This course focuses on technical and visual aspects of inspecting and presenting data. Technical topics include importing data from various sources, establishing relationships between data tables, transforming data, filtering, sorting, and aggregation. Visuals will be designed to focus attention on what the data is saying, with a special focus on visuals that respond dynamically to user manipulations. Emphasis will be placed on the design/refinement cycle for visualizations.

This course allows the student to understand and demonstrate knowledge of descriptive and inferential statistics used in research, and apply their knowledge to real-world situations and research questions. Emphasis is placed on distinguishing similarities and differences among statistical tests, and recognizing the essentiality of statistics for producing and comprehending scientific research

Forecasting is the science of predicting future events and outcomes. In this course students will learn how to effectively use both data and theory to create forecasts and how to quantify and communicate uncertainty in forecasts. Topics include random walks, Markov models, time series analysis, Bayesian methods and qualitative forecasting.

Data mining is the study of discovering and assessing patterns, relationships and information within large data sets. This course provides an introduction to data mining with an emphasis on predictive modeling techniques and machine learning algorithms. Examples and applications will be drawn from various disciplines.

The students will study different patterns of agricultural organizations' decision-making and ways that data analysis can be effectively used for each type. The course provides an understanding of the basics of several important analytic methods for agriculture business. Students will learn various machine learning models using Python in this course which will help them in making better decisions.

Students will learn specialized applications of operations research to problems arising from business. These will include data envelope analysis, transportation/transshipment problems, goal programming, network models (including PERT-CPM), and capital budgeting. Other topics such as inventory models, facility location problems, etc. will be covered as time and student interest permit. Special attention will be paid to the development and analysis of models for realistic medium- to large-scale problems.

The main purpose of the capstone course is to provide the culminating, integrative curricular experience for students. The course consolidates students' learning to develop a project with knowledge gained from many areas in the MSQM. The focuses of the course are case analyses and professional development.

Integrative Capstone Experience II's main purpose is to provide a structured means for students to get hands-on experience in real-life business analytics practices. Students will apply skills and knowledge gained throughout the MSQM program, such as statistical techniques, models, and analytical decision-making that support the business-defined problems scoped collaboratively between companies and Concordia.

Examine and perform research in music education: reading data-based research, gaining bibliographical control of a topic, applying basic research materials and procedures, developing an understanding of quantitative (descriptive, behavioral, experimental) and qualitative methodologies in music education, and demonstrating the ability to discriminate between speculation and data-based information.

Explores the history of American music education and the philosophies that inform current practice. Emphasis is on the relationship between historical/philosophical thought and current music education issues.

Explore psychology of the human response to music including: the psychological, physiological, sociological and cultural effects of music and the other arts, factors that affect practice, performance and learning, artistic preference and abilities, acoustical and psycho-acoustical aspects of the brain related to music, and the ability to discriminate between databased information and speculation.

This course explores new directions in the fields of ethnomusicology and musicology as they relate to music education and the contemporary study of music. Topics include music and sustainability, music as social life, community-based music, and the use of early and global music in the music classroom.

This course explores compositional and analytical approaches as they relate to teaching and learning in music. While including a review of fundamental analytical methodology and creative processes in music, the courses contextualizes analysis and creativity within the practice of the K-12 music educator. Topics include songwriting, creating and analyzing multi-part music, strategies of arranging existing material for voices and instruments, and approaches to spontaneous music-making.

This course studies various technologies useful to music educators. Students will use these softwares to create musical projects and explore ways to incorporate these technologies into their classrooms/teaching.

This course deepens the professional educator's music literature study, analysis, and critical listening skills. They will choose which educational levels into which they choose to delve. As a course in educational methodology, topics will include definitions of quality repertoire, how to incorporate repertoire into curriculum design, scope/sequence of a yearly repertoire, pedagogical considerations, student assessment strategies, and educational resources for further study. This course can be repeated.

This course will engage the student in the study of solo and chamber literature through the research, rehearsal and performance of assigned musical selections. The student will broaden their knowledge of performance and pedagogical techniques. This course can be repeated.

This course is designed to provide students with the advanced skills for successfully conducting an ensemble. The materials presented and concepts explored during this course cover advanced physical, scholarly, musical, and psychological aspects of conducting. Most classes will require active participation through conducting and performing together. Students will collectively form an ensemble to serve as the laboratory ensemble for individual conducting experiences in class. This course can be repeated.

