Sau Onlinebrochure Complete 2018

ONLINE DEGREE
PROGRAMS GUIDE
online.arbor.edu
1 For more information, contact an Admissions Representative: 1.844.621.0900 | online.arbor.edu

TABLE OF CONTENTS
04 | From the Office of the President
05 | About SAU Online
06 | Accreditation
06 | Awards and Recognition
07 | Student Support
08 | SAU Online Programs
08 | Online Learning Community
08 | Financial Aid
Online Social Work Program

10 | Bachelor of Social Work
Online Education Programs

14 | Master of Arts in Early Childhood Education
19 | Master of Arts in Education
24 | Master of Arts in Reading
29 | Master of Arts in TESOL
37 | Masters in Special Education
Online Marketing and Communication Program

45 | Master of Arts in Strategic
Communication and Leadership
Online MBA
49 | Master of Business Administration
52 | MBA, Healthcare Administration Concentration
53 | MBA, Human Resource Development Concentration
54 | MBA, Management Concentration
55 | MBA, Organized Consulting Concentration
56 | MBA, Executive Leadership Concentration
Online Nursing Programs

59 | Registered Nurse to Bachelor of Science in Nursing
64 | Registered Nurse to Master of Science in Nursing

69 | RN-MSN/Education
70 | RN-MSN/MBA
78 | RN-MSN/Nurse Practitioner
83 | Master of Science in Nursing

86 | MSN/Education
87 | MSN/Master of Business Administration
94 | MSN/Nurse Practitioner

From the Office of the President
Our Values As a Spring Arbor University online student, your growth and success –
■ W
e are committed academically, professionally and personally – are our focus. Even though you may
to Jesus Christ as Savior and not be physically present on campus, you are part of a community of learners that
Lord, and affirm the importance is distinguished by our lifelong involvement in the study and application of the
of learning grounded in God’s liberal arts, a total commitment to Jesus Christ as the perspective for learning, and
Creation and in His uniquely critical participation in the contemporary world.
authoritative revelation through
Scripture. As leaders in adult online education, we understand that you need flexibility
and support. That is why I encourage you to fully engage with your fellow
■ We are committed students, faculty and your student success advisor. Each will enrich your academic
to a liberal arts education experience in ways you never imagined possible.
involving the pursuit of all truth
as God’s truth, the development You are here to receive a quality education and to advance your career. Keep
of Christian character, and the these goals top of mind as you engage in critical thinking by asking questions in
living integration of faith and your pursuit of wisdom. Demonstrate your personal commitment to responsible,
learning. ethical leadership and effective communication through the original work you do
here. Remember, the skills, knowledge and abilities you gain as a Spring Arbor
University student will serve you well long after you have completed your degree.
■ W
e are committed
to the value and potential
We appreciate your interest in Spring Arbor University and wish you the best in
of every human being as
your academic endeavors.
created in God’s image and
thus accountable to Him and
Dr. Brent Ellis
responsible for effective,
President
redemptive participation in
society and culture.

About SAU Online
Since 1873, Spring Arbor University has helped students pursue wisdom by
offering an education grounded in the Christian faith. What began as a small
elementary and secondary school in the late 1800s has evolved into a premier
private Christian university that offers engaging online programs designed to
meet the unique needs of busy, working adults. While we’re not the only university
to offer online degree programs, our distinction lies in our total commitment to
providing educational excellence within a Christ-honoring and supportive
online community.
■ C
hristian Universities ■ C
hristian Universities “What a blessing it
Online’s article “50
Best Value Christian
Online named Spring
Arbor University in
is to be an SAU
Colleges and
Universities” ranks
their Best Online
Christian Graduate
graduate student.
SAU as the fifth best
value nationwide
Schools Guide. Not only am I
and second best in investing in my
the Midwest.
future and in the
development of
■ U.S. News & World ■ S
pring Arbor
my career, but I
Report ranks Spring University is ranked am surrounded
Arbor University No. 5 in the Top
in the top tier of 20 Online MSN by a community
the “Midwestern
Regional Universities”
Programs 2015 by
Best Value Schools of mentors and
category of colleges
and universities.
scholars who are
also committed to
integrating Christ’s
love into today’s
■ R
anked by
The Economist as
■ Collegesofdistinction.com
named SAU a
business world.”
No. 1 in economic College of Distinction. Chelsea Page, MBA
value for Christian This means that
universities in SAU has engaged
Michigan and No. 2 students, great
for all universities in teachers, a vibrant
Michigan. community, and
successful outcomes.
A full list of awards and recognition can be found at online.arbor.edu/awards-and-recognition

Accreditation
The Higher Learning Commission (HLC) – All degrees offered by Spring Arbor
University are accredited by The Higher Learning Commission, 30 N. LaSalle St.,
Suite 2400, Chicago, IL 60602. 1.800.621.7440.
Spring Arbor has been approved by the Michigan Department of Education

to offer online reading courses for elementary and secondary teachers that are
required by Michigan law for initial certification renewal. The courses are EDU 624
for elementary and EDU 625 for secondary.
The baccalaureate degree program in nursing and master’s degree program in

nursing at Spring Arbor University is accredited by the Commission on Collegiate
Nursing Education, 655 K Street, NW, Suite 750, Washington, DC 20001,
202-887-6791.
State Authorization
SAU is authorized to offer online education across the nation, with exceptions for
nursing programs in AL, AZ, DC, LA, MA, ND, OR, and SD.
Awards and Recognition

As the popularity of online degree programs grows, the number of schools
offering online degrees grows as well. When researching online schools to earn
your degree, you want to make sure you are looking only at accredited colleges.
Accreditation is important because it means the university is held up to a certain
standard. You also will want to compare the school’s rankings and any recognition
awarded by third-party sources. This way, you’re getting a quality education that is
recognized for its student satisfaction, instructional quality, and credibility.
Spring Arbor University Online offers highly-ranked, highly-respected educational

programs for busy adults. In addition to being accredited by the Higher Learning
Commission, we’ve received numerous awards and rankings for our degree
programs. See below for recent rankings and awards.
■ R
anked in U.S. News & World Report Best Colleges: Regional Universities
Midwest Rankings
■ Ranked in the 50 Best Christian Colleges and Universities*
■ Named in the Best Online Christian Graduate Schools Guide*
■ Named in the 50 Most Affordable Christian Colleges in the U.S.*
■ Ranked by The Economist as No. 1 in economic value for Christian universities
*Christian Universities Online in Michigan and No. 2 for all universities in Michigan.

Student Support
SAU Online is a pioneer and leader in adult online education. We understand your
needs, and we welcome you with an online environment specifically created to
enhance your strengths and support your journey.
■ A
n Admissions Representative will ■ T
hroughout your program,
help you choose a program that you’ll enjoy rich opportunities to
best fits your needs and walk you strengthen your walk with God,
through the admissions process. build your professional network,
master subjects in your sphere
of influence and build lifelong
■ O
ur Financial Aid Staff will give you friendships with fellow Christians
accurate information on financial around the world.
resources, based on your specific
needs and circumstances. WHEN DO CLASSES START?
■ A
Graduate Career Advisor will Most classes have six start dates
help you develop a career plan per calendar year. To see start
■ You will have direct access to SAU’s and will notify you of opportunities, dates for your program, go to
highly acclaimed instructors. experiences and resources related online.arbor.edu or call an
to your career plan. Admissions Representative at
1.844.621.0900.
■ U
pon acceptance, you will be
assigned your own Student ■ Y
ou are assigned an Academic
Success Coach, who will be your Advisor when you are accepted who
personal concierge from day one to will recommend schedules, monitor
graduation day. your progress, answer program-
related questions and direct you to
appropriate support services.
■ O
ur Tech Support Team will help
you with any technical issues you
may have.

SAU Online Programs
Spring Arbor University offers affordable, accredited, Christ-honoring online degrees designed to broaden your professional
reach, enrich your faith and make you more marketable in your sphere of influence. As an SAU Online student, you enjoy an
engaging curriculum that prepares you to pursue a more purposeful career with confidence. It’s a fully integrated approach to
online education that’s specifically designed to inform and transform the mind, body and spirit of adult learners.
Online Learning Community

Spring Arbor University understands the importance of having an online support network. In addition to instructors, staff and
peers who know exactly what it’s like to be an adult online learner, you are assigned your own Student Success Coach who
works with you on work-life balance, personal and professional development, career goals and more.
From the comfort of your own home, you can submit assignments, take tests and review class resources. You can also enjoy
engaging podcasts, interesting threaded discussions and thought-provoking videos that transform you in ways you never
thought possible.
Keeping you connected is our priority, which is why we offer so many ways to keep in touch – email, chat, discussion boards,
live audio-conferencing, a state-of-the-art learning management system, iTunesU® and more.
Financial Aid
There are many different sources of financial aid available to those who qualify at Spring Arbor University Online. We will
work with you to identify the financial benefits for which you may qualify, including state and federal aid, military discounts
and tax benefits.

Online Degree Programs
Total Credit Tuition Per Total Tuition* Application Registration Technology
Hours Credit Fee Fee Fee
Bachelor of Social Work 124 $587 $72,788 N/A $40/sem $105/sem
Master of Arts in Early Childhood Education 33 $571 $18,843 $30 $40/sem $105/sem
Master of Arts in Education 32 $571 $18,272 $30 $40/sem $105/sem
Master of Arts in Reading 38 $571 $21,698 $30 $40/sem $105/sem
Master of Arts in TESOL 33 $571 $18,843 $30 $40/sem $105/sem
Masters in Special Education 36 - 37 $571 $20,556-$21,127 $30 $40/sem $105/sem
Master of Arts in Strategic Communication and Leadership 36 $717 $25,812 $30 $40/sem $105/sem
Master of Business Administration** 36 $717 $25,812 $30 $40/sem $105/sem
Registered Nurse to Bachelor of Science in Nursing 38 $587 $22,306 N/A $40/sem $105/sem
BSN - $587
Registered Nurse to Master of Science in Nursing/Ed 73 $46,179 $30 $40/sem $105/sem
MSN - $691
BSN - $587
Registered Nurse to Master of Science in Nursing/MBA 97 $62,763 $30 $40/sem $105/sem
MSN - $691
Registered Nurse to Master of Science in Nursing/Family BSN - $587

89 $57,235 $30 $40/sem $105/sem
Nurse Practitioner MSN - $691
Registered Nurse to Master of Science in Nursing/ BSN - $587

83 $53,089 $30 $40/sem $105/sem
Adult-Gerontology Primary Care Nurse Practitioner MSN - $691
Master of Science in Nursing/Ed 39 $691 $26,949 $30 $40/sem $105/sem
Master of Science in Nursing/MBA 63 $691 $43,533 $30 $40/sem $105/sem
Master of Science in Nursing/Adult-Gerontology Primary

50 $691 $34,550 $30 $40/sem $105/sem
Care Nurse Practitioner
Master of Science in Nursing/Family Nurse Practitioner 55 $691 $38,005 $30 $40/sem $105/sem
*Student is responsible for additional cost for clinical practicum and residency fee.
**Student is responsible for travel expenses to attend the International Business Summit in New York City. SAU pays for hotel and food during the Summit.
If a student cannot attend, there is a a non-trip version of the course available for registration.

Bachelor of Social Work Online
Prepare to become a competent, confident, engaged and ethical social worker PROGRAM OVERVIEW:
committed to social and economic justice. Learn to provide social work services ■ Total Credit Hours: 124
to individuals, families, groups, organizations and communities. Develop your ■ Tuition Per Credit: $587
professional practice while focusing on the values of service, social and economic ■ Total Tuition: $72,788
justice, dignity and worth of the person, the importance of human relationships, as ■ Application Fee: N/A
well as integrity and competence in the practice of social work. ■ Registration Fee: $40 per semester
■ Technology Fee: $105 per semester
Accredited by the Council on Social Work Education (CSWE), the Bachelor of ■ Program Fees: SWK447 has a
Social Work Online program helps students develop the core skills necessary to course fee of $72
improve relationships, develop solutions and connect with clients on a deeper,
more spiritual level. Pulling from their real-world experience, our faculty create
learning opportunities that reflect the realities of current social work practice. In
addition, we’ve made it convenient to fulfill your BSW field work requirements by
allowing you to conduct your internship in your community.
Suited to fit you, this 124 credit hour BSW focuses on both theory and skill
development, and may be completed in as few as 20 months for students with the
right transfer credits.
Bachelor of Social Work Online Curriculum
Required BSW Courses
■ SWK281 Introduction to Social Work (3) ■ SWK352 Research Design (4)
■ SWK305 Human Behavior in the Social Environment (3) ■ SWK442 Social Welfare Policies (3)
■ SWK311 Racial and Ethnic Relations (3) ■ SWK446 Practice with Groups (3)
■ SWK335 Interviewing (3) ■ SWK447 Practice with Communities and Organizations (3)
■ SWK340 Practice with Individuals and Families (3) ■ SWK450 Internship (10)
■ SWK351 Statistics for the Behavioral Sciences (3) ■ SWK480 Senior Seminar (2)
The above represents BSW specific courses. The degree also includes general education courses (60 credits) and electives
(21 credits)
Bachelor of Social Work Curriculum Descriptions - Required Courses
■ S
WK281 Introduction to Social Work (3) ■ SWK311
Racial and Ethnic Relations (3)
An introduction to the field of social work. Curriculum will This course explores the cultures and experiences of
focus on various practice settings, the history of social minority ethnic groups in the United States, and the
work and the purposes and values that guide social work impact of prejudice, discrimination and racism on these
practice with individuals, groups, organizations, communities same groups and on white society.
and social welfare. Case studies and videos are used to
introduce the social issues and vulnerable populations ■ S
WK335 Interviewing (3)
with which social work is concerned. You will be encouraged An introduction to the research-based theory and
to assess your potential as a social worker through self- techniques of interviewing for the helping relationship.
reflection and course assignments. This is a pre-practice course that will teach interviewing
skills necessary for effective practice with individuals,
■ SWK305
Human Behavior in the Social Environment families, groups, organizations and communities. Role-
(3) playing will be used to practice skills within the classroom
An overview of normal biological, psychological, social setting, as well as interview assignments outside the
and spiritual development of individuals from a life-span classroom.
and family life-cycle perspective. Curriculum will emphasize
how the interaction of the individual, culture, race, gender
and the social environment affect human behavior using
social systems theory. Issues of gender and other current
social problems associated with the family life-cycle will
also be addressed. This course provides the theoretical
foundation for social work practice with individuals,
families, groups, organizations and communities.

■ S
WK340 Practice with Individuals and ■ SWK442
Social Welfare Policies (3)
Families (3) This course reviews the historical development and
This course will cover theoretical foundations of generalist philosophical basis of social work’s response to those in
social work practice with individuals and families. Theories need, and of social welfare policy in general. It will also
of Human Behavior and Social Environment (HBSE) will be examine the current welfare system, enabling students
applied to practice of assessment, goal-setting, intervention, to develop beginning practice skills in the construction,
termination and practice evaluation. Special attention analysis and implementation of social welfare policy at
will be given to intervention with diverse and vulnerable local, state and national levels. This course will prepare
populations. Case materials and role-playing will also be students to effectively utilize social policy as a generalist
used. Problem-solving processes will also be covered, social worker.
with attention given to their practice and application with
groups, organizations and communities. ■ SWK446
Practice with Groups (3)
Theories of group behavior and the impact of group
■ SWK351
Statistics for the Behavioral Sciences (3) participation on human behavior are covered in this
This course includes descriptive statistics (measures of course, with emphasis given to use of these theories in
central tendency and dispersion, graphical representation applying the problem-solving methods for treatment
of data), inferential statistics (binomial and normal and task groups. Systems theory is used to understand
distributions, central limit theorem, standard tests of how the social work profession makes use of groups
significance), and special statistical techniques (analysis to accomplish individual, family, organizational and/or
of variance, linear regression, chi square test). community goals. Content will cover issues of diversity
within and between various groups in our society. Focus
■ S
WK352 Research Design (4) will also be group dynamics, group development, group
Basic theory of research design is used to design a decision-making, use of self within group dynamics,
proposal for doing program outcome evaluation, needs group leadership skills and evaluation of group practice.
assessment and single subject research. This course
primarily covers design and analysis of quantitative ■ SWK447 Practice with Communities and Organizations (3)
research, with an introduction to qualitative research This course builds on theory of human behavior in the
methods. The course material will also prepare students social environment (explored in both SWK 305 and
for reading and using professional research articles. SWK 446) by providing additional theory of community
and organizational behavior. The primary focus is on a
macro-perspective involving work both with and in the
community. The course is designed to teach students how
social work uses knowledge and skills in organizing and
planning to change or reform social conditions in order
to achieve better organization and coordination of
community systems for meeting human needs. Students
integrate their knowledge of theory and practice by
developing and implementing a group project in the
community.
■ SWK450 Internship (10)

The internship requires participation in a social service This seminar is designed to integrate the concepts,
program in a community agency, under the educational knowledge and values learned in previous course work
direction of social work professionals and university with agency experience. This capstone course provides
faculty. Students advance their knowledge of the opportunities for students to share learning experiences
profession and refine their generalist practice skills. from agency placement and to demonstrate their
The internship will involve 400 hours of work in a social competencies through a series of integration
service setting. assignments.
■ SWK480 Internship Seminar (2)
Bachelor of Social Work Online Admission Requirements
Application to the online BSW major is required before junior level practice courses are taken. Freshmen, sophomores and
transfer students can declare their intent to major in social work and will be assigned to a Student Success Advisor who will
help them prepare for admission to the major. Application to the major takes place after completion of COR 100, ENG 104 and
SWK 281. Transfer students who have completed the equivalent of SWK 281 at another accredited program may provisionally
take one semester of junior-level courses while they apply to and are accepted into the program. The decision as to whether all
requirements are adequately met for admission to the social work major will be made by the social work faculty.
■ A completed application and fee

■ Transcripts from all schools attended (HS Transcript only needed if student has taken less than 26 graded college credits)
■ ACT/SAT scores needed if taken within the last 3 years/ writing sample required if ACT/SAT score is over 3 years old
■ GED test must have an average standard score of 500 for regular admission.
■ For transfer students, a cumulative grade point average of 2.5 is needed
■ Completion of 40 credits of general education and liberal arts requirements, which may be fulfilled at Spring Arbor
University Online
■ Successful completion of IDS312 and SWK 281 (C or better)
■ Personal interview with social work faculty
■ ACT composite score of 20 or SAT score of 940

Master of Arts in Early Childhood Education
An online Master of Arts in Early Childhood Education from Spring Arbor University prepares students to work with children
8 years old and younger. Learn strategies to help young children who are struggling to read or who have self-regulation and
behavior challenges. This program is taught by highly qualified faculty and equips preschool through third grade teachers
with the skills and strategies needed to meet the needs of young children.
Students who are elementary-certified, holding a valid Michigan certificate and plan to complete the endorsement (ZS) in
Early Childhood Education must pass, upon completion of coursework, the Michigan Test for Teacher Certification for Early
Childhood. If outside of Michigan, check your State Department of Education to find out how this works for you.
If you want a Master of Arts in Early Childhood Education but are not planning PROGRAM OVERVIEW:
to obtain the endorsement (ZS) and/or you live outside of Michigan, you will be ■ Total Credit Hours: 33
awarded your degree upon successful completion of coursework. This is perfect ■ Tuition Per Credit: $571
for someone with a degree in another field – such as social work or psychology – ■ Total Tuition: $18,843
who wants to work with young families and children. ■ Application Fee: $30
■ Registration Fee: $40/sem
Spring Arbor University has been accredited by The Higher Learning Commission ■ Technology Fee: $105/sem
since 1960 and the Master of Arts in Early Childhood Education is in good
standing with the Council for the Accreditation of Educator Preparation.

