500

An examination of the history of higher education as it developed in the United States from its origins through the present day. The course will examine the role of religious thought and practice, the growth of public higher education and the impact of evolving cultural and ethnic demographics on the development of American higher education.

An investigation of career development theory including career decision making; gender, family and social/cultural issues; techniques required of Student Development practitioners to identify and meet career development needs in the student body that facilitate lifelong career development and support systems needed to insure a robust career development operation in a higher education setting.

This course is intended to provide the emerging student development professional with a concrete sense of the scope of professional practice. The nature of the profession will be examined along with the variety of roles and responsibilities of the student development professional. Topics included will be the assimilation of ethical, legal, and Biblical guidelines for professional conduct and ongoing professional and personal development.

This course is an introduction to administration in American institutions of higher education. The role of student development within the context of the institution's organization and culture and the greater higher education community will be examined as well as the principles of budgeting.

An introduction and assessment of the various developmental theories established in relation to the college student. These theories include intellectual, moral, psycho-social, and spiritual forms of understanding while also considering various forms of human identity.

An investigation of career development theory including appraisal methods that include validity, reliability, and psychometric measures, career decision making; gender, family and social/cultural issues; techniques required of Student Development practitioners to identify and meet career development needs in the student body that facilitate lifelong career development and support systems.

This course is intended to provide the emerging student development professional with a concrete sense of the scope of professional practice. The nature of the profession will be examined along with the variety of roles and responsibilities of the student development professional. Topics included will be the assimilation of ethical, legal, and Biblical guidelines for professional conduct and ongoing professional and personal development.

This course will introduce coaching theory and practice with an emphasis on the various applications and benefits of coaching in the professional world. The role of the coach will be distinguished from that of a teacher, counselor, or advisor. Theories include those developed by leading practitioners in the field of coaching and scholars from the positive psychology movement. Students will be trained in coaching competencies and skills utilized specifically in coaching.

Coaching and Self instructs students to use practical activities and assessments to develop an individualized coaching identity. Students will gain experience with coaching practice, learn how to design an alliance with clients, and work on establishing a "coaching toolbox" that will aid in future practice. Students will gain an understanding of coaching ethics, develop a personalized approach to coaching, and begin to explore different coaching niches. Students will also identify their own strengths, values, and possible obstacles to effective coaching. Prerequisite: SDC-520.

This course allows students to explore and integrate the coaching proficiencies and techniques needed to serve diverse systems desiring coaching. The multicultural educational process will include an overview and synthesizing of systems theory, team toxins, and conflict resolution. Students will learn the coach's unique role in empowering groups, couples, families, teams, or entire organizations to reach their goals and develop their cohesive potential. Prerequisite: SDC-520.

This course focuses on administrative and organizational leadership of colleges and universities. Attention will be given to institutional leadership roles, responsibilities, strategic planning, team development, and vision casting. Can be repeated up to 7 credits.

This Coaching Applications course will instruct students in using experiential learning methods in professional coaching. Various experiential learning theories and techniques will be used, including art, equine, adventure and metaphoric coaching tools. Students will also learn to improvise using experiential methods during individual and group coaching. Prerequisite: SDC-520.

Social Justice in Action: An introductory course designed to expose students to the concepts and skills needed to grapple with the interplay between the growing needs of the education profession and biblical notions of justice, equity, and reconciliation. In this course, students will be encouraged to think critically and expansively about the social world and the human condition, namely, the interaction of justice/injustice, privilege, oppression, and power. Important issues such as activism, identity development, and intersectionality theory will be introduced.

This course focuses on developing an understanding of the concept of life calling and the discovery of one's God-given design as a basis for this calling. This will take place on two tracks: first applying life calling to one's own life, and second, how to help college students discover their life calling and apply it to their lives.

The internship provides the opportunity to apply knowledge and skills in programmatic or administrative areas in student development. This 300 hour internship includes a minimum of 75 hours of direct counseling service to college students. Prerequisites: SDC-508, SDC-510, and CNS-503.

See SDC-551. Pre-requisite: SDC-551.

The internship provides the opportunity to apply knowledge and skills in programmatic or administrative areas in student development. This 150 hour internship includes a minimum of 75 hours of direct counseling service to college students. Prerequisites: SDC-518 (or CNS-508), SDC-510 and CNS-503.

See SDC-561. Pre-requisite: SDC-561.