The course focuses on the conflicts which arise when an individual's ethics are counter to the organization's practices. An historical review of various leader's actions taken and consequences faced when confronted with an ethical dilemma is conducted. Each student assesses their ethical framework in context to an effective leadership model.

This course guides participants in understanding nonprofit organizations and their management. Topics include motivations for starting nonprofit organizations as well as theories and strategies to balance the unique needs of nonprofits within market economies. This course covers considerations for staffing and volunteer management, funding sources, asset management, program evaluation and leadership structures as elements of identifying qualities of successful nonprofit organizations at various stages of development. Projects may include interviewing, building a nonprofit business plan, and presentations.

This integrative course is the final course in the Master of Science in Leadership. All other required coursework must have been completed prior to receiving approval to register for this course. The focus of the course is on defining and researching a leadership issue or problem. The applied research provides the opportunity to utilize strategy, research skills, analytical tools and models, as well as decision sciences with a culminating research project that can be of strategic benefit to the student and/or a current organization. After documenting the above, students will discuss and defend their project orally.

Trial Advocacy is a 2-L simulation course. Using the interrogatories and deposition transcripts they obtained in Pretrial Advocacy, students try their hand at controlling the witnesses in the trial setting. They also participate in a simulated criminal trial from beginning to end, complete with a student jury that deliberates. Students are taped so that they can watch and reflect upon their performance, keeping weekly logs of their progress. They receive feedback from peers, professors, lawyers, judges, jurors and witnesses. At the end of the course, each scholar prepares a reflective paper in which, using the MacCrate skills and values as a guide, the student identifies those skills and values that were addressed in the course, reflects upon the student's own perceived strengths and weaknesses, and discusses how the student plans to cultivate strengths and improve weaknesses. This course cannot be taken for an S/U grade.