Master of Arts in Early Childhood Education Online Curriculum
Required Courses
■ EDU530 Values, Ethics and Worldview (3) ■ ECE665 Early Childhood Curriculum and Methods (3)
■ ECE550 Developing Literacy & Reading Proficiency in ■ ECE668 Young Children with Special Needs (3)
Early Grades (3) ■ ECE678 Intervention Strategies for Young Children with
■ ECE565 Early Childhood Social Foundations (3) Developmental Delays (3)
■ ECE566 Early Childhood Growth & Development (3) ■ ECE680 Graduate Thesis and Field Study in Early
■ ECE616 Early Childhood Policies & Standards (3) Childhood (3)
■ ECE620 Effective Behavior Management and Assessment
in the Early Childhood Classroom (3)
■ ECE640 Emergent Literacy (3)
Master of Arts in Early Childhood Education Curriculum Descriptions - Required Courses
■ E
CE565 Early Childhood Social Foundations (3) ■ E
CE620 Effectice Behavior Management, Assessment
Provides comprehensive coverage of the complex & Evalutation in Early Childhood Education (3)
socialization process and its effect on the development The focus of this course is assessing young children’s
of children. Requires students to research their own development and the use of appropriate assessment
socialization histories and evaluate their development in the practices in the ECE environment. Students will examine
light of major concepts presented in class. Each student will best practices in assessment and guidance of young children
also develop a research proposal and carry out that research (infants, toddlers, preschool through grade 3) through in-
during the semester. A formal presentation of the findings depth research of contemporary theory and methodology.
will be presented in a formal paper/project. Through a systematic observation experience, students will
determine the most appropriate method to guide children’s
■ E
CE566 Early Childhood Growth & Development (3) behavior. As a result, the practitioner will develop strategies
The prenatal stages of human development through age and practices to guide young children in developing
8 are the focus of the course. Students will study normal acceptable and appropriate self-directed behavior as
and exceptional development of the physical, cognitive, individuals and in group settings. A study of appropriate
emotional and social domains of young children (infant, assessment techniques pertinent to child management
toddler and pre-K through age 8) in the contexts of home and behavior that informs parents and teachers in selecting
and group settings. With this, assessment and diagnostic strategies that lead to approaches for better learning and
procedures will be studied. Some field observations and intervention practices and self-regulation.
interactions required.

■ E
CE640 Emergent Literacy (3) ■ E
CE678 Intervention Strategies for Young Children
This course will explore the theories and research in with Developmental Delays (3)
emergent literacy and beginning reading, phonics Students will study the theories and implications of formal
instruction and spelling. Students will compare historical assessment in early childhood, examine the procedures
perspectives on language acquisition, beginning reading for initiating and developing formal reporting assessment
and writing, and the interrelationship of reading, writing, documents such as IEP, IAP, IFSP, and develop the essential
listening, and various stages of reading and writing, and dispositions and skills to develop positive respectful
spelling development, using a wide range of children’s relationships with children and caregivers when discussing
literature, poetry, creative dramatics and storytelling. Formal assessment results. An integral part of the course will include
and informal methods of assessment will be conducted with creating and practicing strategies to remediate diagnosed
emphasis on at-risk or struggling readers, particularly English special needs at the appropriate age and developmental
language learners (ELLs). level, creating an appropriate transition plan and exploring
the role of technology in providing services for students.
■ E
CE665 Early Childhood Curriculum & Methods (3) Through research, an appropriate transition plan will be
For teaching in a preschool or early elementary program. implemented supporting the goals outlined through the
The basic curricular areas in preschool and early elementary IFSP or IEP, developed in collaboration with caregivers and
grades are covered. Emphasis on methods and techniques. various stakeholders.
Examines strategies, materials and model programs to aid
preschool and primary teachers in classroom organization ■ E
CE616 Early Childhood Policies & Standards (3)
and instructional design. This course focuses on policies and regulations specific to
early childhood care and educational settings. The course
■ E
CE668 Young Children with Special Needs (3) covers effective guidance of young children, infants and
Students will become familiar with the characteristics of toddlers, through age 8, as individuals and within group
young children (birth to 8 years) displaying special needs settings; government regulations for early childhood
and with techniques for nurturing their development and programs and personnel; as well as ethical standards for
interacting with parents. This course will include practice certification of early childhood professionals. An in-depth
in observation and interaction, introduction to initial analysis of selected topics that are pertinent to the care and
screening procedures and service provisions, planning education of young children in child development centers
and implementation of appropriate activities. In addition, and early childhood school settings.
students will address special education history, theory,
models and laws pertaining to young children as well as ■ E
CE550 Developing Literacy & Reading Proficiency in
inclusive curricular, assessment and family approaches, Early Grades (3)
teaming and collaboration and managing challenging Through research of current best practices in reading
behavior. development for struggling readers, students will identify
appropriate interventions. Through small groups, strategies
and techniques will be shared. A case study based on needs
identified through assessments will be conducted.

■ E
CE530 Values, Ethics and Worldview (3)
Students examine the diversities (including but not limited
to issues related to race, ethnicity, culture, language,
religion, socioeconomic status, gender and ability) found
in American classrooms. Considerations of how these
characteristics affect teaching and learning are explored as
students investigate and create practical methods of dealing
with them in positive ways.
■ E
CE680 Graduate Thesis and Field Study in Early
Childhood (3)
This course consists of a carefully planned sequence
of experiences including but not limited to directed
observations, conferences, small group instruction, whole
class instruction and individualized instruction within the
inclusive childcare/classroom setting. The field study
is under the professional supervision of an education
professor. It provides opportunities for the participant to
synthesize and apply theoretical learning from a preview
course within realistic, planned professional contexts.

Master of Arts in
Early Childhood Education Online Admission Requirements
■ Official transcripts from the institution that granted the bachelor’s degree
■ Evidence of an earned bachelor’s degree from a regionally accredited college or university
■ A cumulative GPA of at least 3.00 preferred for the last two years of your bachelor’s program
■ Contact information for two references
■ Teacher certification information (if applicable)
■ Conviction disclosure
■ Completed graduate application
■ School of Education Graduate Program Admission Form

Master of Arts in
Education Online
To grow as an educator, you must
constantly reconsider the wisdom of
traditional practice while considering
new approaches to teaching. By
synthesizing elements of traditional
and new assessment techniques into
coherent and effective strategies, our
online Master of Arts in Education
program helps you grow beyond the
classroom and into a leader within
the education system. You develop
skills in leadership and administration,
instructional technology, advocacy,
collaboration, program design,
communications, and more. You may
apply these skills immediately to
advance learning in your district.
This program is specifically designed

for those who wish to obtain a master’s
degree, meet recertification requirements,
or broaden or refresh their knowledge
in areas of professional education.
PROGRAM OVERVIEW:
■ Total Credit Hours: 32
■ Tuition Per Credit: $571
■ Total Tuition: $18,272
■ Application Fee: $30
■ Technology Fee: $105/sem

Master of Arts in Education Online Curriculum
Required Courses Plus elective courses to total three credit hours
■ EDU060 Orientation (0) ■ EDU510 Navigating the First Five Years of Teaching (1-2)
■ EDU503 Elements of Successful Teaching (3) ■ EDU517 Workshop-Special Topics (1-3)
■ EDU530 Values, Ethics and Worldview (3) ■ EDU624 Elementary and Middle School Reading (3)
■ EDU538 Diversity in a Global Society (3) ■ EDU625 Secondary Reading (3)
■ EDU560 Instructional Technology (3) ■ EDU690 Individual Advanced Research (1-3)
■ EDU578 Educational Assessment (3)
■ EDU594 Teaching Discouraged Learners/Troubled Youth (3)
■ EDU639 Critical Issues and Advocacy (3)
■ EDU650 Educational Research Methods and Design (4)
■ EDU656 Graduate Thesis (4)
Master of Arts in Education Curriculum Descriptions - Required Courses
■ E
DU060 Orientation (0) ■ E
DU538 Diversity in a Global Society (3)
An introduction to the Master of Arts in Education program. Students examine the diversities (including, but not limited
to, issues related to race, ethnicity, culture, language,
■ E
DU503 Elements of Successful Teaching (3) religion, socioeconomic status, gender, and ability) found
This course focuses on the development of teaching in American classrooms. Considerations of how these
skills and strategies based on elements documented in characteristics affect teaching and learning are explored
effective teaching and brain research. Students create as students investigate and create practical methods of
plans to apply various techniques and strategies studied dealing with them in positive ways.
to address the needs of their own students.
■ E
DU560 Instructional Technology (3)
■ E
DU530 Values, Ethics and Worldview (3) Instructional Technology has been defined as “the theory
In this study of the influence of Christianity on values and practice of the design, development, utilization,
and ethics in contemporary society, students gain an evaluation, and management of the processes and
understanding of the historical influence of Christianity in resources for human learning.” The field of Instructional
the development of values and ethics in our nation. This Technology is concerned with the application of technology
course provides a foundation for and an understanding of throughout the educational process. EDU560 is an
the effects of a Christian worldview. Ethical dilemmas for introduction to the field and theory of Instructional
teachers and students are explored. Technology. The course explores the multiple roles of
technology in instruction and management of the learning
process, with special emphasis on K-12 education. This
course assumes the student has minimum competency
in technology.

Master of Arts in Education Curriculum Descriptions - Required Courses
■ E
DU578 Educational Assessment (3) ■ E
DU650 Educational Research Methods and
Participants examine the concept of assessment and Design (4)
evaluation in education, explore the principles underlying Students in this course examine research approaches
the assessment process, and develop the skills needed to to learn more about questions in education. Students
implement assessment and evaluation wisely. Participants acquire a broad understanding of the research process,
gain skills needed to develop assessment tools for use including the ability to read and understand educational
in classroom settings and to use assessment to inform research, and the ability to critique methods and findings
instruction. (formerly EDU678) of selected research. Teacher-researchers identify their
personal research focus, craft research questions, and
■ E
DU594 Teaching Discouraged Learners/Troubled create a research plan. Students review related literature
Youth (3) and draft a literature review. Chapters 1, 2 and 3 and the
Students study the needs and behaviors of discouraged bibliography and appendices of the thesis are addressed
learners with strategies for teaching and reaching these in this course. Prerequisite: All previous required courses
students. Instructional design based on brain research in the program. (Offered in fall)
and these principles provides the opportunity for
students to translate current research and theory in this ■ E
DU656 – Graduate Thesis (4)
field into practice to increase opportunities for student In this course, teacher-researchers present, fine-tune,
engagement and achievement. (formerly EDU694) and implement their research plans. Students conduct
data collection, analysis, and interpretations leading to
■ E
DU639 Critical Issues and Advocacy (3) recommendations for action based on findings. Chapters
Students research and explore current topics and issues in 4, 5, and 6, as well as the abstract, table of contents, and
education to create advocacy strategies as they consider tables of figures of the thesis are produced in this course.
the interrelationships of curriculum, educational initiatives, Students report their research via a bound thesis and a
contemporary issues, and instruction. (formerly EDU539) formal academic presentation to a professional audience.
In this course, students put action research in context,
exploring paradigms, theories, and the transformative
nature of teacher research. Prerequisite: EDU 650.
(Offered in spring.)

Master of Arts in Education Curriculum Descriptions - Elective Courses
■ E
DU510 Navigating the First Five Years of ■ E
DU625 Secondary Reading (3)
Teaching (2) This course for 6-12 grade teachers investigates issues in
Open to SAU-certified teachers, this year-long online secondary reading and skill development. Focuses
course provides an online mentored networking opportunity include differentiated instruction, interest inventories,
for new teachers in the early stages in their career. fluency, comprehension, spelling and writing assessment
tools, and instructional strategies. The course explores
■ E
DU517 Workshops – Special Topics (1-3) the skills and complexities of the reading process through
To obtain graduate credit from Spring Arbor University classroom field experiences. Students will investigate
for workshops or conferences partnering with SAU, students a variety of instructional techniques to facilitate the
must complete the School of Education registration form development of effective readers and learners. The
and pay related fees and the published tuition rate for emphasis will be on practical research-based classroom
the graduate credit being offered for the workshop by applications. For those holding an elementary certificate,
the second day of class. Once students register and pay this course satisfies the Michigan Department of Education
for graduate credit in conjunction with the workshop(s), reading requirement for new professional certificates
Spring Arbor University will not honor withdrawals, drops issued after July 1, 2009, per 2007 PA 32, MCL 380.1531(4)
or tuition refunds under any circumstances. Students who (previously PA118). (Offered online).
wish to receive graduate credit in conjunction with the
affiliated conference or workshop must complete all ■ E
DU690 Individual Advanced Research (1-3)
assignments described in the syllabus by the time specified. This course is designed to allow a student to research
Transcripts will be available through Spring Arbor University a topic of interest to him/her on an individualized basis.
three weeks after the instructor of record has submitted Planning for the topic and for the final project and/or
grades. paper must be approved by the instructor before the
student may register for the class. This course may be
■ E
DU624 Elementary and Middle School Reading (3) taken more than once.
This course for pre-K through 6th grade teachers includes
field experiences in the diagnosis and remediation of
reading disabilities and provides the educator opportunity
to engage with one reader to discover student strengths
and needs and develop a case study. Course focuses
include interest inventories, English language learning
screening, visual and auditory discrimination tools, language
expression and processing screening, phonemics, phonics,
vocabulary, fluency, comprehension, spelling and writing
assessment tools, and instructional strategies. Students
will explore current models of reading assessment and
support, as well as classroom applications designed to
develop effective reading skills and dispositions, including
differentiated instruction in response to student needs.
For those holding an elementary certificate, this course
satisfies the Michigan Department of Education reading
requirement for new professional certificates issued after
July 1, 2009, per 2007 PA 32, MCL 380.1531(4)
(previously PA118). (Offered online).

Master of Arts in Education Online Admission Requirements

Master of Arts in
Reading Online
In recent years, unprecedented
attention has been focused on literacy.
State standard initiatives have increased
the need for teachers who can develop
and enact a comprehensive and
balanced curriculum that is responsive
to the needs of diverse learners.
The Master of Arts in Reading online
degree program provides you with
the knowledge and skills needed to
plan, lead and support K-12 literacy
initiatives in your district.
Because reading affects every aspect

of student achievement, this master’s
degree is highly valuable for practicing
teachers who wish to increase their
effectiveness as educators in K-12
education. In addition, the Reading
Specialist (BR) endorsement is also
available for certified teachers who
complete the program and pass the
required Michigan Test of Teacher
Certification (MTTC) in Reading.
PROGRAM OVERVIEW:

Master of Arts in Reading Online Curriculum
Required Courses
■ EDU060 Orientation (0) ■ RDG680 Content Area Literacies (3)
■ EDU530 Value, Ethics and Worldview (3) ■ RDG682 History and Psychology of Reading (3)
■ EDU624 Elementary and Middle School Reading (3) ■ RDG684 Program Design and Analysis (3)
■ RDG628 Teaching Writing (3) ■ RDG689 Literacy Mentoring, Coaching and Leadership (3)
■ RDG656 English Language Learners (3) ■ RDG692 Literacy Research Methods and Thesis Proposal (4)
■ RDG678 Children and Young Adult Literature (3) ■ RDG694 Literacy Research Thesis (4)
■ RDG679 Adolescent Literacy (3)
Master of Arts in Reading Curriculum Descriptions - Required Courses
■ E
DU060 Orientation (0) ■ R
DG628 Writing (3)
An introduction to the Master of Arts in Reading program. Teachers investigate writing development and applications
across the curriculum as they design, facilitate and assess
■ E
DU530 Value, Ethics and Worldview (3) writing experiences and assignments in all subjects.
In this study of the influence of Christianity on values Teachers develop methods and materials for writing
and ethics in contemporary society, students gain an process approaches, investigate instructional strategies
understanding of the historical influence of Christianity in for teaching genre and writing conventions, and explore
the development of values and ethics in our nation. This the implications of standardized testing for writing
course provides a foundation for and an understanding of instruction. Course focuses include workshop approaches,
the effects of a Christian worldview. current research, experiential learning, and classroom
applications of research and theory
■ E
DU624 Elementary and Middle School Reading (3)
This course includes field experiences in the diagnosis ■ R
DG656 English Language Learners (3)
and remediation of reading disabilities in the form of a This course offers an overview of the role of language and
case study. Teachers explore current models of reading cultural identity on English language acquisition. Current
assessment and support, as well as classroom applications research in best practices for teaching reading and writing
designed to develop effective reading skills and to English Language learners will be explored. Teachers
dispositions, including differentiated instruction in use a case study to investigate issues, strategies, and
response to student needs. Note: For those holding an programs designed to assist English Language learners.
elementary certificate, this course satisfies the Michigan (Formerly EDU696)
Department of Education reading requirement for new
professional certificates issued after July 1, 2009, per
2007 PA 32, MCL 380.1531(4) (previously PA118).

