May 08, 2024

Academic Catalog 2017-2018

Academic Catalog 2017-2018 [ARCHIVED CATALOG]

All Courses

Course Type	Prefix
Continuing Education	CE
Education	EDU
Educational Leadership for Change	ELC
Human and Organizational Development	HOD
Infant and Early Childhood Development	IECD
Media Psychology	MSC
Neuropsychology	NEPSY
Organizational Development and Leadership	ODL
Psychology	PSY
Research	RES
School of Leadership Studies	SLS

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Infant and Early Childhood Development
	IECD-561 Evidence Based Infant Mental Health Practices 4 semester credits This course covers clinical practices that are evidence based and effective in the prevention and treatment of relationship disruption, adverse childhood events, and early regulatory issues. Emphasis will be put on the role of cultural sensitivity, reflective process, and family-based interventions. Clinical interventions Trauma related outcomes Regulation and regulatory disorders Relationship-based interventions Culturally-based interventions Reflective practice and supervision evidence Delivery Method: Online Grading Default: Letter Learning Outcome(s): Describe the breadth and depth of clinical interventions for commonly recognized mental health issues in infancy Discuss symptoms, interventions, and outcomes related to adverse traumatic experiences Detail early regulatory issues and interventions that impact later mental health outcomes for high-risk infants Compare and contrast current evidence based, relationship-based interventions used in infant mental health Integrate a culturally sensitive approach into one’s own practice Utilize a reflective stance in all class discussions, written documents and class exercises Apply reflective, culturally sensitive, relationship-based approaches to one’s own leadership stance
	IECD-562 Educational and Cognitive Development 4 semester credits This course surveys the history, neuroscience foundations, the different developmental models and theoretical constructs essential to a working knowledge of the salient aspects of cognitive development. Critical learning opportunities occurring during infancy and early childhood, along both typical and divergent developmental trajectories are identified with attention to the translation of theory into practice and the process of clinical reasoning. While the focus of the course is cognition, its relationship to the other domains of development is explored. The course combines lectures, reading materials, videotapes, and cases and clinical applications to achieve its learning objectives. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students who successfully complete this course will be able to: Define and differentiate between three models of cognition. Articulate theories of the origins of intelligence. Explain the neurodevelopmental and sensory underpinnings of cognition. Outline the stages and central concepts that define the cognitive models of Piaget and Vygotsky. Discuss the role of affect in the unfolding of cognition. Discuss the development of memory and language. Explain two current techniques used to measure intelligence. Discuss two models of early education.
	IECD-563 Educational and Cognitive Development Intervention 4 semester credits This course provides an opportunity to apply concepts and observational skills related to cognitive development that were developed in IECD-562 . Students will be responsible for presenting their work relating to educational and cognitive development in children with whom they have worked. This course primarily focuses on discussion of the participant’s experiences with reading materials and videotapes provided to achieve its learning objectives. Pre-requisites: IECD-562 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students who successfully complete this course will be able to: Define and apply concepts and strategies to support children’s development. Define and apply strategies that relate to particular developmental profiles. Track developmental progress. Memorialize and communicate what has happened within a session, and strategize for the future. Self-reflect.
	IECD-564 Visual Spatial Processing Development 4 semester credits This course is designed to provide students with an understanding of Visual/Spatial Thinking throughout typical development. It covers literature that provides historical, neurological and educational perspectives. It explores Piaget’s constructivist approach and applications for developing Visual/Spatial thinking. Relationships between visual, sensory motor and logical thinking are explored as foundations for learning. Practical applications of the “Thinking Goes To School” curriculum are reviewed within the context of therapeutic and educational settings for children with developmental challenges. The course combines lectures, reading materials and videotaped examples to achieve its learning objectives. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Define visual/spatial thinking and its role in social and academic learning throughout development. Describe visual/spatial thinking and relationships with vision, speech, sensory motor functioning, concrete and abstract reasoning. Discuss constructivism and other educational approaches supporting skill development. Describe and demonstrate knowledge of visual/spatial thinking within your discipline and/or biography based on theoretical frameworks and practical applications covered in this course.
	IECD-565 Visual Spatial Processing Development Intervention 4 semester credits This course continues to focus on the concepts that were developed in IECD-564 . Students will have the opportunity to present their work relating to the development of visual spatial processing with children with whom they have worked. This course primarily focuses on discussion of the participant’s experiences with visual spatial functioning and includes readings and videotapes to achieve its learning objectives. Pre-requisites: IECD-564 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Apply knowledge based on theoretical understanding of visual spatial processing development to identify and support a child’s visual spatial problem solving abilities through implementation of the TGTS curriculum. Experience and articulate one’s own visual spatial processing abilities using activities from the TGTS curriculum. This is a core skill that serves as a foundation for supporting the visual spatial processing of others. Utilize knowledge of constructivist and DIR principles to understand and facilitate a child’s critical thinking involving their visual spatial processing. Discuss relationships between a child’s visual spatial processing and their academic and social learning.
	IECD-566 Family Systems Theory and Functioning 4 semester credits This course provides basic background information on the history, as well as the different developmental models and theoretical constructs involved in understanding the different aspects of family functioning–especially parental development over time–and their impact on child development during infancy and early childhood, with an emphasis on typical parental functioning. The course combines lectures, reading materials, and videotaped examples to achieve its learning objectives. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Describe the basic concepts of parent development among typically developing adults (to serve as a template and backdrop for later understandings of developing pathology). Recognize the early parent-child relationship as a unit of development, observation, assessment, and intervention. Recognize the all-important role of state and self- and mutual regulation among all participants in our work, clinician-parent, parent-parent, and parent-child. Appreciate the roles of parallel process, and of reflection and reflective supervision. Be aware, sensitive, and informed about realities of family systems in different cultures. Explain the basics of family systems theory. Apply enhanced learning skills in the work environment. Develop a clinical understanding of the importance of a strength-based focus. Possess greater insight into how to reach the hard-to-reach parent. Recall the names and describe the salient ideas of several important contributors to the fields of adult and parent development, including those who initiated ecological and family systems perspectives.
	IECD-567 Family Systems Theory and Functioning Intervention 4 semester credits This course provides an opportunity to integrate and apply the conceptual and theoretical constructs to a current practice or work place experiences. The focus is on adult/parent developmental models and theoretical constructs, family and ecological systems theories, and the neuro-scientific foundations involved in parent-child relationships. This course primarily focuses on discussion of the participant’s experiences and includes reading materials and videotapes provided to achieve its learning objectives. Pre-requisites: IECD-566 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Describe basic concepts in applying family systems theory as studied in prerequisite(s). Gain a more integrated conceptualization of parallel process as it applies to reflective practice in family-oriented work. In family systems application, student will gain enhanced understanding of and application of cultural similarities and differences. Student will use newly learned family systems skills and share how in class. Student will establish conceptualization as well as application of leadership in promoting a family systems approach and philosophy. Student will be able to justify integrated application of family system theory through example in discussion and writing. Understand how they can best integrate and apply family systems theory in their work and both discuss and write about it.
	IECD-568 Introduction to Brain Development 4 semester credits This course helps students to understand the relationship between the brain and social-emotional and cognitive development. Students learn how the brain develops during infancy, early childhood, and adolescence. The course reviews common methods used in the neurosciences for imaging the brain. It reviews current perspectives on experience-based brain development including issues of plasticity and critical periods in development. It discusses the role of the brain and neurotransmitter systems responsible for emotion regulation, cognitive control, communication, and reviews the brain mechanisms underlying a number of clinical problems including autism, anxiety, depression and aggression. This course reviews recently published peer-reviewed articles on brain research and neuroscience to achieve its learning objectives. Delivery Method: Online Grading Default: Letter Learning Outcome(s): The primary objective is to have students develop a working understanding of the brain and nervous system as it relates to behavior. Behavior can be considered those perceptions, emotions, responses, and actions that occur within the range of normal function, as well as those that result from diseases, disorders, and other dysfunctions in the nervous system. Students successfully completing this course will be able to: Demonstrate a working knowledge of the structures and functional mechanisms of the brain and nervous system. Express a thoughtful, integrated perspective of the brain in terms of how it relates to behavior. Demonstrate a developing understanding of how the above information may be reflected and/or applicable in real world circumstances.
	IECD-569 Individual Differences and Developmental Psychopathology 4 semester credits This course is designed for students to develop an understanding of individual differences in development. Individual differences in biological, psychological, cognitive, and cultural factors will be discussed so that students can understand how typical development helps us to understand atypical development and how atypical development helps us to understand typical development. The course provides guided independent learning, which involves extensive reading, writing assignments, online student discussions, sharing of one’s work with classmates, and responding to one another’s work. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Gain an understanding of critical factors that affect developmental trajectories. Use class readings and discussions to assess and describe children whom they see in their individual professional practices. Gain an understanding of the research on specific individual differences by reviewing the literature on specific individual differences. Write scholarly Reviews of the Literature on an individual difference that they will share in their group discussions.
