives to develop students who
are prepared for scholarly leadership in the field of marriage and family therapy. The
emphasis is on research, supervision, teaching, and advanced clinical practice. The Doctor
of Marriage and Family Therapy (D.M.F.T.) program prepares students for advanced clinical
practice and supervision. Students are trained for leadership positions directing clinical
programs, in private practice, and providing training and supervision. All family therapy
programs share a common relational/systemic focus, and a commitment to diversity and
cultural issues.

The following programs are offered by the Department of Family Therapy:

 Doctor of Philosophy in Family Therapy

 Doctor of Marriage and Family Therapy

 Master of Science in Family Therapy

 Graduate Certificate in Family Studies

 Graduate Certificate in Family Systems Health Care

 Graduate Certificate in Solution Focused Coaching

 Graduate Minor in Family Systems

 Bachelor of Sciences in Human Development and Family Studies

Note: For information on all undergraduate programs, please see the Undergraduate
Student Catalog: [Link]

49
 Doctor of Philosophy in Family Therapy (Ph.D.)

Program Description
The Ph.D. in Family Therapy is a 96-credit-hour program designed for individuals holding
master's degrees who wish to fully grasp both the historical as well as cutting edge theory
informing the current practice of family therapy. The program is dedicated to understanding
the relationship between theory and clinical practice through a variety of established as well
as emerging schools of family therapy. The program is designed to enhance students’ clinical
skills in order to become top level practitioners, while at the same time demonstrating the
importance of qualitative and quantitative research in this pursuit. Graduates of the program
should look forward to productive careers in academic, supervisory, clinic, and community-
based employment settings.

The Department of Family Therapy has full time faculty and supervisors as well as part-time
faculty and supervisors that represent racial diversity as well as diversity in gender, age,
religion, culture, and sexual orientation. The student body of the doctoral program reflects
the rich cultural diversity of South Florida and across the nation as far as race, religion,
gender, sexual orientation, and age.

Vision

The Ph.D. program in Family Therapy strives to develop students who are commiteed to
academic integrity and advanced clinical practice and endeavors to prepare students for
advanced leadership in the field of couples, marriage, and family therapy. The application
of a systemic/relational paradigm is the foundation for such training and is utilized to
support a vision of competent service to the community, especially culturally and sexually
diverse populations in a variety of settings. Our program further strives to uphold all
ethical and professional standards in the field.

Mission

The Ph.D. Program in Family Therapy strives to develop students who utilize
systemic/relational theory and are committed to advanced academic and clinical practice.
Students are prepared for leadership in the field of Couples, Marriage, and Family Therapy
through training in research, supervision, teaching, and clinical theory and practice.
Students in the Ph.D. program are committed to servicing the community as ethical and
professional practitioners focusing on the relational strengths and resources of both
students and clients with an appreciation and respect for cultural and sexual diversity and
inclusion.

50
Program Goals and Student Learning Outcomes

PG 1:The Ph.D. Program in Family Therapy program SLO1: Ph.D. students demonstrate respect for issues of
demonstrates a commitment to issues of cultural and cultural and sexual diversity and inclusion in teaching
sexual diversity and inclusion. SLO2: Ph.D. students demonstrate respect for issues of cultural
and sexual diversity and inclusion in supervision.
SLO3: Ph.D. students demonstrate respect for cultural and
sexual diversity and inclusion in practice.

PG2:The Ph.D. Program in Family Therapy demonstrates SLO4: Ph.D. students will demonstrate ethical and professional
a commitment to ethical and professional practice. behaviors as practitioners.
SLO5: Ph.D. students will be members of AAMFT thereby
abiding by the AAMFT Code of Ethics.

PG3:The Ph.D. Program in Family Therapy trains SLO6: Ph.D. Students will successfully complete a
students in research, teaching, supervision, and dissertation research project
advanced clinical theory and practice. SLO7: Ph.D. students will demonstrate competency in
teaching.
SLO8: Ph.D. students will demonstrate competency the
practice of supervision
SLO9: Ph.D. students demonstrate competency in advanced
systemic/relational theory and practice
PG4:The Ph.D. Program in Family Therapy demonstrates SLO10: Ph.D. students will complete 4 Internal Practicums at
a commitment to servicing the community. the Family Therapy Clinic
PG5:The Ph.D. Program in Family Therapy demonstrates SLO11: Ph.D. students will graduate within the maximum
a commitment to graduating students in a timely allotted timeframe of 7 years.
manner, monitoring graduate employment, and SLO12: Ph.D. graduates will be employed
assisting students/graduates in passing the licensure SLO13: Ph.D. students/graduates will pass the AMFTRB
exam. licensure exam

Curriculum
The Ph.D. in Family Therapy core curriculum includes the following:

Research (21 credits or more) Advanced Clinical Theory (18 credits)

SFTD 5410 Quantitative Research I SFTD 5006 Introduction to Systems
SFTD 6410 Quantitative Research II Theory
SFTD 6430 Qualitative Research I SFTD 5120 Thinking Systems
SFTD 7350 Qualitative Research II SFTD 5110 Language Systems
SFTD 6900 Dissertation SFTD 6750 Clinical Portfolio
SFTD 6825 Academic/Research Portfolio

Advanced Clinical Practice (33 credits)

SFTD 5010 Systemic Family Therapy I
SFTD 5020 Systemic Family Therapy II
SFTD 5030 Systemic Family Therapy III
SFTD 5040 Systemic Family Therapy IV
SFTD 6200 Internal Practicum I
SFTD 6200 Internal Practicum II
SFTD 6200 Internal Practicum III
SFTD 6200 Internal Practicum IV

51
SFTD 6750 Clinical Portfolio
SFTD 7410 Clinical Internship x 3

Teaching (3-6 credits)

SFTD 6321 Fundamentals of Teaching Marriage and Family Therapy
SFTD 7360 Teaching Practicum (credit or non-credit)

Supervision (6 credits)
SFTD 6325 Fundamentals of Supervision in Marriage and Family Therapy
SFTD 6320 Supervision Practicum

Writing (3 credits)
SFTD 5004 Reading/Writing/Editing for Doctoral Scholars

Family Therapy Topics (Electives):

(3 credits)
See description

Doctoral Seminar (3 credits)

Courses Necessary for Licensure

(6 credits)
See description

Core Curriculum Description

 Internal Practicum: Four terms of enrollment in clinical practicums at the Family Therapy
Clinic, the department’s on-campus clinical facility. Teams of students (maximum of 6)
meet weekly with a faculty member/supervisor to work with live, community-referred
cases and supervision of cases throughout the calendar year. During a student’s fourth
practicum, they may choose a flexible practicum provided for students to see cases
independently at the Clinic. The faculty supervisor must approve this independent
placement and students must continue to obtain supervision during this time,
 Supervision: One course in the supervision of family therapy clinicians. Additionally,
students will register for a Supervision practicum offering them the opportunity to
practice skills learned in that class.
 Teaching: One course in the fundamentals of teaching. Additionally, students may
register for a teaching practicum offering them the opportunity to practice skills learned
in that class.

Electives
Electives are offered to support students in fulfilling course requirements for licensure as a
marriage and family therapist in Florida and other states. Electives are also taken to enhance
student learning in special topics of interest. Elective courses available to doctoral students
within the Family Therapy Department vary according to trimester and may not be offered
every term. They include Couples Therapy, Organization Consulting, Grief and Loss,
Academic Writing, International Counseling and Therapy, Introduction to Equine Assisted
Family Therapy, School Based Family Counseling, Advanced Bowen Systems, all courses in
the Family Systems Health Care graduate certificate program, and others as offered. Other
courses offered within NSU may be considered pending approval from the Program Director.

Degree Plans

51
Below is a sample degree plan for students who have not transferred in credits.

Sample Ph.D. Degree Plan: 96 credit hours

FALL WINTER SUMMER

SFTD 5001 *SFTD 5007 SFTD 7301

Doctoral Seminar I Research in Marital and Assessment in Marital and
Family Therapy Family Therapy
SFTD 5006
Introduction to *SFTD 5009 SFTD 7302
Systems Theories Theories of Marital and Family Theories of Personality &
Therapy Psychopathology
* SFTD 5008
Introduction to *SFTD 5045 SFTD 7311
Marital and Family Group Psychotherapy Human Sexuality and
Therapy Gender
*SFTD 5046
SFTD 5300 Human Development Across **Annual Review
Legal, Ethical, and the Life Cycle
Professional
Issues

SFTD 6520
Diversity and
Psychosocial
Issues

SFTD 5002 SFTD 5004 SFTD 5410

Doctoral Seminar Reading/Writing/Editing for Quantitative Research I
II Doctoral Scholars
SFTD 6200
SFTD 5010 Internal Practicum III
Systemic Family SFTD 5020
Therapy I Systemic Family Therapy II SFTD 6321
Fundamentals of Teaching
SFTD 5120 SFTD 5110 Marriage and Family
Thinking Systems Language Systems Therapy

SFTD 6200 SFTD 6200 ** Annual Review

Internal Practicum Internal Practicum II
I

SFTD 5003 SFTD 5040 SFTD 6325

Doctoral Seminar Systemic Family Therapy IV Fundamentals of

52
 III Supervision in Marriage and
SFTD 6430 Family Therapy
SFTD 5030 Qualitative Research I
Systemic Family SFTD 7350
Therapy III SFTD 6530 Qualitative Research II
Family Therapy Topics
SFTD 6200 SFTD 6825
Internal Practicum SFTD 7360 Academic/Research
IV Teaching Practicum Portfolio

SFTD 6410 SFTD 6750 **Annual Review

Quantitative Clinical Portfolio
Research II

SFTD 7410 SFTD 7410 SFTD 7410

Clinical Internship Clinical Internship Clinical Internship

SFTD 6320 SFTD 6900 SFTD 6900

Supervision Dissertation Dissertation
Practicum
Dissertation Proposal Defense
Final Defense
SFTD 6900
Dissertation

*Courses are prerequisite to the program and not included in the 96 credit
requirement. Portfolios are completed by the end of the third year.

Program Format, Leave of Absences

The residentially offered Ph.D. in Family Therapy program can be completed in 5 years with
the maximum timeframe of 7 years. If a student has not graduated once she/he has reached
the 5-year mark, the student must apply for an extension and receive approval from the
program director. Approval from the Program Director must be obtained for each subsequent
extension until the 7-year mark has been reached. Once students have passed the 7-year
mark, she/he must confer with the Program Director regarding possible dismissal from the
program. Full-time enrollment is considered to be at least six credit hours per term, fall,
winter, and summer. Once students begin their dissertation, they are considered full-time
when registered for at least three credit hours per term. After taking 9 credit hours of
dissertation, students may enroll in one dissertation credit hour per term and still be
considered full time in the program. Students must continually be enrolled to remain active
in the program. If a student cannot take classes due to unforeseen circumstances, s/he must
to apply for a Leave of Absence three weeks prior the beginning of a term. Approval by the
Program Director is required. Students can request a leave of absence for no more than
three terms. Obtaining a Leave of Absence does not extend the time a student has to
complete the program. A student who has not registered for one entire academic year is
considered inactive and must confer with the Program Director to request readmission to

53
the program. If approved for readmission, the student must be continually registered to
remain in good standing in the program. Three terms of a Leave of Absence is the maximum
for a student to remain active in the program.

Graduation Requirements/ Degree Completion

Students must comply with the following requirements in order to graduate with their Ph.D.
in Family Therapy:
 Pass all course work with a 3.5 cumulative GPA or above. Nothing lower than a “C”
is permitted. Only one “C” is allowed.
 Earn a minimum of 96 credit hours
 Pass, or show evidence of having passed, the Legal, Ethical and Professional Issues
in MFT course with a “B” or better
 Pass Clinical and Academic/ Research Portfolios
 Successfully complete an Internship in three consecutive terms
 Successfully defend their dissertation
 Accumulate 1000 client contact hours in conjunction with 200 hours of supervision
by a qualified supervisor according to the specification in the Practicum manual
 Participate in at least three Annual Reviews
 Comply with remediation plans as specified if necessary
 Maintain continuous ethical/ professional conduct throughout the program
 Complete the binding and submission of the final dissertation and PDF version
 Apply for and receive degree conferral
 Complete all requirements above within the stated time limit of the program

Accreditation
The Ph.D. Program is fully accredited by the Commission on Accreditation for Marriage and
Family Therapy Education of the American Association for Marriage and Family Therapy.

The AAMFT is located at 112 South Alfred Street, Alexandria, Virginia, 22314-3061.
[Link]
ent/COAMFTE/Accreditation_Resources.aspx?hkey

Recruitment Policy
As noted in the Ph.D. Program Goals, the NSU Ph.D. in Family Therapy program
demonstrates a commitment to diversity and inclusion, and prepares students for the clinical
practice of family therapy, maintaining a high level of graduation and postgraduate success
in the field. Our recruitment policy combines a commitment to diversity and underserved
populations with a fair and realistic appraisal of qualities needed to graduate and have
success in the field of marriage and family therapy. We do not require the GRE or other
standardized testing, as standardized testing tends to privilege certain populations over
others. We require a 3.5 GPA, and demonstrated interpersonal ability. In addition to letters
of reference, an admissions essay, and a writing sample, we conduct in person interviews
to assess prospective students. To attract qualified students, we maintain relationships with
universities nationwide who have graduate programs in MFT and related fields.
We make it a point to build relationships with other universities nationwide. We also offer
open houses, open to the community, and publicized through our website, where prospective
students can talk with faculty and current students. Our students and graduates themselves
are a primary source of prospective students for us, as they recommend the program to
friends and colleagues. We strive to recruit a diverse student body, in terms of age,
experience, sexual orientation, race, class, culture, gender, and national origin. We are
transparent about our values and what we offer, providing all prospective students with a
statement of our core diversity/inclusion values, and publicizing both our licensure exam
pass rates and our postgraduate employment statistics.

54
Retention Policy

As noted in the [Link] Goals, the NSU Ph.D. in Family Therapy program
demonstrates a commitment to diversity and inclusion, and prepares students for the clinical
practice of family therapy, maintaining a high level of graduation and postgraduate success
in the field. Our retention policy balances our commitment to the best outcome for individual
students, with the need to maintain a positive reputation for our graduates to ensure success
in the field. The faculty advisors attend closely to the progress of individual students during
the entire program as evidenced in the Annual Reviews. Most of our attrition occurs during
this first semester, when students are not able to succeed academically or have
underestimated the commitment required for a graduate program. In this event, the
Program Director meets with the student and the faculty teaching the student that semester.
Every effort is made to work towards a mutually agreeable outcome.

The Program Director is notified if a student earns a “C” in any course and a letter is sent to
the student advising her/him that students are required to repeat a course in which a second
“C” is earned. Additionally, students may be asked to take additional internal practicums
above and beyond the minimum requirement. The Program Director and the faculty work
with individual students to maintain their progress towards graduation. If at any time,
however, it becomes clear that a student is interpersonally, ethically, or academically
unqualified for the practice of marriage and family therapy, the Program Director will
schedule an appointment with that student and the possibility for a remediation plan will be
discussed along with the possibility of dismissal from the program. Our goal is a high level
of retention, but balanced at all times with the need to maintain the integrity of the program
and the profession.

Grievances/Student Complaints
The Ph.D. Program in Family Therapy encourages feedback from all of its faculty,
supervisors, and students. If students have concerns, they initially discuss the issue with
the faculty instructor, supervisor, or their faculty advisor. If the concern is not resolved, the
student may consult with the Program Director. If the concern is then not resolved, the
student may consult with the Department Chair. The department currently has a
complaint/concern/grievance form students may fill out and give to the Program Director.
Official grievances are required in writing if other methods have not resulted in the resolution
of an issue.

Governance of the Program

The Ph.D. Program in Family Therapy employs a Program Director who is academically,
professionally and experientially qualified and is vested with the authority necessary to
accomplish the the program goals. The program values highly input from its communities of
interest which include faculty, supervisors, and students. Faculty and supervisors participate
in the governance of the program through their involvement in teaching and supervising
students as well as through faculty meetings, faculty retreats, committee participation, and
various other evaluative mechanisms. Faculty and supervisors are encouraged to offer
feedback regarding the program throughout the year. Students are involved in the
governance of the program through the feedback they provide via the course evaluations,
Annual Reviews, Student Government Association (SGA), Doctoral Seminars, Doctoral Town
Hall meetings, and various other evaluative mechanisms. Faculty and students are also
represented on the Advisory Board as well as the Ph.D. Curriculum Committee. Feedback
from all communities of interest is collected and reviewed at faculty meetings for possible
program changes and improvement. Any major changes to the program, such as curricular
changes, are proposed to and approved by the faculty, then the department chair, then the

55
Dean, then the institution and accrediting bodies. Any changes to the program are
communicated with students via the listserv.

Collection of Student and Graduate information

In order to comply with accreditation standards, the program is required to gather
information from its students and graduates. The program will send an annual survey via
email to students and graduates regarding achievements of graduates, employment
information, employer information (in order to request satisfaction information), national
exam pass rates, licensure rates, and other information as needed.

Student Achievement
The NSU Ph.D. in MFT program has a policy of continuous assessment of students and of
graduate success.

1. Assessment of students includes individual course assessment measures as seen in all

syllabi, practicum evaluations, Annual Reviews, and portfolio evaluations. Students can earn
an A, B, C, or F in most coursework. Exceptions include the following: Doctoral Seminars,
Reading/Writing/and Editing for Doctoral Scholars course, portfolios, internships, and
dissertations, where students can earn Pass (P), No pass (NP), or in progress (PR) grades.
A student may earn an incomplete (I) or withdrawal (W) as permitted and indicated in the
catalog.

2. Once students are graduated, we maintain data on graduation rates, licensure exam pass
rates, and job placement rates in the field. We are able to verify graduation rates from our
own internal data. Once students are graduated, we rely on alumni surverys and their
maintaining contact with us to provide us with licensure exam pass rates and career data.
To encourage students to do this, we utilize social media and personal contact.

3. Finally, we also maintain contact with major employers of our graduates and obtain their
input through participation in our curriculum committee and advisory board. We have
representatives of large private practices and agencies that employ our graduates in the tri-
county area serving on this committee and this allows us to continuously assess the program
fit with employer needs.

Graduation Rates
The Ph.D. in Family Therapy program advertises that students graduate within a 5-7 year
time frame, beginning with the 2012-2013 cohort. Analysis of data from 2005-2007 cohorts,
which had a maximum graduation time frame of 7-10 years, indicates that the program
exceeded the program’s benchmark.

Licensure Exam Preparation

The Department assists in preparing students for the national exam, taken after graduation,
through coursework. A powerpoint study guide has been prepared for graduates to help
them study, and the department stays in close touch with graduates to assist them as
requested as they study for the exam.

National Licensure Exam Pass Rate

Graduates of our Ph.D. in Family Therapy program are eligible to become registered interns
in the state of Florida as Marriage and Family Therapists. Registered Interns can take the
National licensing exam developed and administered by AMFTRB (Association of Marital and
Family Therapy Regulatory Boards). Registered interns must take and pass the exam and

56
complete other clinical requirements in order to be eligible to become fully licensed marriage
and family therapists in the state of Florida. Through the education, mentoring and diligent
efforts on the part of the program, our graduates have a passing rate of 98% over last 10
years on the AMFTRB National Exam.

Racial/Ethnic Composition of Program Faculty, Supervisors, and Students

NSU’s Ph.D. MFT Program is proud to have a broad range of diversity represented among
our faculty, supervisors, and students. Below is a chart depicting the composition of our
faculty, students and supervisors based on IPEDS classification.

Ph.D.
AS OF SUMMER 2017 GENDER ETHNICITY
Students – 120 Male – 19 African-American/African/Black/non-Hispanic – 40

Female – 101 Hispanic/Latino/Chicano – 30

White/non-Hispanic – 40

Multiethnic – 1

Asian – 7

Other – 2
Faculty – 30 Male – 6 African-American/African/Black/non-Hispanic – 3

Female – 24 Hispanic/Latino/Chicano – 6

White/non-Hispanic – 16

Multiethnic – 1

Asian – 4

Other – 0
Supervisors – 19 Male – 4 African-American/African/Black/non-Hispanic – 2

Female – 15 Hispanic/Latino/Chicano – 2

White/non-Hispanic – 12

Multiethinic – 0

Asian – 3

Other – 0
Program Specifics

Disclosure of Guiding Principle of our Programs

It is with great pride that, we, the members of the Department of Family Therapy at Nova
Southeastern University, share one of the guiding principles of our training programs.

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Our programs are guided by the importance of inclusion, diversity and affirmative practices
in the classroom, coursework, clinical training, as well as all professional and collegial
relationships and interactions. We are committed to training our students in a manner that
is respectful of and sensitive to religious/spiritual beliefs, cultural traditions and practices,
gender identities and in all areas that distinguish individuals. Our goal is to be self-reflexive
practitioners, holding ourselves accountable for our commitment to our principles.
We further strive to train students to respond to each other with the same honor and respect.
Subsequently, we expect students will treat fellow students, staff, and clients accordingly.
We stress a commitment to servicing clinical populations in an affirmative, supportive and
competent manner including but not limited to underprivileged, minority, and socially
oppressed groups, ethnic, racial, religious groups, LGBTQ individuals, foreign nationals,
individuals with different levels of ability both physical and mental, as well as individuals of
various genders, ages and socioeconomic and relationship statuses.

Ultimately, we believe that individual belief systems and values should be respected but that
those belief systems and values do not hinder the practice of affirmative therapy.

Additionally, our programs abide by the AAMFT Code of Ethics. Specifically, the following:

1.1 Non-Discrimination. Marriage and Family Therapists provide professional assistance

to persons without discrimination on the basis of race, age, ethnicity, socioeconomic status,
disability, gender, health status, religion, national origin, sexual orientation, and gender identity
or relationship status.

Professional/Ethical Conduct
Students are expected to abide by the AAMFT Code of Ethics, conduct indicated in the Florida
Statutes Chapter 491, conduct indicated in HIPAA, as well as the NSU Student Handbook. If
at any time during a student’s program, the faculty is alerted to concerns about a student’s
conduct, a meeting will be scheduled with the Program Director and at least one other
faculty. The program follows all guidelines from the NSU Student handbook. The results of
the meeting will be documented along with recommendation for a remediation plan. If it is
found that a student’s conduct fell outside those indicated in the above documents, the
outcome of such a meeting could ultimately lead to immediate dismissal from the program.

Courses Necessary for Licensure

The following is a list of courses offered in our department that are necessary for licensure
in the state of Florida as a Licensed Marriage and Family Therapist. If students plan on
becoming licensed in another state, students must research the requirements in that state.
A link to each state’s licensing board can be found on the AAMFT website
[Link]
ey=2f66f29c-ca16-4a58-8fff-30d176311f87. If a student plans on becoming credentialed in
another country, students are advised to research the requirements of the specific country
where they plan on becoming credentialed.

From the list below, doctoral students may submit a request for Transfer of Credit for up to
21 credits toward their 96 required credits. The student must have passed with a grade “B”
or better in each course. The courses on this list which students have not transferred in
must be taken prior to completing their 3rd Annual Review.

 SFTD 5007: Research in Marital and Family Therapy

 SFTD 5008: Introduction to Marital and Family Therapy: Counseling Theories and

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 Techniques
 SFTD 5009: Theories of Marital and Family Therapy
 SFTD 5045: Group Psychotherapy
 SFTD 5046: Human Development Across the Life Cycle
 SFTD 5006: Introduction to Systems Theory
 SFTD 5300: Legal, Ethical, and Professional Issues
 SFTD 6520: Diversity and Psychosocial Issues
 SFTD 7311: Human Sexuality and Gender
 SFTD 7301: Assessment in Marital and Family Therapy
 SFTD 7302: Personality Theories & Psychopathology
 SFTD 5311: Substance Abuse/Addictions and Critical Issues in Systems Theory

Requirements for Work in the On-site Clinic, Clinical Practicums

Before entering Internal Practicum I, students are required to complete the following
courses:
 SFTD 5006: Introduction to Systems Theory
 SFTD 5300: Legal, Ethical, and Professional Issues
 SFTD 5008: Introduction to Marriage and Family Therapy

All students must take and pass the following requirements within the first month of
enrollment:
 Two HIPAA certificate courses
 Level two background check with photo badge prior to orientation
 CITI course

Students must also be familiar with the Practicum Handbook and Family Therapy Clinic/Brief
Therapy Institute Policies and Procedures, both available on the website.

Clinical Practica
Students complete a minimum of four internal practicum at the Family Therapy Clinic at the
Brief Therapy Institute. During this practicum sequence students see their own clients and
are supervised in teams and individually. Clients cannot be seen without approved
supervision. Details regarding practicum and the department clinic are available in the
Policies and Procedures Manual of the Family Therapy Clinic/Brief Therapy Institute. Policies
and Procedures are required reading and understanding of all policies is expected prior to
commencing practicum are available online at
[Link] In depth discussions
of all policies will be a part of internal practicums. Students should also review and be
familiar with the Practicum Handbook available on line. Students must maintain current their
badge in order to see clients.

HIPAA
Nova Southeastern University and the Department of Family Therapy require that all
students successfully complete the two NSU HIPAA certificate requirements during their first
term in the program, prior to seeing clients. These programs are uploaded on each student’s
Blackboard at the beginning of the first term. Certificates must be printed, name entered in
BLUE, and submitted to the DFT Internship Coordinator.

Background checks and fingerprinting are required of ALL students and must be completed
prior to orientation. Students should contact the DFT Internship Coordinator for detailed
information on these procedures.

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Client Contact Hours
In order to graduate, all students must document that they have a minimum of 1000 hours
of direct client contact hours. At least 500 of the 1000 required hours must be with couples
and/or families present in the room.

Doctoral students who have graduated from a COAMFTE approved Master’s program, or who
had supervision from an AAMFT Approved Supervisor, can apply to have up to 500 client
contact hours waived. Doctoral students who have a license in MFT or another mental health
filed, or who obtain the license during their doctoral program, may petition the program to
waive some of the required 1000 direct client contact hours. However, waiving part of this
client contact hour requirement does not release a student from completing all of the
practicum or internship requirements of the program. In order for a waiver request of client
contact hours to be approved, the student must also provide a copy of their supervisor’s vita
and credentials. In order for their supervision to count, these credentials must indicate that
the previous supervisor was licensed in the mental health field AND had appropriate
credentials for supervision.

If a waiver request is approved, students still are required to document a minimum of 100
in-the-room client contact hours with individuals, couples, and/or families during their time
as a student in the program before beginning clinical internship. At least 50 of these hours
must be accrued at the Brief Therapy Institute (BTI) Practicum hours may be included in the
total. In order to count, all 100 direct client contact hours must be supervised by AAMFT
Approved Supervisor, who will sign and document that the hours submitted are accurate.
Students must follow all BTI policies and procedures.

For client contact hours obtained outside of BTI, documentation of client contact and
supervision hours must include the date, type of session (i.e., family, couple, or individual),
length, and location of each session. Students must have written case notes for all sessions
listed. The necessary forms are available online at the CAHSS student resources website.
Students must submit their completed forms to the Internship Coordinator at the end of
EACH term to ensure progress is recorded and the student file remains updated. Students
must submit to the Internship Coordinator the ORIGINAL SIGNED copy of the completed
forms with all hours totaled and with all signatures in BLUE. Students must keep a copy of
all completed and signed forms during their entire program and for future licensure needs.

Client Confidentiality and Use of Client Information (DVDs and/or flash drives)
Clients seen at the Brief Therapy Institute’s Family Therapy Clinic sign a Therapy Agreement
that gives student clinicians permission to record sessions for educational purposes. BTI
provides students with the necessary materials to record their sessions. Students may NOT
use their own DVDs and/or flash drives for recording sessions and all recordings must remain
at BTI, on the premises, to ensure confidentiality. Viewing rooms are available at BTI for
students to review their own work; they may not view another student’s work without his
or her prior written consent submitted to the BTI Clinic Office Manager for final approval. If
students wish to show a recorded session in a class, or use them for their Clinical Portfolio
requirements, they may sign out for a specified amount of time. This must be coordinated
through the BTI Clinic Office Manager to ensure proper authorization. At no time is case
information to be taken off campus nor downloaded onto personal
computers/flash drives.

If students wish to write about a case seen at BTI and have obtained proper approval, they
may schedule times to transcribe materials in the editing suite coordinated through the Clinic
Office Manager. No identifying client information can appear on transcripts or written
materials or be shared with others.

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If students wish to show a recorded session to a professional audience outside of NSU, they
must either have written consent or re-contact the clients seen on the recording and explain
their request to present the case, when and where and for what purpose. The student must
have each adult client sign a release, Authorization for Use or Disclosure of Information for
Educational and Related Purposes, in advance of the presentation along with approval from
the Clinic Director.

DVDs and the use of portable hard drives are supplied to students. All DVDs and/or hard
drives assigned during a student’s time at BTI must be stored at BTI. The Practicum
Supervisor at the end of each practicum session returns all related information to BTI for
placement in locked storage. DVDs or any client recordings or information are not allowed
off BTI premises.

Annual Review
As part of the graduation requirements, students must have an annual review at the end of
each of the first 3 years. This annual review will consist of an evaluation of the student’s
academic progress, clinical progress, student’s professional and ethical conduct, and level
of attainment of the program’s student learning outcomes. The Annual Review is also utilized
for collection of feedback from students about the program, support services by the
institution, as well as the Program Director. This review is conducted in a manner needed
for each individual student such as, but not limited to, a meeting with a facultyadvisor,
program director, or via email. Students must register for the Annual Review during the
summer of each of the first 3 years.

Portfolios and Evaluations

As a requirement for completing the Ph.D. program in family therapy, a student must submit
for faculty evaluation two separate performance based portfolios which are considered
capstone experiences. Each of these portfolios is designed to help assess how students met
various aspects of the program’s learning objectives and outcomes. The portfolio
requirements are also designed to help students become better able to present their work
in professional contexts, such as seeking employment and academic exchange. Each of the
two portfolios and their requirements are described in detail below.
The two components of the Portfolio process are:

1. Clinical Portfolio
2. Academic/Research Portfolio

Each portfolio is intended to address major training and academic goals of the program. The
portfolio process represents a steppingstone experience for students as they prepare to
undertake their internship or dissertation. Successful completion of each successive portfolio
indicates that the student is able to plan, undertake, and complete increasingly sophisticated
projects, requiring independence of both thought and motivation.

1. Clinical Portfolio

The Clinical Portfolio is intended to provide an opportunity for students to demonstrate their
clinical competence, creativity, and theoretical clarity, in a manner and setting similar to
that which could be expected in a job interview situation. It is an assessment of the student
learning outcome associated with advanced clinical theory and practice. It should be viewed
as the culmination of the on-site clinical training aspect of the doctoral program, and it is
designed to allow students to demonstrate the full range and depth of their clinical skills and
theoretical knowledge. To submit a Clinical Portfolio for faculty review, a student must have
successfully completed the minimum of four (4) required internal practicum courses, or be

61
enrolled in the fourth. Student’s wishing to enhance their clinical skills or theoretical
knowledge may do so with additional practicums, clinical work, or supervision before
submitting their Clinical Portfolio.

Clinical Portfolio Components

The following are the 4 components to the Clinical Portfolio:

 Statement of Treatment Philosophy (5-7 pages, double spaced; APA formatted)

 Case Study (Written, single case from inception to treatment completion/
evaluation)
 Video presentation (45 min–1 hour, professional audience)
 Verbatim transcription of the video clips with identifying information removed

Statement of Treatment Philosophy

The Statement of Treatment Philosophy document should be between 5-7 pages, double
spaced, and should adhere to all applicable APA formatting conventions. In this document,
students should articulate their current overall philosophy of treatment as it applies to their
work in the field of marriage and family therapy. This philosophy statement assumes that
the student under review is still in a formative stage of development in terms of their clinical
skills. Thus, it is important for the student to talk honestly and openly about the ways they
assess their own current stage(s) of development. This statement may differ from the case
study or video materials presented in the other parts of the Portfolio, but if it is, it would be
important for the statement to address how these disconnects are part of the overall
development of the student. An important part of this statement is the honesty, maturity,
integrity, and clarity with which the student describes their journey throughout the years of
clinical training they have received in the course of the program, as well as the accuracy of
any theoretical assertions they make. The evaluation form for this part of the written
component is located on the CAHSS website.

Single Case Study

In this section of the written component of the portfolio, the student is asked to describe, in
writing, their experience as a primary therapist with a single case, from inception and
introduction to completion and evaluation. The purpose of this section of the portfolio is to
allow the student to describe in great detail the how they managed a case from beginning
to end, and in the process of doing so, giving insight into the theories, techniques,
approaches, assumptions, supervision, and feedback that guided them through the process.
This component of the Portfolio will be evaluated by the faculty review committee using a
rating scale that evaluates the student based on the criteria indicated on the current
evaluation form found on the CAHSS website.

Video Segments Presentation

This section of the Clinical Portfolio is designed to allow the student to demonstrate through
video segments, the correlation between theory and their actual clinical practices. Each
student is required to produce and display between 5-7 video segments that demonstrate
the connections between their theory/philosophy and their actual therapeutic conduct in the
room. For each segment presented, the student will describe the theoretical concept,
construct, or technique that they believe most accurately reflects the actions that the
audience is about to view. Students should preface the clips with ample information so the
audience will be able to follow well, as in a professional presentation.

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The concepts, constructs, or techniques that the student describes and shows video clips
displaying can come from any of the classes, courses, or supervision they receive during
their training in the program. The clips can be arranged to represent a single clinical point
of view, or they may be arranged to represent a wide variety of the clinical approaches the
student has used in the course of their training. This part of the Portfolio should be
representative of a range of work that best demonstrates the student’s acquisition of clinical
and theoretical skills during the program, regardless of theoretical approach.

It is expected that students will conduct themselves in a professional and collegial manner
throughout the preparation of materials as well as throughout the presentation. The process
for selecting, editing and developing a video presentation is an involved process that should
be organized through the BTI office manager. The entire process may take 2 full months to
complete due to the time needed to secure time and space with the media service staff.
Students should start early in the term for which they are registered in order to complete
the process.

The committee will consist of members of the full time family therapy faculty, selected on a
random, rotating basis. Once selected, the members of the committee will receive all
portfolio materials for review. The clinical portfolio will be open only to DFT students and
faculty only and scheduled for a maximum of one and one half hour. As a professional
presentation, it is important that the student allocate the time for presentation and questions
accordingly. Punctuality, time keeping, and facilitation are important parts of professional
presentations.

The review will be publically announced to the Department of Family Therapy community,
and open for only DFT faculty and students to attend. These events are not only a
review of the student’s portfolio of clinical work, but also an opportunity for active
conversation with, and about, the clinical work of their colleagues of the dissertation. Care
should be taken regarding appropriate dress, professional demeanor, clarity of presentation,
and respect for clients and colleagues.
Upon completion of successfully passing the public presentation, the faculty review
committee considers all of the materials presented in light of:
 The evaluation rubrics attached to those materials;
 The manner in which they were presented;
 The overall professionalism of the presenter, including dress, manner, tone, etc.;
final defense, and
 The manner and substance of the ways in which the presenter handled questions,
criticisms, theoretical disagreements, or ethical concerns raised by reviewers or
members of the audience during the course of the review.

2. Academic/Research Portfolio

The Academic/Research Portfolio is considered a capstone experience assessing the student

learning outcome associated with research, scholarship and academic development. As a
matter of professional development and career building, students are strongly encouraged
to participate in a number of academic publishing and professional presentations before
local, statewide, national, and international audiences.

All students are required to demonstrate that they possess doctoral level competency in
both writing and professional presentation skills. There are 2 components to the
Academic/Research Portfolio: There are the presentation component and the written
component.

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 Presentation Component
In order to satisfy the presentation component of the Academic/Research Portfolio,
a student must be a part of one or more professional presentations before local,
statewide, national or international audiences. To be considered as equivalent
experiences, such presentations should occur in settings where submission is subject
to a peer review process, and the length of the presentation is at least 45 minutes.
Because of the wide variety of professional presentation options available, students
will need to submit a brochure where their name appears and copies of all relevant
presentation materials to a committee of full time family therapy faculty reviewers.
Any such presentations must be based on materials, projects, or research that the
student has been involved in since they were enrolled in the family therapy program.
Panel presentations will not be accepted. Students must demonstrate they had
significant input to the preparation of the presentation.

Written Component
In order to fulfill the written component requirement of the Academic/Research
Portfolio, a student must submit for publication a manuscript or chapter that the
student authored prior to enrolling in dissertation. This manuscript or chapter must
have submitted to a peer reviewed, professional journal in family therapy or other
closely related professional journal or edited book. A committee of full time family
therapy faculty will review the article or chapter to determine if it satisfies this
requirement. The student may also be the second author of the manuscript or
chapter.

Alternate written component: Students may submit to the faculty committee

evidence that an article or chapter she/he has authored or co-authored has been
accepted for publication in a peer reviewed, family therapy or other closely related
professional journal or edited book. Documentation that the article or chapter has
been accepted for publication is required.

Students are highly encouraged to seek a faculty mentor prior to submitting for publication.
Also, students may co-publish with faculty and other students/colleagues. In order to fulfill
the requirement students must be the 1st or 2nd author. If a student is not the 1st or 2nd
author, but 3rd +,, students must obtain and submit a letter from a faculty to the Program
coordinator indicating that their work on the manuscript was a significant enough
contribution to fulfill this requirement.

Portfolio Timeline Information

Doctoral students may not begin their internship until they have successfully completed
their Clinical Portfolio. The presentation component of the Academic/Research portfolio as
well as the submission of the manuscript or chapter must be completed prior to registering
for dissertation credits.

Internship
An Internship of one year, 3 consecutive terms, is designed to provide the student with a
full-time experience, emphasizing relationally focused practice, research, and/or
supervision. The majority of a student’s course requirements must be completed before
beginning the internship experience. Students must have successfully passed their Clinical
Portfolio requirement before registering for Internship. The three internship types are as
follows: Clinical, Research, and Hybrid.

Clinical Internship

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 The Clinical Internship is designed to provide students with professional experience
in the practice of marriage and family therapy. This internship option is designed for
students who do not have a clinical master’s degree or who would like to obtain
further clinical experience.

The institution sponsoring the internship site(s) will have been in operation for at
least two years. Internship site(s) will provide adequate facilities and equipment for
the intern to carry out designated responsibilities. Students will work with both a
faculty supervisor and a site supervisor. When requesting supervision from a full time
faculty AAMFT Approved Supervisor students will register for 3 credit hours per term
for a minimum of 3 consecutive terms. If students have an AAMFT Approved
Supervisor on site to supervise their clinical hours, or will obtain an outside AAMFT
Approved Supervisor, they will register for 1 credit hour per term for a minimum of
3 terms. They will also work with their faculty supervisor as part of their internship
experience. When taking 1 credit hour, students need to review their degree plan to
ensure they will meet the required credit hours for their degree, and/or they will be
required to take two additional elective courses to meet the credit hour internship
requirement of a minimum of 9 credit hours.

Research Internship
The Research Internship is designed for students with an MFT, or closely related field,
master’s degree and license and provides students with an opportunity to further
develop their research skills and knowledge of research projects, grants, and other
available resources (i.e., working with faculty on research projects). The Research
Internship experience requires prior approval by the faculty member/supervisor,
Program Director, and internship site. The research internship will also require
students to register with a faculty supervisor for 3 consecutive terms for 3 credits
each term.

Hybrid Internship
The Hybrid Internship is designed for students with an MFT, or closely related field,
master’s degree and license and who are interested in designing an internship that
meets their specific needs and/or interests. It can be a combination Clinical and/or
research internship OR a combination to include advanced supervision. The Hybrid
Internship will also require students to register with a faculty supervisor for 3
consecutive terms for 3 credits each term. The students and the supervising faculty
will develop a specific contract delineating the details of the internship including
expectations of outcome which must be approved by the program director prior to
staring the internship.

The Teaching Course and Practicum

Students take the Fundamentals of Teaching course during their first or second year in the
program. This course is designed to promote learning on how to become an effective
instructor/professor as part of a student’s professional development and readiness for a
teaching career. Upon completion of this course, students are able to work with full time
faculty as teaching assistants in a practicum format to advance their teaching skills. Students
seek out faculty and request a position as a TA in their course. Prior to the term commencing,
the faculty and TA discuss the student’s interest and type of involvement in the course. The
faculty and student develop a written agreement as to the TA’s responsibilities for the
course.

The Supervision Course and Practicum

65
The Supervision course and supervision practicum are designed to understand and practice
the fundamentals of supervision and the advancement of a student’s supervisory skills. Prior
to taking the Supervision course students must have successfully passed their doctoral
Internal Practicum courses. For the Supervision Practicum, students must contact a full-time
faculty supervisor prior to beginning the supervision practicum to request permission to
assist supervising. Students may also contact a master’s level External Practicum full-time
faculty supervisor for permission to assist supervising. Prior to the term commencing, the
supervisor and student discuss the student’s interest and type of involvement in the
practicum. The supervisor and student develop a written agreement as to the student
supervisor’s responsibilities for the practicum.

Dissertation
The Ph.D. dissertation consists of original research in the Marriage and Family Therapy field.
Students are encouraged to develop research topics that are not only of interest to them
but also meaningful to the field at large. It is highly recommended that students begin their
studies with a general idea of a dissertation topic which they begin to evaluate upon entering
the program. During each of the four research courses, students will be developing
components of a manuscript, such as an Introduction, Literature Review, Methodology, and
IRB proposal, that will lead to a dissertation. Students enroll in their Dissertation courses
while completing their Internship. A dissertation committee for all doctoral students will be
composed of at least three members, one of whom will serve as the dissertation chair. The
dissertation chair and at least one other committee member must be full-time DFT faculty
members. A student may have one or more outside members on the committee if
methodological or substantive topical issues make such membership advisable, and is
approved by the dissertation chair. All members who are not DFT faculty must have an
earned doctorate degree, must be full-time faculty at a university, and must provide copies
of their credentials to the department. Dissertation committee members may not be from
among the student’s family members or personal friends, nor have graduated from CAHSS
within the past three academic years. The dissertation Chair will formalize a research study
with the student and develop a timeline for moving through the process.

The Dissertation process is extensive and specific details about how students move through
this process and write their dissertation can be found in the DFT Dissertation Guidelines
available online at [Link]/studentresources. Students must take a minimum
total of 9 dissertation credit hours; three credit hours per term for three terms. Three hours
of dissertation credits is considered full time by the program. Students must continually be
registered for at least one dissertation credit each term until they complete and successfully
defend their dissertation, bind, and turn in their final document, and register their
dissertation with ProQuest, UMI.

The Dissertation process may entail taking more than the minimum of 9 dissertation credit
hours as required by the program. Once a student takes 9 dissertation credits over three
terms, they can register for one credit hour each term thereafter until completion of their
dissertation. If, for some reason, students cannot continue working on their dissertation,
they must apply in writing to their Dissertation Chair and the Program Director requesting a
Leave of Absence. The Leave of Absence form is located online and must be completed with
original signature in BLUE to remain in good academic standing. A student requesting a
leave for longer than one term (i.e., two or more), may be unable, upon returning, to
continue with the same dissertation chair and committee. The student must submit a written
request to their Dissertation Chair for approval to continue their work and all dissertation
forms must be updated. If a Leave of Absence is requested and approved, this does not
extend the 7 year timeframe for completing the degree program. Students not enrolled in
the program for more than three terms are considered inactive and are required to reapply

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to the program. If approved for readmission, the student must be continually registered to
remain in good standing in the program. Three terms of a Leave of Absence is the maximum
for a student to remain active in the program. Students are required to adhere to the
dissertation guidelines and timelines. The complete DFT Dissertation Guidelines can be found
online at [Link]

Individual Supervision for State Licensure or AAMFT Approved Supervisor

Due to the AAMFT Code of Ethics principles related to multiple relationships and conflict of
interest, full-time faculty may not serve as the supervisor for licensure for students enrolled
in the program.

AAMFT Membership
Student membership in the American Association for Marriage and Family Therapy is
strongly suggested. Students gain additional educational information and familiarity in the
MFT field.

American Association for Marriage and Family Therapy (AAMFT)

112 South Alfred Street, Alexandria, VA 22314-3061
[Link]

Concentration in Family Systems Health Care

Students in the Ph.D. program in Family Therapy may choose to pursue a concentration in
Family Systems Health Care. The concentration focuses on the relationships between
psychosocial medicine and biomedicine in the treatment and prevention of illness and
disease. Students learn the basics of biopsychosocial theory, practice, and collaboration. The
program prepares professionals to offer therapeutic services in a variety of medical settings,
including private medical practices, hospitals, community clinics, primary care/specialists'
offices, and agencies.

Students in the Family Systems Health Care concentration program have ample
opportunities to gain practical expertise through classroom learning and hands-on clinical,
research, teaching, and service experiences. Specific areas of study include: adjustment
patterns of clients and their families to chronic and acute illnesses; models of collaboration
between medical family therapists and other health care professionals; the role of medical
family therapists in the continuum of medical services; the politics and economics of health
care; understanding human systems in health care; and brief interventions and systemic
assessments useful in the treatment and care of patients and their families. Additionally, the
program emphasizes professional development by assisting students in strengthening their
professional and personal qualities necessary for successful participation in the medical
milieu.

The student's growth as a reflective practitioner is encouraged through clinical research in

physician, patient, therapist, family communications, adjustments to acute, chronic, or
terminal illness, social effects and ethical dilemmas of new medical technologies, and other
issues that transcend historical distinctions between physical treatment and psychosocial
interventions. Program faculty and students cooperate to publish research findings and
clinical experiences. Also, faculty and students of the program contribute to the growth of
Family Systems Health Care and medical family therapy by supporting and participating in
professional groups such as the Collaborative Family Health Care Coalition, the Society of
Teachers of Family Medicine, Bereavement, Gerontology, and others.

In addition to degree requirements, students must complete the following coursework to

receive a Concentration in Family Systems Health Care (24 credit hours):

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 FSHC 5000 – Family Systems Health Care I
 FSHC 5010 - Family Systems Health Care II
 FSHC 5100 - Practicum I in Family Systems Health Care*
 FSHC 5110 - Practicum II in Family Systems Health Care*
 FSHC 5300 – Integration and Collaboration Among Health Care Systems
 FSHC 5500 - Politics and Economics of Health Care
 FSHC 6400 - Understanding Human Systems in Health Care Settings
 One Elective

* Students may choose to complete their clinical internship in a medical setting to obtain
the required 200 hours of face-to-face client contact for this concentration.

Doctor of Marriage and Family Therapy (D.M.F.T.)

Program Description

The D.M.F.T. is a 78 credit-hour program designed for individuals holding master's degrees
in a mental health field. The program prepares students for careers as private practitioners,
agency administrators, clinical supervisors, and senior clinicians. The D.M.F.T. program is
designed to expand and enhance a student’s existing clinical skills in order to become top
level practitioners, while at the same time demonstrating the place of program/clinical
research in this pursuit.

To this end, the D.M.F.T. degree requires students to complete an Applied Clinical Project
(ACP). The APC requires a student to conceive, propose, implement, and evaluate the
effectiveness of a particular clinical program under the supervision of a faculty committee.
The clinical program under review should be grounded in a systems based approach to family
psychotherapy, yet may include large educational and/or consultation components.

The Department of Family Therapy has full and part time faculty and supervisors that
represent diversity in race, cultural, gender, age, sexual orientation, and religion. The
student body reflects the rich cultural diversity of the University and South Florida as far as
race, religion, gender, sexual orientation, and age.

Vision
The Doctor of Marriage and Family Therapy (D.M.F.T.) is an innovative program dedicated
to advancing the practice skills of practitioners in mental health fields. This program
embraces a systemic/relational paradigm while fostering training that supports the needs
of our community focusing on inclusion, diversity, and cultural issues across all settings in
which clinical and supervisory services are provided.

Mission
The Doctorate in Marriage and Family Therapy (D.M.F.T.) is a practitioner-oriented
program with the primary emphasis of producing professionals whose chief contributions
will be as clinicians, supervisors, and applied researchers in the field of Couples, Marriage,
and Family Therapy. Graduates of the DMFT program are trained to practice within ethical
and professional bounds and systemic/relational models. Graduates will be able to work on
multiple levels in agencies, treatment facilities, medical offices, and other locations, while
focusing on inclusion, diversity, and cultural issues across all settings.

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 Students entering the D.M.F.T. program are required to have the following core curriculum
or closely related equivalent courses prior to entering this advanced systems program.
When students need to take any of these prerequisites, these courses must be completed
prior to beginning the core D.M.F.T. curriculum.

 Introduction to Marriage and Family Therapy

 Legal, Ethical and Professional Issues in MFT
 Theories of Marital and Family Therapy
 Human Development across the Life Cycle
 Theories of Personality and Psychopathology
 Human Sexuality and Gender
 Diversity and Psychosocial Skills
 Research in Marriage and Family Therapy
 Assessment in Marital and Family Therapy

Program Goals and Student Learning Outcomes

PG1:The DMFT Program demonstrates a commitment SLO1: DMFT students demonstrate respect for issues of cultural
to issues of cultural and sexual diversity and inclusion. and sexual diversity and inclusion in supervision.
SLO2: DMFT students demonstrate respect for cultural and
sexual diversity and inclusion in practice.

PG2:The DMFT Program demonstrates a commitment SLO3: DMFT students will demonstrate ethical and professional
to ethical and professional practice. behaviors as practitioners.
SLO 4: DMFT students will be members of AAMFT thereby
abiding by the AAMFT Code of Ethics.

PG3:The DMFT Program trains students in applied SLO5: DMFT students will successfully complete a Applied
research, supervision, and advanced clinical theory and Clinical research project
practice. SLO6: DMFT students will demonstrate competency the
practice of supervision
SLO7: DMFT students demonstrate competency in advanced
systemic/relational theory and practice
PG4:The DMFT Program demonstrates a commitment SLO8: DMFT students will complete 2 Internal Practicums at the
to servicing the community. Family Therapy Clinic
PG5:The DMFT Program demonstrates a commitment SLO9: DMFT students will graduate within the maximum
to graduating students in a timely manner, monitoring allotted timeframe of 7 years.
graduate employment, and assisting SLO10: DMFT graduates will be employed
students/graduates in passing the licensure exam. SLO11: DMFT students/graduates will pass the AMFTRB
licensure exam

Racial/Ethnic Composition of Program Faculty, Supervisors, and Students

NSU’s DMFT Program is proud to have a broad range of diversity represented among our
faculty, supervisors, and students. Below is a chart depicting the composition of our
faculty, students and supervisors based on IPEDS classification.

D.M.F.T.

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 AS OF SUMMER 2017 GENDER ETHNICITY
Students – 42 Male – 4 African-American/African/Black/non-Hispanic – 20

Female – 38 Hispanic/Latino/Chicano – 8

White/non-Hispanic – 12

Multiethinic – 1

Asian – 1
Faculty – 30 Male – 6 African-American/African/Black/non-Hispanic – 3

Female – 24 Hispanic/Latino/Chicano – 6

White/non-Hispanic – 16

Multiethnic – 1

Asian – 4
Supervisors – 19 Male – 4 African-American/African/Black/non-Hispanic – 2

Female – 15 Hispanic/Latino/Chicano – 2

White/non-Hispanic – 12

Multiethinic – 0

Asian – 3
Core Curriculum

Developmental Courses (3 credit hours)

Doctoral Seminars I-III (3 credit hours)

Theory Courses (18 Credits)

Introduction to Systems Theories
Theories of Personality and/or Psychopathology
Crisis Management
Advanced Therapy Courses (9 credit hours-choose 3 courses)
Systemic Family Therapy I (MRI/SFBT)
Systemic Family Therapy II (Narrative Therapy)
Systemic Family Therapy III (Intergenerational Theories)
Systemic Family Therapy IV (Ericksonian and Hypnotherapy)
International Perspectives in Counseling and Therapy

Clinical and Supervision Skills (9 credit hours)

Advanced Clinical/Micro Skills
Supervision in Clinical Settings
Clinical Practicum in Clinical Settings

Research and Grant Writing Skills (9 credit hours)

Qualitative Action Research

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 Grant Writing for Funding Opportunities
Evidence-based Research Models

Specialization Topics across Cultures/Environments (9 credit hours–choose 3

courses)
Couples Therapy
Medical Family Therapy or Family Systems Healthcare
Relationship Systems Consulting
Private Practice Management
Advanced Bowen Systems
Advanced Couples Therapy

Clinical Internships (12 credit hours)

Internal Practicum I
Internal Practicum II
Clinical Supervision I
Clinical Supervision II

Capstones (12 credit hours)

Clinical Portfolio (0 credit hours)
External Practicum I
External Practicum II
Applied Clinical Project I
Applied Clinical Project II
Annual Reviews x 2 (0 credit hours)

Elective Courses (6 credits)

Foundations of Teaching
Foundations of Supervision
Language Systems
Thinking Systems
Advanced Research Courses
Quantitative Research I
Quantitative Research II
Qualitative Research I
Qualitative Research II
Substance Abuse/Addictions and Critical Issues (Required for licensure in Florida)
Equine Assisted Family Therapy
Family Therapy Topics (I-VIII)
Independent Study
School-based Family Counseling
Grief and Loss
Academic Writing
Others

Electives
Electives are offered to support students in fulfilling course requirements for licensure as a
marriage and family therapist in Florida and other states. Electives are also taken to enhance
student learning in special topics. Students may choose to take more electives than are
required or complete a Graduate Certificate in Family Systems Health Care or Qualitative
Research with permission from the Program Director. Other courses offered within the

71
 University may be considered for elective status pending approval. In keeping with the
interdisciplinary philosophy of the School, students have the opportunity to take electives in
various specialties, such as Family Systems Health Care. Additional courses may help
students fulfill many of the course requirements for licensure in Florida (and other states)
as a marriage and family therapist.

Degree Plan
Students enter the D.M.F.T. program in the fall term. Following is a sample degree plan.
Degree plans are developed during a student’s first term and modified if needed
throughout their program.

Sample D.M.F.T. Degree Plan: 78 credit hours

Fall (August) Winter (January) Summer (May)

D.M.F.T 5001 Doctoral Seminar I D.M.F.T 5020 Systemic Family Therapy II D.M.F.T 6325 Fundamentals of
Supervision in Marriage and Family
D.M.F.T 5006 Introduction to D.M.F.T 5130 Crisis Management Therapy
Systems Theory
D.M.F.T 6200 Internal Practicum II D.M.F.T 6558 Couples Therapy:
D.M.F.T 5010 Systemic Family Theory and Application
Therapy I D.M.F.T 6400 Evidenced-Based
Research Methods D.M.F.T 7302 Personality Theories and
D.M.F.T 6200 Internal Practicum I Psychopathology or Elective

Elective

*D.M.F.T 6600 Annual Review

D.M.F.T 5002 Doctoral Seminar II D.M.F.T 5040 Systemic Family Therapy D.M.F.T 6300 External Clinical Practicum
IV or Elective
D.M.F.T 5030 Systemic Family D.M.F.T 6320 Supervision Practicum II
Therapy III or Elective D.M.F.T 5340 Grant Writing for Funding
Opportunities D.M.F.T 6410 Qualitative Action
D.M.F.T 5140 Advanced Micro Skills Research
D.M.F.T 6320 Supervision Practicum I
D.M.F.T 6210 Clinical Practicum (BTI) (10 credit hours)
External Practicum I
Elective *D.M.F.T 6600 Annual Review
**D.M.F.T 6750 Clinical Portfolio

D.M.F.T 5003 Doctoral Seminar III D.M.F.T 6950 Applied Clinical Project I D.M.F.T 6950 Applied Clinical Project II

D.M.F.T 5312 Advanced Substance

Abuse Training or Elective Graduation and Celebration (June)

Or Elective

D.M.F.T 6300 External Clinical

Practicum

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Recruitment Policy

As noted in the DMFT Program Goals in MFT Educational Outcomes, the NSU DMFT in
program demonstrates a commitment to diversity and inclusion, and prepares students for
the clinical practice of family therapy, maintaining a high level of graduation and
postgraduate success in the field. Our recruitment policy combines a commitment to
diversity and underserved populations with a fair and realistic appraisal of qualities needed
to graduate and have success in the field of marriage and family therapy. We do not require
the GRE or other standardized testing, as standardized testing tends to privilege certain
populations over others. We require a 3.5 GPA, and demonstrated interpersonal ability. In
addition to letters of reference, an admissions essay, and a writing sample, we conduct in
person interviews to assess prospective students. To attract qualified students, we maintain
relationships with universities nationwide who have graduate programs in MFT and related
fields.

We make it a point to build relationships with other universities nationwide. We also offer
open houses, open to the community, and publicized through our website, where prospective
students can talk with faculty and current students. Our students and graduates themselves
are a primary source of prospective students for us, as they recommend the program to
friends and colleagues. We strive to recruit a diverse student body, in terms of age,
experience, sexual orientation, race, class, culture, gender, and national origin. We are
transparent about our values and what we offer, providing all prospective students with a
statement of our core diversity/inclusion values, and publicizing both our licensure exam
pass rates and our postgraduate employment statistics.

Retention Policy

As noted in the DMFT Program Goals , the NSU DMFT program demonstrates a commitment
to diversity and inclusion, and prepares students for the clinical practice of family therapy,
maintaining a high level of graduation and postgraduate success in the field. Our retention
policy balances our commitment to the best outcome for individual students, with the need
to maintain a positive reputation for our graduates to ensure success in the field. The faculty
advisors attend closely to the progress of individual students during the entire program as
evidenced in the Annual Reviews (Preliminary Review). Most of our attrition occurs during
this first semester, when students are not able to succeed academically or have
underestimated the commitment required for a graduate program. In this event, the
Program Director meets with the student and the faculty teaching the student that semester.
Every effort is made to work towards a mutually agreeable outcome.

The Program Director is notified if a student earns a “C” in any course and a letter is sent to
the student advising her/him that students are required to repeat a course in which a second
“C” is earned. Additionally, students may be asked to take additional internal practicums
above and beyond the minimum requirement. The Program Director and the faculty work
with individual students to maintain their progress towards graduation. If at any time,
however, it becomes clear that a student is interpersonally, ethically, or academically
unqualified for the practice of marriage and family therapy, the Program Director will
schedule an appointment with that student and the possibility for a remediation plan will be
discussed along with the possibility of dismissal from the program. Our goal is a high level
of retention, but balanced at all times with the need to maintain the integrity of the program
and the profession.

Program Format, Leave of Absences

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The residentially offered D.M.F.T program can be completed in 3 years with the maximum
timeframe of 7 years. Full-time enrollment is considered to be at least nine credit hours per
term, fall, winter, and summer. Students must continually be enrolled to remain active in
the program. If a student cannot take classes due to unforeseen circumstances, s/he must
to apply for a Leave of Absence three weeks prior the beginning of a term. Approval by the
Program Director is required. A student who has not registered for one entire academic year
is considered inactive and must confer with the Program Director to request readmission to
the program. If approved for readmission, the student must be continually registered to
remain in good standing in the program. Three terms of a Leave of Absence is the maximum
for a student to remain active in the program. Students can request a leave of absence for
no more than three terms. A student who has not registered for one entire academic year
is considered inactive and must reapply to the program. Once students complete their
Clinical Portfolio, they can conduct their external practicums at the same time as their
Applied Clinical Project (ACP) courses.

Program Specifics

Disclosure of Guiding Principle of our Programs

It is with great pride that, we, the members of the Department of Family Therapy at Nova
Southeastern University, share with our students, one of the guiding principles of our
training programs.
Our programs are guided by the importance of inclusion, diversity and affirmative practices
in the classroom, coursework, clinical training, as well as all professional and collegial
relationships and interactions. We are committed to training our students in a manner that
is respectful of and sensitive to religious/spiritual beliefs, cultural traditions and practices,
gender identities and in all areas that distinguish individuals. Our goal is to be self-reflexive
practitioners, holding ourselves accountable for our commitment to our principles.

We further strive to train students to respond to each other with the same honor and respect.
Subsequently, we expect students will treat fellow students, staff, and clients accordingly.
We stress a commitment to servicing clinical populations in an affirmative, supportive and
competent manner including but not limited to underprivileged, minority, and socially
oppressed groups, ethnic, racial, religious groups, LGBTQ individuals, foreign nationals,
individuals with different levels of ability both physical and mental, as well as individuals of
various genders, ages and socioeconomic and relationship statuses.

Ultimately, we believe that individual belief systems and values should be respected but that
those belief systems and values do not hinder the practice of affirmative therapy.
Additionally, our programs abide by the AAMFT Code of Ethics. Specifically, the following:

1.1 Non-Discrimination. Marriage and Family Therapists provide

professional assistance to persons without discrimination on the basis of race, age,
ethnicity, socioeconomic status, disability, gender, health status, religion, national
origin, sexual orientation, and gender identity or relationship status.

Professional/Ethical Conduct
Students are expected to abide by the AAMFT Code of Ethics, conduct indicated in the Florida
Statutes Chapter 491, conduct indicated in HIPAA, as well as the NSU Student Handbook. If
at any time during a student’s program, the faculty is alerted to questions about a student’s
conduct, a meeting will be scheduled with the Program Director and one other faculty. The
program follows all guidelines from the NSU Student handbook. The results of the meeting
will be documented along with recommendation for a remediation plan. If it is found that a

74
student’s conduct fell outside those indicated in the above documents, the outcome of such
a meeting could ultimately lead to immediate dismissal from the program.

Grievances/Student Complaints
The DMFT program encourages feedback from all of its faculty, supervisors, and students.
If students have concerns, they initially discuss the issue with the faculty instructor,
supervisor, or their faculty advisor. If the concern is not resolved, the student may consult
with the Program Director. If the concern is then not resolved, the student may consult with
the Department Chair. The department currently has a complaint/concern/grievance form
students may fill out and give to the Program Director. Official grievances are required in
writing if other methods have not resulted in the resolution of an issue.

Governance of the Program

The DMFT program employs a Program Director who is academically, professionally and
experientially qualified and is vested with the authority necessary to accomplish the program
goals. The program values highly input from its communities of interest which include
faculty, supervisors, and students. Faculty and supervisors participate in the governance of
the program through their involvement in teaching and supervising students as well as
through faculty meetings, faculty retreats, committee participation, and various other
evaluative mechanisms. Faculty are encouraged to offer feedback regarding the program
throughout the year. Students are involved in the governance of the program through the
feedback they provide via the course evaluations, Annual Reviews, Student Government
Association (SGA), Doctoral Seminars, Doctoral Town Hall meetings, and various other
evaluative mechanisms. Faculty and students are also represented on the Advisory Board
as well as the Ph.D. Curriculum Committee. Feedback from all communities of interest is
collected and reviewed at faculty meetings for possible program changes and improvement.
Any major changes to the program, such as curricular changes, are proposed to and
approved by the faculty, then the department chair, then the Dean, then the institution and
accrediting bodies. Any changes to the program are communicated with students via the
list serve and/or the catalog.

Collection of Student and Graduate information

In order to comply with accreditation standards, the program is required to gather
information from its students and graduates. The program will send an annual survey via
email to students and graduates regarding achievements of graduates, employment
information, employer information (in order to request satisfaction information), national
exam pass rates, licensure rates, and other information as needed

Courses Necessary for Licensure

The following is a list of courses offered in our department that are necessary for licensure
in the state of Florida as a Licensed Marriage and Family Therapist. From this list, doctoral
students may submit a request for Transfer of Credit for up to 21 credits toward their 78
required credits. The student must have passed with a grade “B” or better in each course.
The courses students wish to transfer must have been completed within the past 7 years.

 SFTD 5007: Research in Marital and Family Therapy

 SFTD 5008: Introduction to Marital and Family Therapy: Counseling Theories and
Techniques
 SFTD 5009: Theories of Marital and Family Therapy
 SFTD 5045: Group Psychotherapy
 SFTD 5046: Human Development Across the Life Cycle
 SFTD 5006: Introduction to Systems Theory
 SFTD 5300: Legal, Ethical, and Professional Issues

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  SFTD 6520: Diversity and Psychosocial Issues
 SFTD 7311: Human Sexuality and Gender
 SFTD 7301: Assessment in Marital and Family Therapy
 SFTD 7302: Personality Theories & Psychopathology
 SFTD 5311: Substance Abuse/Addictions and Critical Issues in Systems Theory

Requirements for Work in the On-site Clinic, Clinical Practicums

Before entering Internal Practicum I, students are required to complete the following
courses:
 SFTD 5006: Introduction to Systems Theory

 SFTD 5300: Legal, Ethical, and Professional Issues

 SFTD 5008: Introduction to Marriage and Family Therapy

All students must take and pass the following requirements within the first month of
enrollment:
 Two HIPAA certificate courses
 Level two background check with photo badge (prior to orientation)
 CITI course
 Students must also be familiar with the Practicum Handbook and Brief Therapy
Institute Policies and Procedures, both available on the website.

Practica and Evaluations

D.M.F.T students acquire clinical and supervision hours based on the following criteria:

 D.M.F.T 6200 Internal Practicum I and II

 D.M.F.T 6210 Clinical Practicum
 D.M.F.T 6300 External Practicum I and II
 D.M.F.T 6320 Supervision Practicum I and II

Internal Practica
Details regarding Practica and the department clinic, the Brief Therapy Institute (BTI), are
available in the Policies and Procedures Manual. Policies and Procedures are distributed each
term to students attending practicum and are available online at
[Link] Students must
make themselves familiar with the Practicum Handbook, also available on the website.

Nova Southeastern University and the Department of Family Therapy require that all
students complete two HIPAA course requirements found on Blackboard before seeing clients
in the clinic. Also, all students are required to complete Background checks which include
fingerprintingprior to orientation. Contact the Internship Coordinator for more information.

HIPAA
Nova Southeastern University and the Department of Family Therapy require that all
students successfully complete the two NSU HIPAA certificate requirements during their first
term in the program, prior to seeing clients. These programs are uploaded on each student’s
Blackboard at the beginning of the first term. Certificates must be printed, name entered in
BLUE, and submitted to the DFT Internship Coordinator.

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Background checks and fingerprinting are required of ALL students and must be completed
during the first two weeks of enrollment. Students will contact the DFT Internship
Coordinator for detailed information on these procedures.

Client Contact Hours

In order to graduate, all students must document that they have a minimum of 1000 hours
of direct client contact hours. At least 500 of the 1000 required hours must be with couples
and/or families present in the room.

Doctoral students who have graduated from a COAMFTE approved Master’s program, or who
had supervision from an AAMFT Approved Supervisor, can apply to have up to 500 client
contact hours waived. Doctoral students who have a license in MFT or another mental health
filed, or who obtain the license during their doctoral program, may petition the program to
waive some of the required 1000 direct client contact hours. However, waiving part of this
client contact hour requirement does not release a student from completing all of the
practicum or internship requirements of the program. In order for a waiver request of client
contact hours to be approved, the student must also provide a copy of their supervisor’s vita
and credentials. In order for their supervision to count, these credentials must indicate that
the previous supervisor was licensed in the mental health field AND had appropriate
credentials for supervision

If a waiver request is approved, students still are required to document a minimum of 100
in-the-room client contact hours with individuals, couples, and/or families during their time
as a student in the program before beginning clinical internship. At least 50 of these hours
must be accrued at the Brief Therapy Institute (BTI) Practicum hours may be included in the
total. In order to count, all 100 direct client contact hours must be supervised by AAMFT
Approved Supervisor, who will sign and document that the hours submitted are accurate.
Students must follow all BTI policies and procedures.

For client contact hours obtained outside of BTI, documentation of client contact and
supervision hours must include the date, type of session (i.e., family, couple, or individual),
length, and location of each session. Students must have written case notes for all sessions
listed. The necessary forms are available online at the CAHSS student resources website.
Students must submit their completed forms to the Internship Coordinator at the end of
EACH term to ensure progress is recorded and the student file remains updated. Students
must submit to the Internship Coordinator the ORIGINAL SIGNED copy of the completed
forms with all hours totaled and with all signatures in BLUE. Students must keep a copy of
all completed and signed forms during their entire program and for future licensure needs.

Client Confidentiality and Use of Client Information (DVDs and/or flash drives)
Clients seen at the Brief Therapy Institute’s Family Therapy Clinic sign a Therapy Agreement
that gives student clinicians permission to record sessions for educational purposes. BTI
provides students with the necessary materials to record their sessions. Students may NOT
use their own DVDs and/or flash drives for recording sessions and all recordings must remain
at BTI, on the premises, to ensure confidentiality. Viewing rooms are available at BTI for
students to review their own work; they may not view another student’s work without his
or her prior written consent submitted to the BTI Clinic Office Manager for final approval. If
students wish to show a recorded session in a class, or use them for their Clinical Portfolio
requirements, they may sign out for a specified amount of time. This must be coordinated
through the BTI Clinic Office Manager to ensure proper authorization. At no time is case
information to be taken off campus nor downloaded onto personal computers/flash drives.

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If students wish to write about a case seen at BTI and have obtained proper approval, they
may schedule times to transcribe materials in the editing suite coordinated through the Clinic
Office Manager. No identifying client information can appear on transcripts or written
materials or be shared with others.

If students wish to show a recorded session to a professional audience outside of NSU, they
must either have written consent or re-contact the clients seen on the recording and explain
their request to present the case, when and where and for what purpose. The student must
have each adult client sign a release, Authorization for Use or Disclosure of Information for
Educational and Related Purposes, in advance of the presentation.

DVDs and the use of portable hard drives are supplied to students. All DVDs and/or hard
drives assigned during a student’s time at BTI must be stored at BTI. The Practicum
Supervisor at the end of each practicum session returns all related information to BTI for
placement in locked storage. DVDs or any client recordings or information are not allowed
off BTI premises

Program Requirements: Annual Review, Clinical Portfolio and Applied Clinical

Project
As a requirement for completing the D.M.F.T. program, students prepare and submit a
Clinical Portfolio that includes a written and video presentation of their clinical and
supervision work at the end of their second year. The portfolio requirement is also designed
to help students become better able to present their work in professional contexts, such as
seeking employment and academic exchange. And, at the end of a student’s third year, a
paper and presentation of their Applied Clinical Project is required.
Each requirement is intended to address major training and academic goals of the program
and the student’s progress throughout their program. This review process represents a
stepping stone experience for students as they prepare to undertake their Applied Clinical
Project work. Successful completion of each component indicates that the student is able to
plan, undertake, and complete increasingly sophisticated projects, requiring independence
of both thought and motivation.

Each of these components and their requirements are described in detail below.

 Annual Review (summer after each year)

 Clinical Portfolio
 Applied Clinical Project (third year)

Annual Review
As part of the graduation requirements, students must have an annual review at the end of
each of the first 3 years. This annual review will consist of an evaluation of the student’s
academic progress, clinical progress, student’s professional and ethical conduct, and level
of attainment of the program’s student learning outcomes. The Annual Review is also utilized
for collection of feedback from students about the program, support services by the
institution, as well as the Program Director. This review is conducted in a manner needed
for each individual student such as, but not limited to, a meeting with a faculty advisor,
program director, or via email. Students must register for the Annual Review during the
summer of each of the first 3 years.

Clinical Portfolio

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The Clinical Portfolio is intended to provide an opportunity for students to demonstrate their
clinical competence, creativity, and theoretical clarity, in a manner and setting similar to
that which could be expected in a job interview situation. It is an assessment of the student
learning outcome associated with clinical competence. It should be viewed as the
culmination of the in-house clinical training aspect of the doctoral program, and it is designed
to allow students to demonstrate the full range and depth of their clinical skills and
theoretical knowledge. To submit a Clinical Portfolio for faculty review, a student must have
successfully completed the Internal Practicum sequence. Student’s wishing to enhance their
clinical skills or theoretical knowledge may do so with additional practica, clinical work, or
supervision before submitting their Clinical Portfolio.

Clinical Portfolio Components

The following are the 4 components to the Clinical Portfolio:

 Statement of Treatment Philosophy (5-7 pages, double spaced; APA formatted)

 Case Study (Written, single case from inception to treatment
 completion/evaluation)
 Video presentation (45 min–1 hour, professional audience)
 Verbatim transcripts of the video clips with identifying information removed.

Statement of Treatment Philosophy

The Statement of Treatment Philosophy document should be between 5-7 pages, double
spaced, and should adhere to all applicable APA formatting conventions. In this document,
students should articulate their current overall philosophy of treatment as it applies to their
work in the field of marriage and family therapy. This philosophy statement assumes that
the student under review is still in a formative stage of development in terms of their clinical
skills. Thus it is important for the student to talk honestly and openly about the ways they
assess their own current stage(s) of development. This statement may differ from the case
study or video materials presented in the other parts of the Portfolio, but if it is, it would be
important for the statement to address how these disconnects are part of the overall
development of the student. An important part of this statement is the honesty, maturity,
integrity, and clarity with which the student describes their journey throughout the years of
clinical training they have received in the course of the program, as well as the accuracy of
any theoretical assertions they make. The evaluation form for this part of the written
component is located on the CAHSS website.

Single Case Study

In this section of the written component of the portfolio, the student is asked to describe, in
writing, their experience as a primary therapist with a single case, from inception and
introduction to completion and evaluation. The purpose of this section of the portfolio is to
allow the student to describe in great detail the how they managed a case from beginning
to end, and in the process of doing so, giving insight into the theories, techniques,
approaches, assumptions, supervision, and feedback that guided them through the process.
This component of the Portfolio will be evaluated by the faculty review committee using a
rating scale that evaluates the student based on the criteria indicated on the current
evaluation form found on the CAHSS website.

Video Segments Presentation

This section of the Clinical Portfolio is designed to allow the student to demonstrate through
video segments, the correlation between theory and their actual clinical practices. Each
student is required to produce and display between 5-7 video segments that demonstrate
the connections between their theory/philosophy and their actual therapeutic conduct in the
room. For each segment presented, the student will describe the theoretical concept,

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construct, or technique that they believe most accurately reflects the actions that the
audience is about to view. Students should preface the clips with ample information so the
audience will be able to follow well, as in a professional presentation.

The concepts, constructs, or techniques that the student describes and shows video clips
displaying can come from any of the classes, courses, or supervision they receive during
their training in the program. The clips can be arranged to represent a single clinical point
of view, or they may be arranged to represent a wide variety of the clinical approaches the
student has used in the course of their training. This part of the Portfolio should be
representative of a range of work that best demonstrates the student’s acquisition of clinical
and theoretical skills during the program, regardless of theoretical approach.

It is expected that students will conduct themselves in a professional and collegial manner
throughout the preparation of materials as well as throughout the presentation. The process
for selecting, editing and developing a video presentation is an involved process that should
be organized through the BTI office manager. The entire process may take 2 full months to
complete due to the time needed to secure time and space with the media service staff.
Students should start early in the term for which they are registered in order to complete
the process.

The committee will consist of members of the full time family therapy faculty, selected on a
random, rotating basis. Once selected, the members of the committee will receive all
portfolio materials for review. The clinical portfolio will be open only to DFT students and
faculty only and scheduled for a maximum of one and one half hour. As a professional
presentation, it is important that the student allocate the time for presentation and questions
accordingly. Punctuality, time keeping, and facilitation are important parts of professional
presentations.

The review will be publically announced to the Department of Family Therapy community,
and open for only DFT faculty and students to attend. These events are not only a
review of the student’s portfolio of clinical work, but also an opportunity for active
conversation with, and about, the clinical work of their colleagues of the dissertation. Care
should be taken regarding appropriate dress, professional demeanor, clarity of presentation,
and respect for clients and colleagues.

Upon completion of successfully passing the public presentation, the faculty review
committee considers all of the materials presented in light of:
 The evaluation rubrics attached to those materials;
 The manner in which they were presented;
 The overall professionalism of the presenter, including dress, manner, tone,
etc.; final defense, and
 The manner and substance of the ways in which the presenter handled
questions, criticisms, theoretical disagreements, or ethical concerns raised by
reviewers or members of the audience during the course of the review.

Portfolio and Exam Timeline Information

For students to remain within the three year completion of the program, they will submit
their portfolio during the 6th term, and show readiness to proceed with their Applied Clinical
Project their 3rd year; failure to do so means that a student will need additional time in the
program. The program has a maximum of 5 years to complete.

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3. Applied Clinical Project (ACP)
The Applied Clinical Project (ACP) should be seen as the capstone experience of the D.M.F.T.
degree process. The ACP is the student’s demonstration of his/her ability to carry out a high
quality, professional program of systemically based treatment. The ACP should be a project
the student carries out under CAHSS faculty supervision from concept, to proposal, to
implementation, and finally through eventual evaluation of the effectiveness of the program.
An ACP is viewed as a career launching undertaking. At the time of its culmination, students
should be able to articulate and demonstrate to other mental health professionals their
unique area of systems based practice expertise. Students should review and be familiar
with the ACP Guidelines available on the website.

Students select a DFT full-time faculty supervisor and one other full-time faculty reviewer
for their ACP only after they have completed the majority of their coursework and have
successfully passed their Clinical Portfolio. All proposals, data collection, and analysis toward
the completion of the ACP must be conducted under faculty supervision.

At the end of the ACP, students will develop a professional quality presentation and review
of their entire project to a faculty committee and the public. The faculty committee will
consist of their project supervisor, faculty reviewer, and any other students and terminally
degreed professionals that the student wishes to invite. However, only full time faculty of
CAHSS will have the final say on the acceptability of the final product and its final
presentation. Students register for a minimum of 6 credit hours of Applied Clinical Project.
Students must continue to register for ACP credit hours until they complete, successfully
defend, and finalize their project. This may entail taking more than the minimum Applied
Clinical Project credit hours stipulated in the catalog. If for some reason, students cannot
continue working on their ACP, they must apply in writing to their faculty supervisor and
Program Director for a leave of absence, which must be in place three weeks prior to the
start of a term. If a student requests a leave for longer than one term or takes a second
term-long leave, they may not be able, upon their return, to continue with the faculty
supervisor with whom they had earlier been working. If a student requests a leave for longer
than three consecutive terms and has not registered for the following term, they are
considered inactive and would need to reapply to the program. If a Leave of Absence is
requested and approved, this does not extend the 7 year timeframe for completing the
degree program.

Individual Supervision for State Licensure or AAMFT Membership

Due to the AAMFT Code of Ethics principles related to multiple relationships and conflict of
interest, full-time faculty may not serve as the supervisor for licensure for students
enrolled in the program.

Licensure Exam Preparation

The Department prepares students for the national exam, taken after graduation, through
coursework. A powerpoint study guide has been prepared for graduates to help them study,
and the department stays in close touch with graduates to assist them as requested as they
study for the exam.

AAMFT Membership
Student membership in the American Association for Marriage and Family Therapy is
strongly suggested. Students gain additional educational information and familiarity in the
MFT field.

American Association for Marriage and Family Therapy (AAMFT)

112 South Alfred Street, Alexandria, VA 22314-3061

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 [Link]

Concentration in Family Systems Health Care

Students in the D.M.F.T. program may choose to pursue a concentration in Family Systems
Health Care. The concentration focuses on the relationships between psychosocial medicine
and biomedicine in the treatment and prevention of illness and disease. Students learn the
basics of biopsychosocial theory, practice, and collaboration. The program prepares
professionals to offer therapeutic services in a variety of medical settings, including private
medical practices, hospitals, community clinics, primary care/specialists' offices, and
agencies.

Students in the Family Systems Health Care concentration program have ample
opportunities to gain practical expertise through classroom learning and hands-on clinical,
research, teaching, and service experiences. Specific areas of study include: adjustment
patterns of clients and their families to chronic and acute illnesses; models of collaboration
between medical family therapists and other health care professionals; the role of medical
family therapists in the continuum of medical services; the politics and economics of health
care; understanding human systems in health care; and brief interventions and systemic
assessments useful in the treatment and care of patients and their families. Additionally, the
program emphasizes professional development by assisting students in strengthening their
professional and personal qualities necessary for successful participation in the medical
milieu.

The student's growth as a reflective practitioner is encouraged through clinical research in

physician, patient, therapist, family communications, adjustments to acute, chronic, or
terminal illness, social effects and ethical dilemmas of new medical technologies, and other
issues that transcend historical distinctions between physical treatment and psychosocial
interventions. Program faculty and students cooperate to publish research findings and
clinical experiences. Also, faculty and students of the program contribute to the growth of
Family Systems Health Care and medical family therapy by supporting and participating in
professional groups such as the Collaborative Family Health Care Coalition, the Society of
Teachers of Family Medicine, Bereavement, Gerontology, and others.

