A study of tax accounting for partnerships, corporations, and trusts, with an emphasis on corporation tax accounting problems.
Each course offering may be a different topic in Accounting.
Past topics and descriptions include:
Managerial Accounting:
Identifying, measuring, analyzing and interpreting the organization's financial position and reports to support managers in decision-making.
Each offering of this course may be a different topic in Accounting. Past topics and descriptions include; Capstone in Financial Accounting: The consolidation of the information obtained in all of the accounting courses - bringing together the disparate pieces into one culminating event. Estate and Gift Planning: A study of the methods to preserve family and institutional wealth through proper planning. Particular attention will be given to estate and gift taxes associated with the distribution of wealth.
A study of the unique accounting standards applicable to non-profit entities, including state and local governments. Topics covered include fund accounting, the appropriation process, and program budgeting.
Partnership and corporate problems involving consignments, installments, liquidations, consolidations, estates, agencies, and branches.
Procedures and standards of public accountants. Emphasis on auditor’s working papers and submission of audit statements.
This internship program provides an opportunity for students to participate in a learning experience away from the traditional classroom. Students will be placed with local organizations so they may participate with the managerial and financial reporting processes. Students will observe and apply in practice the concepts and theories learned in the classroom. The student will be under the direct supervision of an officer of the cooperating organization and progress will be monitored by the department’s internship coordinator.
A comprehensive exploration of theoretical and empirical financial literature and the application to corporate financial policies and strategies. Topics covered include capital and ownership structures, contracting, mergers and acquisitions, financial distress situations and risk management.
This course is designed to enable students to expand their knowledge of some of the laws, rules, and regulations that apply to the sport industry and that impact the work setting of sport organizations. Students will learn about and analyze substantive legal concepts in the following core areas of law: constitutional, employment, antitrust, labor, intellectual property, and contract and business law. The purpose of the course is to provide students with an understanding of the legal issues involved in the operation and management of organizations in the sport industry, and to equip students with the skills and strategies needed to work effectively with business executives and lawyers to resolve these issues. The course will focus on the managerial and practical application of laws, rules and regulations to situations current students will likely face (and decisions current students will likely need to make) when they become sport business managers. In-class discussions on current legal issues and emerging legal trends in sport will constitute a major portion of this class.
Students will learn how professional, amateur and college sports teams manage their businesses, fans, athletes and brands, including planning, hosting and implementing effective marketing programs. Theories will be supplemented with industry-recognized speakers, case studies and historical research. One class project and presentation of that project is required.
This course is designed to provide an introduction to the use of statistics in sports management. Students will develop a fundamental understanding of probability theory and predictive modeling through linear regression and other techniques. The course will have a strong focus on data collection and analysis to provide insight on the performance of both athletes in the field and the sports professional or amateur sports organization.
Emphasis of study covers the topics of bankruptcy, debtor-creditor relationships, and property law as well as commercial transactions governed by the Uniform Commercial Code (sales of goods, commercial paper, banking, and secured transactions).
Students will learn fundamental approaches to financial management in specific application to sports organization. Topics include budgeting, analyzing financial performance, valuation of investments in facilities and athlete contracts and sources of capital. The course explores perspectives of both professional sports organizations and athletic departments affiliated with athletic institutions.
Students will learn how professional and amateur sports teams manage their businesses, fans, athletes and brands, including planning, hosting and implementing marketing programs for specific events and sports programs. Theories will be supplemented with industry-recognized speakers, case studies and hands-on work for local clients. Class/client projects, as well as presentations are required.
This course is a graduate level course in the theories and practice of leadership in organizations. The coursework includes theoretical material as well as projects and case studies that allow students to develop their critical thinking, problem solving and communication skills as leaders.
This course focuses on the strategic communication management and relationship-building functions of Public Relations. The course discusses advanced PR concepts/principles and applies them to PR campaigns.
This course is designed to introduce students to research, including action research, as well as users of research information. The user of research information needs this knowledge base in order to evaluate critically the research of others and to be able to translate available research into plans of action that can be carried out in schools and other professional settings. The course will aid professionals in their abilities to locate research studies, interpret and understand them, and to decipher their symbols and terminology.
