LSTD 5003 – Introduction to Graduate Interdisciplinary Studies

Intensive seminar providing orientation to advanced interdisciplinary study, appreciation for standards of performance and scholarship appropriate to graduate study, development of skills necessary for success in academic research and writing in a graduate interdisciplinary program.

LSTD 5013 – Interdisciplinary Foundations

Selected readings designed to reinforce the interdisciplinary approach to graduate studies and to introduce the concept of paradigms as an organizing principle for understanding and interpreting information.

LSTD 5043 – Research Methods

This course focuses on enhancing your understanding of the fundamental concepts of research - concepts it is important for you to know to be an informed consumer of research and to write research proposals.

LSTD 5083 – Qualitative Research Methods in Interdisciplinary Studies

An inquiry designed to acquaint students with qualitative research methods in interdisciplinary study. By the end of the course, the student will be familiar with the most common methods and issues qualitative research. Students will learn how to design a study; how to recognize and address ethical issues; and how to analyze qualitative data.

LSTD 5920 – Internship in Liberal Studies

Prerequisite: graduate standing, LSTD 5003, and permission of dean. May be repeated; maximum credit six hours. 75 working hours (per credit hour) of field experience directly related to study focus in the Master's program is required. Requirements include journal, reports, written summary, and comprehensive examination over these materials. (F, Sp, Su). See also:

Graduate Internship Packet

LSTD 5960 – Directed Readings in Interdisciplinary Study

An in-depth study of literature on a topic related to the student’s program of study; variable content. May be repeated with change of content; maximum credit nine hours.

LSTD 5980 – Thesis

Prerequisite: graduate standing, LSTD 5003, LSTD 5013, and completion of first concentration core course; or permission of dean. May be repeated; maximum credit six hours. Research and writing of a thesis for completion of PACS Extended Campus Online graduate degrees. (F, Sp, Su)  See also: Degree Completion Options

LSAL 5113 – Leadership Theories

The Master of Arts - Administrative Leadership program educates you for success in the 21st century by combining the broad elements of interdisciplinary study with an in-depth understanding of leadership. The very qualities that today’s employers seek are those of leadership within the context of creative and flexible thinking.

LSAL 5133 – Cultures of Organizations

How you understand or explain a phenomenon – whether it be a static thing like a painting or a set of dynamic events such as group behavior in an organization – determines how you act. Your actions are then interpreted by many different people, and each will attach to it a unique explanation or interpretation.

LSAL 5153 – The Ethics of Leadership

In this course, students will examine ethical dimensions of leadership from many perspectives and create case studies and a final project that applies the concepts learned in the course. Ethics, in the broadest sense, refers to how we relate to other people, animals, the environment and ourselves in terms of what we should do. The study of ethics is more than just memorizing a moral code or religious doctrine; it enables the student to examine ethical problems from several important perspectives, adequately frame problems for optimal understanding and practice ethical reasoning in developing practical solutions. These skills are essential in human life. The more honed an individual becomes in making good and ethically sound judgments, the more valuable they become in the decision-making process of any organization.

LSAL 5173 – The Individual and Leadership

This course examines positive and negative aspects of leadership in terms of traits, behaviors, styles, personality function, situational variables, motivational factors, values and self-understanding. Students will explore theories and research on others who function in leadership roles as well as engage in their own self-analysis of key variables related to leadership. The coursework will facilitate the student’s ability to be a more effective leader through greater self-awareness and through strategies to promote constructive relationships in groups or organizations.

LSAL 5193 – Creating, Leading and Managing Change

An examination of effective leadership skills necessary to create and manage change in a variety of organizational settings. Topics include leadership styles in change management, organizational change strategies, models, frameworks and the potential barriers to change in organizations.

LSAL 5203 – Leadership Issues in Decision Making

This course is an interdisciplinary inquiry into the nature and attributes of poor management and leadership (also referred to as “stupidity” by author R. Sternberg and others in his anthology), consideration of a proposed theory of the attributes of “stupidity” and how “stupidity” relates to human decisions and behavior. We explore from a cognitive psychology perspective the attributes of “stupidity” and from an economist’s perspective the attributes of social decision-making and the unintended consequences of those decisions.

LSAL 5223 – Financial Leadership

Introduces foundational accounting principles and financial concepts for non-financial managers. Topics include analysis of financial reports, communication of financial data to organizational leaders and stakeholders and financial planning.

LSAL 5253 – Ethics in Organizations

A discussion of moral and ethical decision-making processes as they relate to a variety of organizational settings. Topics include moral reasoning and the resolution of ethical challenges in careers, the relationship of ethics to concern for employees and the fiduciary responsibilities of organizations, case studies in ethical issues in organizational settings and the development of an ethical leadership skill set.

LSAL 5273 – Planning in Organizations

An exploration of how organizations can create sustainable competitive advantage in their operating environments. Topics include the evaluation of social, political, technological, economic, and global factors that may affect an organization, the creation of linkages between an organization’s non-financial purpose and its financial goals and the development of successful business strategies in conjunction with effective business planning methods.

LSAL 5283 – Building High Performance Teams

Provides students with the knowledge needed to identify a group’s current functioning and build the necessary conditions to create a high-performance team. Explores components of teams and examines the qualities of one who is capable of leading groups of people effectively.

