Arizona Christian University 2023-2024 Graduate Catalog
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CHANGES TO THE CATALOG
Changes included in Version 2.0 of the 2023-2024 Graduate Catalog:
• “Full-Time/Half-Time Equivalency” policy added to Course Information section (pgs.
21-22)
• New program and check sheet added:
o M.A. in Christian Leadership (pgs. 13-14, 44)
• New courses added to the catalog:
o BIB 610 (pg. 48)
o BIB 680 (pg. 48)
o BIB 681 (pg. 49)
o LDP 610 (pg. 53)
• Courses modified (descriptions and/or prerequisites):
o MGT 540 (pg. 58)
o MGT 642 (pg. 59)
• Board of Trustees list updated (pg. 63)
Changes included in Version 3.0 of the 2023-2024 Graduate Catalog:
• “Graduate Coursework Not Applied to a Degree” policy added (pgs. 23-24)
• Graduate grading scale updated (pg. 27)
• Link to graduate studies tuition and fees updated (pgs. 24, 33)
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CONTENTS
ABOUT ACU ................................................................................................................................................... 4
Mission Statement ................................................................................................................................ 4
Vision Statement ................................................................................................................................... 4
History ................................................................................................................................................... 4
Location ................................................................................................................................................. 5
Facilities................................................................................................................................................. 5
Our Core Values .................................................................................................................................... 6
Core Commitments ............................................................................................................................... 7
Statement of Faith ................................................................................................................................ 8
Community Covenant ......................................................................................................................... 10
University-Wide Learning Goals .......................................................................................................... 11
Graduate Learning Goals..................................................................................................................... 11
The Five Pillars of Our Strategic Plan .................................................................................................. 12
About the Catalog ............................................................................................................................... 12
GRADUATE PROGRAMS .............................................................................................................................. 13
Master of Arts in Christian Leadership ................................................................................................... 13
Master of Arts in Education .................................................................................................................... 15
Master of Science in Marriage and Family Therapy ............................................................................... 18
ACADEMIC POLICIES .................................................................................................................................... 20
Academic Calendar ................................................................................................................................. 20
Assessment ............................................................................................................................................. 20
Advising and Registration ....................................................................................................................... 20
Course Information ................................................................................................................................. 21
Course Scheduling ................................................................................................................................... 22
Graduate Coursework Not Applied to a Degree ..................................................................................... 23
Student Rights and University Policies.................................................................................................... 24
Academic Standards ................................................................................................................................ 25
FERPA ...................................................................................................................................................... 26
Grades ..................................................................................................................................................... 27
Transfer Policies ...................................................................................................................................... 29
Graduation Requirements ...................................................................................................................... 30
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Non-Discrimination Policy ....................................................................................................................... 30
Accommodation and Special Needs ....................................................................................................... 31
Formal Complaints .................................................................................................................................. 32
Tuition, Fees, and Payments ................................................................................................................... 33
Veteran Affairs Benefits .......................................................................................................................... 34
Financial Aid ............................................................................................................................................ 35
Application Procedure ........................................................................................................................ 35
Types of Federal Aid for Graduate Students ....................................................................................... 35
Institutional Refund Policies ............................................................................................................... 36
Federal Refund Policies ....................................................................................................................... 37
Official Catalog Notice and Disclaimer .................................................................................................... 42
APPENDIX A: DEGREE PROGRAM CHECK SHEETS ....................................................................................... 43
APPENDIX B: COURSE DESCRIPTIONS ......................................................................................................... 48
APPENDIX C: ACCREDITATIONS AND AFFILIATIONS.................................................................................... 61
APPENDIX D: GOVERNING BOARD, ADMINISTRATION, AND FACULTY ...................................................... 63
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ABOUT ACU
ACU is a private, accredited, nonprofit, Christian university in Glendale, Arizona, offering a
wide variety of degrees to prepare students for successful careers, while remaining
committed to its vision of transforming culture with truth. Students actively engage in
biblically integrated academics and gain a liberal arts foundation with critical thinking skills
that last a lifetime.
MISSION STATEMENT
Arizona Christian University provides a biblically integrated, liberal arts education
equipping graduates to serve the Lord Jesus Christ in all aspects of life, as leaders of
influence and excellence.
VISION STATEMENT
Arizona Christian University exists to educate and equip followers of Christ to transform
culture with the truth.
HISTORY
Past
Founded in 1960, Arizona Christian University is an accredited, private, nonprofit Christian
liberal arts university in Glendale, Arizona. Since its founding in 1960, the university has
undergone a number of name changes, including Southwestern College, until its name was
finally changed to Arizona Christian University in January 2011 in recognition of its growth
from a small Bible college to a Christian liberal arts university. In 1972 the college first
received accreditation with the Association for Biblical Higher Education (ABHE) and added
accreditation through the Higher Learning Commission in 1992.
In November 2018, ACU announced its exciting growth expansion plans. After nearly six
decades located on Cactus Road in north Phoenix, ACU reached an agreement with Arizona
State University to exchange the 20-acre campus for the 68-acre campus that was formerly
the home of the Thunderbird School of Global Management. With the move to Glendale,
ACU can continue to grow the student population without sacrificing its Christian identity,
mission, and purpose.
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Present
Today, with the leadership of President Len Munsil (2010-present), a constitutional
attorney and leader in Christian nonprofit and public policy work, ACU has embraced a
renewed vision to “transform culture with truth” – taking the truth of Jesus Christ and the
gospel into all the world and bringing biblical truth into every arena of influence in our
culture.
LOCATION
Arizona Christian University is in the heart of Glendale, Arizona, just thirty minutes north
of downtown Phoenix. The university is only a day trip away from the Grand Canyon
National Park, the red rocks of Sedona, and historic downtown Flagstaff. From sunrise to
sunset, Glendale offers miles of trails and acres of parks to enjoy. With professional
football, hockey, spring training baseball, auto racing, NCAA Regionals, and the annual
NCAA Fiesta Bowl, the Phoenix area offers year-round athletic entertainment.
Glendale offers students the unique opportunity to be in the middle of a hub of career
opportunities and internships. As part of the Phoenix metropolitan area, ACU students
have the opportunity to connect with a multitude of churches, organizations, and
businesses.
FACILITIES
Spanning over 68 acres, Arizona Christian University offers nearly 500,000 square feet of
campus buildings, including dozens of large classrooms and auditoriums, an expansive
library, a campus store, a coffee shop, a large student union, and a dining hall.
With a rich campus history dating back to training pilots for action in World War II, tree-
lined walkways, and ample student living and community space, Arizona Christian
University is an ideal setting for equipping students to transform culture with truth through
a sound biblical foundation and an excellent education.
With the potential to accommodate nearly seven hundred residential students with the
current facilities, students find a home and community that fits them perfectly. All students
who live on campus receive access to an outdoor swimming pool on campus and the
Firestorm Recreation Center adjacent to campus.
Athletic facilities are under construction (football, softball, and turf soccer fields complete)
and will soon include a baseball diamond and a second turf soccer field. In the planning
stages are a multi-purpose arena for basketball and volleyball, as well as courts for sand
volleyball. ACU also serves the community by offering conference services and retail leases.
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OUR CORE VALUES
Faith
The Bible is the foundation of faith and an ACU education. All students receive an extensive
education in the Bible. Spiritual formation through discipleship, worship, service, prayer,
and accountability will always be essential for ACU students.
Influence
ACU strives to grow in influence by graduating an increasing number of motivated and well-
equipped students in an expanded group of professions. It also uses strategic partnerships
and alliances to recruit a more diverse student population and promotes global thinking
by attracting international students and offering missions and study abroad options.
Relationship
Classmates and professors who know your name is the traditional and relational model at
the core of the ACU community. Undergraduates are taught, mentored, and inspired by
faculty who love them for who they are in Christ. Students sign a community covenant
signifying their willingness to be accountable, authentic, and transparent. They also
participate in local service projects to enhance relationships with the surrounding
community. ACU faculty, employees, and staff are well-cared for through excellent pay,
health and retirement benefits, opportunities for personal and professional growth, and a
nurturing, supportive, team-oriented workplace.
Excellence
ACU is committed to glorifying God by pursuing excellence in spiritual formation,
academics, the performing arts, and athletics. ACU prepares well-rounded leaders who
love the Lord with all their heart, soul, mind, and strength. ACU administration, faculty,
staff, coaches, and volunteers bring glory to God by using their gifts and striving to do
things with excellence as unto the Lord.
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CORE COMMITMENTS
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Arizona Christian University shall:
• Before all else, be committed to Jesus Christ – accomplishing his will and advancing
his kingdom on earth as in heaven.
• Teach students to read, understand and trust the Bible, grounding them firmly in
the truth through a biblical worldview.
• Be devoted to evangelism and to prayer without ceasing.
• Be committed to loving God with all our heart, soul, mind, and strength, by pursuing
excellence in spiritual formation, academics, athletics, and extracurricular activities,
doing all for the glory of God.
• Teach students to think critically, speak and write clearly and effectively, use
technology effectively, develop interpersonal skills, and pursue personal and
professional ethics through biblical literacy and integration.
• Provide opportunities for students to serve locally and globally, and promote a
culture of lifelong commitment to servant-leadership.
• Influence, engage, and transform the culture with truth by promoting the biblically
informed values that are foundational to western civilization, including:
the centrality of family;
traditional sexual morality and lifelong marriage between one man and one
woman;
the sanctity of human life;
compassion for the poor;
a biblical understanding of human nature;
an understanding of God’s purposes for limited government;
personal, economic, and religious freedom;
free markets, capitalism, and property rights;
natural law, the original meaning of the Constitution, and judicial restraint;
and international human rights and the advancement of freedom
throughout the world.
• Prepare students to be leaders of influence in their community, state, nation, and
world – through the church, the family, business, government, education,
healthcare, media, the arts, and every area of society.
• Be a leading conservative Christian liberal arts university.
1
President Len Munsil writes in his book, Transforming Culture with Truth, that ACU’s Core Commitments
have been modeled “with permission” on Colorado Christian University’s Strategic Objectives (Len Munsil,
Transforming Culture with Truth, 2
nd
ed. [Glendale, AZ: Arizona Christian University, 2020], 17).
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STATEMENT OF FAITH
The university shall be positively conservative in its stand regarding the Scriptures, in their
66 canonical books, as being the only trustworthy and authoritative written revelation of
God. Its fellowship and discipline shall be predicated upon the following Declaration of
Faith:
1. We believe in the Scriptures of the Old and New Testaments as being verbally
inspired by God and therefore inerrant in their original writings and the only
authority on all issues of faith, life, and practice. Psalm 19:7; Isaiah 8:20; 2 Timothy
3:16-17; 2 Peter 1:20-21.
2. We believe in one triune God, creator of all things, infinite and unchangeable in his
being, eternally existent in three persons: Father, Son, and Holy Spirit. Deuteronomy
6:4; Isaiah 45:21-22; Jeremiah 10:10; Matthew 3:16-17; Matthew 28:18-19; 1
Corinthians 8:6.
3. We believe that Jesus Christ, the second person of the Trinity, was conceived by the
Holy Spirit, born of the Virgin Mary, is fully God and fully man in one person, and is
the only mediator between God and man. Isaiah 7:14; Matthew 1:18-25; Luke 1:26-
38; Luke 2:1-7; John 1:1-14; 1 Timothy 2:5-6.
4. We believe the Holy Spirit, the third person of the Trinity, who is from all eternity, is
sent by the Father and the Son, as promised, to convict the world of sin, to glorify
Jesus Christ and to transform the lives of believers into the likeness of Christ. Psalm
139:7; Matthew 28:19; John 15:26; John 16:8; 1 Corinthians 2:10-11; Ephesians 4:30.
5. We believe that God created man and woman in his image and likeness, so they are
thus endowed with immeasurable dignity and worth, but they sinned and therefore
all human beings are born separated from God with a sinful nature. Genesis 1:26-
28; Genesis 3:1-24; Genesis 9:6; James 3:9; Romans 5:12.
6. We believe the Lord Jesus Christ died for our sins and that all who trust in him alone
are justified on the grounds of his shed blood. 2 Corinthians 5:15, 21; Romans 3:23-
26, 5:1; 1 Peter 1:18-19; Acts 16:30-31.
7. We believe that all who receive the Lord Jesus Christ by faith alone are born again
of the Holy Spirit and are called to walk in a manner worthy of this salvation. John
1:12-13, 3:3-7, 14:16-17; Romans 12:1-2; 1 Corinthians 12:12-13; Ephesians 4:1, 4:20-
24; Colossians 1:18, 24.
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8. We believe in the resurrection of the crucified body of our Lord and Savior Jesus
Christ and that he ascended into heaven where he is seated at the right hand of God
the Father to rule and intercede for us. Romans 1:4, 6:1-11; 1 Corinthians 15:12-19;
Acts 1:9; Hebrews 7:25; Romans 8:31-34.