	IECD-570 Integrated Developmental Approach to Assessment 4 semester credits This advanced level course provides an opportunity to integrate the concepts and skills learned in previous first, and second level courses into a comprehensive, developmental framework that guides learning of advanced assessment, evaluation, and diagnostic skills. Students will be exposed to different diagnostic approaches, analyzing the comparative advantages for infancy and early childhood mental health and developmental disorders. Students will also review the most relevant psychological assessment tools available for infants, children, and families. The course combines lectures, reading materials and videotaped examples to achieve its learning objectives. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students who successfully complete this course will be able to: Use developmental frames to understand, conceptualize, and plan treatment goals for individuals with developmental challenges and their families. Demonstrate understanding and critique of various assessment/diagnostic approaches and issues. Consider and choose assessments/measures/methods for both clinical practice and research based on the question being asked and the theoretical frame being used. Through self-directed study, choose a topic of personal interest and develop questions surrounding it based on current literature. Demonstrate through writing, presentation, and class participation the ability to develop, critique and share ideas coherently and meaningfully with colleagues.
	IECD-571 Assessment of Children and Families 4 semester credits This course provides the students with an opportunity to formulate a comprehensive assessment of infants and young children of different ages, as well as their families, using a bio-psychosocial model. Credits for this course are obtained using a variety of infant, early childhood, and family psychological assessment tools. Graded assignments include completing assessment reports, with a format previously discussed with the assigned faculty. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Approach the tasks of assessment with a strategy in mind that includes: identifying client, question, informants, strategies, data interpretation, giving feedback; analyzing whether that central question was answered and what work would logically follow the assessment in the area of accountability; become more aware and reflective about their own part of the assessment process. Consider the strengths as weaknesses of the three major techniques of assessment: interviewing, observing, using psychometric measures as it relates to a specific question. Work with various approaches to report writing and documentation. Feel some familiarity with reflectiveness in practice.
	IECD-572 Integrated Developmental Approach to Intervention 4 semester credits This course provides an opportunity to learn about the Infant Mental Health field. Aspects of promotion, prevention, and intervention approaches for infants and families in a variety of settings will be targeted. Clinical application, administration, reflective supervision, cross cultural approaches, policy development, interdisciplinary practice, and leadership will be addressed according to the learning and practice needs of the student. Some of the areas to be targeted are infant and early childhood mental health consultation, early intervention, private practice, home visiting and policy development. Additionally, issues of national and international workforce development, licensing and endorsement are emphasized. IMH in perinatal sites, hospitals, and clinics IMH in early intervention, and public health IMH in community mental health centers IMH in policy: state, national, and international IMH in state, national, and international organizations Models of IMH practice (e.g. infant and early childhood mental health consultation, home visiting, and private practice) Endorsement, licensing, professional issues. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Discuss theoretical and foundations of dynamic approaches to intervention; Understand and be able to discuss the construct of mentalization and how it is used in prevention and intervention; Discuss developmental approaches to prevention and intervention; Present an in-depth discussion of the components of successful prevention and intervention programs for young children; Describe the design of a successful prevention or intervention program.
	IECD-573 Advanced Integrated Approach to Intervention 4 semester credits This course is a continuation of Integrated Developmental Approach to Intervention prerequisite. There will be an in depth understanding of intervention. This course provides an opportunity to engage in a critical analysis of theoretical concepts using the book Developmentally Based Psychotherapy (1997) by Stanley Greenspan. Through reading, reflection, forum discussions, chapter presentation, small groups and class discussion, a further understanding of development, individual differences, and relationships in the context of intervention will be targeted. Pre-requisites: IECD-570 , IECD-571 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Discuss theoretical and foundations of dynamic approaches to intervention. Understand and be able to discuss the construct of developmentally based psychotherapy and how it applies to intervention. Discuss Greenspan’s developmental approach to adult psychopathology. Present an in-depth analysis of psychodynamic theoretical constructs as they apply to understanding strengths and challenges in young children. Describe the foundation elements of individualized intervention.
	IECD-574 Intervention in Practice 4 semester credits This advanced level course provides an opportunity for students to learn how to formulate case material and apply it to a comprehensive intervention program directly with infants and young children of different ages. Students will present developmental family and other case information and then formulate a comprehensive treatment plan to address family concerns. Pre-requisites: IECD-570 , IECD-572 , IECD-573 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Understand the definition of case formulation for intervention. Understand the components of a case formulation to guide intervention. Develop a multidisciplinary document that can be used in developmental interviews and treatment planning for intervention.
	IECD-575 Introduction to Reflective Practice/Supervision 4 semester credits This course is an introductory course on reflective practice. The goal of the class is to introduce students to the reflective process. This will be done through readings, class discussions, and activities that enable the students to be introduced to engaging in reflective practice. In this class we will define the process of reflection and relate reflection to mindfulness practice. We will discuss the components of mindfulness and apply reflection and mindfulness to the learning process. As we understand the process we will discuss the application to creating learning experiences in different settings. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Learn the components of self-reflection and self-awareness. Have increased understanding of the benefits of Reflective Supervision and its impacts on the parallel process. Learn strategies of mindfulness and use of self to support Reflective practice experience when working with complex early childhood, family, and systems challenges. Have Reflective Supervision (RS) tools to incorporate reflective supervision/practice into educational or work environments. Engage in face-to-face interactions and obtain reflective feedback so that they can develop the skills to do reflective supervision with other professionals.
	IECD-576 Observing Babies I 4 semester credits This class will identify how we observe and assess babies. What are the critical areas that we want to focus on when we observe parent-infant interactions? How do we initiate observations of infants? How do we learn about the infant’s inner world? What are the components of the mother-observer relationship? Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Discuss key standardized assessments for newborns, young infants and toddlers. Describe the importance of context, relationships and cultural norms in choosing and utilizing observational assessments. Compare and contrast instruments that may focus on different aspects of observing infant development. Determine best practice for observational approaches. Identify different contexts in which observational approaches may be used (e.g. diagnostic, child care, clinical practice, etc.).
	IECD-577 Observing Babies II 4 semester credits In this class students will discuss their observations of parent-infant interactions. Students will be observing a parent-child interaction and will discuss their observations in group discussions. Pre-requisites: IECD-576 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Learn the elements of constructs such as vitality affects; interactional synchrony; moments of meeting; implicit relational knowing. Have increased understanding of how and what to observe in infant - parent interaction to assess whether the relationship is supporting the health of the infant, and /or the infant is experiencing some constitutional constrictions or individual differences requiring special care. Learn strategies for thinking with parents about how to make sense of their baby’s actions and reactions. Have observation and reflection tools to bring to their work environments. Engage in discussions with each other to practice talking with parents about sensitive topics related to their baby.
	IECD-578 Developmental Needs of High Risk Newborns and Young Infants and their Families 4 semester credits This course will provide a broad-based foundation that yields expertise in support of newborns and young infants with health care needs, developmental disabilities, and those who are at risk for relationship disturbances. Using the BABIES and PreSTEPS Model, the course will focus on evidence based approaches to assessment and intervention for an infant’s body function, arousal and sleep, body movement, interaction with others, eating, and soothing. Support for families will focus on the evidence based best practices of predictability and continuity, sleep and arousal organization; timing and pacing, environmental modifications, positioning and handling and self-soothing supports. The course will include in-depth application of the Newborn and Young Infant IFSP, BABIES, PREsteps, and systems-building information through manualized information, case studies and guided application to the student’s own case load. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Discuss the basic developmental tasks of the newborn and young infant. Compare and contrast various assessments of the newborn and young infant. Detail the importance of neurophysiologic, behavioral and emotional bidirectional relationship effects on mother/infant dyads. Discuss caregiver contributions to enhancing newborn and infant development. Conduct appropriate observations and use reflective questions regarding the newborn/young infant and their primary caregiver’s interactions. Discuss the effects of early constitutional and caregiving supports on infant regulation. Identify resources for support of the newborn and young infant and their family. Develop appropriately detailed, designed and articulated resources for families of newborns and young infants.