■ R
DG678 Children and Young Adult Literature (3) ■ R
DG682 History and Psychology of Reading (3)
A study of literature and its uses for K-12 students, including Teachers explore the acquisition and operation of
the most recently published materials, the role of children reading processes beginning with emergent literacy
and young adult literature in developing literacy, standards and the history and influences on the teaching of reading
for selection and evaluation of materials and strategies and reading practices from colonial to contemporary
for involving students in particular types of literature times. Coursework focuses on basic research in reading
comprise this course. Teachers apply criteria for selecting and reading research methods in cognitive and devel-
and evaluating literature from a historical perspective and opmental psychology. Teachers examine the influences
in conjunction with critical theory. Teachers investigate of psychology on reading theory and topics in the psy-
research in the field and explore strategies to incorporate chology of reading. Teachers investigate how theory has
literature, including multicultural literature, into the influenced reading assessment tools and development.
curriculum in all subjects.
■ R
DG684 Program Design and Analysis (3)
■ R
DG679 Adolescent Literacy (3) Teachers examine contemporary and historical models for
This course examines the needs of and demands on literacy learning and reading. Investigations into family
adolescent learners to be multi-literate in contemporary literacy strategies and programs, research of reading
society and explores how educators can advocate, create, programs and literacy research, policies at the national,
and collaborate to meet these needs. Strategies for state and local levels, staff and program development,
informing and involving students and parents in literacy text selection, and interpretation of student assessment
development, including technology use, are featured. data for reading and language arts, with special attention
Teachers analyze societal, school, family, and individual to advocacy, are course focuses.
situations that promote and inhibit literacy learning and
develop strategies to address these issues. ■ R
DG689 Literacy Leadership (3)
This course addresses essential leadership qualities,
■ R
DG680 Content Area Literacy (3) characteristics and needs of participants, and the
This course addresses reading and writing processes change process for literacy programs. Teachers translate
and pedagogy, genre study, elements of effective oral information from the following areas into plans for
and written communication, and the integrated nature successful school literacy leadership: historical and
of literacy skills instruction and use across the curriculum. current perspectives in educational leadership, theoretical
Issues of motivation, developmental needs, and literacy foundations of educational leadership, schools as
teaching strategies are also explored. organizations, the bureaucratic nature of schools, power
and authority, effective leadership styles, Social Systems
theory and its impact on schooling, relationship building
and leadership styles. Contingency Theory, motivation
and leadership, decision making, communication, school
improvement, daily school operations, student achievement,
achievement gap, diversity and the change process will
also be explored.

■ R
DG692 Literacy Research Methods and ■ R
DG694 Literacy Research Thesis (4)
Thesis Proposal (4) In this course, teacher-researchers implement their action
This course focuses on the elements and processes of literacy research plans developed in RDG 692. Teachers
literacy research, action research and academic writing. conduct data collection, analysis and interpretations
Teachers study literacy research methods, existing leading to recommendations for action, based upon their
literacy studies, and their own literacy concerns to design findings. Students complete Chapters 4, 5, and 6, as well
an action research study. Students develop Chapters 1, 2 as the abstract, table of contents, and tables and figures
and 3 of their action research proposal, the bibliography of their action research thesis. (Prerequisite: RDG 692)
and the appendices of their proposal within this course.
(Prerequisite: completion of all previous classes in the
program.)

Master of Arts in Reading Online Admission Requirements
■ Writing sample

Master of Arts in Teaching English as a
Second Language Online
SAU Online offers a unique faith-based approach to serving not only EL students PROGRAM OVERVIEW:
in the classroom, but also the minds and hearts of people desiring to learn English ■ Total Credit Hours: 33
around the world. Earning your Master of Arts in TESOL is advantageous for both ■ Tuition Per Credit: $571
U.S. teachers and professionals who want to teach in foreign countries. ■ Total Tuition: $18,843
For certified teachers, the Master of Arts in TESOL K-12 track meets the ■ Registration Fee: $40/sem
requirements for the ESL Endorsement and will qualify you to better serve EL ■ Technology Fee: $105/sem
students in your classroom or to become the ESL specialist in your building.**
*CORE credit hours for the ESL (NS) Endorsement

**Students taking the MATESOL K-12 Track can apply for the ESL Endorsement from the Michigan Department of Education after completing the 24 credit
hours of CORE courses for the endorsement and passing the MTTC Test (NS).

Master of Arts in TESOL Online Curriculum
Master of Arts in TESOL in K-12 Education Master of Arts in TESOL Adolescent and Adult Education
Required Courses Required Courses
■ TSL500 Linguistics for Teachers of English (3)* ■ RDG628 Teaching Writing (3)
■ TSL501 Cross Cultural Competence in Communication (3)* ■ RDG678 Children and Young Adult Learners (3)
■ TSL502 TESOL Methods and Materials for Second ■ TSL500 Linguistics for Teachers of English (3)
Language Acquisition (3)* ■ TSL501 Cross Cultural Competence in Communication (3)
■ TSL505 Assessment & Evaluation of Language Minority ■ TSL502 TESOL Methods and Materials for Second
Students & Programs (3)* Language Acquisition (3)
■ TSL506 Literacy Instruction for English Language Learners ■ TSL503 Methods of Teaching, Speaking & Listening with
(3)*, alternative RDG656 English Language Learners (3) Beginners (3)
■ TSL508 English Grammar Approaches for English ■ TSL505 Assessment & Evaluation of Language Minority
Language Learners (3)* Students & Programs (3)
■ TSL509 Sheltered Immersion (SIOP) for Content Area ■ TSL506 Literacy Instruction for English Language Learners
Teachers (3)* (3), alternative RDG656 English Language Learners (3)
■ TSL600 Capstone Project, Practicum & Portfolio (3)* ■ TSL508 English Grammar Approaches for English
■ TSL503 Methods of Teaching, Speaking & Listening with Language Learners (3)
Beginners (3) ■ TSL510 Integrity in Teaching English as Mission (3)
■ TSL510 Integrity in Teaching English as Mission (3) ■ TSL600 Capstone Project, Field Experiences & Portfolio (3)
Electives (choose one)

■ EDU624 Elementary and Middle School Reading (3)
■ EDU625 Secondary Reading (3)
■ RDG628 Teaching Writing (3)
■ RDG678 Children and Young Adult Learners (3)
Master of Arts in TESOL in K-12 Education Curriculum Descriptions
■ T
SL500 Linguistics for Teachers of English (3) ■ T
SL501 Cross Cultural Competence in Communication (3)
This course provides a study of English as a system, This course is designed to assist students in exploring
the components of the language system: phonology, personal biases and methods of overcoming them and
orthography, phonics morphology, syntax and the relat- the basic principles underlying multicultural education.
edness of language systems for those preparing to teach This course provides an opportunity to develop appropriate
English to speakers of other languages. The coursework teaching strategies, activities and materials and to adapt
will compare different theories of language variation, and evaluate curricula for use in culturally diverse, as well
social and academic language registers, the benefits of as homogeneous classrooms. Ten hours of lab experiences,
bilingualism, and how knowledge of sentence structure which will help students apply the concepts, are included
instruction fits into current practices in language teaching. in the course requirements.

■ T
SL502 TESOL Methods and Materials for Second ■ T
SL506 Literacy Instruction for English Language
Language Acquisition (3 credits) Learners (3) (prerequisite: TSL502)
This course focuses on the pedagogical aspects of RDG656 may be substituted for this course.
teaching English and the preparation of teaching materials
for classroom use. Integrated methods and strategies will This course is a general overview of the interconnected-
be explored for teaching listening, speaking, reading and ness of culture and reading and writing skill development.
writing to ELLs of diverse backgrounds and levels. This Students will review the developmental aspects of second
course requires highly constructive class participation and language acquisition, as well as the developmental
responsible out of class lesson assignment preparation for aspects of reading and writing, providing insights for the
the lab setting. The goals of this course are to develop creation of programs for literacy development for English
students’ knowledge in the following areas: theories of language learners. The course aims to develop an
second language acquisition, research based pedagogy understanding of learners with intermediate language
for ELLs, how to manage instruction for different levels of acquisition who are learning to read and write in English
learners with diverse abilities, appropriate interactions in the ESL and general education classroom. Students will
with students and parents from diverse cultural backgrounds. assess the oral language proficiency, reading
comprehension, vocabulary knowledge and writing skills
■ T
SL505 Assessment & Evaluation of Language of a case study student or small group. Reading
Minority Students & Programs (3)* comprehension and writing skill development strategies
This course explores theoretical and practical aspects will be implemented with the case study individual or
of language assessment and evaluation, particularly in group. Challenges for developing phonemic awareness,
measuring English language skills of students in ESL spelling, vocabulary and comprehension with English
programs. The students will use the Michigan English Language Learners will be explored.
Language Proficiency Assessment to assess listening,
speaking, reading, and writing. WIDA and DIBELS_ ELD ■ T
SL508 English Grammar Approaches for English
standards will be reviewed and compared. Performance Language Learners (3)
based and standardized assessment tools will be devel- This course will enhance the classroom instruction of
oped, used and evaluated in light of issues related to teachers of English language learners by blending
bias, social, political, and psychological factors. classroom strategies with a study of the most important
grammatical structures of the language. Students will
become familiar with the meta-language and key con-
cepts of English grammar. Students will develop lessons
for the production of English in speaking and writing
activities, with a focus on communicative competence.
The course will target the most useful grammatical skills
needed for beginning and intermediate level English
language learners. Students will analyze spoken and
written English of native and non-native speakers in order
to understand and explain the most frequent error types
of learners from different language groups.

■ T
SL509 Sheltered Immersion (SIOP) for Content Area ■ T
SL503 Methods of Teaching, Speaking & Listening
Teachers (3)* with Beginners (3)
This course is built around the SIOP model for teaching The course focuses on the pedagogical and teaching
content and language in mixed ability classrooms in K-12 materials for classroom use when teaching children and
settings. Students will develop an understanding of how adults as beginning speakers of English. Integrated
to plan a supportive classroom learning environment methods and strategies will be explored for developing
for ELL students. Candidates will plan for multi-levels of listening and speaking skills of beginning speakers of
diverse students using standards-based ESL and content English of diverse backgrounds and levels. This course
curriculum. Candidates will design integrated activities requires highly constructive class participation and
that focus on listening, speaking, reading and writing responsible out of class lesson assignment preparation.
goals that also address content objectives. Ten hours of
observation and participation in a science, social studies ■ T
SL510 Integrity in Teaching English as Mission (3)
or math classroom with ELLs is required. This course provides a study of integrity in effective
English language programs in the United States and over-
■ T
SL600 Capstone Project, Practicum & Portfolio (3)* seas. The coursework will consist of critically examining
Teachers will build a web-based portfolio Practicum issues such as linguistic imperialism, teaching English as
e-portfolio to demonstrate how they have met the criteria professionals in creative access countries, the need for
for selected National Board for Professional Teaching integrity, and the importance of adequate teacher training.
Standards, NCATE/TESOL and the Michigan ESL En-
dorsement standards. Knowledge of research in the field
of Applied Linguistics will be demonstrated in a
comprehensive literature review of an issue related to any
one of the domains addressed in the standards. The topic
will be pre-approved by the professor. Documentation
of teaching competence and reflection will be part of
the portfolio. The portfolio contents are a collection of
the videos, screencasts, lesson plans, unit plans, article
analyses, webliographies, article reflections, case studies,
etc. that the student has produced as part of the TESOL
coursework or during the field experience.

Master of Arts in TESOL in K-12 Education Electives
■ E
DU624 Elementary and Middle School Reading (3) ■ R
DG628 Teaching Writing (3)
This course for pre-K through 6th grade teachers includes Teachers investigate writing development and
field experiences in the diagnosis and remediation of applications across the curriculum as they design,
reading disabilities and provides the educator opportunity facilitate and assess writing experiences and assignments
to engage with one reader to discover student strengths in all subjects. Teachers develop methods and materials
and needs and develop a case study. Course focuses for writing process approaches, investigate instructional
include interest inventories, English language learning strategies for teaching genre and writing conventions,
screening, visual and auditory discrimination tools, and explore the implications of standardized testing for
language expression and processing screening, phonemics, writing instruction. Course focuses include workshop
phonics, vocabulary, fluency, comprehension, spelling and approaches, current research, experiential learning, and
writing assessment tools, and instructional strategies. classroom applications of research and theory.
Students will explore current models of reading assessment
and support, as well as classroom applications designed ■ R
DG678 Children and Young Adult Learners (3)
to develop effective reading skills and dispositions, A study of literature and its uses for K-12 students, including
including differentiated instruction in response to student the most recently published materials, the role of children
needs. For those holding an elementary certificate, this and young adult literature in developing literacy, standards
course satisfies the Michigan Department of Education for selection and evaluation of materials and strategies
reading requirement for new professional certificates for involving students in particular types of literature
issued after July 1, 2009, per 2007 PA 32, MCL comprise this course. Teachers apply criteria for selecting
380.1531(4) (previously PA118). and evaluating literature from a historical perspective and
in conjunction with critical theory. Teachers investigate
■ E
DU625 Secondary Reading (3) research in the field and explore strategies to incorporate
This course for 6-12 grade teachers investigates issues literature, including multicultural literature, into the
in secondary reading and skill development. Focuses curriculum in all subjects.
include differentiated instruction, interest inventories,
fluency, comprehension, spelling and writing assessment
tools, and instructional strategies. The course explores
the skills and complexities of the reading process through
classroom field experiences. Students will investigate a
variety of instructional techniques to facilitate the
development of effective readers and learners. The
emphasis will be on practical research-based classroom
applications. For those holding an elementary certificate,
this course satisfies the Michigan Department of
Education reading requirement for new professional
certificates issued after July 1, 2009, per 2007 PA 32,
MCL 380.1531(4) (previously PA118).

Master of Arts in TESOL Adolescent and Adult Education Curriculum Descriptions
■ R
DG628 Teaching Writing (3) ■ T
SL501 Cross Cultural Competence in
Teachers investigate writing development and Communication (3)
applications across the curriculum as they design, This course is designed to assist students in exploring
facilitate and assess writing experiences and assignments personal biases and methods of overcoming them and
in all subjects. Teachers develop methods and materials the basic principles underlying multicultural education.
for writing process approaches, investigate instructional This course provides an opportunity to develop appropriate
strategies for teaching genre and writing conventions, teaching strategies, activities and materials and to
and explore the implications of standardized testing for adapt and evaluate curricula for use in culturally diverse,
writing instruction. Course focuses include workshop as well as homogeneous classrooms. Ten hours of lab
approaches, current research, experiential learning, and experiences, which will help students apply the concepts,
classroom applications of research and theory are included in the course requirements.
■ R
DG678 Children and Young Adult Learners (3) ■ T
SL502 TESOL Methods and Materials for Second
A study of literature and its uses for K-12 students, including Language Acquisition (3)
the most recently published materials, the role of children This course focuses on the pedagogical aspects of
and young adult literature in developing literacy, standards teaching English and the preparation of teaching materials
for selection and evaluation of materials and strategies for classroom use. Integrated methods and strategies will
for involving students in particular types of literature be explored for teaching listening, speaking, reading and
comprise this course. Teachers apply criteria for selecting writing to ELLs of diverse backgrounds and levels. This
and evaluating literature from a historical perspective and course requires highly constructive class participation and
in conjunction with critical theory. Teachers investigate responsible out of class lesson assignment preparation for
research in the field and explore strategies to incorporate the lab setting. The goals of this course are to develop
literature, including multicultural literature, into the students’ knowledge in the following areas: theories of
curriculum in all subjects. second language acquisition, research based pedagogy
for ELLs, how to manage instruction for different levels of
■ T
SL500 Linguistics for Teachers of English (3) learners with diverse abilities, appropriate interactions
This course provides a study of English as a system, with students and parents from diverse cultural backgrounds.
the components of the language system: phonology,
orthography, phonics morphology, syntax and the ■ T
SL503 Methods of Teaching, Speaking & Listening
relatedness of language systems for those preparing with Beginners (3)
to teach English to speakers of other languages. The The course focuses on the pedagogical and teaching
coursework will compare different theories of language materials for classroom use when teaching children and
variation, social and academic language registers, the adults as beginning speakers of English. Integrated
benefits of bilingualism, and how knowledge of sentence methods and strategies will be explored for developing
structure instruction fits into current practices in language listening and speaking skills of beginning speakers of
teaching. English of diverse backgrounds and levels. This course
requires highly constructive class participation and
responsible out of class lesson assignment preparation.