This course provides a historical review and philosophical analysis of the basic theories of education. Major emphasis will be on the educational philosophies underlying present practices, curriculum and pedagogy and their implication and application in schools. Historical patterns and events as they relate to education and curricular practices today are covered in this course. The last part of the course is spent analyzing and evaluating the historical and philosophical implications of the topics and ideas covered and determining how they relate to best practice in K-12 classrooms today.
This course provides for a broad study of foundations and principles of curriculum in today’s PK-12 schools. Areas of focus include philosophical, historical, psychological and social foundations of curriculum as well as curriculum design, development, implementation and evaluation. Course includes a review of international curriculum trends and issues.
Does merit pay for teachers improve their students’ performance? Are charter schools more effective than their public school counterparts? Do rewards and punishments facilitate learning? Should a struggling student be held back a grade? Teachers face all of these questions. This course will study these “hot topics “in the field of education. We will separate the truth from the myths and work to answer these and several other thought provoking questions. By studying the latest research in the field of education we will aim to bring clarity to topics that are commonly blurred by heated debates.
This course explores race, ethnicity, and language in American education, along with the teaching theory of differentiated instruction. Additionally, the course intent is to increase student self-awareness related to diversity issues. Prejudices, stereotypes, discrimination, and privilege of diverse cultural groups in relation to schools are explored. Students examine differentiating instruction as a way of better helping students in diverse classrooms. Personal growth through increased awareness, sensitivity, and appreciation for diversity is facilitated.
This course is designed to inspire educators to use instructional technologies that engage students in learning and that enrich teaching to improve student performance. Current and future technology trends in education will be explored. This course will examine practical technology application in learning.
This course requires the completion of a substantial research synthesis project planned and completed under the direction of a graduate faculty mentor. The project allows students to conduct an in depth study of a topic of professional interest related to the selected area of concentration in the Master of Arts in Education program. The project allows students to integrate the theory and perspectives gained in previous courses. As the culminating project for the program, it should demonstrate competence in conducting an extensive research review, wiring professionally, and applying theory to future practice.
Educators interested in integrating individual courses toward a STEM (Science, Technology, Engineering and Math) model, developing a larger-scale STEM initiative in their school or enhancing an existing STEM program will find value in this course. Learn why STEM matters, the benefits of various STEM models, strategies to overcome challenges associated with a move toward STEM, and what teachers need to know and do to successfully implement STEM initiatives.
This course considers how STEM education can facilitate connections. Planning effective STEM lessons requires educators to consider multiple factors which woven together help ensure lessons have the greatest positive impact. Through the context of planning for STEM lessons, teachers will investigate various models of technology integration, evaluate how the teacher role transforms with STEM education, and investigate the untapped potential in community and in-school resources can be used to support students and teachers who want to transition to STEM education. Additionally, teachers will consider strategies to support students with disabilities and opportunities to embrace and celebrate diversity through STEM education.
This course is designed to help STEM educators move from ideas for STEM implementation to action. STEM lesson ideas and best practices anchored in science, mathematics, engineering are reviewed. Educators in elementary, middle and high school will be prepared to take their classrooms to the next level of STEM via investigation of ideas for STEM implementation in specific grade levels. Finally, best practices for assessing integrated and authentic STEM lessons will be presented to help teachers reflect and revise STEM lessons as they work toward a culture of continuous improvement.
Develop the ability to become a knowledgeable, well-equipped educator in this high-tech online world. This course is a blend of theory, research and ideas for working with students who are part of the digital generation. Explore a wealth of intriguing, thought-provoking ideas that can help you improve your craft and participate more fully in 21st century teaching and learning. Prepare to challenge your thinking, examine your current instruction and stretch your knowledge of what it means to teach and learn in this new generation.
This course will move educators to think differently about technology’s potential for strengthening students’ critical thinking, writing, reflection, and interactive learning. This course explores how Web tools can generate exciting new learning formats and explains how to apply these tools in the classroom to engage all students. Specific teaching applications are included for web logs, wikis, and RSS (rich site summary).
Because the digital world can be overwhelming, this course is designed to help you explore the online realm in small, manageable bytes. You will gain an understanding of a wide variety of online tools to enhance your classroom and instruction. Overall guidance for the new digital learners and in-depth direction for the more advanced will be provided. Find ways to stretch both your learning and your students through the user-friendly text and our stimulating online environment.