This course will examine how one's teaching practices increase the value of experiences students receive in the choral classroom. We'll discuss fostering inclusive environments by examining new practices and how we address issues of gender, sexual identity, religion, and world music and the relevance of choral music in ever-evolving lives of singers and audiences. Our exploration will include assessment in the choral classroom and new methodologies that promote equitable grading policies and practices.

This course will explore and investigate special topics in the field of music education. This course can be repeated.

Continuing enrollment in Graduate Programs. This option is used for registration after completion of all course requirements or when not otherwise actively enrolled. This course may not be used to meet any program or graduation requirement.

The thesis or professional project will be a written work of publishable quality and will include documentation of literature review and evidence of extensive research to inform the work.

A study of human behavior in the context of various social systems (bio-psycho-social and spiritual) and of life tasks, focusing on the influences individuals and the environment have on each other. There is a special emphasis on the systems perspective and human growth and development. Open to students in the Master of Social Work Program.

A study of current social policies, human services programs, and a review of related social problems. Special emphasis on systems perspective, critical analysis and human rights policy formulation. Open to students in the Master of Social Work Program.

Students will learn the values, knowledge and skills needed by social workers for effective generalist social work practice with diverse clients and constituencies. The helping relationship, its formation, and use are studied along with developing knowledge and skill in interviewing for social work practice with individuals. Open to students in the Master of Social Work Program.

Students will learn the values, knowledge and skills needed by social workers for effective generalist practice with diverse families. Focus is on the family system and its environment as well as on social work engagement, assessment, intervention, and evaluation for working with current family structures and issues. Open to students in the Master of Social Work Program.

Students will learn the values, knowledge and skills needed by social workers for effective generalist social work practice with diverse groups, organizations and communities. Study includes group dynamics and processes, organizational and community processes, community action work, and evaluation. Open to students in the Master of Social Work Program.

This course examines the need for cultural competency and anti-oppressive education in contemporary Western society. Includes case studies, the use of critical theory, and participatory action research. Students will explore the broad meanings of culture and the exclusion of culturally unique peoples from mainstream opportunities due to systemic institutional policy barriers and acts of individual, workplace and community discrimination. Strategies of opposition, social change, and enlightened human rights practices will be explored. Open to students in the Master of Social Work Program.

A minimum of 480-hour professionally supervised social work internship in an approved agency. Students will integrate their previous learning and experience into a field education setting in order to demonstrate beginning competency in the application of social work values, knowledge, skill and processes. Open to students in the Master of Social Work Program.

Along with SWK 590, this is the capstone course in the social work major. The purpose of this course is to integrate all parts of the students' previous learning and experience in further preparing them for direct entry into generalist social work practice with beginning competency in social work methods and processes. The seminar includes content on perspectives for job interviews and procedures for taking state licensing and merit examinations. Open to students in the Master of Social Work Program.

This course explores the many clinical theories that make up clinical social work. This course has an important emphasis on anti-oppressive practice and how this informs our work with clients.

This course teaches the clinical skills needed at various stages of the helping process (i.e., engagement, assessment, goal-setting and treatment planning, intervention and termination). The helping relationship is seen as requiring collaboration between clinician and client and the strategic use of clinical skills (e.g., strengthening rapport, assessing needs and strengths, reaching for feelings, identifying goals and expectations, setting limits) throughout the process. The helping relationship is also based on sound social work values and ethics, positive regard for the full range of human diversity, and dedication to social and economic justice.

The origins of family intervention are deeply rooted in the profession of social work and the multi-theoretical approach is congruent with the tradition of viewing the family and the presenting problem in a contextual framework. This course will explore evidence-based children and family therapy assessments and interventions as well as different ethical concerns that arise with clinical practice with children and families.

The social work profession has long advocated for evidence-based practice. This course will link the diagnostic/biopsychosocial assessment to evidence-based practice for children, adolescents, adults and older adults.

This course provides foundational knowledge, values, and skill development for generalist social work practice with children and adolescents using a strengths-based perspective. Students develop skills in relationship-building, collaborative problem-solving, describing problems and diagnoses, accessing resources, developing intervention plans, recognizing the role of stressors and child well-being in settings such as schools, families, and other systems, and evaluating progress with children and adolescents.