	IECD-579 Advanced Brain Development During Infancy 4 semester credits This is a special topics course on brain development during the first two years of life. The course is designed for students who have specific interests in typical and atypical brain development. This course will focus on current research in the areas from basic structural neurological systems of development, epigenetics (gene environment interaction), temperament, emotional self-regulation, maternal attunement, theory of mind, empathy, joint attention and the development of early symbolic thinking. Pre-requisites: IECD-568 Delivery Method: Online Grading Default: Letter Learning Outcome(s): To define and understand the brain development in relation to social emotional development in infants Normal development Problematic development To understand and articulate an understand of how culture may impact development in this area To demonstrate knowledge of the importance of the mother/primary caretaker and infant relationship, in regard to social emotional development To demonstrate an understanding of emotional communication in infants To demonstrate knowledge of the development of memory and language To have a working understanding of social skills in infancy To demonstrate knowledge of affect or emotional regulation in infants
	IECD-580 Theory and Practice of DIR/Floortime 4 semester credits This course provides an initial opportunity for students to learn about and apply the theoretical concepts of the DIR/Floortime model, and demonstrate increased competencies as a professional working with this model in clinical or educational settings. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will: 1. Have a basic understanding of the core elements of the “D” Developmental, “I” Individual and “R” Relationship Theoretical, Assessment and Intervention Model in the home and school setting. 2. Have a basic understanding of the D = Developmental-the core elements of the 6 basic functional emotional developmental capacities (FEDC’s): a. Attention and Regulation b. Engagement c. Two-Way Communication d. Complex Gestures and Shared Problem-Solving e. Emotional Ideas f. Logical Thinking 3. Be introduced to assessing the emergence and constrictions of the first 6 FEDC’s. 4. Have a basic understanding of the I = Individual-core elements of an individual profile: a. Sensory Systems b. Motor Planning and Sequencing c. Visual Spatial processing d. Language = expression and comprehension e. Medical and Biological factor f. Temperament-Emotional regulation g. Culture 5. Have a basic understanding of the R = Relationship-Role of Affect in caregiver, family, community, educational and therapeutic relationships 6. Have a basic understanding of specific Floortime™- Based principles 7. Be introduced to scientific evidence supporting the DIR® model and Floortime™ intervention 8. Observe a video clip and: a. Integrate comments from students of different disciplines b. Reflect upon the different aspects of the intervention and case conceptualization c. Use self-reflection to integrate DIR® theory and technique d. Reflect upon the work of fellow students and provide useful insights in a collaborative and non-judgmental way e. Integrate weekly readings into observations
	IECD-581 Reflective Practice/Supervision 4 semester credits This course will combine theory and practice. The course will be co-taught so that students can continue to have discussions and have practice engaging in reflective practice experiences. The course will alternate sessions each week, i.e., a class involving discussions relating to reflective practice, and then a practice class in which students will work in pairs or groups to practice reflection and to have ongoing supervision on their work. Pre-requisites: IECD-575 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Participants begin integrating the theoretical foundation of reflective Supervision into practice. Participants will have increased understanding and confidence when using Reflective Supervision tools to incorporate reflective supervision/practice in educational or work environments. Participants will learn strategies of holding multiple perspective while providing and receiving reflective supervision facilitating cultural competence and sensitivity considering complex early childhood, family and systems challenges. Participants will have increased capacity in reflection, use of self, mindfulness and the parallel process. Participants will engage in face-to-face interactions and obtain reflective feedback so that students can develop the skills to do reflective supervision with other professionals.
	IECD-582 Advanced Reflective Practice/Supervision 4 semester credits This course will be treated as a practicum/intervention course. Students will bring in case work from their own professional experiences and their own disciplines. The focus of the course will be student-led discussions of their experiences and supervision from the instructor who will have Infant Mental Health Endorsement to ensure expertise in reflective practice. Pre-requisites: IECD-575 , IECD-581 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Expand on reflective supervision skills one on one and in small groups. Have increased understanding of the benefits of Reflective Supervision and its impacts on the parallel process. Have increased confidence when using Reflective practice in academic and work settings. Continue to move from concepts to strategies in understanding and applying reflective practice and mindfulness in early learning programs. Integrate reflective practice in personal settings and consider strategies for balancing process and the need for accountability in programs and systems. Learn how to process multiple, competing demands and prioritize topics for reflective practice. Consider policy strategies for integrating and sustaining RS/RP into programs, policies and agencies.
	IECD-583 A Practitioner’s Toolkit: Reflective Practice and Techniques 4 semester credits This course focuses on effective teaching and practical tools. It will also concentrate on reflective skills, attunement, sensitivity, and empathy and provide strategies for using these skills in real world circumstances. As such, the course will focus on conceptualizing self in relation to the impact on others, understanding one’s body’s signals, regulatory capacities, and strategies as applied to practice, the practice of thoughtful curiosity, learning to tolerate the state of not knowing, the process of understanding and attributing meaning, the impact on leadership development; cultural considerations; the application of reflective practice, in terms of working with children and families. Delivery Method: Online Grading Default: Letter Learning Outcome(s): a. Conceptualizing self in relation to the impact on others b. Understanding one’s body’s signals, regulatory capacities, and strategies as applied to practice c. The practice of thoughtful curiosity d. Learning to tolerate the state of not knowing e. The process of understanding and attributing meaning f. The impact on leadership development g. Cultural considerations h. The application of reflective practice, in terms of working with children and families
	IECD-584 Emotional Development, Cognitive Evolution, and Disruptive Behavior 4 semester credits This course focuses on the importance and development of emotionality and regulation in regard to the brain, and the interaction between nature (biological hard wiring) and the environment, especially the early relational environment. It also looks in-depth at the impact of these factors on cognitive development, adaptability, school readiness, and academic achievement. In addition, the course focuses on disruptive behavior (dysregulation of emotions/emotional development), how it manifests, what it means for the child, the practitioner (educator, health care providers, allied health care providers, and mental health professionals) for the classroom, and school readiness. Delivery Method: Online Grading Default: Letter Learning Outcome(s): The importance and development of emotionality and regulation in regards to the brain The interaction between nature (biological hard wiring) and the environment, especially the early relational environment Impact on cognitive development, adaptability, school readiness, and academic achievement Disruptive behavior - dysregulation of emotions/emotional development: how it manifests, what it means for the child, for the practitioner (educator), for the classroom, school readiness
	IECD-585 Self-Regulation, Executive Functions, & School Readiness 4 semester credits This course will examine what we mean by these terms and how they are inter-related; and how and what they impact, in terms of infant and child development. We will also look at why they are vital to a child’s success in school and social circumstances and what comprises school readiness. We will then focus on how to strengthen weaknesses in these areas, developing both understanding and strategies. Delivery Method: Online Grading Default: Letter Learning Outcome(s): What we mean by these terms and how they are inter-related How and what they impact, in terms of infant and child development Why they are vital to a child’s success in school and social circumstances What comprises school readiness How to strengthen weaknesses in these areas Understanding Strategies
	IECD-586 Brain Development and Classroom Functioning 4 semester credits This course will cover brain development in infancy and early childhood. It will provide an understanding of how brain functioning is related to and impacts learning. It will also focus on how teachers can understand and accommodate the above in relation to the classroom experience. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Tracking brain development in infancy and early childhood Integrating brain function and learning How to understand and accommodate the above in relation to the classroom experience
	IECD-587 Active Professionals, Case Studies: Learning through Applying Core Material to Real World Situations 4 semester credits Education and training through case studies and students’ case presentations. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Re-frame understanding of child development, school,readiness, child/professional, child/parent,and parent/professional interactions Develop reflective capacity and skills Apply tools and interventions in real world situations with children and families
	IECD-588 Neuroscience Foundations of Infant Development and Mental Health 4 semester credits Current science provides a foundation and framework for understanding early brain and behavior development in the context of primary caregiving relationships. The course will explore evidence for developmental social neuroscience and provide students the opportunity to relate emerging science into their practice approaches. The course will cover fetal, newborn, and young child developmental and mental health neuroscience, and the impact of adverse childhood events and lifespan perspectives. Additionally, it will examine parent/caregiver neurophysiologic changes of pregnancy, newborn, and infant periods, including dyad and triad neuroscience. Fetal, newborn and young child developmental neuroscience Adverse childhood events and lifespan perspectives Neuroscience of mental health issues in infants and toddlers Neuroscience of parents/caregivers during pregnancy, newborn and infant periods Dyad and triad neuroscience Delivery Method: Online Grading Default: Letter Learning Outcome(s): Discuss neurophysiologic changes that impact infant development and mental health during the fetal, newborn, and young infant periods. Discuss the neurophysiologic changes of parenting Synthesize current social neuroscience with regard to early relationship development between the dyad and triad (single versus double parent relationships) Develop a perspective on how mental health outcomes are affected by physiology and neurodevelopment Compare and contrast current Infant Mental Health practices that emphasize a neurophysiologic perspective with a psychodynamic perspective Analyze the literature on social neuroscience with attention to cultural aspects of development
	IECD-589 Specialization Area 4 semester credits Individual students and/or faculty define this area. It can be used to acquire new knowledge or to deepen existing knowledge in a specific area in which students expect to build or advance professional careers. Delivery Method: Online Grading Default: Letter
	IECD-590 Independent Study 4 semester credits Faculty may propose and develop a new elective area of study on a trial basis or students may propose an independent study contract in subject areas or sub-areas not encompassed by another course. Delivery Method: Online Grading Default: Letter
	IECD-599 Capstone Project 4 semester credits Students will develop and carry out a capstone project, focusing on an educational issue of their choosing. This includes identifying an educational problem and creating a final project focused on interventions. Delivery Method: Online Grading Default: Letter