9. We believe in “that Blessed Hope” of Christ’s second coming, which is the personal
return of our Lord and Savior Jesus Christ. Psalm 110:1; Acts 1:11; Acts 2:34-35; 1
Corinthians 15:22-28, 50-55; Titus 2:13; Revelation 7:10.
10. We believe the Church is made up of believers in Christ, which manifests itself in
local assemblies, gifted by the Holy Spirit for the building up of one another in love
and for engagement, service, and influence in the world. Romans 12:4-8; 1
Corinthians 12:4-13; Ephesians 4:4-13; Philippians 1:1; Colossians 1:8.
11. We believe in the bodily resurrection of the just and unjust, the everlasting
blessedness of the saved, and the everlasting conscious punishment of the lost
along with Satan and other fallen angels. Matthew 25:34, 41, 46; Revelation 20:10-
15; 2 Thessalonians 1:9.
12. We believe God wonderfully and immutably creates each person as either male or
female. These two distinct, complementary sexes together reflect the image and
nature of God. We believe rejection of one’s biological sex is a rejection of the image
of God within that person and is sinful and offensive to God. Genesis 1:26-27.
13. We believe the term “marriage” has only one meaning: the uniting of one man and
one woman in a single, exclusive union, as delineated in Scripture. We believe God
intends sexual intimacy to occur only between a man and a woman who are married
to each other. We believe God has commanded that no intimate sexual activity be
engaged in outside of a marriage between a man and a woman. We believe any form
of sexual immorality (including adultery, fornication, homosexual conduct,
bestiality, incest, or use of pornography) is sinful and offensive to God. Genesis 2:18-
25; 1 Corinthians 6:18; 7:2-5; Hebrews 13:4; Matthew 15:18-20; 1 Corinthians 6:9-10.
14. We believe that in order to preserve the function and integrity of Arizona Christian
University and to provide a biblical role model to students and the community, all
persons employed by ACU in any capacity, or who serve as volunteers, affirm, agree
to, and abide by all elements of this Statement of Faith, including those relating to
gender identity, marriage, and sexuality. Matthew 5:16; Philippians 2:14-16; 1
Thessalonians 5:22.
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COMMUNITY COVENANT
Arizona Christian University embraces a Community Covenant based on our core values,
which spell out the acronym FIRE (Faith, Influence, Relationship, and Excellence). As
members of the ACU Firestorm, we covenant together to spread this same vision.
Faith
We covenant together to love the Lord our God with all our heart, mind, soul, and strength.
We love God by following the life and teachings of Jesus as revealed to us through God’s
Word by the work of the Spirit. Our response to receiving God’s love is recognizing our
privilege to worship and serve. Together, we seek to learn the wisdom and ways of God.
Our faith compels us to seek to understand, within the scope of orthodox, evangelical
Christianity.
Influence
We covenant together to live a lifestyle of integrity. We desire to create a safe environment
where we can express our identity in Christ and humanity with authenticity and honesty.
We seek purity of thought and action, uniting our theology with the reality of our lives, and
as a result, we make a difference in our world. As we grow in this identity − with confidence
− we covenant together to pass on the best of ourselves to our community, our nation, and
our world, leaving a legacy of commitment to the cause of Christ.
Relationship
We covenant together to love others as we love ourselves. We seek to cultivate this love as
we celebrate individual strengths, encourage and challenge one another with truth and
grace, and forgive one another when hurt or disappointed. As we seek wholeness and
establish boundaries, we will pursue healthy relationships. Humility and respect for others
are vital as we commit to seek truth together.
Excellence
We covenant together to pursue excellence in every area of our lives. We want our words
and actions to represent Christ and to express gratitude to God. We are committed to the
wise use of our time, money, education, and resources as good stewards of God’s gifts and
graces. Out of a heart of thankfulness to our Savior, we choose to live well in the strengths
and talents he has granted to bring him deserved glory.
Our aim is that all faculty, staff, and students will actively participate in our community and
discover a place of safety, growth, and opportunity. As we share life together, we give
ourselves to the process of being transformed into the likeness of Christ Jesus, making his
life in us attractive to the world.
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UNIVERSITY-WIDE LEARNING GOALS
Arizona Christian University has articulated learning goals that correspond to the
university’s core values. All ACU students will:
● Faith - Be grounded in a biblical worldview and grow in their understanding of how
to apply that worldview to every area of life.
● Influence - Develop critical thinking, communication, and creative problem-solving
skills that position them to be leaders of influence in their communities and
chosen professions, both locally and globally.
● Relationship - Deepen their personal relationships with God and be prepared for
healthy relationships within the family, the church, and society as a result.
● Excellence - Cultivate excellence in their personal development,
academic/professional pursuits, and cocurricular activities, living with integrity in a
way that honors the Lord Jesus Christ in all things.
GRADUATE LEARNING GOALS
Furthermore, Arizona Christian University has articulated graduate learning goals that
correspond to the university’s core values. Students graduating with master’s degrees will
be able to:
● Faith - Evaluate how key elements of a biblical worldview intersect with their
chosen discipline.
● Influence - Develop a discipline-specific professional philosophy to transform
culture with truth.
● Relationship - Demonstrate leadership skills through facilitating collaboration with
diverse communities that intersect with their discipline.
● Excellence - Model effective professional written and verbal communication that
extends the truths of the chosen discipline via application, research, or practice.
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THE FIVE PILLARS OF OUR STRATEGIC PLAN
Missional Fidelity
Steadfast adherence to the biblical principles encompassed in the university's mission,
vision, and values.
Financial Stewardship
Faithful pursuit of sustainability and stewardship of financial resources and assets as
expected from an exceptional and influential Christian university.
Academic Excellence
Grow ACU's elite academic programs, resources, faculty, and capabilities marked by
attitudes of service and global influence.
Expanding Reach
Be recognized as a leading theologically conservative Christian university.
Cultural Influence
Active and biblical engagement with all of ACU's internal and external communities and
neighbors to transform culture with truth.
ABOUT THE CATALOG
Released annually, the ACU Graduate Catalog contains graduate degree and academic
program requirements, academic policies, and admission criteria, as well as a listing of all
graduate courses and their descriptions.
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GRADUATE PROGRAMS
Master of Arts in Christian Leadership
ACU’s Master of Arts in Christian Leadership (MACL) program seeks to equip students with
organizational and personal leadership roles in a wide variety of contexts from a biblical
worldview. The MACL’s mission is to assure that graduates are fully equipped to lead
effectively in a wide variety of contexts from a biblical worldview.
Overview of Graduate Degree
The Master of Arts in Christian Leadership degree program offers a path for graduates who
desire to bring Christian worldview principles and practices into positions of leadership in
faith-based or non-faith-based organizations. Graduates of the program will be prepared
to lead God’s people with excellence according to a biblical worldview. Career opportunities
include pastors, leaders of nonprofit organizations, employees of parachurch ministries,
and other leadership positions in business and faith-based organizations.
Admission Requirements
The admission requirements for the Master of Arts in Christian Leadership are:
• Undergraduate bachelor’s degree from an institutionally accredited organization.
Non-institutionally accredited organizations and international applicants will be
considered on a case-by-case basis. Three-year international degrees may be
considered.
• Minimum 3.0 cumulative undergraduate GPA. Students that do not meet this
minimum but are within 10% of the required GPA or who have other compelling
strengths in their application may be designated by the director of admission for
review by the Graduate Admission Review Committee.
• Contact information for two character references that can be reached if needed.
These should be academic or professional references, not friends or family.
• Evidence in the application of agreement with ACU’s statement of faith and core
convictions, a deep and credible Christian faith, and a vocational fit with the
program.
• Interview with a faculty member.
• Incomplete applications may be considered but all documents (including official
transcripts from the organization granting the bachelor’s degree) must be received
before enrollment in a second semester.
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• Official transcripts showing a completed bachelor’s degree with a GPA of 3.0 or
higher.
• Statement of intentions. (Why pursue the MACL degree? What do you plan to do
with the degree?)
• Statement of Christian faith.
• Three letters of recommendation.
Program-Specific Transfer Policies
Refer to the School of Graduate Studies Student Handbook for detailed information on
program-specific course transfer policies.
Program-Specific Academic Policies
Refer to the School of Graduate Studies Student Handbook for detailed information on
program-specific academic policies.
Program Goals
Upon completion of the Master of Arts in Christian Leadership program, students will be
able to:
1. Explain leadership principles according to a biblical worldview (GLG 1 - Faith).
2. Demonstrate abilities in financial management and conflict resolution (GLG 3 -
Relationship, 4 - Excellence).
3. Synthesize wisdom, understanding, and skill for a specific leadership role (GLG 2 -
Influence).
Program-Specific Graduation Requirements
A candidate for graduation must fulfill the following program-specific requirements in
addition to the graduation requirements listed in the Graduate Catalog:
• Complete all courses in the program with a cumulative GPA of 3.0 or higher.
• Pass all courses in the program with a minimum grade of C or 3.0 GPA.
• Complete the program of study as outlined in the MACL check sheet.
Refer to the School of Graduate Studies Student Handbook for detailed information on
program-specific graduation requirements.
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Master of Arts in Education
Overview of Graduate Degree and Teacher Licensure Programs
ACU’s Master of Arts in Education (MAEd) program trains students in the art and science of
teaching. They are given the information and training necessary to develop into skillful
educational leaders and educators.
This program is designed with two purposes: 1) to equip students without education
degrees to transition to careers in education, including certification in elementary or
secondary education; 2) to equip students with degrees in education to advance their
careers in specific content areas or certificate specializations, equipping them to be
instructional coaches, teach dual-enrollment courses, teach at a community college, or
engage in other leadership opportunities.
Concentration in Instructional Leadership
The MAEd Concentration in Instructional Leadership is intended for certified teachers who
plan to continue in the field of education to guide and lead other educators or students as
academic coaches, teachers of dual-enrollment classes, or teachers at two- or four-year
colleges.
Concentration in Teaching and Learning
The MAEd Concentration in Teaching and Learning is intended for graduate students who
plan to become certified teachers who are fully equipped to challenge, motivate, and
inspire their students and enable their students to reach their greatest potential.
Admission Requirements
The admission requirements for the Master of Arts in Education are:
• An undergraduate bachelor’s degree from an institutionally accredited
organization. Non-institutionally accredited organizations and international
applicants will be considered on a case-by-case basis. Three-year international
degrees may be considered.
• A minimum 3.0 cumulative undergraduate GPA. Students who do not meet this
minimum but are within 10% of the required GPA or who have other compelling
strengths in their application may be designated by the Director of Admission for
review by the Graduate Admission Review Committee.
• Contact information for two character references that can be reached if needed.
These should be academic or professional references, not friends or family.
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• Evidence in the application of agreement with ACU’s Statement of Faith and core
convictions, a deep and credible Christian faith, and a vocational fit with the
program.
• For programs leading to certification, the Content Area Exam taken or proof that it
is scheduled to be taken.
• Incomplete applications may be considered, but all documents (including official
transcripts from the organization granting the bachelor’s degree) must be received
before enrollment in a second semester.
Program-Specific Transfer Policies
Refer to the School of Graduate Studies Student Handbook for detailed information on
transfer course policies.
Program-Specific Academic Policies
Refer to the School of Graduate Studies Student Handbook for detailed information on
program-specific academic policies.
Program Goals
Upon completion of the Master of Arts in Education:
• The graduate student will recognize how history, culture, diversity, philosophies of
education, and research impact teaching and learning to formulate a personal,
Christian philosophy of education.
• The graduate student will create developmentally appropriate, engaging units to
teach content to diverse students based on the Arizona State Standards and/or
university curriculum.
• The graduate student will use data to evaluate the effectiveness of instruction based
on student growth.
• The graduate student will demonstrate professional development including self-
assessment and goal setting to continue lifelong learning.
• The graduate student will model professional and effective written and verbal
communication, including the ability to collaborate effectively with professional
colleagues, parents, students, and community leaders.
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Program-Specific Graduation Requirements
A candidate for graduation must fulfill the following program-specific requirements in
addition to the graduation requirements listed in the ACU Graduate Catalog (pg. 25):
• Complete all courses in the program with a cumulative GPA of 3.0 or higher.
• Pass all courses in the program with a minimum grade of C.
Refer to the School of Graduate Studies Student Handbook for detailed information on
program-specific graduation requirements.
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Master of Science in Marriage and
Family Therapy
The mission of the Master of Science in Marriage and Family Therapy (MSMFT) program is
to assure that graduates are competently trained to practice professional marriage and
family therapy from a systemic and relational orientation within a biblical frame of
reference. The program utilizes current best practices for training and emphasizes the
centering of families’ and individuals’ values and goals.
