This course applies ethical theory, reasoning, and frameworks to the accounting profession through ethical decision-making models supported by various philosophies and cognitive processes. Emphasis is placed on real-world concepts including corporate governance, financial statement fraud, and audit integrity. Special consideration is given to the American Institute of Certified Public Accountants (AICPA) Code of Professional Conduct and the importance of diversity, equity, and inclusion in the workplace.

This course introduces the fundamental principles of leadership, leadership theories, and skill development, beginning with the distinction between management and leadership. Students will learn and apply leadership theories through self-assessment and self-reflection on their own leadership styles while applying them to organizations on a wide range of topics. The importance of  diversity and inclusion, along with factors directly related to ethical leadership will be examined. Cultural dynamics,  organizational politics, and managing change in crisis as part of strategic leadership and high-performing organizations will be explored and evaluated.
 

This course provides and overview of the professional scope of entry-level public health specialists. Students gain knowledge of organizational concepts, processes, skills, attitudes, and personal characteristics comprising the field of public health. The course content explores the theoretical and practical issues of the field of community health that enable students to identify and apply methods to health challenges facing individuals, groups, and communities.

This course provides a sufficiently broad yet detailed exposure to the realities of teaching a diverse group of English language learners (ELL) and how to best meet their needs using various instructional and assessment strategies. Students will reflect upon their own language learning experiences to aid in their understanding of language development, acquisition, and proficiency in reading, writing, speaking, and listening. Additionally, students will examine the advantages and disadvantages of various English learning programs and significant historical and legislative events in bilingual education. The course is designed to prepare students to deliver content area instruction to ELLs with diverse abilities and backgrounds including but not limited to language, culture, socioeconomic status, and immigration status, using the sheltered instruction approach.

The Capstone: Evaluation and Program Analysis in Criminal Justice course focuses on key concepts, methods, and issues in criminal justice program evaluation and performance measurement research. Program evaluation and performance measurement research methods are evaluated to determine their efficacy and applications. Finally, students will develop a program evaluation proposal on an existing public sector, nonprofit, or private criminal justice program.

This course is intended to provide the student with advanced knowledge and understanding of the area of risk assessment and management. The course includes focus on critical infrastructure, threats, sharing information between communities and agencies, the collaboration of resources, and the management of risk. Students will examine the concepts of risk assessment, risk analysis, and the impacts of actual and suspected threats. Students will also study social justice, ethical issues, and legal issues in risk assessment.

Introduction to Education, exposes students to current theories, issues, and practices that apply to the field of education. Students will learn about and apply varied instructional strategies, both individually and collaboratively. Topics include the role and responsibilities of professional educators, federal and state legislation in education, and serving students with special needs and language barriers. Students will discuss the importance of standards-based instruction and effective assessment methods. The concepts of educational equity, diversity, and inclusive practices for special populations are emphasized and woven into the instructional techniques, strategies, and developmental theories, taught in EDU 304. This course is designed to ensure that course completers can effectively support the needs of students from diverse backgrounds in the 21st century classroom.

This course is a foundational course designed to provide an introduction to health education and the health education profession. Health educators are often responsible for developing and implementing health education programs that aim to improve the quality of life of individuals and communities. The roles, responsibilities, skills, settings and professional networks of health educators will be reviewed in this course.

The capstone serves as an opportunity to reflect upon, integrate, and showcase learning achievement. Through discussions and course-embedded assessments, students will demonstrate a mastery of essential general education competencies as they relate to their personal and professional lives and provide evidence of growth through application of competency related skills to real-world situations. A minimum grade of “C-“ is required to meet course requirements. Prerequisite: 75 completed credits or permission of the student’s college or dean.

This course is a synthesis of the major ideas, perspectives, and concepts gained from the study of health and wellness. Assignments provide students with an opportunity to create health and wellness programs for target populations and apply appropriate health promotion strategies and techniques to benefit these groups. Students analyze lifestyle factors that negatively or positively affect health and evaluate the effectiveness of wellness programs. This course also provides an opportunity for the students to develop career- related tools for use in professional situations Prerequisite: GEN 499 and completion of BAHW program core courses.