	IECD-700 Comprehensive Essay 4 semester credits The Comprehensive Essay will be a comprehensive review of the literature on the topic of the student’s dissertation. The literature review will be evaluated on the basis of its thoroughness. It will have to demonstrate critical thinking, integration of the work on the topic, an understanding of research, and reason for the need for further study. Pre-requisites: All required courses and the intervention elective. Delivery Method: Online Grading Default: Credit/No Credit Only
	IECD-734 Dissertation Research 2 semester credits This course represents student engagement in the dissertation process from concept to the final dissertation as planned with and evaluated by the chairperson. This course cannot be substituted for elective course requirements. Pre-requisites: IECD-537 or, if on older teach-out curriculum: IECD-309 and IECD-509. Delivery Method: Online Grading Default: Credit/No Credit Only
	IECD-794 Dissertation in Progress 0 semester credits This course signifies the student has begun work on the dissertation, including an approved concept paper and full committee membership. Delivery Method: Online Grading Default: Credit/No Credit Only
	IECD-795 Final Oral Review of Dissertation 9 semester credits The second part of the dissertation process involves conducting all the activities described in the approved proposal, writing a preliminary final report with the results of the activities, and preparing a presentation to be shared with the Dissertation Committee and other students of the School. The dissertation chair is available to guide the student during this process, review the preliminary final report as well as the draft of the presentation, and give feedback on these products before presenting it to the Dissertation Committee and other students. Credits for this part are obtained once the student has successfully orally presented the dissertation. Pre-requisites: IECD-PA Delivery Method: In person/Blended Grading Default: Credit/No Credit Only
	IECD-799 Dissertation Completion 4 semester credits The final part of the dissertation process requires that the student satisfactorily answer all the questions raised by the Dissertation Committee at the Final Oral Review, and presents a final version to the Dissertation Committee for its approval. Credits for dissertation completion are obtained once the Dissertation Committee approves the final dissertation and the final version has been submitted to Fielding for proofreading. Pre-requisites: IECD-795 Delivery Method: Online Grading Default: Credit/No Credit Only
Media Psychology
	MSC-551 Introduction to Media Psychology 4 semester credits Media Psychology has emerged as a significant field of study as individuals and society at large grapple with the proliferation of media and communication technologies. Media psychology applies psychological theory to understanding the way this new media landscape impacts the use, experience, and production of media technologies across all economic sectors. This understanding is relevant to applications and careers in telecommunications, education, entertainment, public policy, law, politics, advertising, healthcare, and education. This course is an overview of the emerging field of media psychology. We will discuss the implications for research and practice of how we define the field. We will analyze the impact of mediated communication on content and message perception, drawing on developmental psychology, sensory and cognitive psychology, systems theory, positive psychology, and motivation and learning theories. We will evaluate the psychological implications of traditional and emerging technologies as users and content-producers. Students will develop an understanding of how media affects individuals and cultures and how media can be used for socially constructive purposes. We will consider how media research is interpreted and presented to the public, how social media has redefined the way people, businesses, and groups connect, how media technologies can facilitate learning, and the societal implications of continuing technological change. Delivery Method: Online Grading Default: Letter
	MSC-552 Global Psychology: Social Marketing in a Borderless World 4 semester credits We use a global perspective in this course to explore ways in which global broadcast and narrowcast media make an impact in society, and how these media are harnessed to actively promote the advancement of social concerns. We assess the use and misuse of traditional media (radio and television), the classical entertainment media (film, theatre, art and music) and the “new” media (internet, social networks, blogs, virtual worlds, and cell phone technologies) in reaching their desired audiences and convincing them of anything. We explore the techniques of social marketing –adapted from advertising – for influencing attitudes and behavior. Students investigate media reach and the new forms of digital divides, and then explore media for social activism, including psychological concepts of empathy, altruism, persuasion and influence, all central to the theory and practice of social marketing. Readings emphasize the analysis of social campaign case studies, preparing students for a final project that combines media and psychology to advance a local or global social cause meaningful to them personally. Other class assignments emphasize active asynchronous discussion, short written work practicing a variety of media styles, and a team project to gain experience in the dispersed teamwork typical of global media campaigns. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Research and explain key differences in media literacy, consumption and ownership in populations of different socio-economic profiles. Understand and apply key concepts of advocacy and social marketing for different types of audiences. Analyze the potential social impact of proposed media projects, technologies or formats. Use strategies and techniques of social marketing in developing ethical media campaigns of advocacy and activism. Advise media content creators in the development of socially responsible programming. Contribute to scripts or messaging for media projects aimed at social change. Operate successfully in a multi-media asynchronous learning/working environment, including virtual teams.
	MSC-553 Story Psychology: Changing Minds through Narrative 4 semester credits This course addresses the importance of storytelling in Western civilization, culminating in narrative formats used in text, television, film, digital media, and social media. Study the psychology behind how stories originate, evolve, and impact individuals and our media culture. Explore a broad range of narratives and narrative styles and their relationships with personal and social development. Instruction emphasizes conventions of mythology and storytelling as well as literary and cultural issues, the role of media and modes of transmission, and the relationships between narratives and social change. The class will apply established narrative theory in novel ways to better understand modern media, and will include the creation of an original independent digital narrative. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Demonstrate a markedly increased awareness and understanding of the role stories play in shaping individual and societal cognition and action, as well as in shaping the student’s own day-to-day experiences. Understand story structure and key elements of stories and be capable of applying this understanding across a variety of media and modes of communication, in analyzing stories, advising content creators, and in creating affecting and engaging stories. Have applied course knowledge in class discussions, analyses of relevant media, and through creating a purposeful individual.
	MSC-554 Foundations of Research 4 semester credits The goals of research include observing, understanding, generalizing, testing, predicting, and validating. This course examines how scientists experience, describe, understand, and explain the world. The focus will be on the different approaches to asking questions in media psychology research and the connection of research to practice. Students will learn about procedures for investigating specific research questions, become familiar with qualitative and quantitative approaches to research, and learn the ethical and legal standards related to research with human participants. Students will be introduced to the ease with which data can be analyzed using software such as SPSS. Although this is not a course in statistics, students will gain an understanding about the concepts underlying common statistical procedures. The link between research and analysis of data will be illustrated with examples from published studies in scientific literature. Ultimately, students completing this course will become skilled at critically reading and evaluating research. Delivery Method: Online Grading Default: Letter
	MSC-555 Positive Psychology and the Social Entrepreneur 4 semester credits What character traits, emotions, and personal virtues contribute to human fulfillment and happiness? How can media serve to promote the development of these qualities at the individual, group, and organizational level? Throughout this course, students will explore the scientific discipline known as positive psychology as it relates to media consumption and development. Positive psychology is an emerging field of psychology that transcends the clinical disease model and serves to examine the source and nature of human strengths. Students will gain an understanding of the symbiotic and interdependent relationship between pro-social media and human traits such as optimism, resilience, creativity and compassion. Delivery Method: Online Grading Default: Letter
	MSC-557 Media and Political Psychology: Propaganda and Persuasion 4 semester credits For decades, media has been relied upon to call attention to policy conflicts and to identify likely alternatives available to those seeking a resolution. In short-to define the public agenda. Interactive multimedia, blogs, social networks, virtual worlds, and other innovations are changing public discourse and those who shape it. Yet a major question remains unanswered: how do voters and consumers actually process information? What is the connection between political technique, political conviction and appeal to the heart and to the mind? This course focuses on political and advocacy psychology, and what happens when reason and emotion collide. What determines how people vote? How does one side in the political debate claim the political narrative? Why do people choose to support one cause over another? In any media, those who create advocacy and political messages seek to shape a narrative, to tell a convincing story that makes events come alive. Upon completion of this course, students will understand the application of Agenda Setting Theory to traditional print and television, and to newer Internet based media. We will explore and assess the link between media, message, and the political mind. Delivery Method: Online Grading Default: Letter
	MSC-558 Cognitive Psychology and the Display of Information 4 semester credits For almost two generations, content creators have repeated Marshall McLuhan’s “law” as if it were a mantra. “The Medium is the Message (or Massage)” became the guiding principle of film and television producers, music distributors and all manner of content creators. One after another they pronounced themselves platform agnostics. They were not only hoping that convergence was real, they were betting on it. The idea was simple: whatever was created could readily move from one medium to another, generating revenue along the way. Initially things looked good. Film moved to DVD to cable to television and to the small screen on the airplane seat back. The content creator was in control. Content was king. Things looked good - until they didn’t. Convergence assumes that the cross-device user experience is the same, or at least similar. While it doesn’t take a psychologist to explain that viewing Lawrence of Arabia on a PDA is different than in its original cinemascope format, this difference is where the cognitive action lies. Increasingly, content creators need to consider both their target delivery device and the principles of cognitive psychology driving the user experience. This course explains the impact of cognitive psychology on devices, visual display, and content design. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students will understand fundamental theories of cognitive psychology pertaining to how we perceive, interpret and convey information enabling you to create clear messaging strategies to reach specific audiences with pre-determined concepts and predictable results. Student will be able to apply fundamental theories and principles of visual design toward visual presentations of information; critique and design visual displays to facilitate attention, understanding and retention of information, and incorporate an effective call to action for your inspired audience. Students will understand the why and how behind, and be able to apply designs differently across various media such as posters, paper, the Web, presentations, movie screens, virtual worlds and mobile devices with four (4) or more complete designs for a portfolio.