Overview of Graduate Degree
A master’s degree in Marriage and Family Therapy will educate students from a biblical
worldview regarding the systemic treatment of individuals, couples, and families.
Completion of the degree will offer a path for licensure as a marriage and family therapist
in the State of Arizona and prepare students for continued education pursuing doctoral
degrees.
Career settings include private practice, residential agencies, acute inpatient treatment
(hospitals), day treatment, hospice settings, foster care organizations, churches and other
faith communities, and in-home treatment programs.
Admission Requirements
The admission requirements for the Master of Science in Marriage and Family Therapy are:
● Undergraduate bachelor’s degree from an institutionally accredited organization.
Non-institutionally accredited organizations and international applicants will be
considered on a case-by-case basis. Three-year international degrees may be
considered.
● Minimum 3.0 cumulative undergraduate GPA. Students that do not meet this
minimum but are within 10% of the required GPA or who have other compelling
strengths in their application may be designated by the Director of Admission for
review by the Graduate Admission Review Committee.
● Contact information for two character references that can be reached if needed.
These should be academic or professional references, not friends or family.
● Evidence in the application of agreement with ACU’s Statement of Faith and core
convictions, a deep and credible Christian faith, and a vocational fit with the
program.
● Interview with a faculty member.
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● Incomplete applications may be considered, but all documents (including official
transcripts from the organization granting the bachelor’s degree) must be received
before enrollment in a second semester.
Program-Specific Transfer Policies
Refer to the School of Graduate Studies Student Handbook for detailed information on
program-specific course transfer policies.
Program-Specific Academic Policies
Refer to the School of Graduate Studies Student Handbook for detailed information on
program-specific academic policies.
Program Goals
Upon completion of the Master of Science in Marriage and Family Therapy, students will
be able to:
1. Provide evidence of an understanding of professional marriage and family therapy
principles and philosophies.
2. Demonstrate a broad range of systemically-based clinical skills.
3. Demonstrate an awareness of power dynamics in therapeutic and supervisory
relationships and the need to center client and supervisee values.
4. Evaluate research for implications for ethical practice.
5. Apply biblical and ethical standards to the practice of marital and family therapy.
Program-Specific Graduation Requirements
A candidate for graduation must fulfill the following program-specific requirements in
addition to the graduation requirements listed in the ACU Graduate Catalog (pg. 25):
● Complete all courses in the program with a cumulative GPA of 3.0 or higher.
● Pass all courses in the program with a minimum grade of C.
Refer to the School of Graduate Studies Student Handbook for detailed information on
program-specific graduation requirements.
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ACADEMIC POLICIES
Academic Calendar
ACU operates on the semester credit hour system. One semester credit hour represents
the amount of graduate student work that reasonably approximates not less than one hour
of class and four hours of out-of-class student work per week over a 16-week semester.
Likewise in an 8-week online course, one semester credit hour represents the amount of
graduate student work that reasonably approximates 10 hours of student work per week.
Credits are awarded for successful completion of the course with a passing grade.
The Academic Calendar with specific dates for an academic year is published on the ACU
website: www.arizonachristian.edu/registrar/calendar-catalog/.
Assessment
Assessment is part of the culture at Arizona Christian University. Assessment is the
systematic collection, review, and use of information about educational programs carried
out for the primary purpose of improving student learning and development. The purpose
is to provide important feedback designed to improve instruction. It also allows the
university to communicate with students and accrediting agencies regarding the quality of
education received at ACU. Assessment involves:
● Setting explicit student learning goals or targets for an academic program.
● Evaluating the extent to which students are reaching those goals.
● Using the information for program development and improvement.
Advising and Registration
Upon acceptance to the graduate studies program at ACU, students are assigned an
academic advisor. The advisor introduces the student to graduate policies, procedures, and
programs. Students will meet with their academic advisor to review their degree audit,
evaluate any previous graduate credits earned, and develop a course registration plan. It
is the student’s responsibility to complete the plan. Students will use these plans to register
for classes through their student account on the student information system. Students are
expected to review their progress with an academic advisor at the end of each semester
prior to registration.
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Registration
Course schedules and registration information are available through the student portal in
the student information system. Tuition and fees must be paid one week prior to the start
of the course. All prior financial obligations to the university must be paid in full before
registration will be permitted for any new semester or session.
Catalog Requirements
Students are required to comply with the policies and degree and major requirements
stated in the ACU Graduate Catalog in effect for the first semester of enrollment following
their acceptance. If a student is admitted and enrolled for the first time during a summer
session, then he or she should follow the catalog released for the next fall semester. Any
student who must reapply for admission will be admitted under the catalog current at the
time of re-admittance.
Credentialing
Students seeking external credentialing must meet the requirements for credentials in
effect at the time of their application regardless of the requirements listed in the catalog
at the time of their original enrollment. It is the responsibility of the student to stay
informed of current credentialing requirements.
Course Information
Course Load
A full course load is defined as nine (9) graduate credit hours in a 16-week semester.
Courses more than the full course load must be approved by an academic advisor. A half-
time course load is defined as 6 graduate credit hours in a 16-week semester.
All credits in one semester, regardless of course delivery format or term length, are added
together in determining full- or part-time status. Students enrolled in classes during 8-week
terms should be aware of the intensive, condensed time frame for the academic content.
Students must meet required prerequisites established by the academic departments
when selecting classes.
There are occasions when a student is pursuing degree completion, but the number of
enrolled credits for the term do not reflect half-time or full-time status. Students may
request certification of half-time or full-time status if the following requirements are met:
• Half-time equivalency: A student is completing any combination of fieldwork,
internship, practicum, research, thesis completion, and coursework requiring the
equivalent of 6 credits (20 hours per week for a 16-week course).
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• Full-time equivalency: A student is completing any combination of fieldwork,
internship, practicum, research, thesis completion, and coursework requiring the
equivalent of 9 credits (30 hours per week for a 16-week course).
Students must be registered for at least three credits to qualify for eligibility. Equivalencies
do not carry credit value toward the degree.
Course Numbering System
Courses numbered 500 level and 600 level are graduate level courses.
Course Scheduling
Course Timeframe and Delivery Formats
Graduate courses at ACU are offered in multiple formats or a combination of formats. The
course content and academic rigor is the same in any format the class is offered.
● 16-week classes are typically offered in an in-person classroom setting.
● 8-week classes are typically offered in an accelerated online format.
● All classes follow the dates published in the Academic Calendar.
Graduate Courses for Undergraduates
With the approval of the graduate program director, graduate-level courses numbered 500-
699 may be taken by undergraduate or post-baccalaureate students if the classes are
applicable to their degree requirements for a maximum of 15 credit hours.
Independent Study
The student’s Application for Independent Study must be approved by the graduate advisor
and the program director before a student may enroll. The application must include goals
for the study, a course syllabus, and a due date calendar that were developed in
consultation with the supervising faculty member. Independent study is limited to a
maximum of nine semester hours for the entirety of the student’s graduate program.
Students are expected to meet regularly with the faculty member for consultation and
discussion. The faculty member has the responsibility for evaluating the student’s
achievement.
Changes in Registration
Prior to the start of the semester, students can add/drop classes through online
registration in their student portal. After the published add/drop date, schedule changes
can only be made by the graduate advisor.
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Prior to the course drop deadline published in the Academic Calendar, students may drop
a class with no penalty. The class will not be listed on the student’s transcript, and the
student will not be charged tuition or fees for the class.
After the drop deadline, the student will be charged all tuition and fees for the class even
if he or she chooses to drop the class.
Prior to the withdrawal deadline, a student may withdraw from classes with a grade of “W”
recorded on the student’s transcript. Students may not withdraw from class after the
published withdrawal deadline.
Graduate Coursework Not Applied to
a Degree
Students not seeking to earn a graduate degree from ACU may be allowed to enroll in
graduate courses on either an audit or for-credit basis.
Students who are pursuing graduate coursework but are not seeking to earn a graduate
degree at ACU are not considered as “accepted” to the university or any graduate program.
If, at a later date, such students seek to earn a degree at ACU, they must apply for
admission to a specific graduate program and meet the admission requirements in effect
at that time.
Students pursuing graduate coursework must meet the following criteria:
● Provide official transcripts showing the conferral of a bachelor’s degree or higher.
● Meet with the program director for the area of study.
● Agree with the ACU Statement of Faith.
● Adhere to the student code of conduct and the ACU Student Handbook.
● Enrollment in graduate coursework may be refused to individuals denied
admission as regular students or under dismissal.
Enrollment in graduate coursework is subject to the following:
● Students may enroll for a maximum of 7 credits each term.
● Students may enroll in 500 level courses. Enrollment in 600 level courses is subject
to the approval of the program director.
● Students may be required to provide evidence of coursework equivalent to the
course prerequisites.
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● Courses taken for audit will not earn a grade, and the course will not have any
credit value. No courses taken for audit will be applied to a future graduate
program.
● Courses on a for-credit basis will earn a grade and credits based on the same
criteria as students in the graduate program.
Tuition and fees are charged according to the ACU Schedule of Tuition and Fees, which can
be found on the ACU website under Tuition & Financial Aid. Tuition and fees for the M.S. in
Marriage and Family Therapy can be found under Campus Tuition, and tuition and fees for
the M.A. in Education and the M.A. in Christian Leadership can be found under Online
Tuition. Students pursuing graduate coursework not leading to a degree are not eligible for
any financial aid or scholarships, are not eligible for student housing, and are not eligible
to participate in varsity or club sports.
Student Rights and University Policies
Academic Policies
Refer to the School of Graduate Studies Student Handbook for program-specific academic
policies.
Academic Grade Appeal Policy
Course instructors have both the right and responsibility to render constructive and critical
judgment regarding the quality of the academic work performed by students according to
the grading criteria stated in the respective course syllabus. A final course grade appeal is
a significant assertion by a student against a course instructor that is taken seriously by
ACU. A student may appeal a grade only when the student believes that the grade is
inaccurate or unfair based on the grading criteria stated in the course syllabus. In all grade
appeals, the student has the burden of proof. The student’s test results, work-product,
and/or other grade criteria set forth in the course syllabus may be considered in the grade
appeal process.
A student may appeal a final grade received in any graduate course within ten (10) business
days of a final course grade being posted to the student’s transcript in the student
information system.
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On or before the appeal deadline, the student must provide written notice to the course
instructor and program director that the student is appealing the grade. The written notice
of appeal must include:
● Documentation of the date, time, and location when the student discussed his or
her concerns about the grade with the course instructor prior to submitting the
written notice of appeal.
● Details supporting the student’s position that the grade is inaccurate or unfair
based on the grading criteria stated in the course syllabus.
● A request by the student for a conference with the course instructor and the
program director to discuss the grade appeal. If the course instructor is also the
program director, the Dean of Graduate Studies will preside over this grade appeal
process.
Following receipt of the notice of appeal, the program director shall schedule an appeal
conference with the course instructor and student within ten (10) business days of receipt
of the appeal. Prior to the appeal conference, the course instructor shall provide
documentation supporting the grade to the program director or Dean of Graduate Studies.
The program director shall render a written decision granting or denying the grade appeal
to the student and course instructor, submitting a copy to the Registrar’s Office for the
student’s file, within five (5) business days of the appeal conference.
If the grade appeal decision is unsatisfactory to either the student or course instructor,
both the student and the course instructor shall have five (5) business days from the receipt
of the decision to request that the Dean of Graduate Studies review the decision. The Dean
of Graduate Studies shall review the collective documentation related to the grade and
render a final decision regarding the grade appeal within ten (10) business days. This
decision is final.
Academic Standards
Attendance
Refer to the School of Graduate Studies Student Handbook for program specific attendance
policies.
Academic Suspension
A graduate student who fails to meet the cumulative grade point average of 2.5 (3.0
required for graduation), or earns less than a 2.0 in any class, may be suspended from the
graduate program for a minimum of one semester. Some programs have additional factors
that can lead to academic dismissal. Refer to the School of Graduate Studies Student
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Handbook for specific program requirements. When suspended, the student is ineligible to
register for additional graduate level courses in that program. The academic suspension
from the program will be noted in the student’s record.
Disciplinary Dismissal
Disciplinary dismissal results in the permanent termination of a student’s status with ACU.
Refer to the School of Graduate Studies Student Handbook for specific program
requirements. The dismissed student is not allowed on campus or permitted to attend
classes or participate in university activities on or off campus. Disciplinary dismissal is
permanent and will be noted on the student’s official transcript.
Appeal of Suspension
A student may appeal suspension from a graduate program by submitting a written
statement to the program director, which documents the reasons for the student’s past
academic performance and a detailed plan for future success. This appeal must be
submitted no later than one week prior to the last day to register for the following
semester. The program director will notify the student of the decision prior to the last day
to register for the following semester.