This course commences with a review of the primary concepts and principles of social science research methodology, followed by application of these concepts and practices. Emphasis will be placed on developing skills necessary for successful practice as clinicians and health professionals. Respect for the unique characteristics of diverse populations will be stressed as the course covers social work research due to diversity, multicultural biases, and social and economic justice.

This course focuses on advanced theories and techniques for clinical social work practice with groups. Students will develop an in-depth understanding of group dynamics, leadership styles, and the application of evidence-based interventions within a group setting. Through a combination of theoretical discussions, case studies, experiential exercises, and group facilitation practice, students will enhance their skills in assessing, planning, implementing, and evaluating group interventions to promote positive change and growth among diverse populations. Interprofessional work is an important component of Social Work and this will be explored and practiced in this course.

This course provides an in-depth exploration of the intersection between social policy and social work practice. Students will examine the impact of social policies on individuals, families, and communities, and develop skills in analyzing, advocating for, and implementing policies that promote social justice and improve the well-being of vulnerable populations. Through case studies, discussions, and real-world projects, students will develop practical strategies for applying policy knowledge to their social work practice and organization.

This course is an integrated seminar for advanced field practicum I. Students integrate and apply the material learned in the classroom and from previous field experiences. Students are afforded the opportunity to demonstrate all nine practice competencies and behaviors in the advanced clinical field internship. The Field Seminar offers students the opportunity to address questions and challenges experienced in the social work agency field placement, and integrate practice, policy and research. Students will develop their capacity as leaders in the field and integrate Social Work ethics and values to the field practicum.

This course is an integrated seminar for Advanced Field Practicum I. Students integrate and apply the material learned in the classroom and from previous field experience. Students are afforded the opportunity to demonstrate all nine practice competencies and behaviors in the advanced clinical field internship. The Field Seminar offers students the opportunity to address questions and challenges experienced in the social work agency field placement, and integrate practice, policy and research. Students will develop their capacity as leaders in the field and integrate Social Work ethics and values to the field practicum.

In conjunction with SWK 675 Senior Seminar, this course culminates the field experience of the Master's clinical social work program. The goal of the field education program is to provide an integrative experience that brings classroom theory to the field of practice. The field education program will challenge the student to integrate professional values and personal perspectives to enhance his or her understanding of the true meaning of social work. At the advanced level, students select a specialization in a clinical setting. In this course students engage in experiential learning through a supervised part-time (16-20 hours per week) practice. This combines for a minimum of 500 hours over the two semesters to prepare for direct entry into a Master's level social work position. Participating in field placement provides the opportunity for students to demonstrate their ability to apply theoretical knowledge, skills, and values learned during their course of study into the field setting. The combination of SWK 677/678 and SWK 675/676 address all nine core competencies and related practice behaviors for social work education. The achievement of these competencies is measure through various social work field activities, assignments and evaluations.

In conjunction with SWK 676 Senior Seminar, this course represents the capstone experience of the Master's clinical social work program. The goal of the field education program is to provide an integrative experience that brings classroom theory to the field of practice. The field education program will challenge the student to integrate professional values and personal perspectives to enhance his or her understanding of the true meaning of social work. At the advanced level, students select a specialization in a clinical setting. In this course students engage in experiential learning through supervised part-time (16-20 hours per week) practice. This combines for a minimum of 500 hours over two semesters to prepare for direct entry into a Master's level social work position. Participating in field placement provides the opportunity for students to demonstrate their ability to apply theoretical knowledge, skills, and values learned during their course of study into the field setting. The combination of SWK 678 and SWK 676 address all nine core competencies and related practice behaviors for social work education. The achievement of these competencies is measured through various social work field activities, assignments and evaluations.

This course is part of the MSW capstone experience. In this integrative course, students demonstrate social work competencies through the development of a capstone special project that contributes to professional knowledge and/or meets a community or organizational need. Prerequisite: Admission to the Advanced Standing Program.

This course is part of the MSW capstone experience. In this integrative course, students demonstrate social work competencies through the development of a capstone special project that contributes to professional knowledge and/or meets a community or organizational need. Prerequisite: Admission to the Advanced Standing Program.