In addition to degree requirements, students must complete the following coursework to

receive a Concentration in Family Systems Health Care (24 credit hours):
 FSHC 5000 Family Systems Health Care I
 FSHC 5010 Family Systems Health Care II
 FSHC 5300 Integration and Collaboration among Health Care Systems
 FSHC 5500 Politics and Economics of Health Care Systems
 FSCH 5110 External Practicum I and II*

*Students may choose to complete their external practicums in a medical setting to obtain
the required 200 hours of face-to-face client contact for this concentration.

Master of Science in Family Therapy (M.S.)

Program Description
The M.S. in Marriage and Family Therapy is designed to help students develop clinical
excellence and prepare for careers as marriage and family therapists. Students are prepared

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to assume professional positions in private practice, employee assistance programs,
managed care and health care organizations, child care and child development systems,
family service agencies, schools, churches, hospitals, and other clinical and organizational
settings.

The 60 credit hour degree program consists of coursework and clinical practice. Training is
concentrated on brief, interactional models of family therapy, preparing our graduates to
practice in a time-sensitive, cost-effective manner. The M.S. in Marriage and Family Therapy
has full accreditation with the: (703) 838-9809;
[Link]
MFTE/Accreditation_Resources.aspx?hkey=5cb74a42-815a-4b75-9c29-64e5e70f02d5

The Department of Family Therapy has full time faculty and supervisors as well as part-time
faculty and supervisors that represent racial diversity as well as diversity in gender, age,
religion, culture, and sexual orientation. The student body of the doctoral program reflects
the rich cultural diversity of South Florida and across the nation as far as race, religion,
gender, sexual orientation, and age.

Vision
The Master's Program in Family Therapy strives to educate and train students through a
systemic/relational paradigm to become competent Couples, Marriage, and Family
therapists with the ability to work systemically with all populations including culturally and
sexually diverse and marginalized groups in various community settings. Our program
further strives to educate students in research and to uphold all ethical and professional
standards in the field.

Mission
The Master’s (MS) Program in Family Therapy strives to develop students who utilize
systemic/relational theory and are committed to clinical practice in the field of Couples,
Marriage, and Family Therapy. Students in the M.S. program are committed to servicing
the community as ethical and professional practitioners focusing on the relational
strengths and resources of clients with an appreciation and respect for cultural and sexual
diversity and inclusion. Graduates will also be trained in understanding clinically focused
research.

Program Goals and Student Learning Outcomes

PG1 The M.S. Program in Family Therapy program SLO1: M.S. students demonstrate respect for issues
demonstrates a commitment to issues of cultural of cultural and sexual diversity
and sexual diversity and inclusion. .

PG2 The M.S. Program in Family Therapy demonstrates SLO2: M.S. students will demonstrate ethical and
a commitment to ethical and professional practice. professional behaviors as practitioners.
SLO3: M.S. students will be Student Members of
AAMFT thereby abiding by the AAMFT Code of Ethics

PG3 The Ph.D. Program in Family Therapy trains SLO4: M.S. students will demonstrate knowledge
students in research, clinical theory and practice. of clinically applied research.
SLO5: M.S. students will demonstrate
competency in clinical theory

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 SLO6: M.S. students demonstrate competency in
practice
PG4 The M.S. Program in Family Therapy demonstrates SLO7: M.S. students will complete 2 Internal
a commitment to servicing the community. Practicums at the Family Therapy Clinic and 2
External Practicums in the community.
PG5 The M.S. Program in Family Therapy demonstrates SLO8: M.S. students will graduate within the
a commitment to graduating students in a timely maximum allotted timeframe of 5 years.
manner, monitoring graduate employment, and SLO9: M.S. graduates will be employed
assisting graduates in passing the licensure exam. SLO10: M.S. graduates will pass the AMFTRB
licensure exam

Recruitment Policy
As noted in the MS in MFT Educational Outcomes, the NSU MS in MFT program
demonstrates a commitment to diversity and inclusion, and prepares students for the
clinical practice of family therapy, maintaining a high level of graduation and postgraduate
success in the field. Our recruitment policy combines a commitment to diversity and
underserved populations with a fair and realistic appraisal of qualities needed to graduate
and have success in the field of marriage and family therapy. We do not require the GRE
or other standardized testing, as standardized testing tends to privilege certain populations
over others. We do require a 3.0 undergraduate GPA, and demonstrated interpersonal
ability. In addition to letters of reference, an admissions essay, and a writing sample, we
conduct in person interviews to assess prospective students. To attract qualified students,
we maintain relationships with universities nationwide with large undergraduate human
development/family studies programs, as many of our students come to us with this
background, referred by a trusted faculty member.

We make it a point to build relationships with other universities nationwide, including HBCU’s
and other majority minority institutions. We also offer open houses, open to the community,
and publicized through our website, where prospective students can talk with faculty and
current students. Our students and graduates themselves are a primary source of
prospective students for us, as they recommend the program to friends and colleagues. We
strive to recruit a diverse student body, in terms of age, experience, sexual orientation,
race, class, culture, gender, and national origin. We are transparent about our values and
what we offer, providing all prospective students with a statement of our core
diversity/inclusion values, and publicizing both our licensure exam pass rates and our
postgraduate employment statistics.

Retention Policy
As noted in the MS in MFT Educational Outcomes, the NSU MS in the MFT program
demonstrates a commitment to diversity and inclusion, and prepares students for the
clinical practice of family therapy, maintaining a high level of graduation and postgraduate
success in the field. Our retention policy balances our commitment to the best outcome for
individual students, with the need to maintain a positive reputation for our graduates to
ensure success in the field. The program director attends closely to the progress of
individual students during their first semester. Most of our attrition occurs during this first
semester, when students are not able to succeed academically or have underestimated the
commitment required for a graduate program. In this event, the program director meets
with the student and the faculty teaching the student that semester. Every effort is made
to work towards a mutually agreeable outcome, as for example a transfer to a less
academically rigorous, nonclinical program.

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At the end of the first three semesters, when the students transition to their external
practicums, the program director again consults with faculty as to the progress of individual
students. Students having academic difficulties or low grades would have been noted before
this point, but if students have performed well academically but the faculty has concerns
about their clinical ability, Students may be asked to take additional internal practicums
above and beyond the minimum requirement. The program director and the faculty work
with individual students to maintain their progress towards graduation. If at any time,
however, it becomes clear a student is interpersonally, ethically, or academically unqualified
for the practice of marriage and family therapy, that student will be dismissed from the
program. Our goal is a high level of retention, but balanced at all times with the need to
maintain the integrity of the program and the profession.

Grievances/Student Complaints
The Ph.D. Program in Family Therapy encourages feedback from all of its faculty,
supervisors, and students. If students have concerns, they initially discuss the issue with
the faculty instructor, supervisor, or their faculty advisor. If the concern is not resolved, the
student may consult with the Program Director. If the concern is then not resolved, the
student may consult with the Department Chair. The department currently has a
complaint/concern/grievance form students may fill out and give to the Program Director.
Official grievances are required in writing if other methods have not resulted in the resolution
of an issue.

Governance of the Program

The MS Program in Family Therapy employs a Program Director who is academically,
professionally and experientially qualified and is vested with the authority necessary to
accomplish the program goals. The program values highly input from its communities of
interest which include faculty, supervisors, and students. Faculty and supervisors participate
in the governance of the program through their involvement in teaching and supervising
students as well as through faculty meetings, faculty retreats, committee participation, and
various other evaluative mechanisms. Faculty are encouraged to offer feedback regarding
the program throughout the year. Students are involved in the governance of the program
through the feedback they provide via the course evaluations, Annual Reviews, Student
Government Association (SGA), and various other evaluative mechanisms. Faculty and
students are also represented on the Advisory Board as well as the MS Curriculum
Committee. Feedback from all communities of interest is collected and reviewed at faculty
meetings for possible program changes and improvement. Any major changes to the
program, such as curricular changes, are proposed to and approved by the faculty, then the
department chair, then the Dean, then the institution and accrediting bodies. Any changes
to the program are communicated with students via the list serve and/or the catalog.

Collection of Student and Graduate information

In order to comply with accreditation standards, the program is required to gather
information from its students and graduates. The program will send an annual survey via
email to students and graduates regarding achievements of graduates, employment
information, employer information (in order to request satisfaction information), national
exam pass rates, licensure rates, and other information as needed.

Student Achievement
The NSU MS in MFT program has a policy of continuous assessment of students and of
graduate success.

1. Assessment of students includes course evaluations and grades; practicum evaluations

(both on site and faculty supervisor evaluations); and comprehensive examination results.

85
We also maintain close contact with external supervisors, at agency sites, and obtain their
evaluations of our students. (See chart below for aggregated data; we also obtain individual
evaluations of each student from their external, on site supervisor as well as faculty
supervisor).

2. Once students are graduated, we maintain data on graduation rates, licensure exam pass
rates, and job placement rates in the field. We are able to verify graduation rates from our
own internal data. Once students are graduated, we must rely on their maintaining in contact
with us to provide us with licensure exam pass rates and career data. To encourage students
to do this, we utilize social media and personal contact. We provide graduates with a
permanent @[Link] email address. In addition, we maintain three active Facebook pages:
an NSU MS in MFT Club page; a page put together by graduates but linked to the program
director, for those signed up to take the licensure exam; and the program director’s
individual page. The program director posts job openings and resources for graduates to
encourage graduates to maintain contact with her and with the program. We also host
monthly “reunions” for graduates in the tri-county area, one for graduates in agency work
and one for graduates in private practice. In addition, the NSU alumni office sends out a
survey to graduates annually. We consider ourselves both “high tech” and “high touch” in
our efforts to maintain contact with graduates. The program director is reliably in contact
with the majority of program graduates, and supplies them with job openings, references,
workshop information, and ongoing updates on the licensure examination.

3. Finally, we also maintain contact with major employers of our graduates and obtain their
input through participation in our curriculum committee. We have representatives of large
private practices and agencies that employ our graduates in the tri-county area serving on
this committee and this allows us to continuously assess the program fit with employer
needs.

Graduation Rates
The M.S. in Family Therapy program advertises that students graduate within a 2-5 year
time frame. Analysis of data indicates that the program graduates 62% of its students by
the 2 year mark and 96% by the 5 year deadline. These impressive statistics substantially
exceeded the program benchmarks.

National Licensure Exam Pass Rate

Graduates of our M.S in Family Therapy program are eligible to become registered interns
in the state of Florida as Marriage and Family Therapists. Registered Interns can take the
National licensing exam developed and administered by AMFTRB (Association of Marital and
Family Therapy Regulatory Boards). Registered interns must take and pass the exam and
complete other clinical requirements in order to be eligible to become fully licensed marriage
and family therapists in the state of Florida. Through the education, mentoring and diligent
efforts on the part of the program, our graduates have a passing rate of 99% over last 10
years on the AMFTRB National Exam.

Racial/Ethnic Composition of Program Faculty, Supervisors, and Students

NSU’s MS Program is proud to have a broad range of diversity represented among our
faculty, supervisors, and students. Below is a chart depicting the composition of our
faculty, students and supervisors based on IPEDS classification.

M.S.
AS OF SUMMER 2017 GENDER ETHNICITY
Students – 75 Male – 8 African-American/African/Black/non-Hispanic – 21

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 Female – 67 Hispanic/Latino/Chicano – 24

White/non-Hispanic – 26

Multiethnic – 0

Asian – 4
Faculty – 30 Male – 6 African-American/African/Black/non-Hispanic – 3

Female – 24 Hispanic/Latino/Chicano – 6

White/non-Hispanic – 16

Multiethnic – 1

Asian – 4
Supervisors – 19 Male – 4 African-American/African/Black/non-Hispanic – 2

Female – 15 Hispanic/Latino/Chicano – 2

White/non-Hispanic – 12

Multiethinic – 0

Asian – 3

Degree Plans
Following is a sample degree plan for students who begin their studies in the Fall term.
Degree plans are developed upon enrollment.

Sample M.S. in Family Therapy Degree Plan: 60 credit hours

Fall (August) Winter (January) Summer (May)

SFTM 5310 Introduction to Systems SFTM 5321 Theories of Marriage SFTM 5400 Internal Practicum II
Theory and Family Therapy
SFTM 6333 Personality Theories
SFTM 5320 Introduction to Marital SFTM 5400 Internal Practicum I and Psychopathology
and Family Therapy: Counseling
Theories and Techniques SFTM 6332 Human Sexuality and SFTM 6374 Group Psychotherapy
Gender
SFTM 6340 Legal, Ethical, and
Professional Issues *(Elective can be taken any term)

SFTM 5335 Human Development

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 Fall (August) Winter (January) Summer (May)
SFTM 5322 Clinical Practice in SFTM 6558 Couples Therapy SFTM 6320 Assessment in Marital
Marriage & Family Therapy (must and Family Therapy
be taken with an External SFTM 5350 Research in Marriage
Practicum) and Family Therapy SFTM 6550 International
Perspectives
SFTM 6300 External Practicum I SFTM 6300 External Practicum II
SFTM 5311 Substance Abuse and
SFTM 6331 Diversity and SFTM 5700 Comprehensive Critical Issues in Systems Theories
Psychosocial Issues Examination
Graduation and Celebration (June)

*In addition to the above coursework, students are required to choose an elective from a
selection of courses, including but not limited to:

 SFTM 5036: Infant Mental Health

 SFTM 5037: Suicide Prevention
 SFTM 5038: Military Families
 SFTM 5039: Collaborative Divorce
 SFTM 5301: Agency Practice in Organizational Consulting
 SFTM 5355: Introduction to Equine-Assisted Family Therapy
 SFTM 5357: Developing a Private Practice I Coaching and Therapy
 SFTM 5358: Solution Focused Coaching
 SFTM 6330: Grief and Loss
 SHSS 6620: Academic Writing

This required elective may be taken the term of the student’s choice.

The program fulfills the academic requirements for state licensure in Florida; additional post-
master's clinical experience is required for licensure.

Program Formats
Students may enter the program term in the fall or summer terms. Full time students take
9 to 12 credit hours per term. If a student takes less than the 9 credits of required courses
per term, they need approval from the admissions office. They also work with the program
office staff to develop a viable degree plan. Students who attend full-time can expect to
complete the program in 2 years. Summer attendance is required.

Course Requirements
To complete the M.S. in Family Therapy, students must complete 500 hours of client contact,
250 of which must consist of relational hours as defined by the program. Students also must
accumulate at least 100 supervision hours, 50 of which must be based on direct observation
and videotape. They are responsible for documenting clinical and supervision hours, using
the forms provided on the CAHSS website under student resources. Students are required
to keep a copy of all documentation pertaining to both Internal and External Practicums.
This includes their clinical and supervision hour forms, contracts, and clinical evaluations. A
student’s first two Practicums are at the Brief Therapy Institute, Family Therapy Clinic;
therefore, they are called Internal Practicums. Students must pass the first two Internal
Practicums to be eligible to continue clinical training in two External Practicums. Students
may elect to take more than two Internal Practicums to better hone in their clinical skills
prior to moving into their External Practicum setting. The External Practicums are internships

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in the community where students provide clinical services in school, hospital, agency, private
practice, and other settings.

Before students begin their External Practicum, they collaborate with the DFT Internship
Coordinator to identify and develop an external practicum, community-based site and a
contract with the site. Attendance at the annual internship fair is strongly recommended to
obtain an internship site. Prior to beginning their external practicum experience, students
must have completed an internship contract, signed by the student, the internship site
supervisor, their faculty supervisor, and the Program Director. If proof of a student’s
professional liability insurance coverage is needed for the practicum site, a copy can be
obtained from the Internship Coordinator. Students must have ALL documentation
completed and presented to the Internship Coordinator for approval prior to beginning any
training or clinical work at the practicum site. A site supervisor must be a licensed mental
health professional who meets the supervisory requirements based on COAMFTE standards.

Students must register for a minimum of two terms of External Practicum as part of their
program requirements. Students will need to register for additional External Practicums if
needed to meet the clinical and supervision hour requirements. The DFT faculty teaching the
course will supervise the student in one-hour weekly face to face meetings or more as
needed. Faculty supervisors are AAMFT Approved Supervisors. Students also are required
to have regularly scheduled supervision with their site supervisor at their clinical site(s).

There are four important documents of information that students must provide the
Internship Coordinator prior to beginning their internship:

1. The original signed copy of the internship contract.

2. A resume of the on-site supervisor to demonstrate that he or she has a master’s
degree and is a licensed mental health professional or meets the equivalent criteria
and a copy of the AAMFT Supervisor Certificate, if applicable.
3. A brochure or written information about the internship site.
4. A written description from the on-site supervisor clearly identifying internship duties
and responsibilities.

Students should plan on acquiring a minimum of 15-20 client contact hours per week at
their site to ensure completion of the 500 required client-contact hours and supervision
hours within two required terms of External Practicum. Students may also take a third
external practicum to complete the required hours and to enhance their skills. Students must
adhere to their site contract requirements (i.e., school systems provide therapeutic services
throughout the school year and require student interns to sign a contract to provide
continuous services). In addition to the weekly client contact hours, students are required
to schedule additional time at the internship sites to complete paperwork, allow for missed
appointments, and become a valued member of their site. Thus, 20 hours a week committed
to the internship site is realistic. This time may include weekdays, evenings, and/or
weekends, depending on the site requirements. If students are unable to commit the needed
amount of time to a site, they will need to register and take additional practicum(s) to accrue
the required 500 clinical hours. Students must be supervised throughout the practicums.

If students want more diverse experiences, or are not accumulating hours rapidly enough
at one internship site, they may develop an additional site. A contract for each site must be
completed prior to beginning at that site. The internship contract should be clearly
understood by all parties. No more than two internship sites are recommended and must
have their faculty supervisor’s, Internship Coordinator’s, and Program Director’s approval.

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Practicums are evaluated by both the site supervisor and faculty supervisor each term,
utilizing the program's practicum evaluation forms. Students are invited to assess their own
performance as well. These forms, designed by faculty, closely assess clinical skills and can
be obtained online at the CAHSS website at [Link] under
the M.S. in Family Therapy program.

Practicum Evaluations
Students are enrolled in two Internal Practicums once they complete their core courses.
Within the internal practicums and later the external practicums, the supervisor and students
are able to evaluate their progress in therapeutic skills by reviewing the following:

 Attention to Professional, Ethical and Legal Issues

 Systemic Case Conceptualization
 Clinical Session Management
 Attention to Client/Therapist Position
 Effective Use of Supervision

It is recognized that student progress in acquiring and practicing therapeutic skills and
formulating their therapeutic orientation as they move through the program from novice to
professional. As such, students have the opportunity to identify their strengths and needs
for further development throughout their clinical experiences. The evaluation forms can be
viewed under [Link]

Program Specifics

Disclosure of Guiding Principle of our Programs

It is with great pride that, we, the members of the Department of Family Therapy at Nova
Southeastern University, share one of the guiding principles of our training programs.

Our programs are guided by the importance of inclusion, diversity and affirmative practices
in the classroom, coursework, clinical training, as well as all professional and collegial
relationships and interactions. We are committed to training our students in a manner that
is respectful of and sensitive to religious/spiritual beliefs, cultural traditions and practices,
gender identities and in all areas that distinguish individuals. Our goal is to be self-reflexive
practitioners, holding ourselves accountable for our commitment to our principles.
We further strive to train students to respond to each other with the same honor and respect.
Subsequently, we expect students will treat fellow students, staff, and clients accordingly.
We stress a commitment to servicing clinical populations in an affirmative, supportive and
competent manner including but not limited to underprivileged, minority, and socially
oppressed groups, ethnic, racial, religious groups, LGBTQ individuals, foreign nationals,
individuals with different levels of ability both physical and mental, as well as individuals of
various genders, ages and socioeconomic and relationship statuses.

Ultimately, we believe that individual belief systems and values should be respected but that
those belief systems and values do not hinder the practice of affirmative therapy.

Additionally, our programs abide by the AAMFT Code of Ethics. Specifically, the following:

1.1 Non-Discrimination. Marriage and Family Therapists provide professional assistance

to persons without discrimination on the basis of race, age, ethnicity, socioeconomic status,

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 disability, gender, health status, religion, national origin, sexual orientation, and gender identity
or relationship status.

Professional/Ethical Conduct
Students are expected to abide by the AAMFT Code of Ethics, conduct indicated in the Florida
Statutes Chapter 491, conduct indicated in HIPAA, as well as the NSU Student Handbook. If
at any time during a student’s program, the faculty is alerted to concerns about a student’s
conduct, a meeting will be scheduled with the Program Director and at least one other
faculty. The program follows all guidelines from the NSU Student handbook. The results of
the meeting will be documented along with recommendation for a remediation plan. If it is
found that a student’s conduct fell outside those indicated in the above documents, the
outcome of such a meeting could ultimately lead to immediate dismissal from the program.

M.S. Comprehensive Exam

In addition to successfully completing all coursework and obtaining the required minimum
500 client contact hours and 100 supervision hours, students must pass a comprehensive
examination as required for the M.S. in Family Therapy degree. This clinically focused
examination tests the student's ability to apply what has been learned. Exams are given,
and retakes arranged through the administrative office.

The comprehensive examination is developed by the Program Director in consultation with

the faculty and the community advisory council. The examination reviews core curriculum
content and ability to apply this material to real life situations. Details of the examination
and suggestions for study will be presented each term at a comprehensive examination
review, one to three weeks prior to the exam.

Each comprehensive examination answer is reviewed independently and blindly by three

faculty reviewers. Students may review their exam materials with the M.S. Program
Director.

The comprehensive exam may be retaken one time after an initial failure, and twice after a
score of "in progress". Remedial study and retake of classes as assigned by the program
director may be required. Retake exams can be taken at the next scheduled exam date.
Students in good academic standing are eligible to walk in the June graduation ceremony
with a score of "in process" or "pass" on the comprehensive exam.

Leave of Absence
A student may request a Leave of Absence. The form is located on the Student Resources
M.S. program and must be completed and approved three weeks prior to the date of the
leave request. Students on leave for more than three consecutive terms and not registered
within the following term are considered inactive and would need to reapply to the program.
A Leave of Absence does not extend the 5-year timeframe for completing the M.S. in Family
Therapy program.

Individual Supervision for State Licensure and AAMFT Membership

Due to the AAMFT Code of Ethics principles related to multiple relationships and conflict of
interest, full-time faculty may not serve as the supervisor for licensure for students enrolled
in the program. However, there may be occasions after completing the M.S. in Family
Therapy degree that graduates seek private, individual clinical supervision from a member
of the faculty. Before approaching a faculty member with such a request, students must
have already successfully completed all degree requirements. If a student is being
supervised by a full or part faculty and enrolls in one of the DFT doctoral programs, the

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student is required to locate a different supervisor outside the program to prevent a potential
dual relationship and conflict of interest.

Licensure Exam Preparation

The Department prepares students for the national exam, taken after graduation, through
coursework in particular the Clinical Practice class. Students are required to take a practice
exam for the national licensure exam before graduation, and a discount is arranged with a
commercial test preparation service. A powerpoint study guide has been prepared for
graduates to help them study, and the department stays in close touch with graduates to
assist them as requested as they study for the exam

AAMFT Membership
Student membership in the American Association for Marriage and Family Therapy is
strongly suggested. Students gain additional educational information and familiarity in the
MFT field.

American Association for Marriage and Family Therapy (AAMFT)

112 South Alfred Street, Alexandria, VA 22314-3061
[Link]

Concentration in Family Systems Health Care

Students in the M.S. in Family Therapy program may choose to pursue a concentration in
Family Systems Health Care. The concentration focuses on the relationships between
psychosocial medicine and biomedicine in the treatment and prevention of illness and
disease. Students learn the basics of biopsychosocial theory, practice, and collaboration. The
program prepares professionals to offer therapeutic services in a variety of medical settings,
including private medical practices, hospitals, community clinics, primary care/specialists'
offices, and agencies.

Students in the Family Systems Health Care concentration program have ample
opportunities to gain practical expertise through classroom learning and hands-on clinical,
research, teaching, and service experiences. Specific areas of study include: adjustment
patterns of clients and their families to chronic and acute illnesses; models of collaboration
between medical family therapists and other health care professionals; the role of medical
family therapists in the continuum of medical services; the politics and economics of health
care; understanding human systems in health care; and brief interventions and systemic
assessments useful in the treatment and care of patients and their families. Additionally, the
program emphasizes professional development by assisting students in strengthening their
professional and personal qualities necessary for successful participation in the medical
milieu.

The student's growth as a reflective practitioner is encouraged through clinical research in

physician, patient, therapist, family communications, adjustments to acute, chronic, or
terminal illness, social effects and ethical dilemmas of new medical technologies, and other
issues that transcend historical distinctions between physical treatment and psychosocial
interventions. Program faculty and students cooperate to publish research findings and
clinical experiences. Also, faculty and students of the program contribute to the growth of
Family Systems Health Care and medical family therapy by supporting and participating in
professional groups such as the Collaborative Family Health Care Coalition, the Society of
Teachers of Family Medicine, Bereavement, Gerontology, and others.

In addition to degree requirements, students must complete the following coursework to

receive a Concentration in Family Systems Health Care (24 credit hours):

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 FSHC 5000: Family Systems Health Care I
 FSHC 5010: Family Systems Health Care II
 FSHC 5100: Practicum I in Family Systems Health Care*
 FSHC 5110: Practicum II in Family Systems Health Care*
 FSHC 5300: Integration and Collaboration Among Health Care Systems
 FSHC 5500: Politics and Economics of Health Care
 FSHC 6400: Understanding Human Systems in Health Care Settings
 One Elective

* Students may choose to do part of all of their external practicums in a medical setting to
obtain their required clinical hours for the M.S. program. At least 200 clinical hours are
required for this concentration.

Graduate Certificate in Family Studies

The Graduate Certificate in Family Studies in designed to train individuals who want to work
with families in a variety of contexts: as educators, community organizers, legal
professionals, child-care workers, or EAP counselors. Human Relations professionals,
business managers or supervisors, among many others, would also benefit from the
application of systemic family principles to their efforts. The curriculum includes coursework
on systemic thinking in family studies, topics in human and family systems development,
gender issues, sexuality issues, violence in the family, and diversity issues.

This program takes advantage of our school's unique access to a multidisciplinary faculty,
incorporating coursework in peace studies, violence prevention, consultation, school
systems, and business systems. Our multidisciplinary approach prepares students to apply
knowledge about family systems directly to their work environment and demands.

The Graduate Certificate Program in Family Studies is a 24 credit hour program (8 courses).
Students who decide to continue their studies in Family Therapy may be able to apply some
of these credit hours toward the M.S., Ph.D., or D.M.F.T. in Family Therapy if accepted into
the program.

Students may enroll full or part time, taking three to nine credit hours per term. Students
can expect to complete the Graduate Certificate program in 10-15 months depending on the
pace of study. Summer attendance is required.

Degree Plans
Below is a sample of a degree plan for a full-time student who begins their studies in the
Fall term. Degree plans will be modified based on a student’s enrollment date and pace of
study.

Sample Graduate Certificate in Family Studies Degree Plan: 24 credit hours

Fall (August) Winter (January) Summer (May)

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 Year 1 SFTM 5310: Introduction SFTM 5350: Research in Marital SFTM 5311: Substance
to Systems & Family Therapy Abuse/Addiction and Critical
Theories Issues in Systems Theory
SFTM 6332: Human Sexuality and
SFTM 6331: Diversity and Gender SFTM 6320: Assessment in
Psychosocial Issues Marital & Family Therapy
Elective
SFTM 5320: Introduction
to Marital & Family
Therapy

or

FSHC 6400: Graduation and Celebration

Understanding Human
Systems in Health Care
Settings

*Electives are available depending on student needs to fulfill the certificate requirements.

Graduate Certificate in Family Systems Health Care

The Graduate Certificate in Family Systems Health Care offers students the fundamental
applications of systemic family therapy in health care settings, including the discipline of
medical family therapy.

The Graduate Certificate in Family Systems Health Care is appropriate for professionals who
have already earned or are earning a graduate degree in their professional field, family
systems, or related fields and who would benefit from an academic study of the applications
of systemic thinking and strength-based models of relational and family systems that can
be applied in health care and medical settings.

The Graduate Certificate in Family Systems Health Care focuses on the relationships between
psychosocial medicine and biomedicine in the treatment and prevention of illness and
disease. This program prepares professionals to offer systemic thinking in a variety of
settings, including private practices, hospitals, community clinics, primary care/specialists'
offices, health care and managed care agencies and organizations.

Specific areas of study include adjustment patterns of patients and their families to chronic
and acute illnesses; models of integration and collaboration among medical systems and
other health care professionals; the role of the family health care provider in the continuum
of services; the politics and economics of health care; understanding human systems in
health care; and brief interventions and systemic assessments useful in the treatment and
care of patients, their families, and interactions within the health care milieu.

The Graduate Certificate in Family Systems Health Care consists of eight courses (24
credits), which include biopsychosocial and systemic theories, relationship skills,
professional issues, and health care systems. The program is offered in a distance-learning,
online format, and some courses may also be available in a residential format. This flexible
format allows mid-career working adults, and those unable to attend on-campus programs,
to study in a creative, rigorous, and structured fashion. Students enrolled in the online

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program will be invited to participate in Residential Institutes on the main campus two times
per year as part of their practical experience and add to their collaboration with co-
professionals. Residential students in the family therapy master’s or doctoral degrees can
take their practicum experiences to apply their clinical and relational skills at a health care
internship site. A minimum of 200 clinical hours, along with approved supervision, are
required for this certificate.

Students must have a bachelor’s degree and 3.0 GPA to apply. Students may enroll full or
part time, taking 3 to 9 credit hours per term. Students who attend full time can expect to
complete the program in 1 or more years, depending on pace of study. Students who
complete Graduate Certificate in Family Systems Health Care courses online may wish to
attend the Residential Institutes to further add to their collaboration with co-professionals
and further their studies. Summer attendance is required based on course offerings.

Degree Plans
A sample of a degree plan is shown for a full time student who begins studies in fall term.
Degree plans will be modified based on a student’s enrollment date and pace of study. To
complete the requirements for the Graduate Certificate in Family Systems Health Care,
students must take 24 credit hours. Additional electives may be taken based on a student’s
interests with the approval of the program director.

Students in graduate programs (i.e., M.S. in Family Therapy, Ph.D., or D.M.F.T. in Family
Therapy) that include the following courses can transfer up to 9 credit hours into this
certificate program:

 SFTM 5010: Introduction to Systems Theory

 SFTM 5321: Theories of Marital & Family Therapy
 SFTM 6320: Assessment in Marital & Family Therapy

Electives are available and are based on a student’s interests (i.e., Clinical Practicum III;
Gerontology, others).
Two External Practicums are required to meet the requirements of placement in a medical
setting to experience a collaborative learning process to combine theory and practice in a
setting based on student interest. The Internship Coordinator facilitates site locations and
contracts to support clinical placement(s). A minimum of 200 clinical hours are required to
meet this certificate requirement, along with one hour of supervision from an AAMFT
Approved Supervisor, as well as supervision by a medical professional. Students register for
two terms of External Practicums. Clinical and supervisor hour forms are available on the
CAHSS M.S. student resources website.

Graduate Certificate in Family Systems Health Care

Sample Degree Plan: 24 credit hours

Fall (August) Winter (January) Summer (May)

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 Year 1 SFTM 5310: Introduction to SFTM 5321: Theories of Marital & SFTM 6320: Assessment
Systems Theory (may be Family Therapy (may be in Marital & Family
transferred in) transferred in) Therapy (may be
transferred in)
FSHC 5000: Family Systems FSHC 5010: Family Systems Health
Health Care I Care II (Grief and Loss across FSHC 5300: Integration
Cultures) and Collaboration
FSHC 5500: Politics and Among Health Care
Economics of Health Care FSHC 6400: Understanding Human Systems
Systems Systems in Health Care Settings
FSHC 5110: External
FSHC 5100: External Practicum I Practicum II

[*Electives offered each

term]
*Electives can be created to fit student interests.

Graduate Certificate in Solution Focused Coaching

Coaching, as an alternative to psychotherapy, is a growing field. According to the Canadian

newspaper The National Post, personal coaching (which includes life coaching, career
coaching, college coaching and health and wellness coaching) is the second fastest growing
profession in Canada, second only to information technology. Here in the United States, the
profession has also seen considerable growth. Our family therapy program is nationally and
internationally known for expertise in solution focused therapy, which is an excellent fit with
the brief, goal oriented nature of personal coaching. We offer this certificate to those seeking
a career as professional personal coaches.

Curriculum Requirements
The Graduate Certificate Program in Solution Focused Coaching is a 15 credit hour program
(five courses). Students who decide to continue their studies may be able to apply some of
these credit hours toward the M.S., Ph.D., or D.M.F.T. in Family Therapy, if accepted into
the program.

SFTM 5310 Introduction to Systems Theories

SFTM 6333 Theories of Personality and Psychopathology
SFTM 5335 Human Development Across the Life Cycle
SFTM 5357 Developing a Private Practice in Coaching and Therapy
SFTM 5358 Solution Focused Coaching

GRADUATE MINOR IN FAMILY SYSTEMS

Graduate minors foster pluralistic academic exposure and intellectual exchange. Many fields
have become multidisciplinary and multi-professional. From a career angle, employers

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nowadays look for well-versed, well-rounded, versatile employees who can deal with ever-
changing, multidimensional marketplaces. Graduate minors are areas of inquiry
supplemental to the major graduate studies connected with other disciplines or professions.
Graduate minors consist of 12 credits over and above a student’s major program
requirements. The graduate minors are obtainable for NSU graduate students in good
academic standing, pending class seat availability. Please visit the website at
[Link]

Graduate Minor in Family Systems

The Graduate Minor in Family Systems in the Department of Family Therapy (DFT) is
designed to introduce students to systems theory and how it is used to help individuals,
couples, and families. Students taking this minor are prepared to better understand how
family dynamics play a role in shaping individual and group behaviors in and outside of
clinical settings. The courses are designed to familiarize students with some of the core
concepts associated with systemic approaches to facilitating interpersonal change and
development. Students will have a better understanding of how a systemic approach to
interpersonal relationships can benefit families, communities, and large social systems.

Curriculum (12 credits):

Required:
SFTM 5310: Introduction to Systems Theories
SFTM 5320: Introduction to Marital and Family Therapy
SFTM 5321: Theories of Marital and Family Therapy

Choose one:
SFTM 5330: Group Psychotherapy
SFTM 6331: Diversity and Psychosocial Issues
SFTM 6332: Human Sexuality and Gender
SFTM 6374: Human Development Across the Life Span

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 DEPARTMENT OF HISTORY AND POLITICAL SCIENCE

The Department of History and Political Science in the College of Arts, Humanities, and Social
Sciences aims to help students develop a better understanding of their world through
courses and degrees in academic disciplines focused on domestic and global affairs. Courses
explore areas of study such as history, philosophy, legal studies, international studies,
national security, and political science and are offered in the traditional classroom setting as
well as online. Included among courses offered by the department are independent studies,
internships, and study abroad programs.

The following programs are offered by the Department of History and Political Science:

 Master of Science in National Security Affairs and International Relations

 Graduate Certificate in National Security Affairs

 Bachelor of Arts in History

 Bachelor of Arts in International Studies

 Bachelor of Science in Legal Studies

 Bachelor of Arts in Philosophy

 Bachelor of Arts in Political Science

 Undergraduate Minors:
African Diaspora Studies
History
International Law
International Studies
Irish Studies
Latin American and Caribbean Studies
Legal Studies
Philosophy

Note: For information on all undergraduate programs, please see the Undergraduate Student
Catalog: [Link]

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 MASTER OF SCIENCE IN NATIONAL SECURITY AFFAIRS AND INTERNATIONAL
RELATIONS (M.S.)

M.S. in National Security Affairs and International Relations in the Department of History
and Political Sciences is designed to provide students with theoretical, research, and
applied skills in the emerging academic field of national security affairs. Students in this
program will build a core understanding of critical issues informing the field of national
security today, including the assessment and analysis of the threat of terrorism in the U.S.
and beyond, and the analysis of intelligence collection. Students will also develop a deep
understanding of the international context in which U.S. national security issues are
shaped.

The program consists of a core of 7 courses (21 credits). Pedagogically, the program core
focuses on building the critical analytical skills graduates need to succeed professionally
and academically in the field of national security affairs. The ability to critically analyze
intelligence information and global security issues, interpret historical and contemporary
issues informing the field, and perform textual analyses, defines the program core's most
important learning outcomes.

Following completion of the program core, students must complete 15 credits of

coursework from the list of available electives. The majority of the elective offerings were
developed specifically for the national security and international relations program, with a
small number drawn from closely related fields. The elective list contains both courses
that emphasize domestic security and courses that have a broader international focus,
resulting in sufficient breadth of subject matter to allow students to tailor their choices
around particular academic or professional interests.

Students interested in Cyber Security can choose to take a specific concentration in this
area. Students who choose this option must complete 9 credits from the Cyber Security
concentration and 6 credits from the elective list. Before choosing this option students
must secure permission from the Department of History and Political Science. After a
consultation, it will be determined whether the student can enter the cyber security
concentration or if additional foundation courses will be required in order to enter and
successfully complete the concentration.

Program Learning Outcomes

 Evaluate the domestic and international implications of U.S. national security policy
 Analyze critical historical and contemporary issues in U.S. national security
 Apply theoretical approaches to understanding U.S foreign policy, international
relations, global institutions and the practices of foreign powers

Curriculum

Core (21 hours)

NSAM 5001 Current Issues in National Security
NSAM 5003 National Intelligence Collection and Analysis: Theory and Practice
NSAM 5004 Border Protection and Military Issue
NSAM 5005 Research and Evaluation in National Security Affairs
NSAM 5010 US Foreign Policy and National Security
NSAM 5014 Ethical Issues in National Security
NSAM 5016 International Relations: Theory & Practice

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Electives (15 hours)
NSAM 5002 Terrorists and Terrorism: Theory and Practice
NSAM 5015 Civil Liberties and National Security
NSAM 5020 International Law and Institutions
NSAM 5030 American Government and Domestic Security
NSAM 5040 Cyber Conflict and Statecraft
DEM 5090 Weapons of Mass Threat and Communicable Diseases
MHS 5314 Bioterrorism and Weapons of Mass Destruction
NSAM 5502 Directed Readings in National Security Affairs
NSAM 5650 Economic Statecraft in National Security Affairs
NSAM 6130 Practicum/Internship
NSAM 6690 Special Topics in National Security Affairs and International Relations
NSAM 6700 Directed Thesis in National Security Affairs and International
Relations (6 credits)

Optional Cyber Security Concentration

Students who choose to take this option must complete 9 credits from this list in addition
to 6 credits from the elective list.
MMIS 683 Fundamentals of Security Technologies
MMIS 684 Information Security Management
MMIS 685 Information Security Governance (Prerequisite: MMIS 684)
MMIS 686 Information Systems Auditing (Prerequisites: MMIS 683, 684)
MMIS 687 Information Security Project (Prerequisites: MMIS 683, 684, 685, and
686)

Program Formats
The NSA program aims at convenience and accommodation by utilizing online course
delivery format. We know many of our students are already engaged in work in the field of
national security and this may preclude them from participating in residential classes.
Therefore, the program is designed so that it can be completed entirely online. However,
some of the courses may also be offered in residential format and students may select
those sections as appropriate.

NSA students are not required to attend Residential Institutes (RI) on the Fort Lauderdale
campus. However, they are encouraged to attend and participate in the event. Currently
the RIs are held in February and late September/October. Please visit
[Link] for current information.
Students may enroll full or part time, taking six to nine credit hours per term. Students
who enroll in nine credits per term may complete the program in four terms. Part-time
students can complete the program in 2 years. Students register for three terms a year.

Degree Plans and Student Advising

In the NSA program it is essential for a student to seek advice regarding course selection
and their degree plan. They are expected to keep in periodic contact with the department
chair or director of graduate programs, as well as the staff of the department. Students in
the NSA program work closely with the department in designing appropriate individual
degree plans for the successful completion of the program. Degree plans are designed and
modified based on a student’s enrollment date, pace of study and the scheduling of
specific courses. Most courses are offered on a regular rotation, although some elective
offerings may be more intermittent. Therefore it is essential that students work closely
with the department in the design and maintenance of their individual degree plans.
Students who anticipate receiving veteran’s benefits should consult with the NSU Veteran
Benefit Administrator. Information may be found at:

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[Link]

Practicum/Internship
Practicum/Internship is not required in the NSA program but may be selected as an
elective. The Department is available for assistance and advising regarding
practicum/internship. It is taken as a class and students select a field site or professional
setting to work in during the same term as the class. It is recommended students
interested in exploring this option consult with the department chair or director of
graduate programs early in their course of study.

Examinations, Evaluations, and Thesis Option

In addition to successfully completing all course work, students must EITHER a) pass a
comprehensive examination to be administered by the National Security Affairs and
International Relations Program; or b) complete a 6 credit, directed thesis option.

When a student has completed all coursework, has maintained a minimum of 3.0 GPA with
no "incomplete" grades, and is a "student in good standing" with no disciplinary actions
pending or disciplinary tasks to complete, the student will be eligible to take the
comprehensive examination. Alternatively, when a student has completed all other
coursework in the program, has maintained a minimum of 3.0 GPA with no "incomplete"
grades, and is a "student in good standing" with no disciplinary actions pending or
disciplinary tasks to complete, the student will be eligible to begin the directed thesis
option.

The comprehensive exam is an assessment of the student’s ability to integrate the

knowledge and skills gained through course work and is designed to test the student’s
written ability to critically analyze and apply course based knowledge to a range of issues.
The comprehensive exam will be administered in two parts. Part one will focus on
historical and theoretical knowledge acquired through course work, while part two will test
student’s ability to apply knowledge and skills acquired through course work to
hypothetical security situations. The comprehensive exam will be scored like all major
assignments in the program, using a rubric and assessing students’ competencies in
regards to program outcomes. Students must receive a grade of 70% or higher to pass the
comprehensive exam. The comprehensive exam is a graduation requirement. Students
who score below 70% on this requirement must retake the comprehensive exam. The
comprehensive exam can be taken a maximum of three times. Students who cannot pass
it in three attempts will not graduate. The comprehensive exam is offered three times a
year: in January, May and August/September. Faculty members are assigned to review
the answers. Students are assigned an examination number. Thus, faculty members do
not know whose answers they are reviewing. In order to fail a question, two faculty
reviewers must award a failing grade.

The directed thesis serves as a capstone on the student’s experience in the National
Security Affairs and International Relations program. As such preparation for this course
began on day one of the student’s course of study of in the program. The theories,
research methods and analytical skills, and substantive knowledge acquired by the student
through the master’s curriculum provide the foundation upon which this thesis project is
built. Working under the direction of a designated faculty member in the program
students will be responsible for developing and planning an innovative project, crafting a
viable thesis, engaging in research using appropriate primary and secondary resource
material, and executing a polished work of analysis that contributes to knowledge in the
field. In addition to submitting a written thesis, students are required to offer an oral
defense of their project. Subject to departmental approval, students may choose to

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undertake the directed thesis as two, three credit options spread out over two consecutive
terms, or as a single six credit option taken in one term.

Graduation Requirements
In order to be eligible for conferral of degree, NSA students must have completed all
coursework and either passed the comprehensive examination or successfully completed
the thesis option. In addition, they must have at least a 3.0 GPA with no "incomplete"
grades, and must be a "student in good standing" with no disciplinary actions pending or
disciplinary tasks to complete. NSA students may participate in the June graduation
ceremonies if they have completed all coursework and taken their comprehensive
examination or completed their directed thesis even if they have not yet received their
grade for the exam or the thesis. Students must complete all coursework and pass the
comprehensive exam or successfully complete a 6-credit thesis within 5 years of starting
the program.

GRADUATE CERTIFICATE IN NATIONAL SECURITY AFFAIRS

The certificate program is designed for professionals in the field seeking career
advancement, those who aspire to enter the field, individuals in related professions, and
those retired from the military and government seeking consulting and other positions.
Examples of potential students include personnel in the military, federal, state and local
governments, law enforcement, corporations, and academia, as well as recent college
graduates. For students with a graduate degree or pursuing a graduate degree in another
field, this would be a valuable complement to their existing program.

The program focuses on building the critical analytical skills graduates need to succeed
professionally in the field of national security affairs. The ability to critically analyze
intelligence information, historical and contemporary issues informing the field, and to
perform textual analyses, defines the program core’s most important learning outcomes.

The Graduate Certificate in NSA consists of five courses (15 credits). There are four
required courses and the fifth course is an elective selected from the elective list in the MS
in National Security Affairs and International Relations. Students who are in good standing
in the NSA certificate program may speak with the department about the MS program.

The program is designed to be completed entirely online; however, there are few of the
courses that maybe offered in the residential format and students may select those
sections as appropriate.

Required Courses:
 NSAM 5001 Current Issues in National Security
 NSAM 5002 Terrorists & Terrorism
 NSAM 5003 National Intelligence Collection
 NSAM 5004 Border Protection & Military Issues

The 5th course would be an elective from the following list:

Electives (15 hours)

NSAM 5002 Terrorists and Terrorism: Theory and Practice
NSAM 5015 Civil Liberties and National Security
NSAM 5020 International Law and Institutions

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NSAM 5030 American Government and Domestic Security
NSAM 5040 Cyber Conflict and Statecraft
DEM 5090 Weapons of Mass Threat and Communicable Diseases
MHS 5314 Bioterrorism and Weapons of Mass Destruction
NSAM 5502 Directed Readings in National Security Affairs
NSAM 5650 Economic Statecraft in National Security Affairs
NSAM 6130 Practicum/Internship
NSAM 6690 Special Topics in National Security Affairs and International Relations
NSAM 6700 Directed Thesis in National Security

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 DEPARTMENT OF JUSTICE AND HUMAN SERVICES

Department of Justice and Human Services

The Department of Justice and Human Services, is dedicated to providing the highest level
of excellence in educational experiences to current and future human services and criminal
justice professionals. The department offers graduate programs in Criminal Justice, Child
Protection, Developmental Disabilities, and Gerontology. In addition there is the Bachelor
of Science degree in four majors:
B.S. Criminal Justice, B.S. Human Services Administration, B.S. Recreational Therapy and
B.S. Paralegal Studies.

DJHS also offers a minor in Criminal Justice and a minor and Post-Baccalaureate Certificate
in Paralegal Studies. The Basics in Aviation and Professional Development in Aviation
concentrations are housed within the Human Services Administration major.

The following programs are offered by the Department of Justice and Human Services:

 Doctor of Philosophy in Criminal Justice

 Master of Arts in Gerontology

 Master of Human Services in Child Protection

 Master of Science in Criminal Justice

 Master of Science in Developmental Disabilities

 Graduate Certificate in Gerontology

 Post-Baccalaureate Certificate in Paralegal Studies

 Bachelor of Science in Criminal Justice

 Bachelor of Science in Human Services Administration

 Bachelor of Science in Paralegal Studies

 Bachelor of Science in Recreational Therapy

 Undergraduate Minors:
Criminal Justice
Paralegal Studies
Human Factors in Aviation

Note: For information on all undergraduate programs, please see the Undergraduate Student
Catalog [Link]

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 DOCTOR OF PHILOSOPHY IN CRIMINAL JUSTICE (PH.D.)

Program Description
The doctor of philosophy is a research degree. Inherent to its design are the rigorous
academics that produce a critical scholar. The program is intended for students who have
mastered a general field of knowledge as well as an area of specialization. They should
demonstrate familiarity with the history of their discipline as well as with current
advancements and future trends. Students must have the ability to conduct independent
original research and scholarly investigation in areas of significant importance. They should
be able to correlate their specialization with a general field of knowledge and understand
how the concepts of each influence and relate to one another.

This 60-credit hour Doctoral program opens opportunities in areas of research, academia,
and management to those who are ready to advance, as well as to individuals considering a
career change. Management perspectives, investigative techniques, and the understanding
of human behavior continue to evolve. Criminal behavior impacts legal, social, and cultural
influences. A detailed understanding of these factors and their interrelationships prepares an
individual in the criminal justice field with a solid foundation upon which to perform, teach,
and lead. The doctoral program examines these relationships and seeks to produce
individuals able to make significant contributions within the criminal justice profession

Admission Requirements
Admission to the doctoral program in Criminal Justice will be determined according to
established university policies. The department will make a concerted effort to select only
those students who are clearly and best qualified for the rigors and responsibility of
advanced study.

The following is required of all applicants for the doctoral degree in Criminal Justice:

1. Master’s degree from a regionally accredited University. Among those who hold
doctoral degrees in Criminal Justice it is not unusual to find individuals who have
earned graduate degrees in other fields such as Psychology, Sociology, Anthropology,
and Political Science. This diversity recognizes that criminal justice is not restricted to
a particular kind of academic preparation for it shares aspects of many others. This
multi-dimensional approach to academic study is repeated in the field as practitioners
engage in research, problem solving and system reform.

2. The Criminal Justice doctoral candidate must have a background that encourages and
enables him or her to conduct serious academic research across a variety of subject
areas. Encouraging students with graduate degrees other than criminal justice to join
the program furthers this objective.

3. GPA 3.0 for master’s level work

4. Three letters of recommendation that assess the individual’s capacity to successfully

handle graduate-level academic work. Letters may be from employers, professors or
others in the student’s life that have had sufficient opportunity to observe and
evaluate the student’s dedication to the field of criminal justice, his or her academic
or professional background, the student’s level of interest as well as his or her
capacity for intense academic study.

5. The student’s background should reflect strong dedication to the field of criminal
justice either through academic or professional endeavors. Academic achievement

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 would be represented by experience as an instructor/researcher or administrator
within a university or criminal justice training facility. Professional history may
include years of progressively responsible administrative positions within a criminal
justice agency.

6. A personal statement detailing the student’s goals, research interests, and special
qualifications for the program.

7. One of the following must be submitted:

a. Copy of completed master's thesis or equivalent capstone deliverable; the

paper must reflect original work, be exclusively of the applicant's authorship
and should have been supervised and evaluated by a faculty member.
b. GRE score of 300 or better on the combined verbal and quantitative sections
based on the new score reports (Effective November 2011) or a combined
score of 1000 or better on the old score reports. Test scores are valid for five
years after the testing year in which you tested.
c. Sample of published work from a refereed publication within the criminal
justice or related discipline;
d. Successful completion of J.D. or doctorate in related field

How to Apply
1. Complete online application form.

2. Completion of a master's degree from a regionally accredited program.

3. A grade point average (GPA) of 3.0 or higher in last 60 semester hours of
undergraduate coursework or a master's degree with an overall GPA of 3.0 or
better.
4. Application fee of $50 (in U.S. dollars) made payable to Nova Southeastern
University will be charged for each application submitted.
5. Submit three letters of recommendation from current professors, employers,
supervisors, or similar people most familiar with your professional experience.
Letters of recommendation must be less than one year old.
6. Official transcripts from all colleges or universities you attended are required.
Official electronic transcripts can be sent to electronictranscript@[Link] or
mailed to the address below:
Applicants who have attended foreign universities or colleges are required to have
their academic credentials evaluated for U.S. institutional equivalence. Please visit
the National Association of Credential Evaluation Services for more information.
International students are encouraged to contact the Office of International
Student Services at (954) 262-7240 or 800-541-6682, ext. 27240, or by email
at intl@[Link], or visit the Office of International Students and Scholars.

7. Provide a personal statement of 300 words detailing your goals in research

interests and special qualifications for the program. This statement must be
attached to the application.
8. Submit one of the following:

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 a. Copy of completed master's thesis or equivalent capstone deliverable; the
paper must reflect original work, be exclusively of the applicant's authorship
and should have been supervised and evaluated by a faculty member.
b. GRE score of 300 or better on the combined verbal and quantitative sections
based on the new score reports (Effective November 2011) or a combined
score of 1000 or better on the old score reports. Test scores are valid for
five years after the testing year in which you tested.
c. Sample of published work from a refereed publication within the criminal
justice or related discipline;
d. Successful completion of J.D. or doctorate in related field
9. Submit a copy of current curriculum vitae
10. Interview
Orientation Information
Department of Justice and Human Services (DJHS) students will be provided with important
orientation information, via e-mail, after the signed acceptance letter and seat deposit are
received by the DJHS program office.

Academic Advisement
DJHS students seeking academic advisement or degree planning should consult with a DJHS
Academic Advisor by calling 954-262-7001 or via email at humanservices@[Link].

Course Work

For all courses listed below, full courses descriptions can be found in the “Course
Description” section of this catalog.

Core Courses (33 credits)

Complete all of the following 11 core courses:
CJI 0700 Theories of Crime (3 credits)
CJI 0701 The Police and Society (3 credits)
CJI 0702 Criminal Law (3 credits)
CJI 0703 Applied Statistics I (3 credits)
CJI 0704 Applied Statistics II (3 credits)
CJI 0705 Qualitative Methods (3 credits)
CJI 0706 Research Methods I (3 credits)
CJI 0707 Research Methods Il (3 credits)
CJI 0708 Program Evaluation I (3 credits)
CJI 0709 Program Evaluation II (3 credits)
CJI 0710 Data Analysis and Interpretation (3 credits)

Concentrations (15 credits)

Select one of the following concentrations and complete the 5 courses within that
concentration.

Concentration I: Organizational Leadership

CJI 8110 Criminal Justice Organization and Management (3 credits)
CJI 8120 Criminal Justice Organizational Planning and Change (3 credits)
CJI 8130 Ethical Practices in Criminal Justice Leadership (3 credits)

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 CJI 8140 Current Trends and Issues in Criminal Justice Organizations (3 credits)
CJI 8150 Advanced Study: Ideas, Issues and Practices in Criminal Justice
(3 credits)

Concentration II: Behavioral Science

CJI 8210 Risk Assessment (3 credits)
CJI 8220 Gender Violence: Domestic Violence & Sexual Abuse (3 credits)
CJI 8230 Mental Health Courts and Therapeutic and Restorative Justice (3 credits)
CJI 8240 Sexual Offenders (3 credits)
CJI 8250 Psychological Issues for Children and Adolescents in the Legal System
(3 credits)

Concentration III: Juvenile Justice

CJI 8310 Contemporary Challenges in Juvenile Justice Leadership (3 credits)
CJI 8320 Legal and Ethical Issues in Juvenile Justice (3 credits)
CJI 8330 Comparative Juvenile Justice Systems (3 credits)
CJI 8340 Advanced Juvenile Justice Policy (3 credits)
CJI 8350 Advanced Study: Ideas, Issues and Practices in Juvenile Justice (3 credits)

Dissertation Credits (12 credits)

Complete 12 dissertation credits:
CJI 9000 Dissertation I (3 credits)
CJI 9001 Dissertation II (3 credits)
CJI 9002 Dissertation III (3 credits)
CJI 9003 Dissertation IV (3 credits)

CJI 9004 Continuing Services (0 credits)

Note: After the completion of Dissertation I-IV, students will be
required to enroll in CJI 9004, each term, until the completion of their
final dissertation defense.

MASTER OF ARTS IN GERONTOLOGY (M.A.)

Program Description
The Master of Arts in Gerontology was developed from the perspective that human beings
require meaning and purpose in order to experience life with a sense of well-being as they
grow older. The human experience of meaning is experienced in a multiplicity of ways. In
each of the six core courses within this curriculum, we explore how meaning is promoted or
impeded through the lens of our individual selves and our societal selves. Meaning is socially
constructed and reflected in psychological theories and social policies. Our students will
develop their critical thinking skills to observe ageist practices and beliefs in our current
culturally diverse climate. In addition to this competency, students will acquire leadership
skills through experiential activities that will be embedded in each of the core courses.
Leadership skills will be based on critical analyses of the policies and programs that affect
older adults and the institutions that serve them, as well as analyses of societal structures
that create connections for older adults to serve others. Students will then be able to
identify and formulate effective means of creating change in these areas. Projects in each of
the core courses, immersion in the student's chosen concentration, culminating in the
Capstone Project will provide students with opportunities to apply and test their new
knowledge in real world settings.

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Program Format
The online Master of Arts in Gerontology program is comprised of 33 credits. The core
curriculum is comprised of six courses (18 credits) plus the capstone seminar (3 credits) and
capstone project (3 credits). The concentrations are comprised of three courses (9
credits). The program culminates in the capstone project.

Concentrations: Public Health, Gerontology and the Family, Emergency Preparedness, and
Professional Geriatric Care Management

Admissions
In order to be admitted to the program, applicants must meet the following requirements:

1. Complete online application form.

2. $50 nonrefundable application fee

3. A grade point average (GPA) of 3.0 or higher in last 60 semester hours of
undergraduate coursework or a master's degree with an overall GPA of 3.0 or
better.
4. A personal statement of approximately 300 words, double-spaced, single sided,
typewritten pages. Include why are interested in the program to which you are
applying for, as well as your professional goals, your assessment of your abilities
to manage the challenges of graduate school, and any other information you
would like to provide.
*Students may choose to complete this requirement within the application or they
may choose to submit it as a separate document.
5. Official transcripts from all colleges or universities you attended need to be mailed
directly to Enrollment Processing Services (EPS), including agency evaluation of
foreign degrees for determination of U.S. equivalence (including Canadian
transcripts). International Students should visit International Students and
Scholars for further information. *
6. Two letters of recommendation
7. Interview conducted via telephone

*The GRE or no other standardized test is required but may be submitted for additional
consideration.

Transfer Students
Transfer students must meet the program admissions criteria. Up to nine graduate credits
may be transferred into this program. The courses that may be transferred into the
program will be determined on a case by case basis and must be deemed comparable in
level, content, and rigor to those within the M.A. in Gerontology program.

International Students
Foreign nationals who reside outside the U.S. at the time of application, and whose native
language is not English, must present evidence of proficiency in English by satisfactorily
completing the Test of English as a Foreign Language (TOEFL). Score requirements are the
same as undergraduate admission and are as follows: minimum paper score =550;

109
minimum computerized score = 213; minimum internet score=79). A score of 6.0 on the
International English Language Testing System (ILETS) exam is accepted in lieu of the
TOEFL.

Applicants who have attended foreign universities or colleges are required to have their academic
credentials evaluated for U.S. institutional equivalence. While there are several credential
evaluators, the most widely used companies are listed below or visit
[Link]. International students are encouraged to contact the Office of International
Student Services at (954) 262-7240 or 800-541-6682, ext. 27240, or by email at intl@[Link],
or visit [Link]/internationalstudents.

Provisional Admissions
Students will only be considered for admission if they have successfully completed an
undergraduate degree. A provisional admission may be granted in cases where an applicant
is unable to produce the official copies of all required application documents at the time of
the application deadline. If provisional admission is granted, the provisional student must
provide any and all outstanding application documents on or before a predetermined
deadline. Failure to provide any and all outstanding application documents by the deadline
may result in withdrawal from the program.

Program Outcomes
At the completion of the degree, students will be able to:
1. Analyze data and information and draw critical conclusions about aging and ageist
beliefs and policies.
2. Demonstrate a comprehensive understanding of the interdisciplinary nature of the
field of gerontology.
3. Evaluate and use scientific, theoretical, and clinical findings for creating change in
professional practice areas that pertain to the field of gerontology.
4. Evaluate theories, practices, and policies for their ability to promote or impede
human development and growth in aging and apply them to practice.
5. Demonstrate the ability to communicate effectively both orally, in writing, and with
use of technology (such as power point) in the core competencies of the program and
specialty tracks.
6. Demonstrate leadership through the ability to plan and carry out an independent
piece of research which applies gerontological theory/ies to practice, conduct a needs
assessment; literature search and review; select and apply a research design;
evaluate results; and present results in both written and oral venues.

Academic Advisement
Students seeking academic advisement or degree planning should contact the program
office at 954-262-7001.

Course Work

Core Courses (24 credits)

GERO 5200 Concepts and Controversies in Aging (3 credits)
GERO 5300 Humanities and Aging (3 credits)
GERO 5400 Sociology of Aging for Future Leaders (3 credits)
GERO 5500 Psychology of Aging (3 credits)
GERO 5600 Biology of Human Aging (3 credits)
GERO 5700 Aging and Diversity (3 credits)
GERO 6200 Capstone Seminar (3 credits)
GERO 6300 Capstone Project (3 credits)

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Concentration (9 credits)
Complete one concentration, consisting of three 3-credit courses.

The concentrations provide students with the opportunity to bring their core gerontology
knowledge into the field or career in which the student is or will be working. In these
concentrations, courses will be developed to target the areas most relevant to the intersection
of older adults and the selected field under study. Concentrations include: Public Health,
Gerontology and the Family, Emergency Preparedness, and Professional Geriatric Care
Management.

Emergency Preparedness and Response for Elder Populations (9 credits)

Complete three (3) of the following courses:
GERO 5050 All Hazards Preparedness (3 credits)
GERO 6140 All Hazards Preparedness for Special Needs Populations (3 credits)
GERO 6160 Special Topics in All-Hazards Preparedness for Elders (3 credits)
GERO 6130 Incident Command System (3 credits)

Gerontology and the Family (9 credits)

Complete the following courses:
GERO 6110 Systems Application in the Family Life Cycle of Aging (3 credits)
GERO 6120 Relationships in Aging (3 credits)
GERO 6131 Caregiving in the Family (3 credits)

Gerontology and Public Health (9 credits)

Complete three (3) of the following courses:
GERO 5111 Public Health Issues of the Elderly (3 credits)
GERO 6201 Health Service Planning and Evaluation (3 credits)
GERO 5101 Foundations of Public Health (3 credits)
GERO 5523 Public Health Nutrition and Older Adults (3 credits)

Professional Geriatric Care Management (9 credits)

Complete the following courses:
GERO 5350 Professional Geriatric Care Management (3 credits)
GERO 5550 Care Plan Development and Health Care Advocacy (3 credits)
GERO 6250 Business Aspects of Geriatric Care Management (3 credits)

M.A. in Gerontology Sample Degree Plan

Year One

GERO 5200: Concepts and

First GERO 5300: Humanities and Aging
Controversies in Aging
Semester (3 credits)
(3 credits)

GERO 5400: Sociology of Aging

Second GERO 5500: Psychology of Aging
for Future Leaders
Semester (3 credits)
(3 credits)

GERO 5700: Aging and Ethnicity

GERO 5600: Biology of Human
Third (3 credits)
Aging
Semester
(3 credits)

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 Year Two

Fourth Concentration Course 1 (3

Concentration Course 2 (3 credits)
Semester credits)

Fifth Concentration Course 3 (3 GERO 6200: Capstone Seminar (3

Semester credits) credits)

Sixth
GERO 6300: Capstone Project (3 credits)
Semester

MASTER OF HUMAN SERVICES IN CHILD PROTECTION (M.H.S.)

Program Description
The Master of Human Services in Child Protection degree program will provide competency-
based child protective services instruction aimed at closing the gap between ground level
on-the-job training and scientifically grounded best-practices. Students will develop the
critical knowledge, values, and skills necessary as child protection professionals to respond
effectively to the complex problems confronting children and families in the child protective
services system.

Program Format
The online 33-credit hour degree program consists of coursework to increase professional
effectiveness, productivity, and retention of case managers/ caseworkers/child advocates
and administrators in order to improve the quality of care, wellbeing and safety of children
and families using child protection services. Courses may also be offered face-to-face for
pre-arranged cohorts.

How to Apply
Those interested in seeking their Master of Human Services in Child Protection degree
should apply online at the CAHSS website ([Link] where an
application and all necessary application information may be obtained. To apply, students
are required to submit:

1. Complete online application form.

2. Application fee of $50 (in U.S. dollars) made payable to Nova Southeastern
University will be charged for each application submitted.

3. A grade point average (GPA) of 2.5 or higher in last 60 semester hours of

undergraduate coursework or a master's degree with an overall GPA of 3.0 or
better.
4. Submit two letters of recommendation from current professors, employers,
supervisors, or similar people most familiar with your professional experience.
Letters of recommendation must be less than one year old.
5. Official transcripts from all colleges or universities you attended are required.
Official electronic transcripts can be sent to electronictranscript@[Link] or
mailed to the address below:

112
 Applicants who have attended foreign universities or colleges are required to have
their academic credentials evaluated for U.S. institutional equivalence. Please visit
the National Association of Credential Evaluation Services for more information.
International students are encouraged to contact the Office of International
Student Services at (954) 262-7240 or 800-541-6682, ext. 27240, or by email
at intl@[Link], or visit the Office of International Students and Scholars.

6. Provide a personal statement of between 150 and 300 words indicating your goals
in pursuing a Master of Human Services in Child Protection degree. This statement
must be attached to the application.

Provisional Admissions
Students will only be considered for admission if they have successfully completed an
undergraduate degree. A provisional admission may be granted in cases where an applicant
is unable to produce the official copies of all required application documents at the time of
the application deadline. If provisional admission is granted, the provisional student must
provide any and all outstanding application documents on or before a predetermined
deadline. Failure to provide any and all outstanding application documents by the deadline
may result in withdrawal from the program. Financial aid will not be disbursed to a
provisionally admitted student until he/she has been fully admitted as a regular student
where all admission requirements have been approved by the School’s admissions office.

Academic Advisement
Students seeking academic advisement or degree planning should consult with their
program office.

Program Objectives
At the completion of the degree, students will be able to:
1. Demonstrate knowledge of child and youth welfare, family systems and social
services.
2. Demonstrate proficiency in investigating, intervening, supporting and advocating for
children and youth welfare, family systems and social services.
3. Demonstrate proper documenting skills in investigating, intervening, supporting and
advocating for children and youth welfare, family systems and social services.
4. Demonstrate proper assessment skills in investigating, intervening, supporting and
advocating for children and youth welfare, family systems and social services.
5. Demonstrate proper communication skills in investigating, intervening, supporting
and advocating for children and youth welfare, family systems and social services.

Course Work

Core Courses (24 credits)

Complete all six of the following core courses:
HCP 0510 Foundations in Child Protection Law (4 Credits)
HCP 0520 Foundations in Family Diversity & Conflict Resolution (4 Credits)
HCP 0530 Foundations in Child Development (4 Credits)
HCP 0540 Foundations in Placement Risk & Protective Factors (4 Credits)
HCP 0550 Foundations in Assessment and Case Planning (4 Credits)
HCP 0560 Program Evaluation (4 credits)

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Concentration (9 credits)
Select one of the following concentrations and complete the 3 courses within that
concentration to fulfill the minimum concentration requirements.

Concentration 1: Psychological Foundations in Child Advocacy (9 Credits)

Concentration Description: This concentration is designed specifically to enable

professionals in child welfare and/or protection fields to develop specialized training in
responding and promoting the psychological and social well-being of children and their families
and to maximize the potential for positive outcomes in child welfare cases.

Complete three of the following courses:

HCP 6110 Intervention Strategies (3 Credits)

HCP 6120 Overview: Childhood and Adolescent Development (3 Credits)
HCP 6130 Overview: Childhood & Adolescent Psychological Disorders (3 Credits)
HCP 6140 Overview: Children and Trauma (3 Credits)
HCP 6150 Special Topics: Seminar & Case Studies (3 Credits)

Concentration 2: Child Protection and Juvenile Justice (9 Credits)

Concentration Description: This concentration is designed to meet the specific needs of

child protective workers, law enforcement officers, child advocates, school resource officers,
community mental health workers, school police, Department of Juvenile Justice,
Department of Children and Family Services, and others in related fields of child protection.
Topics such as family dynamics, victimology, substance abuse, and cultural factors will be
evaluated in order the help train those seeking to protect children and juveniles to learn to
recognize catalysts, both positive and negative, which influence the health and well-being of
the youth population.

Complete three of the following courses:

HCP 6210 Theory of Child Protection, Investigation & Advocacy (3 Credits)

HCP 6220 Family Dynamics: Motivation, Support & Communities (3 Credits)\
HCP 6230 Victimology: Child Abuse & Exploited Children (3 Credits)
HCP 6240 Juvenile Justice: Systems, Structure & Process (3 Credits)
HCP 6250 Substance Abuse Treatment in the Community (3 Credits)
HCP 6260 Cultural Factors in Tx Associated w/ Substance Abuse Issues & the CJ
System (3 Credits)

Concentration 3: Conflict & Crisis Management for the Child Protective Cast
Worker (9 Credits)

Concentration Description: This concentration will provide specialization training in

conflict and crisis management, emphasizing nonviolent, negotiation-oriented approaches to
both individual and organizational responses and other crisis situations. Students will gain
knowledge, in regard to conflict and crisis management issues related to the child protection
and/or associated fields.

Complete three of the following courses:

HCP 6310 Human Factors (3 Credits)

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 HCP 6320 Introduction to Systems Theories (3 Credits)
HCP 6330 Mediation Theory and Practice (3 Credits) Note: THIS COURSE
REQUIRES STUDENTS TO PHYSICALLY ATTEND THE MAIN NSU CAMPUS
TO ATTEND THE "RESIDENTIAL INSTITUTE" (RI)
HCP 6340 Diversity in Human and Family Development (3 Credits)
HCP 6350 Conflict and Crisis Management Theory and Practice (3 Credits)
HCP 6360 Critical Incidents (3 Credits)
HCP 6370 Family Violence: The Effects on Families, Communities and Workplaces
(3 Credits)

Concentration 4: Legal Perspectives of Child Protective Services

(9 Credits)

Concentration Description: This concentration will train students in the unique policies
and laws related to children and families in contemporary society. Legal issues such as child
custody, alimony, child support, child abuse and neglect, adoption, spouse abuse, will be
investigated and evaluated. Students will develop interviewing, counseling, and negotiation
skills to effectively discharge their roles regarding doctrinal, procedural, and evidentiary
issues in the legal system. Legal research and reasoning, and critical thinking will be
incorporated into the curriculum. The rights of children and families and familial roles,
relationships, and responsibilities will be researched.

Complete three of the following courses:

HCP 6410 Family Law (3 Credits)

HCP 6420 Children's Rights Seminar (3 Credits)
HCP 6430 Juvenile (including Delinquency) Law (3 Credits)
HCP 6440 Interviewing, Counseling, and Negotiating (3 Credits)
HCP 6450 Civil Rights of Children in State Care (3 Credits)
HCP 6460 Domestic Violence Seminar (3 Credits)
HCP 6470 Legal Research Methods and Reasoning (3 Credits)

Concentration 5: Advocating for the Child as an (Associate) Applied Behavioral

Analyst (BCABA) or (BCBA) (9 Credits)

Concentration Description: This concentration will train students in the basic tenets and
science of applied behavior analysis. Students will begin with a basic study of the philosophy
and science, in the areas of education, psychology, and behavioral issues, and strategies
related to behavioral analysis evaluation and development. Students will progress to the
application of applied behavioral principles and theories, evaluating field techniques/data, and
experiences from a variety of settings for effectiveness and ethical issues. Students may
choose to be certified as a BCABA or BCBA by completing additional coursework and
supervision requirements.

*Please be advised that students in the Master of Human Services in Child

Protection program completing the Applied Behavioral Analysis concentration
cannot be placed in practicum sites within the states of North Carolina and New
York due to state licensure regulations.

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**Students who wish to sit for the Applied Behavior Analysis certification exam
should consult with an advisor as additional courses within the concentration must
be completed.

Complete three of the following courses:

HCP 6510 Principles of Applied Behavioral Analysis (3 Credits)
HCP 6520 Application of Applied Behavioral Analysis (3 Credits)
HCP 6530 Behavioral Models in Assessment and Intervention in Applied Behavioral
Analysis (3 Credits)
HCP 6540 Evaluation of Interventions in Applied Behavioral Analysis (3 Credits)
HCP 6550 Professional Issues in Applied Behavioral Analysis (3 Credits)
HCP 6560 Practicum in Applied Behavior Analysis I (3 Credits)
HCP 6570 Practicum in Applied Behavior Analysis II (3 Credits)
HCP 6580 Advanced Practicum in Applied Behavior Analysis (3 Credits)
HCP 6590 Ethical Conduct for Applied Behavior Analysis (3 Credits)

Concentration 6: Advocating for the Special Needs Child’s Education

(9 Credits)

Concentration Description: This concentration will explore the education environment for
the special needs child. Fundamental information on laws, policies and practices as it
pertains to the special needs child’s education, will be researched. Evaluation and
assessment techniques and modalities within education/school systems and their influence
on the development of special needs children will be investigated. The importance of
independence and personal autonomy training among this population will be explored.
Complete three of the following courses:

HCP 6610 Survey of Exceptionalities of Children & Youth (3 Credits)

HCP 6620 Inclusive Education for Exceptional Students (3 Credits)
HCP 6630 Teaching Social & Personal Skills to Exceptional Students (3 Credits)
HCP 6640 Consultation & Collaboration in Exceptional Student Education
(3 Credits)
HCP 6650 Special Education Law (3 Credits)

Concentration 7: Family Systems and Support Concentration

(9 Credits)

Concentration Description: This concentration will examine the protective and risk factors
found within the framework of the family system. Emphasis will be given to child and youth
development as it is affected by the family system, peer groups, schools and teachers,
community and other social influences. Also, the dynamics of traditional, non-traditional and
culturally diverse family constructs will be researched.

Complete three of the following courses:

HCP 6710 Family Systems (3 Credits)
HCP 6720 Program Models (3 Credits)
HCP 6730 Parent Support & Education (3 Credits)
HCP 6740 The Profession in the Field of Family Support (3 Credits)
HCP 6750 Public Policy in the Field of Family Support (3 Credits)
HCP 6760 Assessment & Evaluation of Family Support Programs (3 Credits)

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Concentration 8: Administration for Child Protective Services
(9 Credits)

Concentration Description: This concentration will provide the student with knowledge
and skills regarding the supervision and evaluation of programs for children and youths.
Budget, compliance, and regulatory topics, among others, will be discussed as well fiscal
management challenges and public policy issues will be discussed as it relates to such
organizations and groups in the field of child protection.

Complete three of the following courses:

HCP 6810 Supervision Methods & Approaches for Child & Youth Care
Administrators (3 Credits)
HCP 6820 Public Policy & the Child & Youth Care Field for Program Administrators
(3 Credits)
HCP 6830 The Development & Acquisition of Resources for Child & Youth Care
Program (3 Credits)
HCP 6840 Supervision of Family Support Programs (3 Credits)
HCP 6850 Legal Aspects of the Management of Programs for Children & Youths
(3 Credits)
HCP 6860 Financial Aspects of the Management of Programs for Children &
Youths (3 Credits)

Concentration 9: Public Health and Child Protection

(9 Credits)

Concentration Description: This concentration will expose students to public health issues
such as wellness, preventative interventions, community health care, and general health
impacts of abused and neglected children. Organizational and community interventions and
resources will be investigated as it pertains to health education strategies and related topics
such as health maintenance among various populations.

Complete three of the following courses:

HCP 6910 Public Health Issues in Child Protection (3 Credits)
HCP 6920 Health Promotion & Disease Prevention (3 Credits)
HCP 6930 Health Services Planning & Evaluation (3 Credits)
HCP 6940 Health Policy, Planning & Management (3 Credits)

Concentration 10: Emergency Preparedness for Vulnerable Populations

(9 Credits)

Concentration Description: The concentration will provide students with the knowledge
and basic skills to enable them to work with vulnerable populations in the preparation for
and recovery from an all-hazards event. Vulnerable populations include hard-to-reach and
disadvantaged groups, including the homeless, frail elderly, at-risk mothers and children,
persons with physical and mental disabilities, tourists and seasonal residents, migrant farm
workers, and non-English speakers. This concentration can be integrated with, and is highly
suitable, for students from any of the health, human services, or law enforcement

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professions. A community-based research or service project is required.

Complete three of the following courses:

HCP 6101 All-Hazards Preparedness (3 Credits)

(Required before taking any other courses in the concentration)
HCP 6102 Communicable Diseases and Chemical, Biological, Radiological, Nuclear,
Explosive (CBRNE), Challenges for Vulnerable Populations
(3 Credits)
HCP 6103 Legal Issues in Emergency Preparedness for Families and Individuals
with Special Needs (3 Credits)
HCP 6104 Community Planning, Response, and Recovery for Families and Children
(3 Credits)
HCP 6105 Special Topics in All-Hazards Preparedness for Vulnerable Populations
(3 Credits)

Electives (Optional)
Please note that typically only one or two electives will be offered each term. Elective
courses are offered on a rotating basis.

HCP 604 Practicum I (3 credits)

HCP 605 Practicum II (6 credits)
HCP 606 Practicum III (9 credits)
HCP 0612 Thesis I (3 credits)
HCP 0613 Thesis II (3 credits)

MASTER OF SCIENCE IN CRIMINAL JUSTICE (M.S.)

Program Description
The M.S. in Criminal Justice trains those interested in law enforcement and the justice
system through an interdisciplinary focus. The program prepares students through the core
curriculum and allows for exposure to many different subject areas, found in ever
burgeoning field of criminal justice, through various specialty tracks. This facilitates choice
for students and fosters the development of experience within a particular segment of the
field. Additionally, students may choose among elective courses which reflect areas of
interest to criminal justice professional.

Program Format
The online MS in Criminal Justice program requires successful completion of 30 credit hours
that includes core courses, concentration courses, and electives.

Admission Requirements
To be considered for admission to the Master's program in criminal justice, the applicant is
required to present evidence of scholastic ability, significant interest in the area of criminal
justice for which admissions is sought, personal stability, and sound moral character. Those
applying for the Master's program as full degree seeking candidates must meet the following
eligibility requirements:
1. baccalaureate degree from a regionally accredited institution
2. A grade point average (GPA) of 2.5 or higher in the last 60 semester hours of
undergraduate coursework, or a master’s degree with an overall GPA of 3.0 or better,

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 or a total score of 300 or higher on the combined verbal and quantitative sections of
Graduate Record Exam (GRE) taken within the last five years;
3. relevant professional experience or accomplishment;

Applicants will also be required to submit a brief statement of interest in the program,
articulating career plan, capabilities, special achievements, etc. accompanied by two letters
of reference from professional references familiar with the candidates’ aptitude to perform
adequately at a graduate level. Students may seek admission to the program for fall, winter
or summer sessions. The Department of Justice and Human Services admits students on a
rolling basis throughout the year.

How to Apply
Those interested in seeking their Master of Science degree in Criminal Justice should apply
online at: ([Link] where an
application and all necessary application information may be obtained.

Application Procedures:
1. Complete online application form.

2. Application fee of $50 (in U.S. dollars) made payable to Nova Southeastern
University will be charged for each application submitted.
3. A grade point average (GPA) of 2.5 or higher in last 60 semester hours of
undergraduate coursework or a master's degree with an overall GPA of 3.0 or
better.
4. Submit two letters of recommendation from current professors, employers,
supervisors, or similar people most familiar with your professional experience.
Letters of recommendation must be less than one year old.
5. Official transcripts from all colleges or universities you attended are required. Official
electronic transcripts can be sent to electronictranscript@[Link] or mailed.

Applicants who have attended foreign universities or colleges are required to have
their academic credentials evaluated for U.S. institutional equivalence. Please visit
the National Association of Credential Evaluation Services for more information.
International students are encouraged to contact the Office of International Student
Services at (954) 262-7240 or 800-541-6682, ext. 27240, or by email
at intl@[Link], or visit the Office of International Students and Scholars.

6. Provide a personal statement of between 150 and 300 words indicating your goals
in pursuing a Master of Science in Criminal Justice. This statement must be attached
to the application.

Provisional Admissions
Students will only be considered for admission if they have successfully completed an
undergraduate degree. A provisional admission may be granted in cases where an applicant
is unable to produce the official copies of all required application documents at the time of
the application deadline. In such cases and with the approval of the Department of Justice
and Human Services Executive Director, applicants may be considered for admission to the
program on a provisional basis pending receipt of the outstanding official documents. If
provisional admission is granted, the provisional student must provide any and all
outstanding application documents on or before a predetermined deadline. Failure to

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provide any and all outstanding application documents by the deadline may result in
withdrawal from the program. Financial aid will not be disbursed to a provisionally admitted
student until he/she has been fully admitted as a regular student where all admission
requirements have been approved by the DJHS admissions office.