Readmission After Suspension
Students who were suspended from a graduate program may apply for readmission to the
program at a future date following the one semester of absence. Readmission to a
graduate program after academic suspension is not automatic. The student must contact
the graduate advisor and submit a letter which documents the reasons for the student’s
past academic performance and a detailed plan for future success. This letter must be
submitted to the graduate advisor no later than four (4) weeks prior to the beginning of
the semester. An in-person interview with the program director may be required. The
graduate advisor will notify the student in writing of the decision prior to the first day of
class.
FERPA
Arizona Christian University, in compliance with the Family Educational Rights and Privacy
Act of 1974 (FERPA), will maintain all student records in accordance with the provisions of
the Act as amended. The information contained in the student’s permanent educational
record will be made available to the student, but not to others without the student’s written
approval. In accordance with the Family Educational Rights and Privacy Act (FERPA), the
university will not verify personal information unless given express permission to do so by
the student. Education records created at Arizona Christian University, such as transcripts
or diplomas, will remain the property of the university and will be released in accordance
with applicable laws to the student, other institutions or third parties. Students may
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request official or unofficial transcripts from the Office of the Registrar at
www.arizonachristian.edu/registrar/transcript/. The university can only verify documents
as official that originate from Arizona Christian University.
Health and Safety Exemption Requirement
The university is permitted to disclose, without student consent, the information in a
student's education record, including but not limited to personally identifiable, non-
directory information in connection with a health or safety emergency. The situation must
present an imminent danger to a student or other member of the university community in
order to qualify for this exemption. The Chief Operating Officer, Vice President of Campus
Operations, or Chief of Security must approve such an exemption request.
Documents and Data Originating Outside the University
In order to act in accordance with U.S. laws protecting educational records and personal
information, Arizona Christian University will not release documents or data that
originated at a different institution. Examples include transfer credit information,
transcripts, and personal information, such as visas, passports, and other Personal
Identifiable Information (PII). Such documents and data may be used by the university for
internal processes but may not be released to a third party as the information remains the
legal property of the original institution or source. Those wishing to obtain a legal copy of
a document should contact the original institution/source with their request.
Grades
Graduate Grading System
Graduate programs at Arizona Christian University are on a 4.0 academic grading system.
Grade points are assigned as follows:
LETTER GRADE
PERCENT GRADE
4.0 SCALE
A+
100% to 97%
4.0
A
< 97% to 93%
4.0
A-
< 93% to 90%
3.7
B+
< 90% to 87%
3.3
B
< 87% to 83%
3.0
B-
< 83% to 80%
2.7
C+
< 80% to 77%
2.3
C
< 77% to 70%
2.0
D
< 70% to 60%
1.0
F
< 60% to 0%
0.0
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Graduate Program Grade Point Average (GPA)
All graduate programs require that students have a minimum cumulative GPA of 3.0
throughout their program to be in good academic standing and to be eligible for
graduation.
The GPA is based only upon work completed at Arizona Christian University. Grades of P,
as well as grades of I, IP, N, NP, and W carry no grade point value and are not included in
the computation of a student’s semester or cumulative grade point average. The GPA is
calculated by multiplying the semester credits for each course by the grade points for that
grade. The resulting number is then divided by the number of credits that carry A, B, C, D,
and F grades. No other grades are counted in the computations.
Incomplete Grades
An incomplete may be given only upon the approval of the instructor in the event of
seriously extenuating circumstances verified by signed and dated documentation. The
student must have completed a majority of the coursework and have a “C” or better in the
course. The instructor is not required to grant an incomplete to a student. Such decisions
by an instructor are final and may not be appealed by the student. With instructor
approval, an “I” is temporarily entered on the student’s record. The student must complete
all necessary work within six (6) weeks after the end of the term in which the “I” was
received; otherwise, the grade becomes an automatic “F.” No additional extension may be
granted by the instructor. Only the program director may consider an extension upon
receipt of a petition.
Change of Grade
If for a serious reason an instructor must change a student’s grade, the instructor must
submit a Change of Grade form to the Registrar’s Office and give a rationale for the change.
Only instructors are authorized to change grades. Grades may be changed by an instructor
after the end of a semester only if:
● An error is discovered in the determination of the original grade
assignment.
● The automatic "I" (incomplete) to "F" (failure) conversion needs to be
corrected.
Grade changes cannot be made which exceed a time limit of one (1) calendar year after the
original grade assignment. Grades cannot be changed in courses that are part of a
student’s earned degree after the degree is officially noted on the academic record. Grade
changes become official when received and recorded by the Registrar’s Office.
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Repeated Courses
Coursework may be repeated in some programs; however, a student earning a grade of "F"
in a required course cannot get credit for the course until repeating the course and earning
a passing grade. A student may repeat a course only once. Courses with a grade of "B" or
higher cannot be repeated unless the course is designated a repeatable course. A student
who repeats a course will receive credit only once unless the nature of the course
specifically provides otherwise. When a course is repeated, the credit and grade associated
with the higher course grade will be the one counted in the student’s cumulative grade
point average and toward graduation requirements. Both courses will be shown on the
student’s academic record.
Transcripts
Transcripts of a student’s complete academic record at the university are obtained only
upon request from the student. An official transcript (one bearing the university seal and
the authorized signature of the registrar) is sent directly to a third party and/or institution
specified by the student. An official transcript issued to the student is addressed to the
student as the recipient. All financial obligations must be resolved before the release of a
transcript will be permitted. Complete information regarding a transcript request can be
found at www.arizonachristian.edu/registrar/transcript/.
Transfer Policies
Graduate credits earned at another institutionally accredited institution may be accepted
in transfer under the following conditions and limitations:
● For graduate-level classes taken prior to enrollment in an ACU graduate program,
an official transcript from an institutionally accredited institution must be
submitted directly from the college or university attended to the Office of the
Registrar.
● Prospective students are encouraged to submit syllabi for prior coursework
whenever possible. It is the student's responsibility to provide information as it
relates to prior schooling.
● Transfer credit must be requested prior to acceptance into the program unless
otherwise approved by the program director. Upon matriculation into an ACU
graduate program, students must complete all program requirements in residence
at ACU. An exception may be made for elective classes if pre-approved by the
program director.
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● A maximum of 25% of the credit hours related to the student’s program may be
accepted as transfer credit, as determined by the graduate program director or
designee at the time of admission. Refer to the School of Graduate Studies Student
Handbook for program-specific limitations.
● A minimum of a 3.0 grade is required for each transfer course.
● Pass/fail grades are not accepted.
● Credit by examination is not accepted.
● Credit for “life experience” is not accepted.
● Graduate credits over seven years old will only be accepted with the approval of the
respective program director.
● Grades for credits transferred from another college are not included in the
calculation of the student’s cumulative grade point average.
● Program-specific limitations on transfer credits may supersede these general
limitations. Refer to the School of Graduate Studies Student Handbook for details.
● Transfer credit is not guaranteed. Each case is assessed individually and based on a
combination of factors including course equivalency.
Graduation Requirements
● Demonstrate evidence of Christian character through stability and cooperation in
accomplishing the goals of the university.
● Meet program-specific requirements for all coursework and GPA standards. Refer
to the School of Graduate Studies Student Handbook for details.
● Receive approval for graduation from the faculty and Board of Trustees.
Non-Discrimination Policy
Arizona Christian University does not discriminate on the basis of gender, race, color,
national or ethnic origin, mental and/or physical disability (including pregnancy), marital
status, status as a covered veteran, or age in the administration of its educational policies,
admission policies, financial aid programs, athletics, and other university-administered
programs. As a Christ-centered institution, Arizona Christian University retains the right to
make employment, admission, educational, and program decisions based on an
individual’s religious beliefs and conduct consistent with the ACU Statement of Faith, Core
Commitments, and other university policies.
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Accommodation and Special Needs
Arizona Christian University complies with the Rehabilitation Act of 1973, the Americans
with Disabilities Act (ADA) of 1990, and the Americans with Disabilities Amendments Act of
2008. ACU is committed to providing an equal opportunity educational experience for our
students. Reasonable access accommodations will be granted to students who qualify. ACU
prohibits discrimination on the basis of disability.
Students who believe they require accommodations, even on a temporary basis, are
required to make their requests in writing using the Accommodation Request and
Documentation form and to document their disability in accordance with ACU policies and
procedures. ACU may not be able to satisfy requests that are not made in a timely manner.
Generally, disclosures and requests for accommodations must be made no later than four
(4) weeks prior to the anticipated need. Accommodations are not retroactive. Please allow
adequate time for evaluating documentation and arranging accommodations.
Requirements for documentation at ACU are based on Association on Higher Education
and Disability (AHEAD) best practices. Documentation of the disability must be current (not
older than two years), be reported using adult, age-based norms, and be provided by a
qualified professional, such as a diagnosing or current physician, psychiatrist, or
psychologist. It must comply with the requirements for documentation outlined on the
Accommodation Request and Documentation form.
The student is required to provide documentation that demonstrates credible assurance
of a disability issue. The documentation should directly support the student's request for
accommodations. The documentation must state the specific disability and show cause for
why a student's disability significantly limits his or her ability to complete the educational
goals at ACU. The documentation should include a summary of the student's functional
limitations in order for the university to determine the appropriate accommodations. The
documentation is kept on file with the Director of Academic Services for verification
purposes.
Disability documentation must include the following:
1. A specific diagnosis or description of the disability reported from a qualified
professional, such as a diagnosing or current physician, psychiatrist, or
psychologist. This must be current (not older than two years). A high school IEP
is not considered acceptable documentation.
2. A description of all current functional limitations, due to the disability, on the
student’s ability to meet class requirements or participate in other ACU
activities.
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3. A complete description of suggested accommodations that the qualified
professional feels might assist in the educational environment.
All documentation must be signed and dated on the official letterhead of the student’s
qualified professional. Incomplete or inadequate documentation will be returned.
ACU reserves the right to verify all professional documentation and determine reasonable
accommodation for any disability, including a learning disability. Please note that all costs
associated with obtaining and providing the required professional documentation are
borne by the student.
The Director of Academic Services will provide the student with a written Accommodation
Agreement Memorandum for the student to sign. Students who wish to appeal the decision
or who have concerns about their accommodations should contact the graduate advisor.
Formal complaints are reviewed in keeping with ACU policies as described in the Academic
Catalog.
Formal Complaints
To register a grievance, the student should write a formal letter detailing the issue to the
Dean of Graduate Studies. The grievance may be difficult to resolve without enough detail
to allow the university to understand and respond to the grievance adequately. A grievance
may be signed or anonymous; however, if a grievance is submitted anonymously, it will not
be possible to contact or work directly with the student. Therefore, students are
encouraged to provide their names. Records of grievances and their resolutions are
maintained by the Office of the Dean of Graduate Studies.
Institutional Grievance Procedure
1. The student submits a grievance by writing a formal letter detailing the issue.
2. The grievance is acknowledged within ten (10) business days and reviewed by the
Dean of Graduate Studies.
3. The Dean of Graduate Studies (or designee) will help the student in resolving the
grievance.
4. Reasonable resolutions to grievances shall be decided by the appropriate university
officials or department within 30 days.
5. The Dean of Graduate Studies will communicate the resolution to the student at the
time of the decision.
6. Resolutions decided by the Dean of Graduate Studies or other university officials
are considered final.
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Should the institution not be able to resolve the student complaint, the student has the
right to contact accrediting agencies to determine the course of action. Complaints can be
filed with the following agencies:
Arizona State Board for Private Postsecondary Education
1740 W. Adams Street, Suite 3008
Phoenix, AZ 85007
Phone: 602-542-5709
Website: ppse.az.gov
Higher Learning Commission (HLC)
230 South LaSalle Street
Suite 7-500
Chicago, IL 60604
The Commission’s complaint policy and procedures may be found on its website at:
www.hlcommission.org/HLC-Institutions/complaints.html.
Council for State Authorization Reciprocity Agreements (AZ-SARA)
azsara.arizona.edu/complaints
Tuition, Fees, and Payments
Tuition and Fees
The ACU Schedule of Tuition and Fees is published yearly and can be found on the ACU
website at www.arizonachristian.edu/financial-aid/campus/. Tuition and fees for the M.S.
in Marriage and Family Therapy can be found under Campus Tuition, and tuition and fees
for the M.A. in Education and the M.A. in Christian Leadership can be found under Online
Tuition.
Payment of Charges
All charges for tuition, fees, and room and board are due in full by the first day of classes.
Students unable to pay the full amount may utilize, if eligible, financial aid and/or
participate in a monthly payment plan offered through the university.
All outstanding amounts are the responsibility of the student. Any student who is negligent
in making adequate and timely arrangements to pay his or her account balance or in
completing arrangements for his or her financial aid, may be subject to administrative
withdrawal from the university on or before the respective term’s add/drop deadline.
