Students learn to evaluate and analyze the impact of migration, immigration, human conflicts, and reform movements in America and identify their impact on society. TCCNS Equivalent: HIST 1301.
3
A continuation of AHCB 2301, including further evaluation and analysis of the impact of migration, immigration, human conflicts, and reform movements in America and identification of their impact on society. TCCNS Equivalent: HIST 1302.
3
Students learn to evaluate the role of art in historical and contemporary culture. TCCNS Equivalent: HUMA 1315.
3
Students will design and execute a professional presentation, addressing a challenge in organizational leadership and employing skills and knowledge attained through the Applied Core Component and the Organizational Leadership Component.
2
This course is a biblical, historical, theological, and practical study of Christian Ministry. Students study the role of the minister in proclamation, administration, and care-giving. Attention is given to educational preparation, spiritual growth, and the development of skills in ministry. Fee.
3
This course informs students about the methodologies, principles, and concerns of biblical interpretation with an emphasis on application.
3
The course examines the origin, progress, and development of the Christian religion. Attention is given to major themes, movements, events, leaders, and developments. This course is designed as an orientation to the entire Christian tradition in its social and cultural setting.
3
This course is a study of basic Christian beliefs from a biblical perspective. Emphasis will also be given to how these beliefs have been stated over the history of the church to the present day.
3
This course is a study of the theology, processes and practices of the formation in the believer of the character of Christ by the ministry of the Spirit for the sake of others. Attention is given to the practices of personal and corporate spiritual disciplines.
3
Students learn to analyze the uniqueness of beliefs and cultural norms among groups of people and how these impact modern life. TCCNS Equivalent:
HIST 2311 or
HIST 2312.
3
Effective teachers know how to manage classrooms and behavior in positive ways. This course addresses working with parents and also with various populations in schools. Preventive management techniques, including establishing clear routines and rules, are shared. In addition, the course examines effective approaches to behavior modification and intervention.
3
Effective teachers know foundational principles for curriculum design, delivery, and assessment. This course focuses on planning, writing, and implementing effective lessons in alignment with the Texas Essential Knowledge and Skills (TEKS). In addition, the content addresses different types of assessment and the importance of data-driven decision making in the classroom.
3
This course focuses on human growth and development from birth to adolescence, with respect to the physical, emotional, cognitive, and social domains. The course focuses on using theories about learning and development as the driving forces in effective classrooms.
3
This involves 15 or more weeks as a student teacher or a full year of a paid internship. During this time, the student teacher or intern works with a mentor and will be observed in the teaching and learning process a minimum of six times. Each observation includes a pre and post conference, and the student is provided with feedback for improvement and assessment purposes.
6
Students learn to perform ethical analyses of common situations using multiple ethical frameworks, to evaluate the performance of other individuals and organizations in those situations, and to apply a well-developed, personalized framework for ethical decision making. TCCNS Equivalent: PHIL 2306.
3
Students learn to use the systematic procedural process and results from the philosophical tests of Intentions, Universalizability, and Utilitarianism to determine solutions for ethical dilemmas.
3
Students learn to identify their own cultural background, including its origins, development, and assumptions, to articulate personal awareness of difficult diversity differences, and to identify factors that impact an issue from a self-selected organization. TCCNS Equivalent: ANTH 2346; ANTH 2351; ARTS 1303; ARTS 1304; ENGL 2331; ENGL 2332; ENGL 2333;
HIST 2311;
HIST 2312; HUMA 1301; HUMA 1302; HUMA 2323; or PHIL 1304.
3
Students learn to analyze data from specific countries to determine market attractiveness for international business.
3
Students learn to consider and analyze movements of people and competition for resources, by tracing historical developments and evaluating their impact on contemporary political outcomes that have national and global consequences.
3
Students learn to analyze the evolution of state and federal constitutions, federalism, individual rights and freedoms, and methods of enacting legislation. TCCNS Equivalent: GOVT 2301; GOVT 2302; GOVT 2305; or GOVT 2306.
3
A continuation of
GVCB 2301, including further analysis of the evolution of state and federal constitutions, federalism, individual rights and freedoms, and methods of enacting legislation. TCCNS Equivalent: GOVT 2301; GOVT 2302; GOVT 2305; or GOVT 2306.
3
Accesses information using a variety of tools (e.g. catalog, databases, and internet search engines), evaluates information, and uses the information effectively and according to the Publication Manual of the American Psychological Association citation guidelines.
3
Students learn to apply servant leadership principles to organizational issues.