Master of Arts in TESOL Adolescent and Adult Education Curriculum Descriptions
■ T
SL505 Assessment & Evaluation of Language ■ T
SL508 English Grammar Approaches for English
Minority Students & Programs (3)* Language Learners (3)
This course explores theoretical and practical aspects This course will enhance the classroom instruction of
of language assessment and evaluation, particularly in teachers of English language learners by blending
measuring English language skills of students in ESL classroom strategies with a study of the most important
programs. The students will use the Michigan English grammatical structures of the language. Students will
Language Proficiency Assessment to assess listening, become familiar with the meta-language and key
speaking, reading, and writing. WIDA and DIBELS_ ELD concepts of English grammar. Students will develop
standards will be reviewed and compared. Performance lessons for the production of English in speaking
based and standardized assessment tools will be and writing activities, with a focus on communicative
developed, used and evaluated in light of issues related competence. The course will target the most useful
to bias, social, political, and psychological factors. grammatical skills needed for beginning and intermediate
level English language learners. Students will analyze
■ T
SL506 Literacy Instruction for English Language spoken and written English of native and non-native
Learners (3) (prerequisite: TSL502) speakers in order to understand and explain the most
RDG656 may be substituted for this course. frequent error types of learners from different language
groups.
This course is a general overview of the interconnectedness
of culture and reading and writing skill development. ■ T
SL510 Integrity in Teaching English as Mission (3)
Students will review the developmental aspects of second This course provides a study of integrity in effective
language acquisition, as well as the developmental English language programs in the United States and
aspects of reading and writing, providing insights for the overseas. The coursework will consist of critically
creation of programs for literacy development for English examining issues such as linguistic imperialism, teaching
language learners. The course aims to develop an English as professionals in creative access countries, the
understanding of learners with intermediate language need for integrity, and the importance of adequate teacher
acquisition who are learning to read and write in English training.
in the ESL and general education classroom. Students will
assess the oral language proficiency, reading comprehension, ■ T
SL600 Capstone Project, Practicum & Portfolio (3)*
vocabulary knowledge and writing skills of a case study Teachers will build a web-based portfolio Practicum
student or small group. Reading comprehension and e-portfolio to demonstrate how they have met the criteria
writing skill development strategies will be implemented for selected National Board for Professional Teaching
with the case study individual or group. Challenges for Standards, NCATE/TESOL and the Michigan ESL
developing phonemic awareness, spelling, vocabulary Endorsement standards. Knowledge of research in the
and comprehension with English Language Learners will field of Applied Linguistics will be demonstrated in a
be explored. Students will review current research into comprehensive literature review of an issue related to any
best practices for teaching reading and writing. one of the domains addressed in the standards. The topic
will be pre-approved by the professor. Documentation
of teaching competence and reflection will be part of
the portfolio. The portfolio contents are a collection of
the videos, screencasts, lesson plans, unit plans, article
analyses, webliographies, article reflections, case studies,
etc. that the student has produced as part of the TESOL
coursework or during the field experience.

Master of Arts in TESOL Online Admission Requirements
■ Teacher certification information (if applicable, not needed for Adolescent and Adult Track)
■ Writing sample
■ Foreign Language Verification Form

Master of Arts in
Special Education
Online
For those called to work with
children with special needs, Spring
Arbor University Online provides a
comprehensive graduate degree
program in Special Education with
the choice of two endorsements,
a 12-course Learning Disabilities
concentration and a 13-course Autism
Spectrum Disorder concentration.
This Masters in Special Education

online program is for both certified
teachers and non-certified teachers
who work in fields, such as occupational
therapy, where a deep knowledge of
the special needs population is desired.
This program also prepares individuals
to take a leadership role in the field of
special education.*
PROGRAM OVERVIEW:
■ Total Credit Hours: 36 - 37
■ Total Tuition: $20,556 - $21,127
*Teachers who complete the MSE and pass

the MTTC test for the special education
endorsement as required by the Michigan
Department of Education can add the Special
Education endorsement to their
Michigan teaching certificate.

Master of Arts in Special Education Online Curriculum
Foundation courses Learning Disabilities Concentration
■ SED500 Current Issues in Special Education (3) ■ SED504 Classroom Management and Development of
■ SED501 Support and Collaboration – Special and General Social Competence for Students with Special Needs (3)
Education, Parents, Professionals and Agencies (3) ■ SED520 Elementary Methods for Language Arts and
■ SED502 Human Development for Special Education (1) Mathematics (3)
■ SED503 Law and Policy for Special Education (3) ■ SED521 Secondary Methods for Content Area Reading,
■ SED523 Assessment and Evaluation in Special Study Skills and Transition (3)
Education (3) ■ SED522 Language Development and Instruction (3)
■ All students will take ONE of the following courses: ■ SED524 Assistive Technology (3)
■ SED 551 Student Teaching and Seminar (5) OR ■ SED525 Curriculum and Instruction (3)
■ SED 552 Student Teaching and Research (5) OR
■ SED 553 Research Applications with the Special Autism Spectrum Disorder Concentration
Needs Population (5) ■ SED530 Introduction to ASD (3)
■ SED531 Language and Communication Development (3)
■ SED532 Assessment and Intervention for ASD (3)
■ SED533 Technology (2)
■ SED534 Collaboration and Transition Planning for
Students with ASD (2)
■ SED535 Behavior Programming for Students with ASD (3)
■ SED536 Curriculum and Instructional Methods for
Master of Arts in Special Education Curriculum Descriptions - Foundation Courses
■ S
ED500 Current Issues in Special Education (3) ■ S
ED501 Support and Collaboration – Special and General
Introductory overview of the special education field. Education, Parents, Professionals and
The focus will be the needs of students with disabilities: Agencies (3)
knowledge of handicapping conditions, educational Provides information on identifying and accessing
implications, legal considerations, procedures for resources relevant to persons with disabilities, and in
identification and placement of student with disabilities, creating a positive climate that facilitates learning and
due process and privacy requirements, historical and cooperation between all stakeholders. These resources
philosophical background of special education and the may be within the school setting or from outside agencies.
instructional strategies applied in educational settings. The course will also address factors that impede and
facilitate the use of these resources and self-analysis of
strengths and weaknesses for the purpose of becoming a
more effective communicator and team member. Instruction
will be provided on the development of interpersonal

Master of Arts in Special Education Curriculum Descriptions - Foundation Courses
skills needed to establish a positive social-emotional ■ S

ED503 Law and Policy for Special Education (3)
climate in the classroom that works collaboratively with Includes a study of the history of special education laws,
and for differentiated student needs and relationships, each law’s intent, and the working state and federal laws.
and brain based strategies for effectively communicating Special emphasis placed on IDEA and the evolution of
with students, parents, colleagues, and outside agencies. the Reauthorization of IDEA 2004. The learner will also be
The course will also focus on important aspects of inclusion able to effectively communicate the needs and rights of
and the requirements for developing communication persons with disabilities. Knowledge of institutional and
methods to make inclusion work. Modeling methods administrative factors, which facilitate or impede delivery
that facilitate participation on teams within the school, of services, will be studied. An understanding of the roles
and effective strategies to supervise and empower the and organizational structures that regular and special
classroom aide, volunteers, and paraprofessionals to be education play in providing total services
effective will also be discussed. including the development of appropriate IEPs.
■ S
ED502 Human Development for Special
Education (1)
Complements an educational psychology course with
emphasis on the exceptional development of special
education students. Common mental, emotional,
neurological, environmental, and physiological conditions
that affect learning will be explored.

Master of Arts in Special Education - Learning Disabilities Concentration Descriptions
■ S
ED504 Classroom Management and Development of ■ S
ED522 Language Development and Instruction (3)
Social Competence for Students with Special Needs Provides skill and techniques in understanding learning
(3) problems by focusing on the development of language
Designed to provide students with a practical foundation as it relates to reasoning, thinking, listening, speaking,
in the principles of individual and group management reading, writing and spelling. Emphasis will be placed on
structures. The course will enable students to not only un- understanding of the components of language, knowing
derstand basic behavioral management concepts but also how the assessment of these skills is conducted and what
demonstrate their ability to develop, implement and effect disorders in listening, speaking and thinking have
incorporate appropriate behavioral management techniques. on learning to read, write and spell. Finally, instruction will
The maintenance of appropriate academic and social be provided on teaching strategies to help the language
behaviors in the special education classroom will be learning disabled student and additional information
emphasized as well as the development of strategies in will be provided on resources the teacher can utilize to
the areas of prevention, assessment, identification and become a more effective teacher.
intervention. These strategies will be used to help the LD
student develop the self-management skills required for ■ S
ED523 Assessment and Evaluation in Special
constructive social participation and independent learning. Education (3)
Many students with learning disabilities face challenges in Provides instruction in appropriate procedures for the
the area of socialization; therefore, this class will include assessment and reporting of the student’s reading,
developing appropriate social behavior. writing, mathematical and social skills. Emphasis will
be placed on assessment methods that lead directly to
■ S
ED520 Elementary Methods for Language Arts and diagnosing skill deficits and determining current level of
Mathematics (3) functioning, which can be translated directly into goals,
Focuses on the educational methods and strategies to objectives, and statements of progress on the child’s IEP.
meet the needs of the student with learning disabilities Methods of evaluating instructional outcomes will be
at the elementary level. Emphasis will be placed on explored so that an ongoing instructional plan can be
the understanding of remedial techniques for reading, adjusted to meet the student’s needs.
mathematics and written expression. Students will develop
and implement lesson plans in an elementary classroom. ■ S
ED524 Assistive Technology (3)
Provides an understanding of how adaptive technology
■ S
ED521 Secondary Methods for Content Area may be used to enhance the education of students with
Reading, Study Skills and Transition (3) disabilities. It teaches a framework for assessing special
Focuses on the instructional methods and strategies to needs students’ abilities, environment, required tasks and
meet the needs of the student with learning and behavior assistive tools. Students will investigate high tech, mid
challenges at the secondary school level. Emphasis will tech, low tech and no tech responses to the needs of
be placed on the understanding of techniques for students’ with disabilities. The focus will include a full
academic supports within the content areas of reading, range of disabilities and emphasis on using assistive
mathematics and written expression. This course focuses technology to access the general education curriculum,
on the goals of secondary special education that are development of assessment and lesson plans.
to provide services to students with disabilities that will
enable them to acquire the skills they need to function
successfully in employment and community settings. This
course will examine the teacher’s role in transition planning
and coordination.

Master of Arts in Special Education - Learning Disabilities Concentration Descriptions
■ S
ED525 Curriculum and Instruction (3)
Includes a study of research based curriculum designs
and strategies for the student with learning disabilities.
Topics include preplanning, principles of curriculum
decision making, effective schools research, and
participatory strategies for curriculum and instruction. The
types of learning disabilities and the characteristics of
each are discussed in light of curriculum design. Emphasis
is placed on differentiating instruction for the child with
learning disabilities. Educators will acquire skills that will
enhance student learning.

Master of Arts in Special Education - Autism Spectrum Disorder Concentration Descriptions
■ S
ED530 Introduction to ASD (3) ■ S
ED535 Behavior Programming for Students with ASD (3)
This course provides students with an overview of Autism In this course, students will review legal and ethical
Spectrum Disorder. It addresses the process and methods guidelines affecting behavior planning, as well as learning
of identification. Social issues and the implications of evidence-based practices for behavior interventions as
Autism Spectrum Disorder on an individual’s life will related to students with Autism Spectrum Disorder. Focus
be introduced. Current treatments and research will be will be placed on collaboration to determine impact of
introduced with a focus on evidence-based practices for multiple variables upon student behavior, to develop
students with ASD. interventions based upon group consensus, and to review
and modify interventions based upon data.
■ S
ED531 Language and Communication Development (3)
This course examines procedures for assessment of ■ S
ED536 Curriculum and Instructional Methods for
communication, language and speech of students with Students with ASD (3)
autism spectrum disorder and it will review strategies for This course will examine the most recent topics in the
promoting language and communication skills across the education of students with autism spectrum disorders
different environments. (ASD). Participants in this course will examine evidence-
based practices and effective interventions for students
■ S
ED532 Assessment and Intervention for ASD (3) with ASD throughout the educational system. Research-
This course will cover diagnosis criteria in the identification based practices will be examined in this course along with
of students with Autism Spectrum Disorder. Students will the effective implementation of techniques and strategies
understand the importance of early diagnosis and become in a variety of educational settings. In addition, the
familiar with recommended screening instruments for collaboration of all team members, including parents and
autism. Particular focus is placed on linking assessment guardians of students with autism, will be explored. This
data to implementation of meaningful interventions in all course will be a blended learning environment that will
educational settings. include course materials and lectures online in addition to
pre-determined campus meetings with participants. The
■ S
ED533 Technology (2) primary objective of this course is to prepare course
This course will cover assistive technology applications participants to meet the educational needs of their
for students with Autism Spectrum Disorders. Emphasis students with autism and to collaborate effectively with
will be placed on proper assessment, informed choices all team members.
of equipment, training and implementation in the use of
assistive technology devices, and progress monitoring of
the impact of the use of assistive technology.
■ S
ED534 Collaboration and Transition Planning for
This course introduces students to the idea of collaboration
as a special education professional. Prevocational and
vocational planning as well as transitional issues will be
discussed. Using supported employment, community-
based instruction and skillful assessment of a young
person’s goals, strength, and skills.

Master of Arts in Special Education - Autism Spectrum Disorder Concentration Descriptions
■ SED551 Student Teaching and Seminar (5) ■ SED552 Student Teaching and Research (5)
In this course, the student teacher will have In this course, teacher-researchers develop and
opportunities to manage the classroom and learning implement their special education research plans in
activities of special education pupils. The student a mentored special education teaching assignment
teacher assumes responsibility for directing the in a K-12 setting. The teacher-researcher will have
classroom. The seminar portion of the course will focus opportunities to manage the classroom and learning
on topics specific to the special education field. The activities of special education pupils. The teacher-
student teacher will be required to use the knowledge researcher assumes responsibility for directing the
gained in their program and apply it in the classroom. classroom. The seminar portion of the course will focus
He will collect artifacts for a portfolio that demonstrate on the research topics specific to the special education
an understanding of the unique needs of the student field. Teacher-researchers develop and implement
population and the practice of behavior analysis and a research plan created from a review of literature
interventions, assessment, collaboration, delivery that establishes the theoretical context. The teacher-
of intense interventions, curriculum planning and researcher conducts data collection, analysis and
implementation, assistive technology, and adherence to interpretations leading to recommendations for action,
all legal requirements of IDEA. based on their findings.
■ SED553 Research Applications with the Special

Needs Population (5)
Systematic study, using action research methodology
on a significant issue in their profession working with
students with disabilities. Their project is to be relevant
to their local community or school with regard to
students with special needs. Researchers develop and
implement a research plan created from a review of
the literature that establishes the theoretical context.
The researcher conducts data collection, analysis and
interpretations leading to recommendations for action,
based on their findings. Their findings will be presented
in a formal paper according to the guidelines given in
this course and APA style.

Master of Arts in Special Education Online
Admission Requirements

Master of Arts in Strategic Communication and
Leadership Online
The only program of its kind in the U.S., this 18-month Master of Arts in Strategic PROGRAM OVERVIEW:
Communication and Leadership program pairs students with mentors who are ■ Total Credit Hours: 36
influencers in communication. Mentors share valuable insights, professional ■ Tuition Per Credit: $717
development tips and personalized support throughout the program. ■ Total Tuition: $25,812
Working with your mentor, you learn skills most important to communication ■ Registration Fee: $40/sem
professionals. You also individualize your program and develop a sustainable ■ Technology Fee: $105/sem
professional growth plan.
Throughout the program, you build a professional ePortfolio. This digital portfolio
serves as a place to collect, reflect upon and collate creative assets based on your
learning experiences at Spring Arbor University Online. Upon graduation, your
ePortfolio becomes a powerful and shareable resource for career advancement.

Master of Arts in Strategic Commnication and Leadership
Online Curriculum
The Basics The Building Blocks
■ Communication as Vocation and Calling (6) ■ Interpersonal Communication (3)
■ Communication Theory and Worldview (3) ■ Digital Media Strategies (3)
■ Communication Research and Application (3) ■ Group and Public Communication (3)
■ Advertising and Public Relations (3)
■ Communication Ethics and Moral Reasoning (3)
■ Communication Leadership (3)
■ Writing for Results (3)
■ Conflict Management (3)
Master of Arts in Strategic Communication and Leadership Curriculum Descriptions
The Basics The Building Blocks

■ Communication as Vocation and Calling (6) ■ Interpersonal Communication (3)
Explore your career opportunities and vocational Learn how communication works when we are up close
impulses while working with a professional mentor to and personal. The course examines how we interact as
individualize your program and develop a sustainable friends, lovers, leaders, followers and coworkers.
professional growth plan. Then ground your ambition
in humility, stewardship and service. ■ D
igital media strategies (3)
Students will learn how to expand personal and
■ C
ommunication Theory and Worldview (3) institutional influence through the strategic use of mobile
Kurt Lewin said “there is nothing as practical as a applications, social media, and various web-based tools
good theory.” Learn what others have already learned and platforms. Includes content creation, management
as you discover our discipline’s best ideas about how and planning in both formal and informal contexts.
communication works. From the Greeks to the geeks, Covers ethical frameworks as well as theories of diffusion,
few topics have been examined so thoroughly. innovation and identity.
■ C
ommunication Research and Application (3) ■ G
roup and Public Communication (3)
Develop the skills to design, interpret, and evaluate Examine how communication impacts group dynamics,
research by examining and applying quantitative and conflict, team building, leadership and public presentations.
qualitative methods.
■ A
dvertising and Public relations (3)
How does advertising and public relations work? Or
not work? Traditional and nontraditional techniques are
explored as you examine both theory and practice.

Master of Arts in Strategic Communication and Leadership Curriculum Descriptions
■ C
ommunication Ethics and Moral Reasoning (3) ■ C
onflict Management (3)
Examine case studies that clarify problems and issues Not all conflict can be avoided. Nor should it. But
confronting communicators in contemporary culture. The most conflict can be managed more effectively and
solutions are seldom simple. productively. Learn how to do this.
■ C
ommunication Leadership (3)
■ W
riting for Results (3) Explore communication styles of effective leaders through
We asked fifty leading scholars and professionals what an analysis of research and practice. Discover your
you need to succeed and they pretty much all said the strengths and work on your weaknesses.
same thing: the ability to write clearly, effectively and
appropriately. We’ll help you master the basics as you
create messages that are well-crafted and audience-tuned.