LSAL 5293 – Leadership in Practice

An investigation of applied leadership principles in a variety of leadership environments, including for profit, not for profit and public organizations. Includes a review of different approaches to leadership and contemporary views of effective leadership supplemented by discussions with individuals who hold leadership positions.

LSAL 5313 – Organizational Communications for Decision Making

Information management systems are a significant issue in today’s organizational settings, both in military and private organizations. The significance of this issue can be seen in the success and/or failure of many organizations in their ability to adapt to external conditions. Organizations adapt to their external environment, or failing that, become ineffective and potentially dissolve. Organizations can no longer presume they will last forever, particularly when environmental changes occur at high speed. This course discusses the fundamental issues in the management of information, the ways people in organizations exchange information, and ultimately, how effective sharing of information leads to effective problem solving.

LSAL 5323 – Fundraising and Budgeting

Provides students with an overview of the history, philosophy, and ethics of fundraising and development. Students will learn about building relationships, goal setting, communication and how to build strategic fundraising plans to support a non-profit organization’s vision.

LSAL 5333 – Motivation and Leadership

Motivation is often defined as the substance that “energizes behavior,” and when studying motivation, researchers are concerned with not only what energizes and directs behavior but also with how to maintain and sustain motivation. In this course, students will examine various motivational theories and their application in work and leadership. In other words, we will examine the set of energetic forces that originate both within, as well as beyond an individual’s being, to initiate work-related behavior, and to determine its form, direction, intensity and direction. Specifically, students will examine how needs, values, attitudes, intrinsic and extrinsic motivation, goals, gender, culture and generations all influence motivation in work, communication and leadership styles.

LSAL 5353 – Non-Profit Governance

Provides students with an overview of key issues involved in the governance of nonprofit organizations and the role of nonprofit boards. Major governance models are examined and implications of using the different models are discussed.

LSAL 5363 – Staffing and Talent Management in Organizations

Explores how to align people-management processes with organizational purpose and strategy within a nonprofit organization’s vision, mission and business strategy.

LSAL 5393 – The Importance of Followership

The trend in leadership studies is moving away from leader-centered theory to more integrated theory that includes the leader’s relationship with and influence on followers. The purpose of this course is to introduce students to an often understudied aspect of leadership – the role of the follower and the dynamics that result from followership. Students will learn about different theories and definitions of followership, different ways followers can be categorized, how followers often become subtle but influential leaders themselves and the role of followers in standing up for effective leadership or against ineffective or bad leadership.

LSAL 5403 – Leadership in History

This course analyzes principles of leadership, using prominent examples drawn from history to discern patterns and test categories of and theoretical generalizations on leadership. The pertinent discussions aim to facilitate the understanding of leadership in different historical contexts. Consideration is given to success and failure, the relative importance of personality vs. circumstances, leadership characteristics and styles.

LSAL 5423 – Women in Leadership

This course explores women leaders and their influence on their societies as well as their contributions on a broader spectrum. Special attention is focused on how women leaders become change agents from different eras and what particular issues made them transformational leaders. The number of women leaders who have climbed to high level positions as heads of state, governmental bodies, administrators, and leaders of political parties and major organizations is limited. Successful women leaders are a diverse group and research shows they represent a wide range of varied and interesting personal, social and political backgrounds. We are interested in studying their leadership patterns, finding out what they accomplished and how their society was changed as a result of their transformational contributions.

LSAL 5443 – Religious Leaders for Social Justice

The Master of Arts - Administrative Leadership option educates students for success in the 21st century by combining the broad elements of interdisciplinary study with an in-depth understanding of leadership. This third-in-a-series of courses dedicated to the principles of leadership focuses on the characteristics of leaders as individuals and, in particular, as individuals of faith for causes pertaining to social justice. We explore individuals from the major faith traditions including Christianity, Judaism, Islam, Buddhism and Native American religion and investigate the ways in which faith and the particular constellation of life experiences and social situations have inspired leadership for the cause of social justice.

LSAL 5463 – U.S. Military Leadership from the Revolution to the Gulf War

This is a graduate level course that studies leadership, both uniformed and civilian, in the United States military from 1775 to 2000. It does this within the context of the evolution of American military from a small 18th century army and wooden ship-and-sail navy to the globe-dominating colossus of the late 20th century. This context includes the impact of technology, maturing military theory and the changing position of the United States in the world. All of this produced diverse leadership styles which are illustrated in the careers of military leaders such as George Washington, U. S. Grant, Robert E. Lee, David Farragut, John Pershing, Hap Arnold, George C. Marshall and many others.

LSAL 5483 – National Security Leadership

National Security Leadership is designed to prepare the student to operate within the environment of the U.S. national security system. It addresses the legislation that created the current national security system including the National Security Act of 1947, the Goldwater-Nichols Act of 1986, The Homeland Security Act of 2002 and the Intelligence Reform Act of 2004, among others. It looks at the structure of the national security community and how it has evolved and addresses, through selected cases, how it has worked in practice. Capping the course is a simulation of a national security crisis decision and a major research paper.

LSAL 5513 - Foundations in Coaching

A graduate-level survey course designed to familiarize students with the fundamental principles on which the field of professional coaching is built, to explore the core competencies required for professional coaching, to understand and analyze the methods used to facilitate the coaching process, to develop the basic skills required for effective practice as a professional coach and to understand the guidelines that govern ethical coaching activities.

Prerequisite: graduate standing, LSTD 5003 and LSAL 5113; or permission of dean.