3
Students learn to identify types of leaders and to explain and apply skills essential for effective leadership.
3
Students learn to analyze their own personal value strengths and leadership strengths, identify follower attributes, and demonstrate how these data can be used to evaluate leadership potential.
3
In the context of a problem, students learn to explain ways leaders plan strategically, build trust among teams, and lead with empathy.
3
Students examine how leaders use the knowledge of the underlying structure and evolution of service strategies within a competitive environment.
3
Students learn to design a comprehensive plan to support organizational diversity.
3
Students learn to propose and justify a significant organizational change and design an implementation plan.
3
Students learn to use methods and procedures of statistics to analyze and interpret data to solve real-world problems.
3
Students learn to communicate effectively in various managerial contexts, including meetings and supervisory communications.
3
Students learn to recognize conflict and employ effective strategies to deescalate and manage the conflict.
3
Students learn to design a project plan using the fundamental principles of project management, in accordance with the Project Management Institute.
3
A continuation of
MGCB 4300, including further application of best practices in human capital management.
1
Students learn to recognize and apply best practices in human capital management.
3
Students learn to demonstrate operational application of marketing concepts by exploring, analyzing, planning, and measuring market opportunities that provide value to a firm's stakeholders.
3
Basic theoretical concepts and skills relating to commercial music. The course covers basic concepts of notation, melody, rhythm, harmony, and analysis, with an emphasis on harmonic structure and progression.
3
An overview of church music concepts, practices, and administration.
3
A survey of church music and worship from the Old Testament to the contemporary church.
3
A historical survey of congregational music and Christian hymnody.
3
An orientation to the technologies used in church music and worship ministry.
3
A study of the concepts and ideas that shape church music and worship.
3
Develops and refines student’s abilities to construct biblical worship services.
3
Students demonstrate critical thinking, effective communication, clinical competence, scholarly work, and professionalism appropriate for entry level BSN practice.
2
Students learn to recognize and analyze therapeutic and non-therapeutic communication.
2
Students learn to use evidence and professional standard of care in the establishment of health care policy.
2
Students learn to identify, apply, and reflect on evidence-based practice to improve patient care outcomes.
3
Students learn to use information systems to monitor concept-based, patient-centered health care.
3
Students learn to recognize and apply appropriate delegation and prioritization decisions.
3
Students learn to develop a patient-centered, concept-based plan of care to guide clinical reasoning in determining priorities of nursing care to diverse individuals, families, groups, and communities.
4
Students learn to evaluate nursing interventions for timeliness, accuracy, safety, best practice, and relevance.
6
This course focuses on the skills needed to conduct a comprehensive health assessment across the lifespan, including the physical, psychological, spiritual, social, functional and environmental aspects of health. Effective communication, assessment, and documentation is practiced. Emphasis is placed on the health continuum and the client focus includes individuals, families, and populations. Escrow credit for this course is awarded following the successful completion of the RN to BSN Program capstone course NUCB 4200.
3
This course provides a foundation for the student in basic nursing interventions integral to providing effective nursing care. Emphasis is placed on application of theory to practice. The clinical component of this course focuses on the wellness aspect of the health continuum and the patient focus includes individual, families, and populations. Escrow credit for this course is awarded following the successful completion of the RN to BSN Program capstone course NUCB 4200.
4
This concept-based course provides an introduction to population-focused care. The emphasis is on prevention of disease, injury, and premature death. Nursing care for individuals, families, and populations across the lifespan and in diverse settings is explored. Escrow credit for this course is awarded following the successful completion of the RN to BSN Program capstone course NUCB 4200.
2
This concept-based course provides students the opportunity to explore moral sensitivity, ethical reflection, analysis, and principles. A foundation for ethical decision-making in clinical practice and policy development within diverse health care systems is established. Escrow credit for this course is awarded following the successful completion of the RN to BSN Program capstone course NUCB 4200.
2
This concept-based course is an overview of the role of the nurse as a health professional. The focus is on nurse collaboration within interdisciplinary healthcare settings. The patient focus includes individuals, families, and populations. Escrow credit for this course is awarded following the successful completion of the RN to BSN Program capstone course NUCB 4200.
3
This concept-based course highlights the major drug classifications and the nursing role in the management of medication administration. Information regarding core drug knowledge, patient variables, and assessment in drug therapy will be discussed. The course content provides the foundation of basic pharmacology necessary for nursing practice. Escrow credit for this course is awarded following the successful completion of the RN to BSN Program capstone course NUCB 4200.