Master of Arts in Strategic Communication and Leadership
Online Admission Requirements
■ A bachelor’s degree from a regionally accredited college or university

■ A 3.0 GPA for at least the last two years of the bachelor’s degree
■ Three recommendations from professional/academic/clergy individuals
■ Recent writing sample
■ Personal Goals Statement of two pages or less

Master of Business
Administration
Business professionals who strive
for a purpose higher than profit
maximization achieve greater results.
From small-business entrepreneurs
to corporate executives on Wall
Street, the people who make the
most profound differences are those
who stand on principles of service
and positively impact people and
communities by their actions.
Developed and delivered by the faculty

of the Gainey School of Business, SAU
Online provides a unique experience
for students to consider how their
purpose-driven contributions may help
restore the dignity of the business
profession in today’s organizations.
Suited to fit you, this 36-credit MBA

offers concentrations in Healthcare
Administration, Human Resource
Development, Management,
Organizational Consulting and Strategic
Leadership and can be completed
online in as few as 18 months.
PROGRAM OVERVIEW:

Master of Business Administration Online Curriculum
MBA Core Courses Management Concentration
■ MBA060 MBA Orientation (0) ■ MBA654 Strategic Planning & Management (4)
■ MBA617 Leadership in Business (4) ■ MBA648 Human Resource Development (4)
■ MBA631 Accounting for Managers (4) ■ MBA651 Management of Organizational Behavior (4)
■ MBA622 Statistics for Business Managers (4)
■ MBA661 Marketing for Managers (4) Organizational Consulting Concentration
■ MBA607 International Business (NYC trip) (4) or ■ MBA647 Workplace Learning and Professional
■ MBA607A International Business (no trip) (4) Development (4)
■ MBA688 MBA Capstone Study (4) ■ MBA657 Strategic Leadership (4)
■ MBA658 Organizational Consulting (4)
Healthcare Administration Concentration
■ MBA641 Trends in Healthcare Administration & Strategic Leadership Concentration
Management (4) ■ MBA654 Strategic Planning & Management
■ MBA642 Managerial Finance in Healthcare (4) ■ MBA657 Strategic Leadership
■ MBA643 Managing Quality in Healthcare (4) ■ MBA651 Management of Organizational Behavior
Human Resource Development Concentration

■ MBA648 Human Resource Development (4)
■ MBA651 Management of Organizational Behavior (4)
■ MBA647 Workplace Learning and Professional
Development (4)
Master of Business Administration Curriculum Descriptions - Core Courses
■ M
BA060 MBA Orientation (0) ■ M
BA617 Leadership in Business (4)
Introduces students to Spring Arbor University and the Introduces students to leadership in business adminis-
Gainey School of Business MBA program. Familiarizes tration as a foundation for effective management of the
students with the Blackboard learning management organization. Explores leadership from the perspective
system that supports learning through electronic access of the practicing manager and focuses on individual,
to learning materials from virtually anywhere, connects group, and organizational leadership. Covers the nature
the learning community, and promotes collaboration. of leadership, leading change, leadership effectiveness,
Students practice using Blackboard tools, interact with leadership development, and traditional and emerging
peers, monitor course progress and grades, and obtain leadership theories. Special emphasis is placed upon
feedback from an instructor through Blackboard. self-leadership and professional leadership assessment of
personal strengths and weaknesses in handling specific
managerial issues and responsibilities.

Master of Business Administration Curriculum Descriptions - Core Courses
■ M
BA631 Accounting for Managers (4) ■ M
BA607 International Business (NYC trip) (4)
Introduces students to the fundamental concepts and Introduces key aspects of contemporary international
principles of accounting as a discipline to support business management and implications of international
managerial decision making in businesses. Examines the business on organizational strategy, structure, and function.
use of information for data-driven decision making, Coverage includes ethics in business, country differences,
including organizational level performance measurements. trade and investments, global monetary systems, and
Covers financial ratio calculations and analysis, preparation competition in a global marketplace. Topics include
of financial statements, taxes, accounting liquidity, Poverty Cure, human rights, global human resource
contribution margin, budgeting, and auditing issues. development, conference environment papers, and group
presentations. As a part of the MBA607 course, students
■ M
BA622 Statistics for Business Managers (4) attend an International Business Summit as part of a four-
Introduces students to data driven decision making using day trip to New York City. The university covers the costs
a statistical thinking framework. Emphasis placed upon of accommodations (i.e., hotel, food) to participate in the
the use of statistical data for identifying, understanding, summit. Students are responsible for travel arrangements
interpreting, and solving business scenarios and issues. and expenses.
Develops skills necessary to identify business problems,
collect data following appropriate protocols and methods, or
and analyze data using statistical techniques.
■ M
BA607A International Business (no trip) (4)
■ M
BA661 Marketing for Managers (4) Introduces key aspects of contemporary international
Introduces the principles of service and stewardship business management and implications of international
through marketing management. Focuses on developing business on organizational strategy, structure, and function.
an understanding of the role of markets and marketing Coverage includes ethics in business, country differences,
from an economic thinking perspective including an trade and investments, global monetary systems, and
analysis of product markets and developing marketing competition in a global marketplace. Topics include
strategies that will provide sustainable competitive Poverty Cure, human rights, global human resource
advantage. Special emphasis is placed upon the integration development, and conference environment individual
of concepts, principles, and techniques of marketing presentations, peer reviews, and critiques.
through application within client organizations. Topics
include: customer value and satisfaction, market research ■ M
BA688 MBA Capstone Study (4)
and surveys, marketing segmentation differentiation, The MBA capstone experience emphasizes the integration
positioning, and the development and execution of and application of acquired knowledge and skills from the
marketing plans. MBA core and concentration curriculum. Focuses on the
identification of a group/work unit/team or organizational
level issue, problem, or opportunity, as well as the proposed
solution to improve organizational performance. Students
will conduct an organizational assessment, review of the
literature, explain the issues using appropriate concepts
and theories, create a proposal to address the problem,
and develop a final business consultancy report and
presentation. The student works with a real organization/
client, and the client provides an assessment of the
student’s performance and contribution to the
organization.

MBA Curriculum Descriptions - Healthcare Administration Concentration
Develops management knowledge and skills necessary for healthcare professionals and builds business acumen required for
effective healthcare leadership. The concentration courses focus on the complexities and trends in the healthcare industry by
focusing on contemporary issues in healthcare administration, policy, economics, quality, and strategy in healthcare management.
■ M
BA641 Trends in Healthcare Administration & ■ M
BA643 Managing Quality in Healthcare (4)
Management (4) Identifies the principles of quality improvement necessary
Addresses contemporary issues in the field of healthcare for creating a quality culture in healthcare. Examines
and the factors influencing the structure, delivery, and tools and methods of planning and implementing quality
financing within health care systems. Examines the roles improvement initiatives in healthcare. Addresses both
of various health care institutions and professional groups clinical improvements related to the delivery of quality
providing health services. Covers emerging trends that patient care and process improvements related to the
impact healthcare in the U.S. as well as the leadership processes necessary in supporting the delivery of quality
challenges associated with healthcare administration. patient care. Special emphasis on methodology for
Special emphasis on making informed decisions related improving quality in healthcare organizations, process
to healthcare administration and management topics that improvement tools and measurement systems, Six Sigma,
concern modern healthcare administrators lean management techniques, and medical informatics.
■ M
BA642 Managerial Finance in Healthcare (4)
Examines the fundamentals of financial management in
the healthcare sectors. Prepares nonfinancial healthcare
professionals with skills necessary to manage and control
costs while simultaneously investing resources in strategic
opportunities. Focuses on the use of financial analysis
techniques, financial reasoning, and financial tools for
effective decision making and planning in a healthcare
setting. Special emphasis on financial liquidity, solvency,
and measuring efficiency of healthcare organizations
using key ratio information.

MBA Curriculum Descriptions - Human Resource Development Concentration
Develops knowledge and skills necessary to leverage organizational human resources to improve individual performance and
enhance organizational effectiveness. Strengthen skills in problem solving, strategic thinking, and critical analysis necessary
for identifying and solving human related issues within an organization. Prepares students to promote employee and
organizational growth through individual and organizational learning.
■ M
BA647 Workplace Learning and Professional ■ M
GT651 Management of Organizational Behavior (4)
Development (4) Introduction to the management of behavior in
Explores the major issues relevant to workplace learning organizations, the field of industrial and organizational
and development. Develops skills in needs analysis, psychology, and various aspects of people in the
learning and development methods, method selection, workplace. Covers issues related to employee
development plans, and assessment. Covers adult learning development through training and learning, employee
theory, knowledge, and development. Emphasizes productivity, well-being, attitudes, behaviors, motivation,
principles of traditional and contemporary approaches and leadership. Explores principles of organizational
to workplace learning and development in organizations. behavior and management such as how people work,
Special emphasis on the practical application of learning where they work, and how the workplace operates.
development methods and assessments to ascertain Emphasizes the complexity of organizational functioning
factors influencing effective workplace learning strategies. and importance of the management of organizational
behavior.
■ M
BA648 Human Resource Development (4)
Explores major issues of managing human resources.
Develops skills in assessing human resource needs for
career development and organizational effectiveness.
Covers principles of adult learning through designing
practical applications in diverse work settings. Special
emphasis on current topics in the field of human
resource development, including the assessment,
design, implementation, and evaluation of HRD
programs; personal, professional, and organizational
development; and application of HRD in diverse contexts.
Various types of training programs will be examined,
including onboarding, skills and technical, performance
management, employee wellness, career management,
organization and management development, and
diversity.

MBA Curriculum Descriptions - Management Concentration
Develops skills necessary for effective traditional management in organizations. The concentration is designed for individuals
interested in strengthening traditional business administration and management knowledge and skills.
■ M
BA654 Strategic Planning & Management (4) ■ M
BA651 Management of Organizational Behavior (4)
Introduces the concepts of strategic planning and Introduction to the management of behavior in
management, and considers the vision, mission, and goals organizations, the field of industrial and organizational
of the organization. Provides students with a framework psychology, and various aspects of people in the
for conducting strategic planning in the organizational workplace. Covers issues related to employee
environment. Examines the balanced scorecard approach development through training and learning, employee
to strategic planning and management for translating productivity, well-being, attitudes, behaviors, motivation,
strategy to action. Special emphasis is placed upon the and leadership. Explores principles of organizational
cyclical development of pertinent information necessary for behavior and management such as how people work,
strategic planning and management. where they work, and how the workplace operates.
Emphasizes the complexity of organizational functioning
■ M
BA648 Human Resource Development (4) and importance of the management of organizational
Explores major issues of managing human resources. behavior.
design, implementation, and evaluation of HRD
programs; personal, professional, and organizational
development; and application of HRD in diverse contexts.
organization and management development, and
diversity.

MBA Curriculum Descriptions - Organizational Consulting Concentration
Develops a strong foundation in assessing, researching, and finding possible solutions to personnel, group/team/work unit,
and organizational problems. Develops requisite skills necessary for understanding, predicting, and influencing individual and
group behavior in organizations as the foundation for leading effective organizational development and change initiatives.
Organizational consultants apply behavioral science and organizational leadership principles in the work context to positively
influence individuals, groups, and organizations.
■ M
BA658 Organizational Consulting (4)
Development (4) Examination of best consulting practices for internal
Explores the major issues relevant to workplace learning and external change agents. In depth exploration and
and development. Develop skills in needs analysis, practice on contracting, assessment and diagnosis,
learning and development methods, method selection, data collection, feedback techniques, implementation
development plans, and assessment. Covers adult learning of planned change initiatives, resistance to change,
theory, knowledge, and development. Emphasizes and other psychodynamics in the organization related
principles of traditional and contemporary approaches to change. Emphasizes the collaborative consulting
to workplace learning and development in organizations. approach and the collaborative consulting cycle as well
Special emphasis on the practical application of learning as change management models and effective change
development methods and assessments to ascertain management consulting techniques.
factors influencing effective workplace learning strategies.
■ M
BA657 Strategic Leadership (4)
Examines characteristics and skills that allow leaders
to make positive and strategic contributions to their
organizations. Focuses on the development of strategic
leadership skills including the development of strategic
thinking and strategic actions for superior organizational
performance. Emphasizes the analysis of leader traits,
skills, styles, and characteristics, and the influence on the
strategic leadership of organizations.

MBA Curriculum Descriptions - Executive Leadership Concentration
Prepares business professionals to predict and influence individual and group behavior through strategic leadership. The
concentration is designed for organizational professionals already proficient in administrative management. Broadens
knowledge and skills through strategic leadership, strategic planning, and advanced management focus.
■ M
BA657 Strategic Leadership (4) ■ M
Examines characteristics and skills that allow leaders Introduction to the management of behavior in
to make positive and strategic contributions to their organizations, the field of industrial and organizational
organizations. Focuses on the development of strategic psychology, and various aspects of people in the
leadership skills including the development of strategic workplace. Covers issues related to employee
thinking and strategic actions for superior organizational development through training and learning, employee
performance. Emphasizes the analysis of leader traits, productivity, well-being, attitudes, behaviors, motivation,
skills, styles, and characteristics and the influence on the and leadership. Explores principles of organizational
strategic leadership of organizations. behavior and management such as how people work,
where they work, and how the workplace operates.
■ M
BA654 Strategic Planning & Management (4) Emphasizes the complexity of organizational functioning
Introduces the concepts of strategic planning and and importance of the management of organizational
management, and considers the vision, mission, and behavior.
goals of the organization. Provides students with a
framework for conducting strategic planning in the
organizational environment. Examines the balanced
scorecard approach to strategic planning and
management for translating strategy to action. Special
emphasis is placed upon the cyclical development of
pertinent information necessary for strategic planning and
management.

Master of Business Administration Online
■ Bachelor’s degree from a regionally accredited college or university

■ A minimum overall 3.0 GPA for the last 2 years undergraduate coursework
■ An official transcript from the institution granting the bachelor’s degree
■ At least two recommendation surveys (provided) from professional/academic individuals
■ Approval by the MBA Admission Committee

Online Nursing Programs
RN-BSN Online Degree ADN-MSN Online Degrees MSN Online Degrees
Our BSN program is designed for ADNs Our RN-MSN programs are designed Our MSN programs are designed for
who are looking to obtain their BSN for nurses who want to go from an ADN nurses who already hold a BSN degree.
degree. to MSN, faster and more affordably than Page 83 ›
Page 59 › pursuing a BSN first.
Page 64 ›  MSN/NP (Family Nurse Practitioner &
 RN-Bachelor of Science in Nursing Adult-Gerontology, Primary Care)
(BSN)  RN-MSN/NP (Family Nurse  MSN/Education
Practitioner & Adult-Gerontology,  MSN/MBA dual degree
Primary Care)
 RN-MSN/Education
 RN-MSN/MBA dual degree

Registered Nurse
to Bachelor
of Science in
Nursing Online
The online RN-BSN program at Spring
Arbor University is an efficient bridge
for you to learn the advanced clinical,
analytical and professional development
skills necessary to move forward in your
career, while continuing to practice
nursing and staying involved in family
activities.
In addition to advanced skills in

communication, management,
technology and population care, this
program dives deep into what it means
to be a Christian caregiver charged with
restoring nursing to its core values. This
way, you can graduate better prepared
to meet both the spiritual and physical
needs of your patients.
PROGRAM OVERVIEW:
■ Application Fee: N/A

Registered Nurse to Bachelor of Science in Nursing
Online Curriculum
■ NUR 318 Adult Development, Life Planning, and Research ■ NUR 442 Patient Centered Care II (3)
Writing (3) ■ NUR 360 Information Management/Patient Care
■ NUR 321 Professionalism and Professional Values (3) Technologies (3)
■ NUR 452 Evidence-Based Practice I a, b, c (3) ■ NUR 344 Clinical Prevention/Population Health (3)
■ NUR 453 Evidence-Based Practice II a, b, c (3) ■ NUR 434 Quality Leadership (3)
■ NUR 341 Patient Centered Care I (3) ■ IDS 400 Values: Personal and Social (3)
■ NUR 422 Spiritual Dimensions of Healthcare (3) ■ NUR 494 Capstone Project (2)
■ IDS 300 Biblical Perspectives (3)
RN to BSN Curriculum Descriptions
■ N
UR 318 Adult Development, Life Planning, and ■ N
UR 321 Professionalism and Professional Values (3)
Research Writing (3) This course further develops and strengthens core
In this first course, the student will explore elements of his professional values by emphasizing the pursuit of
or her personal and professional life journey and how this practice excellence. The ANA Standards & Scope of
affects readiness for returning to college as a working Nursing Practice and Ethical Code for Nurses are
adult. This exploration includes examining the student’s examined as well as professional associations and practice
learning style and personality preferences as well as regulating bodies. The course explores the role of nursing
reflecting on major life tasks and identification of key theory to guide practice. The formal literature review
tasks yet to be accomplished. In addition, the student will process and the value of evidence-based practice (EBP)
begin to understand the unique challenges that an adult are introduced. E-portfolios are introduced as a method
faces when returning to school and the importance of of documenting academic progress and professional
time management. Integrated writing assignments will development. The course provides foundational professional
assist the student in developing practical skills such as concepts in legal, ethical, and patient-centered care in
using online library services; assessing writing, grammar, preparation for future courses across the educational
and mechanics; and beginning to master APA formatting continuum and roles in advanced practice nursing.
and style along with the necessary critical thinking and
writing skills essential to the successful college experience. ■ N
UR 341 Patient Centered Care I (3
The student will begin to develop his or her electronic This course has a gerontology focus that utilizes the
portfolio. principles and techniques of holistic nursing assessment
and care planning guided by evidence-based interventions
and nursing theory. How an aging population affects the
health care system and nursing practice are explored.
Nursing assessment incorporates review of systems,
health promotion, preventative care need, and palliative
care planning.