LSAL 5533 - Theories of Coaching

This course examines the theories upon which the professional coaching practice is based. Special emphasis will be placed on developing a broad understanding of various theoretical approaches and how those theories facilitate client growth. Students will also be introduced to the personality of theorists, the cultural and historical context of their theory building, major themes and ideas of the theories and evidence and research supporting the theoretical approach. Students will also be asked to analyze the theories in the context of their own anticipated practice and potential audiences.

Prerequisite: graduate standing, LSTD 5003 and LSAL 5113; or permission of dean.

LSAL 5553 - Assessment-Based Coaching

An examination of best practices for using assessment results to conduct data-driven leadership and executive coaching and to maximize coaching effectiveness.

LSAL 5573 - Careers in Coaching

An overview of the career opportunities related to coaching in organizations, emphasizing the major theoretical and functional components of coaching in a variety of organizations.

LSAL 5593 - Development and Grant Writing

An in-depth exploration of the grant attainment process, including practical exercises in proposal writing and the grant review process.

LSAL 5700 - Citizen Soldier

This course will provide students with a deeper understanding of the nature of citizen soldiers, as well as the purpose and goals of the militia and National Guard organizations. The ongoing value to local, state and federal governments that the militia and National Guard have represented will be studied within the context of the overall American military ethos.  The success of these institutions will be illustrated through biographies of specific units and leaders who have made their mark on American history. This course aims, above all, to foster a greater appreciation of the contribution made by citizen soldiers to the security of the U.S. over nearly four centuries of history.

LSAL 5700 - Financial Leadership in Organizations

Financial Decision-Making for Leaders is an intensive inquiry into the decision-making functions of financial leadership in organizations. Based on concepts and financial ratios presented in the assigned readings, the course enables the student to understand and apply financial management and resource allocation skills through engagement in an Internet-delivered business simulation.

LSAL 5700 - Multiple Intelligences in Leadership

For many years it was thought that intelligence, or g, was the most important factor for success in life and work. Now, with the establishment of Howard Gardner's Theory of Multiple Intelligences and other suggested forms of intelligence such as emotional, social, naturalistic and existential intelligences, this idea has been turned on its head. The word intelligence has been pluralized. With that change comes the influence of multiple intelligences on concepts such as leadership, personal success and education. This course aims to understand the various intelligences, to look at the connections between multiple forms of intelligence with leadership theory and how MI Theory can be introduced into education.

LSAL 5713 - Significance of Race in American Society

An exploration of the major theoretical perspectives used to explain racial issues in the United States. Identifies common racial/ethnic assumptions through an examination of how race or ethnicity is portrayed in the media with a comparison of current research findings relating to inequality.

LSAL 5733 - Overcoming Educational Inequality in America

An examination of inequality within the American educational system from K-12 to higher education utilizing demographic data and analyzing current research on inequality based upon race, class, and gender.

LSAL 5793 - Exploring Race and Gender in Film

An examination of race and gender in film during the post-civil rights period. Explores the effects of inequality and inclusiveness through the cinematic lens and analyzes the evolution of film relating to the depiction of race and gender issues. No student may earn credit from both 4793 and 5793.

LSAL 5920 - Internship

Prerequisite: graduate standing, LSTD 5003, and permission of dean. May be repeated; maximum credit six hours. 75 working hours (per credit hour) of field experience directly related to study focus in the Master's program is required. Requirements include journal, reports, written summary, and comprehensive examination over these materials. (F, Sp, Su). See also:

Graduate Internship Packet

LSCJ 5063 – Research Methods for Criminal Justice

This course provides a basic overview of research techniques, how those techniques have demonstrated success and failure of programs in American criminal justice and what obstacles can prevent research findings from guiding actions by policy and program decision-makers.  The student will learn essential research terms and use, how they can assist understanding of existing program operations and administration of new programs and what distinguishes sound research and analysis from questionable.  The student will also learn how to learn from what research shows to be failure and how to recognize and perhaps overcome obstacles to sound research and analysis in the policy arena.

LSCJ 5113 – Theoretical Foundations of Criminal Justice

This course will enhance students understanding of criminological theory, focusing upon critical analysis of major theoretical perspectives, examining the historical, social and political context from which these theories emerged as well as the policy implications that have or can be derived from the theories.

LSCJ 5133 – Criminal Justice Policy Development

The backbone of activity within criminal justice consists of policies and programs that have been developed to meet dynamic social needs.  Influenced by best practice, legal precedent, ethical considerations, and emerging crime trends, policies reflect the mission of the institution, its character and its behavioral promise to the people it serves.  Insofar as criminal justice agencies operate in extremely fluid and often politically charged environments, developing relevant policies and planned initiatives are integral to organizational effectiveness.  Agencies live and die by their policies and careers are delicately balanced upon methods of creating sound actions by the employees of the agency.  In this course, students will learn the process of policy development from beginning to end: analyzing a problem; setting goals and objectives; designing a program or policy; action planning; implementing and monitoring; evaluating outcomes and reassessing; and reviewing. The course will also examine what research has shown to be effective crime control policy.

LSCJ 5153 – Ethical Decision Making in Criminal Justice

Principles from the major ethical positions charted by Plato, Aristotle, Hume, Mill, Kant and Rawls. Students will combine these principles with codes of practice and current case law, examine case vignettes and discuss the ethical components of each case.