	MSC-560 The Psychology of Social Media Strategy 4 semester credits This course examines how the Internet and social technologies have reshaped society by transforming information distribution and human connection. The traditional one-to-many communications model is now a many-to-many social web. We live in a networked and participatory culture, where the lines are blurring among technologies and the traditionally distinct roles of producers, distributors, and consumers. We access and distribute information and interact with others unconstrained by time, culture, and geography. We will study how the new media landscape is adjusting our assumptions about how we relate to others, how we engage and participate socially, politically, and commercially. This course examines social media and emerging technologies and applications by integrating psychological theory with practice. We will draw primarily from social psychology in the areas of social cognition, attitudes and persuasion, social construction of meaning, collaboration and group interaction, and the social implications of self-efficacy and agency. Students will gain an understanding of the psychological shifts that are driving trends such as social entrepreneurship, transmedia narratives, and collaborative culture. We will also discuss the properties of networks and systems that are fundamental to social media applications. Drawing on readings and case studies, we will establish a theoretical foundation for effectively using social media applications in business, education, politics, social relationships, and to effect positive social change. We will discuss how different tools, technologies, and platforms support or hinder human goals and what the technology du jour implies about social and individual behavior and expectations. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Demonstrate understanding of network properties and the implications for social interaction and social capital. Demonstrate where social technologies alleviate social failures. Demonstrates the relationship between individual and social identity in a digital world. Demonstrates how social technologies influence individual and collective agencies. Demonstrates how to evaluate the strengths and weaknesses of different technology affordances in promoting interaction, connection, and belonging. Demonstrates the impact on consumer/user psychology of converging technologies and the blurring boundaries of user/producer/distributor roles. Demonstrates and creates effective and persuasive messaging in social platforms. Demonstrates the critical design elements to promote social engagement with brands, products and applications. Demonstrates the cultural and social implications of social and digital access. Demonstrates a general understanding of Gamification. Demonstrates knowledge of the potential of social technologies for behavioral and social change.
	MSC-562 Innovation, Learning and Online Education 4 semester credits This course focuses on an integrated study of human development with implications for educational psychology. It aims at familiarizing students with major theories of human development with particular emphasis on learning using innovative and digital environment. The interrelationship among motivation, learning, and educational factors that influence human development will be examined. Anytime, anywhere - this characterizes the technology-based culture today. Harnessing the positive energy of new technologies and digital environments to create effective pedagogies can assist in developing an educational atmosphere that is supportive to creativity, interaction, and learning. Students will have a chance to explore using new technologies and digital educational environment for social change. By the class conclusion the students will be able to create an online learning environment. Delivery Method: Online Grading Default: Letter
	MSC-563 Augmented Reality and Immersive Technology 4 semester credits Every new medium introduces new forms of narrative. Immersive media (IM), augmented reality (AR), mobile advocacy, and more, create tremendous media disruption - and tremendous opportunity. Internet 1.0 (1994 - 2000) was all about the great disruption of a hyperlinked world, which was quickly watered down to “online shopping”. Internet 2.0 (2004 - 2009) was the decade it took to figure out what to do with a networked, rich web app, social media world. The advent (2009…) of IM, and particularly AR, is where broadband enabled mobile technology makes the Internet inescapable offering pitfall and promise. As we rapidly move toward a future where wireless is embedded in everything around us, these media innovations, combined with the modern tablets and smart phones, empower the user with extraordinary capabilities. In theory, almost anyone can know almost anything almost anywhere. This increased transparency leads to reduced privacy, timely access to information leads to constant access to entertainment and we can trust product marketers to use and abuse the medium. Can these developments be used to increase the cognitive understanding of social concerns? Can location based information (GIS) and spatial psychology be used to increase our cognitive understanding of physical place? What is the social impact of real time data delivery? This course recasts Marshal McLuhan’s famous axiom where the device becomes the message. Modern devices combined with a layer of real time information accessed through immersive media and augmented reality, addresses the demand for media strategists rather than technologists. This seminar, draws on the foundations of psychology that lead to effective data visualization, application design, increased human understanding and most importantly mobile advocacy. This revolution will not be televised. Delivery Method: Online Grading Default: Letter
	MSC-564 Argumentation: The Art of Critical Writing 4 semester credits Bernays, Churchill, King, Lincoln, and Paine were some of the most effective and articulate communicators in our history. They understood the power of the pen as well as the importance of argumentation and persuasion. The art of critical writing is a foundational tool in navigating social issues and change. Students in this course investigate various writers and their respective arguments as they relate to the change promoted. During the first half of the course, students learn the foundational aspects of argumentation and critical writing by interacting with various historical documents. The second half of the class includes discussions of Bernays, Twain, and Zarefsky-as well as crafting arguments for a cause or action using the tools of rhetoric. Delivery Method: Online Grading Default: Letter
	MSC-566 Brand Psychology and Transmedia Storytelling 4 semester credits This course focuses on the creation of transmedia storytelling strategies for brands based on the psychologies of branding, storytelling and social behaviors in media. Transmedia storytelling is an additive, 360-degree approach driven by story and user participation. It is quickly becoming the norm in entertainment, marketing, politics, education, healthcare and social advocacy campaigns. A transmedia storytelling strategy is the coherent telling of a story across multiple media platforms to create opportunities for social interaction and engagement with multiple access points and paths of experience. The purpose of this course is to combine psychological theory with best practices to analyze and create strategies that leverage the power of technology and the drivers of social participation to maintain brand-story coherence. The course looks at the integration of multiple elements to achieve this end: evolving media technologies, narrative structure and psychological impact, consumer behavior, brand psychology, technology attributes, audience targeting, and process design. Students will learn to build stories and storyworlds for brands, causes and organizations to create an immersive psychological experience. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Demonstrate an understanding of how social media norms have changed consumer psychology and how that influences persuasive communications and media design and use. Understand the psychology of story and how stories engage metaphors, archetypes and mental models to construct brand meaning. Describe the structural and psychological differences between transmedia and cross media or multi-media. Evaluate the role of transmedia storytelling and the impact on user experience in marketing and messaging campaigns. Examine and compare the benefits and limitations of different media assets and platforms in delivering a story based strategy taking into consideration the psychology of immersion, presence, engagement and efficacy while maintaining developmental and cultural appropriateness and sensitivity. Demonstrate how to use psychological theory to inform.
	MSC-567 The Psychology of Neuromarketing 4 semester credits This course examines an emerging field investigating the direct effect of advertising, media and consumer products or services on the brains of consumers. Traditional self-reports and observation-based research methods have often failed to provide a credible interpretation of the cognitive, affective and instinctive processes that influence consumer responses to multiple forms of stimuli. The widespread availability of neuroimaging technologies has allowed neuromarketing researchers to unveil new insights on how messaging or decision-making works in the brain. This fresh knowledge has radically transformed our scientific understanding of the modern consumer. This course provides an understanding of new psychological constructs as well as new modalities that are used to assess, understand and predict the effect of advertisements, media, corporate messages, public service announcements and many more stimuli on the brain. Student will also learn which aspects of the nervous system they need to understand to grasp the possibilities and limits of neuromarketing methods. This course is designed to make students not only better educated on neuromarketing but to help them hire neuromarketing vendors or even lead a neuromarketing project. Anyone working in media, advertising, branding, PR or communication will gain from knowing about this revolutionary approach to the psychology of consumer behavior. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Understand the limits of conventional research methods used to evaluate media effect. Demonstrate a basic understanding of the nervous system and brain anatomy. Learn core functional systems such as attention, memory, cognition, affect and decision-making. Articulate the relative appropriateness of the most popular modalities used to measure the effect of media on the nervous system. Discuss the major ethical issues raised by the commercial use of neuroimaging technologies.
	MSC-568 Audience Engagement 4 semester credits We live in a world where attention is the scarce resource. Audiences, users and consumers have high expectations thanks to real time data, 24/7 connectivity and social technologies. It is essential to identify and understand the audience to be able to create satisfying and engaging user messages, services, and products as well as to use resources wisely. This course examines the psychology of the user through persona development to find and engage your audience. The goal of the course is to identify and construct targeted audience profiles by developing personas. Personas will be created based on psychological theory, looking at the role of personality, motivation, needs, and perception in audience engagement. Students will then test their personas using a qualitative research approach with online data. Persona development drives effective communication and content development, organizational coherence and supports a wide range of applications, including user experience, marketing strategy, fundraising, design and recruitment. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Understand the definitions of engagement relative to goals. Define the role of the persona and understand how it contributes internally and externally. Evaluate the psychological factors that contribute to persona development. Apply psychological theory to construct a persona for a specific goal. Create an ad hoc personas and test it using qualitative research methodologies. Translate the persona into the consumer’s story. Develop visual and narrative collateral for stakeholder buy-in. Create a persona-based strategy for a purposed application from marketing, branding, advocacy or product design.
