Individual Courses

Maybe you need a course to qualify for a degree program? Or maybe you're wanting to add some skills. Either way, Bethel offers many courses that are a great option to meet your need.

Take a look at the current course offerings below. Once you're ready, you can register online.

If you have any questions, please contact us.

ABS: Practicum — SPED786

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    For learners who hold a current teaching license and are seeking an add-on license, a minimum seven-week experience working with children who have mild-moderate special education needs in the areas of LD, EBD, DCD, OHD and ASD (the grade level needs to be the opposite level of their 100 hours of clinical experiences leading up to student teaching). The student teaching experience involves teacher candidates in all aspects of programming in a special education setting, including referral review, assessment, IEP development, placement, and instruction in academic and social skills areas. Teacher candidates are expected to demonstrate all standards required of special education ABS teachers. Teacher candidates will also work with other educational personnel (regular and special education teachers, administrators, school psychologists, paraprofessionals, etc.) in a consultative/collaborative manner. Practicum fee: $100, out-of-region fee: $100, out-of-state fee: varies. Graded on an S/U basis.

    3 credits

ASD: Practicum — SPED787

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    Complete required competencies within an educational setting for students with ASD. IEP goals and objectives, assessments, behavior plans, communication strategies and classroom strategies will be completed and included in a portfolio.

    3 credits

ASD: Student Teaching — SPED781

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    Complete required competencies within an educational setting for students with ASD. IEP goals and objectives, assessments, behavior plans, communication strategies and classroom strategies will be completed and included in a portfolio. Taken concurrently with SPED675.

    4 credits

Charactrstcs of Mild-Mod Disab — SPED700

2/23/15 - 3/30/15 | Mondays from 5-9 pm | Bloomington
2/26/15 - 4/2/15 | Thursdays from 5-9 pm | Main Campus
6/2/15 - 7/7/15 | Tuesdays from 5-6:59 pm | 2PT
6/3/15 - 7/8/15 | Wednesdays from 5-9 pm | 2PT
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    Overview and introduction to the mild-moderate range of 5 disability categories represented under Academic Behavior Strategist (ABS) including Learning Disabilities (LD), Emotional and Behavior Disorders (EBD), Other Health Disabilities (OHD), Developmental Disabilities (DD), and Autism Spectrum Disorders (ASD). Definitions, eligibility criteria, characteristics, and contemporary issues of each will be studied. Students who are adding an ABS license, and already have a SPED license, will set up a lesson plan with the Program Director prior to the start of class which covers the course content related to the other disability areas. Prerequisite: Program Director permission.

    2 credits

Collaborative Leadership and — SLDR670

2/25/15 - 4/1/15 | Wednesdays | Main Campus
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    Explores how leadership takes place between and within organizations, and how leaders can develop networks for shared planning and action. Technology and connectivity as another platform for collaboration and developing and pursuing shared goals. Planning and managing organizational learning and global information flow, in terms of alliances, networks, and partnerships.

    3 credits

Comprehensive Examination — EDUC880

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    Register for this class following completion of the final course. This course includes the comprehensive examination and the portfolio review. Graded on an S/U basis.

    0 credits

Data and Decision Making — BUSN605

6/2/15 - 7/7/15 | Tuesdays | Main Campus - online course
7/7/15 - 8/11/15 | Tuesdays | Main Campus - online course
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    Study of quantitative and qualitative research principles. Learners will develop an ability to effectively evaluate and act upon common types of research reports and data relating to applications in business. The goal is to develop the skills and knowledge necessary to make ethical and effective business decisions using data.

    3 credits

Directed Study — EDUC882

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    An opportunity to fulfill individual educational objectives in a specific area of study. May consist of independent reading and/or research, or travel with related study. Designed in cooperation with the program director and the cohort advisor. Register for this course during the semester when the directed study is to be completed. The directed study is for learners completing the Ed.D. degree and not seeking license. The Directed Study form can be found through Blink (Home tab > Forms channel > Graduate School Programs > Graduate Students > Directed Study).

    1 credits

Director of Special Ed Intern — EDUC889

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    A school-based experience of at least 320 hours or 40 eight-hour days to be completed within 12 continuous months. The field experience will include at least 40 hours or one week at a special education administrative unit other than the primary experience of the applicant. The placement is under the joint supervision of a Bethel faculty member and an on-site mentor who must be a licensed and practicing director of special education. This internship may be paid or unpaid, depending on the policies of the host district. Direct experience in administrative duties is required, and a synthesis of learning between the academic program and administrative needs of the host district is accomplished. Note: a separate internship is required for each educational administration license. Graded on an S/U basis.