LSCJ 5203 – Victimology and Restorative Justice

This course will survey the evolving field of victimology; from its preoccupation with the study of the victim as a co-active participant in crime, to the reemergence of the victim as the rightful focus of the criminal justice system and public policy.

LSCJ 5213 – Mediation and Conflict Resolution

In this course, students will learn about practical strategies for Resolving Conflict with both internal and external customers. They will also complete a self-assessment of their conflict management style as measured by the TKI Conflict Mode Instrument. Criminal Justice Professionals whether in the Police, Courts or Corrections deal with conflict on a daily basis – both internal and external to their organizations. If this conflict is not resolved as soon as possible – it can lead to dangerous situations for clients and practitioners, as well as internal organizational strife and failed initiatives. This course is very much student centered and as such each student will complete a Thomas-Kilmann Conflict Mode Instrument which will allow him or her to assess his or her own style in dealing with and managing conflict. The course links theory to practice and introduces specific and practical strategies in Resolving Conflict.

LSCJ 5223 – Community Corrections in the 21st Century

Although prisons and jails get the bulk of funding and attention in our corrections systems, the history of probation and parole is as long and complex. In a "one size fits all" world of offenders where all offenders are morally equivalent, face identical futures and carry comparable risk to their fellow citizens, presumably everyone would deserve and receive prison sentences and serve them totally. Then they would continue to be overseen in their communities after release until such time as they clearly no longer pose threats, which would essentially mean death since "one size" would be "fitting all."

But on Planet Reality, all offenders are not the same, and their risks to their communities as well as the punishments they deserve are not the same either. Any fair system of corrections will present different options for disposition (probation, incarceration, fines, restitution, others we will discuss) and ranges of punishment lengths. Any fiscally sound system of corrections will match those dispositions and punishments as closely to its available resources to ensure that dollars are not wasted and that outcomes in terms of later public safety and community values are maximized. This requires careful consideration of the proper mix and of the best possible ways to deliver the dispositions and punishments.

This care for maximizing public safety given available resources has become even more relevant in the last decade as state and local governments have seen budgets cut while corrections populations have grown. As dollars have disappeared, those governments have rethought the "proper mix" and "best possible ways" with greater emphasis on probation, parole and the other punishment options. Today, the need for the most effective probation and parole options is more recognized than ever, as well as the need for a useful range of options between them and incarceration to maintain effective supervision of offenders at less cost than more imprisonment.

LSCJ 5243 – Community Policing

This course will expand upon the concept of community policing by providing a history of policing, examining the effectiveness of community partnerships, researching methods of solving problems within communities and developing a strategy to implement community policing in a police department.

LSCJ 5253 – Juvenile Justice

This course is designed to provide an overview of juvenile delinquency and the juvenile justice system. The course will examine the historical background of juvenile delinquency and will focus on the depth and breadth of the problem. This will include the latest juvenile justice statistics and trend data. In particular, it is important to understand the theoretical causes of juvenile delinquency and their association with juvenile crime. Related to juvenile crime, the course will cover the juvenile justice system and the processing of juveniles. Finally, this course will examine numerous intervention and diversion programs that are utilized to address juvenile delinquency and crime.

LSCJ 5263 – Restorative Justice Programs for Drug Offenders

This course will increase the student's knowledge and understanding of a new movement within the criminal justice system that began at the turn of the century. The restorative justice model acknowledges that crimes cause injury to people and to communities and that true justice occurs only when offenders become accountable to their victims and their communities. While restorative justice is different from traditional methods of controlling criminal behavior, the concept is old. Many of the modern-day concepts stem from aboriginal practices of shunning and from sociological and psychological theories nearly a century old. The greatest difference between traditional methods and restorative methods is the measurement of success. Restorative justice measures how much harm has been repaired and prevented rather than how much punishment has been inflicted. In parallel with the restorative justice movement, drug courts also began around the turn of the century as citizens became frustrated with the poor results of the 'get tough on crime' legislation that began in the 1980s. While the theory suggested that long sentences would deter current and prospective offenders and, therefore, reduce drug abuse and drug-related crimes, research in 1999 indicated that the prison population had increased by five times with very little reduction in criminal behavior. While acknowledging that imprisonment is appropriate for some offenders, drug courts advocate for a public health approach through drug treatment and offender accountability and practices many of the values of restorative justice. In this course, students will learn about the restorative justice model and examine the way drug courts have implemented the key principles of restorative justice into pragmatic and beneficial programs that have proven to be successful in crime deterrence as well as improvement in public health. Students will have an opportunity to evaluate and discuss important social science and criminological theories that support the success of these alternative models within the criminal justice system.

LSCJ 5283 – Human Trafficking

This course is an in-depth study of human trafficking – both labor trafficking and sex trafficking. We study human trafficking in select countries around the world, including the United States. In doing so, we address each country as both, a destination, and a departure point for the victims and how the officials of a particular county respond to the victims.

LSCJ 5303 – Correctional Leadership

This course will increase the student’s knowledge and understanding of ethical and effective leadership within the criminal justice-corrections profession which is essential in improving the performance and quality of correctional organizations and sustaining a dynamic and evolutionary workforce. This course will review various leadership styles, core competencies demonstrated by effective correctional leaders, skill sets needed for each managerial level within corrections and elements of leadership that effect the development of a collaborate and dynamic workforce. The student will also have an opportunity to identify and evaluate his or her own leadership style and level of competence. The student will learn and practice leadership skills in developing vision and mission statements, strategic planning, problem analysis, communication, interpersonal relationships, self-awareness and team building.