Orientation Information
Department of Justice and Human Services (DJHS) students will be provided with important
orientation information, via e-mail, after the signed acceptance letter and seat deposit are
received by the DJHS program office.

Academic Advisement
DJHS students seeking academic advisement or degree planning should consult with an
DJHS Academic Advisor by calling 954-262-7001 or via email at humanservices@[Link].

Course Work

Master of Science in Criminal Justice Curriculum (30 credits)

Core Courses (15 Credits)

Complete all five of the following core courses:
CJI 0510 Survey Issues in Criminal Justice (3 Credits)
CJI 0520 Social Administration of Criminal Justice (3 Credits)
CJI 0530 Legal Issues in Criminal Justice (3 Credits)
CJI 0540 Program Evaluation in Criminal Justice (3 Credits)
CJI 0550 Investigative Processes (3 Credits)

Concentration (12 Credits)

Select one of the following concentrations and complete four courses within the selected
concentration:

Legal Perspectives of Criminal Justice (12 Credits)

Concentration Description: This track will provide specialized training in the
fundamentals of criminal law and procedure, criminal evidence and legal writing for
the non-lawyer. It will also provide specific training regarding procedural and legal
issues that affect the criminal justice system. It will offer an in-depth knowledge of
criminal law and enable the criminal justice professional to interface with lawyers
regarding legal issues that may arise during the criminal investigation. Consequently,
the track will provide knowledge and skills to those who work in law enforcement and
criminal justice agencies, and related organizations and who are required to have a
working knowledge of the theory and application of criminal law.

CJI 6110 Criminal Evidence (3 credits)

CJI 6120 Advanced Criminal Procedure (3 credits)
CJI 6130 Criminal Law (3 credits)
CJI 6140 Legal Research and Writing for Non-Lawyers (3 credits)
CJI 6150 Selected Issues in Forensic and Social Science (3 credits)

Behavioral Science (12 Credits)

Concentration Description: This concentration will provide specialization training in

behavioral science issues, providing knowledge and skills to those who work in law
enforcement and criminal justice agencies.

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 CJI 6210 Law Enforcement and the Mentally Disordered Offender
(3 Credits)
CJI 6220 Police Psychology and Criminology (3 Credits)
CJI 6230 Behavioral Criminology (3 Credits) (replaces CJI 6260)
CJI 6240 Police Stress and Mental Health (3 Credits)
CJI 6250 Forensic Psychology (3 Credits)

Business Administration: (12 Credits)

Concentration Description: This concentration will provide specialization training in
the issues of business administration and will focus on areas such as legal, ethical,
and social values of business, delivering superior customer value, managing
organizational behavior, and managing human resources.

CJI 6301 Managing Legal, Ethical, and Social Challenges (3 credits)

CJI 6302 Influencing People for Organizational Effectiveness (3 credits)
CJI 6303 Marketing Decisions for Managers (3 credits)
CJI 6340 Managing Human Resources (3 credits)
CJI 6305 Leading Creativity and Innovation for Sustainability (3 credits)

Public Administration: (12 Credits)

Concentration Description: This concentration will provide specialization training in
the issues of public administration and will focus on areas such as budget analysis
administration, ethics, strategic management, and public administration theory.

CJI 6410 Administrative Law and Ethics in the Public Sector (3 Credits)
CJI 6420 Public Administration in Theory and Practice (3 Credits)
CJI 6430 Strategic Planning in the Changing Public Environment (3 Credits)
CJI 6440 Public-Sector Human Resource Management (3 Credits)

Substance Abuse: (12 Credits)

Concentration Description: This concentration will provide specialization training in
the issues of substance abuse including treatment issues for drug users,
family/community impact of illegal drugs, and cultural issues will be investigated as it
relates to the criminal justice system.

CJI 6510 Psychopharmacology of Illicit and Licit Drugs (3 Credits)

CJI 6520 Alcohol and Other Drug Treatment in the Criminal Justice
System (3 Credits)
CJI 6530 Substance Abuse Treatment in the Community (3 Credits)
CJI 6540 Cultural Factors in Treatment Associated with Substance Abuse
Issues and the Criminal Justice System (3 Credits)
CJI 6550 Special Topics in Substance Abuse and the Criminal Justice
System (3 Credits)

Strategic Community Planning: (12 Credits)

Concentration Description: This concentration will expose students to issues/topics
about communities from a strategic perspective, identifying: social, economic,
demographic and cultural trends and patterns within the community. Partnerships
with public safety agencies and other community agencies and groups will be
examined. Data and data [Link] and analysis related to community
development, problem solving and funding initiatives will be evaluated.

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 CJI 6610 Human Factors (3 Credits)
CJI 6620 Critical Incidents Response (3 Credits)
CJI 6630 Conflict and Crisis Management Theory and Practice
(3 Credits)
CJI 6640 Family Violence: The Effects on Families, Communities and
Workplaces (3 Credits)
CJI 6650 Strategic Community Planning and Partnerships (3 Credits)
CJI 6660 Race and Ethnic Relations in America (3 Credits)
CJI 6670 Metropolitan Conflict (3 Credits)
CJI 6680 Transformational Narratives (3 Credits)
CJI 6690 Federalism and Intergovernmental Conflict (3 credits)

Information Systems: (12 Credits)

Concentration Description: This concentration will focus on the application of
technological concepts of information systems to the collection, retention, and
dissemination of information for management planning and decision-making.

CJI 6710 Information Security Operations Management (3 Credits)

CJI 6720 Information Privacy and Ethics (3 credits)
CJI 6730 Electronic Commerce on the Internet (3 credits)
CJI 6740 Database Systems (3 credits)
CJI 6750 Telecommunications and Computer Networking (3 credits)

Conflict & Crisis Management: (12 Credits)

Concentration Description: This concentration will provide specialization training in
law enforcement conflict and crisis management, emphasizing nonviolent,
negotiation-oriented approaches to both individual and organizational responses to
hostage/barricade and other crisis situations. The concentration will provide
knowledge and skills to those who work in law enforcement and criminal justice
agencies, and related organizations.

CJI 6810 Violence Prevention (3 Credits)

CJI 6820 Human Factors (3 Credits)
CJI 6830 Conflict & Crisis Negotiation (3 credits)
CJI 6840 Conflict and Crisis Management Theory and Practice
(3 credits)
CJI 6850 Critical Incidents: Response, Management and Resolution
(3 credits)

Child Protection and Juvenile Justice: (12 Credits)

Concentration Description: This concentration is designed to meet the specific
need of child protective workers, law enforcement officers, child advocates, school
resource officers, community mental health workers, school police, Department of
Juvenile Justice, Department of Children and Family Services, and others.

CJI 6910 Theory of Child Protection, Investigation, and Advocacy

(3 credits)
CJI 6920 Juvenile Justice: Systems, Structure, and Process (3 credits)
CJI 6930 Family Dynamics: Motivation, Support and Communication
(3 credits)
CJI 6940 Victimology: Child Abuse and Exploited Children (3 credits)
CJI 6950 Safe Schools: Climate and Culture (3 credits)

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 Information Security: (12 Credits)
Concentration Description: This concentration will focus on the rapidly growing
global problems of maintaining and securing computer information. Important areas
addressed include threats and vulnerabilities, cryptography, authentication and
access control, security models, network security, trusted computer systems,
distributed systems security, World Wide Web security, applications security, and
security management and policies.

CJI 6101 Fundamentals of Security Technologies (3 credits)

CJI 6102 Information Security Operations Management (3 credits)
CJI 6103 Information Security Governance (3 credits)
CJI 6104 Information Systems Auditing (3 credits)
CJI 6105 Information Security Management Project (3 credits)
CJI 6750 Telecommunication and Computer Networking (3 credits)

Investigative Forensic Technologies: (12 Credits)

Concentration Description: This concentration will provide specialization training in
the burgeoning field of forensic investigation. Students will be exposed to
investigative and analysis techniques used during criminal investigations.

CJI 6111 Firearms, Fingerprints and Other Impression Evidence

(3 Credits)
CJI 6112 Forensic Analysis of Trace and Drug Evidence (3 Credits)
CJI 6113 Crime Scene (3 Credits)
CJI 6114 DNA – Technology that Revolutionized Criminal Investigations
(3 Credits)
CJI 6115 Overview of Crime Laboratory Management (3 Credits)

Emergency Preparedness Leadership: (12 Credits)

Concentration Description: This concentration will instruct the student on All-
Hazards Preparedness at the local, state, and national levels. Topics such as
education and training for all professionals, other health care workers, and executives
to: prevent, protect, respond, prepare for, and recover from hazardous events and
serve as a resource center in all-hazards preparedness and perform research related
to all-hazards preparedness will be examined.

CJI 6121 All-Hazards Preparedness (3 credits)

CJI 6122 Communicable Diseases and Chemical, Biological, Radiological,
Nuclear, Explosive (CBRNE), Challenges (3 credits)
CJI 6123 Interagency Disaster Communication (3 credits)
CJI 6124 Community Disaster Preparedness (3 credits)
CJI 6125 Special Topics in All-Hazards Preparedness (3 credits)

Electives (3 Credits)
Please note that typically only two or three electives will be offered each term. Elective
courses are offered on a rotating basis.

Complete one of the following elective course:

CJI 0601 Examining the Role of Police and Minority Communities (3 Credits)
CJI 0602 Clinical Investigation of Fraud (3 credits)
CJI 0603 Practicum I (3 credits) Offered each term
CJI 0604 Practicum II (6 credits) Offered each term

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 CJI 0605 Practicum III (9 credits) Offered each term
CJI 0606 Terrorism from a Criminal Justice Perspective (3 credits)
CJI 0608 Forensic Odontology (Dental Forensics) (3 credits)
CJI 0609 White Collar Crime (3 credits)
CJI 0610 Private and Public Policing (3 credits)
CJI 0611 Clinical Applications of Hypnosis (1 credit)
CJI 0612 Women and the Criminal Justice System (3 credits) The Women and
CJI 0613 Crime and the Media (3 credits)
CJI 0614 Becoming an Effective Expert Witness (3 credits)
CJI 0615 Correctional Psychology (3 credits)
CJI 0616 Communication and Problem Solving Techniques (3 credits)
CJI 0617 Street Gangs (3 credits)
CJI 0618 Forensic Laboratory Technologies (3 Credits)
CJI 0619 Interview and Interrogation (3 Credits)
CJI 0620 Executive Leadership (6 credits)
CJI 0621 Political and Public Policy Basis of Emergency Management (3 credits)
CJI 0622 Preventing Juvenile Delinquency (3 credits)
CJI 0623 Sociological Dynamics of Youth Gangs (3 credits)
CJI 0624 Ethics in Law and Criminal Justice (3 credits)
CJI 0625 Child Sexual Abuse (3 credits)
CJI 0626 International Crime (3 credits)
CJI 0627 Critical Issues in Corrections (3 credits)
CJI 0628 Administrative Investigations (3 credits)
CJI 0629 Thesis I (3 credits)
CJI 0630 Thesis II (3 credits)
CJI 0631 Managing Generational Cohorts (3 credits)
CJI 0632 Continuing Services (for continuing Thesis students)
CJI 0633 Law Enforcement Interviewing (3 credits)
CJI 0634 Animals in Criminal Justice (3 credits)
CJI 0635 Pre-Employment Investigations for Criminal Justice Professionals (3 credits)

MASTER OF SCIENCE IN DEVELOPMENTAL DISABILITIES (M.S.)

Program Description
A Master of Science in Developmental Disabilities is designed to prepare researchers,
advocates, administrators and policy makers to be leaders in community-based or
governmental agencies that address the confluence of issues associated with developmental
disabilities throughout the life span. This degree program's body of knowledge will allow
graduates of the M.S. program to pursue doctoral-level training in human services,
counseling, and public policy, among others. In addition, this degree will provide
professionals from disciplines such as nursing and education with the necessary skills to be
effective leaders and advance in the field.

Program Format
Students enrolled in the online Masters of Science in Developmental Disabilities are required
to complete a total of 30 credits, which is comprised of 18 credit hours of foundational
coursework, 9 credit hours in one of the concentrations, and 3 credit hours of a
Developmental Disabilities Master's Research Project.

Admissions Requirements
In order to be admitted to the program, applicants must meet the following requirements:

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 1. Complete all parts of the online Application for Admissions.
2. $50 nonrefundable application fee.
3. A grade point average (GPA) of 3.0 or higher in last 60 semester hours of
undergraduate coursework or a master's degree with an overall GPA of 3.0 or better.
4. A personal statement of approximately 300 words, double spaced, single sided,
typewritten pages. Include why are interested in the program to which you are
applying for, as well as your professional goals, your assessment of your abilities to
manage the challenges of graduate school, and any other information you would like
to provide. Students may choose to complete this requirement within the application
or they may choose to submit it as a separate document.
5. Official transcripts from all colleges or universities you attended need to be mailed
directly to Enrollment Processing Services (EPS), including agency evaluation of
foreign degrees for determination of U.S. equivalence (including Canadian
transcripts). International Students should visit International Students and Scholars
for further information.
6. Two letters of recommendation
7. Interview conducted via telephone
8. International Student applicants should submit TOEFL scores, if applicable.
International Students should visit International Students and Scholars for further
information.

Provisional Admissions
Students will only be considered for admission if they have successfully completed an
undergraduate degree. A provisional admission may be granted in cases where an applicant
is unable to produce the official copies of all required application documents at the time of
the application deadline. If provisional admission is granted, the provisional student must
provide any and all outstanding application documents on or before a predetermined
deadline. Failure to provide any and all outstanding application documents by the deadline
may result in withdrawal from the program.

Academic Advisement
Students seeking academic advisement or degree planning should consult with the program
office by calling 954-262-7001.

Program Outcomes
At the completion of the degree, students will be able to:
1. Apply knowledge of effective administrative and other leadership skills in the field of
developmental disabilities through the use of case study analyses, research papers,
and in-class assignments.
2. Demonstrate knowledge of the different developmental disabilities and the challenges
faced by these individuals across the lifespan.
3. Demonstrate an understanding of the impact of the family, the educational system,
and community services on the successful integration of individuals with
developmental disabilities into the community.
4. Apply ethical and legal principles related to working with individuals who have
developmental disabilities to real-world cases and settings.
5. Apply knowledge of developmental disabilities, organizational behavior, and strategic
planning to the design and/or administration of human services organizations which
provide services to individuals and families with developmental disabilities.
6. Demonstrate research, analytic thinking, and writing skills when creating a program
design or evaluation project on a relevant topic in the field.

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 7. Demonstrate knowledge of the impact of health disparities experienced by individuals
with developmental disabilities and the implications for healthcare and human
services organizations

Course Work

Foundational Coursework (18 credits)

Complete the following courses:
HSDD 5000 Survey of Developmental Disabilities (3 credits)
HSDD 5100 Program Design and Evaluation (3 credits)
HSDD 5200 Disability and the Family Life Cycle (3 credits)
HSDD 5300 Legal and Ethical Issues in Disability (3 credits)
HSDD 5400 Healthcare Issues in Developmental Disabilities (3 credits)
HSDD 5500 Disability Services Administration (3 credits)

Concentration (9 credits)
Complete 9 credits in one of the following concentrations:

Leadership/Advocacy
HSDD 5110 Grant Writing (3 credits)
HSDD 5120 Leading for Change in Disability Services (3 credits)
HSDD 5130 Trends and Issues in Disability Advocacy (3 credits)

Adult Services/Transition
HSDD 5310 Aging and Disability Across the Lifespan
HSDD 5320 Students with Disabilities in Higher Education
HSDD 5330 Employment and Independent Living

Early Childhood
HSDD 5410 Early Identification and Assessment of Developmental Disabilities
HSDD 5420 Early Intervention in Developmental Disabilities
HSDD 5430 Integrating Children with Disabilities in Educational Settings

Applied Behavior Analysis

HSDD 0710 Principles of Applied Behavior Analysis
HSDD 0720 Applications of Applied Behavior Analysis
HSDD 0730 Behavior Assessment Models in Applied Behavior
HSDD 0740 Evaluating Interventions in Applied Behavior Analysis
HSDD 0750 Professional Issues in Applied Behavior Analysis
HSDD 0760 Practicum in Applied Behavior Analysis I (Elective)
HSDD 0770 Practicum in Applied Behavior Analysis II (Elective)
HSDD 0780 Advanced Practicum in Applied Behavior Analysis I (Elective)
HSDD 0790 Ethical Conduct for Applied Behavior Analysis (3 Credits)

Child Life Specialist

HSDD 5210 Foundations of Child Life and Family-Centered Care (3 credits)
HSDD 5220 Child and Adolescent Growth and Development (3 credits)
HSDD 5230 Interventions in Child Life (3 credits)
HSDD 5240 Professional Issues in Child Life (3 credits)
HSDD 5250 Child Life Practicum I (3 credits)
HSDD 5260 Child Life Practicum II (3 credits)

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Developmental Disabilities Master’s Research Project (3 credits)
Complete a 3 credit master’s research project.
HSDD 6000 Developmental Disabilities Masters Project (3 credits)

M.S. in Developmental Disabilities Sample Degree Plan

year one

HSDD 5000: Survey of Developmental HSDD 5100: Program Design

First
Disabilities and Evaluation
Semester
(3 credits) (3 credits)

HSDD 5200: Disability and the Family HSDD 5300: Legal and Ethical
Second
Cycle Issues in Disability
Semester
(3 credits) (3 credits)

HSDD 5400: Healthcare Issues in HSDD 5500: Disability

Third
Developmental Disabilities Services Administration
Semester
(3 credits) (3 credits)

year two

Fourth Concentration course Concentration course

Semester (3 credits) (3 credits)

HSDD 6000: Developmental

Fifth Concentration course
Disabilities Master's Research Project
Semester (3 credits)
(3 credits)

*Please be advised that students in the M.S. in Developmental Disabilities

program, completing either the Applied Behavioral Analysis or the Child Life
Specialist concentration cannot be placed in practicum or internship sites within
the states of North Carolina and New York due to state licensure regulation.

GRADUATE CERTIFICATE IN GERONTOLOGY

Overview
Our certificate program offers an 18 credit, six course curriculum, which covers the major
areas of Gerontology. These six areas provide professionals already working in the fields of
human services, health care, long term care, senior housing, or any other area in which
older adults are served, the opportunity to augment and/or enhance their expertise about
aging. The professional with this expertise will be better equipped to work with the broad
range of interdependent issues that older adults experience, as well as allow for
advancement in a career in which aging is a focus.

Admissions Requirements
The Department of Justice and Human Services accepts applications to the Master's and
Graduate Certificate programs from any person who possesses, or is in the process of

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completing a bachelor's degree from a regionally accredited university. Applicants must
complete all bachelor's degree requirements before beginning graduate studies.

1. Complete online application form.

2. Baccalaureate degree from a regionally accredited institution. Official transcripts from

all schools attended and/or agency evaluation of foreign degree.

3. A grade point average (GPA) of 3.0 or higher in the last 60 semester hours of
undergraduate coursework or a master's degree with an overall GPA of 3.0 or better;
or a total score of 300 or higher on the combined verbal and quantitative sections of
the Graduate Record Exam (GRE) taken within the past five years, or other similar
measures.

4. Personal statement (300 word minimum) why you are interested in the program to
which you are applying for, as well as your professional goals, your assessment of
your abilities to manage the challenges of graduate and/or certificate work, and any
other information you would like to provide. The personal statement helps us get to
know you beyond the objective data provided in review of your course grades and
other objective information. It also demonstrates your ability to communicate your
thoughts in a professional, organized and succinct manner.

5. Two academic or professional letters of recommendation.

6. Official transcripts from all colleges and universities attended.

7. TOEFL score (if applicable)

8. An interview may be required for admission to the program.

International Students
Foreign nationals who reside outside the U.S. at the time of application, and whose native
language is not English, must present evidence of proficiency in English by satisfactorily
completing the Test of English as a Foreign Language (TOEFL). Score requirements are the
same as undergraduate admission and are as follows: minimum paper score =550;
minimum computerized score = 213; minimum internet score=79). A score of 6.0 on the
International English Language Testing System (ILETS) exam is accepted in lieu of the
TOEFL.

Applicants who have attended foreign universities or colleges are required to have their
academic credentials evaluated for U.S. institutional equivalence. While there are several
credential evaluators, the most widely used companies are listed below or visit NACES.
International students are encouraged to contact the Office of International Student Services
at (954) 262-7240 or 800-541-6682, ext. 27240, or by email at intl@[Link], or visit our
International Students Page.

Transfer Students
Transfer students must meet the program admissions criteria. Up to six graduate credits
may be transferred into this program. The courses that may be transferred into the program
will be determined on a case by case basis and must be deemed comparable in level,
content, and rigor to those within the M.A. in Gerontology program.

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Curriculum
Complete the following courses:

GERO 5200 Concepts and Controversies in Aging (3 credits)

GERO 5300 Humanities and Aging (3 credits)
GERO 5400 Sociology of Aging for Future Leaders (3 credits)
GERO 5500 Psychology of Aging (3 credits)
GERO 5600 Biology of Human Aging (3 credits)
GERO 5700 Aging and Diversity (3 credits)

POST-BACCALAUREATE CERTIFICATE IN PARALEGAL STUDIES

Overview
The Paralegal Studies Post-Baccalaureate Certificate program is approved by the American
Bar Association. A paralegal, as defined by the American Bar Association, is "a person,
qualified by education, training or work experience, who is employed or retained by a
lawyer, law office, corporation, governmental agency, or other entity, and who performs
specifically delegated substantive legal work for which a lawyer is responsible." The goal of
the program is to prepare students for entry-level paralegal positions in the common areas
of law practice. Paralegals are nonlawyers and therefore are prohibited from the
unauthorized practice of law. This program trains paralegals and is not a program for
training lawyers or legal administrators.

Students in this post-baccalaureate certificate program are required to submit a paralegal

portfolio at an exit interview with the program coordinator prior to certificate conferral. LEGS
courses offered online require proctored exams at approved sites. The American Bar
Association requires that a minimum of 12 credits of coursework be taken in a traditional,
ground-based format (i.e., not online). This certificate program cannot be combined with
any major or minor because it is a post-baccalaureate program.

Students admitted to the Paralegal Studies Post-Baccalaureate Certificate program may

transfer up to 12 credits of "legal specialty" courses taken at an American Bar Association
approved program. A course considered for transfer must have been taken no longer than
five years prior to entry into the Paralegal Studies Post-Baccalaureate Certificate program,
must be substantially similar to an existing NSU paralegal studies course, must have been
passed with a grade of "C" or higher, and must be approved by the paralegal studies
program coordinator

Certificate Requirements (30 credits)

Complete the following courses:

LEGS 1150 Introduction to Law and the Legal Profession (3 credits)

LEGS 2100 Legal Research and Writing (3 credits)
LEGS 2200 Computer Applications for the Legal Profession (3 credits)
LEGS 3050 Criminal Law and Procedure (3 credits)
LEGS 3260 Real Estate Practice I (3 credits)
LEGS 3300 Torts and Civil Litigation (3 credits)
LEGS 3360 Wills, Trusts, and Estates I (3 credits)

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 LEGS 3400 Business Relations and Organizations (3 credits)
LEGS 3550 Family Law (3 credits)
Any 4000-level LEGS course (3 credits)

Federal Disclosures: Visit [Link]

for details on this certificate program, including occupations the program prepares students
to enter; on-time graduation rates; expected program lengths; tuition and fees; typical
costs for books, supplies, room and board; post-completion job placement rate; and
students’ median loan debt.

The academic program and curriculum requirements listed on this page are from the 2016-
2017 edition of the NSU Undergraduate Student Catalog. Students are bound by policies and
curricula published in the catalog in effect the semester they enter the university, unless an
agreement is made with appropriate NSU administration officials allowing them to abide by
policies published in a later catalog.

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 DEPARTMENT OF LITERATURE AND MODERN
LANGUAGES
The Department of Literature and Modern Languages offers coursework and degree programs
related to literature, humanities, film, gender studies, and foreign languages. The department
is committed to the study of language, literature, popular culture, and the interdisciplinary
liberal arts.

The following programs are offered by the Department of Literature and Modern Languages:

 Bachelor of Arts in English

 Undergraduate Minors:
English
Film Studies
Folklore and Mythology
Gender Studies
Humanities
Medical Humanities
Spanish

Note: For information on all undergraduate programs, please see the Undergraduate
Student Catalog: [Link]

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 DEPARTMENT OF MULTIDISCIPLINARY STUDIES

The Department of Multidisciplinary (DMS) is committed to academic excellence by creating

self-reflective, critical thinkers who possess the ability to recognize and understand multiple
perspectives and who seek unique and thoughtful ways to address social issues and
concerns. DMS strives to meet the needs of students in the current workplace environments
by affording students the opportunity to engage in substantial study in different curricular
disciplines. The department places an emphasis on critical thinking, analysis, and writing.
DMS offers a Bachelor of Science in Applied Professional Studies, a Bachelor of Science in
General Studies, a Master of Arts in Cross-disciplinary Studies, a Master of Science in College
Student Affairs, a Graduate Certificate in College Student Personnel Administration, and a
Graduate Certificate in Qualitative Research. DMS is also home to Deciding Majors,
undergraduates in the process of deciding their major course of study.

The following programs are offered by the Department of Multidisciplinary Studies:

 Master of Arts in Cross-disciplinary Studies

 Master of Science in College Student Affairs

 Graduate Certificate in College Student Personnel Administration

 Graduate Certificate in Qualitative Research

 Bachelor of Science in Applied Professional Studies

 Bachelor of Science in General Studies

Note: For information on all undergraduate programs, please see the Undergraduate Student
Catalog:
[Link]

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 MASTER OF ARTS IN CROSS-DISCIPLINARY STUDIES (M.A.)

Program Description
The M.A. in Cross-disciplinary Studies (MACS) is multidisciplinary, experiential, and allows
students to self-design their graduate studies. The program is designed to meet the needs
of students who are seeking a broader learning forum and who appreciate the unique self-
design of cross-disciplinary studies. The MACS program provides intellectual advancement
and the opportunity to expand and enrich educational horizons in keeping with the liberal
studies traditions. The MACS program utilizes a multidisciplinary approach and variety of
perspectives for observing, analyzing, and addressing contemporary social issues. Students
focus on systemic approaches and methodologies when studying human challenges. MACS
utilizes experiential learning to provide students with hands-on training where theory and
practice are integrated.

Students in MACS are interested in innovative ways to examine issues and social concerns
and explore creative solutions. By using multiple perspectives, MACS invites students to use
interdisciplinary lenses to do what a single discipline is unable to do.

MACS consists of an 11 course sequence (33 credits) that includes core classes, practicum,
Capstone or Thesis, electives and non-mandatory concentration. Courses are offered both
residentially and online, however not all courses students are eligible to take may be on
both formats. Students are urged to work closely with the department in the creauion of
their degree plans.

Program Formats
Students can complete the program residentially or online, and have a large selection of on-
campus and online courses from which to choose. MACS aims at convenience and
accommodation by utilizing online course delivery format and self-designed programs. The
students enrolled in the program are afforded the greatest flexibility in self-selecting and
self-directing their concentrated areas of interest, while at the same time retaining and
reinforcing an emphasis on general professional skills.
MACS students taking online classes are not required to attend Residential Institutes (RI)
on the Fort Lauderdale campus unless they are taking Facilitation or Mediation. If
either of those courses is being taken in the fall or winter terms, attendance at RI is
mandatory. Although not required, MACS students are encouraged to attend and participate
in this event. Currently the RIs are held in February and late September/October. Please
visit [Link] for current information.

Students may enroll full or part time, taking six to nine credit hours per term. Students who
enroll in nine credits per term may complete the program in four terms. Part-time students
can complete the program in 2 years. Students register for three terms a year.

REQUIRED COURSES
Students must complete 4 core courses as part of their degree requirements. These courses
include:
 MACS 5210 Interdisciplinary Research and Writing

 MACS 5030 Interdisciplinary Theories and Perspectives

 MACS 6130 Practicum I

 MACS 6400 Capstone (or MACS 6300 Thesis)

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Student Advising
In the MACS program it is essential for a student to seek advice regarding course selection
and their degree plan. They are expected to keep in periodic contact with the Department
Chair and Program Manager. Students are encouraged to work with the NSU Office of Career
Development for career planning. Students are also encouraged to seek the advice of faculty
in the departments in which they are taking courses.

Degree Plans
A sample degree plan for a residential student who begins their studies in the Fall term and
enrolls in 3 courses per term can be found on the website at
[Link] Degree plans will be modified
based on a student’s enrollment date, course selection, and pace of study.

Practicum
To complete the M.A. in Cross-disciplinary Studies, students must complete a total of 65
hours of practicum. Students are responsible for documenting practicum hours, and must
have these hours verified and signed by an on-site supervisor. The practicum experience is
designed to provide students with an experiential opportunity to utilize theory and
methodology within a diversity of professional settings. Students will have the opportunity
to apply theoretical concepts within a practical framework.

Practicum I provides a community placement for the student to develop and refine
practitioner skills. Using the Practicum experience, students have the opportunity to apply
theoretical concepts within a practical framework under the supervision of an on-site
supervisor. The Department will work with students to establish a placement suited to each
student’s interests, if possible. Practicum I is required and is offered in the summer and fall
terms. If a student wishes to take an additional practicum course as an elective, Practicum
II is availbale in the fall and winter terms. Practicum I is a prerequisite for Pracicum II.

Please consult with the Department for detailed information. During each term and at every
Residential Institute, one or more Practicum Advising sessions are scheduled. Students who
have not yet registered for practicum courses are encouraged to attend these sessions.
Students may also seek individual in-person or telephonic appointments with the
Department for assistance with practicum placements. Please visit
[Link] for the Practicum Handbook and
forms.

Capstone
In addition to successfully completing all course work, and obtaining the required practicum
hours discussed above, MACS students must choose between two options as a final project
at the end of the Program, the thesis or capstone. In order to select the thesis option,
students must have a minimum grade point average of 3.5 and the permission of the
department. For the Capstone, students must propose a project and have the department’s
approval. At the completion of the project, students will be awarded the M.A. in Cross-
Disciplinary Studies. All classwork, practicum hours, and final capstone/thesis must be
completed within five years.

The Capstone is designed to be taken at the end of the program. It will provide the
unique opportunity for students to focus on their areas of interest. The course is
designed to incorporate both previous course work, and experiences in the program,
such as practicum. Students will produce a final project and are encouraged to design
a project that will be of benefit to them in their current profession, or in the pursuit of

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 a future profession. Students will register for the Capstone course during their last
term.

Master’s Thesis Option

Students who wish to complete a Master’s Thesis may do so instead of taking the Capstone
course. Students must have a minimum of a 3.5 cumulative GPA and the permission of the
department in order to enroll in thesis. Typically a thesis takes at least 6 credits. If the
thesis is not completed after 6 credits, continued registration at one credit per term will be
required until the Thesis is complete. For more information about the Thesis option, please
consult with the department.

Concentration Tracks
MACS students may choose a concentration track, but it is not required. Many students do
not select a concentration, choosing instead to experience a broader exposure to different
courses. MACS students may also take the courses offered through the Qualitative Research
Graduate Certificate as concentration courses or as their electives. Concentration tracks
consist of 12 credits within a concentration.

MACS also offers a number of courses designed to help students focus on topics and areas
of their academic and professional interest. MACS has initiated courses such as
Transformational Narratives, Foundations of Genocide, Editing I and II, and Introduction to
Institutional Assessment. In addition, MACS has introduced the Directed Readings courses.
These courses are designed to provide opportunities for a student to work one-on-one or in
small group seminar format with faculty on specific topics of the student’s interest. Directed
Readings are offered in topics such as Media and Public Policy, Native American Studies,
Sociology, Gender, Diversity and Multiculturalism, African American Studies, Social Justice,
Religion and Society, Tribal Dynamics, Human Rights, Transformational Poetry, Homeland
Security, Community Development, Latin American Studies, Philosophy, Family Violence,
and Political Science.

For more information, see the course list or website:

[Link]

Students work closely with the department in the selection of courses offered. Often
students strategically choose a practicum site linked with their professional career plan.

Graduate Assistantship
MACS students in good standing may apply for the program’s graduate assistantship. The
graduate assistant may perform research, work in community projects, and provide other
services as needed by the department.

Graduation Requirements
In order to be eligible for conferral of degree, MACS students must have completed all
coursework, practicum hours, and their Capstone or Thesis. In addition, they must have at
least a 3.0 cumulative GPA with no "incomplete" grades, and must be a “student in good
standing" with no disciplinary actions pending or disciplinary tasks to complete. Students
eligible for conferral of degree may participate in the June graduation ceremony.

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 MASTER OF SCIENCE IN COLLEGE STUDENT AFFAIRS (M.S.)

Program Description
The M.S. in College Student Affairs is designed to prepare students for the expanded roles
and responsibilities of student affairs professionals in today’s diverse college and university
educational environments. Students will learn and experience the practical application of the
knowledge base and skill sets of student affairs administration and conflict analysis and
resolution in higher education organizational settings. The program is designed for students
who are interested in a career in student affairs, and for those currently working in student
affairs who seek to advance their own personal knowledge and professional credentials. The
CSA program consists of a 12 course (36 credits) sequence. Students are exposed to
student affairs in higher education as well as conflict analysis and resolution.

*Students in DCRS who are counting a concentration in Organizations and Schools using
College Student Personnel Administration courses towards their degree in Conflict Analysis
and Resolution will not be able to complete the M.S. in College Student Affairs as an
additional degree.

Program Formats
The CSA program is offered in both residential and distance learning formats. The flexible
distance learning formats allow mid-career working adults and those unable to attend the
residential program, to study college student affairs in a creative, rigorous, and structured
fashion. CSA and CSPA students taking online classes are required to attend two Residential
Institutes (RI) per academic year on the Fort Lauderdale campus as well as online Web-
based courses. Each RI is 5 days long. Currently the RIs are held in February and late
September/October. Please visit [Link] for current information.

Students may enroll full or part time, taking six to nine credit hours per term. Students who
enroll in 2-3 courses per term can expect to complete the program in less than two years.
terms. Part-time students can expect to complete the program in three years. Students
register for three terms a year.

Degree Plans
A sample degree plan for a residential student who begins their studies in the Fall term
and enrolls in 3 courses per term can be found on the website at
[Link] Degree plans will be modified
based on a student’s enrollment date and pace of study.

Program Specifics

Required Courses
Students enroll in 12 courses in order to complete the program. Students are advised to
work closely with the department as many courses are only offered once a year. Failure to
take courses at their recommended time may result in a student needing additional time
to complete the program.

 CSPA 5001 – The 21st Century College Student

 CSPA 5002 - Current Issues & Trends in Student Affairs
 CSPA 5003 – The College Student & the Law
 CSPA 5004- Administration of College Student Affairs
 CSPA 5006-College Student & Adult Development

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  CSPA 5040-Communication Dynamics in Dispute Resolution: The Human Factor
 CSPA 5100-Mediation Theory & Practice
 CSPA 6130- Practicum I
 CSPA 6140-Facilitation Theory & Practice
 CSPA 6160- Practicum II
 CSPA 5007 Research Design & Assessment in Student Affairs
 CSPA 6350-Capstone in Student Affairs

Practicum
To complete the M.S. in College Student Affairs, students must complete a total of 130 hours
of practicum. Students are responsible for documenting practicum hours, and must have
these hours verified and signed by an on-site supervisor. The practicum experience is
designed to provide students with an experiential opportunity to utilize student affairs theory
and practice within a diversity of professional settings. Students will have the opportunity
to apply theoretical concepts within a practical framework.

Students complete two practicums during their course of study. Practicum I and II are
comprised of both courses as well as field experience. Thus students are dually mentored
by a course professor as well as a site supervisor. The field experience provides students
with the opportunity to explore a breadth of student affairs functions and gain exposure,
knowledge and experience in the variety of programs and services that make up a
college/university division of student affairs: residential life, housing, career services,
student union, student activities, leadership development, recreation and wellness,
volunteer services, special events, judicial programs and the office of the dean of students.
The courses provide a framework for students to integrate and process their practical
experiences through the lenses of theory and research. They also help students create a
career plan. Practicum experiences may take place at Nova Southeastern University or
another college or university. Practicum I is offered in the summer and fall terms and
Practicum II is offered in the fall and winter terms. Practicum I is a prerequisite for Practicum
II.

Some practicum sites require a background check before the practicum placement can
begin. Generally the background check is done at the student’s expense and should be done
as soon as possible before the practicum term.

The department has a CSA Practicum Handbook and Practicum forms accessible through the
website at: [Link] DMS provides advising
sessions as well as individual appointments to assist students. Practicum Advising sessions
are held each term and during Residential Institutes.

Graduate Assistantships
Students accepted to the full-time CSA program may apply for a Graduate Assistantship
position. Graduate Assistantships will be available in the diverse functions within the Office
of Student Affairs at NSU to residential students enrolled full-time in the CSA program.
Assistantships are academic year appointments and, if awarded, there is a choice of
packages. More information can be found on the website:

[Link]

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Capstone
In addition to successfully completing all course work, and obtaining the required practicum
hours discussed above, students must complete the Capstone course to be awarded the
M.S. in College Student Affairs. The Capstone in Student Affairs is not offered every term
and therefore students are urged to seek the guidance of the department to make sure they
register for the course in a timely manner.

The Capstone requires a student to complete a project and students are advised to plan
ahead and use the Capstone as an opportunity to create a project designed to focus on an
area of professional interest.

When a student has completed all coursework and practicum hours, has completed the
Capstone, has maintained a minimum of 3.0 GPA with no "incomplete" grades, and is a
"student in good standing" with no disciplinary actions pending or disciplinary tasks to
complete, the student will be eligible to apply for conferral of degree.

Graduation Requirements
In order to be eligible for conferral of degree, CSA students must have completed all
coursework, practicum hours, and passed the comprehensive examination. In addition, they
must have at least a 3.0 GPA with no "incomplete" grades, and must be a "student in good
standing" with no disciplinary actions pending or disciplinary tasks to complete. CSA
students may participate in the June graduation ceremonies if they have completed all
coursework including the Capstone and their two practicum courses and hours.

GRADUATE CERTIFICATE IN COLLEGE STUDENT PERSONNEL ADMINISTRATION

Our program in College Student Personnel Administration (CSPA) prepare students for many
professions related to Student Affairs in college, university, and community settings. We
focus on training Student Affairs professionals who take a humanistic, learner-centered
approach in their work as change agents within the university and the larger society.

The program explores important topics in the field of Student Affairs including diversity,
student development, student services, judicial affairs, administration, on-campus and
campus life, Greek affairs, peer counseling, and crisis intervention, to name a few. Students
examine the current trends and historical approaches in higher education, as well as future
needs for effective student affairs practices in the 21st century.

The Graduate Certificate appropriate for those who seek graduate training in CSPA, as well
as those who have already earned a degree in their professional field but would benefit from
academic training in the applications of college student personnel administration to their
current professions.

The program CSPA seeks to: 1) apply an interdisciplinary approach to understanding the
field of Student Affairs; 2) provide an opportunity for student to engage in significant study
and practice within the field; and 3) prepare students for professional positions in the field
of Student Affairs.
The program CSPA collaborates closely with the University’s Division of Student Affairs. The
Division of Students Affairs serves as a host site for practicum and other hands-on training
opportunities.

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The Graduate Certificate in CSPA consists offive courses (15 credits).). Students who decide
to continue their studies may apply to the M.S. in College Student Affairs program (CSA).

The Graduate Certificate in College Student Personnel Administration is offered in both

residential and distance learning formats. These flexible formats allow mid-career working
adults and those unable to attend the on-campus program, to study conflict resolution in a
creative, rigorous, and structured fashion. Students enrolled in the online program must
participate in Residential Institutes on the main campus as well as online Web-based
courses.

Students may enroll full or part time. Students can expect to complete the Graduate
Certificate program in a year, or longer if going part-time. Summer attendance is
mandatory. Students in the CSPA certificate program who are in good standing may speak
with the department about the M.S. in CSA.

CSPA students taking online classes are required to attend Residential Institutes (RI) per
academic year on the Fort Lauderdale campus as well as online Web-based courses. Each
RI is 5 days long. Currently the RIs are held in February and late September/October. Please
visit [Link] for current information.

Required Courses
Students in the graduate certificate in CSPA will take the following courses:
 CSPA 5001 The 21st Century College Student

 CSPA 5002 Current Issues and Trends in Higher Education

 CSPA 5003 The College Student and the Law

 CSPA 5004 Administration in College Student

 CSPA 5006 Student and Adult Development in College

Degree Plans
A sample degree plan for a residential student who begins their studies in the Fall term and
enrolls in 3 courses per term can be found on the website at:

[Link]

Degree plans will be modified based on a student’s enrollment date and pace of study.
Students are urged to work closely with the department regarding their degrtee plans and
most courses are only oferred once a year.

GRADUATE CERTIFICATE IN QUALITATIVE RESEARCH

The Graduate Certificate in Qualitative Research (QRGP) is offered through the Department
of Multidisciplinary Studies (DMS). It consists of six three-credit hour online courses (18
credit hours) designed to prepare academics, professional research consultants, and
graduate students to understand a variety of qualitative research approaches and to conduct
qualitative research studies. Our certificate students will (a) gain insight into the

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philosophical and theoretical foundations of qualitative research; (b) distinguish and critique
qualitative research approaches and products; and (c) apply best practices in qualitative
research to design, propose, conduct, and compose qualitative research of their own.

Students may take three to six credit hours per term. Students can expect to complete the
QRGP in one to two years depending on their pace of study. Students in the program who
are in good standing and wish to pursue a master’s degree may apply to the department for
acceptance into the Master of Arts in Cross-disciplinary Studies (MACS). Twelve (12) QRGP
credits are eligible for consideration for transfer of credit (TOC) into MACS as concentration
courses or as an elective provided they meet other TOC requirements. (See Transfer of
Credit requirements). MACS students can take QRGP course as a part of their course of
studies.

Degree Plans
A sample degree plan for a residential student who begins their studies in the Fall term and
enrolls in 2 courses per term can be found on the website at:

[Link]

Degree plans will be modified based on a student’s enrollment date and pace of study.

Degree Plan: 18 credit hours

Fall (August) Winter (January) Summer (May)

QRGP 6300 Foundations of Qualitative QRGP 6301 Qualitative Data Collection QRGP 6305 Qualitative Research
Research Design
QRGP 6303 Qualitative Data Analysis II
QRGP 6302 Qualitative Data Analysis I Elective

Graduation and Celebration

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 DEPARTMENT OF PERFORMING AND VISUAL ARTS

The mission of the Department of Performing and Visual Arts (PVA) is to provide quality
education that fosters creative growth and professional development in a liberal arts
environment. PVA is a major part of the cultural fabric of NSU, and we foster advancement
in artistic and academic creativity, scholarship, exhibition, performance and research. PVA
aspires to provide leadership and serve as a major cultural resource for the university and
a collaborative community.

Pathways to creative careers are launched in Bachelor of Arts programs in art and design
(studio or graphic design concentrations), arts administration, dance, music (commercial
music or performance concentrations), and theatre (acting for stage and screen, musical
theatre, or design and technical production concentrations).

The following programs are offered by the Department of Performing and Visual Arts:

 Bachelor of Arts in Art and Design

 Bachelor of Arts in Arts Administration

 Bachelor of Arts in Dance

 Bachelor of Arts in Music

 Bachelor of Arts in Theatre

 Undergraduate Minors:
Arts Administration
Dance
Graphic Design
Music
Studio Art
Theatre

Note: For information on all undergraduate programs, please see the Undergraduate Student
Catalog: [Link]

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 DEPARTMENT OF WRITING AND COMMUNICATION
The Department of Writing and Communication prepares students to become innovative
thinkers capable of understanding complex communication situations and knowledgeable
practitioners capable of working within diverse communities and media industries. Through
instruction in creative and critical approaches to media arts and scholarship, undergraduate
and graduate students learn to express ideas in verbal and visual forms while preparing for
careers in areas such as new media, radio and television broadcasting, video production,
film, journalism, public relations, education, professional writing, and more. The department
also works with almost every undergraduate through Composition courses and the Writing
Fellows program.

The following programs are offered by the Department of Writing and Communication:

 Master of Arts in Composition, Rhetoric, and Digital Media

 Bachelor of Arts in Communication

 Undergraduate Minors:
Communication
Digital Media Production
Journalism
Strategic Communication
Writing

Note: For information on all undergraduate programs, please see the Undergraduate Student
Catalog: [Link]

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 MASTER OF ARTS IN COMPOSITION, RHETORIC, AND DIGITAL MEDIA (M.A.)

Program Description

The Master of Arts in Composition, Rhetoric, and Digital Media will educate students about
the history and theory of composition, rhetoric, and digital media, providing students with a
foundation for conducting and presenting research, applying rhetorical theories, teaching
writing, and producing digital media. Through specialized coursework and experiential
learning, students will develop expertise researching and teaching composition while
practicing writing in a variety of professional genres. Students will prepare for careers in
writing, publishing, and teaching and will be prepared to pursue a variety of Ph.D. programs,
including those in Composition and Rhetoric.

Learning Outcomes

The successful M.A. in Composition, Rhetoric, and Digital Media graduate is expected to:
 Demonstrate advanced knowledge of what effective writing is in a variety of rhetorical
contexts.
 Evaluate writing curricula and pedagogical practices.
 Design successful digital media using rhetorically appropriate strategies.
 Produce and present original research based on the theories and methods applicable
to composition, rhetoric, and digital media.

Curriculum

Major Requirements (30 credits)

Core Courses (12 credits)
WRIT 5010 Research Methods (3 credits)
WRIT 5100 Teaching Writing (3 credits)
WRIT 5120 Theories of Composition (3 credits)
WRIT 5340 Studies in Multimodality and Digital Media (3 credits)

Elective Courses (12 credits)

Select 12 credits from the following courses:
WRIT 5000 Professional and Public Writing (3 credits)
WRIT 5140 Writing Center Praxis (3 credits)
WRIT 5160 Teaching Writing Online (3 credits)
WRIT 5200 History of the English Language (3 credits)
WRIT 5320 Advanced Writing with Technologies (3 credits)
WRIT 5400 Technical Writing (3 credits)
WRIT 5550 Feature Writing (3 credits)
WRIT 5620 Rhetorical Traditions in Writing Studies (3 credits)
WRIT 5650 Rhetorical Criticism (3 credits)
WRIT 5800 Editing, Layout, and Design (3 credits)
WRIT 5900 Special Topics (3 credits)

Thesis (6 credits)
WRIT 6000 Master’s Thesis (3 credits, repeatable)

Thesis Requirements and Guidelines

The thesis represents the culmination of the student’s work in a master’s degree program
at the College of Arts, Humanities, and Social Sciences. Completing the thesis demonstrates

143
that the student can work independently, integrate discipline-specific information, and
respond to feedback. The student must register for 18 credits of graduate coursework before
taking master’s thesis courses. The student must complete 6 credits of thesis coursework
(at 3 credits per semester) to meet degree requirements.

If a student has not successfully defended his/her thesis after completing 6 credits of thesis
coursework, the student must remain enrolled in a 3-credit thesis course for each additional
semester during which he/she is working on the thesis, including the semester of defense.
During this time, the student must maintain active status in the degree program. Students
may complete a maximum of 12 credit hours of thesis work.

The thesis may take one of the following forms:

Research Thesis: Student designs, conducts, and reports findings from qualitative,
quantitative, or mixed methods research projects.

Theoretical Thesis: Student examines a well-focused question or problem through an

informed context that is critical, theoretical, and/or historical.

Digital Media Thesis: Student designs a piece of digital media, such as a website or app.

Technical Thesis: Student produces a substantial manual, guidebook, scholarly or

professional Web site, white paper, report, or grant proposal.

Thesis details should be finalized with the thesis adviser. The thesis process should include
the following three phases.

Phase One: Selecting a Committee and Writing a Proposal

Advising Committee
For guidance throughout the research and writing process, students first select a thesis
adviser. The thesis adviser must be a full-time NSU faculty member in the student’s
discipline. Ideally, the thesis adviser will have expertise that is relevant to the student’s area
of study. In consultation with the adviser, students then select an additional faculty member
to be a part of the thesis committee.

The thesis adviser meets regularly with the student to set goals, review drafts, and ensure
progress. Committee members give feedback on the proposal and the final draft, as well as
evaluate the Thesis Defense.

Writing a Thesis Proposal and Submitting an Institutional Review Board (IRB)

Application
After selecting a committee, the student must write a short proposal describing the
theoretical background, proposed methods, and timeline for the thesis project and submit it
to the committee for approval. Under consultation with the committee, the proposal is
reviewed to ensure feasibility, clear focus, and potential for development. When the proposal
has been approved by the committee members, the student and committee members sign
the Thesis Proposal Approval Form (can be obtained from the thesis adviser), and the
committee authorizes the student to complete the IRB application form (if applicable).
Students should initiate the thesis IRB application process as early as possible, as the
process can be time consuming. The necessary requirements and forms are available at
[Link]/irb/manual/[Link].

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Once completed, the student submits the Thesis Proposal Approval Form and the IRB
application (if applicable) to the Department Chair for review and approval.

Phase Two: Research, Data Collection, and Writing the Thesis

Thesis research and data collection should occur according to the approved timeline and IRB
specifications (when applicable).

The student should meet with his/her thesis adviser regularly during all phases of the project
(especially during the writing phase) and demonstrate consistent progress in the
development of the thesis. During the writing process, the student should seek feedback
from the adviser and committee member(s). Revision is considered complete when
additional changes would result in minimal improvement of the document.

Prior to the defense, the student submits final copies of the project to each committee
member and the Department Chair.

Phase Three: Thesis Defense

After the student has submitted final copies of the thesis, the thesis adviser will schedule a
Thesis Defense. The student and the thesis adviser should discuss appropriate presentation
of the project prior to the defense. The defense will be before the graduate faculty and an
audience of other students and invited guests. During the event, the student summarizes
the project, presents the major findings, and addresses questions from the thesis
committee. The student’s presentation of the project and answers to these questions will be
considered as part of the assessment of the thesis project. After the committee finishes
asking questions, audience members will have the opportunity to ask questions of the
student.

After the Thesis Defense, the committee members will assess all parts of the project and
decide whether or not to recommend approval of the thesis. The committee may require
that the student complete further work or revisions following the defense. If approval is
recommended, the committee will complete the signature page. Finally, the student will
submit one copy of the final thesis to the department to be bound and become part of the
university’s thesis archive. This copy must adhere to the Thesis Format and Style Guidelines
in this catalog.

Important Deadlines

Winter Semester
Fall Semester Completion
Completion
Thesis Proposal due to Thesis midterm week of winter midterm week of fall
Adviser semester semester
Thesis due to Thesis Adviser October 1 March 1
Thesis Defense November 1–7 April 1–7

Thesis Format and Style Guidelines

Students must adhere to the following Thesis Format and Style Guidelines.
After successful completion of the Thesis Defense, each student will complete the following
steps.

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 1. Make all final revisions and prepare one final manuscript according to the following
guidelines.

 The manuscript should be double-spaced in Times New Roman, 12-point font.

 The left margin should be 1.5".
 All other margins (top, right, and bottom) should be 1".
 Page numbers should be placed in a header: top right, ½" from the top, numeral
only.
 Front matter should be prepared.

2. Submit an electronic copy of the manuscript, including front matter, in one document
to the thesis adviser. The adviser will review the formatting and alert the student to
any necessary changes.

3. Once the manuscript has been approved by the adviser, the student will:

 Submit one final electronic copy that will become part of the department’s digital
archive.
 Work with the department to include the manuscript in ProQuest and NSUWorks.
 Print one copy of the complete manuscript, including front matter, on white
100% cotton fiber paper. The signature page must include original signatures.
This copy will be bound and housed in the library.

If the student would like to have a bound copy, he/she must submit an additional
manuscript, including front matter and original signatures, and a check for the total amount.
Interested students should ask the department for current pricing information. All
manuscripts should be submitted at the same time.

Orientation Information
Upon acceptance, students will be provided with important orientation information via e-
mail. Phone and in-person meetings are utilized as needed.

Academic Advisement
Students are encouraged to consult with the department for academic advisement.

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GRADUATE DUAL DEGREE
PROGRAM

147
 ABOUT OUR DUAL DEGREE PROGRAM

M.S. in Conflict Analysis and Resolution/J.D.

OR
Ph.D. in Conflict Analysis and Resolution/J.D.

The Department of Conflict Resolution Studies will accept credits from the J.D. program
offered through the Shepard Broad Law Center at NSU and apply them towards the M.S. or
Ph.D. in Conflict Analysis and Resolution. The M.S. in Conflict Analysis and Resolution will
accept 9 credits from the law program, and the Ph.D. program will accept 6 credits. Students
must complete both programs in order to obtain the dual credits. For students in M.S. /J.D.
and Ph.D. /J.D. programs only, the transfer of credit will apply toward elective courses.

Students must seek admission independently to both the Department of Conflict Analysis
Resolution housed in CAHSS and the Shepard Broad Law Center.

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 ABOUT CAHSS-BASED EXPERIENTIAL TRAINING AND
COMMUNITY SERVICES
Advanced Bowen Family Systems Training Project/Workshops
In conjunction with the Western Pennsylvania Family Center, CAHSS and the Department of
Family Therapy has teamed up to present a series of Advanced Bowen Family Systems
workshop trainings to members of the South Florida family therapy community, at no cost
to the participants. These workshops are conducted at the training center of the WPFC in
Pittsburgh, Pa., and are simultaneously broadcast electronically to the campus of Nova
Southeastern University. These feature nationally and internationally renowned
practitioners and experts in Bowen Family Systems theory who share their knowledge and
expertise on various areas of family functioning and clinical practice. The electronic format
allows for interactive question and answer sessions with the presenters, and exposes both
students and members of the South Florida family therapy community to gain access to
highly specialized professional resources. After the formal presentations conclude a "locals
only" discussion follows, facilitated by a member of the Department of Family Therapy
faculty.

Brief Therapy Institute and Family Therapy Clinic

The Brief Therapy Institute (BTI) is South Florida’s primary training center for brief
counseling and family therapy, as well as the community service provider for the Department
of Family Therapy. Since 1988, BTI has provided affordable, innovative, culturally-sensitive
counseling services to thousands of tri-county residents of diverse ethnic and cultural
backgrounds, religious affiliations, and sexual orientation.
Located in the Maltz Building on NSU’s main campus, BTI offers individuals, couples, and
families a sliding-fee schedule, convenient times for appointments, and quick access to
therapeutic treatment.

Much of the therapy at BTI is provided by practicum teams, each comprised of an AAMFT
approved faculty member and up to six graduate student therapists. As one of the team
members, a designated primary therapist works directly with the clients, the others join the
supervisor in an observation room behind a one-way mirror. The two rooms are connected
by telephone, so, as the session proceeds, the supervisor and team may call the therapist,
make observations and pose questions.

Such “live supervision” of cases serves multiple purposes. The primary therapist receives
ongoing, immediate feedback on his or her work. Team members behind the mirror are able
to experience the session without having to conduct it, allowing them to learn from an
intense, but non-demanding perspective. The supervisor is able to see clearly what the
therapist is doing and how the clients are responding, making it possible to offer clear and
relevant support and direction. And the clients are able to receive cutting-edge, non-
pathologizing therapeutic involvement from committed professionals, helping them to
resolve personal problems and interpersonal conflicts.
Our advanced doctoral students have an opportunity to participate in a more independent
practicum which offers more flexibility for scheduling and seeing clients while still working
with a supervisor and team. A wide variety of individuals, couples, and families are seen at
BTI. We work closely with our community service providers to become a therapeutic resource
for children and families facing, multiple issues, veterans, couples, and extended families.
Issues may include school-related issues, reunification, substance abuse challenges, pre-
marital, divorce, grief and loss, and other therapeutic issues. For more information, visit
[Link]

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Center for Applied Research on Substance Use and Health Disparities
The principal mission of the Center for Applied Research on Substance Use and Health
Disparities (ARSH), is the production, dissemination, and utilization of scientific knowledge
in the areas of substance abuse, health risk behaviors, and health disparities among
vulnerable populations. Areas of special interest include:

 The etiology, patterns and consequences, and prevention and treatment of drug
and alcohol abuse;
 The epidemiology of HIV/AIDS and other sexually transmitted infections, and the
prevention of such infections among highly vulnerable populations;
 The prevalence and patterns of health disparities among affected subpopulations,
and the development and testing of new approaches to intervention.

ARSH is part of the Department of Justice and Human Services at CAHSS. The Center is
headed by Dr. Steven P. Kurtz (Ph.D., Sociology from Florida International University). In
addition to an office at the NSU main campus in Ft. Lauderdale, ARSH maintains both an
administrative office and a field office, which houses the day-to-day operations of
extramurally funded grants, in Miami. [Link]

Community Resolution Services

Community Resolution Services (CRS) offers trainings and workshops, as well as facilitation
and other services, to individuals, families, groups, and communities. CRS is an in-house
practicum site available to students in DMS/MACS and DCRS. CAHSS students that are not
engaged in practicum may apply as volunteers. CRS supports students who intend to
enhance their skills and who want to participate in projects and activities rich with prospects
for professional development. It also offers needed services to the community, at either no
cost or based on a sliding fee scale. This enables our underserved community members to
access and participate in conflict resolution services.

CRS offers professional opportunities in the community for students who want to enhance
their skills beyond the classroom. It also offers opportunities for faculty to mentor students
while enhancing their own practice skills.

CRS maintains a variety of projects including the VOICES Family Outreach Project; CRPS
Project (Community Resources, Partnerships and Solutions); CRS Training and Consulting
Project and Peace Place. Peace Place is a unique, long-term collaboration between CRS and
the Broward County Library System. The library provides a public forum and CRS uses Peace
Place as an opportunity to share important research, information, and skills with the
community.

For more information about CRS, please contact the CRS Coordinator at crs@[Link].

Equine Assisted Family Therapy Outreach

In collaboration with Stable Foundations, an equine assisted therapy practice within the local
community, the Department of Family Therapy offers opportunities for master’s and doctoral
students to serve as clinical interns, offering equine assisted family therapy for individuals,
couples, and families. Integrating the systemic theoretical foundations that are the hallmark
of the family therapy program with the practice of equine assisted therapies, this
collaborative effort provides a unique clinical opportunity for students. Clinical supervision
is provided by Dr. Green and by licensed mental health professionals affiliated with Stable
Foundations. Additionally, the Department of Family Therapy offers an Equine Assisted

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Family Therapy course to both Master’s and Doctoral students. Taught by Dr. Shelley Green,
Professor of Family Therapy, the course offers students the opportunity to both learn about
and practice equine assisted family therapy, and to utilize the equine model to enhance and
reflect on their own clinical strengths and approach.

Suicide and Violence Prevention

NSU’s commitment to collaboration is clearly evidenced by the Office of Suicide and Violence
Prevention. Dr. Douglas Flemons, CAHSS Professor of Family Therapy, co-directs the office
with Dr. Scott Poland, CPS Professor of Psychology. The office, which reports to the Division
of Clinical Operations, is also staffed by a post-doc psychologist and a graduate assistant.
Drs. Flemons and Poland and their staff offer trainings throughout the campus on suicide
prevention, suicide assessment, stress reduction, and time management, and their website
at [Link] provides resources for campus based and online
students, faculty, and staff. The office is just completing a 3-year SAMHSA grant that funded
the creation of three video-supported Blackboard training modules on suicide prevention
and assessment, designed to assist in the creation of a human safety net for the entire NSU
community. Drs. Flemons and Poland, co-PIs for the grant, were assisted by the grant
coordinator, Dr. Erin Procacci, and by creative consultant Dr. David Spangler, a professor
and administrator in the Fischler School of Education.

Systemic Change in Schools

Under the direction of NSU faculty and the Broward school district's office of Diversity and
Multicultural Affairs, master's and doctoral level family therapy interns provide mentoring,
family therapy and consultation to public schools serving an at risk population. For
2012/2013, the program will serve four elementary and three middle schools. The program
has received district wide recognition, and has resulted in a publication in Family Therapy
News, two national presentations and several dissertation projects.

Community Outreach
CAHSS has developed a verity of community outreach projects within the departments and
in the community. These projects are developed for the students to advance their academic
and experiential learning. Please visit our website for detailed information
[Link]

STUDENT SERVICES
CAHSS Online
In an effort to offer students, graduates, faculty, and staff greater access to important
information, CAHSS provides a comprehensive World Wide Web homepage
([Link] which contains all necessary information. The CAHSS webpages
are home to a number of unique online resources created and developed here at the college.
The following is a list that students may find useful and interesting:
 Career Development Program
 CAHSS Dialogs
 Brief Therapy Institute
 Community Resolution Services
 Community Outreach
 NSU Distance Library Services: [Link]
 NSU Computer Help Desk: [Link]

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CAHSS Student Government Association
The CAHSS Student Association (CAHSS SGA) is an organization whose goal is to unify the
student body by building learning communities through social activities, academic events, and
clubs, etc. The CAHSS SGA consists of the Executive Board (President, Vice-President, Treasurer,
and Secretary) and Representative Council (Student Representatives from each department,
International Student Representative and Online Student Representative). Elections are held in
April for these offices. A CAHSS faculty member serves as SGA Advisor. Please visit:
[Link]

Career Development Program and Career Connections

The College is concerned not only with students’ academic progress, but also with their career
development. Whether a student is a master's student newly graduated from college or a student
with significant professional experience, their career objectives and goals will likely change
during this program as opportunities increase and horizons are expanded.

Students’ academic studies will expose them to theories and concepts that may prompt them to
see themselves in professional areas that had never been considered before; maybe had never
even heard of before. If a student is uncertain of the best way to obtain information about new
career possibilities or how to best link electives and practicum opportunities to this goal, the CDP
can provide the support needed through its informative resources.

Students very often can work in positions across many professions maximizing their unique inter-
professional and interdisciplinary training and skills. The field of college student affairs (CSA)
involves not only colleges and universities, but touches upon related organizations and
communities. The field of national security affairs (NSA) offers career opportunities in the public
and provides sectors and requires the ability to critically analyze intelligence information,
understand historical and contemporary issues informing the field, and to perform textual
analyses. Our students have many creative options, but there is much to learn about these
options.

Students’ previous educational, professional, community, and volunteer experiences, coupled

with their own unique personality, style, and people skills, will point toward specific
opportunities. The student’s career development plan is therefore a unique design with
specialized long- and short-term objectives and goals. The student’s goals today will likely be
different from the goals he or she will have a few years from now, so this plan must be fluid and
must reflect the student’s academic and professional growth.
The Career Development Program works with NSU’s Office of Career Development. Career Cafes
are opportunities to meet practitioners and learn more about specific career paths and
opportunities. We bring in local professionals and encourage our students to work closely with
staff in NSU’s Office of Career Development. The Career Connection is an online resource for
DMS students and alumni, providing lists of jobs, hyperlinks, resource lists, references to helpful
books and materials, and periodically offers online chats and workshops. In order to participate
in Career Connections you must be our student or graduate and you must request to be added
to the web environment. You may visit NSU’s Office of Career Development at:
[Link]

Clubs and Organizations

Nova Southeastern University offers many opportunities for students to become involved,
pursue their passions, and explore new activities. Please visit:
[Link]

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Graduate Assistantships
The College of Arts, Humanities, and Social Sciences offers some graduate assistantships (GA)
for doctoral students. GAs must be enrolled as full time students in graduate degree program at
the CAHSS, maintain a minimum 3.5 GPA, and remain otherwise in good academic standing. The
GA’s duties may include but will not be limited to assisting the faculty member in developing and
conducting research, preparing and facilitating grants and contracts, conducting research
relevant to course preparation, and community outreach. Positions will be for a 10-20 hours per
week. Continuation of the assistantship may be reviewed after each term based on the student’s
academic performance and performance as a GA.

Students enrolled in the M.A. in Cross-disciplinary Studies are eligible to apply for the GA position
with the department. The same guidelines seen above apply.

Students enrolled in the programs in College Student Affairs are eligible for GA positions through
NSU’s Division of Student Affairs. GA’s in these positions work closely with the Dean of Student
Affairs and other campus life administrators. For more information, please visit:
[Link]

Students enrolled in the M.A. in Composition, Rhetoric, and Digital Media program are eligible to
apply for GA positions. Contact the Department of Writing and Communication for more
information.

NSU Student Support

Nova Southeastern University provides extensive student support through its Office of Enrolled
Students. For detailed information on Financial Aid, Registration, Student Accounts,
Technology, and other student services, please visit [Link]
[Link].

Scholarships
Students are encouraged to seek internal and external scholarships. CAHSS provides an online
database of organizations that fund social science and humanities programming and research.
Please visit [Link] for
more information.

In addition, NSU has several scholarship programs administered through the Office of Student
Financial Assistance.

Please visit [Link] for more

information.

Sponsored Programs
Commitment to scholarship and research is one of Nova Southeastern University’s core values.
Students are encouraged to explore the many resources for sponsored research available to
them as members of the NSU community. Please visit the university’s Sponsored Research
website at: [Link]

Students may be particularly interested in the following:

 Pivot Funding Opportunities is the world's largest source of information about available
funding for all types of projects in all disciplines.

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 Pivot Profile is a database of over 3 million profiles that contain information about all
aspects of a researcher’s academic career: qualifications, positions held, patents,
publications, grants, honors and awards, and much more.

Student Evaluation of Classes and Practica

At the end of each term, students are given the opportunity to provide the program with their
comments about the courses they took. The student’s anonymity is strictly protected in the
following ways: a) no names are required on the evaluation; b) all evaluations are completed on
a secure website; c) faculty members do not receive an overall summary of the evaluations until
after grades have been submitted to the Registrar. Student feedback is welcomed and considered
very valuable.

The CAHSS Writing Center

The CAHSS Writing Center is a student-centered program that provides writing assistance to
students enrolled in CAHSS graduate programs. Face-to-face sessions are generally conducted
in the Writing Studio located in Parker 127C and online sessions are facilitated through
WCOnline. Students can schedule appointments by accessing WCOnline:
[Link] The Writing Center is led by faculty in the Department of
Writing and Communication.

CAHSS Faculty, Staff, and Administration

For a full list of the College of Arts, Humanities, and Social Sciences faculty, staff, and
administration please visit [Link]

Detailed information about CAHSS faculty scholarship can be found on the NSUWorks website:
[Link]

154
COURSE DESCRIPTIONS

155
CARD – Conflict Analysis and CARD 5401 Editing I CARD 6140 - Facilitation Theory and
Resolution (Ph.D.) This course engages students in the Practice
principles and practices that create and This course develops students' skills in
CARD 5000 - Foundations and sustain hard copy and online journals. working with groups. It incorporates
Development of Conflict Resolution & These may vary from a fully-academic theories and models of group dynamics,
Peace Studies focus to literary materials, but all will facilitation, and group development, as
This course outlines the substantive create and deliver content that promotes well as workshop development and
themes, history, origins, contexts, and contributions to their fields. Coursework delivery. This course uses a practice-
philosophical foundations of conflict will encompass all the steps that connect based approach, including role-plays and
resolution, healing, peacemaking, and a publication with its intended audience. workshop presentations. Prerequisites:
problem solving. Students will examine Coursework will vary depending on the CARM or CARD 5040. Offered fall and
levels of interventions and processes in current stage of a journal’s development, winter (online) and summer (on-campus).
the field of conflict resolution. Offered all including duties that enact the realistic
terms. responsibilities and opportunities that CARD 6170 - Violence Prevention
anyone can expect while serving on, or This course examines various theories of
CARD 5040 Communication Dynamics in leading, a journal in a professional human aggression and violence, exploring
Dispute Resolution: The Human Factor position. This course is useful for students their underlying assumptions about
This course presents communication who intend to pursue a professional role human nature and the causes of violence.
theories relevant to conflict resolution as in journal editing and those who intend to Also included is an introduction to a range
well as theories about understanding, contribute to respected journals or other of violence intervention and prevention
analyzing, and managing conflict. The regular publications with a high quality approaches developed for use at the
course focuses on the human and standard. interpersonal, intergroup, and societal
emotional aspects of conflict, and includes level. Offered summer and fall.
the influence of gender and culture. This CARD 6120 - Culture and Conflict:
course is pragmatic as well as theoretical, Cross-Cultural Perspectives CARD 6600 Special Topics in Conflict
and presents communication and conflict This course examines the nature and Resolution
resolution models in a practice-based meaning of conflict, conflict management This course explores a variety of topics
approach. Offered all terms. techniques, and the assessment of conflict related to the field of conflict analysis and
situations from a cross-cultural resolution, with the specific focus for each
CARD 5100 - Mediation Theory and perspective. Explores various models for section determined by faculty on a case-
Practice training third parties to function by-case basis. The course provides for the
This course examines theories, methods, effectively in handling disputes where exploration of topics of interest to faculty
and techniques of mediation. Students cultural differences are a significant and students and/or timely topics, which
will have the opportunity to demonstrate factor. Also addresses various theoretical are not covered by existing electives.
their knowledge of mediation skills. and practical implications of indigenous
Prerequisites: CARM or CARD 5040. conflict management techniques and CARD 6601 International Conflict
Offered fall and winter. beliefs found in different cultural settings. Resolution
Offered fall. This course reviews international conflict
CARD 5140 - Negotiation Theory and resolution in many settings and includes
Practice CARD 6130 - Practicum I: Supervised Field informal mediation by private interveners
This course examines conflict intervention Experience and scholar-practitioners; formal
from the perspective of the This course is a field research project that mediation by individual, regional, trans-
disputant/negotiator. The integration of incorporates classroom knowledge and national, and international organizations;
theory and practice will emphasize the real-world settings. Students will and mediation within small and large
tactics, strategies, and operations of demonstrate their ability to apply theory states. Offered occasionally.
effective and ineffective bargaining/ to practice and analyze situations utilizing
negotiating behavior. The course knowledge from previous course work. CARD 6602 - Resolving Environmental
develops negotiator skills and knowledge, Prerequisites: CARM 5000 or CARD 5000, and Public Disputes
leading to collaborative-based actions and and CARM 5040 or CARD 5040, and CARM This course focuses on the theoretical
solutions. Prerequisites: CARM or CARD 5020 or CARD 7040 AND 1 of the following bases, practical applications, process
5040. Offered winter. CARM 5100, CARM 5140, CARM 6140, orientations, and actual intervention into
CARD 7020. Offered all terms. complex multiparty, multi-issue public
disputes. Focus is on social/environmental

156
interactions and sources of political and of operating a practice such as getting study of racial and ethnic conflict and
economic conflict over human health clients, billing, developing good conflict analysis in the U.S. It is designed to
environmental protection and natural relationships with other professionals, assist students in increasing their ability to
resource scarcity. Offered occasionally. and creating standard forms. analyze racial issues from a historical and
Prerequisites: CARM or CARD 5100. contemporary perspective, and to explore
CARD 6604 - Gender and Conflict Offered occasionally. the basic theoretical paradigms that have
This course examines gender roles in been used to conceptualize the idea of
conflict and how conflict is experienced CARD 6607 Ethno-political and race and ethnicity from the 19th century to
and perceived by men and women. Community-Based Conflicts the present. The course will also explore
Course material includes feminist This course introduces the major methods the effects of contemporary policies in
theories, men's studies, religion, used by states, international addressing racial and ethnic inequities,
literature, history, anthropology, film, organizations, and conflict resolution and strategies to combat racism. Offered
television, psychology, the justice system, practitioners to eliminate, manage, and occasionally.
and alternative dispute resolution. resolve ethnic and community-based
Offered occasionally. conflicts. Case studies are used to explain CARD 6613 – Arbitration Theory and
conflict escalation and de-escalation, and Practice
CARD 6605 – Institutional Assessment in mechanisms of conflict intervention. The purpose of this course is to help
Conflict Resolution Practice Offered Yearly. understand the theory and processes of
This course will introduce students to the arbitration for a wide variety of cases. This
field of institutional assessment and CARD 6608 - Nonviolent Social course will cover the nature,
planning, emphasizing the higher Movements enforceability and scope of arbitration
education environment and its unique This course focuses on 20th-century clauses; other requirements to arbitrate;
challenges. Students will explore the nonviolent social movements such as the the powers of arbitrators; issues that
functions of educational institutions women's rights and suffragist movement; typically arise in arbitration; the conduct
across systems, develop an understanding Gandhi's prolonged struggle against of arbitration hearings; the remedies
of the concepts of institutional British colonialism; Martin Luther King, Jr., available in awards under federal and
assessment and administrative issues in and the American Civil Rights movement; state law; and proceedings to confirm or
higher education, learn to use core the American peace movement against to modify or vacate arbitration awards.
technologies and methodologies for the war in Vietnam; and the nonviolent Offered occasionally.
research applications, and build movements that resulted in the end of
experience navigating the political and communist rule in Eastern Europe. CARD 6614 Workshop Development
interpersonal dynamics that promote Offered occasionally. This course helps students to create a
effective institutional assessment. Offered connection between the graduate
occasionally. CARD 6610 Family Violence: The Effects program and professional life by learning
on Families, Communities and how to create, develop, and present
CARD 6606 Advanced Mediation Skills Workplaces workshops and training in the field of
This course will oblige students to This course explores the overall effects of conflict resolution. Students will learn
examine conventional wisdom and the trauma and violence on individuals, concepts and principles necessary to
students’ own beliefs to develop a more families, communities, and the workplace. create and design workshops for adults
sophisticated understanding of the Issues of abuse, violence, and systemic and for children. Students will actually
potentials and limits of mediation in a responses are explored in relation to their develop and present workshops in class in
wide variety of contexts. The course will effect on individual behavior, family order to gain experience, have a finished
cover selected mediation issues and skills dynamics, service provision, and product, and get valuable feedback from
in more depth than possible in an community systems. Methods for participants. Offered occasionally.
introductory survey of mediation. identifying such issues in the context of
Students will analyze issues such as family mediation and other types of CARD 6618 The Reflective Practitioner:
convening mediations, eliciting and conflict intervention are explored. Offered Consulting, Conflict, and Change in
satisfying interests, maintaining occasionally. Organizational Settings
impartiality, dealing with power A hands on, clinically based course in
imbalances, handling apparent impasses, CARD 6611 Race and Ethnic Relations in which students will form consulting teams
identifying and handling various ethical America (like in consulting firms) and actually do
problems, and writing agreements. This course examines the social consulting in the community. Offered
Students will also discuss practical aspects constructionist approach toward the occasionally.