Struggling to address learning difficulties prior to special education services? Learn about the innovative model that is sweeping the country, RTI. Response to Intervention (RTI) assists is raising all student achievement and provides an alternative process for student identification, using proven methods and instructional tools/strategies to support the learner. Learn how to implement RTI, assess students for early identification, and differentiate instruction for diverse learners. This course is appropriate for general and special education teachers at the elementary level, as well as administrators.
This course will help you teach in a more meaningful, powerful manner. You will be a more effective teacher when you can base your teaching methods on updated scientific information about the learning brain. This course will explore the role of emotion in learning, different types of memory rehearsal, how the brain stores and retrieves information, the primacy-recency effect, windows of opportunity, and much more. Learn how to make learning last, and learn how to create a meaning-filled classroom environment. Explore numerous examples of successful brain- based learning strategies in all grade levels and subjects.
Inquiry learning can be effectively integrated into all classrooms (K-12). Explore the critical ingredients of inquiry and inquiry circles, delving into foundational concepts of comprehension instruction, classroom collaboration, and classroom management as they relate to inquiry success. Join with your students to explore rich content inside and beyond the curriculum — to wonder, question, build knowledge, care, and take action in the world.
How can you engage the disengaged, connect with the disconnected, and reach the growing number of students in your classroom that are considered at-risk? Explore strategies for increasing engagement and building connections, and delve into identifying criteria for the at-risk students in your classroom. You will gain a better understanding of the contributing factors that put your students at risk. More importantly, you will become armed with strategies to reach and teach this challenging population of students.
Finally, a course specifically designed to help you work with students with autism spectrum disorder (ASD). Explore the following important components: characteristics and types of ASD, the role of assistive technology, intervention models, proven instructional approaches, parent involvement techniques, and available support services
This course explores the research behind assessments, grading and the use of data. Participants will also analyze the use of language and how phrases can enhance instruction and student motivation. The course includes multiple reading strategies piloted in actual classrooms and grounded in solid research. Whether your students have special needs or show no apparent learning difficulties, this course will expand your repertoire of teaching strategies and help put students on the road to literacy.
This course will provide numerous strategies to assist the struggling student with reading comprehension. The first section of the course will focus on the primary/elementary student providing real life examples and dozens of scenarios/examples demonstrate effective ways to: select the perfect books, model think alouds, assist students in making important connections, and empower your students to having meaningful conversation about the texts they are reading. The second, addresses first and second draft understandings, explores the use of fix-it strategies, collaboration techniques, the use of metaphors to further understanding and the role reflection can play in comprehension for the intermediate and middle school student.
This course will enable teachers of all content areas to teach their students how to be better readers. The strategies in the course text will make the teaching of reading a practical, achievable goal in every subject. This course contains dozens of proven strategies that help students develop their vocabularies, comprehend informational and narrative texts, and engage in meaningful discussions of what they read. In addition to reading strategies, this course also explores critical elements of reading, strategic processing, and the creation of a classroom environment conducive to reading.
Health care professionals, including those in the field of medical genetics, have traditionally received an abundance of training regarding the clinical aspects of their field. The business side of medicine, however, is not often well understood. This course provides an introduction to many business and legal topics encountered by working genetic professionals, such as coding, billing, reimbursement, marketing, budgeting, public policy, business development, and working with the media.
Genetics professionals need to understand the diverse backgrounds of their clients in order to empathetically and effectively communicate. Cultural competency is important for reducing health disparities and providing health care that meets the needs of diverse groups of people. This course focuses on the genetic needs of under-served, diverse, unique, and sometimes isolated populations. In the context of medical genetics and genetic counseling, groups of individuals studied in the course include Hutterites, Native Americans, Muslims, Hmong, Ashkenazi and Sephardic Jews, dwarfs, and deaf culture. The course also examines genetics services around the world and working with interpreters.
This seminar is a one hour weekly course which includes presentations by genetic counselors, geneticists, primary care physicians, and students. The committed pool of participants and presenters span a wide array of institutions including Augustana University, Sanford Health (in multiple communities including Sioux Falls, Fargo, Bemidji, and Bismarck), the University of California-San Diego, the greater San Diego community, and other interested academic and healthcare institutions. The intent is to raise the academic interest and scholastic skills of both students and faculty through critical review of the literature and presentations (both case presentations and literature presentations). The series encourages life-long learning, critical analysis of the literature, and development of presentation skills. The format is to alternate weekly between journal club and case presentations (referred to as Genetic conSequences), as well as to alternate between student and faculty presentations. Because of the wide geographic nature of the participants, interactive video will be used.