LSCJ 5313 – Special Populations in Criminal Justice: Race

Examines the origins, extent and consequences of racial and ethnic overrepresentation at all stages of contemporary American criminal and juvenile justice systems by utilizing recent research from both race theory and criminological theory.

LSCJ 5323 – Juvenile and Elderly Offenders in Prisons

This course will cover the particular issues and concerns associated with the management and operation of correctional facilities housing juvenile and aging inmates and the particular issues and concerns of public policy associated with appropriate punishment and treatment of juvenile and aging inmates.

LSCJ 5333 – Special Populations in Criminal Justice: Class

Examines the origins, extent and consequences of class/social inequity at all stages of the contemporary American criminal and juvenile justice systems by using emergent research from both social inequity theory and criminology.

LSCJ 5343 – Mental Illness and the Criminal Justice System

This course (LCSJ 5343) will increase the student’s knowledge and understanding of the issues involving the high rate of individuals with mental illness who are involved in the criminal justice system. At five times the general population, mental disorders are particularly prevalent in prison populations where appropriate treatment is usually not provided. By gaining a better understanding of the issues and responding to the mental health needs of offenders, the health and quality of life for both offenders who have mental disorders and other offenders who must live with them can be improved. Ultimately addressing the needs of people with mental disorders reduces recidivism and better adjustment to community life after prison. For those offenders with mental illness that live in prison, responding to their needs is particularly important as the prison environment is already quite demanding and difficult for personnel. Mental health within the criminal justice system must be addressed as a public health issue with both criminal justice and community organizations working together to address the needs of all individuals with mental disorders. This course will review the unique issues and best practices for each component of the criminal justice system – law enforcement, the courts and jails/prisons. The student will also learn about the psychological and social effects of violence on individuals and environments and the psychological effects of secondary trauma and compassion fatigue that CJS professionals often experience. Students will have an opportunity to advance their own understanding of mental health issues in their professional work as well as advocate for quality treatment and care of offenders with mental disorders. Students will be encouraged to develop ways to educate others about the needs of those with mental disorders and to promote appropriate policy and procedures within their organizations.

LSCJ 5353 – Women and Crime

Provides an in-depth examination of women and crime, particularly in the United States, from a sociological perspective, focusing on theoretical explanations, women as offenders, women as victims of crime and societal responses to female crime.

LSCJ 5363 – Penology

This course is designed to provide students broad coverage of the key issues and emerging themes in scholarship on penology and corrections. Specific attention will be devoted to the United States and the significant correctional issues that it faces including; theories of punishment, the history of incarceration, the current state of corrections in the United States, international comparisons in prisons, as well as an investigation of the future of incarceration.

LSCJ 5383 – Collateral Effects of Incarceration

This course will increase the student’s knowledge and understanding of the indirect consequences of incarcerating over two million men and women in America annually since the turn of the century, a 700% increase in population from the 1980s. This course will review the impact incarceration has on the offender’s family and community, the indirect costs associated with incarceration, the significant psychological harm to offenders stemming from the harsh reality of day to day life in prison and the tremendous stress correctional employees face in one of the most difficult work environments in America. The student will have an opportunity to review important research regarding the long-term problems experienced by children of incarcerated parents, the disturbing disorganization caused in neighborhoods where a high percentage of members are offenders and the billions of dollars indirectly associated with the corrections industry. The student will also learn about the effects of violence, secondary trauma and compassion fatigue. Students will have an opportunity to develop personal prevention strategies and improvement strategies for their work-place.

LSCJ 5413 – Substance Abuse and Crime in the US

The criminal justice system is significantly impacted by substance abuse and drug crimes. This course is designed to provide an in-depth examination of substance abuse trends in the United States, as well as in Oklahoma. In particular, it is important to understand the interrelationship between the substance abuse/dependency, substance abuse treatment and the criminal justice systems, as well as the serious consequences that are associated with how drug crimes are processed and how drug offenders are treated. This course will examine the historical problem of substance abuse/dependency and will focus on what effective policies/programs are in place to address it.

LSCJ 5423 – Global Drug Trafficking

Drugs are pervasive in every part of the world throughout the global economy. In fact, much global economics, as well as political reality, is determined by the drug trade. In this course, students will examine the global nature of drug supply and demand, focusing especially on the nature and operational methods of the various organizations behind the vast network of the global drug trade. In light of seeing drug supply as a global problem, we will examine many of the more prominent organizations that have been involved historically and contemporarily in this business, especially those currently called “narco-terrorists.” Additionally, we will examine the effect of the Columbian connection for cocaine and the emergence and violent thriving of the Mexican Drug Cartels. Finally, students will gain a historical view of US drug policy and examine how to implement drug policy on a state and local level.

LSCJ 5463 – Gangs in the United States

Gang formation, risk factors for joining gangs, the efficacy of different types of prevention and intervention and interdiction policies. The historical backgrounds of gangs, drugs and violence in America, as well as current issues related to these subjects, will be explored.

LSCJ 5513 – Studies in Police Leadership

This course will explore the dynamics of leadership within the law enforcement context. We will examine the history and evolution of police administration, general leadership theories, management best practices, as well as contemporary issues confronting the profession. Conducted as a graduate seminar, Studies in Police Leadership will require that students step out of the passive learner role and take on primary responsibility for defining, researching and reflecting on what it means to be a police leader. While we will study contemporary concepts, issues, and best practices, heavy emphasis will be placed on personal relevance and self-refection.