■ N
UR 452 Evidence-Based Practice I (3) ■ N
UR 453 Evidence-Based Practice II (3)
Three (1) credit components will be taken concurrently Three (1) credit components will be taken concurrently
with carousel courses. with carousel courses.
These one-credit component/modules are designed 1. Reviewing the basic elements and concepts of the
to guide the baccalaureate student to identify practice research process including levels of measurement,
issues, appraise and integrate evidence, and evaluate measurement tools, data presentation and descriptive
outcomes. The e-portfolio is used as a tool to document statistics.
competencies, track academic progression through the
six EBP components, and document academic prepara- 2. Students learn to use Excel for statistical equations
tion as students navigate the Capstone project. in preparation for the utilization of nursing research
and using data to make evidence-based changes in
1. The student will learn the value of evidence-based practice. Integration of the most widely used statistical
practice (EBP), the use of EBP to support quality and methods and the use of Excel promotes deeper
safety measures in practice, and models for applying understanding within the context of health care
evidence to clinical practice. The concept of the Senior research and evidence-based nursing practice.
Project is introduced. Students identify educational
need in practice or a patient safety issue and then 3. Additional concepts of statistical analysis and major
search the databases to begin a literature review to epidemiological study designs are explored. Statistical
gather evidence to support that issue for their Senior concepts are applied to evidence-based nursing practice.
Project. Students learn the basic steps of the Excel
spreadsheet to document their ongoing literature review. ■ N
UR 422 Spiritual Dimensions of Healthcare (2)
This course examines the increasing emphasis on spiritual
3. The student is introduced to the basic elements and well-being and healing environments as elements of
concepts of statistics and the use of statistical data in health care. Techniques and emphases are examined
nursing research studies. The students continue to from a Christian perspective.
define their chosen practice or educational topic for
the Senior Project and continue the literature review. ■ IDS 300 Biblical Perspectives (3)
Excel instruction progresses during this component to As a Christian liberal arts university, Spring Arbor
build on the skills obtained in the first component. University is committed to nurturing an appreciation
for the resources of the Scriptures for creative personal
4. The student learns the value of research, implications for faith and human life in the modern world. This course is
practice, and the steps of the research process. Ethical designed to foster knowledge and understanding of the
issues and the advocacy role of the nurse in protecting literature and history of the Bible and integration of faith,
the rights of human subjects are recognized. Students living, and learning.
learn how bias can influence the design and the implica-
tions are explored. The course stimulates critical thinking
through locating, evaluating, and critiquing research stud-
ies and provides the opportunity to develop a practicum
proposal based on scientific research and evidence-based
practice. The literature review process continues through-
out the course with a written proposal for the Senior
Project submitted at the end of Component 452.c.

■ N
UR 442 Patient Centered Care II (3) ■ N
UR 434 Quality Leadership (3)
Evidence-based health techniques for disease prevention, This course focuses on the professional nurse’s role in
health promotion, and self-management of chronic applying the principles of leadership and management to
conditions are investigated. Younger adult assessment navigate systems in health care organizations across the
and health history interview techniques are explored. continuum of care. The course explores the nurse leader’s
The assessment findings are used to formulate a holistic, role in quality and safety, the regulatory environment,
culturally sensitive health promotion plan and apply a policy, and advocacy for EBP. The course provides
theory as a basis for care. The course focuses on effective opportunities to improve critical reasoning, interdisciplinary
communication in facilitating client movement toward communication techniques, and conflict resolution. Change
health and wellness. management and conflict resolution theories are utilized
in practice situations.
■ N
UR 360 Information Management/Patient Care
Technologies: (3) ■ N
UR 494 Senior Project (2)
This course emphasizes the use of technology and This course provides the student with the practical
information systems for clinical decision-making. Students experience of applying and integrating the concepts
learn the skills necessary to use information management and theories learned so far in the program to a setting
and patient care technologies to deliver safe and effective (community or clinical). Students assess and identify a
care. The course explores quality improvement- information patient safety or care process problem, a practice
systems that monitor patient outcomes and required discrepancy, or an educational need supported by research
regulatory reporting. Ethical and legal issues related to through a comprehensive literature review. Using the
the use of IT, including copyright, privacy, and confidentiality nursing process, students design and implement their
issues are investigated. project and the BSN portion of the program culminates
with a project presentation to faculty, peers, and
■ IDS 400 Values: Personal and Social (3) interested parties.
This is a capstone course in which the student formulates
a philosophy of life providing the base for such concerns
as professional ethics, accountability in government and
nursing practice, respect for human rights, and a responsible
lifestyle in our contemporary world. Ethical theories and
personal values are examined through readings, analysis
of issues and classroom discussion.
■ N
UR 344 Clinical Prevention/ Population Health (3)
The course discusses theory and concepts of community/
public/global health including health care systems in
transition, health policy, and epidemiology. The Public
Health/Community Health Nurse’s (PH/CHN) role as
partner with the community in health promotion, disease
and injury prevention, and population health are applied
to patient scenarios. Students utilize teaching, learning,
and behavioral change theories and concepts to
plan care.

Registered Nurse to Bachelor of Science in Nursing Online
■ Associate degree in nursing or diploma from a National League for Nursing (NLN) accredited school, in nursing leading to
RN licensure
■ An official transcript from all previous institutions attended with a minimum cumulative GPA of 2.5 for all prior college work
■ Completion of at least 58 transferable semester hours
■ A writing sample
■ An unrestricted, unencumbered, current nursing license from the state of employment; license must be kept current
throughout the program
■ Completed application
Practicum/Clinical Requirements
■ At least one year experience working as a registered nurse preferred
■ Provide evidence of current professional malpractice insurance; minimum $1/3 million prior to Senior Nursing Project
■ Compliance with all institutional requirements prior to Senior Nursing Project
■ CPR/BLS certification as required, proof of TB testing, any required immunizations, HIPAA training, and any additional
requirements
■ An internship is required for this program. Convicted felons may be limited to the type of location or client population in
which their internships may be conducted*
*The Joint Commission on Accreditation of Health Care Organizations (JCAHO) institutes regulations in order for hospitals,
home health agencies, clinics and so forth to gain or maintain accreditation status. One of these regulations requires that
“all persons who are involved in patient care activities – i.e., employees, volunteers and students – must have criminal
background checks as well as other health care related checks.” Criminal background checks must be initiated by the student
and completed prior to beginning any clinically related practicums. See general graduate catalog policy.

Registered Nurse
to Master of
Science in Nursing
Online
The RN-MSN online program at Spring
Arbor University allows you to continue
to practice while working towards
a position of nurse educator, nurse
administrator or nurse practitioner.
Delivered online, this program allows
you to earn your MSN for less money
and in less time than it would take if
you were to pursue your BSN first.
RN to MSN/Education:
■ Tuition Per Credit: $587/$691
RN to MSN/MBA:
RN to MSN/Family Nurse Practitioner:

RN to MSN/Adult-Gerontology,
Primary Care Nurse Practitioner:
For all Programs:


Registered Nurse to Master of Science in Nursing
Online Curriculum
RN to MSN Core Courses
■ NUR318 Adult Development, Life Planning, and Research ■ NUR434 Quality Leadership (3)
Writing (3) ■ IDS400 Values: Personal and Social (3)
■ NUR321 Professionalism/Professional Values (3) ■ NUR510 Moral & Ethical Decision Making (residency) (3)
■ NUR341 Patient Centered Care I (3) ■ NUR522 Theoretical Perspectives for Advanced Practice (3)
■ IDS300 Biblical Perspectives (3) ■ NUR532 Organizational & Systems Leadership (3)
■ NUR452 Evidence-Based Practice I ■ NUR551 Applied Research Methods (3)
(broken up over 21 weeks) (3) ■ NUR612 Advanced Pathophysiology (3)
■ NUR442 Patient Centered Care II (3) ■ NUR618 Advanced Pharmacology (3)
■ NUR360 Information Management/Patient Care ■ NUR693 Population Health (3)
Technologies (3) ■ NUR683 Health Policy (3)
■ NUR344 Clinical Prevention/Population Health (3) ■ NUR494 Senior Nursing Project
■ NUR453 Evidence-Based Practice II
(broken up over 21 weeks) (3)
RN to MSN Curriculum Descriptions - Core Courses
■ N
UR318 Adult Development, Life Planning, and ■ N
UR321 Professionalism and Professional Values (3)
Research Writing (3) This course further develops and strengthens core
In this first course, the student will explore elements of his professional values by emphasizing the pursuit of
or her personal and professional life journey and how this practice excellence. The ANA Standards & Scope of
affects readiness for returning to college as a working Nursing Practice and Ethical Code for Nurses are
adult. This exploration includes examining the student’s examined as well as professional associations and practice
learning style and personality preferences as well as regulating bodies. The course explores the role of nursing
reflecting on major life tasks and identification of key theory to guide practice. The formal literature review
tasks yet to be accomplished. In addition, the student will process and the value of evidence-based practice (EBP)
begin to understand the unique challenges that an adult are introduced. E-portfolios are introduced as a method
faces when returning to school and the importance of of documenting academic progress and professional
time management. Integrated writing assignments will development. The course provides foundational professional
assist the student in developing practical skills such as concepts in legal, ethical, and patient-centered care in
using online library services; assessing writing, grammar, preparation for future courses across the educational
and mechanics; and beginning to master APA formatting continuum and roles in advanced practice nursing.
and style along with the necessary critical thinking and
writing skills essential to the successful college experience.
The student will begin to develop his or her electronic
portfolio.

■ N
UR341 Patient Centered Care I (3) 2. The student is introduced to the basic elements and
This course has a gerontology focus that utilizes the concepts of statistics and the use of statistical data
principles and techniques of holistic nursing assessment in nursing research studies. The students continue
and care planning guided by evidence-based to define their chosen practice or educational topic
interventions and nursing theory. How an aging for the Senior Project and continue the literature
population affects the health care system and nursing review. Excel instruction progresses during this
practice are explored. Nursing assessment incorporates component to build on the skills obtained in the
review of systems, health promotion, preventative care first component.
need, and palliative care planning.
3. The student learns the value of research, implications
■ IDS300 Biblical Perspectives for practice, and the steps of the research process.
As a Christian liberal arts university, Spring Arbor University Ethical issues and the advocacy role of the nurse
is committed to nurturing an appreciation for the resources in protecting the rights of human subjects are
of the Scriptures for creative personal faith and human recognized. Students learn how bias can influence
life in the modern world. This course is designed to the design and the implications are explored. The
foster knowledge and understanding of the literature course stimulates critical thinking through locating,
and history of the Bible and integration of faith, living, evaluating, and critiquing research studies and
and learning. provides the opportunity to develop a practicum
proposal based on scientific research and evidence-
■ N
UR452 Evidence-Based Practice I based practice. The literature review process
(broken up over 21 weeks - 3) continues throughout the course with a written
Three 1-credit components will be taken concurrently with proposal for the Senior Project submitted at the end
carousel courses. of Component 452.c.
These one-credit component/modules are designed ■ N

UR442 Patient Centered Care II
to guide the baccalaureate student to identify practice Evidence-based health techniques for disease prevention,
issues, appraise and integrate evidence, and evaluate health promotion, and self-management of chronic
outcomes. The e-portfolio is used as a tool to document conditions are investigated. Younger adult assessment
competencies, track academic progression through the six and health history interview techniques are explored.
EBP components, and document academic preparation as The assessment findings are used to formulate a holistic,
students navigate the Capstone project. culturally sensitive health promotion plan and apply a
theory as a basis for care. The course focuses on effective
1. T
he student will learn the value of evidence-based communication in facilitating client movement toward
practice (EBP), the use of EBP to support quality and health and wellness.
safety measures in practice, and models for applying
evidence to clinical practice. The concept of the Senior
Project is introduced. Students identify educational need
in practice or a patient safety issue and then search
the databases to begin a literature review to gather
evidence to support that issue for their Senior Project.
Students learn the basic steps of the Excel spreadsheet
to document their ongoing literature review.

■ N
UR360 Information Management/Patient Care ■ N
UR434 Quality Leadership
Technologies This course focuses on the professional nurse’s role in
This course emphasizes the use of technology and applying the principles of leadership and management to
information systems for clinical decision-making. Students navigate systems in healthcare organizations across the
learn the skills necessary to use information management continuum of care. The course explores the nurse leader’s
and patient care technologies to deliver safe and effective role in quality and safety, the regulatory environment,
care. The course explores quality improvement- information policy, and advocacy for EBP. The course provides
systems that monitor patient outcomes and required opportunities to improve critical reasoning,
regulatory reporting. Ethical and legal issues related to interdisciplinary communication techniques, and conflict
the use of IT, including copyright, privacy, and confidentiality resolution. Change management and conflict resolution
issues are investigated. theories are utilized in practice situations.
■ N
UR344 Clinical Prevention/ Population Health ■ IDS400 Values: Personal and Social
The course discusses theory and concepts of community/ This is a capstone course in which the student formulates
public/global health including health care systems in a philosophy of life providing the base for such concerns
transition, health policy, and epidemiology. The Public as professional ethics, accountability in government and
Health/Community Health Nurse’s (PH/CHN) role as partner nursing practice, respect for human rights, and a responsible
with the community in health promotion, disease and lifestyle in our contemporary world. Ethical theories and
injury prevention, and population health are applied to personal values are examined through readings, analysis
patient scenarios. Students utilize teaching, learning, and of issues and classroom discussion.
behavioral change theories and concepts to plan care.
■ N
UR494 Senior Project
■ N
UR452 Evidence-Based Practice I This course provides the student with the practical
(broken up over 21 weeks - 3) experience of applying and integrating the concepts and
Three (1) credit components will be taken concurrently theories learned so far in the program to a setting
with carousel courses. (community or clinical). Students assess and identify a
patient safety or care process problem, a practice
1. Reviewing the basic elements and concepts of discrepancy, or an educational need supported by research
the research process including levels of through a comprehensive literature review. Using the
measurement, measurement tools, data nursing process, students design and implement their
presentation and descriptive statistics. project and the BSN portion of the program culminates
with a project presentation to faculty, peers, and
2. Students learn to use Excel for statistical equations interested parties.
in preparation for the utilization of nursing research
and using data to make evidence-based changes ■ N
UR510 Moral & Ethical Decision Making
in practice. Integration of the most widely used This course provides a meta-cognitive foundational approach
statistical methods and the use of Excel promotes to advanced nursing practice in the contemporary
deeper understanding within the context of health world. It explores worldview presuppositions with an
care research and evidence-based nursing practice. emphasis on a Christian perspective and development of
a consistent, conscious understanding of reality.
3. Additional concepts of statistical analysis and
major epidemiological study designs are explored.
Statistical concepts are applied to evidence-based
nursing practice.

■ N
UR522 Theoretical Perspectives for ■ N
UR693 Population Health
Advanced Practice The focus of this course is on integrating the learning
This course promotes examination, analysis and synthesis from previous courses to design treatment and evaluate
of a variety of conceptual frameworks, models and theories outcomes for the most vulnerable groups, particularly the
that provide a foundation for research and applied systems of care that manage services for frail elderly, the
practice in the areas of nursing, business and education. chronically ill, and other similarly compromised patients.
Philosophical ideation, beliefs, scope and assumptions of
select theories and models will be explored. ■ N
UR683 Health Policy
The focus is on the knowledge of professional responsibility
■ N
UR532 Organizational & Systems Leadership to support policy issues associated with humane health
The focus is on understanding the professional role of care that promotes dignity, respect and justice. Practical
the advanced practice nurse. The processes associated skills such as working with the media, product and service
with role development, socialization and effective evaluation, advocating for the health care needs of
collaboration with diverse interdisciplinary partnerships vulnerable populations, and seeking program grants will
will be examined. be addressed.
■ N
UR551 Applied Research Methods
This course focuses on the significance of research to the The Nursing Department reserves the right to change
development of a profession and the practical application curriculum requirements based on professional or accreditation
of statistics to evidence-based outcomes. Emphasis will recommendations.
be placed on design, methodology and data collection
relative to development of a research-based capstone PLEASE NOTE – PSY351 Statistics for Behavioral Sciences
project or thesis. is also required FOR ALL MSN programs (if Student has not
taken a comparable statistics course, this is required to be
■ N
UR612 Advanced Pathophysiology taken during the MSN program. The Student is notified of
This course provides advanced knowledge and clinical this upon acceptance into the program.)
application of normal and pathophysiologic mechanisms
related to altered health status and disease processes.
Diagnosis and treatment skills will be analyzed, interpreted
and evaluated for changes in normal function seen during
illness/disease and when assessing an individual’s response
to treatment.
■ N
UR618 Advanced Pharmacology
This course will provide the advanced practice nurse with
the knowledge and skills necessary to assess, diagnose
and manage pharmacologic agents, alternatives to
pharmacological interventions and therapeutic modalities.
Prescriptive authority, including responsibilities and
legalities, will be discussed, including controlled substances
and the potential for abuse.

Registered Nurse to Master of Science in Nursing/
Education Online Curriculum
RN to MSN/Education Courses
■ NUR620 Advanced Health Assessment for Nurse
Educators (3)
■ NUR625 – Educational Theory & Curriculum Design (3)
■ NUR635 – Instructional Strategies (3)
■ NUR655 Special Topics Elective (1)
■ NUR660 Nurse Educator Internship (6)
RN to MSN/Ed Curriculum Descriptions
■ N
UR620 Advanced Health Assessment for Nurse ■ N
UR655 Special Topics Elective (1)
Educators (2) This course is a self-directed course that explores a
This course focuses on advanced skills in health special topic or an emerging issue in nursing education.
assessment that prepare the nurse educator to teach these Students will work at their own pace and be monitored by
skills to BSN and/or ADN nursing students. The course also course faculty. Students will have self-graded quizzes at
emphasizes comprehensive history, physical/psychological intervals during the course to help determine their learning
assessment, pathophysiology, and health promotion needs progress. A final assessment will be graded by the faculty
assessment. and faculty will be available for questions and discussion
during the course.
■ N
UR625 Educational Theory & Curriculum Design (3)
This course utilizes learning theories to design a teaching/ ■ N
UR660 Nurse Educator Internship (6)
learning project. Strategic planning steps such as needs This course provides individually supervised field
assessment, behavioral objectives, instructional design experience in clinical settings that integrates concepts
and delivery for non-traditional learners will be explored. in nursing education with practical teaching situations.
Students will also design an evidence-based project based
■ N
UR635 Instructional Strategies (3) on their practice setting:
Students will delve into the selection and application of 1. A highly-interactive online learning method that
instructional strategies for traditional and online learning challenges and engages students while remaining
environments. A variety of approaches for learning convenient for working nurses.
experiences in higher education, professional/staff 2. Clinical experience with simulated patients and local
development, and community programs for individuals clinical sites with experienced educator preceptors.
or groups will be used. 3. An intensive individualized teaching internship
(minimum of 200 contact hours) in which each student
collaborates with a master educator to implement the
nurse educator role.