157
CARD 6619 - Strategic Community entail a one to two week mandatory field system, providing training for parents,
Planning and Partnerships experience in which students and the teachers, students, and school board. The
An overview of the community from a faculty member will work on the project course also examines methods to manage
strategic perspective, identifying: social, on location. Students will be responsible conflict, including using conflict resolution
economic, demographic and cultural for their expenses. Students will apply for practices in crisis situations, and
trends and patterns within the this practicum and must be selected. mediating and negotiating with parents,
community; areas of concern for law Offered occasionally. teachers, administrators, and students.
enforcement and government; ways to The course uses a case study method.
initiate and develop community-wide CARD 6625 Global Practicum Offered Yearly.
strategic planning for peaceful community The Global Field Studies Practicum Course
relations and growth; building community in Conflict Resolution incorporates a field- CARD 6627 - Conflict Resolution and Peer
partnerships between law enforcement, immersion component as part of this Mediation for Students: Elementary,
the criminal justice system and practicum course. It is developed around Middle and High School Levels
community agencies and groups; principles of multidisciplinary conflict This course is designed to bring conflict
community justice; and the use of data, analysis, management, and resolution resolution and peer mediation training to
data collection and analysis in developing which promote scholarship of students at the classroom, school, or
and implementing collaborative long and engagement in communities through school system level with the objective of
short term plans for community research, education, and practice. This transforming student/classroom/school
development, problem solving and course provides a solid knowledge base by conflict resolution culture. Students will
funding initiatives. Offered occasionally. the application of conflict resolution examine the elements of conflict
concepts through experiential learning resolution and peer mediation curricula,
CARD 6621 – Introduction to Human that lead to professional development. materials and resources in the field, and
Rights The field experience enhances students’ current research. Students will also do
This course provides students with an cross-cultural skills, appreciation and original curriculum/peer mediation design
introductory survey of political, understanding of diversity and global by integrating state-of –the-art thinking in
philosophical, historical, economic, and issues. During the course students are conflict resolution methods, theories, and
legal considerations related to exposed to a diverse community of research into the design, implementation,
fundamental human rights concepts. researchers, practitioners, policy makers, and institutionalization of conflict
Students will examine human rights issues who share with students their experience resolution and peer mediation programs.
in both domestic and international arenas. and career journeys. The course provides Offered yearly.
In particular, the course addresses the for the enhancement of students’ career
issues of the ideological and cultural development plans and requires the CARD 6630—Foundations of Genocide
origins of human rights theory; the completion of all required practicum This course is a survey of the causes,
sources of rights and rights violations; the forms and paperwork. For their final forms, and nature of genocide. The course
impact of the nation-state system, project students are expected to work addresses the complexities in
governments and other institutions (such with a partner organization developing differentiating human rights violations
as corporations, churches and research, training, or consultancy projects and crimes against humanity, from
universities), and domestic and foreign where students apply theoretical genocide and government sponsored
policies particularly of the U.S.) on human concepts within a practical framework. mass murder. Theoretical and applied
rights law and enforcement. Finally, cases studies will facilitate student
students examine the wide variety of CARD 6626 - Conflict Resolution for the engagement. The course will serve as an
political, civil, economic, social and School and School System introduction to the theories and applied
cultural rights warranting protection. This course is designed for anyone in a practices utilized in analyzing acts of
Offered Yearly. position to influence school policy, genocide. Issues addressed throughout
practice, and decision-making, from the course will include: genocidal intent,
CARD 6624 - Advanced Practicum within or as a consultant. The course eugenics and genocide, demographic
This practicum experience is a faculty- takes a systems approach to resolving purging, as well as mass and public
driven experience in which a faculty conflicts within the school and school extermination.
member will design a project in system, applying conflict analysis and
conjunction with another organization or conflict resolution models to conflict CARD 6632 Civil Wars & Their Resolutions
university and students selected for the situations, using negotiation, mediation, This course examines the various
practicum will work on that project with and facilitation processes, developing a complexities of violent civil conflict. Using
the faculty member. The project may also conflict resolution culture throughout the a general survey of the field,

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supplemented with numerous civil war CARD 6638 – Conflict and Crisis and consequences of terrorism. This
case studies, students explore the various Management: Theory and Practice course examines a wide range of topics in
factors contributing to the outbreak of This course is an overview of the theories order to provide you with a deeper
civil wars, the processes and of conflict and crisis management and the understanding the phenomenon of
consequences of such conflict, as well as intervention models and protocols used. terrorism. We will engage in a thoughtful
the variety of methods available for Conflict and crisis management will be and in-depth examination of the
resolution. Offered occasionally. explored among and between individuals definitions, causes, and consequences of
and groups, organizations, communities, terrorism, as well as consider the different
CARD 6633 - International War and and governments around the globe. means to countering terrorism. We will
Resolution Topics will include the management of evaluate the domestic and international
This course focuses on various aspects of violent conflicts, such as kidnapping, causes and effects of terrorism, state-
international war and peace. Topics of hostage-barricade and terrorist acts, sponsored terrorism, and suicide
discussion include defining war, historical homeland security, and the response to terrorism. We will examine and evaluate
patterns of warfare, motivations to natural disasters. There will be interactive how terrorists raise, store, spend, and
engage in such conflict, as well as efforts exercises as well as a case study approach transfer their financial resources. Offered
to deter or resolve international war. used. Offered yearly. occasionally.
Offered yearly.
CARD 6639 – Organizational Conflict CARD 6644 - Consulting with Leaders in
CARD 6634 - Metropolitan Conflict Intervention Organizational Conflict: A Four Frame
This course will explore historical and This course will explore the diagnostic Approach
theoretical explanations for the different techniques and tools necessary to assess Studies clearly show that successful
types of conflict prevalent in various organizational conflict, and tools leaders of twenty-first century
metropolitan areas. A series of case necessary for successful intervention. organizations need to make sense of
studies, focusing on both cities within the Offered yearly. complex conflict situations before taking
United States and abroad, students will action. This course will combine theory
explore such topics as the role of ethnicity CARD 6641 – Conflict and Crisis and practice to equip students to assist
in conflict, structural inequalities of the Negotiation organizational leaders in developing both
system, urban/suburban relations, This course will provide an overview of law diagnostic and behavioral sophistication
urbanization, and metropolitan growth enforcement crisis negotiation and its by using multiple frames before taking
and development. Offered occasionally. application to crisis situations, such as action. Participants will engage in both
domestic violence encounters on an classroom learning, on-line assistance,
CARD 6635 - Advanced Facilitation: individual level and hostage/barricade and leadership coaching with a client and
Facilitating Complex Group Problem encounters on an organizational level. organization of their own choosing.
Solving Lecture, expert demonstration, and Offered yearly.
This course focuses on facilitation in interactive negotiation with role play will
complex problem situations. The focus provide an experiential learning CARD 6645 – Indigenous Systems of
will be on intercultural settings. Various environment for understanding and Conflict Resolution
approaches to complex facilitation are applying active listening skills, empathy, This course is designed to make
introduced, with special attention to rapport, influence, and behavioral change contributions to the field by exploring the
dealing with difficult parties and principles concepts to conflict and crisis situations. processes of conflict resolution and
of Interactive Management (IM). This Offered occasionally. peacemaking as practiced by the
course will provide students with the skills indigenous communities around the
necessary to perform a facilitation CARD 6643 - Social Aspects of Terrorism world. Class members will engage in an in-
workshop with a computer-assisted In the last fifteen years we have seen a depth exploration of techniques of
program developed to resolve complex significant surge in acts of terrorism. peacemaking, as practiced in various parts
problems. Students will gain experience as Today, terrorism plays a significant role in of the world. Offered yearly.
participants in problem-solving sessions, international and domestic politics and
which they will study and analyze. Class affects each of us in varying degrees. This CARD 6646 – The Anthropology of Peace
sessions will consist of role-plays, course is an advanced seminar dealing and Conflict
discussion and analysis, and presentation with terrorism. It is imperative that we This course will explore the social
of information. Prerequisites: CARD 6140. understand terrorism, the history of dynamics of disputing and undertaking
Offered occasionally. terrorism, the types of terrorism, the detailed examinations of specific cases. By
terrorist, his motivations, and the causes examining diverse expressions of conflict

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and different means of controlling it, and twenty-first centuries. It seeks to provides the most recent theoretical
students will deepen their understanding provide students with the analytical tools debates on these issues and their
of conflict analysis and broaden their and skills required to explain and predict significance for understanding why
perspectives on how disputes can be the outcome of specific (bilateral or populations persist in a state of violence.
managed. Course topics will include the multilateral) negotiations through the Questions to be considered include: how
cooperative and aggressive components study of various explanatory factors, does the past become relevant to the
of human nature, the social construction including: stability and change in the present, and how do we as peace-builders
of violence, genocide, and war, and the structure of the existing “international respond to interrupt cycles of historical
relationship between conflict resolution, system”; the individual characteristics of violence? Others are: how is the past re-
social control, inequality, and justice. the nations-states parties invented, mythologized about, and re-
Offered occasionally. (power/capabilities, interests, imagined? How do the powerful
culture/values, negotiating styles, etc.); manipulate collective memory to
CARD 6648 – Researching Conflict the strategic and tactical moves of those perpetuate cycles of violence? Why does
In this course, students and instructors considered as “key player”; as well as the memory have such an important role in
will together conceptualize, design and role of smaller states and non-state the persistence of intractable hostilities
carry out a mixed methods research study actors. Offered yearly. and how does the learning of violence
on a topic connected to violence. The become transmitted from one generation
students and instructors will decide on a CARD 6651- Theories of Ethnicity and to the next? Using cutting-edge theories
research problem to be studied. The goal Nationalism and case studies from today’s headlines,
of the elective is to help students deepen This course is foundational for theoretical and incorporating tools of practice such as
their understanding of quantitative and understandings of ethnicity and art and storytelling, this course will
qualitative research and hone their nationalism. Students will analyze general empower students to be a part of peace-
research skills. The course will be a theories from key debates and critically building in the context of entrenched
collaborative effort, building on the examine various points of view in relation historical conflict.
experience, knowledge, expertise, and to defining boundaries, conflict, context,
interests of all of the participants. Offered difference, identity, migration, CARD 6653 – Conflict in Conservation and
yearly. minority/majority, race, and tribalism in Development
regard to ethnicity, as well as community, This course examines conflict in
CARD 6649 Federalism & Inter- fantasy, ideology, neo-Marxism, conservation and development. It covers
government Conflict modernism, perennialism, political, theoretical frameworks and introduces
This course describes and analyzes the primordialism, semiotic, sociocultural, participatory tools that will enable
guiding principles and the operational socioeconomic, imagination, invention, students to more effectively analyze and
processes of "American Federalism", as and tradition in association with address situations of conflict in
well as its intended and unintended nationalism and nationalists, and the conservation and development initiatives.
consequences. It seeks to provide entwinement and interrelation between The course familiarizes students with
students with a working understanding of all of these prevalent notions and themes. concepts and methods from natural
the complex set of interactions occurring Upon completion of the course students resource management, sustainable
between all government units and levels will better grasp ethnic belonging, ethno- livelihood systems and collaborative
(national/federal, States, Counties, nationalist conflict, and intra/inter-group learning approaches. Offered
municipalities, school districts and special disputes from the standpoint of applied occasionally.
districts, townships, etc.) in the USA; the theory, cultural relativity, and humanism.
various types of conflicts which Offered yearly. CARD 6654 - Islam, Conflict, and
necessarily result from these interactions; Peacemaking
and the solutions that have been CARD 6652- History, Memory & Conflict This course will provide a historical
implemented in the past, or are currently Why do certain cycles of violence and overview of Islam, including an
suggested, in order to address and resolve revenge seem to be passed down from introduction to belief systems, the
these conflicts. generation to generation? How do we in different branches of the faith and schools
the present remember and interpret the of Islamic law with a special emphasis on
CARD 6650 - International Negotiation: traumas and conflicts our society endured Muslim doctrines related to conflict and
Principles, Processes, and Issues in the past, and how might this lay the peace. It will include the contemporary
This course describes and analyzes the groundwork for the conflicts of today? By era and investigate Muslim engagements
major principles, processes and issues of exploring the significance of history, with modernity and discuss the varied
international negotiation in the twentieth memory, and cognition, this course responses and perspectives. There will

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some discussions of international CARD 6657- Conflict Coaching Theory and CARD 6660 - Conflict Management in
relations, but the course will also Practice Groups: Overt and Covert Dynamics
emphasize micro level issues. Students This course examines the growing use of The purpose of this course is to provide
will have the opportunity to develop conflict coaching as a conflict intervention participants with knowledge, skills and
research projects designed to extend their process and introduces different models attitudes to be effective in groups with an
understanding of Islam and its potential as and related theoretical foundations. The emphasis on analyzing and managing
a resource for peace building. Offered integration of theory and practice will overt and covert conflict. The course also
occasionally. emphasize the various stages including examines issues of communication,
identity framework, narrative, needs leadership, power and authority in
CARD 6655 -The Interdisciplinary Writer assessment, goal setting, and feedback, relation to group and interpersonal
This course is designed to assist graduate utilizing a relational and systems effectiveness. This course enables
students in creating essays, thought orientation. The course develops coaching participants to cope with complex issues
papers, and other pieces of writing that skills, strategies, and knowledge, and uses as they emerge in the natural life of small
reach an intended audience with clarity, a practice-based approach, including role- groups, large groups and organizations.
skillful craft, and purpose. It includes plays and case studies. Offered yearly. Learning about group life is gained
reading and writing assignments for an through direct experience in a temporary
academic setting focused on CARD 6658 - Transformational Narratives learning organization created in the
interdisciplinary perspectives. Students Across cultures, people effectively course. The course is designed as a living
will be expected to participate in class communicate about their conflicts and laboratory where members can
discussions and improvisational writing issues through narratives. In any helping experience and explore group life as it
exercises. Because this is a writing course, profession, it is effective to create useful occurs. Offered occasionally.
rather than just a course about writing, change with a clear understanding of the
there will be a workshop component to strategies of transformational narratives. CARD 6661- Middle Eastern Conflict
the class. This means that all participants By understanding what creates change in This graduate seminar explores the many
will bring in copies of their work to share stories, we can help people rewrite their different types of conflict found in the
to develop writing strengths and skills, own accounts in ways that redefine their Middle East. It seeks to provide students
improve editing abilities, and better possibilities. This course offers analyses of with the analytical tools and skills required
understand how an author’s writing and narratives from traditions of conflict to explain the causes, understand the
those of others a piece’s purpose, it's resolution and other interdisciplinary actors, and analyze and/or predict the
organizational structure, level of craft perspectives, promoting the ability to outcomes of specific Middle Eastern
execution, authorial voice, and reframe, refocus, and creatively intervene conflicts. To meet these objectives we will
engagement of the audience. Offered in stories of a personal and social nature evaluate broad types of Middle Eastern
occasionally. to open useful possibilities for people who conflict such as religious, ethnic, and
carry stories of unresolved struggle. cultural, militarized conflicts, civil wars,
CARD 6656 - Gender, Conflict and Offered occasionally. and occupations. We will also evaluate
International Development Middle Eastern conflict negotiation, the
This course provides the student with CARD 6659 Conflict Peace Building in Middle East peace process, why
essential understanding of the factors that Africa negotiation and peace has failed, and
shape the social, political and economic This course examines conflict and peace what needs to be done so that Middle East
roles of women and men in developing building dynamics in the African peace could be achieved. Finally, we will
countries. The course covers the concepts continent. Its content includes a survey of look at the future of Middle Eastern
of gender in conflict resolution and peace contemporary macro-level conflicts in conflicts. Offered occasionally.
building by examining women and men’s Africa and an examination of their
human rights and security, and the historical and more immediate causes. CARD 6662 - Political Violence
consideration of gender within Class participants will explore the causes Political Violence is a graduate seminar
developmental policies and provides an and effects of such conflicts and that explores the many different types of
overview of concepts and gender analysis investigate prospects for constructive political violence; specifically looking at
frameworks from a historical perspective. transformation. Past and ongoing revolutions, terrorism, and transitional-
Students examine specific projects aimed resolution and peace building efforts will institutional political violence. This
at integrating women into community be discussed, and class members will seminar examines a wide range of topics
development. Offered occasionally. propose a peace building strategy for a in order to provide the student with a
case of their choice. deeper understanding of political
violence. We will engage in a thoughtful

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and in-depth examination of the CARD 6665 - Irish Social Conflict CARD 6667 - Transitional Justice
definitions, causes, and consequences of This graduate seminar explores conflict at War and large scale violence deeply scar
political violence, as well as consider the the societal-level in Ireland. Two case individuals and societies. Peace does not
different means to countering political studies will be used to investigate Irish come with the silencing of the guns and
violence. Offered occasionally. conflict. First, the conflict over Northern the danger of conflict resurgence is
Ireland will be examined. In this conflict, extremely high in the immediate
CARD 6663 Introduction to Peace Studies students will consider Ireland’s historical aftermath of hostilities. Long term
This graduate seminar explores theories conflict with Britain and how it led to the resolution of conflicts requires that the
of peace and war, as well as the conflict between Irish Catholics and British damage of past conflicts be addressed so
promotion of peace. This seminar Protestants in Northern Ireland. Then the as to enable societies to progress into
provides students with an in-depth current conflict dynamics and those of the peaceable, just futures. Transitional
understanding various depictions of recent past will be considered, Justice has grown into a new subfield of
peace, emphasizing the concepts of culminating in the Good Friday Agreement study and it addresses some deeply
positive peace, social justice, and and the relative state of peaceful co- challenging questions arising out of
international development. Peace will be existence that exists today. Different violence. How can societies torn apart by
examined systemically, highlighting conflict resolution strategies employed in war, genocide, atrocities, and
connections between the experience of the conflict will also be examined (like the dictatorships emerge into a new and
peace at the personal, community, use of restorative justice). The course will brighter future? Can people and citizens
national, and international levels. also examine the intra-Irish social conflict deeply scarred by violence learn to
Students will therefore also investigate between the settled Irish and the Irish forgive, forget and/or co-exist? Or does
the relationships that human nature and travelers. The travelers had a historic role true healing require punishment,
culture have with peace, war, and as tin smiths in Irish society but, as this vengeance, and retribution for crimes
violence. In addition, the course will livelihood was left behind, their nomadic past? In this class we balance moral, legal,
investigate how international bodies lifestyle and different culture led to a and psychotherapeutic theories against
promote peace and mitigate the effects of broad, long-term societal conflict the realities of historical and
war. Students will also examine the causes between themselves and the settled Irish. contemporary examples. We will examine
of war and just war theory. The field of This seminar will explore this conflict and the solutions proposed so far including the
peace studies will be outlined as well, consider current conditions of travelers, International Criminal Court, Truth
including a brief history of the field. some of the underlying drivers of the Commissions, Memorializations, Repar-
conflict (like culture and power ations etc. We will look at some specific
CARD 6664 - Restorative and Transitional differences), and some of the ways that exemplars such as South Africa, Bosnia-
Justice travelers have attempted to protect their Hercegovina, Sri Lanka, Canada, Argentina
This graduate seminar explores the theory culture and lifestyle in Ireland (such as and others. Offered occasionally.
and practice of both restorative justice through the traveler’s social movement).
and transitional justice. This seminar Offered occasionally. CARD 6668 - Organizing Nonviolent Social
provides students with an in-depth Change
understanding of the theory upon which CARD 6666 - Social Advocacy/Patients This is a practice course that aims to
restorative justice and transitional justice Clients provide students with the skills necessary
practice rest. Various forms of practice, This course examines strategies for to make nonviolent social change happen.
stemming from diverse practice settings, developing advocacy toward marketing It grows out of experiences in legislative
are also examined, including: victim- ideas, achieving buy in from others and advocacy in Washington DC and
offender mediation, victim-offender shaping opinion. It includes strategies for community mobilization on conflict
dialogue in cases of severe violence, developing advocacy on behalf of patients resolution and federal appropriations
family group conferencing, peacemaking and clients in other settings as well as allocations for HIV Aids programming.
circles, and restorative justice practice in teaching individuals and other groups how Students will explore some of the
schools. The seminar offers students to bets advocate for themselves. The practicalities of nonviolent social action
opportunities to role-play and practice course will draw upon research in the and how to participate more effectively in
restorative justice skills. Forms of fields of persuasion, power relations, and initiatives. Cases of nonviolent struggle,
transitional justice are also surveyed, public advocacy. Topics covered will principles of strategy, and the techniques
particularly truth and reconciliation include: developing messages, context of and methods of nonviolent action will be
commissions and their work around the communicating messages, emotional covered. Some skills covered will be: How
globe. Offered occasionally. tenor of advocacy and creating a to frame messages for mobilization, how
persuasive message. Offered occasionally. to raise funding (including taking

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advantage of internet use), how to work CARD 6900 Qualifying Exam CARD 7090 - Quantitative Research I:
with the media etc. Students will be The qualifying examination is a written Methods and Tools
assigned skill based exercises like creating examination given after students have Covers a range of quantitative research
posters (hard copy or electronic), writing completed all the required course work, methods and designs including
talking points for legislative testimony etc. and before beginning dissertation hours. questionnaires, interviews and surveys,
We will use strategies from Gene Sharp Successful completion of the qualifying sampling, attitude and rating scales, tests
and Saul Alinsky (tutor to Hillary Clinton examination is required to move to of statistical significance, experiments,
and President Obama). Offered advanced standing and begin dissertation and the basics of descriptive statistics and
occasionally. research. Qualifying exams are given two univariate analysis. Offered fall.
times per academic year, in January and
CARD 6669- Peace Education June. The exam will be available on-line CARD 7100 - Quantitative Research II:
This course will introduce students to the and will take place over three weekdays, Analysis and Statistics
central concepts, theories, current with one section per day. This course explores various methods of
debates and cutting-edge practices as analyzing and presenting quantitative
regards peace education. Essential CARD 7001- Doctoral Seminar research data. Includes common concepts
questions include what peace education This course is designed to provide and techniques for analyzing results of
is, experiential learning, how do faculty support, information, resources, coaching surveys and experimental research
design curriculum around peace and feedback to doctoral students in projects: computer statistical programs
education, how faculty can address preparation for the qualifying and an in-house database, bivariate and
nonviolence in the classroom, best examination. Primarily, the course multivariate analysis, index and scale
practices in assisting students to focuses on preparation for the qualifying development, and more advanced
understand the role of power and examination and assisting students in techniques such as regression analysis.
inequalities in conflict, and how to organizing their resources and time. Prerequisite: CARD 7090. Offered winter.
facilitate student (and teacher) Prerequisites: CARD 6130 and CARD 6160;
understanding of entrenched historical CARD 7500 and CARD 7510; or CARD 6130 CARD 7110 - Qualitative Research
conflicts. Offered occasionally. and CARD 7500. Offered all terms. Methods I
This course provides an introduction to
CARD 6720 Preliminary Review CARD 7020 – Systems Design: History and the qualitative research traditions and the
The preliminary review is an Contemporary Practice philosophical and ethical considerations in
approximately 30 minute discussion An examination of concepts of dispute conducting this type of research. The
between the student and one or two resolution systems design. Includes the course explores a range of qualitative data
faculty members. The focus of the influence of organizational culture and collection with a focus on ethnography
preliminary review will require the prevailing social and cultural norms on the and biography. These are two of the five
student to present arguments, class design and implementation of dispute major traditions to be explored in this
materials, evaluations, papers, and any resolution systems. Explores dispute two-course series. Techniques used to
other relevant material in support of their resolution systems for neighborhoods, research conflict and conflict resolution,
continuance in the doctoral program. religious organizations, ethnic groups, including in-depth interviews and
Students should come prepared to discuss business associations, and other settings participant-observation, data collection
what they have learned, how they are that have relatively clear boundaries and and analysis, as well as review of relevant
applying it in their work, dissertation shared norms. Offered summer. research literature in the field. Offered
preparation or relevant practice areas. CARD 7040 - Theories of Conflict and fall.
Must complete 12-15 credits. Conflict Resolution I
This course examines macro and micro CARD 7120 - Qualitative Research
CARD 6800 Qualifying Exam in Progress theories from social science disciplines Methods II
The qualifying examination is a written about the nature of conflict and various This course continues the exploration of
examination given after students have approaches to conflict resolution. Offered qualitative research with a special focus
completed all the required course work, winter. on three of the five qualitative traditions,
and before beginning dissertation hours. phenomenology, the case study, and
Successful completion of the qualifying CARD 7050 - Theories of Conflict and grounded theory. Such traditions will also
examination is required to move to Conflict Resolution II explore how to research conflict and
advanced standing and begin dissertation Continuation of CARM 5020 or CARD conflict resolution. In addition, elements
research. 7040. Prerequisite: CARD 7040. Offered of the qualitative research proposal will be
summer. discussed and practiced such as

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formulating an abstract, research will be on the steps necessary to prepare resolution models in a practice-based
problems, research questions/ objectives, a draft dissertation proposal including approach. Offered all terms.
and methodological analysis. research design, research tools, literature
Prerequisite: CARD 7110. Offered winter. review, theoretical perspectives, and the CARM 5100 - Mediation Theory and
design of research questions. Students in Practice
CARD 7250 - Public Policy the class, in consultation with their This course examines theories, methods,
Analysis of current policy issues in the field dissertation chairs, will develop progress and techniques of mediation. Students
of conflict resolution with an emphasis on timelines and will be apprised of all the will have the opportunity to demonstrate
the design, implementation, evaluation related policies and procedures for their knowledge of mediation skills.
and analysis of legislation, including state dissertation study. The course will utilize a Prerequisites: CARM or CARD 5040.
and local policy initiatives in Florida, the facilitative approach and will employ peer Offered fall and winter.
United States, and abroad. Offered review. Offered all terms.
summer. CARM 5140 - Negotiation Theory and
Independent Study in Conflict Analysis Practice
CARD 7500 - Teaching and Training and Resolution This course examines conflict intervention
An introduction to teaching and training. An independent study is developed with a from the perspective of the
Reviews instructional models and faculty of choice. This can be made disputant/negotiator. The integration of
teaching literature with emphasis on available to students nearing the end of theory and practice will emphasize the
teaching the adult learner. their course work and are experiencing tactics, strategies, and operations of
Prerequisites: Prerequisites: CARD 5000 extenuating circumstances. A request for effective and ineffective
and CARD 5040 and CARD 7090 and CARD independent study is to be made prior to bargaining/negotiating behavior. The
7110 and CARD 7040, AND 2 of the the term in which it is to be taken as course develops negotiator skills and
following: CARD 5100, CARD 5140, CARD approval is needed from the department knowledge, leading to collaborative-based
6140, and CARD 7020. Offered fall. chair. actions and solutions.
Prerequisites: CARM or CARD 5040.
CARD 7510 - Teaching and Training CARM – Conflict Analysis and Offered winter.
Practicum Resolution (Masters)
Provides an opportunity for supervised CARM 5200 - Research Design and
teaching and training experience in CARM 5000 - Foundations and Program Evaluation
graduate, undergraduate, continuing Development of Conflict Resolution & This course focuses on the development
education, video and curriculum Peace Studies of applied research skills appropriate for
development, seminar, online course This course outlines the substantive dispute resolution practitioners, including
delivery, and/or workshop instruction in themes, history, origins, contexts, and basic research tools, assessment, social
conflict resolution or related field. philosophical foundations of conflict science research, current research in the
Prerequisite: CARD 7500. Offered winter. resolution, healing, peacemaking, and field, and an introduction to program
problem solving. Students will examine evaluation through analysis of published
CARD 7900 – Dissertation levels of interventions and processes in work. Offered winter and summer.
Focuses on the development, writing, and the field of conflict resolution. Offered all
defense of the dissertation. When terms. CARM 5401 Editing I
approved, students register for at least This course engages students in the
three credits per term for a minimum of CARM 5040 – Communication Dynamics principles and practices that create and
12 credits. Prerequisites: successful in Dispute Resolution: The Human Factor sustain hard copy and online journals.
completion of all coursework, the This course presents communication These may vary from a fully-academic
qualifying examination, and the approval theories relevant to conflict resolution as focus to literary materials, but all will
of the Program Director and Dissertation well as theories about understanding, create and deliver content that promotes
Committee. Prerequisite: CARD 7901, analyzing, and managing conflict. The contributions to their fields. Coursework
6900. Offered all terms. course focuses on the human and will encompass all the steps that connect
emotional aspects of conflict, and includes a publication with its intended audience.
CARD 7901 – Dissertation Preparation the influence of gender and culture. This Coursework will vary depending on the
This course is designed to provide course is pragmatic as well as theoretical, current stage of a journal’s development,
structure and guidance for students and presents communication and conflict including duties that enact the realistic
entering the dissertation stage of the responsibilities and opportunities that
doctoral program. Emphasis in the course anyone can expect while serving on, or

164
leading, a journal in a professional overcome these shortcomings.
position. This course is useful for students CARM 6140 - Facilitation Theory and Prerequisites: 2 of the following 3: CARM
who intend to pursue a professional role Practice 5100, CARM 5140, CARM 6140.
in journal editing and those who intend to This course develops students' skills in
contribute to respected journals or other working with groups. It incorporates CARM 6160 - Practicum II: Supervised
regular publications with a high quality theories and models of group dynamics, Field Experience
standard. facilitation, and group development, as Continuation of CARM 6130.
well as workshop development and Prerequisites: CARM 6130. Offered fall
CARM 6000 – Organizational Conflict: delivery. This course uses a practice- and winter.
Theory and Practice based approach, including role-plays and
This course examines organizations, the workshop presentations. CARM 6170 - Violence Prevention and
causes and manifestations of Prerequisites: CARM or CARD 5040. Intervention
organizational conflict, and interventions Offered fall and winter (online) and This course examines various theories of
including: organizational theories, summer (on-campus). human aggression and violence, exploring
organizational development, systems their underlying assumptions about
theories, group dynamics, and dispute CARM 6150 Professional Practice & Ethics human nature and the causes of violence.
systems design. Students will learn to This course will examine current ethical Also included is an introduction to a range
apply theory to the assessment of conflict challenges of practice in the field of of violence intervention and prevention
and the design of appropriate conflict resolution and peace studies. approaches developed for use at the
intervention models within organizations, Some questions to be explored will interpersonal, intergroup, and societal
and will be introduced to consultation include the following: What are major level. Offered summer and fall.
models. Prerequisites: CARM or CARD ethical dilemmas facing peace and conflict
5040. Offered summer. resolution practitioners? Can there be CARM 6300 –Master’s Thesis: (six credits)
CARM 6120 - Culture and Conflict: Cross- and should there be universally-accepted, (optional)
cultural Perspectives over-arching standards of ethical conduct This course is taken over a two-term
This course examines the nature and and practice that guide their work? period in lieu of two electives required for
meaning of conflict, conflict management Through a combination of seminars, cases completion of the degree program. The
techniques, and the assessment of conflict studies and discussions, students will thesis may be an extended literature
situations from a cross-cultural explore challenges facing peace and review of an approved subject, an
perspective. Explores various models for conflict resolution practitioners, working approved independent research project,
training third parties to function at the local, national, and international or a combination of the two (for further
effectively in handling disputes where levels. Students will analyze the ethical information, including prerequisites, see
cultural differences are a significant issues and dilemmas related to specific master’s thesis handbook) Prerequisites:
factor. Also addresses various theoretical cases, research what various scholars and students must have 27 credits.
and practical implications of indigenous practitioners have written about best
conflict management techniques and practices to determine what was done CARM 6400 - Comprehensive Exam in
beliefs found in different cultural settings. ‘right’ and what could have been Progress
Offered fall. improved. Students will also collaborate Students who need to take any part of the
on reasoned approaches and responses to comprehensive examination will be
CARM 6130 - Practicum I: Supervised ethical issues in conflict resolution enrolled in this course.
Field Experience practice. This course takes a personal CARM 6600 Special Topics in Conflict
This course is a field research project that development approach, incorporating a Resolution
incorporates classroom knowledge and learning laboratory model wherein This course explores a variety of topics
real-world settings. Students will students can learn about their personal related to the field of conflict analysis and
demonstrate their ability to apply theory values, biases, prejudices, and working resolution, with the specific focus for each
to practice and analyze situations utilizing assumptions in order to become reflective section determined by faculty on a case-
knowledge from previous course work. and ethical practitioners. Through the use by-case basis. The course provides for the
Prerequisites: CARM 5000 and CARM of peer review exercises and several self- exploration of topics of interest to faculty
5040 and CARM 5020 AND 1 of the assessment tools, students will be able to and students and/or timely topics, which
following CARM 5100, CARM 5140, CARM explore their own personal readiness to are not covered by existing electives.
6140. Offered all terms. help others prevent and resolve their
conflicts. Students will also identify areas
for further development and ways to help

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CARM 6601 - International Conflict CARM 6610 –Family Violence: The Effects
Resolution CARM 6606 – Advanced Mediation Skills on Families, Communities and
This course reviews international conflict This course will oblige students to Workplaces
resolution in many settings and includes examine conventional wisdom and the This course explores the overall effects of
informal mediation by private interveners students’ own beliefs to develop a more trauma and violence on individuals,
and scholar practitioners; formal sophisticated understanding of the families, communities, and the workplace.
mediation by individual, regional, potentials and limits of mediation in a Issues of abuse, violence, and systemic
transnational, and international wide variety of contexts. The course will responses are explored in relation to their
organizations; and mediation within small cover selected mediation issues and skills effect on individual behavior, family
and large states. Offered occasionally. in more depth than possible in an dynamics, service provision, and
introductory survey of mediation. community systems. Methods for
CARM 6602 - Resolving Environmental Students will analyze issues such as identifying such issues in the context of
and Public Disputes convening mediations, eliciting and family mediation and other types of
This course focuses on the theoretical satisfying interests, maintaining conflict intervention are explored. Offered
bases, practical applications, process impartiality, dealing with power occasionally.
orientations, and actual intervention into imbalances, handling apparent impasses,
complex multiparty, multi-issue public identifying and handling various ethical CARM 6611 – Race and Ethnic Relations
disputes. Focus is on social/environmental problems, and writing agreements. in America
interactions and sources of political and Students will also discuss practical aspects This course examines the social
economic conflict over human health of operating a practice such as getting constructionist approach toward the
environmental protection and natural clients, billing, developing good study of racial and ethnic conflict and
resource scarcity. Offered occasionally. relationships with other professionals, conflict analysis in the U.S. It is designed to
and creating standard forms. assist students in increasing their ability to
Prerequisites: CARM 5100. Offered analyze racial issues from a historical and
CARM 6604 - Gender and Conflict occasionally. contemporary perspective, and to explore
This course examines gender roles in the basic theoretical paradigms that have
conflict and how conflict is experienced CARM 6607 – Ethno-political and been used to conceptualize the idea of
and perceived by men and women. Community-Based Conflicts race and ethnicity from the 19th century to
Course material includes feminist This course introduces the major methods the present. The course will also explore
theories, men's studies, religion, used by states, international the effects of contemporary policies in
literature, history, anthropology, film, organizations, and conflict resolution addressing racial and ethnic inequities,
television, psychology, the justice system, practitioners to eliminate, manage, and and strategies to combat racism. Offered
and alternative dispute resolution. resolve ethnic and community-based occasionally.
Offered occasionally. conflicts. Case studies are used to explain
conflict escalation and de-escalation, and CARM 6613 Arbitration
CARM 6605 - Institutional Assessment in mechanisms of conflict intervention. The purpose of this course is to help
Conflict Resolution Practice Offered yearly. understand the theory and processes of
This course will introduce students to the arbitration for a wide variety of cases. The
field of institutional assessment and CARM 6608 - Nonviolent Social course will cover the nature,
planning, emphasizing the higher Movements enforceability and scope of arbitration
education environment and its unique This course focuses on 20th-century clauses; other requirements to arbitrate;
challenges. Students will explore the nonviolent social movements such as the the powers of arbitrators; issues that
functions of educational institutions women's rights and suffragist movement; typically arise in arbitration; the conduct
across systems, develop an understanding Gandhi's prolonged struggle against of arbitration hearings; the remedies
of the concepts of institutional British colonialism; Martin Luther King, Jr., available in awards under federal and
assessment and administrative issues in and the American Civil Rights movement; state law; and proceedings to confirm or
higher education, learn to use core the American peace movement against to modify or vacate arbitration awards.
technologies and methodologies for the war in Vietnam; and the nonviolent
research applications, and build movements that resulted in the end of CARM 6614 - Workshop Development
experience navigating the political and communist rule in Eastern Europe. This course helps students to create a
interpersonal dynamics that promote Offered occasionally. connection between the graduate
effective institutional assessment. Offered program and professional life by learning
occasionally. how to create, develop, and present

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workshops and training in the field of impact of the nation-state system, analysis, management, and resolution
conflict resolution. Students will learn governments and other institutions (such which promote scholarship of
concepts and principles necessary to as corporations, churches and engagement in communities through
create and design workshops for adults universities), and domestic and foreign research, education, and practice. This
and for children. Students will actually policies particularly of the U.S.) on human course provides a solid knowledge base by
develop and present workshops in class in rights law and enforcement. Finally, the application of conflict resolution
order to gain experience, have a finished students examine the wide variety of concepts through experiential learning
product, and get valuable feedback from political, civil, economic, social and that lead to professional development.
participants. Offered occasionally. cultural rights warranting protection. The field experience enhances students’
Offered yearly. cross-cultural skills, appreciation and
CARM 6618 - The Reflective Practitioner: understanding of diversity and global
Consulting, Conflict, and Change in CARM 6622 Legal Concepts issues. During the course students are
Organizational Settings This course will provide an overview of the exposed to a diverse community of
A hands on, clinically based course in U.S. legal system as it relates to researchers, practitioners, policy makers,
which students will form consulting teams alternative methods of resolving conflicts. who share with students their experience
(like in consulting firms) and actually do Students will learn legal terminology, the and career journeys. The course provides
consulting in the community. Offered judicial system, judicial procedures, the for the enhancement of students’ career
occasionally. fundamentals of legal research and legal development plans and requires the
writing, and where alternative methods completion of all required practicum
CARM 6619 - Strategic Community such as mediation and arbitration relate forms and paperwork. For their final
Planning and Partnerships to legal processes. Students will also project students are expected to work
An overview of the community from a explore legal and procedural concepts with a partner organization developing
strategic perspective, identifying: social, such as: collaborative legal practices, state research, training, or consultancy projects
economic, demographic and cultural and federal authority, restorative justice, where students apply theoretical
trends and patterns within the victim-offender programs, and the concepts within a practical framework.
community; areas of concern for law relationship between U.S. and
enforcement and government; ways to international legal procedures. The class CARM 6626 - Conflict Resolution for the
initiate and develop community-wide will be interactive with research, writing, School and School System
strategic planning for peaceful community class presentations, and guest This course is designed for anyone in a
relations and growth; building community presentations. position to influence school policy,
partnerships between law enforcement, practice, and decision-making, from
the criminal justice system and CARM 6624 - Advanced Practicum within or as a consultant. The course
community agencies and groups; This practicum experience is a faculty- takes a systems approach to resolving
community justice; and the use of data, driven experience in which a faculty conflicts within the school and school
data collection and analysis in developing member will design a project in system, applying conflict analysis and
and implementing collaborative long and conjunction with another organization or conflict resolution models to conflict
short term plans for community university and students selected for the situations, using negotiation, mediation,
development, problem solving and practicum will work on that project with and facilitation processes, developing a
funding initiatives. Offered occasionally. the faculty member. The project may also conflict resolution culture throughout the
entail a one to two week mandatory field system, providing training for parents,
CARM 6621 – Introduction to Human experience in which students and the teachers, students, and school board. The
Rights faculty member will work on the project course also examines methods to manage
This course provides students with an on location. Students will be responsible conflict, including using conflict resolution
introductory survey of political, for their expenses. Students will apply for practices in crisis situations, and
philosophical, historical, economic, and this practicum and must be selected. mediating and negotiating with parents,
legal considerations related to Offered occasionally. teachers, administrators, and students.
fundamental human rights concepts. The course uses a case study method.
Students will examine human rights issues CARM 6625 Field Studies Practicum Offered yearly.
in both domestic and international arenas. The Global Field Studies Practicum Course
In particular, the course addresses the in Conflict Resolution incorporates a field- CARM 6627 - Conflict Resolution and Peer
issues of the ideological and cultural immersion component as part of this Mediation for Students: Elementary,
origins of human rights theory; the practicum course. It is developed around Middle and High School Levels
sources of rights and rights violations; the principles of multidisciplinary conflict

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This course is designed to bring conflict discussion include defining war, historical homeland security, and the response to
resolution and peer mediation training to patterns of warfare, motivations to natural disasters. There will be interactive
students at the classroom, school, or engage in such conflict, as well as efforts exercises as well as a case study approach
school system level with the objective of to deter or resolve international war. used. Offered yearly.
transforming student/classroom/school Offered yearly.
conflict resolution culture. Students will CARM 6639 – Organizational Conflict
examine the elements of conflict CARM 6634 - Metropolitan Conflict Intervention
resolution and peer mediation curricula, This course will explore historical and This course will explore the diagnostic
materials and resources in the field, and theoretical explanations for the different techniques and tools necessary to assess
current research. Students will also do types of conflict prevalent in various organizational conflict, and tools
original curriculum/peer mediation design metropolitan areas. A series of case necessary for successful intervention.
by integrating state-of –the-art thinking in studies, focusing on both cities within the Offered yearly.
conflict resolution methods, theories, and United States and abroad, students will
research into the design, implementation, explore such topics as the role of ethnicity CARM 6641 – Conflict and Crisis
and institutionalization of conflict in conflict, structural inequalities of the Negotiation
resolution and peer mediation programs. system, urban/suburban relations, This course will provide an overview of law
Offered yearly. urbanization, and metropolitan growth enforcement crisis negotiation and its
and development. Offered occasionally. application to crisis situations, such as
CARM 6630 Foundations of Genocide domestic violence encounters on an
This course is a survey of the causes, CARM 6635 - Advanced Facilitation: individual level and hostage/barricade
forms, and nature of genocide. The course Facilitating Complex Group Problem encounters on an organizational level.
addresses the complexities in Solving Lecture, expert demonstration, and
differentiating human rights violations This course focuses on facilitation in interactive negotiation with role play will
and crimes against humanity, from complex problem situations. The focus provide an experiential learning
genocide and government sponsored will be on intercultural settings. Various environment for understanding and
mass murder. Theoretical and applied approaches to complex facilitation are applying active listening skills, empathy,
cases studies will facilitate student introduced, with special attention to rapport, influence, and behavioral change
engagement. The course will serve as an dealing with difficult parties and principles concepts to conflict and crisis situations.
introduction to the theories and applied of Interactive Management (IM). This Offered occasionally.
practices utilized in analyzing acts of course will provide students with the skills
genocide. Issues addressed throughout necessary to perform a facilitation
the course will include: genocidal intent, workshop with a computer-assisted CARM 6643- Social Aspects of Terrorism
eugenics and genocide, demographic program developed to resolve complex In the last fifteen years we have seen a
purging, as well as mass and public problems. Students will gain experience as significant surge in acts of terrorism.
extermination. participants in problem-solving sessions, Today, terrorism plays a significant role in
which they will study and analyze. Class international and domestic politics and
CARM 6632 Civil Wars & Their sessions will consist of role-plays, affects each of us in varying degrees. This
Resolutions discussion and analysis, and presentation course is an advanced seminar dealing
This course examines the various of information. Prerequisites: CARM 6140. with terrorism. It is imperative that we
complexities of violent civil conflict. Using Offered occasionally. understand terrorism, the history of
a general survey of the field, terrorism, the types of terrorism, the
supplemented with numerous civil war CARM 6638 – Conflict and Crisis terrorist, his motivations, and the causes
case studies, students explore the various Management: Theory and Practice and consequences of terrorism. This
factors contributing to the outbreak of This course is an overview of the theories course examines a wide range of topics in
civil wars, the processes and of conflict and crisis management and the order to provide you with a deeper
consequences of such conflict, as well as intervention models and protocols used. understanding the phenomenon of
the variety of methods available for Conflict and crisis management will be terrorism. We will engage in a thoughtful
resolution. Offered occasionally. explored among and between individuals and in-depth examination of the
and groups, organizations, communities, definitions, causes, and consequences of
CARM 6633 - International War and and governments around the globe. terrorism, as well as consider the different
Resolution Topics will include the management of means to countering terrorism. We will
This course focuses on various aspects of violent conflicts, such as kidnapping, evaluate the domestic and international
international war and peace. Topics of hostage-barricade and terrorist acts, causes and effects of terrorism, state-

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sponsored terrorism, and suicide culture/values, negotiating styles, etc.);
terrorism. We will examine and evaluate CARM 6648 – Researching Conflict the strategic and tactical moves of those
how terrorists raise, store, spend, and In this course, students and instructors considered as “key player”; as well as the
transfer their financial resources. Offered will together conceptualize, design and role of smaller states and non-state
occasionally. carry out a mixed methods research study actors. Offered yearly.
on a topic connected to violence. The
CARM 6644-Consulting with Leaders in students and instructors will decide on a CARM 6651- Theories of Ethnicity and
Organizational Conflict: A Four Frame research problem to be studied. The goal Nationalism
Approach of the elective is to help students deepen This course is foundational for theoretical
Studies clearly show that successful their understanding of quantitative and understandings of ethnicity and
leaders of twenty-first century qualitative research and hone their nationalism. Students will analyze general
organizations need to make sense of research skills. The course will be a theories from key debates and critically
complex conflict situations before taking collaborative effort, building on the examine various points of view in relation
action. This course will combine theory experience, knowledge, expertise, and to defining boundaries, conflict, context,
and practice to equip students to assist interests of all of the participants. difference, identity, migration,
organizational leaders in developing both Prerequisite: CARM 5200. Offered Yearly. minority/majority, race, and tribalism in
diagnostic and behavioral sophistication regard to ethnicity, as well as community,
by using multiple frames before taking CARM 6649 Federalism & fantasy, ideology, neo-Marxism,
action. Participants will engage in both Intergovernment Conflict modernism, perennialism, political,
classroom learning, on-line assistance, This course describes and analyzes the primordialism, semiotic, sociocultural,
and leadership coaching with a client and guiding principles and the operational socioeconomic, imagination, invention,
organization of their own choosing. processes of "American Federalism", as and tradition in association with
Offered yearly. well as its intended and unintended nationalism and nationalists, and the
consequences. It seeks to provide entwinement and interrelation between
CARM 6645 – Indigenous Systems of students with a working understanding of all of these prevalent notions and themes.
Conflict Resolution the complex set of interactions occurring Upon completion of the course students
This course is designed to make between all government units and levels will better grasp ethnic belonging, ethno-
contributions to the field by exploring the (national/federal, States, Counties, nationalist conflict, and intra/inter-group
processes of conflict resolution and municipalities, school districts and special disputes from the standpoint of applied
peacemaking as practiced by the districts, townships, etc.) in the USA; the theory, cultural relativity, and humanism.
indigenous communities around the various types of conflicts which Offered Yearly.
world. Class members will engage in an in- necessarily result from these interactions; CARM 6652 - History, Memory & Conflict
depth exploration of techniques of and the solutions that have been By exploring the significance of history,
peacemaking, as practiced in various parts implemented in the past, or are currently memory, and cognition, this course
of the world. Offered yearly. suggested, in order to address and resolve provides the most recent theoretical
these conflicts. debates on these issues and their
CARM 6646 – The Anthropology of Peace significance for understanding why
and Conflict CARM 6650 – International Negotiation: populations persist in a state of violence.
This course will explore the social Principles, Processes, and Issues Students will be introduced to the basic
dynamics of disputing and undertaking This course describes and analyzes the and major theoretical interpretations and
detailed examinations of specific cases. By major principles, processes and issues of the chronology of history of ideas.
examining diverse expressions of conflict international negotiation in the twentieth Questions to be considered include: how
and different means of controlling it, and twenty-first centuries. It seeks to does the past become the present and
students will deepen their understanding provide students with the analytical tools remain in it, and, how do we as
of conflict analysis and broaden their and skills required to explain and predict researchers interpret the relevance of
perspectives on how disputes can be the outcome of specific (bilateral or history and memory? Others are: how is
managed. Course topics will include the multilateral) negotiations through the the past invented, mythologized about,
cooperative and aggressive components study of various explanatory factors, and re-invented? Why does memory have
of human nature, the social construction including: stability and change in the such an important role in the persistence
of violence, genocide, and war, and the structure of the existing “international of intractable hostilities and how does the
relationship between conflict resolution, system”; the individual characteristics of learning of violence become transmitted
social control, inequality, and justice. the nations-states parties from one generation to the next? Offered
Offered occasionally. (power/capabilities, interests, occasionally.

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 will bring in copies of their work to share stories, we can help people rewrite their
CARM 6653 - Conflict in Conservation and to develop writing strengths and skills, own accounts in ways that redefine their
Development improve editing abilities, and better possibilities. This course offers analyses of
This course examines conflict in understand how an author's writing and narratives from traditions of conflict
conservation and development. It covers those of others, a piece’s purpose, it's resolution and other interdisciplinary
theoretical frameworks and introduces organizational structure, level of craft perspectives, promoting the ability to
participatory tools that will enable execution, authorial voice, and reframe, refocus, and creatively intervene
students to more effectively analyze and engagement of the audience. Offered in stories of a personal and social nature
address situations of conflict in occasionally. to open useful possibilities for people who
conservation and development initiatives. carry stories of unresolved struggle.
The course familiarizes students with CARM 6656 - Gender, Conflict and Offered occasionally.
concepts and methods from natural International Development
resource management, sustainable This course provides the student with CARM 6659 - Conflict and Peace Building
livelihood systems and collaborative essential understanding of the factors that in Africa
learning approaches. Offered shape the social, political and economic This course examines conflict and peace
occasionally. roles of women and men in developing building dynamics in the African
countries. The course covers the concepts continent. Its content includes a survey of
CARM 6654 - Islam, Conflict, and of gender in conflict resolution and peace contemporary macro-level conflicts in
Peacemaking building by examining women and men’s Africa and an examination of their
This course will provide an historical human rights and security, and the historical and more immediate causes.
overview of Islam, including an consideration of gender within Class participants will explore the causes
introduction to belief systems, the developmental policies and provides an and effects of such conflicts and
different branches of the faith and schools overview of concepts and gender analysis investigate prospects for constructive
of Islamic law with a special emphasis on frameworks from a historical perspective. transformation. Past and ongoing
Muslim doctrines related to conflict and Students examine specific projects aimed resolution and peace building efforts will
peace. It will include the contemporary at integrating women into community be discussed, and class members will
era and investigate Muslim engagements development. Offered occasionally. propose a peace building strategy for a
with modernity and discuss the varied case of their choice. Offered occasionally.
responses and perspectives. There will CARM 6657 - Conflict Coaching Theory
some discussions of international and Practice CARM 6660 - Conflict Management in
relations, but the course will also This course examines the growing use of Groups: Overt and Covert Dynamics
emphasize micro level issues. Students conflict coaching as a conflict intervention The purpose of this course is to provide
will have the opportunity to develop process and introduces different models participants with knowledge, skills and
research projects designed to extend their and related theoretical foundations. The attitudes to be effective in groups with an
understanding of Islam and its potential as integration of theory and practice will emphasis on analyzing and managing
a resource for peace building. Offered emphasize the various stages including overt and covert conflict. The course also
occasionally. identity framework, narrative, needs examines issues of communication,
assessment, goal setting, and feedback, leadership, power and authority in
CARM 6655 - The Interdisciplinary Writer utilizing a relational and systems relation to group and interpersonal
This course is designed to assist graduate orientation. The course develops coaching effectiveness. This course enables
students in creating essays, thought skills, strategies, and knowledge, and uses participants to cope with complex issues
papers, and other pieces of writing that a practice-based approach, including role- as they emerge in the natural life of small
reach an intended audience with clarity, plays and case studies. Offered yearly. groups, large groups and organizations.
skillful craft, and purpose. It includes Learning about group life is gained
reading and writing assignments for an CARM 6658 - Transformational through direct experience in a temporary
academic setting focused on Narratives learning organization created in the
interdisciplinary perspectives. Students Across cultures, people effectively course. The course is designed as a living
will be expected to participate in class communicate about their conflicts and laboratory where members can
discussions and improvisational writing issues through narratives. In any helping experience and explore group life as it
exercises. Because this is a writing course, profession, it is effective to create useful occurs. Offered occasionally.
rather than just a course about writing, change with a clear understanding of the
there will be a workshop component to strategies of transformational narratives. CARM 6661 - Middle Eastern Conflict
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This graduate seminar explores the many investigate how international bodies lifestyle and different culture led to a
different types of conflict found in the promote peace and mitigate the effects of broad, long-term societal conflict
Middle East. It seeks to provide students war. Students will also examine the causes between themselves and the settled Irish.
with the analytical tools and skills required of war and just war theory. The field of This seminar will explore this conflict and
to explain the causes, understand the peace studies will be outlined as well, consider current conditions of travelers,
actors, and analyze and/or predict the including a brief history of the field. some of the underlying drivers of the
outcomes of specific Middle Eastern conflict (like culture and power
conflicts. To meet these objectives we will CARM 6664 - Restorative and Transitional differences), and some of the ways that
evaluate broad types of Middle Eastern Justice travelers have attempted to protect their
conflict such as religious, ethnic, and This graduate seminar explores the theory culture and lifestyle in Ireland (such as
cultural, militarized conflicts, civil wars, and practice of both restorative justice through the traveler’s social movement).
and occupations. We will also evaluate and transitional justice. This seminar Offered occasionally.
Middle Eastern conflict negotiation, the provides students with an in-depth
Middle East peace process, why understanding of the theory upon which CARM 6666- Social Advocacy/Patients
negotiation and peace has failed, and restorative justice and transitional justice Clients
what needs to be done so that Middle East practice rest. Various forms of practice, This course examines strategies for
peace could be achieved. Finally, we will stemming from diverse practice settings, developing advocacy toward marketing
look at the future of Middle Eastern are also examined, including: victim- ideas, achieving buy in from others and
conflicts. Offered occasionally. offender mediation, victim-offender shaping opinion. It includes strategies for
dialogue in cases of severe violence, developing advocacy on behalf of patients
CARM 6662 - Political Violence family group conferencing, peacemaking and clients in other settings as well as
Political Violence is a graduate seminar circles, and restorative justice practice in teaching individuals and other groups how
that explores the many different types of schools. The seminar offers students to bets advocate for themselves. The
political violence; specifically looking at opportunities to role-play and practice course will draw upon research in the
revolutions, terrorism, and transitional- restorative justice skills. Forms of fields of persuasion, power relations, and
institutional political violence. This transitional justice are also surveyed, public advocacy. Topics covered will
seminar examines a wide range of topics particularly truth and reconciliation include: developing messages, context of
in order to provide the student with a commissions and their work around the communicating messages, emotional
deeper understanding of political globe. Offered occasionally. tenor of advocacy and creating a
violence. We will engage in a thoughtful persuasive message. Offered occasionally.
and in-depth examination of the CARM 6665 - Irish Social Conflict
definitions, causes, and consequences of This graduate seminar explores conflict at CARM 6667- Transitional Justice
political violence, as well as consider the the societal-level in Ireland. Two case War and large scale violence deeply scar
different means to countering political studies will be used to investigate Irish individuals and societies. Peace does not
violence. Offered occasionally. conflict. First, the conflict over Northern come with the silencing of the guns and
Ireland will be examined. In this conflict, the danger of conflict resurgence is
CARM 6663 Introduction to Peace Studies students will consider Ireland’s historical extremely high in the immediate
This graduate seminar explores theories conflict with Britain and how it led to the aftermath of hostilities. Long term
of peace and war, as well as the conflict between Irish Catholics and British resolution of conflicts requires that the
promotion of peace. This seminar Protestants in Northern Ireland. Then the damage of past conflicts be addressed so
provides students with an in-depth current conflict dynamics and those of the as to enable societies to progress into
understanding various depictions of recent past will be considered, peaceable, just futures. Transitional
peace, emphasizing the concepts of culminating in the Good Friday Agreement Justice has grown into a new subfield of
positive peace, social justice, and and the relative state of peaceful co- study and it addresses some deeply
international development. Peace will be existence that exists today. Different challenging questions arising out of
examined systemically, highlighting conflict resolution strategies employed in violence. How can societies torn apart by
connections between the experience of the conflict will also be examined (like the war, genocide, atrocities, and
peace at the personal, community, use of restorative justice). The course will dictatorships emerge into a new and
national, and international levels. also examine the intra-Irish social conflict brighter future? Can people and citizens
Students will therefore also investigate between the settled Irish and the Irish deeply scarred by violence learn to
the relationships that human nature and travelers. The travelers had a historic role forgive, forget and/or co-exist? Or does
culture have with peace, war, and as tin smiths in Irish society but, as this true healing require punishment,
violence. In addition, the course will livelihood was left behind, their nomadic vengeance, and retribution for crimes

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past? In this class we balance moral, legal, understand the role of power and Applied Family Ministry:
and psychotherapeutic theories against inequalities in conflict, and how to The course is designed to allow students
the realities of historical and facilitate student (and teacher) to practice systemic ideas in their faith-
contemporary examples. We will examine understanding of entrenched historical based community. Focuses on expanding
the solutions proposed so far including the conflicts. systemic ideas and practice in faith-based
International Criminal Court, Truth community.
Commissions, Memorializations, CARM 6670 Introduction to International
Reparations etc. We will look at some Relations CFM 6331 Diversity in Human Systems
specific exemplars such as South Africa, This course is an introduction to world Diversity in Human Systems and
Bosnia-Hercegovina, Sri Lanka, Canada, politics and is intended to give the student Relationships: Explores issues of
Argentina and others. Offered a better understanding of international difference that impact social and
occasionally. relations and the complex issues and therapeutic relationships with emphasis
perspectives affecting the world on increasing and enhancing students'
CARM 6668- Organizing Nonviolent community. We will investigate many spiritual awareness of multiculturalism.
Social Change aspects of international relations such as
This is a practice course that aims to the dominate theories of international CJI – Criminal Justice
provide students with the skills necessary relations, the history of the nation-state,
to make nonviolent social change happen. the definition of power, Islamic CJI 0510 Survey Issues in Criminal
It grows out of experiences in legislative fundamentalism, terrorism, war, ethnic Justice (3 Credits):
advocacy in Washington DC and conflict, political economy, international This course will review historical context,
community mobilization on conflict institutions, transnational organizations, theory, policy making, political factors,
resolution and federal appropriations trade, modernization, dependency and behavioral influences related to
allocations for HIV Aids programming. theory, imperialism, globalization, and the criminal justice policy department.
Students will explore some of the foreign policy of the United States and its
practicalities of nonviolent social action impact on the world community. Students CJI 0520 Social Administration of Criminal
and how to participate more effectively in are expected to keep up to date with Justice (3 Credits):
initiatives. Cases of nonviolent struggle, current global events by reading an This course will provide an overview of the
principles of strategy, and the techniques international newspaper each day and federal, state, and local criminal justice
and methods of nonviolent action will be being prepared to connect and apply systems. An introduction to management
covered. Some skills covered will be: How those current events to the topics covered and methods of conflict management will
to frame messages for mobilization, how in class. be provided.
to raise funding (including taking
advantage of internet use), how to work CFM – Family Ministry CJI 0530 Legal Issues in Criminal Justice (3
with the media etc. Students will be Credits):
assigned skill based exercises like creating CFM 5310 Introduction to Family Systems This course will provide an overview to the
posters (hard copy or electronic), writing Introduction to Family Systems: legal issues that govern criminal justice
talking points for legislative testimony etc. Presents and overview of systems activities that will include state and
We will use strategies from Gene Sharp theories that use metaphor of system, constitutional perspectives of law. An
and Saul Alinsky (tutor to Hillary Clinton pattern interaction and communication, historical development of the various
and President Obama). Offered and language to describe human statutes that regulate criminal justice
occasionally. behaviors and relationships with activities will be provided.
emphasis on how these ideas may be
CARM 6669 Peace Education useful in faith-based contexts. CJI 0540 Program Evaluation in Criminal
This course will introduce students to the Justice (3 Credits):
central concepts, theories, current CFM 5320 Introduction to Pastoral Care
debates and cutting-edge practices as Introduction to Pastoral Care: This course provides students with the
regards peace education. Essential Reviews the history of marital and family foundational knowledge and basic
questions include what peace education therapy. Focuses on basic therapeutic competencies necessary to plan an
is, experiential learning, how do faculty concepts and skills with an emphasis in evaluation of a criminal justice program
design curriculum around peace the spiritual community. and to interpret and utilize evaluation
education, how faculty can address findings. This comprises an understanding
nonviolence in the classroom, best CFM 6330 Applied Family Ministry of the evaluation process including,
practices in assisting students to

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developing relevant evaluation questions, activities in modern society. Estimates of focuses on the threat of terrorism in and
selecting an appropriate evaluation social/business cost, and individual costs against the United States. We will review
model, data collection and analysis, and will be discussed. Examples with and analyze trends in terroristic activity,
accurate and ethical interpretation and discussion of the various types of terroristic groups, and specific strategies
dissemination of evaluation findings. fraudulent activities will be provided. used to respond to terrorist threats in the
Through a series of assignments, students Various identification techniques and United States.
will have the opportunity to engage in the procedures will be discussed.
planning of an evaluation of a criminal CJI 0607 Master’s Thesis -- CJ
justice program, which culminates in the CJI 0603 Practicum I (3 credits) Offered Thesis will require 6 credits of course
creation of a program evaluation plan. each term registration. These courses may fulfill 6
Students will be introduced to the types of This course will provide the criminal credits of elective requirement for the MS
data commonly collected in a program justice student with first-hand experience in Criminal Justice. The thesis committee
evaluation, and the use of both qualitative working alongside law enforcement will consist of two faculty members,
and quantitative methods. agents. Students will have the approved by the Director of the CJI. One
opportunity to observe various entities member will be approved by the Director
CJI 0550 Investigative Processes (3 within a department of police or to serve as Chair. The thesis will require a
Credits): corrections. proposal defense and a final defense. All
This course will provide a fundamental members of the thesis committee must
background for investigative processes to CJI 0604 Practicum II (6 credits) Offered unanimously approve both the proposal
include the responsibilities of the each term defense and the final defense. The thesis
investigator from the initial crime scene all This course will provide the criminal proposal will include the following written
the way through follow-up. Felony cases justice student with first-hand experience sections: A critical review of relevant
will be used to demonstrate examples of working alongside law enforcement literature, a statement of the research
criminal principles. agents. Students will have the question (hypothesis), and a statement of
opportunity to observe various entities methodology (including statistical analysis
CJI 0601 Examining the Role of Police and within a department of police or to be applied to the data collected). -The
Minority Communities (3 Credits) corrections. final thesis will include the following
The course will examine the ever- written sections: The thesis proposal
changing roles of the police and those of CJI 0605 Practicum III (9 credits) Offered sections revised in final form, a statement
minority communities that presently exist each term of the results found, and a written
within the boundary of most jurisdictions This course will provide the criminal discussion of the implications of the thesis
in South Florida. What were viewed, as justice student with first-hand experience findings.
traditional minority communities no working alongside law enforcement
longer exist within the same context. agents. Students will have the CJI 0608 Forensic Odontology (Dental
Minority groups from different countries opportunity to observe various entities Forensics) (3 credits)
that have settled in the United States are within a department of police or This course is an introductory course to
displacing those traditional minority corrections. describe the role and function of the
groups or subcultures that have evolved dental scientist as an important (essential)
separated from the dominant culture. The CJI 0606 Terrorism from a Criminal part of the term of Forensic Scientists.
demands of policing those communities Justice Perspective (3 credits)
have put strains on police agencies and This course addresses the problem of CJI 0609 White Collar Crime (3 credits)
involved a great deal of educational terrorism from a criminal justice White-collar crime is a serious social
efforts to train both the police and the perspective. It is designed to provide problem and is among the greatest
community. Laws that are effective to the students with an understanding of threats to public health and
society as whole often conflict with the terrorism and the major issues associated safety. Indeed, the physical, financial, and
social and moral fibers of these with responding to terrorism in a emotional costs of white-collar crime
communities creating turmoil for the democratic society. The first half of the dwarf those caused by traditional street
parties involved in these conflicts. course defines and conceptualizes crimes, such as homicide, robbery, and
international criminal law generally and burglary. We will approach the study of
CJI 0602 Clinical Investigation of Fraud (3 terrorism specifically, reviews the history white-collar crime from sociological and
credits) of terrorism, and discusses criminological criminological perspectives. We begin by
This course provides an overview of the theories that can best be applied to defining the various forms of white-collar
prevalence and magnitude of fraudulent terrorism. The second half of the course crime and then move on to an

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examination of a number of be infused throughout weekly communication. The course focuses on
instances/cases of the phenomenon. discussions. Topics of emphasis include strategies to better deal with
Next, we shall engage in a rigorous victims of domestic violence, rape, and communication issues presented to those
theoretical examination of the causes and delinquent adolescent who work in law enforcement and
correlates of white-collar crime. Finally, girls. Compassionate techniques for criminal justice agencies. In addition, the
we will focus on what we can do “in the working with female victims of crime will course provides the student with
real world” about the problems associated also be reviewed. appropriate step by step problem solving
with white-collar crime. strategies alleviating his/her work
CJI 613 Crime and the Media (3 credits) environment stress level.
CJI 0610 Private and Public Policing (3 This course examines the relationship CJI 0617 Street Gangs (3 credits)
credits) between the mass media, crime, and This course introduces students to the
This course is a survey of the security field, criminal justice in the United States. The area of Criminal Street Gangs and explores
including private, corporate, industrial, way in which the criminal justice system, its impact on our society. The course will
and retail applications. Comparisons are criminals, and crime are depicted in the be delimited by the exploration of the
made between private and public entertainment and news media will be topics: gang history, typology, causations,
policing. This course discusses the history surveyed, as well as the effects that these organizational structure, criminal
evolution of private security and its role in depictions have on society and the activities of gangs, girls and gangs,
American society. The course will cover criminal justice system. community impact, community based and
various types of private security agencies national intervention strategies.
and the varying types of services CJI 0614 Becoming an Effective Expert
provided. The interaction of private Witness (3 credits) CJI 0618 Forensic Laboratory
security law enforcement and the Professionals have numerous Technologies (3 Credits)
restrictions placed upon each by the law opportunities to testify as “Expert This course will provide students with a
and various legal decisions will be Witnesses” in litigation. This includes broad overview of forensic science with
addressed. both civil and/or criminal cases. This may emphasis on the latest technologies.
include accident litigation, malpractice Topics will include trace evidence (fibers,
CJI 0611 Clinical Applications of Hypnosis litigation, forensic evidence in criminal paint, glass, fractures, hairs, etc.), arson,
(1 credit) cases, or various other cases. This course impression evidence (firearms, tool
This course is intended to familiarize will help professionals understand the marks, and latent fingerprints),
students with both research issues and sequence of events leading to becoming questioned documents, drugs/narcotics,
clinical applications of hypnosis. Such an expert, the preparation involved, and DNA and the CSI effect. Crime scene
topics as the nature of hypnosis; the art of testifying. topics, as they relate to the laboratory,
physiological and psychological will also be covered. Concepts will be
manifestations of hypnosis; the effects of CJI 0615 Correctional Psychology (3 solidified via case studies.
hypnosis on physical, cognitive, and credits)
intellectual performance; applications of This course will provide an overview of CJI 0619 Interview and Interrogation (3
hypnosis to psychosomatic disorders; correctional psychology. Students will Credits)
hypnotic amnesia; and applications of obtain a general overview of the various This course covers the basic skills and
hypnosis to a variety of clinical and components of the correctional system explores the personality traits that
addictive disorders will be examined. and the role of psychologists within that contribute to conducting successful
system. In addition, students will gain an interviews. It covers detection of
CJI 0612 Women and the Criminal Justice understanding of working with offenders deception in verbal communications,
System (3 credits) in an institutional setting. Themes nonverbal behavior and written
The Women and the Criminal Justice covered include: The role of power in statements. In addition, the course
System class will provide an overview of corrections, Ethical Concerns, The mission contrasts interviewing and interrogation
the roles of women as victims, offenders, of mental health, Assessment, Treatment, and covers the seven steps comprising
and professional workers within the Special Populations, Suicide, Self- effective interrogations.
system. Students will have the mutilation, malingering etc.
opportunity to learn and evaluate social CJI 0620 Executive Leadership (6 credits)
issues that may motivate women to CJI 0616 Communication and Problem This comprehensive course is designed to
engage in criminal activities. The Solving Techniques (3 credits) “bridge theory and practice” of leadership
interaction of race, culture, class and This course examines various theories of in the criminal justice and public safety
gender in the criminal justice system will effective interpersonal environments. Particular emphasis is

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placed on three areas of justice system focusing on the policies and protection, laws, as well as future
leadership: management and leadership, programs undertaken currently as well as relationships with regards to gang life.
organizational change and strategic those of the past. Varying views on
management, and leadership during juvenile violence will be covered including CJI 0624 Ethics in Law and Criminal
critical incidents and emergency the epidemic and the non-epidemic views. Justice (3 credits)
response. Specifically, this course will Juvenile offender careers involving entry, This course is an intense examination of
cover topics such as leadership theory, continuation in and exit from these the ethical considerations facing the
practices, traits and skills; organizational careers will be dealt with using criminal justice practitioner. Topics
behavior; performance management; developmental theories of delinquency. A include determining moral behavior,
decision making and problem solving; review of effective and not so effective developing moral and ethical behavior,
leadership and personality types; dealing prevention programs will be presented. In legal ethics, ethics and law enforcement,
with and initiating organizational change; the weekly discussions, the instructor will ethics and the courts, ethics and
developing strategic plans, developing incorporate her research and corrections, the ethics of punishment,
and justifying budgets; planning and administrative experience in the area of policy and management issues,
engaging in labor relations; crisis and prevention and the challenges prevention professionalism, pride and ethics for
emergency operations; critical incident presents as an alternative perspective practitioners
stress management, conflict within criminal justice. In addition to
management; group dynamics; trauma; readings from the main text, the course CJI 0625 Child Sexual Abuse (3 credits)
psychological effects of crises; and crisis will incorporate supplemental readings in This course is designed to prepare
response in the context of natural and the area of cost benefit analysis. It is partly students to identify factors and indicators
manmade disasters. Students are exposed due to the impact of cost benefit analyses associated with childhood sexual abuse,
to an innovative approach to learning by that prevention as a policy approach has crisis assistance and intervention.
providing them with both in class and emerged as a hot-button issue. Students will enhance their knowledge
online delivery of subject matter. In-class and skills required to assess and interview
lectures, in-class and online discussions, CJI 0623 Sociological Dynamics of Youth children, families, and offenders in child
and analyses of case studies will provide Gangs (3 credits) sexual abuse cases. Students will gain
each student with the opportunity for This course is designed to introduce critical knowledge to assess the
understanding and applying theory to a students to the cultural and structural placement needs, make appropriate
real-world setting. (Prerequisites: ELC components of gang activity and will referrals, and prepare for the placement
0020, ELC 0030, ELC 0040). present a comprehensive review of all the of the child, when indicated. Additionally,
critical elements relevant to the growing students will learn the l worker's role in a
CJI 0621 Political and Public Policy Basis phenomenon of gang life. It will provide multidisciplinary team and be able to
of Emergency Management (3 credits) an overview of criminal street gangs and prepare agency workers to identify and
This course is an examination of the explore its impact on our society. The become effective in handling child sexual
political and public policy environment in course will be delimited by the abuse matters.
which Emergency Planning and introduction of the topics: history of
Management is practiced. It examines the gangs, typology, theoretical explanations, CJI 0626 International Crime (3 credits)
political dynamics of emergency causations, organizational structure, While most criminal justice academics,
management, and analyzes governmental criminal activities of gangs, girls and professionals, and researchers focus on
decision-making before, during, and after gangs, community impact, community problems related to domestic criminality,
disasters. Students learn how political based and national intervention another type of serious criminality occurs
factors play a role in all phases of strategies. The interaction of race, at the international level. International
emergency management. Students also culture, class and gender in the criminal crimes are violations of international
analyze various disaster policy studies for justice system will be infused throughout criminal law, while transnational crimes
lessons learned. weekly discussions. Additionally, refer to violations of the laws of more than
CJI 0622 Preventing Juvenile Delinquency psychological and sociological dynamics one country. This course covers both
(3 credits) will be explored. Furthermore, how to types of law violations and seeks to
The course will provide students with up- work with and treat children and familiarize the student with the distinct
to-date research on prevention in the area adolescents as well as their families who types of causation, victimization, and
of juvenile delinquency ---what programs have been associated with street gangs control problems the global community
exist, what works and what does not work will be investigated. Along with this, faces as nation states become increasingly
based on research evidence. The course students will also examine the short and interdependent. The growing
will address the history of the juvenile long term goals of child and family interdependence of all members of the

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international community is manifested specialized investigation techniques, unanimously approve both the proposal
through wrongdoings and illicit interview processes, evidence defense and the final defense. The thesis
enterprises that involve several countries requirements, training, disciplinary proposal will include the following written
at one time. References are constantly proceedings, and case management. sections: A critical review of relevant
made through the media about Emphasis is placed on the objectivity of literature, a statement of the research
international bodies seeking to resolve the administrative investigation process question (hypothesis), and a statement of
disputes that transcend national borders triangle of procedural, civil, and criminal methodology (including statistical analysis
(e.g., the United Nations and the World implications of every case. This course is to be applied to the data collected). -The
Court). Offenders and victims are designed for investigators and final thesis will include the following
frequently located in different administrators to examine and manage written sections: The thesis proposal
jurisdictions. Often we may look beyond the process so as the administrative, legal, sections revised in final form, a statement
our state or national frontiers in order to and social justice requirements can all be of the results found, and a written
better understand the nature of even served equally. discussion of the implications of the thesis
domestic crime and problems of its findings. Prerequisite: CJI 0629
control. The causes of international and CJI 0629 Thesis I (3 credits)
transnational crime may be traced to Thesis will require 6 credits of course CJI 0631 Managing Generational Cohorts
developments and policies in several registration. These courses may fulfill 6 (3 credits): This course will provide an in-
nations. The only effective response to credits of elective requirement for the MS depth exploration of the opinions,
such problems requires close in Criminal Justice. The thesis committee attitudes, values, and management
collaboration and coordination of efforts will consist of two faculty members, techniques for generational age cohorts
of all countries concerned. approved by the Executive Associate Dean that are employed in the criminal justice
of the HSHJ. One member will be field. The general focus will be on the
CJI 0627 Critical Issues in Corrections (3 approved by the Executive Associate Dean cohorts whom are employed in all strata
credits) to serve as Chair. The thesis will require a and in all types of criminal justice
This course will address selected issues in proposal defense and a final defense. All organizations: to wit, Veterans, Baby
the field of corrections from various members of the thesis committee must Boomers, Generation X, and Generation Y
theoretical perspectives including unanimously approve both the proposal / Millennials. Applications of the
conventional and critical sociology defense and the final defense. The thesis contemporary theories, methods, and
perspectives. Topics addressed include proposal will include the following written practices that relate to law enforcement,
the growing incarcerated population, the sections: A critical review of relevant corrections, and other organizational
composition of this population and efforts literature, a statement of the research entities in the criminal justice system for
to reduce this rate of incarceration. The question (hypothesis), and a statement of the purposes of recruiting, hiring,
course will also address the risk factors methodology (including statistical analysis retention, and ongoing management
contributing to becoming an inmate and to be applied to the data collected). -The issues will all be addressed. Students
recidivating, correctional education and final thesis will include the following should feel free to focus their research
substance abuse treatment services, the written sections: The thesis proposal and writing in the specific areas of interest
corrections experience for inmates and sections revised in final form, a statement as well as their own criminal justice
corrections staff, privatization of prisons, of the results found, and a written organizations to develop their acumen in
community reentry and evidence-based discussion of the implications of the thesis the topic area.
corrections programs. findings.
CJI 0632 Continuing Services (for
CJI 0628 Administrative Investigations (3 CJI 0630 Thesis II (3 credits) continuing Thesis students): This course
credits) Thesis will require 6 credits of course will be utilized for the thesis student who
This course will provide an in-depth registration. These courses may fulfill 6 needs additional time to complete the
exploration of the administrative credits of elective requirement for the MS thesis. Prerequisites CJI 0629 and
investigations process required of criminal in Criminal Justice. The thesis committee CJI 0630
justice organizations when allegations of will consist of two faculty members,
misconduct surface. The general focus will approved by the Executive Associate Dean CJI 0633 Law Enforcement Interviewing
be on the investigative, legal, procedural, of the HSHJ. One member will be (3 credits): This course introduces
managerial, and ethical issues directly approved by the Executive Associate Dean students to interviewing skills and criminal
related to the administrative / internal to serve as Chair. The thesis will require a assessment. The fundamentals of
investigations process. Specific proposal defense and a final defense. All interviewing are presented to establish a
concentrations will also explore members of the thesis committee must baseline of knowledge even though the

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students may have previous interviewing these types of positions. The course will the skills necessary to properly apply
experience. Students will learn: the basic be of immense value to investigators, descriptive and inferential statistics by
structure of interviews, the distinction through and including the highest level helping students understand the role of
between hearing and listening, the criminal justice, human resource, and statistics in scientific research. Further,
efficacy of neuro-linguistic rapport, and legal administrators. the assignments were designed to help
the value of the cognitive approach in students identify and implement the
stimulating memory. Special techniques CJI 0700 Theories of Crime (3 credits) correct statistical procedure for a research
for interviewing children and using Theories of crime causation ranging question through data analysis, using a
translators will be covered in depth. The through biological, psychological, microcomputer (e.g., SPSS). Students will
desirability of detecting non-verbal, verbal sociological and cultural and political gain the requisite knowledge necessary to
and written deception will be introduced. theories, giving close attention to the learn more complex statistical/research
The ramifications of challenges arising problems inherent in approaching the procedures and become more critical of
from differences in personality, age, study of crime from a "cause of crime" various statistical presentations in
gender, culture & language, as well as the perspective. Emphasis around the key academic journals and the mass media.
necessity for recognizing dangerous concepts used in theories of crime (e.g.
behavior in interviewees will be responsibility, rationalization) and the CJI 0704: Applied Statistics II (3 credits)
established. The main difference between multidisciplinary source of these The goal of this course is to prepare
an interview and an interrogation will be concepts, how they are applied to students to use advanced statistics. The
briefly covered. criminological theory and their course provides an introduction to some
importance for understanding the present of the statistical tools commonly used.
CJI 0634 Animals in Criminal Justice (3 state of criminological theory. While students taking this class will have
credits): This course discusses different already taken a course in statistics, this
service animals, e.g. K-9s, and their roles CJI 0701 The Police and Society (3 credits) course will place a much stronger
and limitations in the Criminal Justice A social psychological examination of emphasis on conceptually understanding
System. This course will also discuss current issues and problems in municipal the statistical methods. Since the course is
criminal animal neglect and abuse. This law enforcement, including topics such as targeted to students already familiar with
class will consider the role that law the informal exercise of police authority, mathematical concepts, we will not shy
enforcement and the justice system plays police role conflict, the relative away from using the mathematical tools
in protecting animals. Students will also significance of law enforcement and social needed to develop the conceptual
learn about animal rights activism in the services and interactional dynamics of understanding. But the emphasis of the
context of domestic terrorism, police subculture. course will be on the conceptual
undercover surveillance, and understanding and application of the tools
Constitutional rights. CJI 0702: Criminal Law (3 credits) rather than on the math or the mechanics
The criminal justice system is based upon behind the tools. So for example, when
CJI 0635 Pre-Employment Investigations substantive and procedural criminal law, studying hypothesis testing, we will place
for Criminal Justice Professionals (3 criminal procedures and criminal rights a heavier emphasis on what the test is
credits): This course is designed to meet with emphasis on constitutional theory doing, when to use it and how to interpret
the contemporary needs of pre- and practice. its results, than on mechanical repetitions
employment screeners in criminal justice of the calculations involved in conducting
/ public safety organizations. The course CJI 0703: Applied Statistics I (3 credits) the test. (prerequisite HSHJ 703)
delivers the processes, techniques, and This course will introduce concepts, and
information sources that also have methods in descriptive and inferential CJI 0705: Qualitative Methods (3 credits)
implications for many private sector statistics. The course is designed to This course will 1) to suggest the kinds of
organizations that conduct these types of provide students with the statistical phenomena for which qualitative
investigations. The unique presentation background required for doctoral level approaches are most apt to be useful and
provides complete guidance on the applied research. Application of statistics 2) to equip students with the skills
investigative, legal, procedural, educational and human service research necessary in order to successfully conduct
organizational, and social issues that must will be emphasized. Areas of study will rigorous and ethical studies. The
be considered when completing the include estimation, probability, variables, epistemological bases for such
screening process of bringing new normal distribution, t-distribution, chi- approaches and the complimentary
employees into the organizational fold. square distribution, F-distribution, aspects of qualitative approaches will be
The course also addresses the required confidence intervals, hypotheses testing, explored in great detail. The emphasis,
medical and psychological standards for and correlation. This course will provide however, will be on a hands-on approach

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on how to do field research, case studies, experimental and quasi-experimental statistics or data analysis is expected. The
interviews etc. In addition to a common design, sampling, measurement, survey course is designed with a focus on you as
core of readings, the students may choose research, observation, unobtrusive a consumer of the research literature, not
from a wide menu of readings in terms of measures, and methods of data as the person doing the research
their particular research interests. Course management and analysis. The final (although you will get some suggestions
assignments will be topics from the product of this course can, and should, about that as we go along). The course is
chapters of the textbooks. Feedback will serve as a dissertation prospectus, grant designed to teach you concepts; it is not
be provided on the evolving research proposal, or publishable article. designed to teach you how to do statistics
projects including the possible utility of (Prerequisite HSHJ 706). and thus it will not focus on statistical
the various approaches listed. Colleagues formulas or computation. Rather, this
who are experts at doing field research, CJI 0708: Program Evaluation I (3 credits) course will involve reading, writing, and,
analysis, interviewing etc., will be asked to This course will examine key concepts, interpretation of basic research and
make their contributions at relevant methods, and approaches in the field of statistical concepts and models.
places in the course. For the last five to ten program evaluation research. Students
years, there has been burgeoning will be exposed to the theoretical and CJI 5000 CJI/HCP Student Orientation
literature on the value of qualitative methodological diversity inherent in This course provides orientation
research, and guidelines on how to do it current evaluation practices across a information that will help the first-time
well. Most of these earlier studies have number of substantive areas. The user of the web classroom (WebCT).
drawn from other disciplines. comprehensive range of activities Participating students will receive
involved in designing, implementing, and information and be able to practice the
CJI 0706: Research Methods I (3 credits) assessing the utility of social programs will skills learned which are necessary for
The overall purpose of this class is to be a primary focus of the course. successful participation in the online
familiarize the student with the language classroom environment. Students will
and major issues confronting criminal CJI 0709: Program Evaluation II (3 credits) learn technology skills such as using email,
justice research and researchers. As such, This course is intended to provide sending attachments, taking quizzes,
students will learn the basic rudiments of students with an in-depth and chats, and discussion board usage...
social science inquiry with special focus on comprehensive foundation in advanced Criminal Justice Institute students should
how one conceptualizes a problem, uses program evaluation methods. Topics will complete CJI/HCP 5000 during the same
theory to structure research questions, include the development and use of logic session that they take their first graduate
designs a method to examine the problem models, as well as the use of quasi- course.
and answer the questions of interest, and experimental and randomized designs in
implements that research approach. This evaluation research. A wide range of data- CJI 6101 Fundamentals of Security
is the first of a required two course collection procedures, including Technologies (3 credits)
sequence. In addition to class exams, conventional (e.g., systematic surveys) An overview of the technical aspects of
during this semester students will begin and unconventional (e.g., trained information security. Issues discussed
the design of one research project. observer ratings) will be highlighted. The include authentication, confidentiality,
course will introduce a range of strategies access control, trust and non-repudiation.
CJI 0707: Research Methods Il (3 credits) for analysis of evaluation data that will Investigation of fundamental assurance
This course is an on-line, doctoral level facilitate the use of statistical procedures technologies that can be applied to
core course within the HSHJ at Nova in evaluation research, address qualitative interface specifications, architectures,
Southeastern University. This course is the approaches to analysis of evaluation data, and implementations of information
second part of the research methods and provide guidance on the application security mechanisms. The selection of
requirement. Because a basic of cost-effectiveness and cost-benefit appropriate security applications, security
understanding of research methods has techniques in program evaluation. lifecycles, and interoperability issues will
been addressed in the previous course, (Prerequisite HSHJ 708). also be covered. Prerequisite: CJI 6750.
Research Methods II will provide detailed
instruction on scientific methods and CJI 0710: Data Analysis and CJI 6102 Information Security
research designs, as applied to problems Interpretation (3 credits) Management (3 credits)
of criminal justice, as well as the The purpose of this course is to provide Provides an understanding to implement
superiority of scientific knowledge over you with a rudimentary understanding of effectively the information security vision
other forms of human knowledge. It will data analysis and interpretation in order and strategy set forth by the executive
cover topics such as problem to help you read and understand research management. The emphasis will be on the
conceptualization and formulation, literature. No previous experience in management of an information security

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program. Focus is on the implementation concentration courses. Prerequisites: addition, scene safety and current court
of information security policy, information CJI 6101, CJI 6102, CJI 6103, and CJI 6104. room challenges will be discussed.
security planning, development of
information security processes, and CJI 6110 Criminal Evidence (3 credits) CJI 6114 DNA – Technology that
establishment of information security This first course in the criminal justice Revolutionized Criminal Investigations (3
measures. Concepts and techniques from track will offer students an in-depth Credits)
the management and organizational analysis of the Federal Rules of Evidence This course will provide students with a
behavior disciplines will be integrated in as a legal foundation for understanding survey of the field of forensic genetics in
order to identify and propose solutions to criminal law and procedure. Topics an understandable manner. Topics will
the problems of information security covered will include trial procedure, include presumptive testing, a history of
administration. examination of witnesses, circumstantial serological analyses, the beginning of the
evidence, opinion evidence, hearsay and era of DNA technology including RFLP and
CJI 6103 Information Security character evidence, privileged AMPFLP analysis. Newer methods of
Governance (3 credits) communications, declarations against typing such as Short Tandem Repeat, Y-
Challenges and opportunities of interests, presumptions and judicial chromosome STR, SNP analysis,
effectively governing an organization’s notice. mitochondrial sequencing and finally
information security requirements and mini-STRs will be explored. Case studies
resources. Information security CJI 6111 Firearms, Fingerprints and Other and examples of these methods will be
governance lays out the vision for the Impression Evidence (3 Credits) examined and fully investigated
information security program. Discussions This course will provide students with a empirically. This course would be an
include what constitutes good broad overview of the impression invaluable tool for the criminal
information security governance, and evidence discipline in forensic investigator and attorneys or those
development of an effective information science. Topics discussed will include students planning to work in such fields.
security strategy and policy. Also focuses firearms and tool mark examination and
on how to improve information security microscopy, footwear and tire track CJI 6115 Overview of Crime Laboratory
accountability, regulatory compliance, examination, and latent Management (3 Credits)
and maturity. Prerequisite: CJI 6102. fingerprints. Current courtroom A review of process management, work
challenges such as Daubert issues related flow and future growth will be discussed.
CJI 6104 Information Systems auditing (3 to impression evidence will also be This course will provide students with a
credits) discussed. Students will be evaluated on survey of manpower, quality assurance,
Fundamental concepts related to an the concepts learned based on practical safety, and budgeting issues. What job
information systems audit. Principles and exercises, tests, final exam, and research requirements are needed to perform the
practices related to secure operation of paper. various jobs from Crime Scene Detective
existing information technology. to DNA analyst? Accreditation,
Information security accountability, CJI 6112 Forensic Analysis of Trace and certification and outside review of
development of internal control Drug Evidence (3 Credits) laboratory performance will be explored.
objectives and framework, and This course will be divided into two The C.S.I. effect and its impact on the
identification of appropriate audit sections: Trace and Drugs. In the first modern forensic laboratory will be
procedures for a secure information segment we will cover the different drugs examined. The competing interests of
system. Prerequisites: CJI 6101 and of abuse, the controlled substances act, case analysis, prosecution and
CJI 6102. dependency, and the forensic analysis of investigation will be detailed.
these samples. The Trace Evidence
CJI 6105 Information Security Project (3 segment will include basic microscopy, CJI 6120 Advanced Criminal Procedure (3
credits) fibers, paint, glass, fractures, hairs, credits)
This project course integrates all of the explosives and arson. Concepts will be This course will provide the criminal
knowledge accumulated through the solidified via case studies. justice professional with an in-depth
previous courses and serves as a capstone introduction to the role of the court, the
for the Concentration in Information CJI 6113 Crime Scene (3 Credits) law, and the judge. It will include the
Security. The class focuses on best This course will provide students with an advanced study of the constitution with a
practices demonstrated through case in depth understanding of the various specific focus on the Fourth, Fifth and
studies and systems assessment. Students steps to processing a crime scene such as: Sixth Amendments. The impact of these
may enroll in this class only after scene documentation, evidence collection provisions during a criminal investigation
completing all of the information security and preservation, and interpretation. In will be examined with a focus on arrest,

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warrants, Miranda, the right to counsel keep societies functioning. The course course will provide information on
and the exclusionary rule participants will learn the expectations of development of law enforcement and
preparation and response to a pandemic operational continuity, protection of the
CJI 6121 All-Hazards Preparedness (3 and to issues related to a CBRNE event or officers to contagion and maintaining
credits) combination of events and the support public order. The importance of law
The course will define the interdisciplinary measures necessary to enforce enforcement working in partnership with
roles and responsibilities of prevention strategies defined by the public health will be emphasized
interdisciplinary professionals, community, region, state, nation, and throughout the course. Prerequisite:
paraprofessionals, and volunteers in all- global society. Prerequisite: CJI 6121 CJI 6121
hazards emergency planning, response,
mitigation, and recovery. In view of the CJI 6123 Interagency Disaster CJI 6125 Special Topics in All-Hazards
constant changes in emergency Communication (3 credits) Preparedness (3 credits)
preparedness this course is designed to This course provides the student with This course is a capstone research and
provide knowledge, concepts and skills to information on the Incident Command experience course for the student. Each
equip law enforcement professional and system (ICS) joined with the state and student will select a topic of interest
other social and health related federal response efforts in the event of a related to all-hazards preparedness
professions with a background in public emergency. Students will identify research. In addition, students must take
planning, preventing, protecting against, the core components in the ICS and the part in an approved community project at
responding to and recovering from acts of National Incident Management System the volunteer or professional level in the
bioterrorism and all-hazards events. Given (NIMS). An overview will describe the all-hazards field. Prerequisite: CJI 6121
the role of public health, social service history, principles and organizational
professionals, and law enforcement in structure of the ICS and enable the CJI 6130 Criminal Law (3 credits)
emergency preparedness, students will responders to operate efficiently during This course will introduce students to the
gain insights into effective communication an incident. The material presented will common law elements and principles of
with the health system, the community, expand upon information covered in the criminal law as a legal foundation for
and state and local agencies. ICS 100 and ICS 700 courses, and include understanding the criminal justice system.
topics such as; communication, pre and It will include the study of substantive
CJI 6122 Communicable Diseases and post mitigation planning, operational criminal law including offenses against
Chemical, Biological, Radiological, concepts, prioritization of target persons and property, public morality,
Nuclear, Explosive (CBRNE), Challenges (3 capabilities, and development of a local public health, public order and safety, and
credits) Incident Response Plan ( IRP). Students justice and public administration. Alcohol
Major challenges in all-hazards will participate in online tabletop and drug offenses, white collar and
preparedness, response, and recovery exercises utilizing the ICS. Prerequisite: organized crime and criminal
center around issues and challenges with HSHJ 6121 responsibility and defenses will also be
pandemic influenza and other covered.
communicable diseases and effects to CJI 6124 Community Disaster
humans and the environment due to Preparedness (3 credits) CJI 6140 Legal Research and Writing for
chemical, biological, radiological, nuclear An all-hazards plan provides a basis for a Non-Lawyers (3 credits)
and explosive events. This course will higher state of readiness. These courses In this course the student will research,
provide students with an understanding of will emphasize “disaster resistant analyze and write about legal issues in the
pandemic influenza, including the risk communities” to build on ongoing criminal justice system. This course is
factors for first responders and the “Culture of Preparedness. Regardless of intended to assist the legal professional in
community at large. During a pandemic or whether the incident is non-intentional recognizing the need for legal intervention
a wave of contagious disease, decisions (as in a natural disaster) or intentional (as and to identify relevant issues. Topics
about how to protect the public before an in a terrorist threat), law enforcement’s covered will include the fundamentals of
effective vaccine or treatment is available role may include enforcing public health case research, statutory law,
will be reviewed and discussed. orders, securing contaminated areas and administrative law, secondary sources,
Communities, individuals and families, health facilities, providing support for and electronic research.
employers, schools, and other transfer of national stockpiles and control
organizations will be asked to plan for the of civic unrest. Resources may be CJI 6150 Selected Issues in Forensic and
use of these interventions to help limit overwhelmed and the ability to respond Social Science (3 credits)
exposure, prevent disease and death, will depend on preparation and This final course in the track is intended to
lessen the impact on the economy, and partnerships within the community. This offer the criminal justice professional an

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opportunity to conduct in-depth analysis for duty evaluations, mental health issues requirements for competency; insanity;
of forensic and social science as an in law enforcement (e.g., stress, family abuse syndromes, and other psychological
administrative tool for litigation. Social problems, critical incident debriefings, harm; assessment of violent behavior;
Sciences in the law will enable the student and domestic violence), role of psychology working with police and the criminal
to understand the interrelationship in crisis (hostage) negotiations, and justice system; and child custody and
between the forensic science, social supportive functions of the police dependency issues. The legal system will
science and the admission of evidence. psychologist in police operations. Tactical be reviewed.
Topics covered will include social sciences operations and police procedures relevant
as a basis for determining facts and to the work of the police psychologist also CJI 6270 Crisis Intervention/Negotiation
making law. will be covered. This course will provide an overview of
crisis intervention and negotiation theory,
CJI 6210 Law Enforcement and the CJI 6230 Behavioral Criminology (3 research, and practice and its application
Mentally Disordered Offender (3 Credits) Credits) (replaces CJI 6260) from the standpoint of the first responder,
This course provides students with This course will familiarize the student as well as other intervention providers.
knowledge of the various forms of mental with various techniques for analyzing and The course will provide an experiential
disorders and disabilities that law understanding criminal behavior through learning environment for understanding
enforcement officers will likely see in crime and crime scene analysis. These and applying interventions in crisis
people during their policing techniques include an introduction to the situations relating to suicide, domestic
careers. Understanding the origin of fundamentals of criminal investigative violence, mental illness, chemical
various forms of mental illnesses together analysis and profiling. Critical thinking dependency, bereavement and grief,
with practical application for law skills will be emphasized in crime and workplace, school, critical incidents,
enforcement officers in how to recognize crime scene analysis in order to draw stress, and other
and techniques for handling victims and logical inferences regarding any situations.
offenders will be addressed. Topics underlying psychopathology, motive,
include distinguishing behavioral criminal history or other dynamics unique CJI 6301 Mng, Lg, Eth & Socl Challenge
problems such as those caused by to that particular offender. Students will gain an understanding of the
temporary situations such as grief or meaning and importance of the law,
abuse impact from those of a long-lasting CJI 6240 Police Stress and Mental ethics, morality, and social responsibility
and pervasive impact from internal events Health (3 Credits) in a global business context. Students will
like delusions and hallucinations, This course provides and overview of be able to engage in critical thinking and
differentiating impulsive behavior caused stress management in law enforcement. analyze business decisions from legal,
by immaturity, bi-polar disorder, or brain The course will cover the physiological and ethical, and social responsibility
dysfunction, understanding mental psychological basis of the stress response. perspectives. Students will be able to
retardation versus psychotic behavior, The physical, emotional, mental, rational, apply legal, ethical, and social
figuring out who needs to be immediately and spiritual signs of distress will be responsibility principles in making
taken to a detoxification center, and examined. Understanding, recognizing, business decisions. Students will examine
identifying those who might be and coping with the stressors associated case studies, actual cases, and current
attempting to avoid consequences of their with modern policing helps prevent events and engage in analysis of real-
violent behavior. Focus is also on helping maladaptive responses such as domestic world problems impacting business.
law enforcement officers identify those violence and suicide. Lectures and case Students will become aware of the legal,
who need to be deferred into specialty studies will emphasize the application of political, regulatory, social, and global
courts such as mental health, drug, and successful stress management techniques environment of business. Students will
domestic violence courts as well as within a law enforcement context. learn how adherence to legal, ethical, and
management of the mentally ill once they social responsibility principles promotes
are detained. Victim impact will also be CJI 6250 Forensic Psychology (3 Credits) organizational and societal sustainability.
discussed. This survey course provides students with
knowledge of psychology that can be used CJI 6302 Influence People Org Effective
CJI 6220 Police Psychology and in law and the criminal justice system. The course examines leadership as a
Criminology (3 Credits) Practical and research applications to process with a three-fold focus: the
The purpose of this course is to examine psychology will be addressed. Topics leader, the followers, and the situation.
current strategies and issues in the field of include an overview of the legal system, This course investigates strategies and
police psychology. Specific topics that will expert witness testimony, assessment of skills for influencing individuals and
be covered include: selection and fitness various mental states to meet legal groups for organizational effectiveness.