LSCJ 5483 – Life Course Criminology

The life-course paradigm has emerged as a potentially powerful tool for understanding criminal behavior. This course is designed to provide an in-depth examination of the life-course paradigm and its application to criminal justice policy.

LSCJ 5533 – Crime Analysis for Intelligence-Led Policing

In this course, students will learn about crime analysis and the use of the data gained to intelligently prevent and/or interdict crime. Specifically, students will demonstrate an understanding of the following: the role of the crime analyst; criminal analysis strategies; geographic information systems; the use of crime analysis to investigate property crimes; the use of crime analysis to investigate people crimes; the use of intelligence analysis; crime mapping.

LSCJ 5583 – Cyber-Forensics

Cyber forensics is the process of extracting information and data from computer storage media and guaranteeing its accuracy and reliability. The challenge of course is actually finding this data, collecting it, preserving it and presenting it in a manner acceptable in a court of law. Cyber forensics or Computer forensics is the application of scientifically proven methods to gather, process, interpret and to use digital evidence to provide a conclusive description of cyber crime activities. Cyber forensics also includes the act of making digital data suitable for inclusion into a criminal investigation.

In cyber-crimes, physical evidence, which was the backbone of criminal investigation, no longer exists. The domain of evidence has transcended from the physical to the virtual – digital evidence. Digital evidence is latent in nature and needs use of some tools to gather and interpret the evidence just like DNA analysis.

Since any evidence has to be accepted by the court of law, digital evidence also needs to be produced in a manner acceptable to the court. Cyber Forensics to facilitate digital evidence acquisition and analysis has become the need of the hour. Electronic evidence is fragile and can easily be modified. Additionally, cyber thieves, criminals, dishonest and even honest employees hide, wipe, disguise, cloak, encrypt and destroy evidence from storage media using a variety of freeware, shareware and commercially available utility programs. A global dependency on technology combined with the expanding presence of the Internet as a key and strategic resource requires that corporate assets are well protected and safeguarded.

LSCJ 5700 – Advanced Topics in Criminal Justice

Advanced studies in various criminal justice topics, offered under stated titles determined each semester by the instructor involved

LSCJ 5700 – School and College Campus Policing

In recent years, society has demanded a greater role of law enforcement in improving safety within the education systems of this nation. Increased police presence in public and private schools as well as institutions of higher learning has been met with both appreciation and skepticism. While there appears to be a definite need for increased safety and security in schools, there is great debate over the role police should play in schools even to the degree of whether or not police should even be present at all. Others call for police to be assigned to every school in America. There can be numerous pitfalls for any police officer or law enforcement agency attempting to police within the education environment.

This course of study will emphasize successful practices on policing within the education systems of our nation and offer instruction to both police and educators on cooperative approaches to making schools safer.

LSCJ 5920 – Internship in Criminal Justice

Prerequisite: graduate standing, LSTD 5003, and permission of dean. May be repeated; maximum credit six hours. 75 working hours (per credit hour) of field experience directly related to study focus in the Master's program is required. Requirements include journal, reports, written summary and comprehensive examination over these materials. (F, Sp, Su). See also:

Graduate Internship Packet

LSHA 5113 – Strategic Planning and Evaluation in HHSA

An interdisciplinary inquiry into the concepts of strategic planning and evaluation in the human and health services organizational settings. This will include a study of the strategic planning, implementation skills and the evaluation process; and of various models and approaches to designing and conducting strategic planning, including specific techniques for conducting environmental scans, SWOT analysis (strengths, weaknesses, opportunities and threats), strategic issue identification and strategy formulation.

LSHA 5133 – Cultural, Social and Diversity Issues in HHSA

An interdisciplinary inquiry into cultural, social and other diversity issues that human and health services professionals will encounter in the process of providing services to their clients/patients. Exploration of how one’s cultural and social environment impacts one’s belief system. Successful delivery of service will depend upon the depth of understanding by personnel with regard to various belief systems.

LSHA 5153 – Ethics in Human and Health Services Administration

An interdisciplinary inquiry into the nature of ethics, especially in the context of multicultural health care; the kinds of moral problems within this landscape and how rational thinking can guide ethical thought in ways that address the challenges in health care policy and reform.

LSHA 5313 – Cross Cultural Health Issues

This course explores multiple issues in the field of international health using a multidisciplinary perspective while including particular countries as examples. Students will be exposed to the perspective that human lives are affected by larger, societal level influences that often are beyond our immediate individual control. We will explore the ways in which structural level variables influence human health, including economic, historical, cultural, political and psychosocial factors. For example, we will see the role that war has played in the high rates of HIV/AIDS in Africa. Moreover, we will consider the influence of behavioral patterns on certain health outcomes.

LSHA 5403 – Geriatric Issues

This course will introduce health and developmental issues pertaining to human geriatric populations, provide specific challenge areas for focusing on both problems and potential solutions, and highlight positive, recreational and self-actualizing activities and pursuits available to geriatric populations.

LSHA 5513 – Psychosocial Aspects of Disability

This course is designed to examine the struggles in which persons with disabilities have been engaged and the barriers they have had to overcome as well as the barriers they continue to face in their quest to obtain the freedoms that persons without disabilities so freely enjoy. The following areas will be examined in some detail: disenfranchisement of persons with disabilities; attitudes toward persons with disabilities; Americans with Disabilities Act (ADA) and other legislative actions; disability rights movement; self-concept and self-esteem; role of family; and intervention strategies.