Refunds for the semester of the withdrawal will be issued according to the add/drop or
withdrawal procedures specified in this catalog. Such withdrawal will not cancel any
financial obligation previously incurred by the student. Failure to adhere to the terms of
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any financial aid and/or university payment plan until all financial obligations have been
resolved may result in the student being prohibited from registering for future terms.
Diplomas and transcripts will not be released until all financial obligations have been
resolved.
ACU uses a variety of methods to keep students informed of amounts due, including the
financial section of the student’s account in the student information system, enrollment
agreements, printed and/or emailed statements, and various other forms of
correspondence. It is the student’s responsibility to remain aware of obligations to the
university and to make payment according to any agreed upon terms.
Arizona Christian University retains all legal remedies to collect unpaid tuition, fees, and
other amounts due to the university. If ACU is unable to collect amounts due to the
university within a reasonable time, the debt may be referred to an outside collection
agency and/or attorney for collection. The student is responsible to reimburse the
university for the fees of any collection agency, and all costs and expenses, including
reasonable attorneys’ fees, that ACU incurs in such collection efforts. The student’s
application and registration to ACU includes consent for the use of the student’s personal
information for the purpose of collecting any debt incurred while at ACU. The university
also reserves the right to report both positive and negative payment histories to credit-
reporting agencies.
Failure to pay all amounts due, including collection fees, may result in various actions,
including but not limited to withholding services and restricting the student’s ability to
register for class, participate in graduation, receive a transcript or diploma, or be
considered for readmission to the university.
ACU correspondence to students is primarily through the student’s ACU-provided email.
Students are responsible to check their email regularly for information regarding their
account. Information regarding a student’s current account balance is always accessible,
and account payments can be made, through the student’s account in the student
information system.
Veteran Affairs Benefits
Arizona Christian University complies with Title 38 United States Code, Section 3679, under
which covered individuals (i.e., any individual who is entitled to educational assistance
under Chapter 31, Vocational Readiness and Employment, or Chapter 33, Post 9/11 GI Bill®
benefits) can attend or participate in the course of education during the period beginning
on the date on which the individual provides to the educational institution a certificate of
eligibility for entitlement of educational assistance under Chapters 31 or 33 (a “certificate
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of eligibility” can also include a “Statement of Benefits” obtained from the Department of
Veterans Affairs (VA) website – eBenefit, or a VA form 28-1905 for Chapter 31 authorization
purposes) and ending on the earlier of the following dates:
1. The date on which payment from the VA is made to the institution.
2. Ninety (90) days after the date the institution certified tuition and fees following
the receipt of the certificate of eligibility.
A student’s account will not be considered delinquent due to the delayed disbursement
funding from the VA under Chapter 31 or 33.
Financial Aid
Arizona Christian University is committed to encouraging all students to seek and obtain
financial assistance to finance their educational journey. The Financial Aid Office prohibits
discrimination based on race, color, national origin, disability, sex, or age in the
administration of scholarships, grants, and loans. Funding for the federal aid programs is
available to all students who meet the eligibility requirements; however, annual limits still
apply.
APPLICATION PROCEDURE
Applicants for federal financial aid must complete and submit the Free Application for
Federal Student Aid (FAFSA). Students apply via the web at studentaid.gov/h/apply-for-
aid/fafsa. The FAFSA may be completed as early as October 1 of the year before the student
plans to attend. Students should be sure to list the ACU school code, 007113, on the FAFSA
when prompted.
TYPES OF FEDERAL AID FOR GRADUATE STUDENTS
Federal Direct Unsubsidized Loans
Federal Direct Unsubsidized Loans do not require financial need, but students must still
submit a FAFSA. The maximum annual borrowing limit is $20,500. The maximum aggregate
direct loan limit (including any previous Subsidized Direct Student Loans) is $138,500.
Borrowers must be enrolled at least half-time for each semester.
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Federal Graduate PLUS Loans
Federal Graduate Plus Loans are only available to graduate students who have already
borrowed their maximum annual Federal Direct Unsubsidized Loans ($20,500). A credit
check is required, and they do not require financial need.
*Note: To borrow new loans and to remain eligible for enrollment-based payment
deferments on prior loans, students must be enrolled at least half-time for each term.
INSTITUTIONAL REFUND POLICIES
Institutional Tuition Refunds
Tuition refunds to students who officially reduce their course load or withdraw from ACU
will be issued according to the add/drop or withdrawal procedures specified in this catalog.
The amount of the refund for a withdrawal from ACU is based on the student’s effective
withdrawal date. Any refund for a reduction in course load is determined by the add/drop
dates on the Academic Calendar on the ACU website.
Students who withdraw on or before the add/drop dates may receive a 100% refund of
tuition. No refunds will be granted after the add/drop date. Deadlines for withdrawals or
course add/drop dates are published yearly in the Academic Calendar on the ACU website.
Customer payments to student accounts which result in a credit balance will be refunded
ten (10) business days after a request has been received in writing. Refund requests will
not be processed until a credit balance appears on the student’s monthly statement.
Refund of Fees
All fees, except fees associated with courses, are non-refundable. Music fees for applied
lessons are refunded based upon the number of lessons scheduled. Fees associated with
courses (lab fees, independent study fees, etc.) may be refunded if the class is dropped
before the add/drop deadline.
Refund of Room and Board
Resident room and board rates are based upon an entire academic year, commencing on
the official move-in date and ending on the official move-out date. The student is required
to fulfill his or her financial obligations as agreed to in the room and board agreement,
even if the student physically moves off campus. The amount of the resident room and
board refund, if any, is based upon the date listed on the resident’s official checkout form,
up to and including the add/drop date, and is calculated on a daily use, pro rata basis.
Commuter meal plans are fully refundable during the drop/add period.
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FEDERAL REFUND POLICIES
Official Withdrawal
When a student wishes to withdraw from the institution, the student must notify the
institution of his or her intent to withdraw. The dates used in the Return to Title IV
calculation will be the date the student notified the EMS (Enrollment Management
Specialist) of his or her intent to withdraw.
Unofficial Withdrawal
Students who do not notify the institution of their intention to withdraw are considered
unofficial withdrawals. The Return to Title IV calculation will be processed as an unofficial
withdrawal using 50% of the term, with the withdrawal date being the midpoint of the
semester.
Withdrawal and Return of Title IV Funds (R2T4) Policy for Graduate Students
The Return of Title IV policy is to establish the processes for returning federal funds for
students who completely withdraw from the institution and/or withdraw from all courses
in a given period of enrollment. As defined by the U.S. Department of Education, these
students must have a Return of Title IV (R2T4) calculation performed to determine the
percentage of aid earned based on the amount of time the student was enrolled at the
institution.
Federal financial aid (Title IV aid) is awarded under the assumption that a student will
complete attendance for the entire period of enrollment for which aid was awarded. When
a student withdraws from all courses, regardless of the reason, the student may no longer
be eligible for the full amount of the federal financial aid originally awarded. Instead, the
student will only be eligible to keep the “earned” portion of the federal financial aid the
student received for that term (semester). Therefore, students who receive federal
financial aid and who do not remain in attendance through the end of the term could be
responsible for repaying a portion of the financial aid originally received.
Federal regulations require a recalculation of financial aid eligibility if a student:
• Completely withdraws from all classes.
• Stops attending classes before the term’s end.
• Does not complete all parts of the term (modules) in which the student enrolled as
of the start date of the period of enrollment/payment period.
Note: ACU’s institutional refund policy is separate from the federal R2T4 regulation to
return unearned aid.
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R2T4 Exemptions
There are three (3) exemptions enacted by the Department of Education that exempt a
student from the Return of Title IV calculation process. The September 2, 2020, final rule
amended the R2T4 regulations in 34 CFR §668.22 in several areas.
A student is not considered to have withdrawn if the student:
• Completed the program of study (applies to ALL students).
A student who completes all the requirements for graduation for his or her program
before completing the scheduled days in the period is not considered to have
withdrawn.
• Completed half-time enrollment (applies to students in modules ONLY).
The student must successfully complete Title IV-eligible coursework equal to or
greater than what the school considers to be half-time enrollment.
• Completed modules spanning 49% of countable days (applies to students in
modules ONLY).
A student is not considered to have withdrawn if the student successfully completes
one module or a combination of modules that include 49% or more of the number
of countable days in the payment period, excluding scheduled breaks of five or more
consecutive days and all days between modules.
If a student meets any of the R2T4 exemptions, the student is considered a “completer” and is
not considered withdrawn for Title IV purposes.
R2T4 Calculation
Students who receive federal financial aid must remain in their registered classes to “earn”
the aid they originally received. The amount of federal aid earned is based on a prorated
formula. Students who withdraw, or do not complete all classes in which they were
enrolled, may be required to return some of the aid originally awarded to the student.
Institutions, in accordance with 34 CFR §668.22, are required to determine the percentage
of federal aid “earned” and return the “unearned” portion to the appropriate federal aid
programs.
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The following explains the formula used to determine the percentage of unearned aid to
be returned to the federal government:
• Number of days completed up to the withdrawal date / the total number of calendar
days in the semester/payment period. (Scheduled breaks of five (5) days or more
are not included in the total days in the period of enrollment).
The calculation must be performed within 30 days of the date the institution determines
that a student has completely withdrawn.
The institution must return the unearned funds within 45 days of the calculation.
When calculating the percentage the student completed in the period of enrollment, if a
student attended more than 60% of the period of enrollment, the student is considered to
have earned 100% of the Title IV funds.
Students Enrolled in Parts of Term (Modules)
For students that may be enrolled in multiple parts of terms, ACU combines all courses to
form a payment period. The R2T4 is calculated based on the parts of terms within the
payment period. A student is considered withdrawn if the student does not complete all
the days in the payment period that the student was scheduled to complete.
For example, if a student is enrolled in a Fall I course and a Fall II course, the student’s
payment period is from the date Fall I started to the last date of Fall II. If the student
completes Fall I and does not attend the Fall II course, the student will be considered a
complete withdrawal. ACU will track enrollment in each part of the term to determine if
the student began enrollment in all scheduled courses.
If a student withdraws from a course in a later part of the term while still attending the
current part of the term, the student is not considered as withdrawn based on not
attending the later part of the term. However, a recalculation of aid based on the change
in enrollment status may be required.
Students who provide written confirmation to the Office of Financial Aid at the time of
ceasing attendance in a part of the term, but who plan to attend another course later in
the same payment period, are not considered to have withdrawn from the term.
NOTE: Written confirmation of a later class is required; registration alone does not meet the
requirement. If the student does not provide written confirmation of plans to return to the
university later in the payment period or term, ACU considers the student to have withdrawn
and begins the R2T4 process. However, if the student does return in the same term, even if he
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or she did not provide written confirmation of plans to do so, the student is not considered to
have withdrawn and is eligible to receive the Title IV funds for which the student was eligible
before ceasing attendance.
Order of Return to Federal Aid Programs
ACU must return Title IV funds to the financial aid programs from which the student
received aid during the payment period/semester, in the following order, up to the net
amount disbursed from each source:
1. Federal Direct Unsubsidized Loan *
2. Federal Direct Subsidized Loan
3. Federal Direct PLUS Loan *
4. Federal Pell Grant
5. Iraq and Afghanistan Service Grants
6. Federal Supplemental Educational Opportunity Grant (FSEOG)
7. Teacher Education Assistance for College and Higher Education (TEACH) Grant
* Aid options for graduate students at Arizona Christian University.
Loan Repayment Information
The loan grace period begins on the withdrawal date from the institution or when a student
ceases to be enrolled at least half-time. If the student does not re-enroll as a half-time
student within six (6) months of withdrawal, or enrolls at less than half-time, the loan(s)
enters repayment. The promissory note signed by the borrower outlines the repayment
obligations. The student should contact his or her loan servicer to make repayment
arrangements.
Post-Withdrawal Disbursement (PWD)
A Post-Withdrawal Disbursement (PWD) may be required if the total amount of the Title IV
aid earned as of the withdrawal date is more than the amount that was disbursed to the
student (e.g., in the case where a student withdraws prior to the first disbursement date of
the term).
To be eligible to receive a PWD, a student must have a complete financial aid file
(verification completed and all tracking requirements satisfied) and meet all eligibility
requirements.
• Grants from a PWD may be credited to the student’s school account without
obtaining student permission; however, it may only be credited for tuition, fees, and
room and board (if the student contracts with the school) or disbursed directly to
the student. ACU must obtain the student’s authorization to credit a student’s
school account for charges other than current charges.
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• The university must obtain confirmation from the student, or from a parent, for a
Direct Parent PLUS Loan, before making any disbursement of loan funds. Also, for a
Direct Loan*, the institution must have originated the loan prior to the withdrawal.