    4 credits

Dissertation Phase One — EDUC890

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    The doctoral dissertation is the major research project of the degree program that is developed over the duration of the program, beginning with an orientation during the first on-campus residency. Standard doctoral-level academic measurement, statistical, analytical, interpretive, documenting, and writing techniques are required. The courses in qualitative research, quantitative research, and measurement and assessment provide philosophy, theory, and skills support for this component. Topics are developed with the assistance of a dissertation advisor, who will also advise the learner during the development of the dissertation and chair the learner’s dissertation committee. Successful defense of the dissertation is required prior to graduation. Register for this course during the semester in which the dissertation proposal is to be completed. Graded on an S/U basis.

    6 credits

Dissertation Phase Two — EDUC891

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    Continuation of EDUC890. Register for this course during the semester following EDUC890. This course must be completed within seven consecutive years from the beginning of the course. Graded on an S/U basis.

    6 credits

EBD: Practicum — SPED788

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    For learners seeking an initial license, a 7-week student teaching experience is required. Experience working with children or youth from various grade levels who have emotional/behavioral disorders. The experience involves learners in all aspects of programming in a special education setting, including referral review, assessment, IEP development, placement, and instruction and management of behaviors. Learners are expected to demonstrate all proficiencies required of special education teachers. Learners will also work with other educational personnel (regular or special education teachers, administrators, school psychologists, etc.) on a consultative/collaborative basis. A portfolio including artifacts from required MN Special Education standards, is submitted by the learner culminating their student teaching experience. Graded on an S/U basis.

    3 credits

EBD: Student Teaching — SPED783

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    For learners seeking an initial license, a 10-week student teaching experience is required. For learners who hold a current teaching license and are seeking an add-on license, a minimum 8-week student teaching experience is required. Experience working with children or youth from various grade levels who have emotional/behavioral disorders. The experience involves learners in all aspects of programming in a special education setting, including referral review, assessment, IEP development, placement, and instruction and management of behaviors. Learners are expected to demonstrate all proficiencies required of special education teachers. Learners will also work with other educational personnel (regular or special education teachers, administrators, school psychologists, etc.) on a consultative/collaborative basis. A portfolio including artifacts from required MN Special Education standards, is submitted by the learner culminating their student teaching experience. Graded on an S/U basis.

    3 credits

Fndmtls of Project Mgmt — SLDR615

6/2/15 - 7/7/15 | Tuesdays | Main Campus
7/7/15 - 8/11/15 | Tuesdays | Main Campus
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    Introduction to project management theory, issues, and skills associated with project management. Analyze connections between behavior, knowledge, and processes that influence the success of projects in organizations. Assess projects, management, and tools for management based on best practice.

    3 credits

Followership: Other Side Ldrsh — SLDR660

11/12/14 - 12/17/14 | Wednesdays | Main Campus
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    Overview of the traditional views and attitude toward followers, analysis of different models and styles of followership, and the characteristics of “good” followers. Analysis of relationship between leaders and followers and leadership and follower styles. Exploration of bad leadership, courageous followership, transformational leadership; planning for improving followership abilities.

    3 credits

Global Marketing Mgmt — BUSN646

2/28/15 - 4/4/15 | Saturdays | 2PT - online course
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    Opportunities, strategies, problems, and challenges involved in international marketing. Learners examine major marketing principles and applied strategies to meet present marketplace challenges. Learners develop an international marketing plan or evaluation of a major corporation’s marketing success or failure. Knowledge of cultural challenges and environments are a prerequisite for success.

    3 credits

Global Strategic Tech Mgmt — BUSN631

11/15/14 - 12/20/14 | Saturdays | 2PT - online course
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    Introduction to issues and opportunities associated with managing the technology components of a global enterprise. Course materials cover major technology principles, dilemmas and applied strategies. Learners develop a comprehensive plan to deploy a new technology in their organization or an evaluation of an organization’s technology success or failure.

    3 credits

Human Sexuality & Therapy — PSYC657

6/1/15 - 7/13/15 | Mondays from 5-9:30 pm | Main Campus
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    Exploration of issues related to human sexuality in individuals and couples and how these issues impact sexual understanding, formation, and function. Core helping skills specific to couples in therapy facing issues of sexual dysfunction and individuals seeking to understand their own sexual history, development, awareness, and sexual spirituality. Provision of a broad understanding of human sexuality, including the role of attitudes, values, beliefs, and self-awareness as it relates to the counselor, client, and a range of clinical issues. Applications of cognitive behavioral therapy and emotionally focused therapy in human sexuality. Ethical issues unique to human sexuality and how gender, class, religion, and cultural diversity factors may influence the counseling process.