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Students will learn leadership models and practice developing and challenging their relationships; and will learn (using case
skills that can be used in a diverse and own and applied models and paradigms. analysis and exercises) how to blend the
global environment. Attention will be delivery of service and product quality
given to important leadership issues in the CJI 6320 Legal, Ethical, and Social Values with pricing strategies to maximize value.
21st century such as ethics, change, and of Business (3 Credits)
innovation. Students will have the Students will gain an understanding of the CJI 6410 Administrative Law and Ethics in
opportunity to assess their own skill sets meaning and importance of the law, the Public Sector (3 Credits)
and consider development plans for ethics, personal morality, and corporate This course introduces students to
enhancing those skills sets. social responsibility. They will exhibit fundamental legal concepts regarding
moral, ethical, and socially responsible administrative law and the administrative
CJI 6303 Market Decisions for Managers behavior, and will be able to analyze the process. The course also introduces
Students will gain a working knowledge of business decisions from a legal, ethical, students to the field of ethics and shows
the decisions marketing managers make and social responsibility perspective. how ethical principles are applied to
by learning to think strategically. Students administrative agencies to ensure not only
will develop marketing plans aligning CJI 6330 Managing Organizational legal but also moral government decision-
marketing decisions and strategies. Behavior (3 Credits) making. Administrative law is the body of
Students will be able to implement Students will gain a working knowledge of law concerned with the actions of
marketing decisions to optimize customer how to manage personal, interpersonal, administrative agencies, frequently called
and organizational value. and group processes by having the the “4th branch of government” in the
interpersonal skills to assume United States. The course thus examines
CJI 6305 Leading for Sustainability responsibility for leading and promoting how administrative agencies are created,
The course invites students from different teamwork among diverse how they exercise their powers, how they
NSU schools to collaborate and innovate stakeholders. Students will learn to make laws and policy, formally as well as
for social and environmental sustainability manage individual and group behaviors in informally, the laws that govern agency
for Broward County Community. Students improving organizational productivity and rulemaking and adjudications, especially
will work in teams. A small budget will be performance. Through experiential the Administrative Procedures Act,
allocated to each group. Through practical learning, students will learn to integrate Constitutional and other legal protections
business innovation, the course explores home, work, and educational afforded against agency actions, and how
the creative process. Using a combination observations and experiences and to agency actions are reviewed and
of lectures, discussion, example, and convert them into proactive practical remedied by the courts and legislative
guest speaker videos; students from applications for growth and renewal. branch of government. The course also
different fields such as nursing, arts & examines the intergovernmental relations
sciences, business, education will learn to CJI 6340 Managing Human Resources and the political and practical constraints
collaborate together. Based on selected (3 Credits) that influence administrative policy.
Broward County Top priorities to be a Students will gain a working knowledge of
more sustainable community, participants planning, organizing, and managing CJI 6420 Public Administration in Theory
will combine their expertise to create human resource systems; and will gain and Practice (3 Credits)
innovative real business projects on issues hands-on abilities to design, direct, and This course examines the role of public
linked to one of the following goal area: assess human resource systems in administration and not-for-profit
Environment, Climate & Energy, our enhancing relationships with internal and organizations in a democratic society.
Economy & Jobs, Education Arts & external customers, leading to Students examine the cultural and
community, Equity & empowerment, organizational effectiveness. intellectual evolution of the field, the
Health & Safety and the Natural Systems. theories, forces, and people that drive the
CJI 6350 Delivering Superior Customer public sector and the specific
CJI 6310 21st Century Management Value (3 Credits) management techniques used to
Practices (3 Credits) Students will learn to apply the customer- implement public policy. Finally, attention
Students will gain an understanding of value paradigm in creating a market- is given to how public policies are
leading state-of-the-art business theories driven culture that designs and delivers developed and the institutions that
and will be able to apply them to real- optimum long-term value to governments use to implement those
world situations. They will learn to customers. They will examine strategies policies.
understand and challenge the ideas of 20th for optimizing and communicating
century management thinkers, and to customer value, measuring customer CJI 6430 Strategic Planning in the
orientation, and building customer Changing Public Environment (3 Credits)

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This course emphasizes two broad CJI 6460 Public & Non-Profit Strategic and case management, relapse
approaches to strategic planning: explicit Mgt prevention techniques, setting treatment
planning and adaptive planning. Students Strategic management is defined as “a goals and resources in the community.
develop a working knowledge of how to disciplined effort to produce fundamental
do planning in the public sector according decisions and actions that shape and CJI 6540 Cultural Factors in Treatment
to these two approaches. In the usual way, guide what an organization is, what it Associated with Substance Abuse Issues
students learn about the SWOT method, does, and why it does it.” The focus of and the Criminal Justice System (3
but then much more is gained by studying strategic management is on “fundamental Credits)
how planning is actually carried out decisions.” Strategic management is This course will introduce students to
according to three adaptive perspectives about shaping the mission and goals of an cultural and racial identity development,
and other ancillary and explicit organization. Strategic management The impact that class, race, ethnicity and
approaches including learning theory and focuses on the future of an organization sexual orientation have on court
contingency theory. Students learn what by trying to define the opportunities to act disposition, sentencing and the
went wrong in the Katrina disaster and and the barriers to action that prevent us correctional process, culturally specific
what continues to go wrong. The question from achieving a desired future state. The treatment techniques, racial and sexual
is put: Can Americans plan? Finally, goal of the process is to implement a dynamics in institutional settings and in
students review how local community and program and complete a set of tasks, not community programs, including
economic development planning occurs to produce a plan (hence the shift in knowledge of cross-cultural interviewing
through resort to charrettes and public- terminology from strategic planning to skills.
private partnerships. (Prerequisite: CJI strategic management). Prerequisite: CJI
6420) 6420. CJI 6550 Special Topics in Substance
Abuse and the Criminal Justice System (3
CJI 6440 Public-Sector Human Resource CJI 6510 Psychopharmacology of Illicit Credits). (Replaces HSHJ 6560)
Management (3 Credits) and Licit Drugs (3 Credits) This course is designed to give the student
The political and institutional This course reviews the physical and an opportunity to research a specific topic
environment of public human resource psychodynamic effects of legal and illegal related to substance abuse services and
management is examined. Emphasis is drugs. Mental disorders, symptom the Criminal Justice System. Students are
given to the challenges facing the public otology, assessment measures for addicts expected to work in an independent
sector in attracting and developing human and dual diagnosis, along with a thorough fashion and engage in in-depth research
assets in an environment of conflicting examination of the DSM-IV. through the use of various sources. Such
goals, stakeholder obligations, and a sources may include journal articles,
highly aware electorate. Specific topics CJI 6520 Alcohol and Other Drug books, online resources, and other
include the evolution of the modern Treatment in the Criminal Justice System scholarly works as deemed appropriate by
public service, the functions of human (3 Credits) the instructor. Students will receive
resource management, employment This course will examine treatment and guidance from the instructor regarding
discrimination, labor management intervention approaches that are effective topic selection, along with scope and
relations, professionalism and ethics. with the offenders in correctional settings. focus of the required paper.
Such topics to be introduced are drug and
CJI 6450 Leadership in the Public Sector alcohol treatment in correctional CJI 6610 Human Factors (3 Credits)
(3 Credits) institutions, treatment modalities, This course presents communication
This course will explore the dimensions of principles of the therapeutic theories relevant to conflict resolution as
leadership and decision making within the communities, characteristics and traits of well as theories about understanding,
public sector. Students will explore the the offender and issues related to the analyzing, and managing conflict. The
major theoretical frameworks of transition into the community. course focuses on the human and
leadership as well as the relationship of emotional aspects of conflict, and includes
leadership to organizational change and CJI 6530 Substance Abuse Treatment in the influence of gender and culture. This
effective management strategies. the Community (3 Credits) course is pragmatic as well as theoretical,
Emphasis is given to assisting practitioners This course will examine various models of and presents communication and conflict
and students with in-depth reflection for community-based programs for the resolution models in a practice-based
self-development in such areas as individual who has a substance abuse approach.
decision-making, ethics, and disorder and is in the criminal justice
emotional intelligence. system. It will focus on research regarding CJI 6620 Critical Incidents Response (3
factors of recidivism, treatment matching, Credits)

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This course will provide an in-depth can be used to investigate core dynamics CJI 6650 Strategic Community Planning
analysis and understanding of intergroup of disputing and peacemaking and and Partnerships (3 Credits)
and intra-group dynamics associated with elucidate how these processes can play An overview of the community from a
the organizational response to critical out in diverse context. This course will strategic perspective, identifying: social,
incidents such as hostage/barricade explore the social dynamics of disputing economic, demographic and cultural
management, terrorism, kidnapping, and undertake detailed examinations of trends and patterns within the
natural and other disasters, and tactical specific cases. By examining diverse community; areas of concern for law
operations, which comprises the expressions of conflict and different enforcement and government; ways to
negotiations team, the tactical team, and means of controlling it, students will initiate and develop community-wide
the on-scene commander, as well as deepen their understanding of conflict strategic planning for peaceful community
coordination of efforts with government, analysis and broaden their perspective on relations and growth; building community
organizations, and the community. Topics how disputes can be managed. This course partnerships between law enforcement,
include: intergroup and intragroup can be applied to the concentrations in the criminal justice system and
conflict intervention and communication the following areas of International community agencies and groups;
strategies, negotiation, tactical, and Conflict Resolution, Conflict & Crisis community justice; and the use of data,
command protocols, hostage/barricade Management, and Peace Studies. data collection and analysis in developing
resolution continuum options, and case and implementing collaborative long and
studies. CJI 6640 Family Violence: The Effects on short term plans for community
Families, Communities and Workplaces development, problem solving and
CJI 6621 Foundations and Development (3 Credits) funding initiatives.
of Conflict Resolution & Peace Studies This course explores the overall effects of
This course outlines the substantive trauma and violence on individuals, CJI 6660 Race and Ethnic Relations in
themes, history, origins, contexts, and families, communities, and the workplace. America (3 Credits)
philosophical foundations of conflict Issues of abuse, violence, and systemic This course examines the social
resolution, healing, peacemaking, and responses are explored in relation to their constructionist approach toward the
problem solving. Students will examine effect on individual behavior, family study of racial and ethnic conflict and
levels of interventions and processes in dynamics, service provision, and conflict analysis in the U.S. It is designed to
the field of conflict resolution. Offered all community systems. Methods for assist students in increasing their ability to
trimesters. identifying such issues in the context of analyze racial issues from a historical and
family mediation and other types of contemporary perspective, and to explore
CJI 6630 Conflict and Crisis Management conflict intervention are explored. the basic theoretical paradigms that have
Theory and Practice (3 Credits) been used to conceptualize the idea of
This course is an overview of the theories CJI 6641 Conflict Resolution for School race and ethnicity from the 9th century to
of conflict and crisis management and the This course is designed for anyone in a the present. The course will also explore
intervention models and protocols used. position to influence school policy, the effects of contemporary policies in
Conflict and crisis management will be practice and decision-making, from within addressing racial and ethnic inequities,
explored among and between individuals or as a consultant. The course takes a and strategies to combat racism.
and groups, organizations, communities, systems approach to resolving conflicts
and governments around the globe. within the school and school system, CJI 6670 Metropolitan Conflict (3 Credits)
Topics will include the management of applying conflict analysis and conflict This course will explore historical and
violent conflicts, such as kidnapping, resolution models to conflict situations, theoretical explanations for the different
hostage-barricade and terrorist acts, using negotiation, mediation, and types of conflict prevalent in various
homeland security, and the response to facilitation processes, developing a metropolitan areas. A series of case
natural disasters. There will be interactive conflict resolution culture throughout the studies, focusing on both cities within the
exercises as well as a case study approach system, providing training for parents, United States and abroad, students will
used. teachers, students, and school board. The explore such topics as the role of ethnicity
course also examines methods to manage in conflict, structural inequalities of the
CJI 6631 Anthropology, Peace & Conflict conflict, including using conflict resolution system, urban/suburban relations,
There is an increasing recognition of the practices in crisis situations, and urbanization, and metropolitan growth
value of the anthropological perspective mediating and negotiating with parents, and development.
to the field of conflict analysis and teachers, administrators, and students.
resolution. The anthropological method The course uses a case study method. CJI 6680 Transformational Narratives (3
provides rich ethnographical detail that Credits)

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Across cultures, people effectively order to identify and propose solutions to topologies, protocols, and architectures
communicate about their conflicts and the problems of information security and emerging trends in network
issues through narratives. In any helping administration. technologies and services. The role of
profession, it is effective to create useful optical technologies in supporting
change with a clear understanding of the CJI 6720 Information Privacy and Ethics (3 national and international
strategies of transformational narratives. credits) implementations is explored. Strategies
By understanding what creates change in Building on a foundation in classical ethics, for network planning, implementation,
stories, we can help people rewrite their we examine the impact of the computer management, and security are
own accounts in ways that redefine their and the Internet on our society. Topics introduced. Recent advances in
possibilities. This course offers analyses of include ethical decision making; standardization, internetworking, and
narratives from traditions of conflict professional codes; whistle-blowing; deployment of LANs (local area networks),
resolution and other interdisciplinary computer crime; copyrights, patents and MANs (metropolitan area networks), and
perspectives, promoting the ability to intellectual property; privacy; and risk WANs (wide area networks) are
reframe, refocus, and creatively intervene management. Students analyze case introduced.
in stories of a personal and social nature studies and write a research paper.
to open useful possibilities for people who CJI 6810 Violence Prevention (3 Credits)
carry stories of unresolved struggle. CJI 6730 Electronic Commerce on the This course examines various theories of
Internet (3 credits) human aggression and violence, exploring
CJI 6690 Federalism and This course examines the foundation, their underlying assumptions about
Intergovernmental Conflict (3 credits) operation, and implications of the human nature and the causes of violence.
This course describes and analyzes the Internet economy. Topics include Internet Also included is an introduction to a
guiding principles and the operational technologies, online market mechanisms, range of violence intervention and
processes of “American Federalism,” as interactive customers, knowledge-based prevention approaches developed for use
well as its intended and unintended products, smart physical products and at the interpersonal, intergroup, and
consequences. It seeks to provide services, pricing in the Internet economy, societal level.
students with a working understanding of online auctions and e-marketplaces,
the complex set of interactions occurring digital governance, policies for the CJI 6820 Human Factors (3 Credits)
between all government units and levels Internet economy and an outlook for the This course presents communication
(national/federal, States, Counties, new economy. theories relevant to conflict resolution as
municipalities, school districts and special well as theories about understanding,
districts, townships, etc.) in the USA; the CJI 6740 Database Systems (3 credits) analyzing, and managing conflict. The
various types of conflicts which The application of database concepts to course focuses on the human and
necessarily result from these interactions; management information systems. Design emotional aspects of conflict, and
and the solutions that have been objectives, methods, costs, and benefits includes the influence of gender and
implemented in the past, or are currently associated with the use of a database culture. This course is pragmatic as well
suggested, in order to address and resolve management system. Tools and as theoretical, and presents
these conflicts. techniques for the management of large communication and conflict resolution
amounts of data. Database design, models in a practice-based approach.
CJI 6710 Information Security performance, and administration. File
Management (3 Credits) organization and access methods. The CJI 6830 Conflict & Crisis Negotiation (3
Provides an understanding to implement architectures of database systems, data credits)
effectively the information security vision models for database systems (network, This course will provide an overview of law
and strategy set forth by the executive hierarchical, relational, and object- enforcement crisis negotiation and its
management. The emphasis will be on the oriented model), client-server database application to crisis situations, such as
management of an information security applications, distributed databases, and domestic violence encounters on an
program. Focus is on the implementation object-oriented databases. individual level and hostage/barricade
of information security policy, information encounters on an organizational level.
security planning, development of CJI 6750 Telecommunications and Lecture, expert demonstration, and
information security processes, and Computer Networking (3 credits) interactive negotiation with role-play will
establishment of information security This course provides a framework for provide an experiential learning
measures. Concepts and techniques from understanding computer network environment for understanding and
the management and organizational functionality, characteristics, and applying active listening skills, empathy,
behavior disciplines will be integrated in configurations. Topics include network

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rapport, influence, and behavioral change services designed to reduce recidivism and literature. The course will be
concepts to conflict and crisis situations. amongst children and their families. delimited by the exploration of the topics:
family violence, child abuse including
CJI 6840 Conflict and Crisis Management CJI 6920 Juvenile Justice: Systems, neglect, physical abuse, sexual abuse, and
Theory and Practice (3 credits) Structure, and Process (3 credits) emotional and verbal abuse; and
This course is an overview of the theories Emphasis will be placed on an prevention, intervention and treatment
of conflict and crisis management and the examination of the juvenile court as an issues associated with exploited children.
intervention models and protocols institution and the policies and practices
used. Conflict and crisis management will involved in processing children and youth CJI 6950 Safe Schools: Climate and
be explored among and between through the juvenile justice system. The Culture (3 credits)
individuals and groups, organizations, course introduces students to the juvenile This course provides students with an
communities, and governments around justice system as it explores the history, overview of school safety and is intended
the globe. Topics will include the development, and evolution/progress of to prepare students to develop or
management of violent conflicts, such as the way juveniles have been treated b our strengthen strategies, activities, and
kidnapping, hostage-barricade and country's criminal justice systems. This processes that will enhance the safety and
terrorist acts, homeland security, and the course will focus on the response of law wellbeing of students, staff, and
response to natural disasters. There will enforcement in the protection of children community members. Emphasis will be
be interactive exercises as well as a case in trouble or in need of services. The placed on the interaction between
study approach used. formal and informal processing of youth stakeholders and the importance of
involved in the juvenile justice system or building and sustaining community
CJI 6850 Critical Incidents: Response, community-based agencies will then be collaboration for the purpose of school
Management and Resolution (3 examined. Adapting an assessment safety. The importance of policies and
credits) instrument to ensure that all children are procedures, legislative mandates, and
This course will provide an in-depth given due process protection, treatment, current safe school standards will be
analysis and understanding of inter-group and delinquency prevention is reinforced. explored.
and intra-group dynamics associated with
the organizational response to critical CJI 6930 Family Dynamics: Motivation, CJI 8110 Criminal Justice Organization
incidents such as hostage/barricade Support and Communication (3 credits) and Management: (3 credits)
management, terrorism, kidnapping, This course will examine the protective Students will explore various
natural and other disasters, and tactical and risk factors associated with the organizational systems such as
operations, which comprises the developmental pathways internalized by information and communication, policy,
negotiations team, the tactical team, and youth through interaction with their politics and accountability, power and
the on-scene commander, as well as family system. Emphasis will be given to influence, finance, budget and
coordination of efforts with government, child and youth development as it is stewardship and decision-making and
organizations, and the community. Topics affected by the family system, peer conflict resolution. Topics to be explored
include: inter-group and intra-group groups, schools and teachers, community include the identification of innovative
conflict intervention and communication and other social influences. In addition, approaches currently being implemented
strategies, negotiation, tactical, and the dynamics of traditional, non- or that may be required; “best practices”
command protocols, hostage/barricade traditional and culturally diverse family and “innovative excellence”, the
resolution continuum options, and case construction in contemporary society will application of change theory for new
studies. be explored. Basic cause of crimes and the approaches, and the exploration of
various social issues confronting children leadership initiatives and strategies
CJI 6910 Theory of Child Protection, and their families will be explored.
Investigation, and Advocacy (3 credits) Students will look at the various layers of CJI 8120 Criminal Justice Organizational
This course will focus on the services available for families and how Planning and Change: (3 credits)
interpretation of social and systemic they connect in reducing risk factors To be an organizational leader demands
policies and procedures of child welfare associated with the children. an understanding of the basic principles
agencies and nongovernmental agencies and practices underlying the management
with emphasis on child advocacy, due CJI 6940 Victimology: Child Abuse and of large and diverse organizations. The
process, and institutional standards. Exploited Children (3 credits) contrast of management of stability and
Emphasis will also be included regarding This course introduces students to the control with the management of chaos
the remediation, intervention, field of victimology and explores its and instability suggests different
rehabilitation, education, and other conceptual boundaries, basic concepts techniques of leadership and

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management. Students will explore organizational response to changing psychological theories about the impact of
various organizational systems such as public expectations and demands. abuse on the victim and the best practices
information and communication, policy, in working with victims who have been
politics and accountability, power and CJI 8150 Advanced Study: Ideas, Issues traumatized both to obtain their
influence, finance, budget and and Practices in Criminal Justice: (3 cooperation in prosecution and to prevent
stewardship and decision-making and credits) future abuse by exploring domestic
conflict resolution. Topics to be explored This is a course that includes a menu of violence courts and offender-specific
include the identification of innovative topics and issues in criminal justice that treatment programs.
approaches currently being implemented students will select for further study,
or that may be required; “best practices” contingent upon faculty CJI 8230 Mental Health Courts and
and “innovative excellence”, the approval. Students are expected to Therapeutic and Restorative Justice (3
application of change theory for new synthesize and integrate the learning credits) In this course the theoretical
approaches, and the exploration of experiences in criminal justice and to underpinnings and psychological practices
leadership initiatives and strategies. evaluate research and current topics used by therapeutic and restorative
relative to the field. Topics for justice courts will be examined. An
CJI 8130 Ethical Practices in Criminal consideration include but are not limited appreciation of the difficulties of blending
Justice Leadership: (3 credits) to: leadership perspectives on criminal therapeutic and punishment systems will
This course explores the role of ethics in justice; the changing nature of criminal be explored. The Mental Health Court is
criminal justice service and policy. The justice in the United States; evolving the newest member of the therapeutic
course is designed to empower emerging models and practices; and self-care and and restorative justice courts in the
leaders to be prepared for ethical issues burnout prevention strategies for criminal criminal justice system. The first mental
and conflicts that are likely to arise in the justice practitioners. health court opened in 1997 when it
field of criminal justice. Participants will became clear that close to 25% of those
explore various concepts, such as what CJI 8210 Risk Assessment (3 credits) people arrested for non-violent
ethics is, what morality is, how does One of the most controversial areas in misdemeanor crimes suffer from serious
morality and realism affect criminal justice forensic psychology is the ability of mental mental illness. Most had no permanent
policy decision makers, and in what health professionals to predict violent home, few family ties left, and were
practical situations have ethics become an behavior. This course will review the recycling in and out of the criminal justice
issue in criminal justice. Students will controversy from a historical point of system. The court is modeled after drug
have the opportunity to evaluate a variety view, and then look at the different and domestic violence courts that have
of ethical conflicts in criminal justice, and methods of assessing the potential for been operational for a longer period of
the results of those implementations. violent behavior. The course will conclude time. The goal is to identify the seriously
with a discussion of ethical issues involved mentally ill defendants at the point they
CJI 8140 Current Trends and Issues in in the assessment of violent behavior, entered the justice system and defer them
Criminal Justice Organizations: (3 credits) such as harm to others, and making to treatment facilities in the community to
This course identifies and examines the statements based on insufficient restore them to optimum mental health
current issues and trends influencing the information. functioning.
roles, responsibilities, and management
challenges in a criminal justice CJI 8220 Gender Violence: Domestic CJI 8240 Sexual Offenders (3 credits)
setting. The course explores Violence & Sexual Abuse (3 credits) This course will examine sexual deviance
contemporary political, managerial, and Domestic violence and sexual abuse and sexual criminality from the
cultural issues impacting criminal justice crimes are different from other criminal perspectives of victims, offenders,
organizations. The student will develop a acts in that the victims, usually but not investigators, prosecutors, mental health
critical understanding of contemporary always women, often have an intimate professionals, and supervision/parole
issues in criminal justice leadership; relationship with the perpetrators, usually officers. Special emphasis will be paid to
identify and analyze the major trends but not always, men. The victims’ the burgeoning problem of online sexual
impacting organizational function, testimony, which is often the most criminality, including Internet predation
processes, and accountability; review compelling evidence to prosecute the and the production and distribution of
conceptual and theoretical models and crime, must be obtained despite the fact child pornography. The course will identify
strategies to meet the inherent that the victims have experienced trauma and integrate psychological factors (e.g.,
challenges; and critically examine the and may develop psychological diagnostic and treatment issues, offender
leader’s role in shaping and guiding symptomology subsequent to the events. typology) with law enforcement factors
This course will explore the current (e.g., investigative strategies, online

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undercover operations, interrogation and philosophical shift toward balanced and approval. Students are expected to
interviewing techniques, and community restorative justice. synthesize and integrate the learning
supervision of sex offenders). Causal and experiences in juvenile justice and to
maintaining factors involved in sexual CJI 8320 Legal and Ethical Issues in evaluate research and current topics
offending also will be discussed within a Juvenile Justice: (3 credits) relative to the field. Topics for
context of risk assessment and relapse This course examines contemporary legal consideration include but are not limited
prevention. and ethical issues from the perspective of to: leadership perspectives on juvenile
Learning Outcomes their integration into the practice of justice; the changing nature of juvenile
leadership in juvenile justice justice in the United States; evolving
CJI 8250 Psychological Issues for Children systems. Students will research a variety models and practices; and self-care and
and Adolescents in the Legal System (3 of topics, including institutional values burnout prevention strategies for juvenile
credits) and ethical decision making processes, justice practitioners.
Children and adolescents may be involved punishment and treatment of the juvenile
with many different areas within the legal offender, criminal culpability, police CJI 9000 Dissertation I: (3 credits)
system such as delinquency, dependency, handling of juveniles, the juvenile court, This course provides the student with an
family, drug, domestic violence, and and juvenile corrections and opportunity to examine the dissertation
criminal/juvenile courts. Courts dealing rehabilitation. process. The course focuses on structure
with youth often rely heavily on the and design of a concept for PhD
mental health expert to assist in CJI 8330 Comparative Juvenile Justice dissertation research that includes
understanding the psychological needs of Systems: (3 credits) peer/collegial review and scholarly
the youth. Psychology can provide Examines world crime and criminal justice discourse leading to a draft of Chapter one
information about the child’s cognitive, surveys of the United Nations; analyzes of the proposal development.
emotional, and behavioral development the relationship between crime rates and (Prerequisites: HSHJ 700-HSHJ 710).
as compared to others his or her age by differential juvenile justice systems, as
using standardized tests, expert well as socioeconomic development CJI 9001 Dissertation II (3 credits)
consultation, and evaluation. indicators. This course will cover an in- This course provides the student with a
Psychological interventions available for depth analysis of different approaches to continuation of the dissertation process.
use with children involved with the legal law enforcement, juvenile-criminal The course focuses on structure and
system, such as medication, procedure and juvenile law, and juvenile design of PhD dissertation research that
psychotherapy, competency restoration, justice and corrections worldwide. includes chairperson review and scholarly
and cognitive retraining will be reviewed. discourse leading to proposal
Forensic psychologists can use these data CJI 8340 Advanced Juvenile Justice development. (Prerequisites: HSHJ 700-
to inform the court as to the special needs Policy: (3 credits) 710 & HSHJ 9000).
of these justice involved youth as well as This course provides a comprehensive
assist the judge in meeting the legal overview of the origin, philosophy and CJI 9002 Dissertation III (3 credits)
standards. objectives of the juvenile justice system. This course provides the student with a
An extensive and systematic analysis of continuation of the dissertation process.
CJI 8310 Contemporary Challenges in juvenile justice policies and practices will The course focuses on structure and
Juvenile Justice Leadership: (3 credits) be undertaken, especially those reflecting design of PhD dissertation research that
This course is designed to provide a the philosophical shift toward offender includes chairperson review and scholarly
comprehensive overview of the various accountability and public safety. Topics discourse leading to proposal
challenges facing the juvenile justice include an examination of Supreme Court development. (Prerequisites: HSHJ 700-
system in the 21st century. A range of decisions and legislative reforms related HSHJ 710, HSHJ 9000 & HSHJ 9001).
contemporary issues central to juvenile to the treatment, prevention and control
justice will be analyzed including: trends in of juvenile delinquents. CJI 9003 Dissertation IV (3 credits)
juvenile violence; the proliferation of Students enroll in this course after
gangs; the impact of significant CJI 8350 Advanced Study: Ideas, Issues enrolling in Dissertation I-III and before
institutional influences (family, peers, and Practices in Juvenile Justice: (3 they receive final dissertation approval
schools and community) on delinquents; credits) from their dissertation committee.
gender and racial disparity in the This is a course that includes a menu of
administration of justice; the correlates of topics and issues in juvenile justice that CJI 9004 Continuing Services (0 credits)
delinquency including childhood abuse, students will select for further study, Students will be required to enroll in this
exposure to violence, drugs; and the contingent upon faculty course after the completion of

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Dissertation I-IV, each term, until the student codes of conduct. emotional aspects of conflict, and includes
completion of their final dissertation Offered summer. the influence of gender and culture. This
defense. course is pragmatic as well as theoretical,
CSPA 5004 - Administration in College and presents communication and conflict
CJI 9005 Continuing Services Student Affairs Work resolution models in a practice-based
Students may be required to enroll in this This course will examine attributes, skills approach.
course after the completion of and institutional conditions within student Offered all terms.
Dissertation I-IV, each term, until the personnel work that impact effective
completion of their final dissertation administration. Some of the major areas
defense. to be explored include personnel CSPA 5100 - Mediation Theory and
practices, supervision, budget, finance, Practice
CSPA – College Student Personnel program development, short/long range This course examines theories, methods,
Administration planning, and internal and external and techniques of mediation. Students
governing bodies. An interactive course will have the opportunity to demonstrate
CSPA 5001 - The 21st Century College design will allow for "hands-on" practical their knowledge of mediation skills.
Student applications and the development of well- Prerequisite: CSPA 5040. Offered fall and
An examination is made of students in grounded practitioners. Offered fall. winter.
higher education to prepare professionals
for the various groups they will serve. CSPA 5005 - College Student Affairs and CSPA 5200 - Research Design and
Focus is given to the ever-changing the Greater University Program Evaluation
student clientele, its subgroups and Comprehensive professional training This course focuses on the development
cultures. Along with student development involves a working knowledge of the total of applied research skills appropriate for
theories, student characteristics, educational environment. Frequently, dispute resolution practitioners, including
attitudes, values and broad issues practitioners miss opportunities for basic research tools, assessment, social
regarding their participation in the collaboration due to a lack of science research, current research in the
educational experience will be explored. understanding of the mission of other field, and an introduction to program
university functions. Included within this evaluation through analysis ofpublished
CSPA 5002 - Current Issues and Trends in course are the roles of faculty, athletics, work. Offered winter and summer.
Higher Education development, business, and physical plant
Staying abreast of current issues and among others. Students will gain greater CSPA 5509 – Directed Readings in
trends in higher education is critical to insight into the inner workings of Diversity
becoming a competent student affairs institutions. Offered winter. This course examines specific aspects of
educator. This course is designed to diversity. It is designed so it may be taken
expose students to a variety of current CSPA 5006 - Student and Adult as an independent study or with a small
issues and trends in higher education that Development in College group of students so topics of individual
have a dramatic impact on the student This course will focus on developing an research interest in this area may be
affairs profession and on our work as understanding of students' intellectual, pursued. Under the instructor’s guidance,
student affairs educators. Strategies to cognitive, social, moral, and identity the directed readings, the final project,
address major issues will be discussed. development during the college years. and any other assignments will be set
Issues related to adult student forth. The course will provide an
CSPA 5003 - The College Student and the development in the college setting will opportunity for the enhancement of
Law also be explored. Student development subject matter knowledge and expertise.
Increasingly the courts play a pivotal role theories, research and current practices
in the lives of student affairs practitioners. related to student development will be CSPA 5522 – Directed Readings in
From student judicial cases to Supreme presented. Multiculturalism
Court decisions on activity fees, a broad- Offered winter. This course examines specific aspects of
based understanding of the law related to multiculturalism. It is designed so it may
higher education is essential. This course CSPA 5040 - Human Factors be taken as an independent study or with
will examine the impact of the legal This course presents communication a small group of students so topics of
system on both public and private colleges theories relevant to conflict resolution as individual research interest in this area
and universities as well as explore model well as theories about understanding, may be pursued. Under the instructor’s
analyzing, and managing conflict. The guidance, the directed readings, the final
course focuses on the human and project, and any other assignments will be

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set forth. The course will provide an based approach, including role-plays and actual student affairs organization will be
opportunity for the enhancement of workshop presentations. Offered all terms completed. Offered fall.
subject matter knowledge and expertise. – fall and winter on-line; summer on
campus. CSPA 6330 - Applied Research &
CSPA 6000 - Organizational Conflict: Assessment in Student Affairs II
Theory and Practice CSPA 6160 - Practicum II This course is designed to provide actual
This course examines organizations, the This supervised practicum experience experience in designing and conducting an
causes and manifestations of offers students the opportunity to gain in- assessment or research project in a
organizational conflict, and interventions depth exposure, knowledge and practical student affairs organization. The course is
including: organizational theories, experience in a selected area of delivered in two 3-credit hours segments.
organizational development, systems specialization in student affairs that In this segment the project proposal will
theories, group dynamics, and dispute supports their professional goals, and will be used as a basis to conduct the
systems design. Students will learn to assist them in being prepared to work in a proposed assessment or research. With
apply theory to the assessment of conflict professional student affairs position in a the guidance of a faculty member or
and the design of appropriate college or university upon graduation. student affairs administrator, students
intervention models within organizations, Students may select to focus their will conduct the research, analyze the
and will be introduced to consultation experience in: residence life (including results, and based upon the results, make
models. Offered summer. conflict resolution and mediation recommendations related to the research
services), housing, career services, topic to the organization. Students will
CSPA 6130 - Practicum I student union, student activities, student write a paper that will describe the
This supervised practicum experience leadership training and development, project, discuss related research and
offers students the opportunity to explore recreation and wellness, volunteer literature, describe the methodology used
a breadth of student affairs functions services, student judicial affairs, special to collect data, discuss the results of the
thereby gaining exposure, knowledge and events, orientation, and professional research, and draw conclusions from the
experience in the variety of services and program student services. Students may study that lead to recommendations to
programs that make up a elect to complete this phase of their the organization. Prerequisite: CSPA
college/university division of student practicum experience at Nova 6300. Offered winter.
affairs. Students may select to generally Southeastern University or at another
explore all of the functional departments college or university. Prerequisite: CSPA CSPA 6623 – Practicum III
within the division, or select specific 6130. Offered Fall and Winter terms. This course is a more advanced field
functions they wish to learn more about: research project that incorporates
residential life, housing, career services, CSPA 6300 - Applied Research & classroom knowledge and real-world
student union, student activities, Assessment in Student Affairs I settings. Students will demonstrate their
leadership development, recreation and This course is designed to provide actual ability to apply theory to practice and
wellness, volunteer services, special experience in designing and conducting an analyze situations utilizing knowledge
events, judicial programs, and the office of assessment or research project in a from previous course work. Program
the dean of students. By experiencing the student affairs organization. The course is approval required. Prerequisite: CSPA
"big picture" of the functions, programs delivered in two 3-credit hours segments. 6130 and CSPA 6160.
and services of the division of student This segment is designed to provide
affairs, students will have the opportunity guidance in the conceptualization and CSPA 6626 Conflict Resolution for School
to be exposed to the numerous writing of a student affairs assessment or This course is designed for anyone in a
professional positions and opportunities research project. Project design topics position to influence school policy,
available to them upon graduation. discussed are: the research process, practice, and decision-making, from
Offered all terms. conceptualizing the project topic and within or as a consultant. The course takes
proposal, developing a project proposal a systems approach to resolving conflicts
CSPA 6140 - Facilitation Theory and prospectus, and clear and effective within the school and school system,
Practice writing. At the end of this segment, a applying conflict analysis and conflict
This course develops students' skills in project proposal prospectus focused on resolution models to conflict situations,
working with groups. It incorporates conducting assessment or research in an using negotiation, mediation, and
theories and models of group dynamics, facilitation processes, developing a
facilitation, and group development, as conflict resolution culture throughout the
well as workshop development and system, providing training for parents,
delivery. This course uses a practice- teachers, students, and school board. The

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course also examines methods to manage Prerequisite: D.M.F.T 5002. Offered third intergenerational, contextual, behavioral,
conflict, including using conflict resolution year. experiential therapies, and others, and
practices in crisis situations, and provides a survey of differences in clinical
mediating and negotiating with parents, D.M.F.T. 5004 Reading/Writing/Editing practices. Prerequisite: D.M.F.T 5006.
teachers, administrators, and students. Doc Sc Offered winter term.
The course uses a case study method. Excellent reading, writing, and editing
skills are essential for family therapists D.M.F.T 5010 - Systemic Family Therapy I
CSPA 6720 – Bridging the Gap from who wish to make scholarly contributions The study of those systemic therapies
Graduate School to CSA Professional to the field. Researchers, supervisors, and informed by cybernetics and oriented to
The course is designed to assist students clinicians must be able to compose and the social organization of communication
completing the CSA program in their publish clear descriptions of their work, are included in this course. Emphasizes
transition from graduate and professors and journal reviewers are placed on the work of the Mental
student/graduate assistant to College must be able to read with discernment Research Institute and Solution-Focused
Student Affairs professional. The course and effectively critique the writings of Brief Therapy. Prerequisites: Core courses
will focus on career search and career others. This course develops and hones and co-requisite D.M.F.T 5006. Offered
opportunities and dialogue with those in the necessary skills for making such fall term.
the CSA field. It affords students the contributions.
further opportunity to enhance their D.M.F.T 5020 - Systemic Family Therapy II
career development. D.M.F.T 5006 - Introduction to Systems This course centers on Narrative Therapy
Theory theory and practice. Students will
D.M.F.T. – Doctorate in Marriage This course provides an overview of extensively explore assumptions,
and Family Therapy theories that use metaphors of system, including distinctions between
pattern, interaction, and communication structuralist and post structuralist
D.M.F.T 5001 - Doctoral Seminar I (1 to describe human behavior and thought, which underline this model and
credit hour) relationships as well as the study of the contrast with other therapeutic models.
General orientation to doctoral studies: emergence of theories from cybernetics Practice methods will focus on various
Students learn advanced ethics, diversity, to language studies. Offered each term. maps and scaffolds which describe and
and social justice while focusing on organize Narrative practices. Students will
research, writing, and library skills D.M.F.T 5007 - Research in Marriage and explore the application of these
necessary for authoring papers in doctoral Family Therapy assumptions and practices to a range of
courses and for publications. Students This course offers a review of quantitative therapeutic problems as well as diversity
take this 1 credit course each of their first and qualitative methods of inquiry, as and community issues. Prerequisites
three terms. Offered each term, first year. exemplified in recent marital and family include core courses and D.M.F.T 5010.
therapy research studies. The course Offered winter term.
D.M.F.T 5002 - Doctoral Seminar II (1 focuses on teaching students to be
credit hour) intelligent, critical consumers of research D.M.F.T 5030 - Systemic Family Therapy
Continuation of D.M.F.T 5001: Students in the field. Offered winter term. III
are introduced to professional This course acquaints students with the
development opportunities in diverse D.M.F.T 5008 - Introduction to Marital basic concepts of the natural systems
settings, specific details regarding and Family Therapy: Counseling Theories approach to family therapy. Emphasizes
professionalism, program and portfolio and Techniques are placed on family-of-origin issues,
requirements, internships, and An introduction and review of the history multigenerational systems processes, and
dissertation. Prerequisite: D.M.F.T 5001. of marital and family therapy and the biological/evolutionary contributions to
Offered each term, second year. clinical approaches of interactional the understanding of human systems.
therapies are included in this course. The Prerequisite: D.M.F.T 5020. Offered fall
D.M.F.T 5003 - Doctoral Seminar III (1 focus is based on basic therapeutic term.
credit hour) concepts and skills. Offered fall term.
Continuation of D.M.F.T 5002: Students D.M.F.T 5036 – Infant Mental Health
are tutored in the skills necessary to D.M.F.T 5009 - Theories of Marriage and This course is designed to provide
develop a successful coursework, clinical, Family Therapy students with an introduction to the
and academic/research portfolios as part This course offers a comparative study of growing field of infant mental health.
of the doctoral program requirements. theories of marital and family therapy, Emphasis will be placed on clinical
including systemic, structural, strategic, assessment, and treatment of mental

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health issues among infants and their of Defense settings, after appropriate D.M.F.T 5046 – Human Development
caregivers within the contexts of social, experience and licensure requirements Across the Life Cycle
cultural, and family systems. This course is are met. Offered fall term. Human Development covers the stages of
a preparation for those who may wish to the individual life cycle, and of the family
become certified in the area of infant D.M.F.T 5039 – Collaborative Divorce life cycle, in cultural context. The interplay
mental health. It will also be useful for This course will provide information of individual development, unique
those who wish to practice general regarding career opportunities for individual difference, culture,
marriage and family therapy and gain marriage and family therapists working socioeconomic context, and family
more knowledge of the early parenting with families transitioning into divorce. context, will be considered and integrated
years of the family life cycle. Offered The course will cover collaboration with with major models of family
winter term. other professionals such as attorneys and therapy. Therapy techniques appropriate
mediators. The student will be guided as for each stage of development will be
D.M.F.T 5037 – Suicide Prevention and to how to become certified as a Mediator, explored. Offered fall term.
Crisis Intervention Parent Coordinator, Guardian ad litem, or
Suicide is one of the most dangerous Collaborative Practitioner. In addition, D.M.F.T 5050 – Family Play Therapy
actions in which depressed people engage the course will be useful to those wishing This course will explore creative means of
that may, in fact, be preventable. This is to practice general marriage and family expression in therapy, including but not
true for those with suicidal ideation at all therapy, and learn more about the limited to art, music, sand tray, puppets
ages. This course will help the student experience of divorce in order to assist and other play related materials. The use
learn how to identify the potential for their clients. Offered fall term. of these techniques with children,
suicide and how to respond and refer. adolescents, and families will be discussed
Since suicide is often precipitated by D.M.F.T 5040 - Systemic Family Therapy and practiced. This course is a preparation
situational crises, early intervention IV for those who may wish to focus on
techniques, particularly the identification Study of the complexities and subtleties of working with young children and/or on
of suicide potential, is crucial. Suicide language and the art of therapeutic pursuing certification as a registered play
ideation is frequently seen in criminal implication are focused on in this course therapist. It will also be useful to the
defendants, especially those who make with discussions on the relationships general marriage and family therapist, to
suicide attempts when first admitted to between hypnosis and brief therapy; add creative techniques to his or her
jail or prison. Suicide-by-cop and highly draws on the work of Milton Erickson as a repertoire. Offered summer term.
publicized intentional and random primary resource. Prerequisite: D.M.F.T
multiple shooting events will be studied to 5030. Offered winter term. D.M.F.T 5110 - Language Systems
better understand the shooter’s This course locates the practice of therapy
motivations and early identification. D.M.F.T 5045 – Group Psychotherapy within cultural, philosophical, and
Effective suicide prevention and crisis This class is designed to provide an scientific domains; it uses notions about
intervention strategies will be explored. opportunity students and professionals to the relational nature of language as a
Offered winter term. Offered winter term. develop a set of core competencies in means of examining, critiquing, and
general group work from a systemic explicating therapeutic practice.
D.M.F.T 5038 – Military Families perspective. These core competencies Prerequisite: D.M.F.T 5006. Offered
This course will prepare the student to include knowledge of group theories, winter term.
work with active military and veterans and common group dynamics, common group
their families. The course will cover the types, and legal and ethical issues. During D.M.F.T 5120 - Thinking Systems
military culture as it interacts with the the course students will also be The study of systemic theory, particularly
dominant culture, and trace the history of introduced to various specialty/advanced the ideas of relationship, difference, and
cultural conflict between these different competency areas in group work. The context is the focus of this course, which
ethics. In addition, course material will be development of core skills will occur emphasizes the ideas of Gregory Bateson.
presented on PTSD and Acute Stress through a combination of didactic lecture Prerequisites: D.M.F.T 5006, D.M.F.T
Disorder as they particularly apply to in group theory, classroom discussion, and 5110. Offered fall term.
military situations. The stresses of an experiential group (during the second
deployment and reintegration on the part of each class meeting). Offered D.M.F.T 5130 – Crisis Management
spouses and children of military and summer term. This course provides students advanced
veterans will also be discussed. The skills in crisis management for the
student will become prepared to work in expansion of their supervision and
Veterans Administration and Department

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training of other professionals. Offered hospitals, and managed care settings, and introduction to all aspects of equine
winter term. for the general marriage and family assisted mental health approaches.
therapist. Offered summer term. Beginning with an overview of the rapidly
D.M.F.T 5140 – Advanced Micro Skills growing Animal Assisted Therapy field, the
This course provides student the most D.M.F.T 5311 - Substance course will cover in greater depth equine
advanced micro skills in clinical work, Abuse/Addictions and Critical Issues in assisted psychotherapy, team building,
providing them the resources for training Systems Theories and therapeutic riding programs. Through
and overseeing supervisees and become This course addresses the application of hands-on experience working with horses,
mentors of other mental health modern and postmodern ideas to students will be introduced to the Equine
professionals. Offered fall term. substance abuse, addictions, and critical Assisted Family Therapy model being
issues in the practice of therapy. Emphasis developed as a collaborative effort
D.M.F.T 5300 - Legal, Ethical, and is placed on the application of modern and between the NSU Family Therapy program
Professional Issues in Marriage and postmodern ideas to substance abuse, and Stable Foundations, an independent
Family Therapy additions, and critical issues based on equine-assisted therapy program in the
research, theories, practice, and community. Offered fall and winter terms.
This course offers an in depth explanation treatment. Also included are other critical
of accreditation and licensure issues of culture, ethnicity, gender, race, D.M.F.T 5356 – Religious and Spiritual
organizations, along with the ethical codes religion, violence and other areas of Diversity
they promote in family therapy and critical concern in social systems. The Religious and Spiritual Diversity
related fields. This includes a review of the Prerequisite: D.M.F.T 6200. Offered course is a basic course on religious/
therapist’s legal responsibilities and summer term. spiritual difference that uses systemic and
liabilities in mental health and family law, relational family therapy theory to train
insurance claims, and private practice D.M.F.T. 5312 Advanced Substance mental health professionals in the art and
management with inclusion of an Abuse Training skill of acceptance and respect of other
overview of professional opportunities in This course addresses the application of human being’s deeply held faith/non-faith
public service and training programs. modern and postmodern ideas to beliefs. The instructor will use basic
Offered fall term. substance abuse, addictions, and critical therapeutic skill in creating a class
issues in the practice of therapy. Emphasis community that is inviting, open, and
D.M.F.T 5301 Agency Practice and is placed on the application of modern and honoring. Students will be challenged
Organizational Consulting postmodern ideas to substance abuse, through the use of didactic, experiential,
This course examines applications of additions, and critical issues based on and written activities, related to both
family therapy methods and ideas in research, theories, practice, and personal and professional experiences
community and agency settings including treatment. Also included are other critical with religion and spirituality (R/S).
in-home, residential, outpatient and issues of culture, ethnicity, gender, race,
inpatient settings. The course will prepare religion, violence and other areas of D.M.F.T 5357 Brief Coaching
students to work in the community and critical concern in social systems. Through The growing field of coaching draws from
learn and refine their skills as related to course assignments and instructor concepts associated with brief therapy
completing clinical documentation, approval, advanced doctoral students will models, in particular Solution Focused
learning and meeting requirement of construct an advanced level component Brief Therapy. In this course, students will
different funding sources, preparing safe to include specific requirements regarding learn the distinctions between coaching
aftercare and discharge plans and working certification and supervision in addictions. and therapy; credentialing opportunities
collaboratively with clients, family and and potential career paths as a life coach,
representatives of larger systems involved D.M.F.T 5340 – Grant Writing and career coach, and/or independent
with such clients. Students will learn about Funding Opportunities educational consultant; and common
managed care, Medicaid, Medicare, This course provides students with theoretical assumptions shared between
Private Insurance Systems. Students will knowledge of how to assess, identify, and brief therapy and brief coaching. The
also learn rules and regulations related to write grants to acquire funding course is designed for students who
working with different funding sources opportunities in agency and treatment already have a working knowledge of brief
and Federal and State Funding systems. facilities. Offered winter term. family therapy models, but wish to
Students will learn techniques of agency broaden their scope of practice and
administration and organizational D.M.F.T 5355 – Introduction to Equine understand the history and development
consultation. This course will be useful to Assisted Family Therapy of the parallel field of coaching.
those seeking careers in agencies, This course will provide students with an

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D.M.F.T 5361 - Developing a Private relational approach in all sessions. The Multi-dimensional in nature, aging invites
Practice in Coaching and Therapy course readings will also integrate diverse health care professionals to work
This course examines applications of concepts from other clinical and together to examine its various aspects.
family therapy methods and ideas in theoretical coursework in order to This course will offer students an
private practice settings. The course will facilitate students’ ability to consistently opportunity to reflect on diverse
prepare students to develop a private connect the systemic family therapy relationships among older adults
practice as a marriage and family framework with an equine assisted themselves, senior health care consumers
therapist, as a career/college/health and approach. and their health care providers, and
wellness coach, or both, depending on among various health care professionals
previous background and additional D.M.F.T 5364 Advanced Narrative who are taking care of the aging
coursework. Students will learn the basics Therapy Practices population. The role modification in the
of developing a referral base, This course is designed to provide American household, romantic
understanding managed care and students with a chance more deeply relationships in later life, and the societal
insurance systems, and developing explore narrative therapy ideas and outlook on the process of aging are just a
workshops and community outreach. The practices than was possible in Systemic few topics addressed in this class.
ethics of private practice and the need for Family Therapy II, and to collaborate on Students will also examine current needs
practitioner self-care will also be stressed. developing skills in ongoing cases. and requirement of the working
This course will be useful for those environment with older adults, including
planning a private practice career as all or D.M.F.T 5410 - Quantitative Research I the subject of integrative primary care and
part of their professional journey. Offered This course covers fundamental concepts a necessity of a multidisciplinary
summer term. and practices in quantitative research teamwork. Offered winter term.
method by introducing measurement and
D.M.F.T 5362 – Solution Focused statistics, questionnaire development, D.M.F.T 6130 – Caregiving in the Family
Coaching and experimental and quasi-experimental Caregiving constitutes a challenging
This course prepares the student for research designs for the study of human experience for the whole family. This
professional practice as a solution focused sciences. Exemplary studies from family course will provide an opportunity to
coach. In this course, the distinctions therapy literature are included. examine diverse characteristics of the
between therapy, education, and Prerequisite: D.M.F.T 5007 or equivalent. caregivers, emotional and physical issues
coaching are clearly presented, and the Offered summer term. associated with caregiving, and existing
student learns basic skills and approaches resources implemented to support
to solution focused coaching. Students D.M.F.T 6110 – Systems Application in families and caretakers. In addition,
will also be educated on specializations in the Family Life Cycle of Aging students will have an opportunity to
career, college, health and wellness, and This course will provide a focus on the examine the notions of well-being and
other specific types of coaching practice. major concepts of systems thinking as quality of life as applied to those providing
Offered summer term. applied to the family life cycle of aging. and receiving care. While reflecting on the
The class will focus on foundational caregiving process, students will use
D.M.F.T 5363 Advanced Equine-Assisted concepts of systemic theories associated concepts from such theoretical
Family Therapy with work of Gregory Bateson, Humberto frameworks as constructivism, social
This course will utilize an equine-assisted, Maturana, and Heinz von Foester. constructionism, and general systems
experiential model to provide students Students will have an opportunity to theory to investigate diverse perceptions
with an opportunity to explore and explore interactional theories informed by and ideas about caregiving. Providing
develop their awareness of the Self of the cybernetics, language, and natural theoretical guidelines, this class will also
Therapist (SOTT). Additionally, through systems metaphors in the framework of give students a possibility to acquire
clinical role-plays incorporating the aging process. This course will provide attuned therapeutic skills to provide
application of MFT theories and models, not only an opportunity to learn about assistance to caregivers and their families.
students will learn to conduct equine- systemic theories, but also a possibility to Offered summer term.
assisted clinical and training sessions with reflect on applications of such theoretical
a variety of populations and presenting concepts while examining the process of D.M.F.T 6140 – Grief and Loss in Aging
issues. Students will apply different aging and family interactions involving Loss has multiple faces, especially when
interventions and activities involving the older adults. Offered winter term. growing older. The experiences of loss are
horses and mock clients in role-play uniquely tinted by our cultural framework,
situations, and will be expected to D.M.F.T 6120 – Relationships in Aging spiritual beliefs, family traditions, and
intentionally incorporate a systemic, individual values. This course offers

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students an opportunity to examine
different types of losses in later life, D.M.F.T 6321 – Fundamentals of D.M.F.T 6410 – Qualitative Action
paying particular attention to the Teaching and Marriage and Family Research
concepts of anticipatory and Therapy Promotion of research skills and the
disenfranchised grief. Students explore This course will introduce students to the understanding of qualitative action
how loss is perceived among older adults fundamentals of teaching Marriage and research provide a method for conducting
from diverse ethnical and cultural Family Therapy in both a Graduate and research and especially conducting an
backgrounds, paying particular attention Undergraduate learning environment. It Applied Clinical Project. Offered summer
to the variety of mourning traditions. In will cover the distinctions between clinical term.
addition, the concept of resilience is and theoretical courses, practicum
introduced inviting students to become instruction, as well as those designed D.M.F.T 6430 - Qualitative Research I
curious about diverse stories of healing. specifically to prepare students for state This course focuses on the introduction to
Offered fall term. licensing examinations. Students will be qualitative research methodologies and
exposed to the basic elements of syllabus the use of the investigator as the research
D.M.F.T 6200 – Internal Practicum I-II construction, the application of evaluative instrument of choice. Participant
These two supervised clinical courses rubrics, and other evaluative teaching observation and interviewing strategies
consist of the application of systemic mechanisms. They will also be required to are discussed. Students are introduced to
therapy ideas and practices at the demonstrate skills in course planning, methods for transcribing and organizing
Department of Family Therapy in house lecture construction and delivery. Offered interviews and field notes. Exemplary
Family Therapy Clinic. Prerequisites: summer term. studies from other disciplines are used;
D.M.F.T 5006, D.M.F.T 5008, D.M.F.T however, studies from the family therapy
5300. Offered each term. D.M.F.T 6325 – Fundamentals of literature, when available, are offered.
Supervision in Marriage and Family Prerequisites: D.M.F.T 6410. Offered
D.M.F.T 6210 - Clinical Practicums I Therapy winter term
Clinical practicums I provides students This course is designed to critically
with hands-on supervision in a team examine the most current literature in D.M.F.T 6520 - Diversity and Psychosocial
setting to promote their clinical skills and supervision from the field of Marriage and Issues
work with others. Offered each term. Family Therapy and assist students in the Human development in the context of
development of their own supervision family transitions across the life cycle such
D.M.F.T 6300 - External Practicum I - II philosophy. Practical elements of as childbirth, childhood, adolescence,
Advanced clinical training and supervision supervision such as contracts, evaluations, courtship, marriage, maturity, aging, and
is provided to enhance the practice of structure, and ethical issues are taught death are reviewed. This course focuses
systemic therapy from strength based, along with the examination of the on the diversity of psychosocial
solution oriented models of therapy that systemic nature of supervision including development across ethnicity, class,
can be incorporated in a wide variety of isomorphism and diverse contextual gender, race, age, and culture with
community settings. Faculty approval is variables. This course provides the discussions and implications for
required. Prerequisite: D.M.F.T 6200, I-IV. coursework necessary to become an interactional therapies and practices.
Offered each term. AAMFT Approved Supervisor as well as a Prerequisite: SFTD 6200 I. Offered fall
D.M.F.T 6320 - Supervision Practicum I-II Florida State Qualified Supervisor. This term.
Extensive live supervision and case course is designed to be taken by
consultation experience with clinicians in advanced doctoral students in their 3rd D.M.F.T 6530 – Family Therapy Topics
learning systemic therapies is conducted summer term. This course provides in-depth information
in the DFT in house Family Therapy Clinic. on special topics on a variety of family
Students receive supervision of their D.M.F.T 6400 - Evidence-Based Research therapy issues. Content is determined by
supervision of others by AAMFT faculty Methods the expertise of the instructor. This is a
supervisors. Faculty approve required. Evidence-Based Research Methods is second year course that advances critical
Prerequisite: D.M.F.T 6310. Offered each designed to promote the advancement of thinking and practices across multiple
term. understanding research conducted in the venues. Topics include Advanced Bowen
MFT field, this course provides an Systems, Couples Therapy, Grief and Loss,
opportunity to better understand and International Perspectives in Counseling
make informed decisions in practice and and Therapy, Introduction to Equine
supervision based on evidence-based Assisted Family Therapy, Organizational
methods. Offered fall term. Systems and Consultation, School-based

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Family Counseling, and others. couple and marital research as well as The personal beliefs and philosophies
Prerequisite: SFTD 5040. Offered most assessment instruments used for working regarding dying, loss, and death are
terms. with couples. Students will examine explored. Bereavement across the life
specific professional, ethical, and legal cycle, including developmental issues
D.M.F.T 6540 - Independent Study in issues associated with couples work. relating to adults and children and their
Family Therapy Issues of diversity and a commitment to understanding of loss are reviewed. The
An independent study is developed with a multicultural exploration are manner in which other cultures create
faculty of choice on a mutually demonstrated and interwoven meaningful rituals for life and death will
determined critical family therapy topic throughout all discussions as students be presented. This course is also available
that could include a specific research explore specific areas of work with as D.M.F.T 6530: Family Therapy Topics.
based or clinical project, or a grant funded couples such as extra-marital affairs, Offered summer term.
research project. This course is generally intimate partner violence, divorce, step-
taken at the end of the second year or parenting, and health and illness. Offered D.M.F.T 6650 – Coursework Portfolio
later to enhance a student’s independent winter term. The Coursework Portfolio is an organized
studies and trainings. Prerequisite: review of, and personal reflection upon,
Offered each term. Department approval D.M.F.T 6570 – School Based Family the collective body of work a student has
required. Counseling produced during their progress through
This course offers training to work in the course curriculum. A written self-
D.M.F.T 6550 – International educational setting utilizing a brief, review of professional growth, personal
Perspectives in Counseling and Therapy solution oriented, and strength-based growth, and responses to challenges,
This course is designed to review issues approaches to school issues. This course along with other significant contributions
relevant to the practice of counseling, will assist those therapists seeking a is submitted in an electronic format that
therapy, and human services work in an certified educational planner credential. It will include all course syllabi, papers,
international context. Issues explored is also available as D.M.F.T 6530: Family presentations, and other relevant data
include: the adaptation of western models Therapy Topics. Prerequisite D.M.F.T that reflects a successful doctoral student.
of therapy for practice in other countries; 6200-I. Offered summer term. Offered each term.
immigrant family experiences and the
relevance to clinical practice in the U.S.; D.M.F.T 6590 – Advanced Bowen Systems D.M.F.T 6750 – Clinical Portfolio
and global ethical issues in counseling and This course advances the study of the The Clinical Portfolio provides an
therapy. Specific cultures reviewed concepts of the natural systems approach opportunity for students to demonstrate
include Mexico, China, Cambodia, South to family therapy, family of origin issues, their clinical competence, creativity, and
America, and India, and others; designed multigenerational systems processes, theoretical clarity in a manner and setting
to appeal to a wide variety of students biological/evolutionary constructions to similar to that which could be expected in
from various backgrounds. Students will the understanding of human systems and a job interview situation. This culmination
learn to become more sophisticated with the practical applications across multiple of in-house clinical training allows
regard to their understanding of family disciplines. This course is also available as students to demonstrate the full range
functioning and the role of counseling and D.M.F.T 6530: Family Therapy Topics. and depth of their clinical skills and
therapy in an international context. This Offered summer term. theoretical knowledge through a written
course is also available as D.M.F.T 6530: statement of treatment philosophy, case
Family Therapy Topics. Prerequisite: D.M.F.T 6600 –Preliminary Review study, and video presentation. Offered
D.M.F.T 5006, 5008, 5009, 6200 I, II. The Preliminary Review an organized each term.
Offered summer term. review of, and personal reflection upon,
the collective body of work a student has D.M.F.T. 6875 Course Comp Exam
D.M.F.T 6558 - Couples Therapy: Theory produced during their progress through The Course Comprehensive Exam is a
and Application their first year. A written self-review of written exam assessing the student's
In this course, students will examine their professional growth, personal growth, ability to apply the knowledge they have
own experiences, biases and values about and responses to challenges, along with gained across cases and topics based on
couples and working with couples as well other significant contributions is their coursework.
as the historical development of couples’ submitted for faculty review. Offered each
therapy. Students will learn current term. D.M.F.T 6950 - Applied Clinical Project
clinical approaches to couples therapy and The Applied Clinical Project is a capstone
evidenced-based models for working with D.M.F.T 6630 - Grief and Loss experience of a student’s demonstration
couples. Students will examine current of ability to be able to articulate and

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demonstrate to other mental health FSHC 5000 – Family Systems Health Care Offered each term.
professionals their unique area of systems I
based practice expertise. The ACP should Students receive an orientation to the FSHC 5300 – Integration and
be a project the student carries out under field of family systems in health care that Collaboration Among Health Care
faculty supervision from concept, to focuses on the biopsychosocial model for Systems
proposal, to implementation, and finally understanding health care issues for This course is an introduction to health
through eventual evaluation of the patients, families, medical professionals, care delivery systems through an
effectiveness of the program. Offered and health care providers. An in-depth investigation of medical models,
each term. study of relationship and clinical skills that terminology, and approaches used by
translate well within health care settings physicians, medical specialists, and other
D.M.F.T 7301 - Assessment in Marital and will be presented. A case study method health care professionals to diagnose and
Family Therapy will be used to examine the impact of treat disease and to care for the human
This course provides an overview of language, culture, beliefs, and specific condition. Students will be oriented to
methods and instruments used to define chronic, debilitating, and terminal health care systems and settings including
problems and indicate solutions; including diseases upon the experience of illness. hospitals, clinics, hospices, and private
a comparative study of interactional The biopsychosocial issues surrounding practices. Alternative approaches to
approaches and individual and family specific medical conditions throughout health care will also be addressed. Offered
dysfunction assessments. Prerequisite: the life cycle will be presented. Offered fall summer term.
D.M.F.T 6200. Offered summer term. term.
FSHC 5500 - Politics and Economics of
D.M.F.T 7302 - Personality Theories and FSHC 5010 – Family Systems Health Care Health Care Systems
Psychopathology II An overview of the history of medicine will
A review of major theories of personality Personal beliefs and philosophies be presented to give students an
and psychopathology are the focus of this regarding dying, loss, and death will be understanding of how social and political
course, emphasizing psychiatric diagnostic explored. Bereavement across the life changes affect medical care. Current
classification systems. The study of cycle, including developmental issues issues in the health care field will be
implications for treatment and relating to adults and children and their discussed, such as the growth in managed
comparisons with interactional understanding of loss, will be reviewed. care companies, proposed nationalized
approaches are included. Prerequisite: The manner in which other cultures create health care, patient/physician/health care
D.M.F.T 5006. Offered summer term. meaningful rituals for life and death will system relationships, and the rise in
be presented. Offered winter term. malpractice litigation. The potential roles
D.M.F.T 7311 - Human Sexuality and of a Family Systems Health Care
Gender FSHC 5100 – External Practicum I - Family professional within these complex
This course provides a review of the Systems Health Care systems will be presented. Offered fall
psychosocial development of sexuality A clinical practicum focusing on the term.
and gender from childhood through aging. transdisciplinary practice of family
Also addressed is a summary of clinical systems and therapy in health care FSHC 6400 - Understanding Human
approaches to sexual and gender issues settings will be offered with field Systems in Health Care Settings
comparing interactional approaches with placements in hospitals, medical schools, This course will introduce students to the
psychodynamic and behavioral models. community clinics, and specialist’s offices. fundamentals of relationship
Prerequisite: D.M.F.T 6006. Offered This practicum is for one term. management within complex
winter term. Prerequisites: FSHC 5000, FSHC 5010. organizational settings, with special
Offered each term. appreciation of the dynamics that apply
D.M.F.T 7360 Teaching Practicum within the world of health care. Students
Supervised teaching experience in FSHC 5110 – External Practicum II - Family will learn to identify, assess, and intervene
undergraduate or graduate instruction in Systems Health Care utilizing principles at both macro and
family therapy or related field. May be A continuation of Practicum I with a focus micro levels of operation. Offered winter
repeated for credit. on advancing and refining relationship, term.
clinical, and collaborative skills will
FSHC – Family Systems Health enhance the integration and collaboration GERO – Gerontology
Care of health care systems within medical
settings. This practicum is for one term. GERO 5050: All Hazards Preparedness (3
Prerequisite: FSHC 5000, 5010, and 5100. credits)

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This course will define the inter- through a biological, psychological, or closely associated with the term
disciplinary roles and responsibilities of social lens. The humanistic approach in 'conscious aging', which implies that in
professionals, paraprofessionals, and the study of aging includes a variety of addition to the nature of aging as a
volunteers (including elders) in all-hazards subjects, for example: life review, identity biological and sociological phenomenon,
emergency planning, response, mitigation (especially as it pertains to people with there is a developmental path that
and recovery. Alzheimer's disease and other cognitive includes the psychological and the
limitations), and spirituality, to name a transpersonal or spiritual. Students will
GERO 5101: Foundations of Public Health few. 3 credits engage in exploring this holistic
(3 credits) perspective that includes applying the
An introduction to the history, concepts, GERO 5350: Professional Geriatric Care theoretical frameworks associated with
values, principles and practice of public Management (3 credits) Abraham Maslow, Carl Rogers, Ken
health. This course provides an overview This course provides an overview of the Wilber, and others, as well as life-span
of the essential areas of public health history of professional geriatric care theory to the process of aging. 3 credits
including biostatistics, epidemiology, management, ethical issues in geriatric
social and behavioral sciences, care management, ethnic and cultural GERO 5523: Public Health Nutrition and
environmental and occupational health, considerations, spiritual beliefs and the Older Adults (3 credits)
and health policy, planning and role of the GCM in working with the family Nutrition is a critical factor in maintaining
management. unit. Specific topics will include: conflicts and promoting the health of adults as they
between the client’s needs, wants and age. This course will provide students with
GERO 5111: Public Health Issues of the autonomy; how to resolve ethical the principles and practices to identify
Elderly (3 credits) dilemmas, ethnicity, aging and health; public health nutrition issues and
This course examines important care management credentialing; assessing problems pertaining to older adults and
determinants of morbidity and mortality clients values and sources of meaning, and how to develop strategies and programs
among the aged population. Emphasizes understanding aging within the family to alleviate and/or reduce the problems
socio-cultural, economic, behavioral and system. and challenges presented with. The
physical characteristics of importance in course explores the role of public health
the design and development of GERO 5400: Sociology of Aging for Future nutrition in the 21st century from a global
appropriate prevention efforts directed at Leaders aging perspective. This course will provide
the elderly. This course will provide a sociological students with methods and skills to
perspective on the aging process and tools identify nutrition related health problems
GERO 5200: Concepts and Controversies to effect change. Students will examine and to plan community-based prevention
in Aging the impact of social policies, and the social programs for diverse populations.
This course will provide a focus on the and cultural conditions that shape the life
major concepts and controversies course of older adults as individuals and as GERO 5550: Care Plan Development and
currently being debated in the field of groups. As future leaders in the field, this Health Care Advocacy (3 credits)
gerontology. Students will explore class will seek to provide the student with This course will cover the geriatric
concepts of aging, health care, and an ability to critically analyze the policies assessment, the care planning process,
society; some of the social and economic and institutions that provide care and and the development of a comprehensive
outlooks for our aging society; and the life services to older adults, i.e. long term care holistic quality of life care plan. Specific
course perspective. Topics will include facilities, hospitals, senior centers, etc., topics include: cognitive and psychosocial
health care rationing, elder abuse and and the tools, i.e. needs assessment; assessment, dementia, depression,
neglect, the right to die, changing notions evidence-based policy development; use functional assessment, activities of daily
of retirement, creativity and aging, old age of media, advocacy, and coalition-building living, developing care plan goals, writing
and the quest for meaning. 3 credits strategies, and an introduction to program an assessment, implementing appropriate
evaluation, in order to offer meaningful care plan interventions and creating a
GERO 5300: Humanities and Aging change to improve the quality of older system for care plan monitoring and
The study of the humanities reflects a lives. 3 credits ongoing client advocacy.
fundamental question, what does it mean
to be human? Studying the humanities GERO 5500: Psychology of Aging GERO 5600: Biology of Human Aging
provides the student of gerontology with This course will focus on the human While aging is a fact present in all human
a framework in which to think and learn development theories that provide the lives, there are common misconceptions
about aspects of being and becoming an underpinning for a humanistic approach as to what aging is, how we age, and why
older human that are less accessible to aging. The humanistic approach is we age. There are also controversial and