All terms of repayment apply as outlined in the master promissory note.
* Aid options for graduate students at Arizona Christian University.
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Official Catalog Notice and Disclaimer
The official 2023-2024 Arizona Christian University graduate catalog is provided for the
reference and general guidance of the ACU community. The effective dates of this catalog
are July 1, 2023 – June 30, 2024. This catalog does not constitute a contract or represent the
terms and conditions of a contract between students and the faculty, institution, or Board
of Trustees. This catalog was prepared based on the best information available at the time
of publication. All information is subject to change without notice, obligation, or liability.
The information contained in this publication was deemed current at the time of
publication. Although every effort has been made to assure the accuracy of the information
in this catalog, ACU reserves the right to change and amend the information contained
herein from time to time without prior written notice, and the catalog to which registered
and accepted students, as well as all newly admitted students, agree to is always the then
current version of that document.
Please note that it is not possible to include all the rules, policies, procedures, and other
information of the university in a publication of this size. For the most complete
information, which may supersede that listed here, please see the appropriate
department, school, or administrative office. In the case of differences between the printed
catalog and any on-line representations, the printed catalog will be considered the most
complete.
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APPENDIX A: DEGREE
PROGRAM CHECK SHEETS
• Master of Arts in Christian Leadership
• Master of Arts in Education - Concentration in Instructional Leadership
• Master of Arts in Education - Concentration in Teaching and Learning
• Master of Science in Marriage and Family Therapy
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Master of Arts in Christian Leadership
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Master of Arts in Education - Concentration in Instructional Leadership
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Master of Arts in Education - Concentration in Teaching and Learning
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Master of Science in Marriage and Family Therapy
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APPENDIX B:
COURSE DESCRIPTIONS
BIB 502 Old Testament Survey (3 credits)
This course surveys the thirty-nine books of the Old Testament. Each book is located within
its historical and cultural context and within the biblical metanarrative of God’s
progressively revealed plan for creation and redemption. The survey will include each
book’s authorship, audience, purpose, and major themes. Attention is given to practical
principles within each book for contemporary Christian living and cultural transformation.
BIB 504 New Testament Survey (3 credits)
This course surveys the twenty-seven books of the New Testament, including each book’s
authorship, audience, purpose, and major themes. Issues of interpretation are addressed
with respect to each book’s historical, cultural, literary, and theological context. Attention
is given to practical principles within each book for contemporary Christian living and
cultural transformation.
BIB 512 Cultural Apologetics (3 credits)
This course surveys the basic issues in apologetics such as apologetic method, the biblical
basis for apologetics, and the relationship between faith and reason. It also focuses on
various apologetic issues, including the inerrancy of the Bible, the divinity of Jesus Christ,
and the existence of God, among other issues. In addition, this course examines
contemporary cultural issues related to sexuality, race, government, and ethics.
BIB 610 Leadership in Ministry (3 credits)
This course surveys the leadership approaches of Abraham, Moses, Deborah, and David,
and how they are perfected in Jesus Christ. Special attention is given to character
development, vision, and conflict resolution.
(Prerequisites: BIB 502, BIB 504, MCT 500, MCT 600)
BIB 680 Practicum I (3 credits)
This course provides practical experience for leaders. Practicum opportunities will allow
students to observe and assist a leader in a ministry setting (church, parachurch,
nonprofit/501c3) related to their career goals. Special attention will be given to finances.
Coursework requires weekly application assignments, as well as interaction with the
professor and fellow students in online discussions.
(Prerequisites: BIB 502, BIB 504, MCT 500, MCT 600, MCT 670)
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BIB 681 Practicum II (3 credits)
This course provides practical experience for leaders. Practicum opportunities will allow
students to observe and assist a leader in a ministry setting (church, parachurch,
nonprofit/501c3) related to their career goals. Special attention will be given to relational
conflict. Coursework requires weekly application assignments, as well as interaction with
the professor and fellow students in online discussions.
(Prerequisites: BIB 502, BIB 504, BIB 680, MCT 500, MCT 600, MCT 670)
EDU 500 Tests and Measurements (3 credits)
An examination of the terminology used in testing and the use and interpretation of
academic tests as they are used in schools. Culminating task: Design unit tests and/or a
written synthesis of learning for a master portfolio, or design of course instructor. Course
goals and proficiency to be measured by the completion of the Capstone Signature
Assignment (CSA).
(Prerequisite or Corequisite: EDU 517)
EDU 514 Introduction to the Exceptional Child (3 credits)
A study of the physical, social, intellectual, emotional, and spiritual growth and
development of the individual from conception into adulthood. Culminating task: Develop
a case study of an exceptional child and/or a written synthesis of learning for a Master
Portfolio, or design of course instructor. Course goals and proficiency to be measured by
the completion of the Capstone Signature Assignment (CSA).
EDU 517 Curriculum and Instruction (3 credits)
A study of curriculum designs which includes the historical and philosophic review of the
curriculum, persistent curricular problems, and characteristics of current programs. There
is also an emphasis on methods of instruction, including the writing of behavioral
objectives and assessment of their effectiveness. Culminating task: Analyze a curricular
unit for characteristics, possible problems and strengths, writing learning and behavioral
objectives; and/or a written synthesis of learning for a master portfolio, or design of course
instructor. Classroom observations and a practicum are required. Course goals and
proficiency to be measured by the completion of the Capstone Signature Assignment (CSA).
EDU 521 Teaching Diverse Student Populations (3 credits)
This course provides timely, culturally relevant instruction that responds to current needs
in education. These will include how to teach students who have gone through trauma as
well as students in poverty. In this course, master’s students will complete a chapter in an
eBook identifying specific methods and strategies to meet the needs of the students.
Course goals and proficiency to be measured by the completion of the Capstone Signature
Assignment (CSA).
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EDU 525 Fundamentals of Instructional Coaching (3 credits)
This course provides learners with foundational understandings of issues related to
coaching and leading adults in a professional learning environment. Topics related to
organizational development, personal growth, professional development, feedback,
observational processes, and adaptability will be addressed. Course goals and proficiency
to be measured by the completion of the Capstone Signature Assignment (CSA).
EDU 600 Instructional Leadership (3 credits)
This course includes mentoring, leading professional development, evaluating curriculum,
and instructional assessment. In this course, a chapter in an eBook detailing these skills
would be written. Course goals and proficiency to be measured by the completion of the
Capstone Signature Assignment (CSA).
EDU 615 Classroom Management (3 credits)
A study of behavior management strategies with an emphasis on effective discipline.
Classroom organization and lesson planning skills are also taught. Culminating task: A
written synthesis of learning for a Master Portfolio, or design of course instructor.
Classroom observations and a practicum are required. Course goals and proficiency to be
measured by the completion of the Capstone Signature Assignment (CSA).
EDU 620 Leading with Brain-Based Learning (3 credits)
This course provides application of current research on the brain and learning. With
specific applications to classroom practice, this course will equip students with research-
based methods that improve student learning. It also includes topics related to leadership,
adult learning, and behavior. In this course, a chapter in an eBook explaining brain-based
learning will be written. Course goals and proficiency to be measured by the completion of
the Capstone Signature Assignment (CSA).
EDU 630 Leading and Coaching for Change (3 credits)
Relying on research focused on change theory, conflict resolution, and school
improvement, this course utilizes case studies, current newsworthy events, and real-life
scenarios to help students develop the skills to help individuals and groups towards change
and improvement. Culminating task: Each student will create a plan of improvement, using
specific data and observational information, for a fictional teacher and will present that
improvement plan during a hypothetical coaching session. Course goals and proficiency to
be measured by the completion of the Capstone Signature Assignment (CSA).
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EDU 635 Teaching in Higher Education (3 credits)
Relying on research focused on adult learning theory, students will consider how to create
effective learning environments that meet the needs of the adult learner. Topics related to
the use of technology, how to create online learning environments, how to give and get
feedback, and how design lessons will be addressed. Culminating task: Each student will
create a unit of study focused on a specific content area, utilizing information learned
about adult learners, that demonstrates an understanding of how to relate theory to
practice. Course goals and proficiency to be measured by the completion of the Capstone
Signature Assignment (CSA).
EDU 640 Using Data to Improve Student Outcomes (3 credits)
Utilizing case studies, real-life student and school data, research related to curriculum
design, and the analysis of effect size research, students will learn how to use data in the
service of student learning. Culminating task: Given a set of data for a fictional school, each
student will analyze that data and create a school-wide improvement plan. Course goals
and proficiency to be measured by the completion of the Capstone Signature Assignment
(CSA).
EDU 650 Action Research Practicum (3 credits)
This course is the capstone of the program. Based on new knowledge learned in the
program, the graduate student will research and design an action research plan. The
results of the action research will be the final chapter in the eBook. Course goals and
proficiency to be measured by the completion of the Capstone Signature Assignment (CSA).
EED 513 Language Arts in the Elementary School (3 credits)
A study of the factors affecting growth in reading, spelling, functional writing, creative
writing, handwriting, speaking, listening, and grammar. Implications of recent research for
teaching in these areas are studied. There is an emphasis on methods and materials
including pertinent observation, classroom experience, and mini teaching. Culminating
task: Develop a unit of instruction, a written synthesis of learning for a master portfolio, or
design of course instructor. Classroom observations and a practicum are required. In this
course, master’s students will complete a chapter in an eBook identifying specific methods
and strategies to meet the needs of the students. Course goals and proficiency to be
measured by the completion of the Capstone Signature Assignment (CSA).
(Prerequisite or Corequisite: EDU 517, IVP fingerprint card required)
EED 514 Science and Social Studies in the Elementary School (3 credits)
A study and appraisal of content and methods used in various areas of the elementary
school science curriculum. A study of the different approaches to the teaching of science
and social studies is made including the construction of units, pertinent observation,
classroom experience, and mini teaching. Culminating task: Develop a unit of instruction,
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a written synthesis of learning for a master portfolio, or design of course instructor.
Observation in an elementary classroom is required. Course goals and proficiency to be
measured by the completion of the Capstone Signature Assignment (CSA).
(Prerequisite or Corequisite: EDU 517, IVP fingerprint card required)
EED 515 The Science of Reading - 1 (3 credits)
This course is a study of the foundations and development of the literacy skills in the
Science of Reading. This course touches on all elements of the Science of Reading and goes
in-depth in assessing and teaching oral language, phonemic awareness, phonological
awareness, phonics, syllable types and how they impact decoding, as well as encoding for
spelling. The course also provides specific instruction on research informed interventions
and working with students with dyslexia. Vocabulary instruction is addressed through a
study of morphology, including word origins, affixes, and root words. Students will apply
what they learn by assessing and tutoring individual students or working with faculty. This
class is taught with a biblical worldview. Culminating task: Develop a unit of instruction, a
written synthesis of learning for a master portfolio, or design of course instructor.
Practicum is required. Course goals and proficiency to be measured by the completion of
the Capstone Signature Assignment (CSA).
(Prerequisite or Corequisite: EDU 517, IVP fingerprint card required)
EED 516 The Science of Reading - 2 (3 credits)
This course provides the content and research-informed methods used in teaching and
assessing reading comprehension. Reading is more than just learning how to decode the
written language. It also involves teaching students how to extract and analyze meaning
from all types of texts including informational, persuasive, functional, and more graphic
texts like advertisements. Utilizing evidence from the Science of Reading, this course
provides research-informed methods, assessments, and interventions for all students,
including students with dyslexia, to assist with the development of reading comprehension
skills. This required methods course includes a practicum where assessment data is
evaluated and interventions are designed. This class is taught from a biblical worldview.
Culminating task: Develop a unit of instruction, a written synthesis of learning for a master
portfolio, or design of course instructor. Course goals and proficiency to be measured by
the completion of the Capstone Signature Assignment (CSA).
(Prerequisite or Corequisite: EDU 517, IVP fingerprint card required)
EED 610 Directed Student Teaching: Elementary School/Capstone (9 credits)
The student teaching experience will integrate theory with practical experience. Each
student teacher will complete a minimum of fifteen (15) weeks of student teaching for the
required nine (9) semester hours of credit. Each student teacher will be expected to be at
his or her school the same amount of time as his or her mentor teacher. The total number
of hours spent in student teaching is to be a minimum of four hundred five (405) clock
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hours. Forty-five (45) clock hours must be fulfilled for each student teaching credit hour.
Students will start at the beginning of the semester for the district where they are student
teaching. *The end date will be the last day of the regular class schedule for ACU.
Reflections, group interactions and other assignments may be incorporated into the
student teaching experience for the Capstone experience.