    3 credits

Ldr Formation & Talent Mgmt — LEAD651

1/6/15 - 2/10/15 | Tuesdays from 6-10 pm | Bloomington
1/7/15 - 2/11/15 | Wednesdays | Main Campus
1/8/15 - 2/12/15 | Thursdays from 6-10 pm | 2PT
7/7/15 - 8/11/15 | Tuesdays | Main Campus
7/9/15 - 8/13/15 | Thursdays from 6-10 pm | 2PT
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    Global thought leadership, current theory, and best practice implementation on building leadership cultures and coaching emerging leaders. Understanding structures and systems that foster talent development, employee engagement, retention, and effective succession planning. Introduction to research, best practices, and formal processes to address leadership competency gaps through individual development planning.

    3 credits

Leadership Theory & Pers Agncy — LEAD611

2/24/15 - 3/31/15 | Tuesdays | Main Campus
2/26/15 - 4/2/15 | Thursdays from 6-10 pm | 2PT
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    Analysis of leadership theory and research as it applies to individuals and organizations. Evaluation of personal leadership capacities and the design of a specific plan for capacity increase. Analysis of the relationship between personal faith and leadership service. There is a $300 coaching, assessment, and consulting fee for this course.

    3 credits

Leading Change in Chang World — LEAD631

4/7/15 - 5/12/15 | Tuesdays | Main Campus
4/9/15 - 5/14/15 | Thursdays from 6-10 pm | 2PT
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    Forecasting and designing alternative futures for organizations. Understanding organizational change as it relates to mission, strategies, tactics, and structure. Strategic planning and opportunity generation in light of theory, historical trends, environmental factors, and organizational capabilities.

    3 credits

Leading in a Global Environmnt — BUSN675

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    An elective course in which learners will gain firsthand international experience and a perspective on the process of American companies doing business globally. Enables learners to explore international cultures, faith, ethics, and business structure through regulations, laws, exporting, and operations. Learners will view international leadership from multiple perspectives and compare international and American business practices.

    3 credits

Lifespan Development — PSYC671

7/21/15 - 8/6/15 | Thursdays from 5-9:30 pm | Main Campus
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    Study of the development of individuals from conception through late adulthood. Emphasis is on the familial, cultural, and societal contexts of development as a framework for the understanding of individual development. Areas of development explored are: physical and physiological changes, intellectual functioning, personality development, normative and non-normative transitions, social relations, family development, vocational development, retirement, and death. Focus is on individual differences (taking into account such factors as gender, culture, and class), issues of continuity-discontinuity throughout life, the nature and assumptions of developmental theory, and the importance of developmental factors in counseling.

    3 credits

Managerial Accounting — BUSN615

11/12/14 - 12/17/14 | Wednesdays | Main Campus - online course
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    Examination of core managerial accounting concepts and their applications in modern organizations. Exploration of best practices and emerging trends in accounting with a focus on managerial decisions. Research of topics and cases may include ethics, environmental accounting, long-term versus short-term profitability, constraint management, technology, cost structures, and controls.

    3 credits

Managerial Finance — BUSN625

1/7/15 - 2/11/15 | Wednesdays | Main Campus - online course
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    Focus is on the financial management of business and includes international and ethical implications. Topics include financial analysis and decision making; financial markets; risk; valuation; long- and short-term financing and investing; and working capital management. Extensive use of cases and spreadsheets is required.

    3 credits

Managing Conflict Through Dial — SLDR650

1/7/15 - 2/11/15 | Wednesdays | Main Campus
6/4/15 - 7/9/15 | Thursdays from 6-7:59 pm | 2PT
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    Transitioning from “dealing with incidents” to leading teams that learn from conflict. Developing personal and professional boundaries when dealing with complex organizational environments. Thinking productively about conflict from organizational, developmental, and spiritual standpoints.

    3 credits

Operations Management — BUSN660

4/8/15 - 5/13/15 | Wednesdays | Main Campus
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    Analysis of changes in operational management, legal and, regulatory issues throughout lifecycles of organizations considering faith, ethics, and Christian worldview. Evaluate organizational efficiency using quality models such as Six Sigma and Lean. Design plans for organizational success (project management steps, outcomes, technology, production and outsourcing). Distinguish between operational management process and function.