Registered Nurse to Master of Science in Nursing/MBA
Online Curriculum
RN to MSN/MBA Foundation Courses ■ MBA651 Management of Organizational Behavior (4)
■ MBA060 MBA Orientation (0)
■ MBA617 Leadership in Business (4) MBA Concentration in Management
■ MBA631 Accounting for Managers (4) ■ MBA654 Strategic Planning & Management (4)
■ MBA622 Statistics for Business Managers (4) ■ MBA648 Human Resource Development (4)
■ MBA661 Marketing for Managers (4) ■ MBA651 Management of Organizational Behavior (4)
■ MBA607 International Business (NYC trip) (4) or
■ MBA607A International Business (no trip) (4) MBA Concentration in Organizational Consulting
■ MBA688 MBA Capstone Study (4) ■ MBA647 Workplace Learning and Professional
■ NUR 602 Advanced Assessment and Diagnostic Reason Development (4)
(residency) ■ MBA657 Strategic Leadership (4)
■ MBA658 Organizational Consulting (4)
MBA Concentration in Healthcare Administration
■ MBA641 Trends in Healthcare Administration & MBA Concentration in Executive Leadership
Management (4) ■ MBA654 Strategic Planning & Management (4)
■ MBA642 Managerial Finance in Healthcare (4) ■ MBA657 Strategic Leadership (4)
■ MBA643 Managing Quality in Healthcare (4) ■ MBA651 Management of Organizational Behavior (4)
MBA Concentration in Human Resource Development

■ MBA647 Workplace Learning and Professional
Development (4)
■ MBA648 Human Resource Development (4)
RN to MSN/MBA Curriculum Descriptions - MBA Core Courses
■ M
BA060 MBA Orientation (0) ■ NUR 602 Advanced Assessment and Diagnostic
Provides an introduction to the MBA program and Reason (residency)
familiarizes students with the online learning environment This practicum will prepare students with the core
using Blackboard as the learning management system. knowledge and competencies needed to complete a
comprehensive assessment using client data to detect
signs and symptoms of pathophysiological changes
and psychosocial variation from an individual, family
or community perspective. Effective strategies will be
developed to address health care issues, including health
promotion, communication and client-teaching skills
using a holistic approach. The practicum will provide
clinical opportunities to further refine and practice the
history taking and physical examination skills necessary for
competence as an advanced practice nurse.

■ M
BA617 Leadership in Business (4) ■ M
BA661 Marketing for Managers (4)
Introduces students to leadership in business Introduces the principles of service and stewardship
administration as a foundation for effective management through marketing management. Focuses on developing
of the organization. Explores leadership from the an understanding of the role of markets and marketing
perspective of the practicing manager and focuses on from an economic thinking perspective including an
individual, group, and organizational leadership. Covers analysis of product markets and developing marketing
the nature of leadership, leading change, leadership strategies that will provide sustainable competitive
effectiveness, leadership development, and traditional advantage. Special emphasis is placed upon the integration
and emerging leadership theories. Special emphasis is of concepts, principles, and techniques of marketing
placed upon self-leadership and professional leadership through application within client organizations. Topics
assessment of personal strengths and weaknesses in include: customer value and satisfaction, market research
handling specific managerial issues and responsibilities. and surveys, marketing segmentation differentiation,
positioning, and the development and execution of
■ M
BA631 Accounting for Managers (4) marketing plans.
Introduces students to the fundamental concepts and
principles of accounting as a discipline to support managerial ■ M
BA607 International Business (including NYC trip) (4)
decision making in businesses. Examines the use of Introduces key aspects of contemporary international
information for data-driven decision making, including business management and implications of international
organizational level performance measurements. Covers business on organizational strategy, structure, and function.
financial ratio calculations and analysis, preparation of Coverage includes ethics in business, country differences,
financial statements, taxes, accounting liquidity, trade and investments, global monetary systems, and
contribution margin, budgeting, and auditing issues. competition in a global marketplace. Topics include Poverty
Cure, human rights, global human resource development,
■ M
BA622 Statistics for Business Managers (4) conference environment papers, and group
Introduces students to data driven decision making using presentations. As a part of the MBA607 courses, students
a statistical thinking framework. Emphasis placed upon attend an International Business Summit as part of a four-
the use of statistical data for identifying, understanding, day trip to New York City. The university covers the costs
interpreting, and solving business scenarios and issues. of accommodations (i.e., hotel, food) to participate in the
Develops skills necessary to identify business problems, summit. Students are responsible for travel arrangements
collect data following appropriate protocols and and expenses.
methods, and analyze data using statistical techniques.
— or —

■ M
BA607A International Business (no NYC trip option) (4)
Introduces key aspects of contemporary international business management and implications of international business
on organizational strategy, structure, and function. Coverage includes ethics in business, country differences, trade and
investments, global monetary systems, and competition in a global marketplace. Topics include Poverty Cure, human rights,
global human resource development, and conference environment individual presentations, peer reviews, and critiques.
■ M
The MBA capstone experience emphasizes the integration and application of acquired knowledge and skills from the MBA
core and concentration curriculum. Focuses on the identification of a group/work unit/team or organizational level issue,
problem, or opportunity, as well as the proposed solution to improve organizational performance. Students will conduct
an organizational assessment, review of the literature, explain the issues using appropriate concepts and theories, create a
proposal to address the problem, and develop a final business consultancy report and presentation. The student works
with a real organization/client, and the client provides an assessment of the student’s performance and contribution to the
organization.

RN-MSN/MBA | Healthcare Administration Concentration Curriculum
■ M
BA 641 Trends in Healthcare Administration & ■ M
BA 643 Managing Quality in Healthcare (4)
concern modern healthcare administrators. lean management techniques, and medical informatics.
■ M
BA 642 Managerial Finance in Healthcare (4)

RN-MSN/MBA | Human Resource Development Concentration Curriculum
enhance organizational effectiveness. Strengthen skills in problem solving, strategic thinking, and critical analysis necessary
■ M
GT 651 Management of Organizational Behavior (4)
learning and development methods, method selection, workplace. Covers issues related to employee development
development plans, and assessment. Covers adult learning through training and learning, employee productivity,
theory, knowledge, and development. Emphasizes well-being, attitudes, behaviors, motivation, and leadership.
principles of traditional and contemporary approaches Explores principles of organizational behavior and
to workplace learning and development in organizations. management such as how people work, where they
Special emphasis on the practical application of learning work, and how the workplace operates. Emphasizes the
development methods and assessments to ascertain complexity of organizational functioning and importance
factors influencing effective workplace learning strategies. of the management of organizational behavior.
■ M
BA 648 Human Resource Development (4)
Develops skill in assessing human resource needs for
design, implementation and evaluation of human
resource development programs; personal, professional
and organizational development; and application of
human resource development in diverse contexts.
organization and management development and
diversity.

RN-MSN/MBA | Management Concentration Curriculum
■ M
BA 654 Strategic Planning & Management (4) ■ M
BA 651 Management of Organizational Behavior (4)
■ M
BA 648 Human Resource Development (4) and importance of the management of organizational
emphasis on current topics in the field of human resource
development, including the assessment, design,
implementation, and evaluation of HRD programs;
personal, professional, and organizational development;
and application of HRD in diverse contexts. Various types
of training programs will be examined, including
onboarding, skills and technical, performance management,
employee wellness, career management, organization
and management development, and diversity.

RN-MSN/MBA | Organizational Consulting Concentration Curriculum
■ M
BA 647 Workplace Learning and Professional ■ M
BA 658 Organizational Consulting (4)
and development. Develops skills in needs analysis, practice on contracting, assessment and diagnosis,
■ M
BA 657 Strategic Leadership (4)

RN-MSN/MBA | Executive Leadership Concentration Curriculum
■ M
BA 657 Strategic Leadership (4) ■ M
BA 651 Management of Organizational Behavior (4)
Examines characteristics and skills that allow leaders Introduction to the management of behavior in
to make positive and strategic contributions to their organizations, the field of industrial and organizational
organizations. Focuses on the development of strategic psychology, and various aspects of people in the
leadership skills including the development of strategic workplace. Covers issues related to employee
thinking and strategic actions for superior organizational development through training and learning, employee
performance. Emphasizes the analysis of leader traits, productivity, well-being, attitudes, behaviors, motivation,
skills, styles, and characteristics and the influence on the and leadership. Explores principles of organizational
strategic leadership of organizations. behavior and management such as how people work,
where they work, and how the workplace operates.
■ M
BA 654 Strategic Planning & Management (4) Emphasizes the complexity of organizational functioning
Introduces the concepts of strategic planning and and importance of the management of organizational
management, and considers the vision, mission, and behavior.
goals of the organization. Provides students with a
framework for conducting strategic planning in the
organizational environment. Examines the balanced
scorecard approach to strategic planning and
management for translating strategy to action. Special
emphasis is placed upon the cyclical development of
pertinent information necessary for strategic planning
and management.

Registered Nurse to Master of Science in Nursing/
Nurse Practitioner Online Curriculum
RN to MSN/NP Additional Core Courses Adult Gerontology, Primary Care Nurse Practitioner Track
■ NUR602 Advanced Assessment & Diagnostic Reason ■ NUR632 Health Promotion & Disease Prevention (3)
(residency) (3) ■ NUR642 Chronic Disease and Complex Problems in Older
■ NUR 685 Advanced Practice in Primary Care I (3) Adults (3)
■ NUR 686 Advanced Practice in Primary Care II (3)
■ NUR 680 Clinical Practicum (8)
■ NUR 681 Capstone Project (3))
Family Nurse Practitioner Track

■ NUR633 Health Promotion Across the Lifespan (3)
■ NUR645 Family Systems and Clinical Management of the
Child Bearing Family (3)
■ NUR687 Advanced Practice in Primary Care of the Child
(3)
RN to MSN/NP Curriculum Descriptions - Additional Core Courses
■ N
UR 602 Advanced Assessment and Diagnostic Reason ■ N
UR 686 Advanced Practice in Primary Care II
(residency) This course prepares students with the skills to function
This practicum will prepare students with the core as an advanced practice nurse in addressing chronic and
knowledge and competencies needed to complete a complex alterations in health experienced by the older
comprehensive assessment using client data to detect adult. Gerontology concepts will be applied in meeting
signs and symptoms of pathophysiological changes and the biological, psychosocial, mental, and spiritual needs
psychosocial variation from an individual, family or of the older adult. Students will combine history taking,
community perspective. Effective strategies will be physical examination techniques, and diagnostic
developed to address health care issues, including health interpretation with problem-solving and clinical strategies.
promotion, communication and client-teaching skills
using a holistic approach. The practicum will provide clinical ■ N
UR 681 Capstone Project
opportunities to further refine and practice the history Students will examine the evidence base for resolving a
taking and physical examination skills necessary for current health problem, design and implement a project
competence as an advanced practice nurse. that applies the evidence-based treatment/solution, and
evaluate the change that occurs in the target group. This
■ N
UR 685 Advanced Practice in Primary Care I project is not designed as a thesis but an application of
This course will present critical concepts the advanced concepts and learning throughout the graduate program.
practice nurse can use in delivering evidence-based
nursing for the adult population. Using a holistic
approach, students will apply theory to practice.

RN to MSN/NP Curriculum Descriptions - Additional Core Courses
■ N
UR680 Clinical Practicum
The clinical practicum is arranged with a local preceptor with the approval of the program faculty. Students have regular
contact with SAU clinical faculty, who also provide oversight of the preceptor led experience. In the Adult Gerontology
concentration, the minimum is 500 hours; however, students taking the Family Nurse Practitioner track have an additional
two credits, equating to a total of 625 clinical hours.

RN to MSN/Family Nurse Practitioner Track Curriculum Descriptions
■ N
UR633 Health Promotion Across the Lifespan (3) ■ N
UR687 Advanced Practice in Primary Care of the
This course prepares the advanced practice nurse (APN) Child (3)
to apply theoretical and current research concerning This course prepares the family nurse practitioner to
health promotion and disease prevention to clinical provide evidence-based, primary health care to infants
practices, individuals, families, communities and special and children, all from a Christian perspective. Using a
populations, all from a Christian perspective. Students holistic approach, students examine the scientific basis of
will explore the transformative effect of compassion and common health problems and factors influencing nursing
caring in facilitating healthful behavior changes and will management of these problems. Relevant nursing
learn to apply culturally appropriate communication skills interventions for common health problems of children in
adapted to the individual’s cognitive, developmental, families are explored, as are the responses and adaptations
physical, mental and behavioral health status. A review of of the child and family to common health problems.
the patterns and variations of human growth and devel- Students will consider and apply the knowledge, skills
opment will inform the student’s exploration of the impact and competencies essential to the holistic management
of the family on the health of individuals across their of children and families, both as independent providers
lifespan. Evidence-based, health-promoting strategies and within a multidisciplinary team. Students will combine
and modalities will be analyzed. Students will apply the history taking, physical examination techniques and
knowledge, skills and competencies essential to the diagnostic interpretation with problem-solving and
promotion and maintenance of health, both as independent clinical strategies.
providers and within a multidisciplinary team.
■ N
UR645 Family Systems and Clinical Management of
the Child Bearing Family (3)
This course prepares the family nurse practitioner-student
to examine evidence-based principles of nursing care in
the context of family and nursing theory, and to apply
this knowledge to clinical practice within diverse family
systems, all from a Christian perspective. Students will
consider and apply the knowledge, skills and competencies
essential to the holistic management of child-bearing
women and their families, both as independent providers
and within a multidisciplinary team. Students will focus on
the care of healthy ante-partum women and those with
health pattern variations that may result in at-risk pregnancies.
Emphasis is placed on collaborative management of
women and families during pregnancy. Concepts focused
on promoting well-being will be explored, with an emphasis
on family interventions that promote resiliency as well as
the health and well-being of the family.

RN to MSN/Adult-Gerontology Track Curriculum Descriptions
■ N
UR632 Health Promotion & Disease Prevention (3) ■ N
UR642 Chronic Disease and Complex Problems in
This course is designed to prepare the student to apply Older Adults (2)
evidence-based principles of wellness, disease prevention, The focus of this course is on management of chronic
and health risk in individuals, families, communities, and disease and complex care needs of older adults. Emphasis
aggregate/clinical populations. Diversity is examined will be on case management and interdisciplinary collab-
relative to social and communication patterns, roles, and oration to arrange and evaluate care for the most health
value/beliefs underlying health-illness behaviors. compromised clients.

RN-MSN Admission Requirements
■ n associate degree from a regionally accredited institution and nursing program (CCNE or NLN)
A
■ Official transcripts from all institutions of higher education attended
■ A 3.0 GPA calculated from the most recent 60 academic credits
■ Two letters of recommendation
■ A two-page goal statement that explains your rationale for pursuing a graduate nursing degree
Prior to the start of any clinical practice, or as required by an institutional setting, there must be proof of compliance with all
agency or institutional requirements. It is the responsibility of the graduate registered nursing student to maintain currency of
records. Requirements may include but are not limited to:
■ Current unrestricted, unencumbered RN license in the state or country of practice.
■ Proof of professional nursing liability insurance coverage throughout the enrollment period (minimum $1 million/$3
million).
■ Criminal background check at the federal or international level.*
■ CPR/BCLS certification as required, proof of TB testing, any required immunizations or vaccinations, HIPAA training and
any additional requirements.

Master of Science
in Nursing Online
MSN/Education:
MSN/MBA:
MSN/Family Nurse Practitioner:

MSN/Adult-Gerontology,
Primary Care Nurse Practitioner:
For all Programs:

■ Technology
83 Fee: $105/sem
For more information, contact an Admissions Representative: 1.844.621.0900 | online.arbor.edu
Master of Science in Nursing Online Curriculum
MSN Core Courses ■ NUR618 Advanced Pharmacology (3)
■ NUR510 Moral & Ethical Decision Making (residency) (3) ■ NUR602 Advanced Assessment & Diagnostic Reason
■ NUR522 Theoretical Perspectives for Advanced Practice (3) (residency fee 425.00) (3)
■ NUR532 Organizational and Systems Leadership (3) Not required for the Education concentration
■ NUR551 Applied Research Methods (3) ■ NUR693 Population Health (3)
■ NUR612 Advanced Pathophysiology (3) ■ NUR683 Health Policy (3)
MSN Curriculum Descriptions - Core Courses
■ N
UR510 Moral & Ethical Decision Making (residency) ■ N
UR551 Applied Research Methods
This course provides a meta-cognitive foundational This course focuses on the significance of research to the
approach to advanced nursing practice in the development of a profession and the practical application
contemporary world. It explores worldview of statistics to evidence-based outcomes. Emphasis will
presuppositions with an emphasis on a Christian be placed on design, methodology and data collection
perspective and development of a consistent, conscious relative to development of a research-based capstone
understanding of reality. project or thesis.
■ N
UR522 Theoretical Perspectives for Advanced Practice ■ N
UR612 Advanced Pathophysiology
This course promotes examination, analysis and synthesis This course provides advanced knowledge and clinical
of a variety of conceptual frameworks, models and theories application of normal and pathophysiologic mechanisms
that provide a foundation for research and applied related to altered health status and disease processes.
practice in the areas of nursing, business and education. Diagnosis and treatment skills will be analyzed, interpreted
Philosophical ideation, beliefs, scope and assumptions of and evaluated for changes in normal function seen during
select theories and models will be explored. illness/disease and when assessing an individual’s response
to treatment.
■ N
UR532 Organizational and Systems Leadership
The focus is on understanding the professional role of ■ N
UR618 Advanced Pharmacology
the advanced practice nurse. The processes associated This course will provide the advanced practice nurse with
with role development, socialization and effective the knowledge and skills necessary to assess, diagnose
collaboration with diverse interdisciplinary partnerships and manage pharmacologic agents, alternatives to
will be examined. pharmacological interventions and therapeutic modalities.
Prescriptive authority, including responsibilities and
legalities, will be discussed, including controlled
substances and the potential for abuse.

MSN Curriculum Descriptions - Core Courses
■ N
UR602 Advanced Assessment & Diagnostic Reason ■ N
UR693 Population Health
(residency fee 425.00) The focus of this course is on integrating the learning
This practicum will prepare students with the core from previous courses to design treatment and evaluate
knowledge and competencies needed to complete a outcomes for the most vulnerable groups, particularly the
comprehensive assessment using client data to detect systems of care that manage services for frail elderly, the
signs and symptoms of pathophysiological changes and chronically ill, and other similarly compromised patients.
psychosocial variation from an individual, family or
community perspective. Effective strategies will be ■ N
UR683 Health Policy
developed to address health care issues, including health The focus is on the knowledge of professional responsibility
promotion, communication and client-teaching skills to support policy issues associated with humane health
using a holistic approach. The practicum will provide care that promotes dignity, respect and justice. Practical
clinical opportunities to further refine and practice the skills such as working with the media, product and service
history taking and physical examination skills necessary evaluation, advocating for the health care needs of
for competence as an advanced practice nurse. vulnerable populations, and seeking program grants will
Not required for the Education concentration be addressed.