	MSC-569 Introduction to Consumer Neuroscience 4 semester credits This course provides a comprehensive introduction to the fast growing field of consumer neurosciences. The course is designed to allow professionals of varied backgrounds to learn and apply persuasion theories based on ground-breaking brain discoveries. Traditional consumer research (surveys and focus groups) have often failed to provide a credible interpretation of the cognitive, affective and instinctive processes that influence consumer responses to multiple forms of advertising and media stimuli. The course first discusses the pros and cons of popular theoretical frameworks that have been used for decades to explain and predict the effect of advertising. Then, students will learn how new research modalities like eye tracking, EEG, GSR (skin conductance) and fMRI are used to produce neuroinsights that can help solve critical marketing, social advocacy, advertising communication, and public campaigns. More importantly, students will learn ways to improve the persuasive effect of any campaign they may create or support in the course of their professional career. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Learn popular persuasion theories. Review pros and cons of traditional persuasion frameworks. Learn the value and limitations of pre-conscious measures: implicit association tests (IAT). Learn the contribution of neuroscience towards our understanding of critical information and emotional processing functions such as attention, memory, preferences, emotions and behavioral intentions. Learn the value and limitations of peripheral measures (skin conduction, heart rate, respiration, voice, facial expressions). Learn the value and limitations of direct brain measures (EEG, fMRI). Learn to read and critique neuromarketing studies (peer-reviewed, business cases).
	MSC-570 Special Topics 4 semester credits This special elective course number to be used for a new course that may be designed and offered as appropriate in response to current issues, trends, and events. Title and content will vary. Delivery Method: Online Grading Default: Letter
	MSC-601 Media Psychology Capstone Project 4 semester credits The Capstone course is the culmination of the work in the MSC program. The purpose is for the student to demonstrate the synthesis of the knowledge gained from the program and present that achievement in a way that reflects their proficiency in applying concepts in a personally and social relevant way. Different professional and academic settings are increasingly using digital or electronic communications in both practical and pedagogical applications. This trend impacts administrative and learning functions as well as commercial and professional opportunities. Central to this process becomes how an individual presents him or herself digitally and how that presentation is received. Historically, individuals have created their identities in many ways through representations of self. The proliferation of media, information access, and the pressure to conserve resources imply that digital identities will play an increasingly important role in social and business applications. The increasingly porous boundaries between media platforms and tools require that our presentation of personal and professional selves must be increasingly integrated and authentic. The capstone examines the psychological components of digital identity across multiple media applications in the context of presenting the accumulation of knowledge from the MSC program. The results will be a digital portfolio representative of a student’s professional identity and pro-social goals. During the course of the capstone project, the student will assemble their works while examining identity relative to digital presence. These include agency, reflected self, presence, authenticity, narrative, constructed self, fantasy, social modeling, and collected experiences across time that serve witness to personal evolution by studying the theoretical works that articulate these considerations. Each student will develop a capstone project that illustrates the development of their thought and evaluation of self in their individual work Delivery Method: Online Grading Default: Letter Note: Students should register for Capstone in their last term.
	PSY-753 The Social Psychology of Narrative 4 semester credits In this course, students gain expertise with the research literature on a variety of aspects of the social psychology of fictional narrative with an emphasis on books, film and television from popular culture. Literature covered includes popular culture narrative and social perception of actors and characters, audience and fan identification with actors and fictional characters, narrative transportation, narrative persuasion, narrative as social simulation, eudaimonic and hedonic uses and gratifications of media, and narrative and meaning making. In addition to foundational social psychology theory, the course emphasizes methods in the social psychological study of narrative. Another aspect of the course will be training students to keep an author’s notebook as a tool to publish scholarly works in this area. Pre-requisites: PSY-705 or a background in social psychology recommended. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Demonstrate, through writing, posts and the author’s journal, the state of the scientific literature in media psychology on narrative. Demonstrate, through scholarly writing, posts and author’s notebook entries the theory upon which the scholarly literature on narrative rests. Demonstrate, through scholarly writing, posts and author’s notebook entries the methods commonly applied to media and narrative psychology. Develop a facility for identifying parts of APA style publications that are important such that this forms the basis of the writing process and develops understanding of the subject matter.
Neuropsychology
	NEPSY-825 Neuroanatomy and Brain-Behavior Relationships 4 semester credits The structure and function of the peripheral, autonomic and central nervous systems with emphasis upon the brain regions critical for neuropsychological functioning from the brain stem, cerebellum, thalamus, hypothalamus, limbic system, basal ganglia and the cerebral cortex. A broad range of topics, such as the cortical organization of language, perception, and action; hemispheric specialization; the frontal lobes; cognitive development and aging, will be discussed. Delivery Method: In person Grading Default: Letter
	NEPSY-826 Neuropsychological Disorders 4 semester credits The major disorders and syndromes associated with injury to the brain including language disorders (aphasia), perceptual disorders (agnosia), movement disorders (apraxia), memory disorders (amnesias), spatial disorders, emotional and personality disorders and disorders of executive functions. Emphasis will be placed upon a functional systems approach focusing upon the role of different brain regions in the production and breakdown of these behaviors. Delivery Method: In person Grading Default: Letter
	NEPSY-827 Methods and Principles of Neuropsychological Assessment 4 semester credits Covers the components and methods of performing a comprehensive neuropsychological evaluation including the clinical interview and history, behavioral observations and mental status, and the administration and interpretation of a wide range of neuropsychological and personality tests and measures. A dynamic, flexible approach to case assessment and interpretation emphasizes the role of individual age, education, handedness, language, culture, gender, etiology, neurodiagnostic findings, and several other factors impacting the neuropsychological performance. Delivery Method: In person Grading Default: Letter
	NEPSY-830 Neuropsychological Assessment of Neurological Disorders 4 semester credits The review will include dementias, cerebrovascular diseases, traumatic brain injury, seizures, viral/bacterial encephalopathies, neoplasms, movement disorders, and other disorders. Delivery Method: In person Grading Default: Letter
	NEPSY-831 Neuropsychological Assessment of Psychiatric Disorders 4 semester credits The review will include schizophrenia, affective disorders, obsessive-compulsive disorder, Tourette’s syndrome, and other disorders. Delivery Method: In person Grading Default: Letter
	NEPSY-832 Neuropsychological Assessment of Developmental Disorders 4 semester credits The review will include language-based learning disabilities, nonverbal learning disabilities, attention deficit (hyperactivity) disorder, autism, and other disorders. Delivery Method: In person Grading Default: Letter
	NEPSY-836 Final Professional Evaluation 0 semester credits The Final Professional Evaluation assesses skills in intervention and assessment at the postdoctoral level. The evaluation takes place after completion of all course work and of the majority of the clinical practicum experience. You submit a written, comprehensive case study and do a final oral presentation to your faculty as your final professional evaluation. It is reviewed by two faculty examiners. Delivery Method: In person Grading Default: Credit/No Credit Only
	NEPSY-889 Clinical Case Conference Continuance 0 semester credits This zero credit course is used to show the student is continuing with the process of accruing clinical case conference and/or practica experience hours in their third year. Delivery Method: In person Grading Default: Credit/No Credit Only
	NEPSY-892 Clinical Case Conference 5 semester credits Your 200-hour case conferencing requirement is typically obtained in a group format. You are required to present at least one full case workup two times each year. Delivery Method: In person Grading Default: Credit/No Credit Only
	NEPSY-893 Clinical Experience 25 semester credits One thousand hours of self-guided clinical experience involving neuropsychological testing and report writing with a minimum of fifty cases is completed and recorded by the end of the program. This experience is typically found on-the-job. Delivery Method: In person Grading Default: Credit/No Credit Only
Organizational Development and Leadership
	ODL-600 Online Learning Orientation 0 semester credits Designed to introduce students to the online environment and practices in Fielding’s ODL program, this online seminar takes place prior to the beginning of the first academic trimester. Students will learn to use Fielding’s website and software to navigate, post and complete initial assignments. Students will meet online and begin building community with their entering cohort and receive course introductions in preparation for beginning the academic term. Faculty and staff participate in facilitating dialogue and increasing online skills as the seminar progresses. Certificate, ODL ~ self-directed and ODL ~ OSR Cohort students participate in the orientation for four days. Delivery Method: Online Grading Default: Credit/No Credit Only Learning Outcome(s): Students will get to know one another, meet faculty and begin to develop a sense of connection with one another. Students will demonstrate proficiency in using Moodle and in accessing important areas of MyFielding. Students will demonstrate understanding of the collaborative learning model in ODL. Students will demonstrate their preparation for beginning the first academic term through completion of course introductions and interaction with their student colleagues. Students will produce a draft of their initial learning plan to guide their progress through the ODL program.
	ODL-604 Strategies for Complex Change: Wicked Problems, Social Complexity and Emerging Trends 4 semester credits This course explores the complexities of “wicked problems”-problems with no clear solution and no agreed-upon formula for arriving at any solution. It examines the impact of high levels of social complexity-interested people from different professions; from different organizations; and, perhaps, from different parts of the world. Additionally it addresses the complications of emerging trends-in technology, society, the economy, and so on-that are beyond an individual’s control. Students will identify a wicked problem in their own experience and plan ways to navigate through it. Pre-requisites: ODL-669 , ODL-670 or ODL-671 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students will be able to: Recognize a wicked (or divergent) problem when they see one. Apply collaborative tools to get the best results with wicked or divergent problems. Manage collaboratively across culturally diverse and geographically dispersed teams. Anticipate the unexpected. Manage for high performance and resilience in the face of uncertainty.