Genetic Counseling I, II, III, and IV represent a series of sequential courses which provide necessary tools for genetic counselors to excel in their careers. The series also explores contemporary and professional issues in genetic counseling. The focus of GENC 620 Genetic Counseling I is: academic methodologies, library research, pedigree collection & storage, medical documentation, and writing.
Genetic Counseling I, II, III, and IV represent a series of sequential courses which provide necessary tools for genetic counselors to excel in their careers. The series also explores contemporary and professional issues in genetic counseling. The focus of GENC 621 Genetic Counseling II is: service delivery models, emerging fields of practice, risk calculation, and risk communication.
Genetic Counseling I, II, III, and IV represent a series of sequential courses which provide necessary tools for genetic counselors to excel in their careers. The series also explores contemporary and professional issues in genetic counseling. The focus of GENC 622 Genetic Counseling III is: advanced genetic counseling skills, genetic counselors as scholarly professionals, and professional development.
Genetic Counseling I, II, III, and IV represent a series of sequential courses which provide necessary tools for genetic counselors to excel in their careers. The series also explores contemporary and professional issues in genetic counseling. The focus of GENC 623 Genetic Counseling IV is: diagnostic challenges, genetics in the press, media training, and ABGC Board Preparation.
This course teaches foundational counseling and psycho-social skills that will continue to be developed through clinical practicum experiences. The course sets the stage for the “counseling” dynamic of genetic counseling. Trainees learn strategies for intentional interviewing and active listening, as well as about topics such as how to effectively read verbal and nonverbal cues. In general, the first half of each class session will focus on content, skills, and theory, often with lectures/guest lectures. The second half of each class session will be used as an opportunity to put into practice the skills and theory covered as the topic for that day.
This course provides an overview of human genetic variation, heritable genetic diseases, and the field of medical genetics. The class explores the diagnostic process, including dysmorphology, syndromology, physical assessment, and differential diagnoses. Central principles of genetics will be taught using a combination of disease examples, case studies, student presentations, and presentations from content experts. The course is taught in the fall semester, with Genetics in Medicine II being offered in the spring semester (Genetics in Medicine II is a continuation of Genetics in Medicine I, with the content shifting more toward personalized medicine, complex disease, pharmacogenetics, and adult genetic diseases).
Genetics in Medicine II is a continuation of Genetics in Medicine I. While the field of medical genetics has traditionally been one with a strong focus on pediatric and prenatal genetics, a shift in our understanding of adult disease, genetics across the lifespan, and personalized medicine have expanded this historical focus. In addition to exploring single-gene inherited conditions, a major purpose of this class is to examine complex genetics disease, pharmacogenetics, adult genetic disease, and the use of genetic medicine in the primary care setting.
Primary topics covered in this course include: fundamental principles of cytogenetics, chromosome abnormalities, test report nomenclature, molecular (DNA) testing including applicability of new laboratory technologies, whole genome sequencing, variant interpretation, reporting, the informatics process, test development, oversight, and lab set-up. The course also instructs students on systematic use of lab testing in the diagnostic process for genetic conditions.
This course focuses on genetic counseling for Inborn Errors of Metabolism, many of which are diseases identified by newborn metabolic screening. The course will also cover newborn hearing screening for hemoglobinopathies. Throughout the semester, students will give case presentations about various biochemical disorders and prepare potential genetic counseling case outlines with regard to the specific disorders. They will be graded on their presentations and outlines as well as on quizzes and tests with regard to course content.
The pace of discovery and medical application in the field of cancer genetics has accelerated rapidly in recent years. This course provides its participants with an understanding of the role of genes in acquired, familial, and inherited cancers. After an overview of terminology and statistics, hereditary cancer syndromes are explored by body system, paying special attention to the role of genetic counseling and genetic testing. Additionally, the course explores surgical options, cancer treatment, and genomic tumor profiling.
This course will provide students with a modern understanding of embryology, teratology, and prenatal genetics. The first part of the course will review normal and abnormal fetal development in combination with teratology. Next, the course will provide an overview of infertility, assisted reproductive technologies, prenatal testing, pre-implantation genetic testing, pregnancy loss, cord blood banking, stem cells, and fetal surgery.