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ethical issues associated with scientific venue to reflect on applications of such and general systems theory to investigate
explorations into extending our life spans. theoretical concepts while examining the diverse perceptions and ideas about
We will therefore be examining the process of aging and family interactions caregiving. Providing theoretical
impact of the science of aging on human involving older adults and their families. guidelines, this course gives students a
life; the use of medical technology and its framework to acquire attuned therapeutic
impact on mitigating aging. We will learn GERO 6120: Relationships in Aging (3 skills to provide assistance to caregivers
about the many theories of aging; credits) and their families.
examine healthy aging, and the diseases Multi-dimensional in nature, aging invites
that most commonly affect us as we grow diverse health care professionals to work GERO 6140: All Hazards Preparedness for
older. We will also look at the effects of together to examine its various aspects. Special Needs Populations (3 credits)
aging on several body systems, and the This course offers students an opportunity This course will identify the at-risk and
effect of environment on aging within the to reflect on diverse relationships among vulnerable populations and discuss how
context of how purpose and meaning are older adults themselves, senior health each of these groups is affected in times
formed and challenged as human beings care consumers and their health care of disaster. In addition, the course will
grow older. 3 credits providers, and various health care address the special needs and emergency
professionals who are taking care of the response efforts that must be considered
GERO 5700: Aging and Diversity aging population. The role modification in for each of these groups.
While all human beings age, human the American household, romantic
beings age differently. Reducing racial and relationships in later life and the societal GERO 6141 Grief and Loss in Aging
ethnic disparities in health has been outlook on the process of aging are a few Loss has multiple faces, especially when
identified as a national goal. Using the lens of the topics addressed in this course. growing older. The experiences of loss are
of health care is a primary way in which to Students examine current needs and uniquely tinted by our cultural framework,
understand the impact of culture on aging requirements of the working environment spiritual beliefs, family traditions, and
in the United States. Cultural beliefs and with older adults, including the subject of individual values. This course offers
values impact how older adults learn and integrative primary care and the necessity students an opportunity to examine
have access to and/or process of a multidisciplinary teamwork. different types of losses in later life,
information. The quality of service may be paying particular attention to the
greatly influenced by understanding or GERO 6130: Incident Command System (3 concepts of anticipatory and
misunderstanding the ethnic beliefs and credits) disenfranchised grief. Students explore
values of older adults. This course will This elective course will provide students how loss is perceived among older adults
teach students how aging and ethnicity with the knowledge to operate within an from diverse ethnical and cultural
affect how we serve older adults. The Incident Command System. As part of the backgrounds, paying particular attention
course will also help students become course, students will complete ICS 100 a., to the variety of mourning traditions. In
better acquainted with their own cultural 700a, and 200. Students will participate in addition, the concept of resilience is
beliefs and values, as they learn about the tabletop exercises related to disasters and introduced inviting students to become
cultural beliefs and values of a wide the elder population. curious about diverse stories of healing.
variety of ethnicities. 3 credits
GERO 6131: Caregiving in the Family (3 GERO 6145 Social Vulnerability
GERO 6110: Systems Application in the credits) This course will identify at-risk and
Family Life Cycle of Aging (3 credits) Caregiving constitutes a challenging vulnerable population groups and discuss
This course provides a focus on the major experience for the whole family. This unique aspects of preparedness,
concepts of systems thinking as applied to course examines diverse characteristics of mitigation, and response as they relate to
the family life cycle of aging and the caregivers, emotional and physical various vulnerabilities. Nuances of social
foundational concepts of systemic issues associated with caregiving, and vulnerability will be discussed, including
theories associated with the work of existing resources implemented to variables that foster change, improve
Gregory Bateson, Humberto Maturana, support families and caretakers. Students resilience, and build capacity.
and Heinz von Forester. An exploration of have an opportunity to examine the
interactional theories informed by notions of well-being and quality of life as GERO 6160: Special Topics in All-Hazards
cybernetics, language, and natural applied to those providing and receiving Preparedness for Elders (3 credits)
systems metaphors in the framework of care. While reflecting on the care giving This course will be guided by a faculty
the aging process is included. This course process, students utilize concepts from member and it will enable the student to
will provide not only an opportunity to such theoretical frameworks as select a special area of focus in all hazards
learn about systemic theories, but also a constructivism, social constructionism, preparedness for elders. The student will

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develop and complete a special project business. Students will have the degree program that focus on the legal
upon approval by the faculty member. 3 opportunity to explore topics such as the process of child protection.
credits different types of geriatric care
management businesses, insurance, HCP 0520 - Foundations in Family
GERO 6200: Capstone Seminar setting up an office, brand development, Diversity & Conflict Resolution (4 Credits)
The capstone seminar is designed to be developing fee for service arrangements, This course will focus on the fundamental
taken upon completion of the core marketing geriatric care management concepts of family structure and
curriculum, during the same semester services, private revenue sources for the interpersonal family dynamics that impact
that the selected concentration will be fee-based care manager, and preparing an family functioning including
completed (Winter II). The purpose of the agency or business for emergencies. The communication and cultural diversity.
seminar is to provide students with an course will also cover strategies for Students will be introduced to the
opportunity to explore research integrating a geriatric care management theoretical aspects of family systems
modalities pertinent to gerontology and business into another practice, business functioning and investigate through
to develop their capstone project design. or agency. practice the most effect application of
Students will become acquainted with the theories introduced.
concept of the capstone project during GERO 6300: Capstone Project
Year One, while taking the core The capstone project will take place over HCP 0530 - Foundations in Child
curriculum. Each of the core courses will Summer II (second year). The Master's will Development (4 Credits)
include aspects of research pertinent to be granted upon satisfactory completion This course reviews child growth and
gerontology with emphasis on action of all requirements plus satisfactory development and individual differences in
research and qualitative modalities. completion and presentation of this brain development, temperament and
Students will be encouraged to begin project to faculty and students in the biology. Physical, social, emotional,
using their knowledge and critical thinking program. Each student will have a faculty intellectual, and language developmental
skills to explore possibilities for the member assigned as advisor, and access sequences will be emphasized. Major
eventual development of their capstone to mentors, who are leaders in their theories of development will be reviewed.
projects. 3 credits branch of the field, for the capstone
project and will mutually arrange their HCP 0540 - Foundations in Placement
GERO 6201: Health Service Planning and own schedule of conferencing and means Risk & Protective Factors (4 Credits)
Evaluation (3 credits) of communication. 6 credits This course will provide an overview of
An in-depth study of basic planning and perspectives on placement and
evaluation techniques for the HCP – Human Services in Child permanency, child protection trends,
implementation of a community health Protection children in need, and the processes used
care program. It addresses policy analysis to support children and their families
techniques as well as the conceptual HCP 0510 - Foundations in Child while moving them through the system.
framework for the planning and Protection Law (4 Credits)
management of health care programs. This course will introduce students to the HCP 0550 - Foundations in Assessment
The course also reviews essential methods legal framework for child protection and Case Planning (4 Credits)
for effective planning and evaluation proceedings. It is designed to introduce This course introduces students to various
considering the economic, political, students to the basic legal concepts forms of family assessments and case
epidemiological, demographic, and other governing child protection law, providing planning. It introduces students to
components that contribute to the them with a background in the legal multiple and holistic family assessments
assessment of health needs and resource process and assisting them in and provides students with skills to
allocation. Develop a plan for understanding how that process responds increase their effectiveness and efficacy
implementing a health education to the particularized needs of children in while providing l services to their clients.
program, monitor its delivery, as well as the child protection proceedings. This
evaluate its impact. background will also be helpful in HCP 0560 – Program Evaluation (4
analyzing material in other courses in the credits)
GERO 6250: Business Aspects of Geriatric This course will provide students with the
Care Management (3 credits) foundational knowledge and basic skills
This course presents strategies and necessary to plan an evaluation of a
methods for developing a public nonprofit human services program in the field of
or private practice geriatric care child protection, and to interpret and
management agency and/or utilize evaluation findings. This comprises

200
an understanding of the evaluation will be investigated. Along with this, will address the history of the juvenile
process including developing relevant students will also examine the short and justice system focusing on the policies and
evaluation questions, selecting an long term goals of child and family programs undertaken currently as well as
appropriate evaluation model, as well as protection, laws, as well as future those of the past. Varying views on
exploring accurate and ethical relationships with regards to gang life. juvenile violence will be covered including
interpretation and dissemination of the epidemic and the non epidemic views.
evaluation findings. In addition to the HCP 0604 Practicum I (3 credits) Juvenile offender careers involving entry,
opportunity to engage in the planning of a This practica will provide the MHS student continuation in and exit from these
program evaluation of a child protection with first-hand experience working careers will be dealt with using
program, students will also be able to alongside organizations, agencies, and developmental theories of delinquency. A
identify grant proposal opportunities that employees in the field of child protection. review of effective and not so effective
best fit the needs of specific human During a ten-week term, students will prevention programs will be presented. In
services programs. have the opportunity to observe various the weekly discussions, the instructor will
entities within a department of child incorporate her research and
protection or other child protection administrative experience in the area of
HCP 0601 Social Poly of Child Custody and related field 8 hours per week. prevention and the challenges prevention
Visitation presents as an alternative perspective
Students will explore social policies as it HCP 0605 Practicum II (6 credits) within criminal justice. In addition to
relates to child custody and visitation. The This practica will provide the MHS student readings from the main text, the course
course will examine the effects of child with first-hand experience working will incorporate supplemental readings in
custody and visitation on the child and alongside organizations, agencies, and the area of cost benefit analysis. It is partly
parents and third parties. Students will employees in the field of child protection. due to the impact of cost benefit analyses
also critically examine laws, policies and During a ten-week term, students will that prevention as a policy approach has
regulations that govern child custody and have the opportunity to observe various emerged as a hot-button issue.
visitation. The class will also explore entities within a department of child
recent trends and issues as it relates to the protection or other child protection HCP 0609 Bullying Prevention
topic. related field 24 hours per week. This course focuses on information about
all forms of bullying, including cyber
HCP 0602 Social Dynamics of Youth Gangs HCP 0606 Practicum III (9 credits) bullying, and approaches that have been
This course is designed to introduce This practica will provide the MHS student shown to be effective in preventing
students to the cultural and structural with first-hand experience working bullying. Participants will pursue best
components of gang activity and will alongside organizations, agencies, and practices and research focusing on
present a comprehensive review of all the employees in the field of child protection. preventing bullying by: changing school
critical elements relevant to the growing During a ten-week term, students will climates, raising awareness about bullying
phenomenon of gang life. It will provide have the opportunity to observe various and its many forms, developing strong
an overview of criminal street gangs and entities within a department of child social norms against bullying, increasing
explore its impact on our society. The protection or other child protection supervision and support, forming clear
course will be delimited by the related field 40 hours per week. rules, policies and procedures and
introduction of the topics: history of providing the training to identify,
gangs, typology, theoretical explanations, HCP 0607 Child Sexual Abuse intervene and prevent bullying behaviors.
causations, organizational structure, Studying the effect child sexual abuse can
criminal activities of gangs, girls and have on children. Explore how sexual HCP 0610 Child Protection and the
gangs, community impact, community abuse is handled in the Child Protection Internet
based and national intervention System. Discuss effective therapeutic This course will provide students with
strategies. The interaction of race, plans for the abused child. information regarding technology-
culture, class and gender in the criminal facilitated crimes against children,
justice system will be infused throughout HCP 0608 Preventing Juvenile including child sexual abuse and
weekly discussions. Additionally, Delinquency exploitation. Students will gain an
psychological and sociological dynamics The course will provide students with up- understanding of how computers, the
will be explored. Furthermore, how to to-date research on prevention in the area internet, and emerging technologies are
work with and treat children and of juvenile delinquency ---what programs being utilized by perpetrators to seek out,
adolescents as well as their families who exist, what works and what does not work solicit, and exploit children. Current
have been associated with street gangs based on research evidence. The course legislation regarding the use of the

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internet to commit crimes against children of the research question (hypothesis), and assessment models, and applications of
will be discussed, including the Children’s a statement of methodology (including ABA.
Online Privacy Protection Act (2000). statistical analysis to be applied to the
Additionally, criminal justice and social data collected). The final thesis will HCP 5000 CJI/HCP Student Orientation
services response procedures for internet include the following written sections: The This course provides orientation
child sexual abuse and exploitation will be thesis proposal sections revised in final information that will help the first-time
addressed, as well as specific roles and form, a statement of the results found, user of the web classroom (WebCT).
responsibilities of law enforcement, and a written discussion of the Participating students will receive
parents, health care professionals, implications of the thesis findings. information and be able to practice the
teachers, child protection workers, case skills learned which are necessary for
managers, and courts in the prevention, HCP 0613 Thesis II (3 credits) successful participation in the online
identification, reporting, investigation and Thesis will require 6 credits of course classroom environment. Students will
prosecution of internet related offenses. registration. These courses may fulfill 6 learn technology skills such as using email,
credits of elective requirement for the sending attachments, taking quizzes,
HCP 0611 Child Poverty: Social &Cultural MHS: CP. The thesis will consist of two chats, and discussion board usage...
Perspectives faculty members, approved by the Criminal Justice Institute students should
This course will provide students with a Executive Associate Dean of the HSHJ. One complete CJI/HCP 5000 during the same
comprehensive understanding of child member will be approved by the Executive session that they take their first graduate
poverty in the United States, including Associate Dean to serve as Chair. The course.
historical underpinnings, in addition to thesis will require a proposal defense and
demographic, political, economic, and a final defense. All members of the thesis HCP 6101 All-Hazards Preparedness
social contexts of child poverty in America. committee must unanimously approve (Required before taking any other
Students will gain knowledge of the both the proposal defense and the final courses in the concentration) (3 Credits)
experience of families and children in defense. The thesis proposal will include The course will define the interdisciplinary
poverty, including homelessness, access the following written sections: A critical roles and responsibilities of
to systems of care (i.e., medical, mental review of relevant literature, a statement interdisciplinary professionals,
health care), and education. Policy and of the research question (hypothesis), and paraprofessionals, and volunteers in all-
legislation enacted to address child a statement of methodology (including hazards emergency planning, response,
poverty will be discussed, including Child statistical analysis to be applied to the mitigation, and recovery. In view of the
Welfare, Public Housing, and Medicaid data collected). The final thesis will constant changes in emergency
programs. Special emphasis will be placed include the following written sections: The preparedness this course is designed to
on how poverty impacts child and family thesis proposal sections revised in final provide knowledge, concepts and skills to
functioning, how it relates to child form, a statement of the results found, equip law enforcement professional and
maltreatment, and the role of the child and a written discussion of the other social and health related
protection worker in working with implications of the thesis findings. professions with a background in
impoverished families. Prerequisite: HCP 0612 planning, preventing, protecting against,
responding to and recovering from acts of
HCP 0612 Thesis I (3 credits) HCP 0614 Seminar on Advanced Topics in bioterrorism and all-hazards events. Given
Thesis will require 6 credits of course ABA the role of public health, education and
registration. These courses may fulfill 6 This course will provide a comprehensive social service professionals, and law
credits of elective requirement for the guided review of the necessary content enforcement in emergency preparedness,
MHS: CP. The thesis will consist of two required to fulfill Behavior Analyst students will gain insights into effective
faculty members, approved by the Certification Board (BACB) requirements. communication with the health system,
Executive Associate Dean of the HSHJ. One As such, it is designed to prepare students the community, and state and local
member will be approved by the Executive for this type of professional certification. agencies.
Associate Dean to serve as Chair. The Students will enhance their knowledge
thesis will require a proposal defense and and skills of the following areas of applied HCP 6102 Communicable Diseases and
a final defense. All members of the thesis behavior analysis (ABA): principles of Chemical, Biological, Radiological,
committee must unanimously approve behavior analysis, evaluating inter- Nuclear, Explosive (CBRNE), Challenges
both the proposal defense and the final ventions, professional issues, behavioral for Vulnerable Populations (3 Credits)
defense. The thesis proposal will include This course will provide understanding of
the following written sections: A critical pandemic influenza, including the risk
review of relevant literature, a statement factors for first responders and the

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community at large with a special focus on families and children. Topics will include: process as it relates to special
vulnerable and hard to reach individuals. best practice methods and evaluations the populations.
Special needs populations challenge impact of the disaster on health and
emergency management issues involving family, dissemination of health HCP 6130 Overview: Childhood &
healthcare and public safety in times of information, guides to family emergency Adolescent Psychological Disorders (3
crisis. Support for those sheltering in planning, and avenues for public health Credits)
place, homecare, as well as distribution of and safety disciplines to interface with the Through the course readings, assignments
medicine and supplies will lessen the health management organizations in and discussion boards, the students are
impact on the economy, and keeps society place. Students will have an opportunity expected to gain a working knowledge of
functioning. The course participants will to interview families and assess their the psychological disorders affecting
learn the expectations of preparation and individual and family plans. children and adolescents and how these
response to a pandemic and the support HCP 6105 Special Topics in All-Hazards children with special needs are classified
measures necessary to enforce Preparedness for Vulnerable Populations in the educational system. The objective
prevention strategies defined by the (3 Credits) of this course is to prepare students for
community. The effects of CBRNE in the This course is a capstone research and assessing children and adolescents with
vulnerable groups, especially children, will experience course for the student. Each the intent to understand how their needs
be reviewed in depth. student will select a topic of interest will affect their ability to function in an
related to all-hazards preparedness for academic setting.
HCP 6103 Legal Issues in Emergency vulnerable populations research. In
Preparedness for Families and Individuals addition, students must take part in an HCP 6140 Overview: Children and
with Special Needs (3 Credits) approved community project at the Trauma (3 Credits)
This course will identify 13 vulnerable and volunteer or professional level in the all- This course will provide an overview of
hard to reach populations and discuss how hazards field. how to assist children who have been
each of these groups are affected in times traumatized, and emphasis will be placed
of disaster. Legal issues will be presented HCP 6110 Intervention Strategies (3 on understanding the developmental level
and discussed. Individuals with disabilities Credits) of children and how that affects their
have always been aware of their special This course is designed to give students a behavior. This course will include
needs during emergencies; however Sept. foundation in the issues involved in information on building resilience in
11th demonstrated a need for partnering interpersonal communication, basic children.
within the community and emergency intervention strategies, and interviewing
response efforts. This population segment techniques in a multicultural world. HCP 6150 Special Topics: Seminar & Case
requires first responders to act Effective interviewing relies on knowledge Studies (3 Credits)
appropriately with creative problem of child development, mental health This course focuses on building concepts
solving. Special needs shelters provide a diagnoses, culture, family systems, and and skills in critical thinking and
safe refuge for those who require health conflict resolution. Emphasis will be application. It will offer students the
care supervision during the time of a placed on learning strategies to effectively opportunity to consider cases and explore
disaster. These shelters require staffing deal with difficult individuals and varying intervention and management
and a secure setting before, during and minimizing potential for conflict strategies with consideration for ethical
after an event. County health situations. Prerequisite: HCP 6120 and and legal issues. Topics of interest include:
departments assist local emergency HCP 6130 addressing the current and emerging
management agencies to operate and models of the Mental Health Delivery
maintain these efforts. Each of these HCP 6120 Overview: Childhood and System and the core principles of system
situations has numerous legal issues that Adolescent Development (3 Credits) care approach, testifying in court, waiver
those involved in emergency This course covers how developmental of juveniles to adult court, differences in
preparedness need to be knowledgeable maturation and social learning shapes family and juvenile court protection of
of. The course will be team taught. personality in early childhood through the children, competency for Miranda and
adolescent years. Theory and research in other issues for children, placement
HCP 6104 Community Planning, social and psychological development and decisions, report writing, case
Response, and Recovery for Families and learning are covered in topics such as management, reducing work stress/burn-
Children (3 Credits) attachment, aggression, sexuality, out and enhancing professional
The design of this course will address morality, cognitive development, self- functioning, legal rights of children in
interdisciplinary roles in preparation and regulation and self-concept. This course termination of their parent’s rights, what
post disaster community health among will also focus on the developmental are the ‘best interests of a child’ in

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domestic violence or sexual abuse cases, prevention, intervention and treatment including knowledge of cross-cultural
and other contemporary issues. issues associated with exploited children. interviewing skills.
Prerequisites: HCP 6110, HCP 6120, and
HCP 6130 HCP 6240 Juvenile Justice: Systems, HCP 6310 Human Factors (3 Credits)
Structure & Process (3 Credits) This course presents communication
HCP 6210 Theory of Child Protection, Emphasis will be placed on an theories relevant to conflict resolution as
Investigation & Advocacy (3 Credits) examination of the juvenile court as an well as theories about understanding,
This course will focus on the institution and the policies and practices analyzing, and managing conflict. The
interpretation of social and systemic involved in processing children and youth course focuses on the human and
policies and procedures of child welfare through the juvenile justice system. The emotional aspects of conflict, and includes
agencies and nongovernmental agencies course introduces students to the juvenile the influence of gender and culture. This
with emphasis on child advocacy, due justice system as it explores the history, course is pragmatic as well as theoretical,
process, and institutional standards. development, and evolution/progress of and presents communication and conflict
Emphasis will also be included regarding the way juveniles have been treated by resolution models in a practice-based
the remediation, intervention, our country’s criminal justice systems. approach.
rehabilitation, education, and other This course will focus on the response of
services designed to reduce recidivism law enforcement in the protection of HCP 6320 Introduction to Systems
amongst children and their families. children in trouble or in need of services. Theories (3 Credits)
The formal and informal processing of This course provides and overview of
HCP 6220 Family Dynamics: Motivation, youth involved in the juvenile justice theories that use metaphors of system,
Support & Communities (3 Credits) system or community–based agencies will pattern, interaction, and communication
This course will examine the protective then be examined. Adapting an to describe human behavior and
and risk factors associated with the assessment instrument to ensure that all relationships. Students will also study of
developmental pathways internalized by children are given due process protection, the emergence of theories from
youth through interaction with their treatment, and delinquency prevention is cybernetics to language studies.
family system. Emphasis will be given to reinforced.
child and youth development as it is HCP 6330 Mediation Theory and Practice
affected by the family system, peer HCP 6250 Substance Abuse Treatment in (3 Credits)
groups, schools and teachers, community the Community (3 Credits) This course examines theories, methods,
and other social influences. In addition, This course will examine various models of and techniques of mediation. Students
the dynamics of traditional, non- community-based programs for the will have the opportunity to demonstrate
traditional and culturally diverse family individual who has a substance abuse their knowledge of mediation skills.
construction in contemporary society will disorder and is in the criminal justice (Prerequisite required: HCP 6310)
be explored. Basic cause of crimes and the system. It will focus on research regarding (***THIS COURSE REQUIRES STUDENTS
various social issues confronting children factors of recidivism, treatment matching, TO PHYSICALLY ATTEND THE MAIN NSU
and their families will be explored. case management, relapse prevention CAMPUS TO ATTEND THE "RESIDENTIAL
Students will look at the various layers of techniques, setting treatment goals and INSTITUTE" (RI)***)
services available for families and how resources in the community.
they connect in reducing risk factors HCP 6340 Diversity in Human and Family
associated with the children. HCP 6260 Cultural Factors in Tx Development (3 Credits)
Associated w/ Substance Abuse Issues & Reviews human development in the
HCP 6230 Victimology: Child Abuse & the CJ System (3 Credits) context of family transitions such as
Exploited Children (3 Credits) This course will introduce students to childbirth, childhood, adolescence,
This course introduces students to the cultural and racial identity development. courtship, marriage, maturity, old age,
field of victimology and explores its The impact that class, race, ethnicity and and death. Focuses on the diversity of
conceptual boundaries, basic concepts sexual orientation have on disposition, psychosocial development across
and literature. The course will be sentencing and the correctional process, ethnicity, class, gender, and culture.
delimited by the exploration of the topics: culturally specific treatment techniques, Discussion of implications for interactional
family violence, child abuse including racial and sexual dynamics in institutional therapies.
neglect, physical abuse, sexual abuse and settings and in community programs,
emotional and verbal abuse; and HCP 6350 Conflict and Crisis
Management Theory and Practice (3
Credits)

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This course is an overview of the theories abuse, alimony, property distribution, children who have been adjudicated as
of conflict and crisis management and the child support, and child custody. state dependent. This second category
intervention models and protocols used. includes, among other things, the rights of
Conflict and crisis management will be HCP 6420 Children's Rights Seminar (3 children: (a) while under state
explored among and between individuals Credits) guardianship, (b) with respect to foster
and groups, organizations, communities, Children have distinct rights recognizable care and adoption resulting from an initial
and governments around the globe. at law even though they are considered to adjudication of dependency.
Topics will include the management of be incompetent minors as a matter of law.
violent conflicts, such as kidnapping, Even though their legal status is not HCP 6460 Domestic Violence Seminar (3
hostage-barricade and terrorist acts, equivalent to those of emancipated Credits)
homeland security, and the response to adults, children are entitled to specific Domestic violence is a societal problem of
natural disasters. There will be interactive legal protections in a variety of specific epidemic proportions that affects families
exercises as well as a case study approach situations. To some extent they are across America in all socioeconomic,
used. entitled to similar constitutional racial, and ethnic groups. As information
protections of their adult counterparts. about the extent and impact of domestic
HCP 6360 Critical Incidents (3 Credits) The course will also examine parental violence emerges, it has been identified as
This course will provide an in-depth authority over minor children when there a criminal justice issue, a public health
analysis and understanding of inter-group is disharmony between parent and child. crisis, and a costly drain in economic
and intra-group dynamics associated with productivity. Domestic violence has a
the organizational response to critical HCP 6430 Juvenile (including tremendous impact on the legal
incidents such as hostage/barricade Delinquency) Law (3 Credits) profession. Domestic violence and
management, terrorism, kidnapping, This is a course examining the juvenile interpersonal family violence have direct
natural or other disasters, and tactical justice system, focusing on issues of connections to the child protection
operations, which comprise the delinquency, dependency (abuse and system and family court system as well.
negotiations team, the government, neglect), and status offenses (non- This course will explore those links from a
organizations, and the community. criminal misbehavior). legal standpoint and explore the system
protections designed to stop the violence.
HCP 6370 Family Violence: The Effects on HCP 6440 Interviewing, Counseling, and
Families, Communities and Workplaces Negotiating (3 Credits) HCP 6470 Legal Research Methods and
(3 Credits) ALSV Workshop examining and Reasoning (3 Credits)
This course explores the overall effects of developing skills involved in investigating This course will focus on legal research
trauma and violence on individuals, facts, interviewing and counseling clients, methodology and the application of
families, communities, and the workplace. settling disputes, and negotiating electronic research methods. Students
Issues of abuse, violence, and systemic transactions. Instructional techniques will develop an understanding of legal
responses are explored in relation to their include readings, discussions, audiovisual precedents and the use of persuasive legal
effect on individual behavior, family presentations, and extensive participation authority in the construction of legal
dynamics, service provision, and in role-plays and simulations. Students arguments. Students will develop
community systems. Methods for also investigate doctrinal, procedural, and electronic research skill through hands-on
identifying such issues in the context of evidentiary issues in order to discharge application of appropriate legal research
family mediation and other types of effectively their role in each step of the techniques. Students will be instructed on
conflict intervention are explored. process. the use and importance of legal citations
an how to identify legal authority based
HCP 6410 Family Law (3 Credits) HCP 6450 Civil Rights of Children in State on citation methods as they explore
This course covers the law regarding the Care (3 Credits) statutory law and decisional case law.
family relationship - including the rights This course will provide the student with
and responsibilities of parents, spouses, an introduction to Constitutional Law and HCP 6510 Principles of Applied
grandparents, and children - and the federal legislation regulating the legal Behavioral Analysis (3 Credits)
creation and dissolution of the family. rights of children in state care. This field This course will focus on the basic tenets
Topics include adoption, spouse and child includes, among other subjects: (1) the of the science of applied behavior analysis
constitutional/statutory rights of children that are the underpinnings of effective
in juvenile detention; (2) the teaching strategies. Students will study
constitutional/statutory rights of children the philosophy and science of applied
in state protective custody, i.e., those behavior analysis, an overview of the

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areas of the field of ABA and its relation to subject and small group design. collect and share data on their cases and
education and psychology, basic Additional focus will be placed on the employ strategies of behavioral
vocabulary and concepts in the field, interpretation of the research literature to assessment and intervention with input
strategies for measuring behavior, basic make sound decisions about assessment from their supervisor during the online
strategies for increasing and decreasing and intervention strategies for a variety of sessions. Prerequisites: HCP 6510 and
behaviors of students, and ethical populations. HCP 6560.
considerations in the application of ABA in
a variety of settings. HCP 6550 Professional Issues in Applied HCP 6580 Advanced Practicum in
Behavioral Analysis (3 Credits) Applied Behavior Analysis (3 Credits)
HCP 6520 Application of Applied This course will focus on issues of This practicum is the continuation of ABA
Behavioral Analysis (3 Credits) professionalism and ethics for the practice 770 and designed to meet the
This course will extend the Basic Principles of applied behavior analysis in research supervision requirements for the BCBA
and Concepts course to include and clinical settings. It will also address certification. Students must participate at
application of the principles of applied issues of working with systems to effect least 25 hours per week in a clinical
behavior analysis in educational and other positive change in organizations and for experience that requires the application
therapeutic settings. It will focus on individuals through consultation and of ABA principles. Students will receive at
behavioral intervention strategies and collaboration with other professionals. least 2 ½ hours of supervision weekly
change procedures, evaluation and Using applied behavior analysis to provide from their onsite supervisor. Students will
assessment strategies, and methods of systems support and change and to be expected to collect and share data on
accountability in ABA interventions. In enhance work as a consultant will be the their cases and employ strategies of
addition, focus will be placed on the underlying basis for the course. behavioral assessment and intervention
ethical use of intervention strategies and Prerequisite: HCP 6510. with input from their supervisor during
making decisions regarding ethical the online sessions. Prerequisites: HCP
treatment for individuals with a variety of HCP 6560 Practicum in Applied Behavior 6510, HCP 6560, and HCP 6570.
challenges. The course will emphasize Analysis I (3 Credits)
applications in applied behavior analysis in This introductory practicum is designed HCP 6590 Ethical Conduct for Applied
education as well as other areas of study. to meet the supervision requirements for Behavior Analysis (3 Credits)
Prerequisite: HCP 6510. the BCBA or BCABA certification. This course will focus on the ethical
Students must participate at least 20 practice of applied behavior analysis
HCP 6530 Behavioral Models in hours per week in a clinical experience across clinical, research and professional
Assessment and Intervention in Applied that requires the application of ABA settings. The Behavior Analyst
Behavioral Analysis (3 Credits) principles. Students will receive at least 2 Certification Board’s Guidelines for
This course will focus on the variety of hours of supervision weekly from their Responsible Conduct for Behavior
delivery models for services within the onsite supervisor. Students will be Analysts and Professional Disciplinary and
ABA model. Areas of focus will include the expected to collect and share data on Ethical Standards will be reviewed,
behavioral models of developmental their cases and employ strategies of explored and applied. Additional focus will
disabilities, treatment of autism, behavioral assessment and intervention be given to common ethical dilemmas that
organizational behavior management, with input from their supervisor during may arise during clinical research and
school psychology, sports psychology, and the online sessions. Prerequisite: HCP practice in applied behavior analysis and
education. Principles and research in each 6510. strategies and guidelines for resolving
area will be addressed and participants ethical issues.
will employ a variety of strategies from HCP 6570 Practicum in Applied Behavior Prerequisite: HSDD 0710.
each area in the course assignments. Analysis II (3 Credits)
Prerequisite: HCP 6510. This practicum is the continuation of ABA HCP 6610 Survey of Exceptionalities of
760 and designed to meet the Children & Youth (3 Credits)
HCP 6540 Evaluation of Interventions in supervision requirements for the BCBA or This course will provide students with
Applied Behavioral Analysis (3 Credits) BCABA certification. Students must fundamental information on laws, policies
This course will focus on evaluation participate at least 25 hours per week in and practices in exceptional student
strategies used in both research and in the a clinical experience that requires the education and on specific categories of
ethical provision of interventions. It will application of ABA principles. Students exceptionality, including definitions,
cover a variety of measurement and will receive at least 2 ½ hours of prevalence, causes, assessment
assessment strategies for determining the supervision weekly from their onsite techniques, educational strategies, and
effectiveness of interventions on a single- supervisor. Students will be expected to

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current and future trends in the field of together and trust each other for the sociopolitical analysis of its status as an
exceptional student education. benefit of the students. occupation and a human service.

HCP 6620 Inclusive Education for HCP 6650 Special Education Law (3 HCP 6750 Public Policy in the Field of
Exceptional Students (3 Credits) Credits) Family Support (3 Credits)
This course will introduce students to the This course focuses on laws and policies This course examines the policy-making
current information on how exceptional that apply to the education of students process as it relates to children and
children are served within inclusive school with disabilities. The legal system, families. It reviews current agencies and
environments. Students will learn about constitutional and statutory provisions of organizations involved in developing and
the role of working with other federal and state law, and the judicial implementing child and family policy
professionals and parents to determine decisions relating to the education of programs. Social issues and principles of
student eligibility for special education, to students with disabilities are reviewed. advocacy are covered.
carry out educational programs, and to Students will examine the foundational
monitor learning. Information will also be concepts of equal protection, procedural HCP 6760 Assessment & Evaluation of
provided about students who are not and substantive due process in general Family Support Programs (3 Credits)
necessarily eligible for special education, and as they relate to special education This course identifies dimensions of
but who would benefit from the same specifically. Students will examine IDEA differences in families and family support
instructional strategies as exceptional legislation and its six principles, The systems and describes formative and
students because of their own special Rehabilitation Act of 1973 (Section 504) summative evaluation systems that tap
needs. and the Family Education Rights and these dimensions.
HCP 6630 Teaching Social & Personal Privacy Act (FERPA). In addition, students
Skills to Exceptional Students (3 Credits) will examine similar principles in state HCP 6810 Supervision Methods &
This course will present students with a legislation with particular emphasis on Approaches for Child & Youth Care
wide range of information regarding the school practices in special education. Administrators (3 Credits)
social and personal skills that children This course provides a survey of specific
with disabilities need in order to achieve HCP 6710 Family Systems (3 Credits) approaches and aspects for the
their personal independence in school, at This course provides a framework for supervision of staff in programs for
home, and in the community. Emphasis understanding the dynamics of children and youths.
will be on the importance of teaching traditional, nontraditional, and culturally
personal management and independent diverse families. HCP 6820 Public Policy & the Child &
living skills, on providing appropriate Youth Care Field for Program Admin-
adaptations to promote personal HCP 6720 Program Models (3 Credits) istrators (3 Credits)
autonomy, and on creating supports and This course represents a comprehensive This course examines the process and
services that maximize independence and overview of family support programs and dynamics involved in the development of
community integration of students with identifies emerging trends and unresolved public policy as it relates to programs for
disabilities. issues. children and youths.
HCP 6830 The Development &
HCP 6640 Consultation & Collaboration in HCP 6730 Parent Support & Education (3 Acquisition of Resources for Child &
Exceptional Student Education (3 Credits) Credits) Youth Care Program (3 Credits)
This course will help students become This course examines the acquisition of This course reviews a number of strategies
more proficient in working together knowledge and technical skills for for seeking and obtaining financial and
within school contexts. Emphasis will be practitioners working with families. non-financial resources for child and
on the context of school and home youth care programs.
collaborations, and on the diversity issues HCP 6740 The Profession in the Field of
that may affect the way people work Family Support (3 Credits) HCP 6840 Supervision of Family Support
together. Students will learn that school This course provides a historical review of Programs (3 Credits)
consultation, collaboration, and the field of family support and a This course provides an orientation to a
teamwork are essential in transforming range of supervision issues, including staff
school learning environments into
settings where teachers, administrators,
and parents of exceptional students work

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motivation, in-service training, and well as behavioral issues, health teaching strategies. Students will study
evaluation of personnel detriments, and community resources. the philosophy and science of applied
behavior analysis, an overview of the
HCP 6850 Legal Aspects of the HCP 6930 Health Services Planning & areas of the field of ABA and its relation to
Management of Programs for Children & Evaluation (3 Credits) education and psychology, basic
Youths (3 Credits) An in-depth study of basic planning and vocabulary and concepts in the field,
This course examines many of the legal evaluation techniques for the strategies for measuring behavior, basic
elements involved in the daily implementation of a community health strategies for increasing and decreasing
management of programs for children and care program. It addresses policy analysis behaviors of students, and ethical
youths. Personnel law, licensing, child techniques as well as the conceptual considerations in the application of ABA in
abuse, and liability are among the topics framework for the planning and a variety of settings.
addressed. management of health care programs.
The course also reviews essential methods HSDD 0720: Applications of Applied
HCP 6860 Financial Aspects of the for effective planning and evaluation Behavior Analysis
Management of Programs for Children & considering the economic, political, This course will extend the Basic Principles
Youths (3 Credits) epidemiological, demographic, and other and Concepts course to include
This course covers the basic components components that contribute to the application of the principles of applied
of financial management in programs for assessment of health needs and resource behavior analysis in educational and other
children and youths. The budget process, allocation. therapeutic settings. It will focus on
fiscal management, and policy behavioral intervention strategies and
determination will be covered. HCP 6940 Health Policy, Planning & change procedures, evaluation and
Management (3 Credits) assessment strategies, and methods of
HCP 6910 Public Health Issues in Child Discusses principles and logic involved in accountability in ABA interventions. In
Protection (3 Credits) health policy, planning, and management. addition, focus will be placed on the
In this course students will learn to apply Addresses history, political, and ethical use of intervention strategies and
public health planning principles to the environmental contexts, and their making decisions regarding ethical
creation and refinement of programs to incorporation into population research. treatment for individuals with a variety of
protect children from negative health challenges. The course will emphasize
impacts of abuse and neglect. This HSDD – Developmental applications in applied behavior analysis in
includes both follow-up restorative Disabilities education as well as other areas of study.
programs for children already identified as Prerequisite: HSDD 710
abused/neglected and community HSDD 0614 Seminar on Advanced Topics HSDD 0730: Behavior Assessment
programs to prevent abuse/neglect in ABA Models in Applied Behavior
before they occur. Since research This course will provide a comprehensive This course will focus on the variety of
knowledge in this field is expected to guided review of the necessary content delivery models for services within the
continue to growing, students will become required to fulfill Behavior Analyst ABA model. Areas of focus will include the
accustomed to adding to their personal Certification Board (BACB) requirements. behavioral models of development
knowledge base through critical study of As such, it is designed to prepare students disabilities, treatment of autism,
new findings. for this type of professional certification. organizational behavior management,
Students will enhance their knowledge school psychology, sports psychology, and
HCP 6920 Health Promotion & Disease and skills of the following areas of applied education. Principles and research in each
Prevention (3 Credits) behavior analysis (ABA): principles of area will be addressed and participants
Students learn health education strategies behavior analysis, evaluating will employ a variety of strategies from
that can be incorporated into multiple interventions, professional issues, each area in the course assignments.
settings, focusing on wellness and behavioral assessment models, and Prerequisite: HSDD 710
preventive interventions. This course applications of ABA.
addresses individual and social factors as HSDD 0740: Evaluating Interventions in
HSDD 0710: Principles of Applied Applied Behavior Analysis
Behavior Analysis This course will focus on evaluation
This course will focus on the basic tenets strategies used in both research and in the
of the science of applied behavior analysis ethical provision of interventions. It will
that are the underpinnings of effective cover a variety of measurement and
assessment strategies for determining the

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effectiveness of interventions on a single- will take place weekly in both group understanding of the assessment process
subject and small group design. Additional format and individual formats and will in diagnosing developmental disabilities,
focus will be placed on the interpretation address both increasing and decreasing as well as how to select the services that
of the research literature to make sound behaviors. Prerequisite: HSDD 710 will meet the unique needs of individuals
decisions about assessment and and assist them and their families in
intervention strategies for a variety of HSDD 0780: Advanced Practicum in developing and implementing an
populations. Applied Behavior Analysis I (Elective) individual plan. The course will also
This advanced practicum is designed to address cultural factors in the experience
HSDD 0750: Professional Issues in meet the supervision requirements for of developmental disabilities and in
Applied Behavior Analysis students seeking their BCBA and will service provision. The course will also
This course will focus on issues of continue the work begun in the previous outline strategies for working with
professionalism and ethics for the practice two practicums. Students must be families in order to improve access and
of applied behavior analysis in research engaged in a position requiring the engagement in services. (3 credits)
and clinical settings. It will also address application of ABA principles at least 20
issues of working with systems to effect hours per week. Supervision will take HSDD 5100: Program Design and
positive change in organizations and for place weekly or bi-weekly in a group or Evaluation
individuals through consultation and individual format and will address both This course familiarizes students with the
collaboration with other professionals. increasing and decreasing behaviors. different components of program design
Using applied behavior analysis to provide Students will be expected to collect and such as developing a program philosophy,
systems support and change to enhance share data on their cases and employ mission and vision, marketing and
work as a consultant will be the underlying strategies of behavioral assessment and budgeting. In addition, the process of
basis for the course. Prerequisite: HSDD intervention with input from their program evaluation, including needs
710 supervisor. Prerequisite: HSDD 710 assessment, formative research, process
evaluation, impact assessment, and cost
HSDD 0760: Practicum in Applied HSDD 0790 Ethical Conduct for Applied analysis will be covered. Students will gain
Behavior Analysis I (Elective) Behavior Analysis (3 Credits) practical experience through a series of
This introductory practicum is designed to This course will focus on the ethical exercises involving the design of a
meet the supervision requirements for the practice of applied behavior analysis conceptual framework, development of
BCBA or BCABA certification. Students across clinical, research and professional indicators, and development of an
must be engaged in practicum activities at settings. The Behavior Analyst evaluation plan to measure impact. In
least 20 hours per week in a job that Certification Board’s Guidelines for addition, the course covers experimental,
requires the application of ABA principles. Responsible Conduct for Behavior quasi-experimental, and non-
Supervision will take place weekly in both Analysts and Professional Disciplinary and experimental study designs, including the
group and individual formats and will Ethical Standards will be reviewed, strengths and limitations of each. (3
address both increasing and decreasing explored and applied. Additional focus will credits)
behaviors. Students will be expected to be given to common ethical dilemmas that
collect and share data on their cases and may arise during clinical research and HSDD 5110: Grant Writing
employ strategies of behavioral practice in applied behavior analysis and Students in this course will learn the basic
assessment and intervention with input strategies and guidelines for resolving principles of grant writing and will develop
from their supervisor. Prerequisite: HSDD ethical issues. the critical thinking and writing skills
710 required to effectively define a problem or
HSDD 5000: Survey of Developmental recognize an opportunity (Assessment),
HSDD 0770: Practicum in Applied Disabilities map a viable plan (Proposal Writing),
Behavior Analysis II (Elective) This course provides an overview of the weigh funding options and create funding
This course is designed to continue the various types of developmental relationships (Grant Development) and
supervision begun in HSDD 760 and has disabilities as experienced throughout the communicate information and leverage
similar requirements. Students will be lifespan. Students will have the collaboration (Report Generation). (3
expected to provide written reports and opportunity to develop a working credits)
intervention plans as part of their knowledge of the unique challenges faced
supervision. Students must be engaged in by individuals with developmental HSDD 5120: Leading for Change in
practicum activities at least 20 hours per disabilities, including problems associated Disability Services
week in a position that requires the with transitional periods in development. This course will examine the role that
application of ABA principles. Supervision In addition, the course will provide an public policies currently in place play in

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providing quality services to individuals the importance of social networks and HSDD 5230: Interventions in Child Life
with developmental disabilities, as well as support in the lives of people with This course will introduce students to
analysis of the costs of these services. disabilities; and approaches to challenging theories and intervention techniques that
Organizational factors will examine the dynamics, such as individuals dually help children and families cope with stress
impact of program administration in diagnosed with intellectual disabilities and from hospitalization or other life events
public and private agencies servicing mental illness. Finally, the use of various that disrupt normal development.
individuals with disabilities. Also, the treatment approaches and support Strategies to assist with issues such as pain
design and evaluation of community- options for individuals with disabilities will management; adjustment to chronic
based services are addressed. (3 credits) be discussed. (3 credits) illness and long-term hospitalization; and
adherence to medication management
HSDD 5130: Trends and Issues in HSDD 5210: Foundations of Child Life and and routine medical care will be covered.
Disability Advocacy Family-Centered Care Students will learn to assess and
This course provides insight into disability This course will provide an introduction to implement developmentally appropriate
policy through the examination of policy the spectrum of child life practice in direct interventions, based on empirical data, to
making. The course will focus on different and non-direct services in pediatric health create individualized treatment plans in
political/ideological approaches to care including a historical review of the collaboration with the treatment team.
disability policy. In addition, examines profession and its development in the The central role of play therapy in child life
how the federal government addresses evolution of children’s healthcare. services will be emphasized, along with
discrimination against individuals with Students will develop an understanding the provision of a safe, therapeutic and
disabilities in public (e.g. transportation, and affirmation of the values of healing environment. (Prerequisite: HSDD
housing education, and employment). supporting individual development, 5210) (3 credits)
Participants will gain basic skills and family-centered care, therapeutic
knowledge in: contextual analysis; relationship and developmentally HSDD 5240: Professional Issues in Child
problem/issue identification; analysis and appropriate communication. Additionally, Life
prioritization; power mapping; students will learn to represent and This course will provide students with
goal/objective setting; analysis of communicate child life practice and training necessary to identify and manage
advocacy arenas and strategies; message psychosocial issues of infants, children, ethical and professional issues within an
development, writing reports and working youth and families. This course will interdisciplinary approach in clinical and
with the media; engaging in public provide students with the knowledge and research settings. It will emphasize
outreach and mobilization; lobbying and effective strategies to assess and support knowledge and understanding of the
negotiation; advocacy leadership and healthy interactions between families and official documents of the Child Life Council
coalition building; and assessment of outside institutions. Continuous (CLC) including the Code of Ethical
program success. (3 credits) engagement in self-reflective professional Responsibility, Child Life Competencies
child life practice will also be a focus of this and Standards of Clinical Practice, the
HSDD 5200: Disability and the Family Life course. (3 credits) child life mission, values and vision
Cycle statements, and the Code of Professional
This course focuses on disability viewed HSDD 5220: Child and Adolescent Practice. Students will also develop the
from the perspective of lifespan Growth and Development ability to evaluate child life services and
development and the family life cycle. The This course will examine issues in human make recommendations for program
course will discuss a wide range of issues development that are especially relevant improvement. As part of this course,
in this area including: the sociology of the to infants, children and adolescents. It is teaching and supervision of students and
family; the experience of family members designed to present theory, research and volunteers will be addressed.
of persons with a disability; the evidence-based practice concerning the (Prerequisite: HSDD 5210) (3 credits)
educational system and its impact on physical, cognitive, emotional, and social
outcomes of children with disabilities; development of children. Typical versus HSDD 5250: Child Life Practicum I
characteristics of successful inclusion atypical developmental progress, as well Students will be required to successfully
efforts, and the relationship between as factors that threaten to impede typical complete a specified number hours of
inclusion and school reform. Transitional development will be addressed. This child life clinical experience under the
issues from youth to adult life for course will also emphasize cultural direct supervision of a Certified Child Life
individuals with disabilities will also be competence when working with children Specialist who meets specific
discussed. These will include: family life of and families in a collaborative context. (3 qualifications at an approved setting.
adults with disabilities such as, marriage, credits) During that time, the students will be
parenting, and caring for aging parents; expected to increase their competence in

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the areas of basic interviewing, knowledge obtained to specialized impact of developmental disability upon
assessment, and intervention population and be able to assume individuals, families, schools, and other
skills. Furthermore, integration of ethical, leadership roles and engage in support organizations and agencies in the
legal, and professional issues inherent in efforts for these individuals as education of health professionals will be
child life service delivery will be demonstrated through paper and addressed. (3 credits) Prerequisites:
addressed. Best practice and conflict presentations. (3 credits) HSDD 5000, HSDD 5100
resolution issues will also be incorporated.
(Prerequisite: HSDD 5210, HSDD 5230) (3 HSDD 5320: Students with Disabilities in HSDD 5410: Early Identification and
credits) Higher Education Assessment of Developmental
Examines the experience of students with Disabilities
HSDD 5260: Child Life Practicum II developmental disabilities in higher This course will provide students with the
Students will be required to successfully education and crucial components related opportunity to obtain knowledge of the
complete a specified number hours of to their full participation in college life. assessment, evaluation, and diagnostic
child life clinical experience under the Knowledge of demographic trends of skills of young children with
direct supervision of a Certified Child Life students with developmental disabilities developmental disabilities from an
Specialist who meets specific in higher education, awareness of interdisciplinary perspective. Risk factors
qualifications at an approved setting. important transition issues of students and early warning signs of atypical
During that time, the students will be from K-12 to postsecondary education, development will be reviewed. Students
expected to increase their competence in strategies for increasing retention, and will be exposed to commonly used
the areas of basic interviewing, understanding the different types of assessments to identify developmental
assessment, and intervention accommodations typically required of delays in various fields and will be exposed
skills. Furthermore, integration of ethical, students with developmental disabilities to different diagnostic approaches such as
legal, and professional issues inherent in will be covered. (3 credits) the DSM-IV, ICD-10, and Zero to Three. (3
child life service delivery will be credits) Prerequisites: HSDD 5000, HSDD
addressed. Best practice and conflict HSDD 5330: Employment and 5100
resolution issues will also be incorporated. Independent Living
(Prerequisite: HSDD 5210, HSDD 5230, This course provides an analysis of the HSDD 5420: Early Intervention in
HSDD 5250) (3 credits) integration of individuals with Developmental Disabilities
developmental disabilities into the This course helps students apply their
HSDD 5300: Legal and Ethical Issues in community and within institutions. knowledge of challenging behaviors such
Disability Challenges faced by individuals with as aggression, self-injury, tantrums, etc.
This course discusses current laws related developmental disabilities in obtaining and of different modalities of intervention
to disabilities such as ADA and IDEA as well and maintaining employment and typically applied with individuals with
as contemporary issues affecting the lives independent living will be addressed as developmental disabilities such as
of individuals with disabilities and the well as strategies for promoting successful developmental (speech, physical,
daily responsibilities of disability community integration. occupational), behavioral [Applied
professionals. This course further Behavior Analysis (ABA), Relationship
examines the application of ethical HSDD 5400: Healthcare Issues in Development Intervention (RDI), and
principles to matters associated with Developmental Disabilities Floortime], and educational supports
genetics, treatment decisions, and Provides an introduction to the health through case analysis and discussion.
competency. (3 credits) disparities experienced by individuals with Factors that contribute to treatment
developmental disabilities. This course success will be addressed. (3 credits)
HSDD 5310: Aging and Disability Across will cover the Declaration on Health Parity
the Lifespan for Persons with Disabilities issued by the HSDD 5430: Integrating Children with
This course will provide an American Association of Intellectual and Disabilities in Educational Settings
interdisciplinary focus on aging and Developmental Disabilities (AIDD). This course will focus on historical
disability from different theoretical Challenges faced by individuals with approaches to the education of children
perspectives. The dynamics of aging disabilities in access to appropriate with disabilities. It will address current
across the lifespan will be addressed and medical, dental, and mental health models utilized in educational settings
specific challenges faced by young adults, services will be discussed as well as the such as inclusion, mainstreaming, and
middle age individuals, and older adults importance of health promotion for those self-contained classrooms. Supports that
with developmental disabilities will be with developmental disabilities. The can be provided to children with
reviewed. Students will be able to apply significance of attention to inclusion of the developmental disabilities to promote

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successful educational outcomes will be This course will examine issues in human improvement. As part of this course,
assessed. The common approaches to development that are especially relevant teaching and supervision of students and
providing supports including to infants, children and adolescents. It is volunteers will be addressed.
individualized education plans, frequency designed to present theory, research and (Prerequisite: HSDD 5510)
assessments of behavior, behavioral evidence-based practice concerning the
intervention plans, and the role that they physical, cognitive, emotional, and social HSDD 5550 Child Life Internship I
each play in the educational system will be development of children. Typical versus Students will be required to successfully
critiqued. atypical developmental progress, as well complete a specified number hours of
as factors that threaten to impede typical child life clinical experience under the
HSDD 5500: Disability Services development will be addressed. This direct supervision of a Certified Child Life
Administration course will also emphasize cultural Specialist who meets specific
The application of management and competence when working with children qualifications at an approved setting.
leadership theory and research in non- and families in a collaborative context. During that time, the students will be
profit and public agencies will be expected to increase their competence in
addressed. This course will focus on HSDD 5530 Interventions in Child Life the areas of basic interviewing,
strategic planning, employee motivation, This course will introduce students to assessment, and intervention skills.
recruitment, retention, fiscal theories and intervention techniques that Furthermore, integration of ethical, legal,
management, long-term planning, board help children and families cope with stress and professional issues inherent in child
development and succession planning. In from hospitalization or other life events life service delivery will be addressed. Best
addition, effective communication skills that disrupt normal development. practice and conflict resolution issues will
will be addressed and strengthened Strategies to assist with issues such as pain also be incorporated. (Prerequisite: HSDD
through interactive exercises with management; adjustment to chronic 5510, HSDD 5530)
feedback. (3 credits) illness and long-term hospitalization; and
adherence to medication management HSDD 5560 Child Life Internship II
HSDD 5510 Foun in Chld Lfe & Fam-Cen and routine medical care will be covered. Students will be required to successfully
Cre Students will learn to assess and complete a specified number hours of
This course will provide an introduction to implement developmentally appropriate child life clinical experience under the
the spectrum of child life practice in direct interventions, based on empirical data, to direct supervision of a Certified Child Life
and non-direct services in pediatric health create individualized treatment plans in Specialist who meets specific
care including a historical review of the collaboration with the treatment team. qualifications at an approved setting.
profession and its development in the The central role of play therapy in child life During that time, the students will be
evolution of children’s healthcare. services will be emphasized, along with expected to increase their competence in
Students will develop an understanding the provision of a safe, therapeutic and the areas of basic interviewing,
and affirmation of the values of healing environment. (Prerequisite: HSDD assessment, and intervention skills.
supporting individual development, 5510) Furthermore, integration of ethical, legal,
family-centered care, therapeutic and professional issues inherent in child
relationship and developmentally HSDD 5540 Professional Issues in Child life service delivery will be addressed. Best
appropriate communication. Additionally, Life practice and conflict resolution issues will
students will learn to represent and This course will provide students with also be incorporated. (Prerequisite: HSDD
communicate child life practice and training necessary to identify and manage 5510, HSDD 5530, HSDD 5550)
psychosocial issues of infants, children, ethical and professional issues within an HSDD 6000: Developmental Disabilities
youth and families. This course will interdisciplinary approach in clinical and Masters Project
provide students with the knowledge and research settings. It will emphasize In this course, students are expected to
effective strategies to assess and support knowledge and understanding of the work with a faculty member advisor to
healthy interactions between families and official documents of the Child Life Council complete a research project in which they
outside institutions. Continuous (CLC) including the Code of Ethical will design a social service program
engagement in self-reflective professional Responsibility, Child Life Competencies targeting individuals with developmental
child life practice will also be a focus of this and Standards of Clinical Practice, the disabilities or will evaluate an existing
course. child life mission, values and vision program that serves developmentally
statements, and the Code of Professional delayed individuals. Program design and
HSDD 5520 Chld & Adols Grwth and Practice. Students will also develop the evaluation methodology, analytic
Develop ability to evaluate child life services and thinking, and writing skills will be infused
make recommendations for program throughout the curriculum to prepare

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students to complete this research diversity, ecology, evolution, life histories MACS 0612 – Coastal Policy
project. Specific deadlines will be and classification. This web-based distance education course
provided so that the student can complete explores the issues, problems, and
the project in a timely manner. Students MACS 0501 – Introduction to Java potential political and public policy
may register for this course more than Programming solutions to the challenges of achieving
once if necessary to complete their This course is an introduction to the Java smart, sustainable stewardship of the
project. (3 credits) programming language. The course will seashores. Primary emphasis is on the
include an introduction to the concepts of United States experience. Students read
HSDD 6100 Elective Practicum object-oriented programming and will two outstanding books and participate in
This elective course will provide the show how Java supports this on-line activities including original case
developmental disabilities student with programming paradigm. You will learn studies, on-line tests, and selected
the opportunity to gain hands-on about the Java environment and will write interactive discussion with each other, the
experience working alongside both applets (programs that execute in a professor, and guests. Optional weekend
professionals in the field. web browser) and applicants (stand-alone or extended 3-credit field trips to
programs). In addition to learning about experience and examine costal policy
HUMN – Humanities basic language statements, you will also venues in Fort Lauderdale and Palm Beach
learn how Java provides support for such (Florida, USA) and other coastal locations
HUMN 5000 History and Theory of diverse applications as web pages, will also be available.
Rhetoric (3 credits) multimedia, education, etc.
A survey of both theories and practices in MACS 0614 – Intl Coastal Zone
rhetoric from the classical Greek and MACS 0603 – Ocean and Coastal Law Management
Roman eras to the present. The course A hodgepodge of laws and approaches International Integrated Coastal Zone
will study rhetorical theorists ranging apply to the oceans and coasts. Essentially Management: This web-based distance
from Plato, Augustine, Aristotle, and all the legal attention arose within the education course focuses on the
Quintilian to Toulmin, Foucault, Derrida, past six decades. Rights divide among international dimensions of integrated
and Kristeva, emphasizing the influences private landowners, resource extractors, coastal zone management. Students will
and trends in rhetoric over time. local governments, national governments, examine the major "big picture" issues
or international authorities. Today a great affecting the world's coastal areas and
period of legal adjustment is in motion as oceans, and will examine seven case
MACS – Cross-Disciplinary Studies many living systems collapse, bearing studies that will help to bring alive the
social and economic consequences. Much grave problems of mismanaging coastal
MACS 0100 – Effective Environmental ocean and coastal law is already a story of and economic resources: the Black Sea,
Communication failure followed by rethinking or Newfoundland, the Louisiana Region of
Professionals in a wide range of disciplines reconstruction. This background law is the Gulf of Mexico, Belize, the Marshall
need to be able to effectively and credibly now asked to rise to the task of enabling Islands, and Antarctica.
communicate science and environmental prevention of global climate change, and
issues in terms that can be clearly to the task of adaptation to its impacts MACS 0630 – Life on a Water Planet
understood. This course will cover the which elude prevention. Other courses in Life on a Water Planet has four broad
spectrum of media available for the distance program address science or aims: (1) to provide a holistic and current
communicating environmental and policy for living and non-living resources. perspective on key water issues that
science information together with writing This course is about how law copes with includes ecological, socio-economic,
and speaking skills for media and other emerging science and policy. It depicts historical and cultural perspectives,
communication channels. examples of legal success and of together with consideration of the water
disappointment to highlight the needs of other species; (2) to provide a
MACS 0300 - Marine and Coastal Flora mechanisms and principles of law. From forum for sharing understandings and
and Fauna the examples, we understand and can perspectives; (3) to help you shift your
An introductory overview of life in the sea recollect how these laws are created, perception of our planet from "the earth"
and along its margins, including revised, processed into regulations and to "water"; (4) to encourage you to take
microorganisms, plankton, algae, plants, administered. Limits on agencies and information and knowledge about water
invertebrates and vertebrates. Treatment courts to make interpretation, apply issues from a broad base and apply it to
of major groups will include aspects of science in legal settings, and enforce are your own community or individual
evaluated. situation. The course is organized into ten
units which involve readings available as

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direct links with the course homepage, Environmental Remote Sensing & MACS 0667 – Coastal Zone
online activities and discussion, and Geographic Information System: This Interpretation
optional web resources for further course assumes that you have an interest This is a web-based course that offers an
exploration and study. in Remote Sensing (RS), Geographic exploration of communication and
Information System (GIS) and large-scale experiential learning theories and their
MACS 0636 – Marine Mammal Earth observation, and wish to learn about application to the interpretation of coastal
Management using these tools to study the Earth and its zone environments. This course provides
This course is essentially an processes. It doesn't matter whether you the student with learning opportunities
interdisciplinary approach to examining consider yourself a chemist, physicist, that will require them to, "go outside, sniff
the present state of the relationship biologist, geologist or geographer, or around," explore the coastal zone and
between marine mammals, people and simply have a reasonable grounding and thereby be engaged in hands-on
the environment: as this has evolved over interest in the Earth Sciences. interpretive experiences.
time, as it stands today and as it is likely to Nonetheless, you must be prepared to
be for the future, whether by default or by grapple with some basic ideas of Physics. MACS 0671 Biology of Sharks and Rays
design. The distance-learning course is designed Sharks and rays (collectively termed
to be accessible and to give a general "elasmobranchs") are creatures of
MACS 0647 – Iraq: Restoring the induction to a wide scope of relevant biological elegance and perennial
Marshlands topics. fascination. In recent years, new
International Coastal Zone Restoration in technologies have revealed fascinating
the Marshlands of Iraq: Throughout the MACS 0664 – Internship in Coastal Policy details about the heretofore secret lives of
1990's the regime of Saddam Hussein Students enrolled in this course are elasmobranchs as well as demonstrated
committed genocide and ecocide against expected to invest the equivalent of 3 their population declines on an
the people and environment of hours per week for 14 weeks (i.e. at least unprecedented and global scale. This
Mesopotamia-the vast marshlands 42 hours) in their internship. This can be unique 12-week course is a compre-
between the Tigris and Euphrates rivers in done at a research organization, private hensive, interdisciplinary introduction to
Southern Iraq. The government did this company or consulting firm; local, county, the evolution, biology, ecology, and
through a secret "Plan for the Marshes" to state or federal agency; or other approved conservation of elasmobranch fishes.
drain away its life-giving water and attack, venue that is related to coastal zone
kill and scatter its half-million inhabitants activities. In addition to hands-on work, MACS 0672 – Biology of Sharks and Rays:
who were predominantly Sunni Moslem. each intern will also keep an academic Part 1: Form and Function
Today, the former regime is gone and the journal of internship activities. The journal In this course, we will explore the general
country is occupied by other forces, but will be submitted for review for the final biology of sharks and rays by examining
Mesopotamia is still a depopulated grade. The student's supervisor at the topics concentrating on their anatomy,
wasteland. internship venue will also evaluate the physiology and biochemistry with the goal
student. Permission and approval of of understanding how exquisitely adapted
MACS 0655 – Environmental Remote supervising Professor is required before these animals are to their environment.
Sensing you enroll in this class.
MACS 0673 – Biology of Sharks and Rays:
MACS 0665 – Environmental Part 2: Ecology and Evolution
Sustainability In this course, we will survey the evolution
This web-based distance education course and diversity of past and present sharks
highlights more than 25 years of and rays and also examine distributions,
international discussion, debate and environments inhabited, ecological roles,
ideas, with regard to the state of the interactions within and among species,
environment and our actions towards it. and review the life history characteristics
Key considerations and voices are of sharks and rays I relation to their
included, from both North and South. This occurrence and sustainability in fisheries
unusual and challenging course avoids the with the overall goal of understanding the
usual categorizations, and instead diversity of sharks and rays, their role in
examines in a cross-cutting approach the marine ecosystems and their interactions
environmental and social issues that with humans (other than in terms of shark
affect our lives. attack).

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MACS 0676 – Chemical Biology of Coastal attempting to minimize these impacts, and policy communities, both within the
Zn. remediate past damage, and avoid future USA and internationally.
Chemical Biology of Coastal Zones: This problems. Answers to these and other
course deals with the application of questions require observational data on MACS 0735 – Oil Pollution and the
chemistry to the biology of coastal zones. the ocean's properties and processes. Marine Environment
It consists of 10 units, 10 quizzes, 1 written This course will cover the chemistry and
assignment and a final exam. Each unit is MACS 0687 – Coastal Ecology environmental impacts of oil spills and
followed by a quiz. The course provides a thorough synthesis pollution on the marine environment.
of the physical processes in relation to Topics will include the effects of oil on
MACS 0677 – Coastline Environmental biological functioning in near-shore various organisms and ecosystems.
Security environments. Course elements include Current and historical oil spills and other
Traditional terrorist targets include consideration of; introductory level major pollution events and their clean-up
human assets (such as political leaders coastal oceanography and adaptations of will be analyzed and evaluated.
and foreign diplomatic staff), physical marine organisms, principles for
assets (such as aircraft, buildings, understanding the ecological structure MACS 0745 – Ocean Debris Science
factories, power stations), and and dynamics of coastal marine This class describes and analyzes coastal
institutional assets such as legislatures communities, ecological descriptions of zone management and coastal policy
and courts of law. However, we seek here major coastal marine ecosystems, and through the analysis of human debris.
to expand the notion of threat beyond scientific principles relating to Also called flotsam and jetsam, debris can
these traditional determinants to include management and decision-making be a valuable tool in the analysis of
activities which target the natural processes. ecosystem degradation through human
environment. Although we may consider activity. The class will require each
Eco-Terrorism (people and organizations MACS 0690 – Tropical Marine Fish student to propose numerous concrete
which target the built environment and Ecology policy solutions to the problems of human
act in the defense of nature), this course This course will cover the ecology of garbage and debris in the coastal and
will concentrate on the natural tropical fishes, including coastal, ocean environments.
environment as a target. In this time of estuarine, mangrove and pelagic fishes.
global instability, where people sacrifice Emphasis is on identification and natural MACS 0790 – Aspects of Marine Pollution
themselves by strapping on explosives and history of local species. Current theories The course deals with various forms of
where civilian aircraft are used as missiles, on distribution and abundance will be environmental pollution as they affect
we must force ourselves to look beyond discussed in addition to ecological theory. both the land and maritime environment.
traditional threats and evaluate the risk Field work will take place at the Keys Sources, measurement and control of
confronting our greatest asset, our Marine Laboratory, Long Key, and Florida. pollution in marine and coastal
environment. This involves particular On return to the Oceanographic Center a environments are discussed. It examines
considerations for those who are one week self-directed and self-scheduled the fate of chemicals and their biological
concerned with maintaining and laboratory study will be required. effects on marine organisms. It also
managing the sustainability and health of Students will complete the lab on August examines environmental toxicology and
the coastal zone. For S1 level students 11th. Date of final exam to be determined. the general mechanisms of transport and
only. transformation of chemicals in
MACS 0699 – Environmental Risk water/sediment systems and within
MACS 0686 – Ocean Observing Assessment marine organisms.
The Ocean Observing course sets the The emphasis is on the coastal zone
stage for this new program. It is intended manager's understanding of pollution MACS 0806 – Coastal Pollution & Env.
to give students a broad view to how the sources, relative risk and potential effects Toxic
physical and biological factors are on human and marine life. Sources, The course deals with various forms of
governing the distribution of the marine measurement, and control. environmental pollution as they affect
life and how the ocean influences climate both the land and maritime environment.
variability. Human activities impact the MACS 0710 – Water: Cross Cultural The emphasis is on the coastal zone
orderly functioning of the ocean (and Perspectives manager's understanding of pollution
other components of the Earth system) by This course will introduce students to the sources, relative risk and potential effects
altering cycling rates and disturbing the cross-cultural dialogue regarding water on human and marine life. Sources,
equilibrium of biochemical cycles. and coastal zone management that is measurement, and control of pollution in
Students will learn how society is occurring amongst the scientific, interfaith marine and coastal environments are

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discussed. It examines the fate of the Oceanography major, the student course will feature readings, discussions,
chemicals and their biological effects on project will focus on ocean science and/or short digital video interviews and video
marine organisms. We will discuss engineering. For the Coastal Zone case studies, and short lectures by the
environmental toxicology and the general Management major, Certificate Program instructors. You will examine the context
mechanisms of transport and or Education Degree student, the focus for of futurology of coastal zones and oceans.
transformation of chemicals in the student project can be from a broad Students will be assessed for participation
water/sediment systems and within range of relevant topics. in on-line discussions, short student video
marine organisms. contributions to the class and weekly
MACS 0957 – Archaeological written brainstorming notes on the
MACS 0915 – Environmental Science Oceanography: Reefs and Wrecks; Field weekly topics. The major themes of the
This course is intended to give students an Experience Component course are (1) Climate change and the
overview of the physical environment, its This distance learning and field-based urgency for humans to restore climate
relationship within the biosphere, and the course will examine human interest in the balance; (2) The interaction of human
human impacts upon natural systems. tension of natural and cultural treasures. activity and climate; (3) Futuristic oceanic
Topics include environmental Students will experience the dynamics of and coastal zone settlement and
sustainability; air, water and land ocean systems and human systems, as manufacturing ideas; (4) Futuristic energy
ecosystems; biological resources; global well as natural and artificial reefs, within systems, climate and the ethics of
atmospheric changes; pollution and waste the context of legal, ethical and proposed human engineering of climate
management; and energy conservation. preservation considerations. Present day and habitat.
conservation of artifacts, archives and the
MACS 0945 – Marine Protected Areas: nature of evidence will be highlighted. MACS 0985 – Climate Change at High
Science, Siting and Monitoring The distance learning portion of the Latitudes High latitudes are undergoing
The online course consists of several course will be for delivery of on-line rapid and significant change associated
power point presentations with voice- learning materials as well as dialogue with with climate warming. Climatic changes in
over as well as discussion topics and class students/faculty prior to the field-based these regions interact with and affect the
interactive hypothetical scenarios. component and afterwards. rate of the global change through
Lectures will address the logic of Marine atmospheric circulation, biogeophysical,
Protected Areas (MPA) and their MACS 0960 – Alaska Coastal Ecology and biogeochemical feedbacks. Changes
advantages and disadvantage. The science This course takes place at a remote field in environmental conditions are often first
of MPA will be presented as well an laboratory at the southern tip of the Kenai exhibited in high latitudes and more
overview of traditional approaches to Peninsula along the south central coast of sensitive to fluctuations. This course will
fisheries management. The importance of Alaska. Each day will consist of a explore the impacts of current and
ecological principles when creating an combination of lectures and lab exercises projected long-term environmental
MPA will be emphasized. An overview of at the laboratory and field trips to the changes in both the northern and
sampling theory and need for empirical surrounding bays, beaches, glaciers and southern hemispheres’ bodies of water.
data to document the success or failure of riparian environments. Topics include Primary literature will be read and
MPA will be presented. zooplankton productivity, intertidal discussed covering a range of topics from
environments, fish and invertebrate the physical, chemical and biological
MACS 0955 – Archaeological ecology, marine mammals and bird perspectives as well as predictive models.
Oceanography: Reefs and Wrecks populations, high latitude ecosystem Web sites and links of organizations and
Archaeological Oceanography: Reefs and management and detection and impacts agencies studying high latitudes will be
Wrecks will examine human interest in the of climate change. You will explore the provided. Students will be responsible for
tension of natural and cultural treasures. environment via boat and on foot. You active discussions weekly online and a
Students explore the dynamics of ocean will also visit the Alaska SeaLife Center to term paper discussing a chosen topic
systems, human systems, natural and view marine mammals and birds up-close related to high latitude environmental
artificial reefs. Legal, ethical and and learn about in-depth research and change.
preservation considerations will be rehabilitation being conducted. Students
examined. Mapping, navigation through will have opportunities to sea kayak, fish, MACS 0990 – Marine Mammals
time and tools and technology through glacier hike and even cold water Marine mammals discusses the
time will be featured as well as present snorkeling. physiology and behavioral aspects of
day conservation of artifacts, archives and many species throughout the world’s
the nature of evidence. A self-selected MACS 0965 – Water World Revisited: oceans.
student project will be a requirement. For Exploring Coastal Futurology This short

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MACS 0995 – Conservation Behavior: an industry / conceptual modeling and understand mitigation/prevention,
Marine Mammals decision-making systems for sustainable preparedness, response, and recovery
Conservation Behavior, with a focus on management / the role of Marine measures with regards to
Marine Mammal Conservation. Con- Protected Areas / the ecological impacts counterterrorism and antiterrorism.
servation behavior is the application of of navigation / governance, regulation, Individual (lone wolf) and group (Islamist)
animal behavior knowledge to solving boaters and attitudes / the ecotourism terrorist mindsets will be examined, as
wildlife conservation problems. This experience / Research trends in WWA well as international and domestic
course introduces upper level students to domains. Offered Fall and Summer terms.
the relatively new discipline of MACS 5000 – Foundations and
Conservation Behavior and its importance Development of Conflict Resolution & MACS 5003 – National Intelligence
to strategies for Marine Mammal Peace Studies Collection
Conservation. Concepts from ethology This course outlines the substantive This course examines the work of current
(Tinbergen's 4 perspectives on behavior), themes, history, origins, contexts, and and future managers in the federal
behavioral analysis (Skinner's matrix on philosophical foundations of conflict intelligence and homeland security
how animals learn), and measuring resolution, healing, peacemaking, and arenas. Students will be introduced to the
behavior (Martin & Bateson) will be problem solving. Students will examine various ways in which the social and
reviewed to ensure all students have the levels of interventions and processes in behavioral sciences inform approaches to
basic terminology & skills necessary for the field of conflict resolution. Offered all intelligence collection and analysis and
successful completion of the course. terms. how these scientific approaches can
Learning activities would include facilitate the goals of countering terrorism
extensive reading and written reading MACS 5001 – Current and Historical and hostile intelligence service actions.
analysis of the text and relevant journal Issues Specifically, the emerging field of
articles, weekly quizzes focused on This course is an introductory seminar “Futuristics” will be explored in this
concepts and vocabulary, and a term dealing with current and historical issues context so that managers can forecast,
paper in the form of a Conservation in American national security affairs. In manage and create preferable future
Behavior Species Brief on a marine the age of globalization and international outcomes for their agencies and the
mammal of the student's choice. terrorism it is imperative that we nation. Offered Winter and Summer
Prerequisites: an undergraduate or understand the history, topics, and terms.
graduate level course in animal behavior is concepts of national security affairs. The
recommended. pursuit of security involves a wide range of MACS 5004 – Border Protection and
both domestic and international activities Military Issues
MACS 4200 - Introduction to Marine and that fall under the umbrellas of political, This course is an in-depth analysis of the
Coastal Processes: Essential Principles economic, and military relations and importance and the difficulties in security
and Fundamental Concepts procedures. This course examines the measures and tactics used to protect a
An introduction to marine and coastal history of American security, the workings sovereign nation’s borders. Border
processes for non-scientists, including the of the American national security protection is an essential part of National
physical and chemical processes, ocean institutions and organizations, Security. The threats to domestic
mixing and circulation, together with cooperative security systems like NATO populations include drug-smuggling,
marine ecosystems and interactions, and the United Nations, international terrorism, human and arms trafficking,
within a global context. institutions, political violence, terrorism, and illegal immigration. Theoretical and
war, and both domestic and inter- applied case studies will facilitate student
MACS 4945 - Ecotourism and Whale national law on security. On all these engagement. The course will serve as an
Watching Activities in ICZM topics, this course will emphasize both introduction to the theories and applied
Whale-watching is one of the fastest theoretical and practical issues that will practices of successful border protection.
growing tourism industries worldwide further the student’s knowledge of Offered Fall and Winter terms.
often viewed as sustainable, non- American national security affairs.
consumptive strategy for the benefits of Offered Fall and Winter terms. MACS 5005 - Research and Evaluation in
cetacean conservation and the coastal National Security Affairs
communities. This course will focus upon: MACS 5002 – Terrorists and Terrorism This course provides an in-depth
the historical aspects of Whale-Watching This course analyzes terrorism from a introduction to the fundamental logic and
Activities (WWA) / Whale-Watching number of perspectives including law principles of research design, with
around the word, particularly in North enforcement (FBI), defense (DOD), and additional focus areas in critical thinking
America / the Blue Economy of WWA as diplomatic (DOS) orientations in order to and analysis. Students will gain familiarity

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with key concepts in the philosophy of MACS 5009 – US Relations with Latin epizootic, 1998 worldwide coral
science and current debates over America bleaching, fish kills associated with HABs).
appropriate methods of data collection This course focuses on strategic analysis The focus of this course shall include case
and analysis of the social sciences. while examining historical relations studies from current scientific literature,
Students will learn the differences between the United States and Latin anthropogenic and environmental factors
between quantitative, qualitative, and America. The material is presented in that influence IODs, disturbance and
mixed-methods research; from here the three segments; strategic analysis, adaptation theories, and contemporary
student will be introduced to the historical relations, and current issues solutions for prevention and protection.
foundations of these approaches and impacting US relations with the southern
learn what strategies, methods, and hemisphere. The course will enhance MACS 5040 – Human Factors
techniques are in use. Students will then knowledge and understanding of the This course presents communication
be expected to formulate a research history of US-Latin American relations and theories relevant to conflict resolution as
question, develop a set of hypotheses, the application of strategic analysis to well as theories about understanding,
develop a strategy for data collection, those relations. The course will emphasize analyzing, and managing conflict. The
develop a literature review, and finally to the strategic importance of Latin America course focuses on the human and
formulate ways to operationalize their to long term stability in the US. Offered emotional aspects of conflict, and includes
study. Offered Fall and Summer terms. occasionally. the influence of gender and culture. This
course is pragmatic as well as theoretical,
MACS 5006 - Assessment of Credibility- MACS 5020 Conflict and Peace and presents communication and conflict
Theory and Implications Theories and Philosophies of Conflict and resolution models in a practice-based
Students will explore a broad range of Peace: This course is designed as a survey approach. Offered all terms
contemporary thought, discussion, and course on contemporary theories of
scientific research, relevant to the conflict and conflict resolution. Students MACS 5100 – Mediation Theory &
assessment of credibility with the goal of will examine a variety of theories that Practice
developing a base of knowledge for the center primarily on the fields of history, This course examines theories, methods,
assessment of statements made by, or on economics, sociology, social psychology, and techniques of mediation. Students
behalf of, individuals, groups, political anthropology, political science, and social will have the opportunity to demonstrate
parties, and government, both domestic relations. For S1 students only. their knowledge of mediation skills.
and foreign. Topics that will be explored Prerequisites: MACS 5040. Offered fall
include, but are not limited to, the MACS 5030 – Interdisciplinary Theories and winter.
"making and unmaking of ignorance", and Perspectives
defining what constitutes a "lie", the This course starts by exploring the MACS 5140 – Negotiation Theory and
ubiquitous nature of lying, the many theories and the theoretical frameworks Practice
reasons for lying, and how lying is used in found in academic disciplines and their This course examines conflict intervention
varying contexts by individuals, business, importance to interdisciplinarity. The from the perspective of the
and government. Offered Fall term. differences between disciplinary, disputant/negotiator. The integration of
multidisciplinary, transdisciplinary, and theory and practice will emphasize the
MACS 5008 - Credibility Assessment: interdisciplinary perspectives will be tactics, strategies, and operations of
Methods and Implications examined and critiqued. Case studies and effective and ineffective bargaining/
This is the second course in the realm of current issues will be critiqued using negotiating behavior. The course develops
credibility assessment. Students will interdisciplinary approaches. ` negotiator skills and knowledge, leading
explore a broad range of issues, thought, to collaborative-based actions and
discussion, and scientific research, MACS 5032 - Aquatic Invasions solutions. Offered winter.
relevant to the actual assessment of Outbreaks and Diseases
credibility using various contemporary Aquatic, coastal and marine ecosystems MACS 5200 - Research Design and
methods. Topics that will be explored can be exposed to a number of biological Program Evaluation
include, but are not limited to; defining stressors and disturbances such as (i) This course focuses on the development
what constitutes a "lie," the ubiquitous invasive species (e.g. lionfish, Asian carp, of applied research skills, including basic
nature of lying, nonverbal and verbal cues zebra mussels), (ii) outbreaks (e.g. crown- research tools, assessment, social science
to deception, non-instrumental forms of of-thorns starfish, mat tunicates), and (iii) research, current research in the field,
lie detection, and instrumental forms of lie diseases (e.g. Eelgrass wasting disease, and an introduction to program
detection. Offered Winter term. Fibropapilloma in sea turtles), and (iv) evaluation through analysis of published
mass mortality events (e.g. Diadema work. Offered winter and summer.