LSHA 5920 – Internship

Prerequisite: graduate standing, LSTD 5003, and permission of dean. May be repeated; maximum credit six hours. 75 working hours (per credit hour) of field experience directly related to study focus in the Master's program is required. Requirements include journal, reports, written summary and comprehensive examination over these materials. (F, Sp, Su). See also:

Graduate Internship Packet

LSMS 5113 – The World of a Museum

This class is designed to prepare the students to meet the many challenges involved in operating a museum or in being an employee of a museum, and to understand museum management procedures. By successfully completing the course, the student will have a much better understanding of the complexity of the museum world and their place in that world. Moreover, they will be among the better-informed employees of any museum that hires them and will be able to adapt to new challenges and opportunities that may arise during their museum career.

LSMS 5133 – History and Architecture of the Museum

The course will explore the history and architecture of public museums from the late 18th century to the present. First, we will focus on the founding of the Louvre Museum, and then examine the classical model for the museum and museum building established in Europe and America in the 19th century and surviving into the 20th with institutions such as National Gallery of Art. The course will then look at assaults on and the evolution of the classical model by, for instance, the Museum of Modern Art and the art museums of Louis I. Kahn. We will then survey the numerous building projects of recent decades. The course will conclude with an examination of the major issues involved when a museum plans an expansion, selects an architect and determines the building program. The emphasis will be on art museums.

LSMS 5163 – Museum Management and Leadership

This course is designed for students to understand top quality museum administration and management and to meet the challenges of directing and operating successful museums.

LSMS 5173 - Museums, Cultures, and Communities

Museums and their collections no longer stand apart from the communities where they reside and serve. Increasingly, museums are called upon to interact with society in new and sometimes unexpected ways. This evolving role has revised the traditional mission of museums and has called for new approaches and partnerships designed to meet the needs of an increasingly diverse and often demanding audience. Successful interaction with the public through exhibitions, educational programming, board development and volunteer associations not only strengthens the museum’s position of leadership within the community but also is key to gaining and maintaining the financial and moral support required for its very survival.

LSMS 5183 - Collection Management

In this course, we will consider the place of collections in the life of the museum. Just as the types of museums are varied, so is the nature of their collections. It is essential that the collections mesh with the goals and aspirations of the museum. For example, a science museum might have as its major purpose the active demonstration of scientific principles. An art museum might stress an aesthetic experience in which the object was paramount and the interpretation individual. A natural history museum might be a research institution as well as a place for educating and entertaining the public, so it would have a greater archival emphasis.

LSMS 5190 - Museum Project (Independent Study)

Download the project Guidelines as a PDF

The project will enable the student to:

  • Demonstrate an understanding of the relationship between theory and application by successfully discussing this relationship in the concluding report.
  • Demonstrate the ability to formulate and/or carry out a specific museum project by successfully completing the described project.
  • Demonstrate the relationship between the specific project and broader museum goals and operations by successfully evaluating its effectiveness for museum operations.
  • Discuss the project within the context of the museum’s mission.
  • Interact with museum colleagues and other professional staff.

LSMS 5203 - Historic Preservation

This course introduces students to the field of historic preservation and helps them develop the ability to identify and document historic buildings, sites and structures. The readings are designed to acquaint the student with the range of philosophies, methodologies and “schools of thought” within the field of historic preservation and to introduce the student to its foremost practitioners who are teaching and researching in universities, working within government agencies or operating as independent preservation consultants.

LSMS 5223 - The House Museum

This course will examine the types of House Museum - As places of pilgrimage: where X lived; where Y happened; the BIG house. As architecture: built by A; last/first/oldest example. Students will be introduced to the challenges of conservation and interpretation within buildings that are themselves the exhibit and to the question of objective truth in a historical narrative. Community involvement/inclusion and diversity will be examined.

LSMS 5243 - Small Museums

This course introduces students to the history and nature of small museums in the United States. Today, the majority of museums in the U.S. are small and they are a significant force in the cultural life of communities across the country. They offer unique experiences and issues in administration, finance, funding, staffing, program/exhibition development, community involvement and partnership building.

LSMS 5313 - Museum Education

A central mission of museums is education and outreach. Because education plays such a vital role in museums, it is becoming increasingly necessary for museum professionals to have a strong foundation in museum education. This course serves as an introduction to museum education, including object-based learning, learning environments and learning theories, an understanding of which fosters the development of effective and motivating educational programs in museums. Although this course is intended to target those in the museum profession, this information can be applied toward the development of educational programs in other informal education fields.

LSMS 5333 - Introduction to Museum Interpretation

In 1957, Freeman Tilden of the National Park Service defined the concept of interpretation and pioneered its study and implementation in museums, parks and historic sites. Tilden’s definition inInterpreting Our Heritage states that interpretation is “an educational activity which aims to reveal meanings and relationships through the use of original objects, by firsthand experience, and by illustrative media, rather than simply to communicate factual information.” He described interpretation as a mode of communication intended to highlight information, emphasize the whole and ultimately provoke curiosity about a topic with a variety of media such as exhibits and programs.

LSMS 5403 - Museums and Native Cultures

This course is designed for students to understand the representational history of Native cultures in museums and the dynamic collaboration between a museum and a culture to accomplish an authentic and respectful presentation today.