(Prerequisite: Advisor approval, IVP fingerprint card required)
EED 617 Mathematics in the Elementary School (3 credits)
This course provides the content and methods used in various areas of elementary school
mathematics curriculum. Emphasis is placed on the different approaches to the teaching
of mathematics in the elementary school classroom, from conceptual to practical. In other
words, this is a methods course for elementary school teachers. It is not intended to teach
elementary school mathematics, which students already know. Arizona math standards
will be used for lesson preparation. Culminating task: Develop a unit of instruction, a
written synthesis of learning for a master portfolio, or design of course instructor.
Practicum is required. Course goals and proficiency to be measured by the completion of
the Capstone Signature Assignment (CSA).
(Prerequisite or Corequisite: EDU 517, IVP fingerprint card required)
LDP 610 Leadership and Discipleship (3 credits)
In this course, students will study the foundational elements and principles of Christian
leadership and discipleship. Students will navigate the dynamic interplay of both concepts
- leading others effectively while cultivating an environment of spiritual growth. A variety
of principles in leadership, discipleship, and organizational culture will be discussed.
Various instances and contexts of leadership will be examined through the lens of a biblical
worldview.
(Prerequisite: MCT 500)
MCT 500 Introduction to Biblical Worldview (3 credits)
In this course, students will learn to define a worldview, as well as the essential elements
of a Christian biblical worldview.
MCT 600 Advanced Worldviews (3 credits)
Students will learn the basic tenets of various philosophies and worldviews that run
counter to a traditional Christian worldview. Emphasis will be placed on detecting latent
worldviews in public discourse and other cultural forms.
(Prerequisite: MCT 500)
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MCT 670 Worldviews in Vocations (3 credits)
Students will examine their own vocational fields, identifying dominant worldview issues
inherent in them.
(Prerequisite: MCT 500)
MFT 530 Introduction to Marriage and Family Therapy (3 credits)
This course reviews the theoretical foundations of marriage and family therapy
approaches. Students will evaluate the theories using research, biblical worldview
foundations, and cultural considerations. Students will learn the historical development of
the MFT relational/systemic philosophy and contemporary models of MFT. This course is
designed as an introduction to the field of marriage and family therapy.
MFT 532 Family Systems and Development (3 credits)
This course explores the family life cycle, its impact on individual development, and the
influences of gender, religion, SES, and culture on family development. This course will also
cover family subsystems, including marital and sibling, and how these systems impact the
family life cycle. Students will use case scenarios to consider challenges and responses to
families.
(Prerequisite: MFT 530)
MFT 534 Cultural, Ethnic, and Gender Issues in Marriage and Family Therapy (3
credits)
This course explores how marriages, families, and family therapy practice are influenced
by culture, including ethnicity, region, social class, religion, and gender. Students will begin
the course examining their personal cultural influences and consider how these will impact
their relationships with families that they will be helping. Current cultural and political
issues will be considered as they impact families and the therapeutic relationship. The
experience of gender in relationship to Christian marriages and marital therapy is a major
topic of the course.
(Prerequisite: MFT 530)
MFT 540 Advanced Marriage and Family Therapy Theory (3 credits)
This course provides the historical creation of structural, developmental, narrative,
contextual, and brief models of family therapy. Each model of therapy includes treating
clients with various cultural backgrounds, spiritual beliefs, and diverse backgrounds. This
course provides the opportunity to compare and contrast foundational theoretical
assumptions of marriage and family theories. This essential course develops congruent
practice as students demonstrate the ability to support practice principles with theory.
Biblical worldview principles and research will inform the evaluation process.
(Prerequisite: MFT 530)
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MFT 542 Applied Marriage and Family Therapy – Assessment and Treatment (3
credits)
This course integrates assessment and treatment for application of theory to practice.
Students will explore and use assessment and treatment practices across classic and
postmodern marriage and family approaches. Special emphasis will be given to systemic
assessments, such as assessing for intimate partner violence, child abuse, and suicidal
thoughts and behaviors. Students will identify how to use result assessments to develop a
treatment plan and use systemic MFT models. Students will review issues related to test
construction, administration, interpretation, and statistical concepts related to text
worthiness. Theological and cultural influences on practice will be emphasized.
(Prerequisite: MFT 530)
MFT 544 Marital Therapy – Theory and Practice (3 credits)
This course surveys systemic, postmodern, and experiential approaches to assessment
and treatment of marital issues. Students will review the literature to discover evidence for
best practices and will begin to apply knowledge to case scenarios. Sexuality issues,
qualities of healthy marriages, factors associated with divorce, and cultural and theological
influences are significant components of the course.
(Prerequisite: MFT 532 and MFT 540)
MFT 550 Human Development (3 credits)
This course approaches human development across the lifespan from a distinctly biblical
worldview of human nature. The relationship of the Trinity is proposed as the ideal model
for all relationships and healthy reciprocating relationships are featured as key to healthy
individual development. Development of the full range of intrapersonal systems, including
spiritual, social, cultural, physical, and psychological are explored.
MFT 551 Introduction to Disability and Families (3 credits)
This course reviews the diagnosis criteria for physical, developmental, and intellectual
disabilities. The challenges, growth areas, and strengths of individuals living with a
disability will be reviewed. Students will learn the impact a disability can have on individuals
and how each member within the family is uniquely impacted by the diagnosis. How
families with a disability are impacted by society, culture, and their community will also be
reviewed. Finally, this course will review how marriage and family therapists can support
the mental health treatment of the individual and family facing a disability.
MFT 552 Systemic Assessment and Treatment of Psychopathology (3 credits)
This course provides systems thinkers with the ability to understand presenting problems
from the perspective of the DSM-5. Students will develop an in-depth knowledge of the
DSM-5 and practice interview techniques for assigning DSM-5 diagnoses while considering
systemic epistemological hypotheses and treatment strategies. Additionally, students will
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deepen their knowledge of cultural, religious, and spiritual meaning-making of
psychological issues and develop strategies for working with diverse family narratives.
(Prerequisite: MFT 542)
MFT 553 Disability and Family Therapy (3 credits)
This course provides students with the skills and ability to therapeutically treat individuals
and families living with a physical, developmental, and intellectual disability. The systemic
models that will be highlighted in this course include Narrative Therapy, Solution-Focused
Brief Therapy, Play Therapy, and Structural Family Therapy. Students will also learn how to
create a therapeutic environment for treating individuals facing disabilities.
MFT 554 Systemic Assessment and Treatment of Sexual Issues (3 credits)
This course focuses on specific systemic practice strategies for addressing sexual issues
within professional and biblical frames. The course begins by contrasting a biblical
worldview with other worldviews of sexuality followed by a presentation of principles
associated with biblical sexuality. The remainder of the course applies systemic treatment
to presenting issues including sexual abuse trauma, physiological challenges, sexual
addictions, sexual attraction issues, gender dysphoria, and treating sexual perpetrators.
The impact of gender dysphoria and transgender practices on marriage and family will be
explored.
(Prerequisite: MFT 542)
MFT 555 Disability, Counseling, and the Church (3 credits)
Students will understand how individuals and families experience their faith and church
community while facing a disability. This course will also focus on adaptive and
maladaptive forms of religious coping commonly used by individuals and families. The final
aspect of this course will describe how MFTs can collaborate with churches to support and
empower families.
MFT 560 Professional Ethics and Marriage and Family Therapy Law (3 credits)
This course uses case studies to address ethical and legal practice. Students will review the
AAMFT code of ethics, Arizona Revised Statutes, and legal guidelines for MFT practice with
special attention for working with systems. Topics include informed consent and assent,
confidentiality, record keeping, financial practices, multiple relationships, practice
limitations, licensing and supervision requirements in the State of Arizona, and
expectations for continuing education. This course will also focus on the ethical treatment
of minors.
MFT 562 Biblical Worldview and Ethical Practice (3 credits)
This course considers challenges to practice for the Christian therapist with a focus on
methods for centering client values, self-determination, and autonomy. Issues under
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consideration will include sexuality, infertility and bioethics, multiple relationships, therapy
with minors, domestic violence, cultural diversity, professional organization policies and
guidelines, and working in church-based and college counseling centers. The course
focuses on the integration of legal, professional, and biblical ethical practice and provides
opportunities for students to clarify and apply ethical, biblical principles to case studies.
Students will create plans for continuing professional and personal development as
marriage and family therapists.
MFT 570 Research in Marriage and Family Therapy (3 credits)
This course provides an overview of marriage and family therapy research design. Students
will evaluate various methods of research design, critique current marriage and family
research, and become effective consumers of research. In particular, students will be able
to identify embedded biases and discern differences between political and scientifically
supported methods and interpretations of results. Students will be introduced to the
methods and goals of evaluation research, in both its qualitative and quantitative
applications. Students will conduct qualitative analyses with the use of SPSS.
MFT 580 Pre-Practicum (3 credits; 20 contact hours)
The Pre-Practicum course combines observation of live sessions on-site at ACU’s
counseling center with in-class practice of marriage and family clinical skills and biblical
integration. The emphasis will be on systems and postmodern approaches. Students will
practice assessment, treatment planning, case management, and case presentations. This
course is an integral component of marriage and family therapy education in preparing
students for practicum and internship courses as students combine theoretically grounded
practice with essential counseling skills.
(Prerequisite: MFT 530)
MFT 581 Practicum (3 credits; 80 contact hours)
The practicum course is a one semester course including 80 hours of clinical contact hours
with individuals, couples, and families on-site at ACU’s counseling center. This course
allows students to work under the direct observation of State and/or AAMFT approved
supervisors and provides opportunities for co-therapy with other students. The emphasis
will be on assessment and treatment planning from biblically integrated systems and
postmodern perspectives. Students will receive weekly group and individual supervision
during the course. This course contributes to the required minimum of 300 hours of clinical
contact by the State of Arizona Board of Behavioral Health Examiners and COAMFTE
Accreditation.
(Prerequisite: MFT 580)
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MFT 590 Internship I (3 credits; 80 contact hours)
The Internship I course is a one semester course including at least 80 hours of clinical
contact hours with individuals, couples, and families off site in a community clinical setting.
The focus will be on ethical practice, case management, and other professional
competencies. Students will be expected to fulfill responsibilities expected in a clinical
setting. Supervision will focus on application of knowledge and skills needed in a
community-based agency. Students will participate in group and individual supervision
with an AAMFT and/or State approved supervisor throughout the course. This course
contributes to the required minimum of 300 hours of clinical contact by the State of Arizona
Board of Behavioral Health Examiners and COAMFTE accreditation.
(Prerequisite: MFT 581)
MFT 591 Internship II (3 credits; 80 contact hours)
The Internship II course is a one semester course that emphasizes students’ ability to
assess and treat from systems and postmodern perspectives. Students will begin to
synthesize their personal style with mainstream theories. Supervision is approached using
a consultation style with students leading under the direction of the credentialed
supervisor. Students will participate in group and individual supervision with an AAMFT
and/or State approved supervisor throughout the course. This course contributes to the
required minimum of 300 hours of clinical contact by the State of Arizona Board of
Behavioral Health Examiners.
(Prerequisite: MFT 590)
MFT 592 Internship III (3 credits; 80 contact hours)
The Internship III course is a one semester course that emphasizes students’ ability to
assess and treat from systems and postmodern perspectives. Students will begin to
synthesize their personal style with mainstream theories. Supervision is approached using
a consultation style with students leading under the direction of the credentialed
supervisor. Students will participate in group and individual supervision with an AAMFT
and/or State approved supervisor throughout the course. This course contributes to the
required minimum of 300 hours of clinical contact by the State of Arizona Board of
Behavioral Health Examiners.
(Prerequisite: MFT 591)
MGT 540 Management Theory and Practice (3 credits)
This course is a comprehensive survey of academic models and theoretical frameworks
used in the contemporary marketplace to forecast and evaluate business practices.
Students will learn fundamental principles and concepts of management, as both an art
and a science, and will apply them practically, utilizing best practices as demonstrated in
authentic organizational case studies.
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MGT 642 Management of Nonprofit Organizations (3 credits)
This course describes nonprofit business models and presents an overview of their history,
structure, and operations, particularly focusing on faith-based and mission-oriented
organizations. Students will complete a comprehensive survey of influential nonprofit
organizational leadership theories and practices. They will examine and analyze critical
managerial issues faced by leaders in a variety of nonprofit organizations.
(Prerequisite: MGT 540)
SED 601 Integrated Literacy (3 credits)
This course addresses the changes that the College and Career Readiness Standards are
bringing to education in Arizona. With these standards, students are expected to “read and
comprehend complex…informational texts independently and proficiently.” In various
subject areas, they are to “make logical inferences from it [the text]: cite specific textual
evidence when writing or speaking to support conclusions drawn from the text. Delineate
and evaluate the argument and specific claims in a text, including the validity of the
reasoning as well as the relevance and sufficiency of the evidence.” All teachers, including
teachers of science, math, and social studies, are expected to teach these standards to
their students. Integrated Literacy will provide the knowledge and strategies students need
to do this in a classroom setting. Culminating task: Develop a unit of instruction, a written
synthesis of learning for a master portfolio, or design of course instructor.