    3 credits

Orgnl Diagnostics and Health — LEAD641

11/11/14 - 12/16/14 | Tuesdays from 6-10 pm | Bloomington
11/12/14 - 12/17/14 | Wednesdays | Main Campus
11/13/14 - 12/18/14 | Thursdays from 6-10 pm | 2PT
6/2/15 - 7/7/15 | Tuesdays | Main Campus
6/4/15 - 7/9/15 | Thursdays from 6-7:59 pm | 2PT
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    Examination of theory and research surrounding organizational structures and behavior. Assessment of organizational health at multiple levels in light of relevant research, theory, and organizational relationships and patterns. Sustainment or improvement of organizational health through leadership techniques that enhance organizational effectiveness and empower individuals.

    3 credits

Portfolio and Capstone Develop — SLDR709

4/8/15 - 5/13/15 | Wednesdays | Main Campus
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    2 credits

Practicum Extension — EDUC786

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    0 credits

Principal Internship — EDUC886

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    A school-based experience of at least 320 hours (200 hours for those already certified as elementary or secondary principals and seeking K–12 license) scheduled during the second or third year of the program. The placement is under the joint supervision of a Bethel faculty member and an on-site mentor. This internship may be paid or unpaid, depending on the policies of the host district. Direct experience in administrative duties is required, and a synthesis of learning between the academic program and administrative needs of the host district is accomplished. Note: a separate internship is required for the K–12 principal and superintendent license. Register for this course during the semester in which the internship is to be completed. Graded on an S/U basis.

    4 credits

Special Ed Organization Mgmt — EDUC876

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    Learners will engage in discussion, activities, and reflection that prepare them as educational leaders to oversee and influence special education organization management. Primary objectives include assisting learners in understanding the role that policy and procedures play in school district governance and administration, demonstrating knowledge of statutory regulations affecting special education governance, and understanding the various special education administrative models that are utilized in Minnesota.

    2 credits

Student Teaching: E/BD — EDUC782

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    For learners seeking an initial license, a 10-week student teaching experience is required. For learners who hold a current teaching license and are seeking an add-on license, a minimum 8-week student teaching experience is required. Experience working with children or youth from various grade levels who have emotional/behavioral disorders. The experience involves learners in all aspects of programming in a special education setting, including referral review, assessment, IEP development, placement, and instruction and management of behaviors. Learners are expected to demonstrate all proficiencies required of special education teachers. Learners will also work with other educational personnel (regular or special education teachers, administrators, school psychologists, etc.) on a consultative/collaborative basis. A portfolio including artifacts from required MN Special Education standards, is submitted by the learner culminating their student teaching experience. Graded on an S/U basis.

    3 credits

Student Teaching: SLD — EDUC784

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    For learners seeking an initial license, a 10-week student teaching experience is required. For learners who hold a current teaching license and are seeking an add-on license, a minimum 8-week student teaching experience is required. Experience working with children or youth from various grade levels having learning disabilities, from referral and assessment through placement and instruction. Includes opportunities to work in collaboration with other educational personnel (regular and/or special education teachers, administrators, school psychologists) as well as parents. A portfolio including artifacts from required MN Special Education standards, is submitted by the learner culminating their student teaching experience. Graded on an S/U basis.

    3 credits

Superintendent Internship — EDUC887

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    A school-based experience of at least 320 hours scheduled during the second or third year of the program. The placement is under the joint supervision of a Bethel faculty member and an on-site mentor. This internship may be paid or unpaid, depending on the policies of the host district. Direct experience in administrative duties is required, and a synthesis of learning between the academic program and administrative needs of the host district is accomplished. Note: a separate internship is required for the K–12 principal and superintendent license. Register for this course during the semester in which the internship is to be completed. Graded on an S/U basis.

    4 credits

Worldview, Ethics, Leadership — LEAD621

2/24/15 - 3/31/15 | Tuesdays from 6-10 pm | Bloomington
2/25/15 - 4/1/15 | Wednesdays | Main Campus
2/26/15 - 4/2/15 | Thursdays from 6-10 pm | 2PT
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    Explore Biblical, historical, and contemporary ethical frameworks. Explore how one’s personal spirituality and vision of the world impacts one’s leadership. Understand the biblical and theological foundations of leadership. Analyze the nature of ethical issues relating to personal integrity and leadership. Articulate personal foundations for ethical leadership.

    3 credits

Writing Thesis/Project — EDUC790

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    Exploration of a significant educational issue relevant to the learner’s professional involvement through an independent, individually supervised thesis or project. Graded on an S/U basis.

    3 credits

Additional Information

  • All course offerings are subject to change and courses may be canceled due to low enrollment.
  • Financial aid is available to students who are part of a degree program.
  • Transcripts are required for graduate-level courses.