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MACS 5300 – Fundamental Concepts of Beginning with an overview of the rapidly will be better able to recognize, in your
Climate Change growing Animal Assisted Therapy field, the own writings and those of others, a
Climate change is increasingly at the course will cover in greater depth equine piece’s purpose, its organizational
forefront of scientific and policy assisted psychotherapy, team building, structure, level of craft execution,
considerations worldwide, but the basic and therapeutic riding programs. Through authorial voice, and engagement of the
dynamics of the atmosphere and climate hands-on experience working with horses, audience. Offered Fall.
processes are not generally understood. students will be introduced to the Equine
This course will be one of the core courses Assisted Family Therapy model being MACS 5401 – Editing I
in the Graduate Certificate and Coastal developed as a collaborative effort This course engages students in the
Climate Change, and an elective within the between the NSU Family Therapy program principles and practices that create and
MS in Coastal Zone Management degree and Stable Foundations, an independent sustain hard copy and online journals.
program. It will introduce simple concepts equine-assisted therapy program in the These may vary from a fully-academic
and observations regarding weather and community. focus to literary materials, but all will
the marine and coastal environment, and create and deliver content that promotes
build into more complex enquiries and MACS 5357 – Brief Coaching: An contributions to their fields. Coursework
investigations regarding the physical, Outgrowth of Brief Therapy will encompass all the steps that connect
chemical, biological and geographical The growing field of coaching draws from a publication with its intended audience.
aspects. Upon course completion, concepts associated with brief therapy Coursework will vary depending on the
students will better comprehend the models, in particular Solution Focused current stage of a journal’s development,
science behind marine and coastal climate Brief Therapy. In this course, students will including duties that enact the realistic
change and be able to make use of this learn the distinctions between coaching responsibilities and opportunities that
knowledge in their decision-making within and therapy; credentialing opportunities anyone can expect while serving on, or
their communities and work environment. and potential career paths as a life coach, leading, a journal in a professional
career coach, and/or independent position. This course is useful for students
MACS 5310 - Introduction to Systems educational consultant; and common who intend to pursue a professional role
Theories theoretical assumptions shared between in journal editing and those who intend to
This course presents an overview of brief therapy and brief coaching. The contribute to respected journals or other
systems theories that use metaphors of course is designed for students who regular publications with a high quality
system, pattern, interaction, already have a working knowledge of brief standard.
communication, and language to describe family therapy models, but wish to
human behavior and relationships. broaden their scope of practice and MACS 5402 – Editing II
Offered all terms. understand the history and development This course will guide students further
of the parallel field of coaching. through the process of developing a
MACS 5350 – Fundamental Concepts of journal that represents an academic
Climate Change II MACS 5400 – The Interdisciplinary program step by step to its delivery.
The social consequences of a changing Writer Coursework will vary depending on the
climate are numerous and have the This course is designed to assist graduate current stage of a journal’s development,
potential to significantly alter human- students in creating essays, thought focusing on duties consistent with the
livelihood and even create community papers, and other pieces of writing that ongoing production of a professional
conflict and unrest. In this course, which is reach an intended audience with clarity, journal. The research, contributor
one of the two required (core) courses for skillful craft, and purpose. It includes enlistment, practical development,
the Graduate Certificate in Marine and reading and writing assignments for an delivery, and distribution of both hard
Coastal Climate Change, students will academic setting focused on copy and online journals will fall within the
explore climate change from a social interdisciplinary perspectives. Students expertise cultivated in this course.
perspective. Where appropriate, the will be expected to participate in class Students, who wish to pursue editorial
course will be explored in the context of discussions and improvisational writing positions with journals, or simply improve
the marine and coastal environment. exercises. Because this is a writing their understanding of what it takes to
course, rather than just a course about successfully publish in journals, will have
MACS 5355 - Introduction to Equine writing, there will be a workshop an insider’s understanding of the realities
Assisted Family Therapy component to the class. This means that and opportunities that journals provide
This course will provide students with an all participants will bring in copies of their their communities. (Prerequisite MACS
introduction to all aspects of equine work to share to develop writing speaks 5401).
assisted mental health approaches. to others. At the end of this course you MACS 5441 – Current Issues and Trends

219
in Higher Education guidance, the directed readings, the final sociology and the role of social groups. It
Staying abreast of current issues and project, and any other assignments will be is designed so it may be taken as an
trends in higher education is critical to set forth. The course will provide an independent study or with a small group
becoming a competent student affairs opportunity for the enhancement of of students so topics of individual research
educator. This course is designed to subject matter knowledge and expertise. interest in this area may be pursued.
expose students to a variety of current Under the instructor’s guidance, the
issues and trends in higher education that MACS 5502 – Directed Readings in directed readings, the final project, and
have a dramatic impact on the student National Security Affairs any other assignments will be set forth.
affairs profession and on our work as This course examines specific aspects of The course will provide an opportunity for
student affairs educators. Strategies to national security affairs. It is designed so it the enhancement of subject matter
address major issues will be discussed. may be taken as an independent study or knowledge and expertise.
Offered Winter term. with a small group of students so topics of
individual research interest in this area MACS 5506 – Directed Readings in
MACS 5442 – Administration in College may be pursued. Under the instructor’s Anthropology
Student Personnel Work guidance, the directed readings, the final This course examines specific aspects of
This course will examine attributes, skills project, and any other assignments will be anthropology and the study of the human
and institutional conditions within student set forth. The course will provide an experience. It is designed so it may be
personnel work that impact effective opportunity for the enhancement of taken as an independent study or with a
administration. Some of the major areas subject matter knowledge and expertise. small group of students so topics of
to be explored include personnel individual research interest in this area
practices, supervision, budget, finance, MACS 5503 – Directed Readings in may be pursued. Under the instructor’s
program development, short/long range African American Studies guidance, the directed readings, the final
planning, and internal and external This course examines specific aspects of project, and any other assignments will be
governing bodies. An interactive course the African American experience in the set forth. The course will provide an
design will allow for “hands-on” practical United States. It is designed so it may be opportunity for the enhancement of
applications and the development of well- taken as an independent study or with a subject matter knowledge and expertise.
grounded practitioners. Offered Fall term. small group of students so topics of
individual research interest in this area MACS 5507 – Directed Readings in Public
MACS 5500 – Directed Readings in Media may be pursued. Under the instructor’s Policy
and Public Policy guidance, the directed readings, the final This course examines specific aspects of
This course examines specific aspects of project, and any other assignments will be public policy. It is designed so it may be
the media and the role it plays in set forth. The course will provide an taken as an independent study or with a
influencing and being influenced by public opportunity for the enhancement of small group of students so topics of
policy. It is designed so it may be taken as subject matter knowledge and expertise. individual research interest in this area
an independent study or with a small may be pursued. Under the instructor’s
group of students so topics of individual MACS 5504 – Directed Readings in Native guidance, the directed readings, the final
research interest in this area may be American Studies project, and any other assignments will be
pursued. Under the instructor’s guidance, This course examines specific aspects of set forth. The course will provide an
the directed readings, the final project, the Native American experience in the opportunity for the enhancement of
and any other assignments will be set United States.. It is designed so it may be subject matter knowledge and expertise.
forth. The course will provide an taken as an independent study or with a
opportunity for the enhancement of small group of students so topics of MACS 5508 – Directed Readings in
subject matter knowledge and expertise. individual research interest in this area Gender
may be pursued. Under the instructor’s This course examines specific aspects of
MACS 5501 – Directed Readings in guidance, the directed readings, the final gender. It is designed so it may be taken as
Narrative and Community Development project, and any other assignments will be an independent study or with a small
This course examines specific aspects of set forth. The course will provide an group of students so topics of individual
the use of narrative and the role it plays in opportunity for the enhancement of research interest in this area may be
community development. It is designed so subject matter knowledge and expertise. pursued. Under the instructor’s guidance,
it may be taken as an independent study the directed readings, the final project,
or with a small group of students so topics MACS 5505 – Directed Readings in and any other assignments will be set
of individual research interest in this area Sociology forth. The course will provide an
may be pursued. Under the instructor’s This course examines specific aspects of opportunity for the enhancement of

220
subject matter knowledge and expertise. Under the instructor’s guidance, the taken as an independent study or with a
directed readings, the final project, and small group of students so topics of
MACS 5509 – Directed Readings in any other assignments will be set forth. individual research interest in this area
Diversity The course will provide an opportunity for may be pursued. Under the instructor’s
This course examines specific aspects of the enhancement of subject matter guidance, the directed readings, the final
diversity. It is designed so it may be taken knowledge and expertise. project, and any other assignments will be
as an independent study or with a small set forth. The course will provide an
group of students so topics of individual MACS 5513 – Directed Readings in Poetry opportunity for the enhancement of
research interest in this area may be This course examines specific aspects of subject matter knowledge and expertise.
pursued. Under the instructor’s guidance, poetry. It is designed so it may be taken as
the directed readings, the final project, an independent study or with a small MACS 5517 – Directed Readings in Family
and any other assignments will be set group of students so topics of individual Violence and Society
forth. The course will provide an research interest in this area may be This course examines specific aspects of
opportunity for the enhancement of pursued. Under the instructor’s guidance, family violence and its impact on
subject matter knowledge and expertise. the directed readings, the final project, individuals, families, and society. It is
and any other assignments will be set designed so it may be taken as an
MACS 5510 – Directed Readings in forth. The course will provide an independent study or with a small group
Environmental Studies opportunity for the enhancement of of students so topics of individual research
This course examines specific aspects of subject matter knowledge and expertise. interest in this area may be pursued.
environmental studies. It is designed so it Under the instructor’s guidance, the
may be taken as an independent study or MACS 5514 – Directed Readings in directed readings, the final project, and
with a small group of students so topics of Transformational Poetry any other assignments will be set forth.
individual research interest in this area This course examines specific aspects of The course will provide an opportunity for
may be pursued. Under the instructor’s poetry and its use as a means of the enhancement of subject matter
guidance, the directed readings, the final transformation. It is designed so it may be knowledge and expertise.
project, and any other assignments will be taken as an independent study or with a
set forth. The course will provide an small group of students so topics of MACS 5518 – Directed Readings in
opportunity for the enhancement of individual research interest in this area Creative Writing
subject matter knowledge and expertise. may be pursued. Under the instructor’s This course examines specific aspects of
guidance, the directed readings, the final creative writing and the writing process. It
MACS 5511 – Directed Readings in project, and any other assignments will be is designed so it may be taken as an
Children, Youth and Families set forth. The course will provide an independent study or with a small group
This course examines specific aspects of opportunity for the enhancement of of students so topics of individual research
children, youth and families. It is designed subject matter knowledge and expertise. interest in this area may be pursued.
so it may be taken as an independent Under the instructor’s guidance, the
study or with a small group of students so MACS 5515 – Directed Readings in Short directed readings, the final project, and
topics of individual research interest in Stories any other assignments will be set forth.
this area may be pursued. Under the This course examines specific aspects of The course will provide an opportunity for
instructor’s guidance, the directed the short story. It is designed so it may be the enhancement of subject matter
readings, the final project, and any other taken as an independent study or with a knowledge and expertise.
assignments will be set forth. The course small group of students so topics of
will provide an opportunity for the individual research interest in this area MACS 5519 – Directed Readings in
enhancement of subject matter may be pursued. Under the instructor’s Political Science
knowledge and expertise. guidance, the directed readings, the final This course examines specific aspects of
project, and any other assignments will be political science. It is designed so it may be
MACS 5512 – Directed Readings in Crime set forth. The course will provide an taken as an independent study or with a
and Society opportunity for the enhancement of small group of students so topics of
This course examines specific aspects of subject matter knowledge and expertise. individual research interest in this area
crime and its impact on society. It is may be pursued. Under the instructor’s
designed so it may be taken as an MACS 5516 – Directed Readings in guidance, the directed readings, the final
independent study or with a small group Philosophy project, and any other assignments will be
of students so topics of individual research This course examines specific aspects of set forth. The course will provide an
interest in this area may be pursued. philosophy. It is designed so it may be opportunity for the enhancement of

221
subject matter knowledge and expertise. guidance, the directed readings, the final study or with a small group of students so
project, and any other assignments will be topics of individual research interest in
MACS 5520 – Directed Readings in set forth. The course will provide an this area may be pursued. Under the
Fantasy Fiction and Society opportunity for the enhancement of instructor’s guidance, the directed
This course examines specific aspects of subject matter knowledge and expertise. readings, the final project, and any other
fantasy fiction and how it may be used to assignments will be set forth. The course
depict various social issues. It is designed MACS 5524 – Directed Readings in will provide an opportunity for the
so it may be taken as an independent African Diaspora enhancement of subject matter
study or with a small group of students so This course examines specific aspects of knowledge and expertise.
topics of individual research interest in the African Diaspora. It is designed so it
this area may be pursued. Under the may be taken as an independent study or MACS 5529 – Directed Readings in
instructor’s guidance, the directed with a small group of students so topics of Caribbean Studies
readings, the final project, and any other individual research interest in this area This course examines specific aspects
assignments will be set forth. The course may be pursued. Under the instructor’s related to the Caribbean region. It is
will provide an opportunity for the guidance, the directed readings, the final designed so it may be taken as an
enhancement of subject matter project, and any other assignments will be independent study or with a small group
knowledge and expertise. set forth. The course will provide an of students so topics of individual research
MACS 5521 – Directed Readings in opportunity for the enhancement of interest in this area may be pursued.
African Studies subject matter knowledge and expertise. Under the instructor’s guidance, the
This course examines specific aspects directed readings, the final project, and
related to Africa. It is designed so it may MACS 5526 – Directed Readings in Asian any other assignments will be set forth.
be taken as an independent study or with Studies The course will provide an opportunity for
a small group of students so topics of This course examines specific aspects the enhancement of subject matter
individual research interest in this area related to Asia. It is designed so it may be knowledge and expertise.
may be pursued. Under the instructor's taken as an independent study or with a
guidance, the directed readings, the final small group of students so topics of MACS 5530 – Directed Readings in Social
project and any other assignments will be individual research interest in this area Justice
set forth. The course will provide an may be pursued. Under the instructor’s This course examines specific aspects
opportunity for the enhancement of guidance, the directed readings, the final related to social justice. It is designed so
subject matter knowledge and expertise. project, and any other assignments will be it may be taken as an independent study
set forth. The course will provide an or with a small group of students so topics
MACS 5522 – Directed Readings in opportunity for the enhancement of of individual research interest in this area
Multiculturalism subject matter knowledge and expertise. may be pursued. Under the instructor’s
This course examines specific aspects of guidance, the directed readings, the final
multiculturalism. It is designed so it may MACS 5527 – Directed Readings in Latin project, and any other assignments will be
be taken as an independent study or with American Studies set forth. The course will provide an
a small group of students so topics of This course examines specific aspects opportunity for the enhancement of
individual research interest in this area related to Latin America. It is designed so subject matter knowledge and expertise.
may be pursued. Under the instructor’s it may be taken as an independent study
guidance, the directed readings, the final or with a small group of students so topics MACS 5531 – Directed Readings in
project, and any other assignments will be of individual research interest in this area Humanitarian Relief
set forth. The course will provide an may be pursued. Under the instructor’s This course examines specific aspects
opportunity for the enhancement of guidance, the directed readings, the final related to humanitarian relief across the
subject matter knowledge and expertise. project, and any other assignments will be globe. It is designed so it may be taken as
set forth. The course will provide an an independent study or with a small
MACS 5523 – Directed Readings in opportunity for the enhancement of group of students so topics of individual
Communication subject matter knowledge and expertise. research interest in this area may be
This course examines specific aspects of pursued. Under the instructor’s guidance,
communication. It is designed so it may be MACS 5528 – Directed Readings in the directed readings, the final project,
taken as an independent study or with a Middle Eastern Society and any other assignments will be set
small group of students so topics of This course examines specific aspects forth. The course will provide an
individual research interest in this area related to the Middle East. It is designed opportunity for the enhancement of
may be pursued. Under the instructor’s so it may be taken as an independent subject matter knowledge and expertise.

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MACS 5532 – Directed Readings in project, and any other assignments will be MACS 5539 – Directed Readings in
Human Rights set forth. The course will provide an History
This course examines specific aspects opportunity for the enhancement of This course examines specific aspects
related to human rights domestically or subject matter knowledge and expertise. related to history. It is designed so it may
internationally. It is designed so it may be be taken as an independent study or with
taken as an independent study or with a MACS 5536 – Directed Readings in a small group of students so topics of
small group of students so topics of International Development individual research interest in this area
individual research interest in this area This course examines specific aspects of may be pursued. Under the instructor’s
may be pursued. Under the instructor’s international development. It is designed guidance, the directed readings, the final
guidance, the directed readings, the final so it may be taken as an independent project, and any other assignments will be
project, and any other assignments will be study or with a small group of students so set forth. The course will provide an
set forth. The course will provide an topics of individual research interest in opportunity for the enhancement of
opportunity for the enhancement of this area may be pursued. Under the subject matter knowledge and expertise.
subject matter knowledge and expertise. instructor’s guidance, the directed
readings, the final project, and any other MACS 5540 – Directed Readings in
MACS 5533 – Directed Readings in assignments will be set forth. The course American History
Economics will provide an opportunity for the This course examines specific aspects
This course examines specific aspects enhancement of subject matter related to American history. It is designed
related to economics. It is designed so it knowledge and expertise. so it may be taken as an independent
may be taken as an independent study or study or with a small group of students so
with a small group of students so topics of MACS 5537 – Directed Readings in topics of individual research interest in
individual research interest in this area Intelligence and Counterintelligence this area may be pursued. Under the
may be pursued. Under the instructor’s This course examines specific aspects instructor’s guidance, the directed
guidance, the directed readings, the final related to intelligence and readings, the final project, and any other
project, and any other assignments will be counterintelligence as related to national assignments will be set forth. The course
set forth. The course will provide an and international security. It is designed will provide an opportunity for the
opportunity for the enhancement of so it may be taken as an independent enhancement of subject matter
subject matter knowledge and expertise. study or with a small group of students so knowledge and expertise.
topics of individual research interest in
MACS 5534 – Directed Readings in this area may be pursued. Under the MACS 5541 – Directed Readings in
Economic Development instructor’s guidance, the directed Religion and Society
This course examines specific aspects readings, the final project, and any other This course examines specific aspects
related to economic development. It is assignments will be set forth. The course related to religion and its impact and role
designed so it may be taken as an will provide an opportunity for the in society. It is designed so it may be taken
independent study or with a small group enhancement of subject matter as an independent study or with a small
of students so topics of individual research knowledge and expertise. group of students so topics of individual
interest in this area may be pursued. research interest in this area may be
Under the instructor’s guidance, the MACS 5538 – Directed Readings in pursued. Under the instructor’s guidance,
directed readings, the final project, and Homeland Security the directed readings, the final project,
any other assignments will be set forth. This course examines specific aspects and any other assignments will be set
The course will provide an opportunity for related to homeland security. It is forth. The course will provide an
the enhancement of subject matter designed so it may be taken as an opportunity for the enhancement of
knowledge and expertise. independent study or with a small group subject matter knowledge and expertise.
of students so topics of individual research
MACS 5535 – Directed Readings in interest in this area may be pursued. MACS 5542 – Directed Readings in
Community Development Under the instructor’s guidance, the Spirituality and Society
This course examines specific aspects of directed readings, the final project, and This course examines specific aspects
community development. It is designed so any other assignments will be set forth. related to society and its impact and role
it may be taken as an independent study The course will provide an opportunity for in society. It is designed so it may be taken
or with a small group of students so topics the enhancement of subject matter as an independent study or with a small
of individual research interest in this area knowledge and expertise. group of students so topics of individual
may be pursued. Under the instructor’s research interest in this area may be
guidance, the directed readings, the final pursued. Under the instructor’s guidance,

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the directed readings, the final project, This course examines specific aspects guidance, the directed readings, the final
and any other assignments will be set related to human trafficking, including project, and any other assignments will be
forth. The course will provide an causes, social, political, and economic set forth. The course will provide an
opportunity for the enhancement of implications and the effects on society. It opportunity for the enhancement of
subject matter knowledge and expertise. is designed so it may be taken as an subject matter knowledge and expertise.
independent study or with a small group
MACS 5543 – Directed Readings in of students so topics of individual research MACS 5550 – Directed Readings in Pre-
Genocide interest in this area may be pursued. Socratic Philosophy
This course examines specific aspects Under the instructor’s guidance, the This course examines specific aspects
related to genocide and its causes and directed readings, the final project, and related to Pre-Socratic Philosophy. It is
impact on society. It is designed so it may any other assignments will be set forth. designed so it may be taken as an
be taken as an independent study or with The course will provide an opportunity for independent study or with a small group
a small group of students so topics of the enhancement of subject matter of students so topics of individual research
individual research interest in this area knowledge and expertise. interest in this area may be pursued.
may be pursued. Under the instructor’s Under the instructor’s guidance, the
guidance, the directed readings, the final MACS 5547 – Directed Readings in Tribal directed readings, the final project, and
project, and any other assignments will be Dynamics any other assignments will be set forth.
set forth. The course will provide an This course examines specific aspects The course will provide an opportunity for
opportunity for the enhancement of related to tribal dynamics. It is designed so the enhancement of subject matter
subject matter knowledge and expertise. it may be taken as an independent study knowledge and expertise.
or with a small group of students so topics
MACS 5544 – Directed Readings in of individual research interest in this area MACS 5551 – Directed Readings in Higher
Writing and Art may be pursued. Under the instructor’s Education
This course examines specific aspects of guidance, the directed readings, the final This course examines specific aspects
writing and the writer’s relationship with project, and any other assignments will be related to Higher Education. It is designed
artists and their work. It is designed so it set forth. The course will provide an so it may be taken as an independent
may be taken as an independent study or opportunity for the enhancement of study or with a small group of students so
with a small group of students so topics of subject matter knowledge and expertise. topics of individual research interest in
individual research interest in this area this area may be pursued. Under the
may be pursued. Under the instructor’s MACS 5548 – Directed Readings in Islam instructor’s guidance, the directed
guidance, the directed readings, the final and the State readings, the final project, and any other
project, and any other assignments will be This course examines specific aspects assignments will be set forth. The course
set forth. The course will provide an related to Islam and the State. It is will provide an opportunity for the
opportunity for the enhancement of designed so it may be taken as an enhancement of subject matter
subject matter knowledge and expertise. independent study or with a small group knowledge and expertise.
of students so topics of individual research
MACS 5545 – Directed Readings in interest in this area may be pursued. MACS 5552 – Directed Readings in Health
Slavery Under the instructor’s guidance, the This course examines specific aspects
This course examines specific aspects directed readings, the final project, and related to the health field. It is designed so
related to slavery, including its causes and any other assignments will be set forth. it may be taken as an independent study
impact on society. It is designed so it may The course will provide an opportunity for or with a small group of students so topics
be taken as an independent study or with the enhancement of subject matter of individual research interest in this area
a small group of students so topics of knowledge and expertise. may be pursued. Under the instructor’s
individual research interest in this area guidance, the directed readings, the final
may be pursued. Under the instructor’s MACS 5549 – Directed Readings in project, and any other assignments will be
guidance, the directed readings, the final Environmental and Governmental Affairs set forth. The course will provide an
project, and any other assignments will be This course examines specific aspects opportunity for the enhancement of
set forth. The course will provide an related to the environment and subject matter knowledge and expertise.
opportunity for the enhancement of governmental affairs. It is designed so it
subject matter knowledge and expertise. may be taken as an independent study or MACS 5553 – Directed Readings in
with a small group of students so topics of Comparative Politics
MACS 5546 – Directed Readings in individual research interest in this area This course examines specific aspects of
Human Trafficking may be pursued. Under the instructor’s Comparative Politics. It is designed so it

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may be taken as an independent study or forth. The course will provide an group of students so topics of individual
with a small group of students so topics of opportunity for the enhancement of research interest in this area may be
individual research interest in this area subject matter knowledge and expertise. pursued. Under the instructor’s guidance,
may be pursued. Under the instructor’s the directed readings, the final project,
guidance, the directed readings, the final MACS 5557 – Directed Readings in and any other assignments will be set
project, and any other assignments will be Children, Education and Society forth. The course will provide an
set forth. The course will provide an This course examines specific aspects of opportunity for the enhancement of
opportunity for the enhancement of children and education and their impact subject matter knowledge and expertise.
subject matter knowledge and expertise. and role in society. It is designed so it may
be taken as an independent study or with MACS 5561 – Directed Readings in
MACS 5554 – Directed Readings in a small group of students so topics of Polygraph and Interview Techniques
Compassion individual research interest in this area This course examines specific aspects of
This course examines specific aspects of may be pursued. Under the instructor’s polygraph and interview techniques. It is
compassion. It is designed so it may be guidance, the directed readings, the final designed so it may be taken as an
taken as an independent study or with a project, and any other assignments will be independent study or with a small group
small group of students so topics of set forth. The course will provide an of students so topics of individual research
individual research interest in this area opportunity for the enhancement of interest in this area may be pursued.
may be pursued. Under the instructor’s subject matter knowledge and expertise. Under the instructor’s guidance, the
guidance, the directed readings, the final directed readings, the final project, and
project, and any other assignments will be MACS 5558 – Directed Readings in any other assignments will be set forth.
set forth. The course will provide an Children and Society The course will provide an opportunity for
opportunity for the enhancement of This course examines specific aspects of the enhancement of subject matter
subject matter knowledge and expertise. children and their impact and role in knowledge and expertise.
society. It is designed so it may be taken
MACS 5555 – Directed Readings in as an independent study or with a small MACS 5562 – Directed Readings in
International Relations group of students so topics of individual Writing
This course examines specific aspects of research interest in this area may be This course examines specific aspects of
world politics and is intended to give the pursued. Under the instructor’s guidance, writing and the writing process. It is
student a better understanding of the directed readings, the final project, designed so it may be taken as an
international relations and the complex and any other assignments will be set independent study or with a small group
issues and perspectives affecting the forth. The course will provide an of students so topics of individual research
world community. It is designed so it may opportunity for the enhancement of interest in this area may be pursued.
be taken as an independent study or with subject matter knowledge and expertise. Under the instructor’s guidance, the
a small group of students so topics of directed readings, the final project, and
individual research interest in this area MACS 5559 – Directed Readings in Grant any other assignments will be set forth.
may be pursued. Under the instructor’s Writing The course will provide an opportunity for
guidance, the directed readings, the final This course examines specific aspects of the enhancement of subject matter
project, and any other assignments will be grant writing. It is designed so it may be knowledge and expertise.
set forth. The course will provide an taken as an independent study or with a
opportunity for the enhancement of small group of students so topics of MACS 5563 – Directed Readings in Non-
subject matter knowledge and expertise. individual research interest in this area Fiction
may be pursued. Under the instructor’s This course examines specific aspects of
MACS 5556 – Directed Readings in guidance, the directed readings, the final non-fiction writing and the writing
Education and Society project, and any other assignments will be process. It is designed so it may be taken
This course examines specific aspects of set forth. The course will provide an as an independent study or with a small
education and its impact and role in opportunity for the enhancement of group of students so topics of individual
society. It is designed so it may be taken subject matter knowledge and expertise. research interest in this area may be
as an independent study or with a small pursued. Under the instructor’s guidance,
group of students so topics of individual MACS 5560 – Directed Readings in the directed readings, the final project,
research interest in this area may be Terrorism and any other assignments will be set
pursued. Under the instructor’s guidance, This course examines specific aspects of forth. The course will provide an
the directed readings, the final project, terrorism. It is designed so it may be taken opportunity for the enhancement of
and any other assignments will be set as an independent study or with a small subject matter knowledge and expertise.

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 independent study or with a small group and evaluate the appropriateness of
MACS 5564 – Directed Readings in of students so topics of individual research statistical tests conducted by others.
National Intelligence History interest in this area may be pursued.
This course examines specific aspects of Under the instructor’s guidance, the MACS 5604 – Marine Geology
the history of national intelligence. It is directed readings, the final project, and The objectives of the course are (1) to
designed so it may be taken as an any other assignments will be set forth. enable students to examine the structure,
independent study or with a small group The course will provide an opportunity for evolution and stratigraphy of the ocean
of students so topics of individual research the enhancement of subject matter basins and continental margins, and (2) to
interest in this area may be pursued. knowledge and expertise. provide an understanding of the dynamic
Under the instructor’s guidance, the processes that shape the surface of the
directed readings, the final project, and MACS 5568 – Directed Readings in Non- earth under the ocean surface.
any other assignments will be set forth. Profit Organizations
The course will provide an opportunity for This course examines specific aspects MACS 5605 – Marine Chemistry
the enhancement of subject matter related to non-profits and its operation. It A web based study of the properties,
knowledge and expertise. is designed so it may be taken as an composition, and origin of seawater; the
independent study or with a small group importance, distribution, relationships,
MACS 5565 – Directed Readings in of students so topics of individual research and cycling of major inorganic nutrients,
Critical Incidents in interest in this area may be pursued. dissolved gases, carbonate species, trace
Intelligence/Counterintelligence Under the instructor’s guidance, the metals, radiotracers and organic
This course examines specific aspects of directed readings, the final project, and compounds. The course is designed for
critical incidents in any other assignments will be set forth. students pursuing careers in marine
intelligence/counterintelligence. It is The course will provide an opportunity for biology and coastal management. It
designed so it may be taken as an the enhancement of subject matter includes unit quizzes, online discussions, a
independent study or with a small group knowledge and expertise. literature research paper and a final exam.
of students so topics of individual research
interest in this area may be pursued. MACS 5602 – Marine Ecosystems MACS 5608 – Introduction to Physical
Under the instructor’s guidance, the A study of the major plankton, nektonic, Oceanography
directed readings, the final project, and and benthic groups and associations, This course is intended to give students a
any other assignments will be set forth. including their diversity, distribution, view of how wind, radiation, gravity,
The course will provide an opportunity for metabolism, production, trophic friction, and the Earth's rotation
the enhancement of subject matter relationships, and ecological roles, with determine the ocean's temperature and
knowledge and expertise. emphasis on coastal communities. salinity patterns and currents. Some
important processes we will study include
MACS 5566 – Directed Readings in MACS 5603 – Biostatistics heat budget of the oceans, exchange of
Analysis of Open Source Intelligence This web-based distance education course heat with the atmosphere and the role of
This course examines specific aspects of introduces students to the fundamentals the ocean in climate, surface mixed layer,
analyzing open source intelligence. It is of statistics. More specifically, this course waves in the ocean, geostrophy, Ekman
designed so it may be taken as an is designed to teach students: 1. how transport, Rossby waves. Students will
independent study or with a small group statistics relates to science and life in learn how to explain physical features of
of students so topics of individual research general. 2. Basic terminology and the ocean ranging from microscopic
interest in this area may be pursued. notations used in statistics 3. Techniques turbulence to global circulation.
Under the instructor’s guidance, the for describing and summarizing large
directed readings, the final project, and amounts of data. 4. Methods for using a MACS 6000 – Organizational Conflict:
any other assignments will be set forth. limited set of observed data (sample) to Theory & Practice
The course will provide an opportunity for make inferences about a broader set of This course examines consultation as used
the enhancement of subject matter data (population) 5. Techniques for by dispute resolution professionals
knowledge and expertise. conducting statistical tests of scientific through the exploration of various
hypotheses at the end of this course, consultation models: process, third party,
MACS 5567 – Directed Readings in students should be able to identify expert, and systemic approaches to
Museum Studies appropriate procedures for examining program and organizational evaluation.
This course examines specific aspects different types of data, analyze data and Students are oriented to the ways in which
related to a museum and its operation. It interpret results, use statistical results to consultants establish, market, and
is designed so it may be taken as an draw reasonable conclusions about data,

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develop their professional practices. MACS 6160 - Practicum II: Supervised
Offered summer. Field Experience MACS 6301 – Qualitative Data Collection
This course is a field research project that The course provides students an
MACS 6110 – Public Policy and Strategic incorporates classroom knowledge and opportunity to learn the basics of
Planning real-world settings. Students will qualitative research design with a focus on
This course focuses on the theories and demonstrate their ability to apply theory qualitative data generation, collection,
the analysis of public policy including the to practice and analyze situations utilizing and preparation. Students will learn how
design, implementation and evaluation of knowledge from previous course work. to select appropriate research sites, gain
legislation on the local, state, national and This is a continuation of MACS 6130. access to data sources, design and
international levels. It includes current Prerequisites: MACS 6130. Offered Fall manage sampling strategies, conduct
policy issue analysis emphasis with an and Winter terms. individual and group interviews, carry out
emphasis on the role of public policy and field observations, collect documents,
strategic planning. MACS 6170 – Violence Prevention & transcribe, and compose field notes.
Intervention Students will also learn quality control
MACS 6120 – Culture and Conflict: Cross- This course examines various theories of measures such as maintaining research
Cultural Perspectives human aggression and violence, exploring journals and diaries. Offered Winter.
This course examines the nature and their underlying assumptions about
meaning of conflict, conflict management human nature and the causes of violence. MACS 6302 – Qualitative Data Analysis I
techniques, and the assessment of conflict Also included is an introduction to a range This course covers best practices in
situations from a cross-cultural of violence intervention and prevention generic qualitative, ethnographic, and
perspective. Explores various models for approaches developed for use at the grounded theory analysis. Students will
training third parties to function interpersonal, intergroup, and societal learn how to conduct within-case and
effectively in handling disputes where level. Offered Fall. across case analysis, coding and
cultural differences are a significant conceptualization, transforming data, and
factor. Also addresses various theoretical MACS 6299 – Foundations of Qualitative report writing. Students will also learn
and practical implications of indigenous Research quality control measures such as constant
conflict management techniques and This course introduces students to the comparison, member checking, peer
beliefs found in different cultural settings. epistemological, theoretical, debriefing, and conducting audit trails.
Offered Fall. methodological, and procedural Offered Fall.
foundations of qualitative research.
MACS 6130 - Practicum I: Supervised Students will learn common factors MACS 6303 – Qualitative Data Analysis II
Field Experience qualitative approaches to inquiry share as This course covers best practices in
This course is a field research project that well as learning the specifics of the major phenomenology, narrative inquiry, and
incorporates classroom knowledge and qualitative research methodologies such discursive analysis. Students will learn
real-world settings. Students will as generic qualitative description, how to conduct thematic analyses,
demonstrate their ability to apply theory grounded theory, phenomenology, phenomenological reduction, creative
to practice and analyze situations utilizing ethnography, narrative analysis, and synthesis, microanalysis, and report
knowledge from previous course work. discourse analysis. Students will also be writing. Students will also learn quality
Offered Fall and Summer terms. introduced to the variety of professional control measures such as bracketing,
settings in which qualitative research is epoché, and verisimilitude. Offered
MACS 6140 – Facilitation Theory & utilized including academia, business and Winter.
Practice organizations, international development,
This course develops students' skills in and private consultation. Offered Fall. MACS 6304 – Appraising Qualitative
working with groups. It incorporates Research
theories and models of group dynamics, MACS 6300 – Master’s Thesis This course covers the appraisal and
facilitation, and group development, as Focuses on the development and writing review of products emanating from
well as workshop development and of the master's thesis. When approved, qualitative research including papers,
delivery. This course uses a practice-based students register for three credits per articles, posters, grant proposals, books,
approach, including role plays and term for first two terms. Additional book prospectus, dissertations, theses,
workshop presentations. Prerequisites: registration will be required until and systematic reviews. Students will
MACS 5040. Offered all terms (fall and completion of thesis – see program office learn how to assess the quality of
winter – on-line; summer on campus) for details. Prerequisites: approval of the qualitative research products, construct
program director and thesis committee. and use criterion-based rubrics, and

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compose reviews. Students will also serve and best practices for communicating transformational forms and will practice
as ad hoc reviewers for The Qualitative their methodological choices and research appraising the quality of different types of
Report (TQR). Offered occasionally. findings in transparent and coherent auto ethnographic reports. They will also
prose. Students will also learn how to learn how to conceive and conduct an
MACS 6305 - Qualitative Research Design evaluate the quality of their compositions auto ethnography. Offered occasionally.
This course covers knowledge and skills and revise their drafts via the use of
needed to design a qualitative research rubrics and manuscript checklists. While MACS 6322 – Food Web Dynamics
study and compose a qualitative research it is not necessary that other Qualitative A food chain is simply "who eats what". A
proposal. Students will learn how to Research courses have been taken in the food web weaves together many food
construct and justify a qualitative research Certificate Program, it is a requirement chains to form a complicated network of
study, synthesize the relevant research that you have conducted your own feeding relationships. Many animals eat
literature, generate discovery-oriented research – this course will assist writing up more than one thing, and each link in each
research questions, select sites and results of a qualitative study. Offered chain is important and integral to the
samples, create a manageable method occasionally. entire system. The interactions in a food
including a quality control system, address web are far more complex than the
ethical issues, and discuss potential MACS 6309 - Arts-Based Qualitative interactions in a food chain. This course is
implications and limitations. Students will Research designed to study the basic components
compose their own qualitative research This course presents various ways in which and processes of trophic dynamics, how
proposals and Institutional Review Board to incorporate arts-based strategies into these comprise different marine
for the Protection of Human Subjects (IRB) qualitative research design, in order to ecosystems and how these systems can be
protocols and consent forms offered generate additional data, address altered.
summer. researcher bias, deepen qualitative
analysis, and enhance the presentation of MACS 6332 – Human Sexuality and
MACS 6306 – Conducting Qualitative research findings. For example, the course Gender
Research I will explore ways in which the use of Reviews the psychosocial development of
This course covers the activities involved collage can be used to both strengthen sexuality and gender form childhood
in the initiation of a qualitative research researcher bracketing and reflexivity, as through old age. Summary of clinical
study. Students will start the study they well as a data generation technique in approaches to sexual and gender
proposed in MACS 6305 Qualitative combination with journaling. The course problems, comparing interactional
Research Design. Offered occasionally. will also address how poetry can be used approaches with psychodynamic and
as a technique to both validate and behavioral models.
MACS 6307 Conducting Qualitative represent research findings; students will
Research II practice found data poetry in developing MACS 6340 – Marine Mammals
This course covers the activities involved findings, and the use of various poetic This course provides an overview of the
in the culmination of a qualitative forms to convey key findings. In addition, anatomy, biomedicine evolution,
research study. Students will complete the students will be introduced to photo husbandry, natural history, pathology,
study they proposed in QRGP 6305 voice, a method that involves study and physiology of the cetaceans,
Qualitative Research Design and started in participants taking photos to capture their pinnipeds, sirenians, and allies.
QRGP 6306 Conducting Qualitative lived experience and understandings of
Research I. Offered occasionally. particular social phenomena. Throughout MACS 6550 – International Perspectives
the course, ethical issues related to arts- in Counseling and Therapy
MACS 6308 - Writing Qualitative based qualitative research will be The course is designed to review issues
Research considered and discussed. Offered relevant to the practice of couples and
Students will learn how to write up their occasionally. family therapy in an international context.
qualitative research inquiries from the Issues explored during the course include:
earliest steps of their studies through the MACS 6310- Auto ethnography the adaptation of western models of
manuscript submission process using This course introduces students to the therapy for practice in other countries;
writing and representational styles historical, epistemological, theoretical, immigrant family experiences and the
consistent with their research design and methodological, and procedural relevance to clinical practice in the US; and
purpose. To this end, students will foundations of auto ethnography. global ethical issues in counseling and
produce their own original qualitative Students will learn a variety of approaches therapy. Specific cultures reviewed during
research papers that incorporate the basic to auto ethnography including individual, the course will include Mexico, China,
elements of qualitative research reports collaborative, critical, interpretive, and Cambodia, South America and India, to

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name a few. The content of the course is environmental protection and natural the American peace movement against
designed to build on the Family Theory resource scarcity. Offered occasionally. the war in Vietnam; and the nonviolent
course. This course will include a movements that resulted in the end of
continued review of some of the major MACS 6604 – Gender & Conflict communist rule in Eastern Europe.
historic leaders or selected therapy This course examines gender roles in
models, model specific vocabulary, clinical conflict and how conflict is experienced MACS 6610 – Family Violence: The Effects
techniques and theoretical and perceived by men and women. Course of Families, Communities & Workplaces
conceptualizations. As part of the course, material includes feminist theories, men's This course explores the overall effects of
students will learn to become more studies, religion, literature, history, trauma and violence on individuals,
sophisticated with regard to their anthropology, film, television, psychology, families, communities, and the workplace.
understanding of family functioning and the justice system, and alternative dispute Issues of abuse, violence, and systemic
the role of therapy in an international resolution. Offered occasionally. responses are explored in relation to their
context. effect on individual behavior, family
MACS 6605 – Introduction to Institutional dynamics, service provision, and
MACS 6599 – Assessment of Credibility – Assessment community systems. Methods for
Theory and Implications Introduction to Institutional Assessment: identifying such issues in the context of
Students will explore a broad range of This course will introduce students to the family mediation and other types of
contemporary thought, discussion, and field of institutional assessment and conflict intervention are explored. Offered
scientific research, relevant to the planning, emphasizing the higher occasionally.
assessment of credibility with the goal of education environment and its unique
developing a base of knowledge for the challenges. Students will explore the MACS 6611 – Race and Ethnic Relations in
assessment of statements made by, or on functions of educational institutions America
behalf of, individuals, groups, political across systems, develop an understanding The course examines the social
parties, and government, both domestic of the concepts of institutional constructionist approach toward the
and foreign. Topics that will be explored assessment and administrative issues in study of racial and ethnic conflict and
include, but are not limited to, the higher education, learn to use core analysis in the U.S. It is designed to assist
"making and unmaking of ignorance", technologies and methodologies for students in increasing their ability to
defining what constitutes a "lie", the research applications, and build analyze racial issues from a historical to a
ubiquitous nature of lying, the many experience navigating the political and contemporary perspective and to explore
reasons for lying, and how lying is used in interpersonal dynamics that promote some of the basic theoretical paradigms
varying contexts by individuals, business, effective institutional assessment. that have been used to conceptualize the
and government. Offered occasionally. idea of race and ethnicity from the 19th
Century to the present in the U.S. The
MACS 6600 – International Conflict MACS 6607 – Ethnopolitical and course will also explore the effects of
Resolution Community Based Conflicts contemporary policies in addressing racial
This course reviews international conflict This course introduces the major methods and ethnic inequities and strategies used
resolution in many settings and includes used by states, international to combat racism. Offered occasionally.
informal mediation by private interveners organizations, and conflict resolution
and scholar practitioners; formal practitioners to eliminate, manage, and MACS 6613 - Arbitration Theory and
mediation by individual, regional, resolve ethnic and community‐based Practice
transnational, and international conflicts. Case studies are used to explain The purpose of this course is to help
organizations; and mediation within small conflict escalation and de‐escalation, and understand the theory and processes of
and large states. mechanisms of conflict intervention. arbitration for a wide variety of cases. The
Offered occasionally. course will cover the nature,
MACS 6603 – Resolving Environmental & enforceability and scope of arbitration
Public Disputes MACS 6608 - Nonviolent Social clauses; other requirements to arbitrate;
This course focuses on the theoretical Movements the powers of arbitrators; issues that
bases, practical applications, process This course focuses on 20th-century typically arise in arbitration; the conduct
orientations, and actual intervention into nonviolent social movements such as the of arbitration hearings; the remedies
complex multiparty, multi-issue public women's rights and suffragist movement; available in awards under federal and
disputes. Focus is on social/environmental Gandhi's prolonged struggle against state law; and proceedings to confirm or
interactions and sources of political and British colonialism; Martin Luther King, Jr., to modify or vacate arbitration awards.
economic conflict over human health and the American Civil Rights movement;

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MACS 6614 – Workshop Development MACS 6618 – The Reflective Practitioner: MACS 6622 – Legal Concepts
This course helps students to create a Consulting, Conflict, and Change in This course will provide an overview of the
connection between the graduate Organizational Settings U.S. legal system as it relates to
program and professional life by learning A hands on, clinically based course in alternative methods of resolving conflicts.
how to create, develop, and present which students will form consulting teams Students will learn legal terminology, the
workshops and training in the field of (like in consulting firms) and actually do judicial system, judicial procedures, the
conflict resolution. Students will learn consulting in the community. Offered fundamentals of legal research and legal
concepts and principles necessary to occasionally. writing, and where alternative methods
create and design workshops for adults such as mediation and arbitration relate
and for children. Students will actually MACS 6619 – Strategic Community to legal processes. Students will also
develop and present workshops in class in Planning explore legal and procedural concepts
order to gain experience, have a finished An overview of the community form a such as: collaborative legal practices, state
product, and get valuable feedback from strategic perspective, identifying: social, and federal authority, restorative justice,
participants. Offered winter. economic, demographic and cultural victim-offender programs, and the
trends and patterns within the relationship between U.S. and
MACS 6615 – Storytelling: Identity, community; areas of concern for law international legal procedures. The class
Power & Transformation enforcement and government; ways to will be interactive with research, writing,
This course will examine the role of initiate and develop community-wide class presentations, and guest
narrative and storytelling in the conflict strategic planning for peaceful community presentations. Offered occasionally.
resolution theory, research, and practice: relations and growth; building community
(1) Theory regarding the relationship partnerships between law enforcement, MACS 6623 – Practicum III
between language and power will be the criminal justice system and This course is a more advanced field
reviewed. How storytelling and narrative community justice; and the use of data, research project that incorporates
can be a part of destructive conflict or data collection and analysis in developing classroom knowledge and real-world
constructive conflict resolution will be and implementing collaborating long and settings. Students will demonstrate their
explored. (2) The nature of narrative- short terms plans for community ability to apply theory to practice and
based research and how such research development, problem solving and analyze situations utilizing knowledge
can be empowering will be examined. (3) funding initiatives. Offered occasionally. from previous course work. Pre-requisite
Case studies and possibilities for using – Program Approval Required.
storytelling-based projects as a means of MACS 6621 – Introduction to Human
peace building will be discussed. Offered Rights Theory & Practice MACS 6624 – Advanced Practicum
occasionally. This course provides students with an This practicum experience is a faculty-
introductory survey of political, driven experience in which a faculty
MACS 6616 – Trauma & Violence: Global philosophical, historical, economic, and member will design a project in
Perspectives legal considerations related to conjunction with another organization or
This course will look at issues of war, fundamental human rights concepts. university and students selected for the
regional violence, torture, forced Students will examine human rights issues practicum will work on that project with
relocation, ethnic cleansing, rape and in both domestic and international arenas. the faculty member. The project may also
other issues related to regional conflict, In particular, the course addresses the entail a one to two week mandatory field
and then focus on conflict intervention issues of the ideological and cultural experience in which students and the
models. Relief and assistance programs origins of human rights theory; the faculty member will work on the project
from humanitarian relief, the Red Cross, sources of rights and rights violations; the on location. Students will be responsible
UN programs, Quaker NGO's, Christian impact of the nation-state system, for their expenses. Students will apply for
relief efforts, and others will be examined governments and other institutions (such this practicum and must be selected.
with a focus on trauma intervention as a as corporations, churches, and
conflict resolution career option. universities), and domestic and foreign MACS 6625 – Global Field Studies in
Discussion will center on how conflict policies particularly of the U.S. on human Conflict Resolution
specialists can connect, work with, and rights law and enforcement. Finally, The Global Field Studies Practicum Course
influence humanitarian aid efforts, students examine the wide variety of in Conflict Resolution incorporates a field-
capacity building, democratization efforts, political, civil, economic, social and immersion component as part of this
and conflict transformation projects. cultural rights warranting protection. practicum course. It is developed around
Offered occasionally. principles of multidisciplinary conflict
analysis, management, and resolution

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which promote scholarship of students at the classroom, school, or explore such topics as the role of ethnicity
engagement in communities through school system level with the objective of in conflict, structural inequalities of the
research, education, and practice. This transforming student/classroom/school system, urban/suburban relations,
course provides a solid knowledge base by conflict resolution culture. Students will urbanization, and metropolitan growth
the application of conflict resolution examine the elements of conflict and development.
concepts through experiential learning resolution and peer mediation curricula,
that lead to professional development. materials and resources in the field, and MACS 6635 – Advanced Facilitation:
The field experience enhances students’ current research. Students will also do Facilitating Complex group Problem
cross-cultural skills, appreciation and original curriculum/peer mediation design Solving
understanding of diversity and global by integrating state-of-the-art thinking in This course focuses on facilitation in
issues. During the course students are conflict resolution methods, theories, and complex problem situations. The focus
exposed to a diverse community of research into the design, implementation, will be on intercultural settings. Various
researchers, practitioners, policy makers, and institutionalization of conflict approaches to complex facilitation are
who share with students their experience resolution and peer mediation programs. introduced, with special attention to
and career journeys. The course provides Pre-requisites: MACS 5100. Offered dealing with difficult parties and the
for the enhancement of students’ career occasionally. principles of Interactive Management
development plans and requires the (IM). This course will provide students
completion of all required practicum MACS 6630 – Foundations of Genocide with the skills necessary to perform a
forms and paperwork. For their final Studies facilitation workshop with a computer-
project students are expected to work This course is a survey of the causes, assisted program developed to resolve
with a partner organization developing forms, and nature of genocide. The course complex problems. Students will gain
research, training, or consultancy projects addresses the complexities in experience as participants in problem-
where students apply theoretical differentiating human rights violations solving sessions, which they will study and
concepts within a practical framework. and crimes against humanity, from analyze. Class sessions will consist of role-
genocide and government sponsored plays, discussion and analysis, and
MACS 6626 – Conflict Resolution for the mass murder. Theoretical and applied presentation of information.
School and School System cases studies will facilitate student Prerequisites: MACS 6140. Offered
This course is designed for anyone in a engagement. The course will serve as an occasionally.
position to influence school policy, introduction to the theories and applied
practice, and decision‐making, from practices utilized in analyzing acts of MACS 6638 – Conflict & Crisis
within or as a consultant. The course takes genocide. Issues addressed throughout Management Theory & Practice
a systems approach to resolving conflicts the course will include: genocidal intent, This course is an overview of the theories
within the school and school system, eugenics and genocide, demographic of conflict and crisis management and the
applying conflict analysis and conflict purging, as well as mass and public intervention models and protocols used.
resolution models to conflict situations, extermination. Offered occasionally. Conflict and crisis management will be
using negotiation, mediation, and explored among and between individuals
facilitation processes, developing a MACS 6633 – International War and and groups, organizations, communities,
conflict resolution culture throughout the Resolution and governments around the globe.
system, providing training for parents, This course focuses on various aspects of Topics will include the management of
teachers, students, and school board. The internal war and peace. Topics of violent conflicts, such as kidnapping,
course also examines methods to manage discussion include defining war, historical hostage-barricade and terrorist acts,
conflict, including using conflict resolution patterns of warfare, motivations to homeland security, and the response to
practices in crisis situations, and engage in such conflict, as well as efforts natural disasters. There will be interactive
mediating and negotiating with parents, to deter or resolve international war. exercises as well as a case study approach
teachers, administrators, and students. Offered occasionally. used. Offered winter.
The course uses a case study method.
Offered occasionally. MACS 6634 – Metropolitan Conflict MACS 6639 – Organizational Conflict
This course will explore historical and Intervention
MACS 6627 – Conflict Resolution & Peer theoretical explanations for the different This course will explore the diagnostic
Mediation for Students: Elementary, types on conflict prevalent in various techniques and tools necessary to assess
Middle and High School Levels metropolitan areas. A series of case organizational conflict, and tools
This course is designed to bring conflict studies, focusing on both cities within the necessary for successful intervention. Pre-
resolution and peer mediation training to United States and abroad, students will requisite: MACS 6000.

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 terrorism. By exploring the subject of MACS 6647 – Risk Management for
MACS 6640 – Critical Incidents Response terrorism form an anthropological Organizations
This course will provide an in-depth perspective will demonstrate the This course examines risks across all types
analysis and understanding of inter-group complexities and various interpretations of organizations, including healthcare. The
and intra-group dynamics associated with concerning the political uses through the course will outline various types of risk
the organizational response to critical appreciation of interdisciplinary analysis. exposures including pure, operational,
incidents such as hostage/barricade project, technical, business and political.
management, terrorism, kidnapping, MACS 6644 – Consulting with Leaders in Students will learn how to develop a
natural and other disasters, and tactical Organizational Conflict: A Four Framed systemic risk management program for
operations, which comprises the Approach any organization through risk
negotiations team, the tactical team, and Studies clearly show that successful identification, qualitative impact analysis,
the on-scene commander, as well as leaders of twenty-first century quantitative impact analysis, risk response
coordination of efforts with government, organizations need to make sense of planning, and risk monitoring.
organizations, and the community. Topics complex conflict situations before taking
include: inter-group and intra-group action. This course combines theory and MACS 6648 – Researching Conflict
conflict intervention and communication practice to equip students to assist In this course, students and instructors
strategies, negotiation, tactical, and organizational leaders in developing both will together conceptualize, design and
command protocols, hostage/barricade diagnostic and behavioral sophistication carry out a mixed methods research study
resolution continuum options, and case by using multiple frames before taking on a topic connected to violence. The
studies. Offered summer. action. Participants will engage in students and instructors will decide on a
classroom learning, on-line assistance, research problem to be studied. The goal
MACS 6641 – Conflict and Crisis and leadership coaching with a client and of the elective is to help students deepen
Negotiation organization of their own choosing. their understanding of quantitative and
This course will provide an overview of law qualitative research and hone research
enforcement crisis negotiation and its MACS 6645 – Indigenous Systems of skills. The course will be a collaborative
application to crisis situations, such as Conflict Resolution effort, building on the experience,
domestic violence encounters on an This course is designed to make knowledge, expertise, and interest of all of
individual level and hostage/barricade contributions to the field by exploring the the participants. Prerequisites: MACS
encounters on an organizational level. processes of conflict resolution and 5200
Lecture, expert demonstration, and peacemaking as practiced by the
interactive negotiation with role play will indigenous communities around the MACS 6650 – International Negotiation:
provide an experiential learning world. Class members will engage in an in‐ Principles, Process and Issues
environment for understanding and depth exploration of techniques of This course describes and analyzes the
applying active listening skills, empathy, peacemaking, as practiced in various parts major principles, processes and issues of
rapport, influence, and behavioral change of the world. international negotiation in the twentieth
concepts to conflict and crisis situations. and twenty-first centuries. It seeks to
Offered fall. MACS 6646 – The Anthropology of Peace provide students with the analytical tools
and Conflict skills required to explain and predict the
MACS 6643 – Social Aspects of Terrorism This course will explore the social outcome of specific (bilateral or
This course will examine a wide range of dynamics of disputing and undertaking multilateral) negotiations through the
different cultures and societies with a detailed examinations of specific cases. By study of various explanation factors,
special emphasis placed upon political examining diverse expressions of conflict including: stability and change in the
violence. Regions explored are: Basque and different means of controlling it, structure of the existing "international
country, Chechnya, Colombia, Northern students will deepen their understanding system"; the individual characteristics of
Ireland, Palestine, Sri Lanka, and of conflict analysis and broaden their the nations-states parties
Zimbabwe. Of particular importance are perspectives on how disputes can be (power/capabilities, interests,
the dimensions of terrorism, trauma, and managed. Course topics will include the culture/values, negotiating styles, etc.;
violence through an understanding of cooperative and aggressive components the strategic and tactical moves of those
colonialism, discourse, history, material of human nature, the social construction considered as "key players"; as well as the
culture, media, rebellion, revolution, and of violence, genocide, and war, and the role of smaller states and non-state
separatism. Additionally, the course will relationship between conflict resolution, actors.
focus upon the causes of 9/11 and the social control, inequality, and justice.
recent fomentation of international

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MACS 6651 – Theories of Ethnicity & theoretical frameworks and introduces process and introduces different models
Nationalism participatory tools that will enable and related theoretical foundations. The
Theories of Ethnicity and Nationalism: This students to more effectively analyze and integration of theory and practice will
course is foundational for theoretical address situations of conflict in emphasize the various stages including
understandings of ethnicity and conservation and development initiatives. identity framework, narrative, needs
nationalism. Students will analyze general The course familiarizes students with assessment, goal setting, and feedback,
theories from key debates and critically concepts and methods from natural utilizing a relational and systems
examine various points of view in relation resource management, sustainable orientation. The course develops coaching
to defining boundaries, conflict, context, livelihood systems and collaborative skills, strategies, and knowledge, and uses
difference, identity, migration, learning approaches. a practice-based approach, including role-
minority/majority, race and tribalism in plays and case studies.
regard to ethnicity, as well as community, MACS 6654 – Islam, Conflict, and
fantasy, ideology, neo-Marxism, Peacemaking MACS 6658 – Transformational
modernism, perennialism, political, This course will provide an historical Narratives
primordialism, semiotic, sociocultural, overview of Islam, including an Across cultures, people effectively
socioeconomic, imagination, invention, introduction to belief systems, the communicate about their conflicts and
and tradition in association with different branches of the faith and schools issues through narratives. In any helping
nationalism and nationalists, and the of Islamic law with a special emphasis on profession, it is effective to create useful
entwinement and interrelation between Muslim doctrines related to conflict and change with a clear understanding of the
all of these prevalent notions and themes. peace. It will include the contemporary strategies of transformational narratives.
Upon completion of the course students era and investigate Muslim engagements By understanding what creates change in
will better grasp ethnic belonging, ethno- with modernity and discuss the varied stories, we can help people rewrite their
nationalist conflict, and intra/inter-group responses and perspectives. There will own accounts in ways that redefine their
disputes from the standpoint of applied some discussions of international possibilities. This course offers analyses of
theory, cultural relativity, and humanism. relations, but the course will also narratives from traditions of conflict
emphasize micro level issues. Students resolution and other interdisciplinary
MACS 6652 – History, Memory and will have the opportunity to develop perspectives, promoting the ability to re-
Conflict research projects designed to extend their frame, refocus, and creatively intervene in
By exploring the significance of history, understanding of Islam and its potential as stories of a personal and social nature to
memory, and cognition, this course a resource for peace building. open useful possibilities for people who
provides the most recent theoretical carry stories of unresolved struggle.
debates on these issues and their MACS 6656 – Gender, Conflict and Offered Summer.
significance for understanding why International Development
populations persist in a state of violence. This course provides the student with MACS 6659 – Conflict and Peace Building
Students will be introduced to the basic essential understanding of factors that in Africa
and major theoretical interpretations and shape the social, political and economic This course examines conflict and peace
the chronology of history of ideas. roles of women and men in developing building dynamics in the African
Questions to be considered include: how countries. The course covers the concepts continent. Its content includes a survey of
does the past become the present and of gender in conflict resolution and peace contemporary macro-level conflicts in
remain in it, and, how do we as building by examining women and men's Africa and an examination of their
researchers interpret the relevance of human rights and security, and the historical and more immediate causes.
history and memory? Others are: how is consideration of gender within Class participants will explore the causes
the past invented, mythologized about, developmental policies. The course and effects of such conflicts and
and re-invented? Why does memory have provides an overview of concepts and investigate prospects for constructive
such an important role in the persistence gender analysis frameworks from a transformation. Past and ongoing
of intractable hostilities and how does the historical perspective. Students examine resolution and peace building efforts will
learning of violence become transmitted specific projects aimed at integrating be discussed, and class members will
from one generation to the next? women into community development. propose a peace building strategy for a
case of their choice.
MACS 6653 – Conflict in Conservation MACS 6657 – Conflict Coaching Theory
and Development and Practice MACS 6660 – Conflict Management in
This course examines conflict in This course examines the growing use of Groups: Overt and Covert Dynamics
conservation and development. It covers conflict coaching as a conflict intervention

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The purpose of this course is to provide political violence, as well as consider the This graduate seminar explores conflict at
participants with the knowledge, skills and different means to countering political the societal-level in Ireland. Two case
attitudes to be effective in groups with an violence. studies will be used to investigate Irish
emphasis on analyzing and managing conflict. First, the conflict over Northern
overt and covert conflict. The course also MACS 6663 – Introduction to Peace Ireland will be examined. In this conflict,
examines issues of communication, Studies students will consider Ireland’s historical
leadership, power and authority in This graduate seminar explores theories conflict with Britain and how it led to the
relation to group and interpersonal of peace and war, as well as the conflict between Irish Catholics and British
effectiveness. This course enables promotion of peace. This seminar Protestants in Northern Ireland. Then the
participants to cope with complex issues provides students with an in-depth current conflict dynamics and those of the
as they emerge in the natural life of small understanding various depictions of recent past will be considered,
groups, large groups and organizations. peace, emphasizing the concepts of culminating in the Good Friday Agreement
Learning about group life is gained positive peace, social justice, and and the relative state of peaceful co-
through direct experience in a temporary international development. Peace will be existence that exists today. Different
learning organization created in the examined systemically, highlighting conflict resolution strategies employed in
course. The course is designed as a living connections between the experience of the conflict will also be examined (like the
laboratory where members can peace at the personal, community, use of restorative justice). The course will
experience and explore group life as it national, and international levels. also examine the intra-Irish social conflict
occurs. Students will therefore also investigate between the settled Irish and the Irish
the relationships that human nature and travelers. The travelers had a historic role
MACS 6661 – Middle Eastern Conflict culture have with peace, war, and as tin smiths in Irish society but, as this
This graduate seminar explores the many violence. In addition, the course will livelihood was left behind, their nomadic
different types of conflict found in the investigate how international bodies lifestyle and different culture led to a
Middle East. It seeks to provide students promote peace and mitigate the effects of broad, long-term societal conflict
with the analytical tools and skills required war. Students will also examine the causes between themselves and the settled Irish.
to explain the causes, understand the of war and just war theory. The field of This seminar will explore this conflict and
actors, and analyze and/or predict the peace studies will be outlined as well, consider current conditions of travelers,
outcomes of specific Middle Eastern including a brief history of the field. some of the underlying drivers of the
conflicts. To meet these objectives we will conflict (like culture and power
evaluate broad types of Middle Eastern MACS 6664 – Restorative and differences), and some of the ways that
conflict such as religious, ethnic, and Transitional Justice travelers have attempted to protect their
cultural, militarized conflicts, civil wars, This graduate seminar explores the theory culture and lifestyle in Ireland (such as
and occupations. We will also evaluate and practice of both restorative justice through the traveler’s social movement).
Middle Eastern conflict negotiation, the and transitional justice. This seminar
Middle East peace process, why provides students with an in-depth MACS 6666 - Social Advocacy for Patients
negotiation and peace has failed, and understanding of the theory upon which and Clients
what needs to be done so that Middle East restorative justice and transitional justice This course examines strategies for
peace could be achieved. Finally, we will practice rest. Various forms of practice, developing advocacy toward marketing
look at the future of Middle Eastern stemming from diverse practice settings, ideas, achieving buy in from others and
conflicts. are also examined, including: victim- shaping opinion. It includes strategies for
offender mediation, victim-offender developing advocacy on behalf of patients
MACS 6662 – Political Violence dialogue in cases of severe violence, and clients in other settings as well as
Political Violence is a graduate seminar family group conferencing, peacemaking teaching individuals and other groups how
that explores the many different types of circles, and restorative justice practice in to bets advocate for themselves. The
political violence; specifically looking at schools. The seminar offers students course will draw upon research in the
revolutions, terrorism, and transitional- opportunities to role-play and practice fields of persuasion, power relations, and
institutional political violence. This restorative justice skills. Forms of public advocacy. Topics covered will
seminar examines a wide range of topics transitional justice are also surveyed, include: developing messages, context of
in order to provide the student with a particularly truth and reconciliation communicating messages, emotional
deeper understanding of political commissions and their work around the tenor of advocacy and creating a
violence. We will engage in a thoughtful globe. persuasive message.
and in-depth examination of the
definitions, causes, and consequences of MACS 6665 – Irish Social Conflict

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MACS 6667 – Advanced Transitional to raise funding (including taking those current events to the topics covered
Justice advantage of internet use), how to work in class.
War and large scale violence deeply scar with the media etc. Students will be
individuals and societies. Peace does not assigned skill based exercises like creating MACS 7220 – Fundamental Concepts of
come with the silencing of the guns and posters (hard copy or electronic), writing Climate Change II
the danger of conflict resurgence is talking points for legislative testimony etc. The social consequences of a changing
extremely high in the immediate We will use strategies from Gene Sharp climate are numerous and have the
aftermath of hostilities. Long term and Saul Alinsky (tutor to Hillary Clinton potential to significantly alter human-
resolution of conflicts requires that the and President Obama). livelihood and even create community
damage of past conflicts be addressed so conflict and unrest. In this course, which is
as to enable societies to progress into MACS 6669 – Theory and Practice of one of the two required (core) courses for
peaceable, just futures. Transitional Peace Education the Graduate Certificate in Marine and
Justice has grown into a new subfield of This course will introduce students to the Coastal Climate Change, students will
study and it addresses some deeply central concepts, theories, current explore climate change from a social
challenging questions arising out of debates and cutting-edge practices as perspective. Where appropriate, the
violence. How can societies torn apart by regards peace education. Essential course will be explored in the context of
war, genocide, atrocities, and questions include what peace education the marine and coastal environment.
dictatorships emerge into a new and is, experiential learning, how do faculty NSAM – National Security Affairs
brighter future? Can people and citizens design curriculum around peace
deeply scarred by violence learn to education, how faculty can address NSAM 0620 – Management Information
forgive, forget and/or co-exist? Or does nonviolence in the classroom, best Systems
true healing require punishment, practices in assisting students to The application of information system
vengeance, and retribution for crimes understand the role of power and concepts to the collection, retention, and
past? In this class we balance moral, legal, inequalities in conflict, and how to dissemination of information for
and psychotherapeutic theories against facilitate student (and teacher) management planning and decision
the realities of historical and understanding of entrenched historical making. Issues such as personnel
contemporary examples. We will examine conflicts. selection, budgeting, policy development,
the solutions proposed so far including the and organizational interfacing are
International Criminal Court, Truth MACS 6670 – Introduction to discussed. Conceptual foundations and
Commissions, Memorializations, International Relations and International planning and development of
Reparations etc. We will look at some Issues management information systems. The
specific examplars such as South Africa, This course is an introduction to world role of MIS in an organization and the fit
Bosnia-Hercegovina, Sri Lanka, Canada, politics and is intended to give the student between the system and the organization
Argentina and others. a better understanding of international
relations and the complex issues and NSAM 0653 - Telecommunications &
MACS 6668 – Organizing Nonviolent perspectives affecting the world Computer Networking
Social Change community. We will investigate many This course provides a framework for
This is a practice course that aims to aspects of international relations such as understanding computer network
provide students with the skills necessary the dominate theories of international functionality, characteristics, and
to make nonviolent social change happen. relations, the history of the nation-state, configurations. Topics include network
It grows out of experiences in legislative the definition of power, Islamic topologies, protocols, and architectures
advocacy in Washington DC and fundamentalism, terrorism, war, ethnic and emerging trends in network
community mobilization on conflict conflict, political economy, international technologies and services. The role of
resolution and federal appropriations institutions, transnational organizations, optical technologies in supporting
allocations for HIV Aids programming. trade, modernization, dependency national and international
Students will explore some of the theory, imperialism, globalization, and the implementations is explored. Strategies
practicalities of nonviolent social action foreign policy of the United States and its for network planning, implementation,
and how to participate more effectively in impact on the world community. Students management, and security are
initiatives. Cases of nonviolent struggle, are expected to keep up to date with introduced. Recent advances in
principles of strategy, and the techniques current global events by reading an standardization, internetworking, and
and methods of nonviolent action will be international newspaper each day and deployment of LANs (local area networks),
covered. Some skills covered will be: How being prepared to connect and apply MANs (metropolitan area networks), and
to frame messages for mobilization, how

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WANs (wide area networks) are NSAM 0686 - Information Systems This course analyzes terrorism from a
introduced. Auditing number of perspectives including law
Fundamental concepts related to an enforcement (FBI), defense (DOD), and
NSAM 0683 - Fundamentals of Security information systems audit. Principles and diplomatic (DOS) orientations in order to
Technologies practices related to secure operation of understand mitigation/prevention,
An overview of the technical aspects of existing information technology. preparedness, response, and recovery
information security. Issues discussed Information security accountability, measures with regards to
include authentication, confidentiality, development of internal control counterterrorism and antiterrorism.
access control, trust and non-repudiation. objectives and framework, and Individual (lone wolf) and group (Islamist)
Investigation of fundamental assurance identification of appropriate audit terrorist mindsets will be examined, as
technologies that can be applied to procedures for a secure information well as international and domestic
interface specifications, architectures, system. domains. Offered Fall and Summer terms.
and implementations of information
security mechanisms. The selection of NSAM 0687 – Information Security NSAM 5003 – National Intelligence
appropriate security applications, security Management Project Collection
lifecycles, and interoperability issues will This project course integrates all of the This course examines the work of current
also be covered. knowledge accumulated through the and future managers in the federal
NSAM 0684 – Information Security previous courses and serves as a capstone intelligence and homeland security
Management for the Concentration in Information arenas. Students will be introduced to the
Provides an understanding to implement Security. The class focuses on best various ways in which the social and
effectively the information security vision practices demonstrated through case behavioral sciences inform approaches to
and strategy set forth by the executive studies and systems assessment. Students intelligence collection and analysis and
management. The emphasis will be on the may enroll in this class only after how these scientific approaches can
management of an information security completing all of the information security facilitate the goals of countering terrorism
program. Focus is on the implementation concentration courses. and hostile intelligence service actions.
of information security policy, information Specifically, the emerging field of
security planning, development of NSAM 5001 Current and Historical Issues “Futuristics” will be explored in this
information security processes, and This course is an introductory seminar context so that managers can forecast,
establishment of information security dealing with current and historical issues manage and create preferable future
measures. Concepts and techniques from in American national security affairs. In outcomes for their agencies and the
the management and organizational the age of globalization and international nation. Offered Winter and Summer
behavior disciplines will be integrated in terrorism it is imperative that we terms.
order to identify and propose solutions to understand the history, topics, and
the problems of information security concepts of national security affairs. The NSAM 5004 – Border Protection and
administration. pursuit of security involves a wide range of Military Issues
both domestic and international activities This course is an in-depth analysis of the
NSAM 0685 – Information Security that fall under the umbrellas of political, importance and the difficulties in security
Governance economic, and military relations and measures and tactics used to protect a
Challenges and opportunities of procedures. This course examines the sovereign nation’s borders. Border
effectively governing an organization's history of American security, the workings protection is an essential part of National
information security requirements and of the American national security Security. The threats to domestic
resources. Information security institutions and organizations, populations include drug-smuggling,
governance lays out the vision for the cooperative security systems like NATO terrorism, human and arms trafficking,
information security program. Discussions and the United Nations, international and illegal immigration. Theoretical and
include what constitutes good institutions, political violence, terrorism, applied case studies will facilitate student
information security governance, and war, and both domestic and international engagement. The course will serve as an
development of an effective information law on security. On all these topics, this introduction to the theories and applied
security strategy and policy. Also focuses course will emphasize both theoretical practices of successful border protection.
on how to improve information security and practical issues that will further the Offered Fall and Winter terms.
accountability, regulatory compliance, student’s knowledge of American national
and maturity. security affairs. NSAM 5005 – Research and Evaluation in
National Security Affairs
NSAM 5002 – Terrorists and Terrorism

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This course provides an in-depth organizations, and teams in order to hone readings and course discussions students
introduction to the fundamental logic and their own observation, sense-making, and will be exposed to key concepts such as
principles of research design, with innovating skills in a national security the national interest and identity,
additional focus areas in critical thinking setting. Offered occasionally. isolationism and internationalism, and
and analysis. Students will gain familiarity realist and idealist approaches to foreign
with key concepts in the philosophy of NSAM 5008 - Credibility Assessment: policy. Students will also be exposed to
science and current debates over Methods and Implications the major schools of thought on US
appropriate methods of data collection This is the second course in the realm of foreign policy, and develop a greater
and analysis of the social sciences. credibility assessment. Students will contextual understanding of
Students will learn the differences explore a broad range of issues, thought, contemporary policies and issues in
between quantitative, qualitative, and discussion, and scientific research, national security. Offered annually, Fall
mixed-methods research; from here the relevant to the actual assessment of only
student will be introduced to the credibility using various contemporary
foundations of these approaches and methods. Topics that will be explored NSAM 5014 – Ethical Issues in National
learn what strategies, methods, and include, but are not limited to; defining Security
techniques are in use. Students will then what constitutes a "lie," the ubiquitous This course provides an introduction to
be expected to formulate a research nature of lying, nonverbal and verbal cues moral reasoning through a philosophical
question, develop a set of hypotheses, to deception, non-instrumental forms of examination of major ethical problems in
develop a strategy for data collection, lie detection, and instrumental forms of lie the context of national security, such as
develop a literature review, and finally to detection. Offered Winter term. those encountered by security
formulate ways to operationalize their professionals; intelligence gathering;
study. Offered Fall and Summer terms. NSAM 5009 – US Relations with Latin military engagements; responses to
America terrorism, among others. The relationship
NSAM 5006 – Assessment of Credibility – This course focuses on strategic analysis between security interests and traditional
Theory and Implications while examining historical relations democratic values such as, privacy, truth
Students will explore a broad range of between the United States and Latin and honesty will also be explored. Student
contemporary thought, discussion, and America. The material is presented in will be introduced to the idea that ethical
scientific research, relevant to the three segments; strategic analysis, problems are largely a matter of
assessment of credibility with the goal of historical relations, and current issues normative ethical (philosophical) theory.
developing a base of knowledge for the impacting US relations with the southern Annually, Fall only
assessment of statements made by, or on hemisphere. The course will enhance
behalf of, individuals, groups, political knowledge and understanding of the NSAM 5015 – International Relations:
parties, and government, both domestic history of US-Latin American relations and Theory & Practice
and foreign. Topics that will be explored the application of strategic analysis to This course is a survey of the dominant
include, but are not limited to, the those relations. The course will emphasize theories of international relations
"making and unmaking of ignorance", the strategic importance of Latin America including (but not limited to) realism,
defining what constitutes a "lie", the to long term stability in the US. Offered liberalism, their neo-variants, as well as
ubiquitous nature of lying, the many occasionally. critical theories. The course will examine
reasons for lying, and how lying is used in the “great debates” within international
varying contexts by individuals, business, NSAM 5010 – US Foreign Policy and relations and apply these theories to
and government. Offered Fall term. National Security historical case studies and current issues
This course examines the history of United in U.S. national security. Annually Winter
NSAM 5007 – Leadership in National States foreign policy from World War II to only
Security Affairs the present, with an emphasis on the
This course is designed to assist national emergence of national security as the NSAM 5016 – Civil Liberties and National
security leaders in identifying and dominant feature of policymaking in this Security
developing their leadership style, building period. In this class, we will explore the This course focuses on understanding the
effective relationships with critical expanding global reach of U.S. interests interconnection between Civil Liberties
stakeholders, developing strategies to since 1945, paying considerable attention and National Security. Both elements are
building effective teams, and enabling to the role of the Cold War and the War on important – the first being the mechanism
leaders and followers to optimize Terror in the creation of and continued by which the Republic as an entity
decision-making in the workplace. expansion of a national security apparatus protects itself and the second by which
Students review remarkable leaders, within the United States government. In many of the principles of the Republic are

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protected. How these two elements are attempts to interdict and mitigate damage may be pursued. Under the instructor’s
balanced and shaped by the needs of the inflicted by future attacks on the national guidance, the directed readings, the final
day will be examined by focusing on the cyber system. Additionally, through project, and any other assignments will be
historical development of this interaction, examination of multiple international set forth. The course will provide an
as well as the modern intersection by cyber conflicts a view of this component of opportunity for the enhancement of
looking at readings in history, law and the changing nature of modern warfare subject matter knowledge and expertise.
politics. helps to illuminate the varied issues facing
federal, state, and critical infrastructure NSAM 5510 – Survey Issues in Criminal
NSAM 5020 – International Law and operators across the country. On all these Justice
Institutions topics, this course emphasizes both This survey course will review the
This course introduces students to the theoretical and practical issues that will historical context, theory, policy making,
sources of international law, treaty and further the student's knowledge of political factors and behavioral influences
custom, and explains how the Americas cyber vulnerability and the related to criminal justice policy
International Court of Justice at The potential employment of cyber weapons development as it relates to the
Hague as well as American courts work in future conflicts. Every Year Winter organization of the criminal justice system
with international rules in deciding cases. in the United States. This course examines
It considers the operation of the United NSAM 5500 Directed Readings in Media the various components of the criminal
Nations in creating international norms and Public Policy justice system, including police, courts,
and in handling international disputes. This course examines specific aspects of corrections, and the juvenile justice
This course covers as well bases of the media and the role it plays in system. The course focuses on the
international criminal jurisdiction, state influencing and being influenced by public relationship of the criminal justice system
recognition, sovereign immunity as well as policy. It is designed so it may be taken as to broad political, economic, and social
state responsibility. After considering the an independent study or with a small issues. Understanding the working
critical and fundamental concepts in the group of students so topics of individual relationship between these system
field, the course will explore a few research interest in this area may be components allows for a greater
interesting transnational problems pursued. Under the instructor’s guidance, understanding of how the system works
relating to security issues, namely the directed readings, the final project, as a whole.
controlling piracy, preventing human and any other assignments will be set
smuggling, and stopping terrorism. Odd forth. The course will provide an NSAM 5512 – Directed Readings in Crime
Year Winter. opportunity for the enhancement of and Society
subject matter knowledge and expertise. This course examines specific aspects of
crime and its impact on society. It is
NSAM 5030 – American Government and NSAM 5502 – Directed Readings in designed so it may be taken as an
Domestic Security National Security Affairs independent study or with a small group
This course is examination of the domestic This course examines specific aspects of of students so topics of individual research
national security state. It will explore the national security affairs. It is designed so it interest in this area may be pursued.
ways that concerns over domestic security may be taken as an independent study or Under the instructor’s guidance, the
have shaped the actions of American with a small group of students so topics of directed readings, the final project, and
government and conversely, the ways that individual research interest in this area any other assignments will be set forth.
the structures of American Government may be pursued. Under the instructor’s The course will provide an opportunity for
have shaped our responses to domestic guidance, the directed readings, the final the enhancement of subject matter
security concerns. Even Year Winter project, and any other assignments will be knowledge and expertise.
set forth. The course will provide an
NSAM 5040 – Cyber Conflict and opportunity for the enhancement of NSAM 5520 – Social Administration in
Statecraft subject matter knowledge and expertise. Criminal Justice
This seminar introduces the concept of The purpose of this course is to examine
international conflict in cyber space and NSAM 5507 – Directed Readings in Public current strategies and issues related to
the related statecraft involved in Policy social justice in the field criminal justice.
addressing American national security This course examines specific aspects of
affairs while sustaining international public policy. It is designed so it may be NSAM 5521 – Directed Readings in
relationships. This course examines the taken as an independent study or with a African Studies
history of American cybersecurity, small group of students so topics of This course examines specific aspects
vulnerabilities to past attacks, and individual research interest in this area related to Africa. It is designed so it may

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be taken as an independent study or with NSAM 5527 – Directed Readings in Latin cornerstone of the criminal justice system
a small group of students so topics of American Studies nationwide. By becoming familiar with
individual research interest in this area This course examines specific aspects this material, it is expected that the
may be pursued. Under the instructor's related to Latin America. It is designed so student will be able to better predict and
guidance, the directed readings, the final it may be taken as an independent study prepare to meet fundamental legal
project and any other assignments will be or with a small group of students so topics problems facing the criminal justice
set forth. The course will provide an of individual research interest in this area professional, such as: (1) Constitutional
opportunity for the enhancement of may be pursued. Under the instructor’s restraints on how the criminal justice
subject matter knowledge and expertise. guidance, the directed readings, the final system handles the investigation of crime;
project, and any other assignments will be (2) Constitutional restraints on how the
NSAM 5522 – Directed Readings in set forth. The course will provide an criminal justice system satisfies the legal
Multiculturalism opportunity for the enhancement of requisites as to an individual's guilt; (3)
This course examines specific aspects of subject matter knowledge and expertise. Constitutional restraints on the
multiculturalism. It is designed so it may punishment imposed.
be taken as an independent study or with NSAM 5528 – Directed Readings in
a small group of students so topics of Middle Eastern Studies NSAM 5531 – Directed Readings in
individual research interest in this area This course examines specific aspects Humanitarian Relief
may be pursued. Under the instructor’s related to the Middle East. It is designed This course examines specific aspects
guidance, the directed readings, the final so it may be taken as an independent related to humanitarian relief across the
project, and any other assignments will be study or with a small group of students so globe. It is designed so it may be taken as
set forth. The course will provide an topics of individual research interest in an independent study or with a small
opportunity for the enhancement of this area may be pursued. Under the group of students so topics of individual
subject matter knowledge and expertise. instructor’s guidance, the directed research interest in this area may be
readings, the final project, and any other pursued. Under the instructor’s guidance,
NSAM 5524 – Directed Readings in assignments will be set forth. The course the directed readings, the final project,
African Diaspora will provide an opportunity for the and any other assignments will be set
This course examines specific aspects of enhancement of subject matter forth. The course will provide an
the African Diaspora. It is designed so it knowledge and expertise. opportunity for the enhancement of
may be taken as an independent study or subject matter knowledge and expertise.
with a small group of students so topics of NSAM 5529 – Directed Readings in
individual research interest in this area Caribbean Studies NSAM 5532 – Directed Readings in
may be pursued. Under the instructor’s This course examines specific aspects Human Rights
guidance, the directed readings, the final related to the Caribbean region. It is This course examines specific aspects
project, and any other assignments will be designed so it may be taken as an related to human rights domestically or
set forth. The course will provide an independent study or with a small group internationally. It is designed so it may be
opportunity for the enhancement of of students so topics of individual research taken as an independent study or with a
subject matter knowledge and expertise. interest in this area may be pursued. small group of students so topics of
Under the instructor’s guidance, the individual research interest in this area
NSAM 5526 – Directed Readings in Asian directed readings, the final project, and may be pursued. Under the instructor’s
Studies any other assignments will be set forth. guidance, the directed readings, the final
This course examines specific aspects The course will provide an opportunity for project, and any other assignments will be
related to Asia. It is designed so it may be the enhancement of subject matter set forth. The course will provide an
taken as an independent study or with a knowledge and expertise. opportunity for the enhancement of
small group of students so topics of subject matter knowledge and expertise.
individual research interest in this area NSAM 5530 – Legal issues in Criminal
may be pursued. Under the instructor’s Justice NSAM 5537 – Directed Readings in
guidance, the directed readings, the final This course examines a variety of legal Intelligence and Counterintelligence
project, and any other assignments will be issues critical to a thorough understanding This course examines specific aspects
set forth. The course will provide an of the various aspects of the criminal related to intelligence and
opportunity for the enhancement of justice system. Students will examine the counterintelligence as related to national
subject matter knowledge and expertise. United States Constitution and its and international security. It is designed
interpretation through court decisions so it may be taken as an independent
that together have formed the study or with a small group of students so

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topics of individual research interest in is designed so it may be taken as an opportunity for the enhancement of
this area may be pursued. Under the independent study or with a small group subject matter knowledge and expertise.
instructor’s guidance, the directed of students so topics of individual research
readings, the final project, and any other interest in this area may be pursued. NSAM 5550 – Investigative Processes
assignments will be set forth. The course Under the instructor’s guidance, the This course is a masters-level, on-line core
will provide an opportunity for the directed readings, the final project, and course within the Criminal Justice Institute
enhancement of subject matter any other assignments will be set forth. at Nova Southeastern University, Fort
knowledge and expertise. The course will provide an opportunity for Lauderdale, Florida. This course will
the enhancement of subject matter provide an overview of investigative and
NSAM 5538 – Directed Readings in knowledge and expertise. crime scene processing theory, research,
Homeland Security and practice and its application from the
This course examines specific aspects NSAM 5547 – Directed Readings in Tribal standpoint of criminal investigative
related to homeland security. It is Dynamics personnel and other actors within the
designed so it may be taken as an This course examines specific aspects criminal justice system. Lecture and case
independent study or with a small group related to tribal dynamics. It is designed so studies will provide a learning
of students so topics of individual research it may be taken as an independent study environment for understanding and
interest in this area may be pursued. or with a small group of students so topics applying investigative processes including
Under the instructor’s guidance, the of individual research interest in this area fundamentals, crime scene investigation,
directed readings, the final project, and may be pursued. Under the instructor’s criminal intelligence and informants,
any other assignments will be set forth. guidance, the directed readings, the final physical evidence, testimonial evidence,
The course will provide an opportunity for project, and any other assignments will be documenting the investigation and
the enhancement of subject matter set forth. The course will provide an testifying, crimes against persons, crimes
knowledge and expertise. opportunity for the enhancement of against property, special investigations,
subject matter knowledge and expertise. and legal considerations.
NSAM 5540 – Program Evaluation in
Criminal Justice NSAM 5548 – Directed Readings in Islam NSAM 5553 – Directed Readings in
This course will provide a fundamental and the State Comparative Politics
analysis of research and methodology as This course examines specific aspects This course examines specific aspects of
related to evaluation of criminal justice related to Islam and the State. It is comparative politics. It is designed so it
administration. Included in this course will designed so it may be taken as an may be taken as an independent study or
be an introduction to statistical analysis independent study or with a small group with a small group of students so topics of
and the use of current technology. of students so topics of individual research individual research interest in this area
NSAM 5543 – Directed Readings in interest in this area may be pursued. may be pursued. Under the instructor’s
Genocide Under the instructor’s guidance, the guidance, the directed readings, the final
This course examines specific aspects directed readings, the final project, and project, and any other assignments will be
related to genocide and its causes and any other assignments will be set forth. set forth. The course will provide an
impact on society. It is designed so it may The course will provide an opportunity for opportunity for the enhancement of
be taken as an independent study or with the enhancement of subject matter subject matter knowledge and expertise.
a small group of students so topics of knowledge and expertise.
individual research interest in this area NSAM 5555 – Directed Readings in
may be pursued. Under the instructor’s NSAM 5549 Directed Readings in International Relations
guidance, the directed readings, the final Environmental and Government Affairs This course examines specific aspects of
project, and any other assignments will be This course examines specific aspects world politics and is intended to give the
set forth. The course will provide an related to the environment and student a better understanding of
opportunity for the enhancement of governmental affairs. It is designed so it international relations and the complex
subject matter knowledge and expertise. may be taken as an independent study or issues and perspectives affecting the
with a small group of students so topics of world community. It is designed so it may
NSAM 5546 – Directed Readings in individual research interest in this area be taken as an independent study or with
Human Trafficking may be pursued. Under the instructor’s a small group of students so topics of
This course examines specific aspects guidance, the directed readings, the final individual research interest in this area
related to human trafficking, including project, and any other assignments will be may be pursued. Under the instructor’s
causes, social, political, and economic set forth. The course will provide an guidance, the directed readings, the final
implications and the effects on society. It project, and any other assignments will be

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set forth. The course will provide an counterintelligence. It is designed so it emphasis on the role of public policy and
opportunity for the enhancement of may be taken as an independent study or strategic planning.
subject matter knowledge and expertise. with a small group of students so topics of NSAM 6130 - Practicum I: Supervised
individual research interest in this area Field Experience
NSAM 5560 – Directed Readings in may be pursued. Under the instructor’s This course is a field research project that
Terrorism guidance, the directed readings, the final incorporates classroom knowledge and
This course examines specific aspects of project, and any other assignments will be real-world settings. Students will
terrorism. It is designed so it may be taken set forth. The course will provide an demonstrate their ability to apply theory
as an independent study or with a small opportunity for the enhancement of to practice and analyze situations utilizing
group of students so topics of individual subject matter knowledge and expertise. knowledge from previous course work.
research interest in this area may be Offered Fall and Summer terms.
pursued. Under the instructor’s guidance, NSAM 5566 – Directed Readings in
the directed readings, the final project, Analysis of Open Source Intelligence NSAM 6160 – Practicum II: Supervised
and any other assignments will be set This course examines specific aspects of Field Experience
forth. The course will provide an analyzing open source intelligence. It is This course is a field research project that
opportunity for the enhancement of designed so it may be taken as an incorporates classroom knowledge and
subject matter knowledge and expertise. independent study or with a small group real world settings. Students will
of students so topics of individual research demonstrate their ability to apply theory
NSAM 5561 – Directed Readings in interest in this area may be pursued. to practice and analyze situations utilizing
Polygraph and Interview Techniques Under the instructor’s guidance, the knowledge from previous course work.
This course examines specific aspects of directed readings, the final project, and This is a continuation of NSAM 6130.
polygraph and interview techniques. It is any other assignments will be set forth. Prerequisite: NSAM 6130. Offered Fall
designed so it may be taken as an The course will provide an opportunity for and Winter terms.
independent study or with a small group the enhancement of subject matter
of students so topics of individual research knowledge and expertise. NSAM 6170 - Violence Prevention
interest in this area may be pursued. This course examines various theories of
Under the instructor’s guidance, the NSAM 5650 – Economic Statecraft in human aggression and violence, exploring
directed readings, the final project, and National Security Affairs their underlying assumptions about
any other assignments will be set forth. This course examines the economic human nature and the causes of violence.
The course will provide an opportunity for strategies employed by states to press Also included is an introduction to a range
the enhancement of subject matter other states to follow established of violence intervention and prevention
knowledge and expertise. agendas. Achieving National Security approaches developed for use at the
Policy objectives frequently involves the interpersonal, intergroup, and societal
NSAM 5564 – Directed Readings in integrative use of sanctions, embargoes, level.
National Intelligence History boycotts, dumping, freezing of assets,
This course examines specific aspects of strategic materials policies, tariffs, as well NSAM 6600 – International Conflict
the history of national intelligence. It is as opening of markets, foreign Resolution
designed so it may be taken as an investments, partnerships, and other This course reviews international conflict
independent study or with a small group developmental activities. Economic resolution in many settings and includes
of students so topics of individual research Statecraft is seen as a peaceful strategy to informal mediation by private interveners
interest in this area may be pursued. force countries to negotiate and then and scholar practitioners; formal
Under the instructor’s guidance, the build their economy for strategic mediation by individual, regional,
directed readings, the final project, and alignment. transnational, and international
any other assignments will be set forth. organizations; and mediation within small
The course will provide an opportunity for NSAM 6110 – Public Policy and Strategic and large states.
the enhancement of subject matter Planning
knowledge and expertise. This course focuses on the theories and NSAM 6603 Special Topics in NSA III
the analysis of public policy including the This course continues to deepen students’
NSAM 5565 – Directed Readings in design, implementation and evaluation of understanding of a range of topics related
Critical Incidents in legislation on the local, state, national and to the content areas of existing NSA
Intelligence/Counterintelligence international levels. It includes current concentration tracks to give NSA students
This course examines specific aspects of policy issue analysis emphasis with an the opportunity to continue to add further
critical incidents in intelligence/ depth to their academic experience.

