17 courses with the subject GRD, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
This course studies the leaders role in strategic planning. Attention is given to developing vision and values, program development, allocating resources, and assessing effectiveness for improvement. This course cannot be taken in addition to GRD 5208 or MBA 5208 or SCA 5208 .
This course is designed to equip the leader to understand, assess, and lead in a wide variety of cultural contexts including a wide variety of rural, suburban, and urban worlds, as well as complex cross-generational and ethnic settings. (Cross-listed as INT 5013 )
This course is an introduction to the theories and practice of organizational communication with an emphasis on the themes of communication, empowerment, and technology and their impact on organizations.
This course is designed to introduce students to how tos and wherefores of social science research. Most of the class will be centered on the four most basic approaches to social research: experimentation, survey research, field research, and the use of available data. The class is designed to discuss the advantages and disadvantages of each, while suggesting that the approaches are complementary rather than mutually exclusive. This overall approach integrates data collection and interpretation so as to ensure a cohesive research plan.
FALL, SPRING, SUMMER This course examines leadership through theoretical and philosophical lenses, integrating biblical principles with contemporary leadership needs and practices. This includes taking an integrated view of the three critical organizational disciplines of leadership, governance, and management. Students engage with major theories of leadership, exploring questions of authority, stewardship, and ethics within organizational contexts. Emphasis is placed on developing leaders who cultivate trust, integrity, and moral responsibility while navigating the volatility, uncertainty, complexity, and ambiguity (VUCA) of today’s business environment. By critically analyzing philosophical traditions and Christian worldview perspectives, students build a holistic framework for ethical decision-making and mission-centered leadership, governance, and management that equips them to guide organizations with wisdom and purpose.
This course provides an overview of leadership coaching. Topics include: history and development of coaching, ICF core concepts, ethics and standards, strategic inquiry, benefits of coaching for individuals and organizations, how coaching is distinguished from counseling, consulting, and mentoring.
This course emphasizes incorporating the Christian worldview into the leadership coaching process. In this course, students keep a 30-day spiritual journal and practice key coaching skills such as deep listening, prayer, watching for God’s activity, asking powerful questions, and giving direct feedback. Students are coached by a Mentor coach.
This course explores the leader’s role in facilitating effective strategic planning at the critical intersection of strategic direction, organizational governance, and risk management in dynamic, complex, and fast-changing business environments and scenarios. Students examine how governing boards and executive leaders provide oversight, exercise accountability, and offer wise counsel to ensure ethical and sustainable strategic decision-making. Emphasis is placed on developing vision, values, and strategies that prioritize customer-centered approaches, product-driven roadmaps, and long-term value creation. Core topics include governance structures, enterprise risk management, and the alignment of organizational purpose with biblical stewardship and Christian ethical principles. Through case analysis and applied frameworks, students are equipped to provide informed oversight and foster resilient organizations capable of thriving amid volatility, uncertainty, and change. This course cannot be taken in addition to GRD 5012 or SCA 5208 . (Cross-listed as MBA 5208 )
This course will equip students to construct well-developed and grammatically sound papers appropriate for academic assignments, evaluation reports, and research studies. Students will summarize and evaluate literature, discuss multiple perspectives, appeal to logic and reasoning, integrate primary and secondary sources in their arguments, and revise writing to produce a clear, concise style appropriate to the audience. The course will also emphasize learning and applying APA guidelines to writing projects.
This course offers a step-by-step process for conducting research in preparation for the integrated research project. Content includes reviewing the literature; developing the research problem/questions; hypothesis testing; selecting the appropriate research design; and the interpretation and reporting of the results. Quantitative, qualitative, and mixed methods research designs will be compared.
In this course, students apply their coaching knowledge to real-world coaching scenarios. Topics include: coaching assessments, coaching in different settings, group and team coaching. Students are coached by a Mentor coach and practice coaching in peer mentoring circles. Fee.
This course provides an overview of evaluation models and the theory and techniques of conducting program evaluations. Content includes measuring variables, reporting evaluation findings, using the results, and the relationships among policy, planning and evaluation.
This capstone course is an integration of previous course work and personal research. Students work with advisors to conduct an integrated research study that will enhance an area of interest and contribute to existing research in the field. Satisfactory/Unsatisfactory grading.
This capstone course requires supervised work on a project approved by an advisor. The required research paper/ evaluation report must demonstrate a student’s ability to perform independent work and show evidence of professional-level writing skills. Satisfactory/Unsatisfactory grading.
This course provides an extension to students who need extra time to complete their M.A. Thesis. Students will continue to work under the guidance of their advisors and the course instructor to complete the steps necessary to receive final approval for their thesis. Students may only take this class two times. Satisfactory/Unsatisfactory grading.
This course provides an extension to students who need extra time to complete their M.A. thesis in program planning and evaluation. Students will continue to work under the guidance of their advisors and the course instructor to complete the steps necessary to receive final approval for their thesis. Students may only take this class two times. Satisfactory/Unsatisfactory grading.
This course is designed for those who are presently teaching in the Christian college setting. Topics addressed include: foundations of higher education; biblical, theological, and evangelical foundations for Christian higher education; pedagogical theory and practice; foundation of assessment as well as personal and professional development. The course is taught in a seminar format. (Cross-listed as HED 6010 )
Source: Crown College's catalog, linked per course · table learning_unit · CourseShelf publish 61