	ODL-605 Managing Change and Resistance 4 semester credits This course assesses the risks of organizational change. It develops an approach to plan and manage change that minimizes resistance–with full engagement from those impacted by the change. It addresses specific sources of resistance that remain, and demonstrates how to surface the resistance in a form that is visible, non-toxic, and actionable. Students will examine a change effort from their own experience and map out a step-by-step plan to frame it, implement it and assess its impact. Pre-requisites: ODL-669 , ODL-670 or ODL-671 . Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students will be able to: Take a closer look at themselves. Take stock of their own values; assess their own change readiness and their ability to be effective in the fact of resistance to change. Develop the vision; design the future reality with purpose and values in mind. Line up the way they “do business” on the inside of their organization to best serve the dynamic market outside their organization. Prepare the people (including stakeholders with sometimes conflicting interests) and the organization for change. Build strategies for change.
	ODL-606 Global and Intercultural Strategies and Skills 4 semester credits Examines the trends in globalization, including virtual work teams, mergers and acquisitions, and the effect of emerging digital technology and its impacts on global relations. Focuses on the importance of culture in organizations and its impact on organizational performance. Explores diversity as a challenge and an opportunity at the individual, group and organizational level. Students learn to understand how distance affects the dialogic process in cross cultural, virtual teams. Pre-requisites: ODL-669 , ODL-670 or ODL-671 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students will be able to: Be able to discuss and appreciate the historical and contemporary concepts of culture and cultural diversity at home, abroad, and in culturally diverse and geographically dispersed teams. Recognize the impact of cultural diversity from a personal and organizational perspective, as applied toward their organizational experiences. Identify strategies for prevention and points for intervention and estimate their impact on organizational adjustment, performance and satisfaction. Strategize, experiment with, and debrief interventions based on a combination of individual professional experience, course readings and discussions, and personal reflections. Explain the key challenges and opportunities of diversity in online communication and some appropriate strategies for intervention and facilitation.
	ODL-612 Performance Consulting 4 semester credits Treats improving human performance as an individual, group and system issue. Focuses on linking human endeavor and envisioned business results for the attainment of business goals through performance excellence. Explores the elements of performance assessment – identifying performance issues, barriers, opportunities and needs, providing performance feedback and devising performance strategy. Critically examines performance consulting as a change intervention aimed at the creation of a performance culture. Updates the concepts of performance management, performance measurement and competency development based on changes in management paradigms and new thinking in the fields of OD and Human Resources. Pre-requisites: ODL-669 , ODL-670 or ODL-671 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students will be able to: Understand and appreciate the critical connections between human performance (organizational/leadership, group and individual levels) and business results. Identify the key strategic levers in assessing and improving performance. Understand and evaluate the various approaches to performance management and measurement. Understand the connection between organizational/leadership development and performance consulting. Look for patterns of thought and action that explains previous experiences of organizational/leadership success or failure and what contributed to either outcome. Formulate and implement both localized and comprehensive performance strategies.
	ODL-613 Practical Statistics, Methods and Measures for Organizational Development 4 semester credits This course stresses the practical use of statistics in the collection, organization, analysis, interpretation, and presentation of data. Both descriptive and inferential techniques are covered. In this course, we will: (1) discuss descriptive statistics; (2) cover various aspects of inferential statistics such as hypothesis testing and regression; and (3) relate these tools back to the practical world. The course will also show you how to design and use measures for project and general applications. You won’t become a statistician in this course. Our goal is to develop you into a wise manager and user of statistical data. Pre-requisites: ODL-669 , ODL-670 or ODL-671 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students will be able to: Gain a working knowledge of descriptive statistics such as the mean, mode, median, standard deviation, standardized z-scores, etc. Gain a working knowledge of hypothesis testing (z, t and F) along with the appropriateness and use of each. Gain a working knowledge of simple and multiple regression, along with the ability to interpret the results for ODL related issues and problems. Understand the basics of the Balanced Scorecard and project related outcome measures including how to construct them. Learn what confidence intervals are and apply them in determining an appropriate sample six for collecting data. Evaluate a managerial problem, calculate and interpret numerical summaries appropriate for the situation. Use graphs and numerical summaries as aids in determining a course of action relative to the problem. Develop measures of a meaningful nature for application in both qualitative and quantitative situations and apply them strategically within an organization.
	ODL-614 Sustainability and Organizational Change 4 semester credits The primary focus of this course is to gain understanding of the concept of sustainability, using a systemic mental model, and applied in an organizational leadership context. Students will examine different theories of sustainability, with an emphasis on the larger social, cultural, economic, and environmental realms in which they exist. Case studies and literature from both the United States and abroad will provide international comparisons used to illustrate similarities and differences. Examples of theory as they relate to practice will begin to build a student’s understanding of influences underlying organizational change and aid in building repertoire about sustainability leadership skills, research, and practice. Pre-requisites: ODL-669 , ODL-670 or ODL-671 . Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students will be able to: Understand, differentiate, and describe theoretical frameworks within the concept of sustainability. Analyze major issues in the field of sustainability as they relate to organizational change and development, including global social and environmental justice. Analyze concepts of organizational change and leadership from a systemic perspective. Analyze organizational behavior and choices regarding ethical principles, cultural diversity, and biospheric resilience.
	ODL-615 Ecological Frameworks for Sustainability Practitioners 4 semester credits This course offers a tour of ecological frameworks used by sustainability practitioners, such as The Natural Step (TNS), Ecological Footprint, Cradle to Cradle, Natural Capitalism, Industrial Ecology, and Biomimicry, aimed at practical implementation of sustainability principles in organizations. The primary focus of this course will be to introduce students to several ecological frameworks used by sustainability practitioners, such as The Natural Step (TNS), Ecological Footprint, Cradle to Cradle, Biomimicry, ZERI and others. This course will offer students the opportunity for critical reflection upon the role and application of strategic models and sustainability frameworks for ecological and human design. This course will provide practical knowledge to implementing sustainable principles in organizations. Pre-requisites: ODL-669 , ODL-670 or ODL-671 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students will be able to: Build skills in applying ecological frameworks for sustainability in an organizational context. Demonstrate an understanding of how to recognize and think about ecological frameworks and implementation of sustainability practices. Demonstrate an awareness of the sustainability principles and critical application of The Natural Step’s framework for strategic sustainable development. Demonstrate an awareness and critical application of the theoretical notion and strategic models of Biomimicry and Ecological footprints. Demonstrate critical thinking skills in the assessment, analysis and critical deconstruction of models for ecological design and strategic. Develop an increased awareness of environmental ethics, ecology and social justice. To better situate the role of one’s self in a learner’s place of dwelling and ecosystem.