Master of Science in Nursing/Education Online Curriculum
MSN/Education Courses
■ NUR625 Educational Theory & Curriculum Design (3)
■ NUR635 Instructional Strategies (3)
■ NUR620 Advanced Health Assessment for Nurse
Educators
■ NUR655 Special Topics Elective
■ NUR660 Nurse Educator Internship
MSN/Ed Curriculum Descriptions
■ N
UR620 Advanced Health Assessment for Nurse ■ N
UR655 Special Topics Elective
Educators This course is a self-directed course that explores a
This course focuses on advanced skills in health special topic or an emerging issue in nursing education.
assessment that prepare the nurse educator to teach Students will work at their own pace and be monitored
these skills to BSN and/or ADN nursing students. The by course faculty. Students will have self-graded quizzes
course also emphasizes comprehensive history, physical/ at intervals during the course to help determine their
psychological assessment, pathophysiology, and health learning progress. A final assessment will be graded by
promotion needs assessment. the faculty and faculty will be available for questions and
discussion during the course.
■ N
UR625 Educational Theory & Curriculum Design
This course utilizes learning theories to design a teaching/ ■ N
UR660 Nurse Educator Internship
learning project. Strategic planning steps such as needs This course provides individually supervised field
assessment, behavioral objectives, instructional design experience in clinical settings that integrate concepts
and delivery for non-traditional learners will be explored. in nursing education with practical teaching situations.
Students will also design an evidence-based project
■ N
UR635 Instructional Strategies based on their practice setting:
Students will delve into the selection and application of 1. A highly interactive online learning method that
instructional strategies for traditional and online learning challenges and engages students while remaining
environments. A variety of approaches for learning convenient for working nurses.
experiences in higher education, professional/staff 2. Clinical experience with simulated patients and local
development, and community programs for individuals clinical sites with experienced educator preceptors.
or groups will be used. 3. An intensive individualized teaching internship
(minimum of 200 contact hours) in which each student
collaborates with a master educator to implement the
nurse educator role.

Master of Science in Nursing/MBA Online Curriculum
MSN/MBA Core Courses
■ MBA060 MBA Orientation (0) ■ MBA661 Marketing for Managers (4)
■ MBA617 Leadership in Business (4) ■ MBA607 International Business (NYC trip) (4) or
■ MBA631 Accounting for Managers (4) ■ MBA607A International Business (no trip) (4)
■ MBA622 Statistics for Business Managers (4) ■ MBA688 MBA Capstone Study (4)
MSN/MBA Curriculum Descriptions
■ M
BA060 MBA Orientation (0) ■ M
BA622 Statistics for Business Managers (4)
Provides an introduction to the MBA program and Introduces students to data driven decision making using
familiarizes students with the online learning environment a statistical thinking framework. Emphasis placed upon
using Blackboard as the learning management system. the use of statistical data for identifying, understanding,
interpreting, and solving business scenarios and issues.
■ M
BA617 Leadership in Business (4) Develops skills necessary to identify business problems,
Introduces students to leadership in business collect data following appropriate protocols and
administration as a foundation for effective management methods, and analyze data using statistical techniques.
of the organization. Explores leadership from the
perspective of the practicing manager and focuses on ■ M
BA661 Marketing for Managers (4)
individual, group, and organizational leadership. Covers Introduces the principles of service and stewardship
the nature of leadership, leading change, leadership through marketing management. Focuses on developing
effectiveness, leadership development, and traditional an understanding of the role of markets and marketing
and emerging leadership theories. Special emphasis is from an economic thinking perspective including an
placed upon self-leadership and professional leadership analysis of product markets and developing marketing
assessment of personal strengths and weaknesses in strategies that will provide sustainable competitive
handling specific managerial issues and responsibilities. advantage. Special emphasis is placed upon the integration
of concepts, principles, and techniques of marketing
■ M
BA631 Accounting for Managers (4) through application within client organizations. Topics
Introduces students to the fundamental concepts and include: customer value and satisfaction, market research
principles of accounting as a discipline to support and surveys, marketing segmentation differentiation,
managerial decision making in businesses. Examines the positioning, and the development and execution of
use of information for data-driven decision making, marketing plans.
including organizational level performance measurements.
Covers financial ratio calculations and analysis, preparation
of financial statements, taxes, accounting liquidity,
contribution margin, budgeting, and auditing issues.

MSN/MBA Curriculum Descriptions
■ M
BA607 International Business (NYC trip) (4) ■ M
Introduces key aspects of contemporary international The MBA capstone experience emphasizes the
business management and implications of international integration and application of acquired knowledge and
business on organizational strategy, structure, and skills from the MBA core and concentration curriculum.
function. Coverage includes ethics in business, country Focuses on the identification of a group/work unit/team
differences, trade and investments, global monetary or organizational level issue, problem, or opportunity, as
systems, and competition in a global marketplace. Topics well as the proposed solution to improve organizational
include Poverty Cure, human rights, global human performance. Students will conduct an organizational
resource development, conference environment papers, assessment, review of the literature, explain the issues
and group presentations. As a part of the MBA607 using appropriate concepts and theories, create a
course, students attend an International Business Summit proposal to address the problem, and develop a final
as part of a four-day trip to New York City. The university business consultancy report and presentation. The student
covers the costs of accommodations (i.e., hotel, food) to works with a real organization/client, and the client
participate in the summit. Students are responsible for provides an assessment of the student’s performance
travel arrangements and expenses. and contribution to the organization.
— or —
■ M
BA607A International Business (no trip) (4)
Introduces key aspects of contemporary international
business management and implications of international
business on organizational strategy, structure, and
function. Coverage includes ethics in business, country
differences, trade and investments, global monetary
systems, and competition in a global marketplace. Topics
include Poverty Cure, human rights, global human
resource development, and conference environment
individual presentations, peer reviews, and critiques. Case
Study faculty provide oversight, guidance,
and assessment on the applied research project.

MSN/MBA | Healthcare Administration Concentration Curriculum
■ M
BA641 Trends in Healthcare Administration & ■ M
BA643 Managing Quality in Healthcare (4)
concern modern healthcare administrators. lean management techniques, and medical informatics.
■ M
BA642 Managerial Finance in Healthcare (4)

MSN/MBA | Human Resource Development Concentration Curriculum
enhance organizational effectiveness. Strengthens skills in problem solving, strategic thinking, and critical analysis necessary
■ M
GT651 Management of Organizational Behavior (4)
learning and development methods, method selection, workplace. Covers issues related to employee development
development plans, and assessment. Covers adult learning through training and learning, employee productivity,
theory, knowledge, and development. Emphasizes well-being, attitudes, behaviors, motivation, and leadership.
principles of traditional and contemporary approaches Explores principles of organizational behavior and
to workplace learning and development in organizations. management such as how people work, where they
Special emphasis on the practical application of learning work, and how the workplace operates. Emphasizes the
development methods and assessments to ascertain complexity of organizational functioning and importance
factors influencing effective workplace learning strategies. of the management of organizational behavior.
■ M
BA648 Human Resource Development (4)
diversity.

MSN/MBA | Management Concentration Curriculum
■ M
■ M
BA648 Human Resource Development (4) and importance of the management of organizational
diversity.

MSN/MBA | Organizational Consulting Concentration Curriculum
■ M
BA658 Organizational Consulting (4)
and development. Develops skills in needs analysis, practice on contracting, assessment and diagnosis,
■ M
BA657 Strategic Leadership (4)

MSN/MBA | Executive Leadership Concentration Curriculum
■ M
management, and considers the vision, mission, and organizations, the field of industrial and organizational
goals of the organization. Provides students with a psychology, and various aspects of people in the
framework for conducting strategic planning in the workplace. Covers issues related to employee
organizational environment. Examines the balanced development through training and learning, employee
scorecard approach to strategic planning and productivity, well-being, attitudes, behaviors, motivation,
management for translating strategy to action. Special and leadership. Explores principles of organizational
emphasis is placed upon the cyclical development of behavior and management such as how people work,
pertinent information necessary for strategic planning where they work, and how the workplace operates.
and management. Emphasizes the complexity of organizational functioning
and importance of the management of organizational
■ M
BA657 Strategic Leadership (4) behavior.
skills, styles, and characteristics and the influence on the

Master of Science in Nursing/Nurse Practitioner
Online Curriculum
RN to MSN/NP Additional Core Courses Adult Gerontology, Primary Care Nurse Practitioner Track
■ NUR602 Advanced History & Physical Exam (residency) (3) ■ NUR632 Health Promotion & Disease Prevention (3)
■ NUR 685 Advanced Practice in Primary Care I (3) ■ NUR642 Chronic Disease and Complex Problems in Older
■ NUR 686 Advanced Practice in Primary Care II (3) Adults (3)
■ NUR 680 Clinical Practicum (8)
■ NUR 681 Capstone Project (3)
Family Nurse Practitioner Track

■ NUR633 Health Promotion Across the Lifespan (3)
■ NUR645 Family Systems and Clinical Management of the
Child Bearing Family (3)
■ NUR687 Advanced Practice in Primary Care of the Child (3)
MSN/NP Curriculum Descriptions - Additional Core Courses
■ N
UR602 Advanced Assessment & Diagnostic Reason ■ N
UR685 Advanced Practice in Primary Care I
(residency) This course will present critical concepts the advanced
This practicum will prepare students with the core practice nurse can use in delivering evidence-based
knowledge and competencies needed to complete a nursing for the adult population. Using a holistic
comprehensive assessment using client data to detect approach, students will apply theory to practice.
signs and symptoms of pathophysiological changes
and psychosocial variation from an individual, family
or community perspective. Effective strategies will be ■ N
UR686 Advanced Practice in Primary Care II
developed to address health care issues including health This course prepares students with the skills to function
promotion, communication and client teaching skills using as an advanced practice nurse in addressing chronic and
a holistic approach. The practicum will provide clinical complex alterations in health experienced by the older
opportunities to further refine and practice history taking adult. Gerontology concepts will be applied in meeting
and physical examination. the biological, psychosocial, mental, and spiritual needs
Nurse Educator students will not take this course in their of the older adult. Students will combine history taking,
core, and there is no residency for these students. Nurse physical examination techniques, and diagnostic
Educator students will have an internship in year 3. interpretation with problem-solving and clinical strategies.

MSN/NP Curriculum Descriptions - Additional Core Courses
■ N
UR681 Capstone Project ■ N
UR680 Clinical Practicum
Students will examine the evidence base for resolving a The clinical practicum is arranged with a local preceptor
current health problem, design and implement a project with the approval of the program faculty. Students
that applies the evidence-based treatment/solution, and have regular contact with SAU clinical faculty, who also
evaluate the change that occurs in the target group. provide oversight of the preceptor led experience. In
This project is not designed as a thesis but an the Adult Gerontology concentration, the minimum
application of concepts and learning throughout the is 500 hours; however, students taking the Family
graduate program. Nurse Practitioner track have an additional two credits,
equating to a total of 625 clinical hours.

MSN/Family Nurse Practitioner Track Curriculum Descriptions
■ N
UR633 Health Promotion Across the Lifespan (3) ■ N
UR687 Advanced Practice in Primary Care of the
This course prepares the advanced practice nurse (APN) Child (3)
to apply theoretical and current research concerning This course prepares the family nurse practitioner to
health promotion and disease prevention to clinical provide evidence-based, primary health care to infants
practices, individuals, families, communities and special and children, all from a Christian perspective. Using a
populations, all from a Christian perspective. Students holistic approach, students examine the scientific basis of
will explore the transformative effect of compassion and common health problems and factors influencing nursing
caring in facilitating healthful behavior changes and will management of these problems. Relevant nursing
learn to apply culturally appropriate communication skills interventions for common health problems of children in
adapted to the individual’s cognitive, developmental, families are explored, as are the responses and adaptations
physical, mental and behavioral health status. A review of of the child and family to common health problems.
the patterns and variations of human growth and devel- Students will consider and apply the knowledge, skills
opment will inform the student’s exploration of the impact and competencies essential to the holistic management
of the family on the health of individuals across their of children and families, both as independent providers
lifespan. Evidence-based, health-promoting strategies and within a multidisciplinary team. Students will combine
and modalities will be analyzed. Students will apply the history taking, physical examination techniques and
knowledge, skills and competencies essential to the diagnostic interpretation with problem-solving and
promotion and maintenance of health, both as independent clinical strategies.
providers and within a multidisciplinary team.
■ N
UR645 Family Systems and Clinical Management of
the Child Bearing Family (3)
This course prepares the family nurse practitioner-student
to examine evidence-based principles of nursing care in
the context of family and nursing theory, and to apply
this knowledge to clinical practice within diverse family
systems, all from a Christian perspective. Students will
consider and apply the knowledge, skills and competencies
essential to the holistic management of child-bearing
women and their families, both as independent providers
and within a multidisciplinary team. Students will focus on
the care of healthy ante-partum women and those with
health pattern variations that may result in at-risk pregnancies.
Emphasis is placed on collaborative management of
women and families during pregnancy. Concepts focused
on promoting well-being will be explored, with an emphasis
on family interventions that promote resiliency as well as
the health and well-being of the family.

MSN/Adult-Gerontology, Nurse Practitioner Track Curriculum
■ N
UR632 Health Promotion & Disease Prevention (3) ■ N
UR642 Chronic Disease and Complex Problems in
This course is designed to prepare the student to apply Older Adults (2)
evidence-based principles of wellness, disease prevention, The focus of this course is on management of chronic
and health risk in individuals, families, communities, and disease and complex care needs of older adults. Emphasis
aggregate/clinical populations. Diversity is examined will be on case management and interdisciplinary collab-
relative to social and communication patterns, roles, and oration to arrange and evaluate care for the most health
value/beliefs underlying health-illness behaviors. compromised clients.

MSN Admission Requirements
■ B SN degree from a program accredited by the National League for Nursing (NLNAC) or the Commission on Collegiate
Nursing Education (CCNE)
■ Official transcripts from all institutions of higher education attended
■ A 3.0 GPA calculated from the most recent 60 academic credits
■ Two letters of recommendation
■ A two-page goal statement that explains your rationale for pursuing a graduate nursing degree
■ Research – Nursing related; e.g., NUR452 (SAU course)
■ Statistics –200-level or above
■ At least one year experience working as a registered nurse preferred
■ Provide evidence of current professional malpractice insurance; minimum $1/3 million prior to Senior Nursing Project
■ Compliance with all institutional requirements prior to Senior Nursing Project
■ CPR/BLS certification as required, proof of TB testing, any required immunizations, HIPAA training, and any additional
requirements
■ An internship is required for this program. Convicted felons may be limited to the type of location or client population in
which their internships may be conducted*.

1.844.621.0900 online.arbor.edu

Updated 07/05/18

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ONLINE DEGREE

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Online Social Work Program

Online Education Programs

Online Marketing and Communication Program

Online Nursing Programs

64 | Registered Nurse to Master of Science in Nursing

83 | Master of Science in Nursing

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A full list of awards and recognition can be found at online.arbor.edu/awards-and-recognition

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Spring Arbor has been approved by the Michigan Department of Education

The baccalaureate degree program in nursing and master’s degree program in

Awards and Recognition

Spring Arbor University Online offers highly-ranked, highly-respected educational

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Online Learning Community

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Bachelor of Social Work 124 $587 $72,788 N/A $40/sem $105/sem

Master of Arts in Education 32 $571 $18,272 $30 $40/sem $105/sem

Master of Arts in Reading 38 $571 $21,698 $30 $40/sem $105/sem

Master of Arts in TESOL 33 $571 $18,843 $30 $40/sem $105/sem

Masters in Special Education 36 - 37 $571 $20,556-$21,127 $30 $40/sem $105/sem

Master of Business Administration** 36 $717 $25,812 $30 $40/sem $105/sem

Registered Nurse to Master of Science in Nursing/Family BSN - $587

Registered Nurse to Master of Science in Nursing/ BSN - $587

Master of Science in Nursing/Ed 39 $691 $26,949 $30 $40/sem $105/sem

Master of Science in Nursing/MBA 63 $691 $43,533 $30 $40/sem $105/sem

Master of Science in Nursing/Adult-Gerontology Primary

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Bachelor of Social Work Curriculum Descriptions - Required Courses

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■ SWK450 Internship (10)

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■ SWK480 Internship Seminar (2)

Bachelor of Social Work Online Admission Requirements

■ A completed application and fee

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Master of Arts in Early Childhood Education Curriculum Descriptions - Required Courses

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This program is specifically designed

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Master of Arts in Education Curriculum Descriptions - Required Courses

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23 For more information, contact an Admissions Representative: 1.844.621.0900 | online.arbor.edu

Because reading affects every aspect

24 For more information, contact an Admissions Representative: 1.844.621.0900 | online.arbor.edu

Master of Arts in Reading Curriculum Descriptions - Required Courses

25 For more information, contact an Admissions Representative: 1.844.621.0900 | online.arbor.edu

26 For more information, contact an Admissions Representative: 1.844.621.0900 | online.arbor.edu

27 For more information, contact an Admissions Representative: 1.844.621.0900 | online.arbor.edu

28 For more information, contact an Admissions Representative: 1.844.621.0900 | online.arbor.edu

*CORE credit hours for the ESL (NS) Endorsement

29 For more information, contact an Admissions Representative: 1.844.621.0900 | online.arbor.edu

Electives (choose one)

Master of Arts in TESOL in K-12 Education Curriculum Descriptions

64 | Registered Nurse to Master of Science in Nursing

83 | Master of Science in Nursing

■ SWK450 Internship (10)

■ SWK480 Internship Seminar (2)

*Teachers who complete the MSE and pass