LSMS 5423 - Controversy and the World of Museum

Controversy and the World of Museum will examine some of the most controversial exhibitions of the 1990s, including shows about ethnicity, slavery, Freud, the Old West, the dropping of the atomic bomb by the Enola Gay, Jewish genocide and other cases from the museum history of the United States. Throughout the course, students also will be introduced with case studies from other countries, providing an international comparison on this subject. Controversies in this country did not simply begin and commonly reoccur in recent years, but, instead, controversies caused by art in America actually date back almost two centuries, and the provocations range from nudity to gigantism.

LSMS 5700 - Special Problems in Museology

Variable topic course. May be repeated with change of content. Maximum credit six hours.

LSMS 5700 - Exhibit Development

Overview of basic areas of museum exhibit development: content, layout, label writing and object display.  Students will be prepared to be a productive member of an exhibit team in a museum.

LSMS 5700 - Technology and the Museum

This course examines current best practices in technology and how it relates to the world of museums. Students will examine ways and resources to connect with museum audiences through current technological trends, how to reach the 21st century crowd and how to enhance their own productivity. The coursework will take students from awareness to potential implementation by assisting in creating their own technological plan.

LSMS 5920 – Internship

Prerequisite: graduate standing, LSTD 5003, and permission of dean. May be repeated; maximum credit six hours. 75 working hours (per credit hour) of field experience directly related to study focus in the Master's program is required. Requirements include journal, reports, written summary and comprehensive examination over these materials. (F, Sp, Su). See also:

Graduate Internship Packet

LSPS 5113 – Foundations in Prevention

The master of science in prevention science program combines the broad elements of interdisciplinary study with an in-depth understanding of prevention science. This three-hour course provides a theoretical and practical basis for exploring the role of primary prevention, examining prevention practice as social action, analyzing prevention systems development and evaluating the role of media advocacy and social marketing in effective prevention practice. This course is a concentration course for the M.S. in prevention science.

LSPS 5133 - Substance Abuse Prevention Across the Lifespan

The master of science in prevention science program combines the broad elements of interdisciplinary study with an in-depth understanding of prevention science. Students in this course will study lifespan issues, to include theories of human growth and development, brain development, impact of substances on the brain at various stages of development, transition periods and strategies to address service provision issues. At the end of the course, students will have a better understanding of prevention theory, the future of prevention and prevention science and will be empowered to view individual and community prevention in a “lifespan” approach. This course is a core concentration course for the M.A. in Prevention Science.

LSPS 5173 - Program Development, Implementation and Evaluation

This course is designed to facilitate the development of knowledge and skills essential to the understanding and application of concepts, principles, processes and models to plan, design, implement and evaluate substance abuse prevention programs. Material covered in this course will demonstrate the logical link between utilizing data to identify priority issues, select “best fit” interventions and develop an appropriate evaluation design.

LSPS 5203 - Drugs and the Brain

Examination of the effects of drug use on the brain. Topics include physical and functional aspects of the brain, damage to the brain caused by drugs, and how brain damage appears as behavioral patterns that cause problems for individuals, their families and society in general.

LSPS 5920 – Internship

Prerequisite: graduate standing, LSTD 5003, and permission of dean. May be repeated; maximum credit six hours. 75 working hours (per credit hour) of field experience directly related to study focus in the Master's program is required. Requirements include journal, reports, written summary and comprehensive examination over these materials. (F, Sp, Su). See also:

Graduate Internship Packet

COMM 5053 Introduction to Quantitative Research Methods

This course introduces the study of communication (and related fields) from a scientific perspective. While some statistics will be included in the course, no prior knowledge is required.


COMM 5003 Quantitative Research Methods

Overview of contemporary approaches and issues in the conduct of quantitative research in communication. Topics may include nonparametric designs and multivariate techniques such as regression, factor analysis, canonical correlations and discriminate analysis.


COMM 5023 Introduction to Qualitative Research Methods

Prerequisite: Graduate student standing. Introduction to various qualitative methododological strategies used in the social sciences for students not pursuing a Ph.D. Examines the relationship of method and theory and the process of collecting, coding and analyzing data.


COMM 5313 Qualitative Research Methods

Introduces the students to the use of qualitative methods in social sciences research. Students will learn how to use participant observation, informal interviewing and other techniques to collect information on social sciences topics.


COMM 5013 Introduction to Graduate Studies in Communication

Traces the development of research and professions in communication, providing and integrative conception of the discipline and an introduction to research and theory formulation. Students are exposed to those skills critical to success in graduate training in communication.

Organizational Track

COMM 5013 Introduction to Graduate Studies in Communication

See above.


COMM 5053 Introduction to Quantitative Research Methods

See above.


COMM 5003 Quantitative Research Methods

See above.


COMM 5023 Introduction to Qualitative Research Methods

See above.


COMM 5313 Qualitative Research Methods

See above.


COMM 5010 Organizational Research Practicum

Course is intended to provide practical research experience in an organization. Student's departmental advisor and organization's sponsor must agree through a written contract about the goals, plan and activities associated with the research project. Prerequisite: Student must have two-thirds of the courses required completed and permission of advisor.


COMM 5333 Organizational Communication

Focuses on the communication environment of organizations, both internal and external, emphasizing implications of organizational designs for communication, communication principles to motivate employees, and the role of communication for productivity and quality of life.