Genetics in the Community I and II are to be taken sequentially over two semesters. These courses are intended to give students experience working with support groups (local, regional, and national), genetic registries, collaboratives, and community resources. Participants will interact with a family impacted by a genetic disease and provide community education. Additional topics covered in Genetics in the community I include: biobanks, Special Olympics, public libraries, and Birth to Three.
Genetics in the Community I and II are to be taken sequentially over two semesters. These courses are intended to give students experience working with support groups (local, regional, and national), genetic registries, collaboratives, and community resources. Participants will interact with a family impacted by a genetic disease and provide community education. Additional topics covered in Genetics in the community II include: transition from pediatrics to adult health care, transition from school to work for people with disabilities, the role of the social worker in genetics, adoption, Rare Disease Day, and DNA Day.
This course is designed to prepare its students to become educated participants in the issues and debates that surround genomic medicine. The beginning of the course provides an introduction to the histories and theories of biomedical ethics and explains relevant frameworks and terminology. Using this background knowledge, specific biomedical ethics topics are then explored. These topics relative to genetics include: informed consent, genetic testing of minors, duty to warn, sterilization of people with disabilities, return of research findings, sex selection, savior siblings, gene therapy, gene patenting, posthumous paternity, and the moral status of embryos. Case studies are used throughout to encourage discussion and debate.
Research is important to the field of genetic counseling on many levels. It is necessary that genetic counselors ultimately know how to both evaluate other’s research as well as conduct their own. Genetic Counseling Research I provides instruction on critical review of the literature, study design, and developing research questions. In addition to training students to become scholarly genetic professionals, class participants will use the knowledge gained from this class to select a Master’s Graduate Project (required for graduation from the genetic counseling graduate program).
This course builds upon the key principles and knowledge gained in Genetic Counseling Research I, and provides instruction in epidemiology, statistical analysis, human subjects, the IRB application process, funding, and ethics. Students will work on the planning, question design, refinement and details of their selected Master’s Graduate Project throughout the semester, and meet regularly with their project advisor.
Following completion of GENC 670 and 671, students in this course will plan and conduct a research project that contributes to the body of knowledge, or an identifiable need, in the field of medical genetics. This will be done under the guidance of an identified Master’s Graduate Project Advisor, working toward the goal of producing a publishable research product and giving an oral presentation (paper and presentation given during GENC 673.
Research is important to the field of genetic counseling on many levels and as such, students in the Master or Science in Genetic Counseling Program are required to plan, conduct, present, and write about an original research project under the guidance of an advisor. This individualized scholarly work may consist of a case series, a case study and literature review, a clinical or laboratory research project, or a clinical application. Each student completes their graduate training with a formal oral presentation and a paper of publishable quality. Students are required to take and pass GENC 670, 671, and 672, prior to GENC 673.
This course addresses various ideas and philosophies about what it takes to be successful in coaching. Student presentations, discussions, and contributions by outside speakers are used to embrace the learning experience.
An opportunity in a small group setting for students to examine, through readings and discussion, the origin and impact of those philosophical ideas that have helped to shape Western civilization.
The goal for this course is the development of an ethical approach on the part of the individual and the possibilities, resources, and approaches available to him or her for making decisions about, anticipating in and resolving these issues. Various ethical methods and thinkers will be examined, and will be combined with the student’s individual research in their own profession or field of concentration.
An introduction to the nature and responsibilities of advanced professional study. Emphasis is placed on professional literature, philosophical approaches, techniques for gathering, analyzing and interpreting data and the writing of research reports.
This course is designed to give students a practical, hands-on introduction to performance enhancement techniques available in sport psychology. Historical and current research will also be explored and critically analyzed.
This course will lay the foundation for the development of the student’s synthesis portfolio as well as preparation of the research proposal and recruitment of a faculty committee to oversee the final graduate paper. Graded S/U.
This course requires the completion of a substantial research and writing project planned and completed under the direction of a graduate faculty paper tutor. The project allows students to integrate the theory and perspectives gained in previous courses. As one of the culminating projects of the master’s program, it should demonstrate competency in research design, literature review, organization, analysis, evaluation, and formation of conclusions pertaining to the research findings. Graded S/U.