3
Concepts from prerequisite science courses will be built upon in discussions of disease processes. This is the second of two courses that correspond to concepts of nursing care to patients across the lifespan. Factors that contribute to altered physiological functioning of selected body systems and interrelationships among selected pathophysiological processes are more complex and expanded. Escrow credit for this course is awarded following the successful completion of the RN to BSN Program capstone course NUCB 4200.
3
This concept-based clinical course concentrates on the application of the nursing process in the continuum of care of wellness to acute illness. Students will provide nursing care, patient education, and health promotion to patients across the lifespan in a variety of settings. The patient focus includes individuals, families, and populations. Escrow credit for this course is awarded following the successful completion of the RN to BSN Program capstone course NUCB 4200.
6
This concept-based clinical course concentrates on the application of the nursing process for patients with complex concept-based health interruptions. Emphasis is on the impact of major diseases across the lifespan in select healthcare settings. Comprehensive nursing care for patients with a wide range of disorders will be addressed as well as the need for patient teaching and continuity of care as the patient returns to the community. Escrow credit for this course is awarded following the successful completion of the RN to BSN Program capstone course NUCB 4200.
6
Explores nursing health promotion strategies to facilitate individual, group, and community health and wellness across the lifespan. The development of disease states and methods to prevent or decrease risk factors will be discussed. The course will focus on developing skills in problem-solving, clinical judgment, and critical thinking so that students may function as a beginning member of the healthcare team in the provision of interdisciplinary care for a variety of patient situations. Emphasis is on the role of the professional nurse in planning and implementing effective teaching and interventional behaviors. Escrow credit for this course is awarded following the successful completion of the RN to BSN Program capstone course NUCB 4200.
6
Students learn to design and execute an effective oral presentation for an audience using visual aids. TCCNS Equivalent: COMM 2327;
COMM 2330; SPCH 1315; or SPCH 1321.
2
Students learn to develop written documents designed to facilitate effective organizational communication with internal and external stakeholders. TCCNS Equivalent: BUSI 1304; BUSI 2304; COMM 2311; COMM 2315; COMM 2327;
COMM 2330; or ENGL 2311.
4
Students learn to use creative problem solving techniques to identify problems and construct innovative solutions. TCCNS Equivalent: PHIL 2303.
3
Students learn to analyze organizational problems, develop solutions, and construct professional-quality, computer-generated documents to support a given scenario through the use of spreadsheet software. TCCNS Equivalent:
BCIS 1301; BCIS 1305; BCIS 1401; BCIS 1405.
3
Students learn to resolve difficult or complex challenges by developing creative ideas that provide solutions to workplace encounters.
3
Students learn to formulate, analyze, model, and solve real-world problems using logic, graph theory, hypothesis testing, modeling with functions and systems of linear equations, linear programming, and modeling with statistics.
3
Students learn to analyze and solve real-world problems using mathematical structures, algebraic thinking, and statistical processes. TCCNS Equivalent: MATH 1332; MATH 1314; MATH 2312; or MATH 2313.
3
Students learn to analyze aspects of the biblical narrative in its contexts to the students' relationship to the story. TCCNS Equivalent: PHIL 1316.
3
Students learn to analyze Christian perspectives and apply them to spirituality, contemporary life, and intercultural views. TCCNS Equivalent: PHIL 1317.
3
Students learn to use the scientific method and concepts in Life and Physical Sciences to respond to present-day challenges.
3
Students examine general chemistry principles and apply basic techniques and fundamental properties in an online laboratory. TCCNS Equivalents: CHEM 1305/1105; CHEM 1405; CHEM 1306/1106; CHEM 1406; CHEM 1311/1111; or CHEM 1411.
4
Students apply and build upon concepts in Life and Physical Sciences introduced in
SCCB 1300 to respond to more complex present-day challenges.
3
Students identify a social problem or challenge, determine an analytical approach for study of the problem, and use research methods to solve the problem. TCCNS Equivalent: SOCI 1306.
3
Students examine their own psychological and interpersonal strengths/weaknesses as a team member and recognize how to employ those effectively.
3
Students learn to effectively write for a wide range of audiences and purposes, while adhering to conventions and protecting intellectual property. TCCNS Equivalent: ENGL 1301.
3
A continuation of
WCCB 1301, including further instruction on effectively writing for a wide range of audiences and purposes, while adhering to conventions and protecting intellectual property. TCCNS Equivalent: ENGL 1302.
3