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Selected course topics may include special students in increasing their ability to NSAM 6621 – Introduction to Human
topics in the security studies, terrorism analyze racial issues from a historical to a Rights Theory and Practice
and counter-terrorism, intelligence, contemporary perspective and to explore This course provides students with an
military and borders, critical issues, some of the basic theoretical paradigms introductory survey of political,
research in national security, and strategic that have been used to conceptualize the philosophical, historical, economic, and
planning. idea of race and ethnicity from the 19th legal considerations related to
Century to the present in the U.S. The fundamental human rights concepts.
NSAM 6604 Special Topics in NSA IV course will also explore the affects of Students will examine human rights issues
This course continues to deepen students’ contemporary policies in addressing racial in both domestic and international arenas.
understanding of a range of topics related and ethnic inequities and strategies used In particular, the course addresses the
to the content areas of existing NSA to combat racism. Offered occasionally. issues of the ideological and cultural
concentration tracks to give NSA students origins of human rights theory; the
the opportunity to continue to add further NSAM 6616 – Trauma and Violence sources of rights and rights violations; the
depth to their academic experience. Global Perspective impact of the nation-state system,
Selected course topics may include special This course will look at issues of war, governments and other institutions (such
topics in the security studies, terrorism regional violence, torture, forced as corporations, churches, and
and counter-terrorism, intelligence, relocation, ethnic cleansing, rape and universities), and domestic and foreign
military and borders, critical issues, other issues related to regional conflict, policies particularly of the U.S. on human
research in national security, and strategic and then focus on conflict intervention rights law and enforcement. Finally,
planning. models. Relief and assistance programs students examine the wide variety of
from humanitarian relief, the Red Cross, political, civil, economic, social and
NSAM 6607 - Ethonopolitical and UN programs, Quaker NGO's, Christian cultural rights warranting protection.
Community-Based Conflicts relief efforts, and others will be examined
This course introduces the major methods with a focus on trauma intervention as a NSAM 6624 – Advanced Practicum
used by states, international conflict resolution career option. This practicum experience is a faculty-
organizations, and conflict resolution Discussion will center on how conflict driven experience in which a faculty
practitioners to eliminate, manage, and specialists can connect, work with, and member will design a project in
resolve ethnic and community-based influence humanitarian aid efforts, conjunction with another organization or
conflicts. Case studies are used to explain capacity building, democratization efforts, university and students selected for the
conflict escalation and de-escalation, and and conflict transformation projects. practicum will work on that project with
mechanisms of conflict intervention. the faculty member. The project may also
NSAM 6619 – Strategic Community entail a one to two week mandatory field
NSAM 6610 - Family Violence: The Planning experience in which students and the
Effects on Families, Communities and An overview of the community from a faculty member will work on the project
Workplaces strategic perspective, identifying: social, on location. Students will be responsible
This course explores the overall effects of economic, demographic and cultural for their expenses. Students will apply for
trauma and violence on individuals, trends and patterns within the this practicum and must be selected.
families, communities, and the workplace. community; areas of concern for law Offered occasionally.
Issues of abuse, violence, and systemic enforcement and government; ways to
responses are explored in relation to their initiate and develop community-wide NSAM 6625 – Global Field Studies
effect on individual behavior, family strategic planning for peaceful community Practicum in Conflict Resolution
dynamics, service provision, and relations and growth; building community The Global Field Studies Practicum Course
community systems. Methods for partnerships between law enforcement, in Conflict Resolution incorporates a field-
identifying such issues in the context of the criminal justice system and immersion component as part of this
family mediation and other types of community agencies and groups; practicum course. It is developed around
conflict intervention are explored. community justice; and the use of data, principles of multidisciplinary conflict
data collection and analysis in developing analysis, management, and resolution
NSAM 6611 – Race and Ethnic Relations and implementing collaborative long and which promote scholarship of
in America short term plans for community engagement in communities through
The course examines the social development, problem solving and research, education, and practice. This
constructionist approach toward the funding initiatives. course provides a solid knowledge base by
study of racial and ethnic conflict and the application of conflict resolution
analysis in the U.S. It is designed to assist concepts through experiential learning

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that lead to professional development. This course focuses on various aspects of command protocols, hostage/barricade
The field experience enhances students’ internal war and peace. Topics of resolution continuum options, and case
cross-cultural skills, appreciation and discussion include defining war, historical studies. Offered Summer term.
understanding of diversity and global patterns of warfare, motivations to
issues. During the course students are engage in such conflict, as well as efforts NSAM 6641 – Conflict and Crisis
exposed to a diverse community of to deter or resolve international war. Negotiation
researchers, practitioners, policy makers, This course will provide an overview of law
who share with students their experience NSAM 6634 – Metropolitan Conflict enforcement crisis negotiation and its
and career journeys. The course provides This course will explore historical and application to crisis situations, such as
for the enhancement of students’ career theoretical explanations for the different domestic violence encounters on an
development plans and requires the types on conflict prevalent in various individual level and hostage/barricade
completion of all required practicum metropolitan areas. A series of case encounters on an organizational level.
forms and paperwork. For their final studies, focusing on both cities within the Lecture, expert demonstration, and
project students are expected to work United States and abroad, students will interactive negotiation with role play will
with a partner organization developing explore such topics as the role of ethnicity provide an experiential learning
research, training, or consultancy projects in conflict, structural inequalities of the environment for understanding and
where students apply theoretical system, urban/suburban relations, applying active listening skills, empathy,
concepts within a practical framework. urbanization, and metropolitan growth rapport, influence, and behavioral change
and development. concepts to conflict and crisis situations.
NSAM 6630 – Foundations of Genocide Offered Fall term.
Studies NSAM 6638 - Conflict and Crisis
This course is a survey of the causes, Management Theory and Practice NSAM 6643 – Social Aspects of Terrorism
forms, and nature of genocide. The course This course is an overview of the theories This course will examine a wide range of
addresses the complexities in of conflict and crisis management and the different cultures and societies with a
differentiating human rights violations intervention models and protocols used. special emphasis placed upon political
and crimes against humanity, from Conflict and crisis management will be violence. Regions explored are: Basque
genocide and government sponsored explored among and between individuals country, Chechnya, Colombia, Northern
mass murder. Theoretical and applied and groups, organizations, communities, Ireland, Palestine, Sri Lanka, and
cases studies will facilitate student and governments around the globe. Zimbabwe. Of particular importance are
engagement. The course will serve as an Topics will include the management of the dimensions of terrorism, trauma, and
introduction to the theories and applied violent conflicts, such as kidnapping, violence through an understanding of
practices utilized in analyzing acts of hostage-barricade and terrorist acts, colonialism, discourse, history, material
genocide. Issues addressed throughout homeland security, and the response to culture, media, rebellion, revolution, and
the course will include: genocidal intent, natural disasters. There will be interactive separatism. Additionally, the course will
eugenics and genocide, demographic exercises as well as a case study approach focus upon the causes of 9/11 and the
purging, as well as mass and public used. Offered Winter term. recent fomentation of international
extermination. terrorism. By exploring the subject of
NSAM 6640 – Critical Incidents Response terrorism form an anthropological
NSAM 6632 - Civil Wars and Their This course will provide an in-depth perspective will demonstrate the
Resolution analysis and understanding of inter-group complexities and various interpretations
This course examines the various and intra-group dynamics associated with concerning the political uses through the
complexities of violent civil conflict. Using the organizational response to critical appreciation of interdisciplinary analysis.
a general survey of the field, incidents such as hostage/barricade
supplemented with numerous civil war management, terrorism, kidnapping, NSAM 6650 – International negotiation:
case studies, students explore the various natural and other disasters, and tactical Principles, Process and Issues
factors contributing to the outbreak of operations, which comprises the This course describes and analyzes the
civil wars, the processes and negotiations team, the tactical team, and major principles, processes and issues of
consequences of such conflict, as well as the on-scene commander, as well as international negotiation in the twentieth
the variety of methods available for coordination of efforts with government, and twenty-first centuries. It seeks to
resolution. organizations, and the community. Topics provide students with the analytical tools
include: inter-group and intra-group skills required to explain and predict the
NSAM 6633 – International War and conflict intervention and communication outcome of specific (bilateral or
Resolution strategies, negotiation, tactical, and multilateral) negotiations through the

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study of various explanation factors, research projects designed to extend their what needs to be done so that Middle East
including: stability and change in the understanding of Islam and its potential as peace could be achieved. Finally, we will
structure of the existing "international a resource for peace building. look at the future of Middle Eastern
system"; the individual characteristics of conflicts.
the nations-states parties NSAM 6657 – Conflict Coaching Theory
(power/capabilities, interests, and Practice NSAM 6662 – Political Violence
culture/values, negotiating styles, etc.; This course examines the growing use of Political Violence is a graduate seminar
the strategic and tactical moves of those conflict coaching as a conflict intervention that explores the many different types of
considered as "key players"; as well as the process and introduces different models political violence; specifically looking at
role of smaller states and non-state actors and related theoretical foundations. The revolutions, terrorism, and transitional-
integration of theory and practice will institutional political violence. This
NSAM 6651 – Theories of Ethnicity & emphasize the various stages including seminar examines a wide range of topics
Nationalism identity framework, narrative, needs in order to provide the student with a
Theories of Ethnicity and Nationalism: This assessment, goal setting, and feedback, deeper understanding of political
course is foundational for theoretical utilizing a relational and systems violence. We will engage in a thoughtful
understandings of ethnicity and orientation. The course develops coaching and in-depth examination of the
nationalism. Students will analyze general skills, strategies, and knowledge, and uses definitions, causes, and consequences of
theories from key debates and critically a practice-based approach, including role- political violence, as well as consider the
examine various points of view in relation plays and case studies. different means to countering political
to defining boundaries, conflict, context, violence.
difference, identity, migration, NSAM 6659 – Conflict Peace Build in
minority/majority, race and tribalism in Africa NSAM 6670 – Introduction to
regard to ethnicity, as well as community, This course examines conflict and peace International Relations and International
fantasy, ideology, neo-Marxism, building dynamics in the African Issues
modernism, perennialism, political, continent. Its content includes a survey of This course is an introduction to world
primordialism, semiotic, sociocultural, contemporary macro-level conflicts in politics and is intended to give the student
socioeconomic, imagination, invention, Africa and an examination of their a better understanding of international
and tradition in association with historical and more immediate causes. relations and the complex issues and
nationalism and nationalists, and the Class participants will explore the causes perspectives affecting the world
entwinement and interrelation between and effects of such conflicts and community. We will investigate many
all of these prevalent notions and themes. investigate prospects for constructive aspects of international relations such as
Upon completion of the course students transformation. Past and ongoing the dominate theories of international
will better grasp ethnic belonging, ethno- resolution and peace building efforts will relations, the history of the nation-state,
nationalist conflict, and intra/inter-group be discussed, and class members will the definition of power, Islamic
disputes from the standpoint of applied propose a peace building strategy for a fundamentalism, terrorism, war, ethnic
theory, cultural relativity, and humanism. case of their choice. conflict, political economy, international
institutions, transnational organizations,
NSAM 6654 – Islam, Conflict and NSAM 6661 – Middle Eastern Conflict trade, modernization, dependency
Peacemaking This graduate seminar explores the many theory, imperialism, globalization, and the
This course will provide an historical different types of conflict found in the foreign policy of the United States and its
overview of Islam, including an Middle East. It seeks to provide students impact on the world community. Students
introduction to belief systems, the with the analytical tools and skills required are expected to keep up to date with
different branches of the faith and schools to explain the causes, understand the current global events by reading an
of Islamic law with a special emphasis on actors, and analyze and/or predict the international newspaper each day and
Muslim doctrines related to conflict and outcomes of specific Middle Eastern being prepared to connect and apply
peace. It will include the contemporary conflicts. To meet these objectives we will those current events to the topics covered
era and investigate Muslim engagements evaluate broad types of Middle Eastern in class.
with modernity and discuss the varied conflict such as religious, ethnic, and
responses and perspectives. There will cultural, militarized conflicts, civil wars, NSAM 6690 – Special Topics in National
some discussions of international and occupations. We will also evaluate Security Affairs and International
relations, but the course will also Middle Eastern conflict negotiation, the Relations
emphasize micro level issues. Students Middle East peace process, why Special Topics in National Security Affairs
will have the opportunity to develop negotiation and peace has failed, and and International Relations is reserved

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for advanced studies in the field. Specific as generic qualitative description, This course covers the appraisal and
focus and topics are to be approved by grounded theory, phenomenology, review of products emanating from
the chair of the Department of History ethnography, narrative analysis, and qualitative research including papers,
and Political Science and advertised to discourse analysis. Students will also be articles, posters, grant proposals, books,
students in advance of each offering. If introduced to the variety of professional book prospectus, dissertations, theses,
the content changes, this course may be settings in which qualitative research is and systematic reviews. Students will
repeated with the prior permission of the utilized including academia, business and learn how to assess the quality of
department chair. Every Year Summer organizations, international development, qualitative research products, construct
and private consultation. Offered fall. and use criterion-based rubrics, and
NSAM 6700 – Directed Thesis in National compose reviews. Students will also serve
Security Affairs and International QRGP 6301 Qualitative Data Collection as ad hoc reviewers for The Qualitative
Relations The course provides students an Report (TQR). Offered occasionally.
The directed thesis serves as a capstone opportunity to learn the basics of
on the student’s experience in the qualitative research design with a focus on QRGP 6305 Qualitative Research Design
National Security Affairs and qualitative data generation, collection, This course covers knowledge and skills
International Relations (M.S.) program. and preparation. Students will learn how needed to design a qualitative research
As such preparation for this course began to select appropriate research sites, gain study and compose a qualitative research
on day one of the student’s course of access to data sources, design and proposal. Students will learn how to
study of in the program. The theories, manage sampling strategies, conduct construct and justify a qualitative research
research methods and analytical skills, individual and group interviews, carry out study, synthesize the relevant research
and substantive knowledge acquired by field observations, collect documents, literature, generate discovery-oriented
the student through the master’s transcribe, and compose field notes. research questions, select sites and
curriculum provide the foundation upon Students will also learn quality control samples, create a manageable method
which this thesis project is built. measures such as maintaining research including a quality control system, address
Students must complete all other journals and diaries. Offered winter. ethical issues, and discuss potential
coursework in the program before implications and limitations. Students will
undertaking the directed thesis. Working QRGP 6302 Qualitative Data Analysis I compose their own qualitative research
under the direction of a designated This course covers best practices in proposals and Institutional Review Board
faculty member in the program students generic qualitative, ethnographic, and for the Protection of Human Subjects (IRB)
will be responsible for developing and grounded theory analysis. Students will protocols and consent forms. Offered
planning an innovative project, crafting a learn how to conduct within-case and summer.
viable thesis, engaging in research using across case analysis, coding and
appropriate primary and secondary conceptualization, transforming data, and QRGP 6306 Conducting Qualitative
resource material, and executing a report writing. Students will also learn Research I
polished work of analysis that contributes quality control measures such as constant This course covers the activities involved
to knowledge in the field. In addition to comparison, member checking, peer in the initiation of a qualitative research
submitting a written thesis, students are debriefing, and conducting audit trails. study. Students will start the study they
required to offer an oral defense of their Offered fall. proposed in QRGP 6305 Qualitative
project. Every Year Fall, Winter, Summer Research Design. Offered occasionally.
QRGP 6303 Qualitative Data Analysis II
QRGP – Qualitative Research This course covers best practices in QRGP 6307 Conducting Qualitative
phenomenology, narrative inquiry, and Research II
QRGP 6300 Foundations of Qualitative discursive analysis. Students will learn This course covers the activities involved
Research how to conduct thematic analyses, in the culmination of a qualitative
This course introduces students to the phenomenological reduction, creative research study. Students will complete the
epistemological, theoretical, synthesis, microanalysis, and report study they proposed in QRGP 6305
methodological, and procedural writing. Students will also learn quality Qualitative Research Design and started in
foundations of qualitative research. control measures such as bracketing, QRGP 6306 Conducting Qualitative
Students will learn common factors epoché, and verisimilitude. Offered Research I. Offered occasionally.
qualitative approaches to inquiry share as winter.
well as learning the specifics of the major QRGP 6308 - Writing Qualitative
qualitative research methodologies such QRGP 6304 Appraising Qualitative Research
Research

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Students will learn how to write up their considered and discussed. Offered Excellent reading, writing, and editing
qualitative research inquiries from the occasionally. skills are essential for family therapists
earliest steps of their studies through the who wish to make scholarly contributions
manuscript submission process using QRGP 6310 – Autoethnography to the field. Researchers, supervisors, and
writing and representational styles This course introduces students to the clinicians must be able to compose and
consistent with their research design and historical, epistemological, theoretical, publish clear descriptions of their work,
purpose. To this end, students will methodological, and procedural founda- and professors and journal reviewers
produce their own original qualitative tions of auto-ethnography. Students will must be able to read with discernment
research papers that incorporate the basic learn a variety of approaches to and effectively critique the writings of
elements of qualitative research reports autoethnography including individual, others. This course develops and hones
and best practices for communicating collaborative, critical, interpretive, and the necessary skills for making such
their methodological choices and research transformational forms and will practice contributions.
findings in transparent and coherent appraising the quality of different types of
prose. Students will also learn how to autoethnographic reports. They will also SFTD 5006 - Introduction to Systems
evaluate the quality of their compositions learn how to conceive and conduct an Theory
and revise their drafts via the use of autoethnography. Offered occasionally. This course provides an overview of
rubrics and manuscript checklists. While theories that use metaphors of system,
it is not necessary that other Qualitative SFTD – Family Therapy (Ph.D.) pattern, interaction, and communication
Research courses have been taken in the to describe human behavior and
Certificate Program, it is a requirement SFTD 5001 - Doctoral Seminar I (1 credit relationships as well as the study of the
that you have conducted your own hour) emergence of theories from cybernetics
research – this course will assist writing up General orientation to doctoral studies: to language studies. Offered each term.
results of a qualitative study. Offered Students learn advanced ethics, diversity,
occasionally. and social justice while focusing on SFTD 5007 - Research in Marriage and
research, writing, and library skills Family Therapy
QRGP 6309 - Arts-Based Qualitative necessary for authoring papers in doctoral This course offers a review of quantitative
Research courses and for publications. Offered fall and qualitative methods of inquiry, as
This course presents various ways in which term. exemplified in recent marital and family
to incorporate arts-based strategies into therapy research studies. The course
qualitative research design, in order to SFTD 5002 - Doctoral Seminar II (1 credit focuses on teaching students to be
generate additional data, address hour) intelligent, critical consumers of research
researcher bias, deepen qualitative Continuation of SFTD 5001: Students are in the field. Offered winter term.
analysis, and enhance the presentation of introduced to professional development
research findings. For example, the course opportunities in diverse settings, specific SFTD 5008 - Introduction to Marital and
will explore ways in which the use of details regarding professionalism, Family Therapy: Counseling Theories and
collage can be used to both strengthen program and portfolio requirements, Techniques
researcher bracketing and reflexivity, as internships, and dissertation. An introduction and review of the history
well as a data generation technique in Prerequisite: SFTD 5001. Offered winter of marital and family therapy and the
combination with journaling. The course term. clinical approaches of interactional
will also address how poetry can be used therapies are included in this course. The
as a technique to both validate and SFTD 5003 - Doctoral Seminar III (1 credit focus is based on basic therapeutic
represent research findings; students will hour) concepts and skills. Offered fall term.
practice found data poetry in developing Continuation of SFTD 5002: Students are
findings, and the use of various poetic tutored in the skills necessary to develop SFTD 5009 - Theories of Marriage and
forms to convey key findings. In addition, a successful coursework, clinical, and Family Therapy
students will be introduced to photo academic/research portfolios as part of This course offers a comparative study of
voice, a method that involves study the doctoral program requirements. theories of marital and family therapy,
participants taking photos to capture their Prerequisite: SFTD 5002. Offered fall term including systemic, structural, strategic,
lived experience and understandings of intergenerational, contextual, behavioral,
particular social phenomena. Throughout SFTD 5004 - Reading/Writing/Editing for experiential therapies, and others, and
the course, ethical issues related to arts- Doctoral Scholars provides a survey of differences in clinical
based qualitative research will be practices. Prerequisite: SFTD 5006.
Offered winter term.

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 marriage and family therapy and gain marriage and family therapists working
SFTD 5010 - Systemic Family Therapy I more knowledge of the early parenting with families transitioning into divorce.
The study of those systemic therapies years of the family life cycle. Offered The course will cover collaboration with
informed by cybernetics and oriented to winter term. other professionals such as attorneys and
the social organization of communication mediators. The student will be guided as
are included in this course. Emphasizes SFTD 5037 – Suicide Prevention and Crisis to how to become certified as a Mediator,
are placed on the work of the Mental Intervention Parent Coordinator, Guardian ad litem, or
Research Institute and Solution-Focused Suicide is one of the most dangerous Collaborative Practitioner. In addition,
Brief Therapy. Prerequisites: Core courses actions in which depressed people engage the course will be useful to those wishing
and co-requisite SFTD 5006. Offered fall that may, in fact, be preventable. This is to practice general marriage and family
term. true for those with suicidal ideation at all therapy, and learn more about the
ages. This course will help the student experience of divorce in order to assist
SFTD 5020 - Systemic Family Therapy II learn how to identify the potential for their clients. Offered fall term.
This course centers on Narrative Therapy suicide and how to respond and refer.
theory and practice. Students will Since suicide is often precipitated by SFTD 5040 - Systemic Family Therapy IV
extensively explore assumptions, situational crises, early intervention Study of the complexities and subtleties of
including distinctions between techniques, particularly the identification language and the art of therapeutic
structuralist and post structuralist of suicide potential, is crucial. Suicide implication are focused on in this course
thought, which underline this model and ideation is frequently seen in criminal with discussions on the relationships
contrast with other therapeutic models. defendants, especially those who make between hypnosis and brief therapy;
Practice methods will focus on various suicide attempts when first admitted to draws on the work of Milton Erickson as a
maps and scaffolds which describe and jail or prison. Suicide-by-cop and highly primary resource. Prerequisite: SFTD
organize Narrative practices. Students will publicized intentional and random 5030. Offered winter term.
explore the application of these multiple shooting events will be studied to SFTD 5045 - Group Psychotherapy
assumptions and practices to a range of better understand the shooter’s This class is designed to provide an
therapeutic problems as well as diversity motivations and early identification. opportunity students and professionals to
and community issues. Prerequisites Effective suicide prevention and crisis develop a set of core competencies in
include core courses and SFTD 5010. intervention strategies will be explored. general group work from a systemic
Offered winter term. Offered winter term. Offered winter term. perspective. These core competencies
include knowledge of group theories,
SFTD 5030 - Systemic Family Therapy III SFTD 5038 – Military Families common group dynamics, common group
This course acquaints students with the This course will prepare the student to types, and legal and ethical issues. During
basic concepts of the natural systems work with active military and veterans and the course students will also be
approach to family therapy. Emphasizes their families. The course will cover the introduced to various specialty/advanced
are placed on family-of-origin issues, military culture as it interacts with the competency areas in group work. The
multigenerational systems processes, and dominant culture, and trace the history of development of core skills will occur
biological/evolutionary contributions to cultural conflict between these different through a combination of didactic lecture
the understanding of human systems. ethics. In addition, course material will be in group theory, classroom discussion, and
Prerequisite: SFTD 5020. Offered fall term. presented on PTSD and Acute Stress an experiential group. Offered summer
Disorder as they particularly apply to term.
SFTD 5036 – Infant Mental Health military situations. The stresses of
This course is designed to provide deployment and reintegration on the SFTD 5046 – Human Development Across
students with an introduction to the spouses and children of military and the Life Cycle
growing field of infant mental health. veterans will also be discussed. The Human Development covers the stages of
Emphasis will be placed on clinical student will become prepared to work in the individual life cycle, and of the family
assessment, and treatment of mental Veterans Administration and Department life cycle, in cultural context. The interplay
health issues among infants and their of Defense settings, after appropriate of individual development, unique
caregivers within the contexts of social, experience and licensure requirements individual difference, culture,
cultural, and family systems. This course is are met. Offered fall term. socioeconomic context, and family
a preparation for those who may wish to context, will be considered and integrated
become certified in the area of infant SFTD 5039 – Collaborative Divorce with major models of family
mental health. It will also be useful for This course will provide information therapy. Therapy techniques appropriate
those who wish to practice general regarding career opportunities for

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for each stage of development will be SFTD 5300 - Legal, Ethical, and additions, and critical issues based on
explored. Offered fall term. Professional Issues in Marriage and research, theories, practice, and
Family Therapy treatment. Also included are other critical
SFTD 5050 – Family Play Therapy This course offers an in depth explanation issues of culture, ethnicity, gender, race,
This course will explore creative means of of accreditation and licensure religion, violence and other areas of
expression in therapy, including but not organizations, along with the ethical codes critical concern in social systems.
limited to art, music, sand tray, puppets they promote in family therapy and Prerequisite: SFTD 6200. Offered summer
and other play related materials. The use related fields. This includes a review of the term.
of these techniques with children, therapist’s legal responsibilities and
adolescents, and families will be discussed liabilities in mental health and family law, SFTD 5355 – Introduction to Equine
and practiced. This course is a preparation insurance claims, and private practice Assisted Family Therapy
for those who may wish to focus on management with inclusion of an This course will provide students with an
working with young children and/or on overview of professional opportunities in introduction to all aspects of equine
pursuing certification as a registered play public service and training programs. assisted mental health approaches.
therapist. It will also be useful to the Offered fall term. Beginning with an overview of the rapidly
general marriage and family therapist, to growing Animal Assisted Therapy field, the
add creative techniques to his or her SFTD 5301 Agency Practice and course will cover in greater depth equine
repertoire. Offered summer term. Organizational Consulting assisted psychotherapy, team building,
This course examines applications of and therapeutic riding programs. Through
SFTD 5110 - Language Systems family therapy methods and ideas in hands-on experience working with horses,
This course locates the practice of therapy community and agency settings including students will be introduced to the Equine
within cultural, philosophical, and in-home, residential, outpatient and Assisted Family Therapy model being
scientific domains; it uses notions about inpatient settings. The course will prepare developed as a collaborative effort
the relational nature of language as a students to work in the community and between the NSU Family Therapy program
means of examining, critiquing, and learn and refine their skills as related to and Stable Foundations, an independent
explicating therapeutic practice. completing clinical documentation, equine-assisted therapy program in the
Prerequisite: SFTD 5006. Offered winter learning and meeting requirement of community. Offered fall and winter terms.
term. different funding sources, preparing safe
aftercare and discharge plans and working SFTD 5356 – Religious and Spiritual
SFTD 5120 - Thinking Systems collaboratively with clients, family and Diversity
The study of systemic theory, particularly representatives of larger systems involved The Religious and Spiritual Diversity
the ideas of relationship, difference, and with such clients. Students will learn about course is a basic course on
context is the focus of this course, which managed care, Medicaid, Medicare, religious/spiritual difference that uses
emphasizes the ideas of Gregory Bateson. Private Insurance Systems. Students will systemic and relational family therapy
Prerequisites: SFTD 5006, SFTD 5110. also learn rules and regulations related to theory to train mental health
Offered fall term. working with different funding sources professionals in the art and skill of
and Federal and State Funding systems. acceptance and respect of other human
SFTD 5140 Advanced Micro Skills Students will learn techniques of agency being’s deeply held faith/non-faith beliefs.
This course will introduce students to administration and organizational The instructor will use basic therapeutic
systemically focused clinical microskills for consultation. This course will be useful to skill in creating a class community that is
use in the advancement of their own those seeking careers in agencies, inviting, open, and honoring. Students
clinical work, development of self hospitals, and managed care settings, and will be challenged through the use of
supervision, and as a tool for supervising for the general marriage and family didactic, experiential, and written
other clinicians. Students will advance therapist. Offered summer term. activities, related to both personal and
through microskills at basic, therapeutic, professional experiences with religion and
epistemological, model, and advanced SFTD 5311 - Substance Abuse/Addictions spirituality (R/S).
skill levels via role plays, observing other and Critical Issues in Systems Theories
clinicians, transcript and video/audio This course addresses the application of SFTD 5357 Brief Coaching
recording analysis. modern and postmodern ideas to The growing field of coaching draws from
substance abuse, addictions, and critical concepts associated with brief therapy
issues in the practice of therapy. Emphasis models, in particular Solution Focused
is placed on the application of modern and Brief Therapy. In this course, students will
postmodern ideas to substance abuse, learn the distinctions between coaching

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and therapy; credentialing opportunities statistics, questionnaire development,
and potential career paths as a life coach, SFTD 5362 – Solution Focused Coaching and experimental and quasi-experimental
career coach, and/or independent This course prepares the student for research designs for the study of human
educational consultant; and common professional practice as a solution focused sciences. Exemplary studies from family
theoretical assumptions shared between coach. In this course, the distinctions therapy literature are included.
brief therapy and brief coaching. The between therapy, education, and Prerequisite: SFTD 5007 or equivalent.
course is designed for students who coaching are clearly presented, and the Offered summer term.
already have a working knowledge of brief student learns basic skills and approaches
family therapy models, but wish to to solution focused coaching. Students SFTD 6110 – Systems Application in the
broaden their scope of practice and will also be educated on specializations in Family Life Cycle of Aging
understand the history and development career, college, health and wellness, and This course will provide a focus on the
of the parallel field of coaching. other specific types of coaching practice. major concepts of systems thinking as
Offered summer term. applied to the family life cycle of aging.
SFTD 5358 Religious Spiritual Diversity The class will focus on foundational
The Religious and Spiritual Diversity SFTD 5363 Advanced Equine-Assisted concepts of systemic theories associated
course is a basic course on Family Therapy with work of Gregory Bateson, Humberto
religious/spiritual difference that uses This course will utilize an equine-assisted, Maturana, and Heinz von Foester.
systemic and relational family therapy experiential model to provide students Students will have an opportunity to
theory to train mental health with an opportunity to explore and explore interactional theories informed by
professionals in the art and skill of develop their awareness of the Self of the cybernetics, language, and natural
acceptance and respect of other human Therapist (SOTT). Additionally, through systems metaphors in the framework of
being’s deeply held faith/non-faith beliefs. clinical role-plays incorporating the aging process. This course will provide
The instructor will use basic therapeutic application of MFT theories and models, not only an opportunity to learn about
skill in creating a class community that is students will learn to conduct equine- systemic theories, but also a possibility to
inviting, open, and honoring. Students assisted clinical and training sessions with reflect on applications of such theoretical
will be challenged through the use of a variety of populations and presenting concepts while examining the process of
didactic, experiential, and written issues. Students will apply different aging and family interactions involving
activities, related to both personal and interventions and activities involving the older adults. Offered winter term.
professional experiences with religion and horses and mock clients in role-play SFTD 6120 – Relationships in Aging
spirituality. situations, and will be expected to Multi-dimensional in nature, aging invites
intentionally incorporate a systemic, diverse health care professionals to work
relational approach in all sessions. The together to examine its various aspects.
SFTD 5361 - Developing a Private Practice course readings will also integrate This course will offer students an
in Coaching and Therapy concepts from other clinical and opportunity to reflect on diverse
This course examines applications of theoretical coursework in order to relationships among older adults
family therapy methods and ideas in facilitate students’ ability to consistently themselves, senior health care consumers
private practice settings. The course will connect the systemic family therapy and their health care providers, and
prepare students to develop a private framework with an equine assisted among various health care professionals
practice as a marriage and family approach. who are taking care of the aging
therapist, as a career/college/health and population. The role modification in the
wellness coach, or both, depending on SFTD 5364 Advanced Narrative Therapy American household, romantic
previous background and additional Practices relationships in later life, and the societal
coursework. Students will learn the basics This course is designed to provide outlook on the process of aging are just a
of developing a referral base, students with a chance more deeply few topics addressed in this class.
understanding managed care and explore narrative therapy ideas and Students will also examine current needs
insurance systems, and developing practices than was possible in Systemic and requirement of the working
workshops and community outreach. The Family Therapy II, and to collaborate on environment with older adults, including
ethics of private practice and the need for developing skills in ongoing cases. the subject of integrative primary care and
practitioner self-care will also be stressed. a necessity of a multidisciplinary
This course will be useful for those SFTD 5410 - Quantitative Research I teamwork. Offered winter term.
planning a private practice career as all or This course covers fundamental concepts
part of their professional journey. Offered and practices in quantitative research SFTD 6130 – Caregiving in the Family
summer term. method by introducing measurement and

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Caregiving constitutes a challenging course is designed to be taken by
experience for the whole family. This SFTD 6310 Supervision and Teaching advanced doctoral students in their 3rd
course will provide an opportunity to Introduction to supervision and summer term.
examine diverse characteristics of the instruction in systemic therapies. Review
caregivers, emotional and physical issues of supervision and teaching literature and SFTD 6410 - Quantitative Research II
associated with caregiving, and existing didactic training in live supervision, case This course provides an overview of the
resources implemented to support consultation and instruction. Offered: principles and techniques of computer-
families and caretakers. In addition, Summer aided data analysis with an introduction to
students will have an opportunity to the use of univariate, bivariate, and
examine the notions of well-being and SFTD 6320 - Supervision Practicum multivariate statistics for hypothesis
quality of life as applied to those providing Extensive live supervision and case testing. An in-depth look at the theory and
and receiving care. While reflecting on the consultation experience with clinicians in assessment of reliability and validity are
caregiving process, students will use learning systemic therapies is conducted included. Prerequisite: SFTD 5410.
concepts from such theoretical in the DFT in house Family Therapy Clinic. Offered fall term.
frameworks as constructivism, social Students receive supervision of their
constructionism, and general systems supervision of others by AAMFT faculty SFTD 6430 Qualitative Research I
theory to investigate diverse perceptions supervisors. Faculty approve required. Introduction to qualitative research
and ideas about caregiving. Providing methodologies. Focuses on the use of the
theoretical guidelines, this class will also SFTD 6321 – Fundamentals of Teaching investigator as the research instrument of
give students a possibility to acquire Marriage and Family Therapy choice. Participant observation and
attuned therapeutic skills to provide This course will introduce students to the interviewing strategies are discussed.
assistance to caregivers and their families. fundamentals of teaching Marriage and Introduces methods for transcribing and
Offered summer term. Family Therapy in both a Graduate and organizing interviews and field notes.
Undergraduate learning environment. It Exemplary studies from other disciplines
SFTD 6140 – Grief and Loss in Aging will cover the distinctions between clinical are used; however, studies from the
Loss has multiple faces, especially when and theoretical courses, practicum family therapy literature, when available,
growing older. The experiences of loss are instruction, as well as those designed are offered. Offered: Winter
uniquely tinted by our cultural framework, specifically to prepare students for state SFTD 6520 - Diversity and Psychosocial
spiritual beliefs, family traditions, and licensing examinations. Students will be Skills
individual values. This course offers exposed to the basic elements of syllabus Human development in the context of
students an opportunity to examine construction, the application of evaluative family transitions across the life cycle such
different types of losses in later life, rubrics, and other evaluative teaching as childbirth, childhood, adolescence,
paying particular attention to the mechanisms. They will also be required to courtship, marriage, maturity, aging, and
concepts of anticipatory and demonstrate skills in course planning, death are reviewed. This course focuses
disenfranchised grief. Students explore lecture construction and delivery. Offered on the diversity of psychosocial
how loss is perceived among older adults summer term. development across ethnicity, class,
from diverse ethnical and cultural SFTD 6325 Fundamentals of Supervision gender, race, age, and culture with
backgrounds, paying particular attention in Marriage and Family Therapy discussions and implications for
to the variety of mourning traditions. In This course is designed to critically interactional therapies and practices.
addition, the concept of resilience is examine the most current literature in Prerequisite: SFTD 6200 I. Offered fall
introduced inviting students to become supervision from the field of Marriage and term.
curious about diverse stories of healing. Family Therapy and assist students in the
Offered fall term. development of their own supervision SFTD 6530 – Family Therapy Topics
philosophy. Practical elements of This course provides in-depth information
SFTD 6200 – Internal Practicum I - IV supervision such as contracts, evaluations, on special topics on a variety of family
These four supervised clinical courses structure, and ethical issues are taught therapy issues. Content is determined by
consist of the application of systemic along with the examination of the the expertise of the instructor. This is a
therapy ideas and practices at the systemic nature of supervision including second year course that advances critical
Department of Family Therapy in house isomorphism and diverse contextual thinking and practices across multiple
Family Therapy Clinic. Approval needed to variables. This course provides the venues. Topics include Advanced Bowen
register for Internal Practicum IV. coursework necessary to become an Systems, Couples Therapy, Grief and Loss,
Prerequisites: SFTD 5006, SFTD 5008, AAMFT Approved Supervisor as well as a International Perspectives in Counseling
SFTD 5300. Offered each term. Florida State Qualified Supervisor. This and Therapy, Introduction to Equine

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Assisted Family Therapy, Organizational couples. Students will examine current submitted for faculty review. Offered each
Systems and Consultation, School-based couple and marital research as well as term.
Family Counseling, and others. assessment instruments used for working
Prerequisite: SFTD 5040. Offered most with couples. Students will examine SFTD 6630 – Grief and Loss
terms. specific professional, ethical, and legal The personal beliefs and philosophies
issues associated with couples work. regarding dying, loss, and death are
SFTD 6540 - Independent Study in Family Issues of diversity and a commitment to explored. Bereavement across the life
Therapy multicultural exploration are cycle, including developmental issues
An independent study is developed with a demonstrated and interwoven relating to adults and children and their
faculty of choice on a mutually throughout all discussions as students understanding of loss are reviewed. The
determined critical family therapy topic explore specific areas of work with manner in which other cultures create
that could include a specific research couples such as extra-marital affairs, meaningful rituals for life and death will
based or clinical project, or a grant funded intimate partner violence, divorce, step- be presented. This course is also available
research project. This course is generally parenting, and health and illness. Offered as SFTD 6530: Family Therapy Topics.
taken at the end of the second year or winter term. Offered summer term.
later to enhance a student’s independent
studies and trainings. Prerequisite: SFTD 6560 Family Therapy Topics SFTD 6650 Course Portfolio
Department approval required. Special topics course on family therapy, An organized review of and personal
with content determined by instructor. reflection of the collective body of work a
SFTD 6550 – International Perspectives in Offered: Fall student has produced during progress
Counseling and Therapy through the course curriculum.
This course is designed to review issues SFTD 6570 – School-based Family
relevant to the practice of counseling, Counseling SFTD 6700 Clinical Qualifying Exam
therapy, and human services work in an This course offers training to work in The Clinical Qualifying Exam offers
international context. Issues explored educational setting utilizing a brief, student's a forum for developing a
include: the adaptation of western models solution oriented, and strength-based professional clinical presentation similar
of therapy for practice in other countries; approaches to school issues. Also, this to that which might be expected in a job
immigrant family experiences and the course will assist those therapists seeking interview situation. Successful completion
relevance to clinical practice in the U.S.; a certified educational planner credential. of this exam indicates the faculty's belief
and global ethical issues in counseling and Prerequisite SFTD 6200-I. Offered summer that the student is clinically prepared to
therapy. Specific cultures reviewed term. perform successfully in real life situations
include Mexico, China, Cambodia, South and outside clinical settings.
America, and India, and others; designed SFTD 6590 – Advanced Bowen Systems
to appeal to a wide variety of students This course advances the study of the SFTD 6710 Exam Prep
from various backgrounds. Students will concepts of the natural systems approach Creates an environment to promote
learn to become more sophisticated with to family therapy, family of origin issues, educational advancement in the program.
regard to their understanding of family multigenerational systems processes,
functioning and the role of counseling and biological/evolutionary constructions to SFTD 6750 – Clinical Portfolio
therapy in an international context. This the understanding of human systems and The Clinical Portfolio provides an
course is also available as SFTD 6530: the practical applications across multiple opportunity for students to demonstrate
Family Therapy Topics. Prerequisite: SFTD disciplines. This course is also available as their clinical competence, creativity, and
5006, 5008, 5009, 6200 I; II. Offered SFTD 6530: Family Therapy Topics. theoretical clarity in a manner and setting
summer term. Offered summer term. similar to that which could be expected in
a job interview situation. This culmination
SFTD 6558 Couples Therapy: Theory and SFTD 6600 –Preliminary Review of in-house clinical training allows
Application The Preliminary Review an organized students to demonstrate the full range
In this course, students will examine their review of, and personal reflection upon, and depth of their clinical skills and
own experiences, biases and values about the collective body of work a student has theoretical knowledge through a written
couples and working with couples as well produced during their progress through statement of treatment philosophy, case
as the historical development of couples’ their first year. A written self-review of study, and video presentation. Offered
therapy. Students will learn current professional growth, personal growth, each term.
clinical approaches to couples therapy and and responses to challenges, along with
evidenced-based models for working with other significant contributions is SFTD 6800 Qualifying Exam

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This exam requires a student to write a SFTD 7311 - Human Sexuality and Gender clinical requirements for MFT licensure.
publishable-quality paper on a topic that This course provides a review of the Students who are already licensed can
is relevant to the field of family therapy. psychosocial development of sexuality take the Research Internship to expand
and gender from childhood through aging. their research skills and/or work with
SFTD 6825 – Academic/Research Also addressed is a summary of clinical faculty on a research project. Faculty
Portfolio approaches to sexual and gender issues approval is required. Prerequisites:
The Academic/Research Portfolio is comparing interactional approaches with Successful completion of the Clinical
developed as a way for students to psychodynamic and behavioral models. Portfolio Offered each term.
demonstrate their academic and Prerequisite: SFTD 5006. Offered winter
professional research accomplishments term. SFTM – Family Therapy (Masters)
during the program; to include
professional development and career SFTD 7313 Individual and Group SFTM 5036 – Infant Mental Health
building skills; and participate in academic Psychotherapy This course is designed to provide
publishing, research projects, and Human Development & Individual/Group students with an introduction to the
professional presentations across various Psychotherapy: Reviews major theories of growing field of infant mental health.
venues. All students are required to psychotherapy and understanding of Emphasis will be placed on clinical
demonstrate they possess doctoral level psychosocial development on which they assessment, and treatment of mental
competency in both writing and are based. Explores individual and group health issues among infants and their
professional presentation skills. Offered techniques from psychodynamic, caregivers within the contexts of social,
each term. behavioral/cognitive, cultural, and family systems. This course is
humanist/experiential, and systemic a preparation for those who may wish to
SFTD 6850 Research Qualifying Exam approaches. become certified in the area of infant
This is a comprehensive assessment of mental health. It will also be useful for
your knowledge of qualitative and SFTD 7350 - Qualitative Research II those who wish to practice general
quantitative designs and methods. This research course explores how marriage and family therapy and gain
qualitative data are transformed and more knowledge of the early parenting
SFTD 6900 Dissertation categorized during description, years of the family life cycle. Offered
The development, writing, and defense of explanation, and interpretation. Students winter term.
the dissertation. When approved, are introduced to a variety of inductive,
students register for at least two credits deductive, and abductive methods for SFTM 5037 – Suicide Prevention and
per term for a minimum of 12 credits. categorizing meaning and interactive Crisis Intervention
processes. Computer-assisted qualitative Suicide is one of the most dangerous
SFTD 7301 - Assessment in Marital and data analysis methods are addressed. actions in which depressed people engage
Family Therapy Family therapy-related studies are that may, in fact, be preventable. This is
This course provides an overview of offered. Prerequisite: SFTD 6430. Offered true for those with suicidal ideation at all
methods and instruments used to define summer term. ages. This course will help the student
problems and indicate solutions; including learn how to identify the potential for
a comparative study of interactional SFTD 7360 - Teaching Practicum suicide and how to respond and refer.
approaches and individual and family Supervised teaching experience in Since suicide is often precipitated by
dysfunction assessments. Prerequisite: undergraduate or graduate instruction in situational crises, early intervention
SFTD 6200. Offered summer term. family therapy or related field provides techniques, particularly the identification
students opportunities to develop their of suicide potential, is crucial. Suicide
SFTD 7302 - Personality Theories and pedagogical understanding of teaching ideation is frequently seen in criminal
Psychopathology and enhance their teaching skills. defendants, especially those who make
A review of major theories of personality Prerequisites: SFTD 6310 and faculty suicide attempts when first admitted to
and psychopathology are the focus of this approval. Offered each term. jail or prison. Suicide-by-cop and highly
course, emphasizing psychiatric diagnostic publicized intentional and random
classification systems. The study of SFTD 7410 – Clinical or Research multiple shooting events will be studied to
implications for treatment and Internship better understand the shooter’s
comparisons with interactional The Clinical Internship provides students motivations and early identification.
approaches are included. Prerequisite: the opportunity to advance their clinical Effective suicide prevention and crisis
SFTD 5006. Offered summer term. and practice skills while they complete the
clinical requirements for program and

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intervention strategies will be explored. add creative techniques to his or her This course addresses the application of
Offered winter term. Offered winter term. repertoire. Offered summer term. modern and postmodern ideas to
substance abuse, addictions, and critical
SFTM 5038 – Military Families SFTM 5301 Agency Practice and issues in the practice of therapy. Emphasis
This course will prepare the student to Organizational Consulting is placed on the application of modern and
work with active military and veterans and This course examines applications of postmodern ideas to substance abuse,
their families. The course will cover the family therapy methods and ideas in additions, and critical issues based on
military culture as it interacts with the community and agency settings including research, theories, practice, and
dominant culture, and trace the history of in-home, residential, outpatient and treatment. Also included are other critical
cultural conflict between these different inpatient settings. The course will issues of culture, ethnicity, gender, race,
ethics. In addition, course material will be prepare students to work in the religion, violence and other areas of
presented on PTSD and Acute Stress community and learn and refine their critical concern in social systems.
Disorder as they particularly apply to skills as related to completing clinical Prerequisites: SFTM 5400-I; 5321; Co-
military situations. The stresses of documentation, learning and meeting requisite SFTM 6300. Offered summer
deployment and reintegration on the requirement of different funding sources, term.
spouses and children of military and preparing safe aftercare and discharge
veterans will also be discussed. The plans and working collaboratively with SFTM 5320 - Introduction to Marital and
student will become prepared to work in clients, family and representatives of Family Therapy: Counseling Theories and
Veterans Administration and Department larger systems involved with such clients. Techniques
of Defense settings, after appropriate Students will learn about managed care, An introduction and review of the history
experience and licensure requirements Medicaid, Medicare, Private Insurance of marital and family therapy and the
are met. Offered fall term. Systems. Students will also learn rules clinical approaches of interactional
and regulations related to working with therapies are included in this course. The
SFTM 5039 – Collaborative Divorce different funding sources and Federal and focus is based on basic therapeutic
This course will provide information State Funding systems. Students will concepts and skills to include joining,
regarding career opportunities for learn techniques of agency listening, and conducting the initial
marriage and family therapists working administration and organizational interview through termination. Offered
with families transitioning into divorce. consultation. This course will be useful to fall term.
The course will cover collaboration with those seeking careers in agencies,
other professionals such as attorneys and hospitals, and managed care settings, and SFTM 5321 - Theories of Marriage and
mediators. The student will be guided as for the general marriage and family Family Therapy
to how to become certified as a Mediator, therapist. Offered summer term. This course offers a comparative study of
Parent Coordinator, Guardian ad litem, or theories of marital and family therapy,
Collaborative Practitioner. In addition, SFTM 5310 - Introduction to Systems including systemic, structural, strategic,
the course will be useful to those wishing Theory intergenerational, contextual, behavioral,
to practice general marriage and family This course provides an overview of experiential therapies, and others, and
therapy, and learn more about the theories that use metaphors of system, provides a survey of differences in clinical
experience of divorce in order to assist pattern, interaction, and communication practices. Prerequisite: SFTM 5310.
their clients. Offered fall term. to describe human behavior and Offered winter term.
relationships as well as the study of the
SFTM 5050 – Family Play Therapy emergence of theories from cybernetics SFTM 5322 - Clinical Practices in Marriage
This course will explore creative means of to language studies. Offered each term. and Family Therapy
expression in therapy, including but not SFTM 5311 - Substance This course examines applications of
limited to art, music, sand tray, puppets Abuse/Addictions and Critical Issues in family therapy methods and counseling
and other play related materials. The use Systems Theories theories and techniques in specific
of these techniques with children, situations including divorce, child rearing,
adolescents, and families will be discussed school issues, and others and incorporates
and practiced. This course is a preparation case study reviews. Prerequisite: SFTM
for those who may wish to focus on 5400 II; taken with SFTM 6300. Offered fall
working with young children and/or on term.
pursuing certification as a registered play SFTM 5330 – Group Psychotherapy
therapist. It will also be useful to the This class is designed to provide an
general marriage and family therapist, to opportunity students and professionals to

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develop a set of core competencies in Assisted Family Therapy model being coaching are clearly presented, and the
general group work from a systemic developed as a collaborative effort student learns basic skills and approaches
perspective. These core competencies between the NSU Family Therapy program to solution focused coaching. Students
include knowledge of group theories, and Stable Foundations, an independent will also be educated on specializations in
common group dynamics, common group equine-assisted therapy program in the career, college, health and wellness, and
types, and legal and ethical issues. During community. Offered fall and winter terms. other specific types of coaching practice.
the course students will also be Offered summer term.
introduced to various specialty/advanced SFTM 5356 – Religious and Spiritual
competency areas in group work. The Diversity SFTM 5361 Developing a Private Practice
development of core skills will occur The Religious and Spiritual Diversity This course examines applications of
through a combination of didactic lecture course is a basic course on family therapy methods and ideas in
in group theory, classroom discussion, and religious/spiritual difference that uses private practice settings. The course will
an experiential group (during the second systemic and relational family therapy prepare students to develop a private
part of each class meeting). Offered theory to train mental health practice as a marriage and family
summer term. professionals in the art and skill of therapist, as a career/college/health and
acceptance and respect of other human wellness coach, or both, depending on
SFTM 5335 – Human Development Across being’s deeply held faith/non-faith beliefs. previous background and additional
the Life Cycle The instructor will use basic therapeutic coursework. Students will learn the basics
Human Development covers the stages of skill in creating a class community that is of developing a referral base,
the individual life cycle, and of the family inviting, open, and honoring. Students understanding managed care and
life cycle, in cultural context. The interplay will be challenged through the use of insurance systems, and developing
of individual development, unique didactic, experiential, and written workshops and community outreach. The
individual difference, culture, activities, related to both personal and ethics of private practice and the need for
socioeconomic context, and family professional experiences with religion and practitioner self-care will also be stressed.
context, will be considered and integrated spirituality (R/S). This course will be useful for those
with major models of family therapy. planning a private practice career as all or
Therapy techniques appropriate for each SFTM 5357 - Developing a Private part of their professional journey.
stage of development will be explored. Practice in Coaching and Therapy
Offered fall term. This course examines applications of SFTM 5362 Solution Focused Coaching
family therapy methods and ideas in This course prepares the student for
SFTM 5350 - Research in Marriage and private practice settings. The course will professional practice as a solution focused
Family Therapy prepare students to develop a private coach. In this course, the distinctions
This course offers a review of quantitative practice as a marriage and family between therapy, education, and
and qualitative methods of inquiry, as therapist, as a career/college/health and coaching are clearly presented, and the
exemplified in recent marital and family wellness coach, or both, depending on student learns basic skills and approaches
therapy research studies. The course previous background and additional to solution focused coaching. Students
focuses on teaching students to be coursework. Students will learn the basics will also be educated on specializations in
intelligent, critical consumers of research of developing a referral base, career, college, health and wellness, and
in the field. Prerequisite: SFTM 5310. understanding managed care and other specific types of coaching practice.
Offered winter term. insurance systems, and developing
workshops and community outreach. The SFTM 5363 Advanced Equine Family
SFTM 5355 – Introduction to Equine ethics of private practice and the need for Therapy
Assisted Family Therapy practitioner self-care will also be stressed. This course will utilize an equine-assisted,
This course will provide students with an This course will be useful for those experiential model to provide students
introduction to all aspects of equine planning a private practice career as all or with an opportunity to explore and
assisted mental health approaches. part of their professional journey. Offered develop their awareness of the Self of the
Beginning with an overview of the rapidly summer term. Therapist (SOTT). Additionally, through
growing Animal Assisted Therapy field, the clinical role-plays incorporating
course will cover in greater depth equine SFTM 5358 – Solution Focused Coaching application of MFT theories and models,
assisted psychotherapy, team building, This course prepares the student for students will learn to conduct equine-
and therapeutic riding programs. Through professional practice as a solution focused assisted clinical and training sessions with
hands-on experience working with horses, coach. In this course, the distinctions a variety of populations and presenting
students will be introduced to the Equine between therapy, education, and issues. Students will apply different

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interventions and activities involving the Multi-dimensional in nature, aging invites students an opportunity to examine
horses and mock clients in role-play diverse health care professionals to work different types of losses in later life,
situations, and will be expected to together to examine its various aspects. paying particular attention to the
intentionally incorporate a systemic, This course will offer students an concepts of anticipatory and
relational approach in all sessions. The opportunity to reflect on diverse disenfranchised grief. Students explore
course readings will also integrate relationships among older adults how loss is perceived among older adults
concepts from other clinical and themselves, senior health care consumers from diverse ethnical and cultural
theoretical coursework in order to and their health care providers, and backgrounds, paying particular attention
facilitate students’ ability to consistently among various health care professionals to the variety of mourning traditions. In
connect the systemic family therapy who are taking care of the aging addition, the concept of resilience is
framework with an equine assisted population. The role modification in the introduced inviting students to become
approach. American household, romantic curious about diverse stories of healing.
relationships in later life, and the societal Offered fall term.
SFTM 5400 - Internal Practicum I - II outlook on the process of aging are just a
These two supervised clinical courses few topics addressed in this class. SFTM 6300 - External Practicum I - II
consist of the application of systemic Students will also examine current needs Advanced clinical training and supervision
therapy ideas and practices at the and requirement of the working is provided to enhance the practice of
Department of Family Therapy in house environment with older adults, including systemic therapy from strength based,
Family Therapy Clinic. Prerequisites: SFTM the subject of integrative primary care and solution oriented models of therapy that
5310; 5320; 6340. Offered each term. a necessity of a multidisciplinary can be incorporated in a wide variety of
teamwork. Offered winter term. community settings. Prerequisite: SFTM
SFTM 5700 - Course Comprehensive 5400 II. Offered each term.
Exam SFTM 6130 – Caregiving in the Family
The Course Comprehensive Exam is a Caregiving constitutes a challenging SFTM 6320 - Assessment in Marital and
written exam that assesses the student’s experience for the whole family. This Family Therapy
ability to apply the theoretical knowledge course will provide an opportunity to This course provides an overview of
gained across cases and topics based on examine diverse characteristics of the methods and instruments used to define
their coursework and clinical experiences. caregivers, emotional and physical issues problems and indicate solutions.
Offered each term. associated with caregiving, and existing Diagnosis, appraisals, assessments, and
resources implemented to support testing appropriate to the practice of
SFTM 6110 – Systems Application in the families and caretakers. In addition, marriage and family therapy are
Family Life Cycle of Aging students will have an opportunity to addressed. This course also includes a
This course will provide a focus on the examine the notions of well-being and comparative study of interactional
major concepts of systems thinking as quality of life as applied to those providing approaches and individual and family
applied to the family life cycle of aging. and receiving care. While reflecting on the dysfunction assessments. Prerequisite:
The class will focus on foundational caregiving process, students will use SFTM 5310; 5321; 5400-I. Offered summer
concepts of systemic theories associated concepts from such theoretical term.
with work of Gregory Bateson, Humberto frameworks as constructivism, social
Maturana, and Heinz von Foester. constructionism, and general systems SFTM 6331 - Diversity and Psychosocial
Students will have an opportunity to theory to investigate diverse perceptions Issues
explore interactional theories informed by and ideas about caregiving. Providing Human development in the context of
cybernetics, language, and natural theoretical guidelines, this class will also family transitions across the life cycle such
systems metaphors in the framework of give students a possibility to acquire as childbirth, childhood, adolescence,
the aging process. This course will provide attuned therapeutic skills to provide courtship, marriage, maturity, aging, and
not only an opportunity to learn about assistance to caregivers and their families. death are reviewed. This course focuses
systemic theories, but also a possibility to Offered summer term. on the diversity of psychosocial
reflect on applications of such theoretical development across ethnicity, class,
concepts while examining the process of SFTM 6140 – Grief and Loss in Aging gender, race, age, and culture with
aging and family interactions involving Loss has multiple faces, especially when discussions and implications for
older adults. Offered winter term. growing older. The experiences of loss are interactional therapies and practices.
uniquely tinted by our cultural framework, Prerequisite: SFTD 6200 I. Offered fall
SFTM 6120 – Relationships in Aging spiritual beliefs, family traditions, and term.
individual values. This course offers

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SFTM 6332 - Human Sexuality and to appeal to a wide variety of students meaningful rituals for life and death will
Gender from various backgrounds. Students will be presented. Offered summer term.
This course provides a review of the learn to become more sophisticated with
psychosocial development of sexuality regard to their understanding of family SHSS – Humanities and Social
and gender from childhood through aging. functioning and the role of counseling and Sciences
Also addressed is a summary of clinical therapy in an international context.
approaches to sexual and gender issues Prerequisite: SFTM 5310; 5320; 5321; SHSS 6620 - Academic Writing (Elective)
comparing interactional approaches with 6340; 5400-I. Offered summer term. This writing course is a user-friendly
psychodynamic and behavioral models. seminar on how to write clear,
Co-requisite: SFTM 5310. Offered winter SFTM 6558 - Couples Therapy: Theory unpretentious academic prose. Technical
term. and Application issues are covered that include sentence
In this course, students will examine their structure, punctuation, tenses, idea
SFTM 6333 - Personality Theories and own experiences, biases and values about development and presented in a non-
Psychopathology couples and working with couples as well technical manner. The focus includes
A review of major theories of personality as the historical development of couples’ strategies for creating and editing
and psychopathology are the focus of this therapy. Students will learn current manuscripts and for researching,
course, emphasizing psychiatric diagnostic clinical approaches to couples therapy and organizing, and writing literature reviews.
classification systems. The study of evidenced-based models for working with Offered each term.
implications for treatment and couples. Students will examine current
comparisons with interactional couple and marital research as well as
approaches are included. Co-requisite assessment instruments used for working
WRIT—Writing
SFTM 5310. Offered summer term. with couples. Students will examine
specific professional, ethical, and legal WRIT 5000 Professional and Public
SFTM 6340 - Legal, Ethical, and issues associated with couples work. Writing (3 credits)
Professional Issues in Marriage and Issues of diversity and a commitment to This course offers an advanced study of
Family Therapy multicultural exploration are professional writing strategies for public
This course offers an in depth explanation demonstrated and interwoven documents, including documentation and
of accreditation and licensure throughout all discussions as students research, proposals and reports,
organizations, along with the ethical codes explore specific areas of work with argument and persuasion, layout and
they promote in family therapy and couples such as extra-marital affairs, design, and writing and etiquette within
related fields. This includes a review of the intimate partner violence, divorce, step- electronic media.
therapist’s legal responsibilities and parenting, and health and illness. Offered
liabilities in mental health and family law, winter term. WRIT 5010 Research Methods (3 credits)
insurance claims, and private practice This course offers writers opportunities to
management with inclusion of an SFTM 6570 – School-based Family practice various qualitative, quantitative,
overview of professional opportunities in Counseling textual, and historical research methods.
public service and training programs. This course offers training to work in
Offered fall term. educational setting utilizing a brief, WRIT 5020 Poetry Writing Workshop
solution oriented, and strength-based (3 credits)
SFTM 6550 - International Issues in approaches to school issues. Also, this An advanced poetry writing workshop
Counseling and Therapy course will assist those therapists seeking focusing on the art and craft of poetry
This course is designed to review issues a certified educational planner credential. within a collaborative, peer-review
relevant to the practice of counseling, Co-requisite with SFTM 6300. Offered environment. Development of
therapy, and human services work in an summer term. metaphorical structure and metrical
international context. Issues explored language exploration of the universal in
include: the adaptation of western models SFTM 6630 – Grief and Loss individual human experience will be
of therapy for practice in other countries; The personal beliefs and philosophies particularly emphasized.
immigrant family experiences and the regarding dying, loss, and death are
relevance to clinical practice in the U.S.; explored. Bereavement across the life WRIT 5030 Fiction Writing Workshop
and global ethical issues in counseling and cycle, including developmental issues (3 credits)
therapy. Specific cultures reviewed relating to adults and children and their An advanced fiction writing workshop
include Mexico, China, Cambodia, South understanding of loss are reviewed. The focusing on the art and craft of fiction
America, and India, and others; designed manner in which other cultures create within a collaborative, peer-review

256
environment. Students will hone the course prepares students to write for This course explores the rhetorical
techniques and tools of the fiction writer, academic contexts and to propose relationships between multiple modes
such as a plot, narrative strategy, writing-related research. Course and media. It focuses on the acquisition of
character, and motif. Frequency: Every Winter skills for editing and layout of multimodal
publications, such as marketing materials,
WRIT 5040 Screenwriting Workshop WRIT 5140 Writing Center Praxis newsletters, online magazines, and
(3 credits) (3 credits) websites. Students get hands-on
This workshop style class will examine the This course provides students with experience applying these skills while
narrative structure and mechanics of the advanced theoretical and experiential working on student-led publications.
screenplay, as well as its creation and grounding in peer conferencing. Students Course Frequency: Every Winter
history. Particular emphasis will be on study writing center theory and practice,
idea generation, plot development, and they apply such strategies in WRIT 5400 Technical Writing (3 credits)
screenplay format, writing treatments, conferences with writers. The course This course focuses on developing
scene construction, dialogue, and prepares students for administrative techniques for writing reports,
character development. duties of writing center practitioners. descriptions, instructions, graphic arts,
Course Frequency: Even Year Winter and other types of writing in formats
WRIT 5050 Autobiography and Memoir appropriate to the scientific or technical
Workshop (3 credits) WRIT 5160 Teaching Writing Online working world. Students will practice
This workshop style course focuses on the (3 credits) explaining technical issues to various
art and craft of autobiographical and This course focuses on the development audiences, analyze technical objects and
memoir writing, by reading representative of online writing instruction. Students processes, and write reports, technical
authors, understanding strategies used to learn to use a variety of online teaching manuals, and user instructions. The
represent the self in memory, and writing technologies in order to produce effective course will emphasize writing
autobiographical/memoir pieces. writing curricula based on appropriate understandable, concise language,
theories of composition. Course integrating text and graphics, and
WRIT 5060 Writing Literary Nonfiction Frequency: Odd Year Winter designing documents.
(3 credits)
This course focuses on reading and WRIT 5200 Grammar and History of the WRIT 5550 Feature Writing (3 credits)
developing writing strategies for true-life English Language (3 credits) This course offers students practical
stories in the nonfiction tradition A study of the structure and development instruction in writing publishable features
exemplified by such writers as Agee, of the English language from Old English to for print magazines and newspapers, as
McPhee, Didion, Krakauer, and Sedaris, Modern English, including changes in well as for electronic news and
with particular emphasis on under- word forms, meanings and sounds, syntax entertainment sources.
standing and experimenting with the and grammar.
boundaries on non-fiction prose. WRIT 5600 Science and Nature Writing (3
WRIT 5320 Advanced Writing with credits)
WRIT 5100 Teaching Writing (3 credits) Technologies (3 credits) This course focuses on the particular
An introduction to teaching composition This course focuses on developing genre of science and nature writing.
on the secondary and college under- advanced writing techniques for mobile Students research, write, and understand
graduate levels; methods of teaching and web-based technologies. Students in marketing for articles on subjects such as
composition based on modern theories of this course will examine in-depth the astronomy, genetics, health, and the
rhetoric, reading, language acquisition, theories and approaches to writing within environment for newspapers, magazines,
and pedagogical strategies. such digital environments and networks e-zines, and journals.
while at the same time investigate
WRIT 5120 Theories of Composition (3 technologies as rhetorical objects. This WRIT 5620 Rhetorical Traditions in
credits) course will prepare students to answer a Writing Studies (3 credits)
This course provides the necessary variety of design problems related to This course focuses on the primary texts
foundation for students to be able to technological contexts. Course Frequency: that have been the core of rhetoric in the
examine critical and rhetorical theories Odd Year Fall history of writing studies as well as
related to writing. Students will engage alternative rhetorics that challenge this
academic discourse to synthesize and WRIT 5340 Studies in Multimodality and canon. Students apply ancient rhetorical
analyze existing theoretical frameworks Digital Media (3 credits) concepts to contemporary practice in
and apply them in their own writing. This writing studies. The course provides a

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theoretical foundation for advanced study WRIT 5800 Editing, Layout, and Design (3 WRIT 6000 Master's Thesis (3 credits)
of rhetorical principles. Course Frequency: credits) Research and writing for M.A. in CRDM
Even Year Fall This course focuses on the acquisition of thesis. Repeatable up to 12 credits.
skills for editing and layout of print and Prerequisite: permission of Department
WRIT 5650 Rhetorical Criticism electronic publications, such as marketing Chair.
This course focuses on applying various materials, newsletters, magazines, and
critical lenses to a variety of texts. websites. These skills include copyediting,
Students reflect on the symbolism and desktop publishing, project management,
power of language to promote civic graphic design, typography, and layout
participation and social change. The using relevant software.
course provides students with a
foundation for the analysis and WRIT 5900 Special Topics (3 credits)
interpretations of cultural artifacts. This course will focus on advanced study
Course Frequency: Odd Year Summer of topics in composition, rhetoric, and
digital media. Students will study topics
WRIT 5700 Travel Writing (3 credits) such as discourse analysis, stylistics,
This course focuses on the particular writing program administration, TESOL,
genre of travel writing, focusing on the writing assessment, writing in the
history and forms of the literary travel community, literacy studies. May be
essay and writing about travel for the repeated for credit as topics vary. Course
book and magazine market. Frequency: Every Summer

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 IMPORTANT TELEPHONE NUMBERS and Web Sites

College of Arts, Humanities, and Social Sciences

Main Reception (954) 262-3000
Toll Free Number (800) 541-6682, ext. 3000
Fax Line (954) 262-3968
Email Address CAHSS@[Link]
Website [Link]
Admissions (954) 262-3006
Brief Therapy Institute (954) 262-3030
Community Resolution Services (954) 262-4237
CAHSS Student Association (954) 262-3013
Email: CAHSSsa@[Link]
Scholarships Website [Link]
Career Development Program [Link]

Registrar’s Office
Main Number (954) 262-7200
Fax Number (954) 262-7265
Toll Free Number (800) 541-6682 ext 7200
International Student’s Office (954) 262-7240
Website [Link]

NSU Alumni Association

Main Number (954) 262-2118
Toll Free Number (800) 541-6682 ext 2118
Website [Link]
html

Financial Aid
Main Number (954) 262-3380
Fax Number (954) 262-3966
Toll Free Number (800) 541-6682 ext 3380
Website [Link]

Bursar’s Office
Main Number (954) 262-5200
Fax Number (954) 262-5203
Toll Free Number (800) 541-6682 ext 5200
Website [Link]
Residential Life (On-campus Housing)
Main Number (954) 262-7052
Fax Number (954) 262-3812
Toll Free Number (800) 541-6682 ext 7052
Website [Link]

259
 IMPORTANT TELEPHONE NUMBERS and Web Sites
NSU Bookstore
Main Number (954) 262-4750
Toll Free Number (800) 509-2665
Website [Link]

CAMPUS DIVERSITY DIALOGS

Website [Link]

HENDERSON UNIVERSITY STUDENT COUNSELING SERVICES

Main Number (954) 424-6911
Fax Number (954) 262-4759
Toll Free Number (800) 273-TALK (8255)
Website [Link]
udent-services/student-
[Link]

Social Media Policy

Website [Link]

Suicide and Violence Prevention

Suicide Prevention Hotlines 1-800-SUICIDE (784-2433)
(24/7 assistance) 1-800-273-TALK (8255)
Website [Link]

Public Safety
Main Number (954)262-8999
Website [Link]
[Link]

NSU’S COLLEGES
 Abraham S. Fischler College of Education
 College of Allopathic Medicine
 College of Arts, Humanities, and Social Sciences
 College of Dental Medicine
 College of Engineering and Computing
 College of Health Care Sciences
 College of Medical Sciences
 College of Nursing
 College of Optometry
 College of Osteopathic Medicine
 College of Pharmacy
 College of Psychology
 H. Wayne Huizenga College of Business and Entrepreneurship
 Halmos College of Natural Sciences and Oceanography
 Shepard Broad College of Law

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NSU’S COLLEGE OF ARTS, HUMANTIES AND SOCIAL SCIENCES
DEPARTMENTS

Department of Conflict Resolution Studies Robin Cooper, Ph.D., Chair

Department of Family Therapy Martha Marquez, Ph.D., Chair
Department of History and Political Science Andrea Shaw Nevins, Ph.D., Chair
Department of Justice and Human Services Kimberly Durham, Psy.D., Chair
Department of Literature and Modern Languages Marlisa Santos, Ph.D., Chair
Department of Multidisciplinary Studies Judith McKay, J.D., Ph.D., Chair
Department of Performing and Visual Arts Mark Duncan, M.F.A., Chair
Department of Writing and Communication Shanti Bruce, Ph.D., Chair

PROVISIONS
The provisions set forth in this document are not to be regarded as an irrevocable contract between the
student and Nova Southeastern University. Regulations and requirements, including tuition and fees, are
necessarily subject to change without notice at any time at the discretion of the administration. The
university further reserves the right to require a student to withdraw at any time, as well as the right to
impose probation on any student whose conduct is unsatisfactory. Any admission on the basis of false
statements or documents is void upon discovery of the fraud, and the student is not entitled to any credit
for work that he or she may have done at the university. Upon dismissal or suspension from the University
for cause, there will be no refund of tuition or fees. The balance due Nova Southeastern University will be
considered receivable and will be collected. An official transcript of a student's academic record cannot be
released until all of his or her accounts, academic and nonacademic, are paid.

*Catalog is updated periodically online.

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