(Prerequisite: EDU 517, IVP fingerprint card)
SED 610 Directed Student Teaching: Secondary School/Capstone (9 credits)
The student teaching experience will integrate theory with practical experience. Each
student teacher will complete a minimum of fifteen (15) weeks of student teaching for the
required nine (9) semester hours of credit. Each student teacher will be expected to be at
his or her school the same amount of time as his or her mentor teacher. The total number
of hours spent in student teaching is to be a minimum of four hundred five (405) clock
hours. Forty-five (45) clock hours must be fulfilled for each student teaching credit hour.
Students will start at the beginning of the semester for the district where they are student
teaching. *The end date will be the last day of the regular class schedule for ACU.
Reflections, group interactions and other assignments may be incorporated into the
student teaching experience for the Capstone experience.
(Prerequisite: Advisor approval, IVP fingerprint card)
SEI 690 Structured English Immersion (3 credits)
This course provides advanced methodologies in the field of Structured English Immersion.
This course is required for the Arizona Structured English Immersion (SEI) endorsement
within the Arizona State Department of Education. HIS 512 US and AZ Government.
Culminating task: A written synthesis of learning for a master portfolio, or design of course
instructor.
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SPE 526 Instructional Methods and Behavior Management for Students with
Disabilities (3 credits)
This course covers research informed strategies for students with disabilities. It includes a
heavy emphasis on specific methods of instruction and behavior management as well as
appropriate engagement strategies that allow for social, behavioral, and cognitive needs
for students with mild/moderate disabilities. It also includes teaching strategies to use
when teaching in an inclusion classroom. An emphasis is placed on the collaboration and
communication with parents, faculty, and administrators to maximize student success.
Course goals and proficiency to be measured by the completion of the Capstone Signature
Assignment (CSA).
(Prerequisite or Corequisite: EDU 514)
SPE 527 Special Education Law, Assessment, and IEPs (3 credits)
This course trains graduate students how to conduct, review, and apply assessments for
students with disabilities. The data is used to design and write IEPs as well as create
appropriate curriculum for students with disabilities. It also includes a study of the history
of the law surrounding services for students with disabilities and the application of current
laws. Graduate students will review various program service models and supports through
the lens of the current laws. Professional responsibility and ethics are an integral part of
the course.
(Prerequisite: EDU 514)
SPE 627 Language Development and Disorders (3 credits)
This course is designed to review the etiology and impact of language development and
disorders for children with disabilities. A heavy emphasis will be placed on appropriate and
research informed strategies for teaching students with dyslexia as well as students with
learning disabilities in the area of language. Course goals and proficiency to be measured
by the completion of the Capstone Signature Assignment (CSA).
(Prerequisite: SPE 528)
SPE 628 Mild/Moderate Disability Practicum (3 credits)
Graduate students will complete forty-five university supervised clock hours of practicum
in a mild/moderate special education classroom. These verified and supervised hours may
be earned throughout the program. Course goals and proficiency to be measured by the
completion of the Capstone Signature Assignment (CSA).
(Prerequisite: SPE 528)
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APPENDIX C:
ACCREDITATIONS AND
AFFILIATIONS
Accreditation, Approval, and Licensing
● The Higher Learning Commission - www.hlcommission.org - 312.263.0456
● The Arizona State Board for Private Postsecondary Education (AZPPSE) -
ppse.az.gov - 602.542.5709
● The Arizona State Board of Education (for teacher training in elementary and
secondary education in preparation for state certification) - azsbe.az.gov -
602.542.5057
● The Arizona State Board of Behavioral Health Examiners - www.azbbhe.us -
602.542.1882
● The National Council on Family Relations (NCFR) - www.ncfr.org - 888.781.9331
● The Arizona State Approving Agency, a division of the Arizona Department of
Veterans' Services - dvs.az.gov/services/education/state-approving-agency-saa -
602.255.3373
● The Student and Exchange Visitor Program (SEVP), Department of Homeland
Security - www.ice.gov/sevis - 703.603.3400
Affiliations
● Council for Christian Colleges and Universities (CCCU) - www.cccu.org - 202.546.8713
Memberships
● The American Association of Collegiate Registrars and Admissions Officers
(AACRAO) - www.aacrao.org - 202.293.9161
● The Association for Institutional Research - www.airweb.org - 850.385.4155
● The Arizona Association of Student Financial Aid Administrators (AASFAA) -
www.aasfaa.org - contact@aasfaa.org
● The Western Association of Student Financial Aid Administrators (WASFAA) -
wasfaa.org - su[email protected]
● The National Association of Student Financial Aid Administrators (NASFAA) -
www.nasfaa.org - 202.785.0453
● The Association of Christian Schools International (ACSI) - www.acsi.org -
800.367.0798
● The Association of Independent Colleges and Universities of Arizona (ICUA) -
www.icuaz.com
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● North American Coalition for Christian Admissions Professionals (NACCAP) -
www.naccap.org - 888.423.2477
● Council for Higher Education Accreditation (CHEA) - www.chea.org - 202.955.6126
● Association of Business Administrators of Christian Colleges (ABACC) -
www.myabacc.org - 877.303.8666
● Evangelical Council for Financial Accountability (ECFA) - www.ecfa.org -
800.323.9473
● Association of International Educators (NAFSA) - www.nafsa.org - 202.737.3699
● National Association of Intercollegiate Athletics (NAIA) - www.naia.org -
816.595.8000
● Golden State Athletic Conference (GSAC) - gsacsports.org
● Pacific Collegiate Swim Conference - www.pacificswimanddive.org -
pacificswimanddive@gmail.com
● Sooner Athletic Conference (SAC) (Football only) - soonerathletic.org - 405.317.3765
● CollegeSource - collegesource.com - 800.854.2670
● Department of Defense (DoD) Tuition Reimbursement - www.dantes.mil/mil-ta/
● Air Force Tuition Reimbursement - www.afpc.af.mil/Career-Management/Military-
Tuition-Assistance-Program/ - 800.525.0102
● CollegeBoard - www.collegeboard.org - 866.630.9305
State Authorization Reciprocity Agreements (SARA) Participant
Arizona Christian University is an institutional participant in the State Authorization
Reciprocity Agreement (SARA) initiative. SARA is an agreement among member states,
districts, and territories that establish comparable national standards for interstate
offering of postsecondary distance education courses and programs. It is intended to make
it easier for students to take online courses offered by postsecondary institutions based in
another state. SARA is overseen by a national council and administered by four regional
education compacts. For more information and a list of member states, please visit
nc-sara.org.
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APPENDIX D: GOVERNING
BOARD, ADMINISTRATION,
AND FACULTY
Board of Trustees
Mr. Tom Okarma, Chair – Non-Profit Board and Leadership Coach
Dr. Larry Anderson, Vice Chair – Pastor
Mr. Don King, Secretary – Retired Manufacturing Manager
Mr. Wayne Mihailov, Treasurer – CEO, Airline MRO Parts (AMP)
Mr. Len Munsil, Ex Officio – University President
Mr. Mike Bailey – General Counsel, Arizona Chamber of Commerce; Partner, Tully Bailey
LLP
Dr. Jim Baugh – Pastor, International Christian Leadership Development
Mr. Rick Blankenship – Retired Sales Professional, High-Tech Industry
Mr. Michael Farris – General Counsel, National Religious Broadcasters, CEO (Retired)
Alliance Defending Freedom, Founder HSLDA
Dr. Mark Fuller – Pastor of Leadership Development, Church of the Nazarene (Ohio)
Dr. Gregory Koury – Physician
Sen. Mike Morrell – California State Senate (retired)
Mr. David Pruitt – Realtor and Director of the Property Management Division of West USA
Realty, Inc.
Dr. Shelly Roden – Retired ACU/Southwestern College Faculty Member and Administrator;
ACU’s Shelly Roden School of Education is named in her honor.
Mr. Patrick Smith – Chief Financial Officer for Charter Home Alliance
Mr. Andrew Unkefer – Entrepreneur and Business Consultant
Mr. Brent Veach – Owner/CEO, Desert Taco, LLC
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Administration
Len Munsil, J.D. – President
Jeffrey Green, Ph.D. – Vice President of Academic Affairs
James Tito, B.A. – Chief Operating Officer
James Griffiths, J.D. – Vice President of Administration and General Counsel
Jeff Rutter, B.A. – Vice President of Athletic Enrollment and Club Sports
Jon Cline, B.A. – Vice President of Campus Operations
Michael Werner, M.A. – Vice President of Finance
Anthony Allen, Ph.D. – Vice President of Advancement
Peter Dryer, Ph.D. – Athletic Director and Dean of Students
Graduate Faculty
Lisa Bernier, Ed.D.
Ed.D. in Organizational Leadership: Effective Schools
M.A.Ed. in Administration and Supervision
• Arizona Department of Education Certifications: Elementary Education (K-8),
Supervisor (K-12), Principal (K-12), Cross-Categorical Special Education (K-12),
Structured English Immersion (K-12)
• Presentations and Publications: SEI Strategies; Universal Design for Learning;
Special Education; Christian Education
• Special Education Advisory Panel (SEAP), Arizona State Board of Education –
(2010-2013)
• ADE Educator Preparation Program (EPP) reviewer
• Association of Christian Schools International (ACSI) accreditation team
chair/member (2007-present)
• Arizona representative, Christian Educators
John DelHousaye, Ph.D.
Ph.D. in New Testament Theology
Th.M. in New Testament Theology
M.Div. in Biblical Communication
• Published author in his field (books and peer-reviewed articles)
• Teaching pastor
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Kyle DiRoberts, Ph.D.
Ph.D. in Theological Studies
Th.M. in Systematic Theology
M.Div. in Biblical Communication
• Published author in his field (books, both academic and popular level, and peer-
reviewed articles)
Bryan Harris, Ed.D.
Ed.D. in Educational Administration
M.Ed. in Educational Leadership
• Certification in Brain-Based Learning
• Extensive professional publications, including 6 books
• Extensive training, workshop, and keynote addresses given to over 20,000
educators since 2010
Nanci Smith Jones, Ph.D.
Ph.D. in Curriculum and Instruction/Concentration in
Mathematics Education
M.A.Ed. in Secondary Education
• International and National Educational Consultant since 2002
• Conference speaker for math education
Linnea Lyding, Ed.D.
Ed.D. Leadership and Innovation (Teaching)
M.Ed. in Elementary Education – Reading Specialist
• Certified Elementary Education (K-8), Special Education (K-12), Reading Specialist
(K-12), Structured English Immersion (K-12)
• Publications and presentations mostly focused on engagement strategies for
early childhood, elementary, secondary, and higher education students (details
in CV)
• Arizona Department of Education (ADE) Certification Advisory Committee
member
• ADE Higher Education Literacy Committee member
• Arizona Association of Colleges for Teacher Education (AzACTE) Secretary
• ADE Educator Preparation Program reviewer
• Association of Christian Schools International (ACSI) program reviewer
Carolyn Pela, Ph.D.
Ph.D. in Psychology
M.S. in Marriage and Family Therapy
Licensed Marriage and Family Therapist
AAMFT Approved Supervisor
• Experience teaching master’s and doctoral level marriage and family therapy
and related discipline courses
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• Licensed Marriage and Family Therapist
• 1 of 18 American Association of Marriage and Family Therapy Approved
Supervisors residing in Arizona
• Credentialed approved supervisor by the Arizona Board of Behavioral Health
Examiners
• Clinical Fellow of the American Association of Marriage and Family Therapists
• Record of professional publications and presentations on sexuality issues
Steven Rutt, Ph.D.
Ph.D. in Religious Studies
M.A. in Theology
• Ordained and licensed presbyter/priest in the Reformed Episcopal Church
(Diocese of Mid-America)/Anglican Church of North America
Brie Turns, Ph.D.
Ph.D. in Marriage and Family Therapy
M.S. in Child Development and Family Studies
Licensed Marriage and Family Therapist
AAMFT Approved Supervisor
• Experience teaching master’s and doctoral level marriage and family therapy
and related discipline courses
• Licensed Marriage and Family Therapist
• 1 of 18 American Association of Marriage and Family Therapy Approved
Supervisors residing in Arizona
• Credentialed approved supervisor by the Arizona Board of Behavioral Health
Examiners
• Specialist in families with disabilities
• Published MFT textbook and parenting book author
Rachel White, Ph.D.
Ph.D. Marriage and Family Therapy
M.A. in Marriage and Family Therapy
• Experience teaching undergraduate courses
• Specialist in military families
• AAMFT Member
• AAMFT Approved Supervisor in Training
• EMDR Specialist
• Somatic Experiencing Training, 2021