	ODL-621 Strategic Leadership for Nonprofits 4 semester credits This course focuses on leadership, strategic planning, board development, and talent management issues facing contemporary nonprofit organizations. The content will include step-by-step processes, forms and resources that will strengthen internal and external relations, cultural competency and advocacy. Delivery Method: Online Grading Default: Letter
	ODL-622 Evidence Based Management 4 semester credits Evidence based management focuses on outcomes driven by clear program design, evaluation, and marketing. These foundations support fund raising, grant writing, and financial viability that sustain a nonprofit’s competitive advantage. Delivery Method: Online Grading Default: Letter
	ODL-623 Managing the Coaching Function in an Organization 4 semester credits Students participating in this course will research current literature from a variety of sources, design, and present demonstrations of new knowledge in systemic coaching function structures and concepts in the overlapping space of organizational coaching and Organization Development. Focusing ultimately on the mechanics and methodology of managing the coaching function in organizations, students will consider the practical needs of their organizations’ coaching functions with theory and best practices in the organizational coaching industry This course equates as 34 coach training hours from ICF. CCEUs: 34 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students will be able to: Integrate personal experience with, and scholarly research in, organizational coaching into a systems and organizational framework Develop and enhance self-awareness and organizational awareness through the study of and reflection on organizational coaching from an individual, group, and enterprise perspective Gain awareness of individual coaching styles and organizational coaching structures To develop a personal approach to effective management of an organizational coaching function To think critically about each of the roles in a coaching coalition and interact with fellow coalition members from each perspective To create the functional architecture for an organizational coaching function
	ODL-632A Individual Supervision I 0 semester credits Learners will present a recorded demonstration of a coaching session and debrief with an assigned supervisor. This is an adjunct to the telephone training and is intended to help learners identify learning edges in practice, resolve practice challenges and design development plans for honing their coaching skills. This course equates as 1 coach training hour from ICF. CCEUs: 1 Delivery Method: Online Grading Default: Credit/No Credit Only
	ODL-632B Individual Supervision II 0 semester credits Learners will present a recorded demonstration of a coaching session and debrief with an assigned supervisor. This is an adjunct to the telephone training and is intended to help learners identify learning edges in practice, resolve practice challenges and design development plans for honing their coaching skills. This course equates as 2 coach training hours from ICF. Pre-requisites: ODL-632A CCEUs: 2 Delivery Method: Online Grading Default: Credit/No Credit Only
	ODL-633A Small Group Supervision I 0 semester credits In small group supervision learners present critical incidents which have occurred in the course of their coaching practice and engage in collaborative investigation of learning opportunities and alternative strategies. This course equates as 2 coach training hours from ICF. CCEUs: 2 Delivery Method: Online Grading Default: Credit/No Credit Only
	ODL-633B Small Group Supervision II 0 semester credits In small group supervision learners present critical incidents which have occurred in the course of their coaching practice and engage in collaborative investigation of learning opportunities and alternative strategies. This course equates as 2 coach training hours from ICF. Pre-requisites: ODL-633A CCEUs: 2 Delivery Method: Online Grading Default: Credit/No Credit Only
	ODL-650A Evidence Based Coaching: Overview 4 semester credits This course covers the theoretical foundations from which coaching has developed: theories of psychology, communication, adult development, organizational systems, and social psychology. This course equates as 32 coach training hours from ICF. CCEUs: 32 Delivery Method: Online Grading Default: Letter
	ODL-650B Skills Training: Evidence Based Coaching 0 semester credits Must be taken concurrently with ODL-650A . The course includes 8 sessions of conference call instruction and coaching practice. This course equates as 12 coach training hours from ICF. CCEUs: 12 Delivery Method: Online Grading Default: Credit/No Credit Only
	ODL-651A Theories of Personal Coaching 4 semester credits This depth course in techniques of personal coaching includes coaching through family system dynamics, humanistic psychology approaches to coaching, cognitive behavioral techniques, emotional intelligence theory, and developing personal coaching skills via phone and online. This course equates as 32 coach training hours from ICF. Pre-requisites: ODL-650A CCEUs: 32 Delivery Method: Online Grading Default: Letter
	ODL-651B Skills Training: Personal Coaching 0 semester credits Must be taken concurrently with ODL-651A . This course includes 6 sessions of conference call instruction and coaching practice. This course equates as 9 coach training hours from ICF. Pre-requisites: ODL-650A , ODL-650B CCEUs: 9 Delivery Method: Online Grading Default: Credit/No Credit Only
	ODL-652A Theories of Leadership and Organizational Coaching 4 semester credits This course covers all aspects of coaching within organizations, including leadership development, aligning coaching with business strategy, defining the role of the internal coach, coaching for leadership performance in organizations, coaching teams, and organizational coaching via phone and online. This course equates as 32 coach training hours from ICF. Pre-requisites: ODL-650A CCEUs: 32 Delivery Method: Online Grading Default: Letter
	ODL-652B Skills Training: Leadership and Organizational Coaching 0 semester credits This course must be taken concurrently with ODL-652A . The course includes 6 sessions of conference call instruction and coaching practice. This course equates as 9 coach training hours from ICF. Pre-requisites: ODL-650A , ODL-650B CCEUs: 9 Delivery Method: Online Grading Default: Credit/No Credit Only
	ODL-653A Coaching for Education Leadership 4 semester credits Participants study a broad range of theories and models of school leadership and coaching for change within the context of education organizations; specific coaching skills, tools and strategies for working with individuals and teams in education contexts. Participants practice relevant coaching skills and resource sharing with a community of educational leadership coaches. This course equates as 32 coach training hours from ICF. Pre-requisites: ODL-650A , ODL-650B CCEUs: 32 Delivery Method: Online Grading Default: Letter
	ODL-654 Orientation and Skills Training 0 semester credits This session orients participants to the Evidence Based Coaching program and curriculum; teaches concepts of mindfulness and self-reflection; and involves four face-to-face days of skills training including three observed coach training sessions (required by the International Coach Federation). This course equates as 32 coach training hours from ICF. Pre-requisites: ODL-650A , ODL-650B CCEUs: 32 Delivery Method: In person Grading Default: Credit/No Credit Only
	ODL-655 Final Skills Training 0 semester credits This session includes the final four days of required face-to-face skills training and 3 observed coach training sessions, training in ethics, and advanced coaching techniques. Participant portfolios are collected at this training as a requirement for graduation. This course equates as 32 coach training hours from ICF. Pre-requisites: ODL-632A , ODL-632B , ODL-633A , ODL-633B , ODL-650A , ODL-650B , ODL-654 CCEUs: 32 Delivery Method: In person Grading Default: Credit/No Credit Only
	ODL-656 Final Coaching Exam 0 semester credits Each participant must demonstrate coaching capability by coaching a fellow participant for 30 minutes. Coaching engagement is observed and graded by an Evidence Based Coaching faculty member. Pre-requisites: ODL-632A , ODL-632B , ODL-633A , ODL-633B , ODL-650A , ODL-650B , ODL-654 Delivery Method: In person/Blended Grading Default: Credit/No Credit Only
	ODL-669 Organizational Development: Origins, Evolution, and Current Practices 4 semester credits This course provides a history and overview of the field of organizational development, including the current and projected state-of-the-art. It explores the work of key theorists and contributors to the field of organizational development. The course will identify the basic values, principles, theories, and models for understanding how and why organizations develop, behave and change in the ways that they do, and the practices for leading and managing change at the individual, group and system levels. Foundational concepts, terminology and methodologies needed to understand, design and evaluate applied organizational development interventions will be explored. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students will be able to: Trace the development of the field of OD, including its primary values, theories, models, and methodologies. Recognize the role of OD as a process of fundamental change in an organization’s culture Become familiar with a broad array of leading edge approaches to organizational intervention. Discern more and less effective approaches to organizational interventions and what contributed to either outcome.
	ODL-670 Leadership: Theory and Practice 4 semester credits This course lays a theoretical and practical foundation in leadership. It explores the breadth and limitations of leadership theories (past and present) and traces their evolution. The course looks first at the organization as the context for leadership and how that context influences both leadership and followership. The course also focuses on ways leadership can, in turn, shape the organization. Students connect with their core values and aspirations as a foundation for expanding their leadership capacity. Through the fundamental leadership skills of observation, interpretation, and intervention students become instruments of organizational transformation. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students will be able to: Identify and apply leadership theories that most resonate with their core values and vocation. Practice and apply the leadership skills of observation, interpretation, and intervention. Recognize contextual influences on leadership in organizations. Mobilize human systems to address organizational challenges. Leverage creative tension between personal growth and comfort to build self-awareness and inform personal practice.
	ODL-671 Leading by Design: Theory and Practice 4 semester credits This course focuses on different theories of organizations and their relevance in today’s workplace. It provides an overview of leading models of organizational structure, processes, rules, behavior, roles and function. The course considers chaos/complexity theory, addressing organizations as complex adaptive systems, co-evolving with an environment that is often turbulent and non-predictable. Students will critically examine different types of change – incremental, transitional, transformative and strategic - and how to best enable intentional change from a design perspective. Students will explore their own orientation toward design and their use of self in the design process. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students will be able to: Describe key principles of design and discuss how these principles might inform their approach to organizational development and renewal Analyze the principles and practices of organizational design Apply design thinking and design thinking frameworks to organizational challenges Demonstrate the leadership skills necessary to lead and/or facilitate organizational design initiatives Reflect on the role of design as a leadership capacity
	ODL-672 Group Dynamics: Effective Teams and Group Development 4 semester credits This course focuses on group dynamics and the impact of collaborative working teams. Elements of an effective team in various situations is discussed, such as mergers and acquisitions or inter-organizational projects. Students examine how work gets done in virtual or geographically dispersed teams, including the impact of web technologies on group potential, performance, and learning. By simultaneously studying and participating in a group, students gain an understanding of group processes and how to facilitate and collaborate with groups online and face-to-face. Pre-requisites: ODL-670 or ODL-671 . Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students will be able to: Observe both the process of and content in a group. Recognize group and team interactions that matter, including the signs that a group is off-track, and respond constructively. Explore models of group development and group dynamics. Observe yourself in a group, recognize how you impact others, and manage your own behavior.
	ODL-675 Interventions in Multicultural Organizations 4 semester credits This course begins with an exploration of culture as the foundation of organizational inquiry. We will then move on to examine Self from a cultural perspective. Students address intervention techniques for multi-cultural organizations in trans-national contexts and in single locations with culturally diverse work forces. Critical evaluation of interventions includes reference to international cultural differences in approaches to human resource management. The course addresses ways that culture can influence the potential for individuals and teams to work in autonomous, self-organizing ways versus ways that culture favors more, such as hierarchical, tightly constrained lines of communication and control. Students design interventions for particular problems of their own choosing. Pre-requisites: ODL-670 or ODL-671 . Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students will be able to: Use the concept of culture as a lens for understanding self and organizations. Engage in experiential change activities that can serve as models for interventions that address activism, multicultural perspectives, community engagement, and anti-oppression. Explore the impact of cultural diversity and inclusion from a personal and organizational perspective and learn to leverage the potential of diversity and inclusion. Analyze the tools necessary to lead, direct and engage an inclusive organization.
	ODL-676 Social Methodologies for Transformational Change 4 semester credits This course explores two participative and powerful methods for creating change in social systems - Appreciative Inquiry (AI) and World Café. Both approaches consciously engage large groups and systems in effective appreciative conversation for the purpose of large-scale systems transformation. Because appreciative conversation represents a major shift in how organizational development practitioners work with organizations, students will learn the theory and practice of these approaches, particularly as it relates to taking an intentional “stance” from which one engages the world. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students will be able to: Apply the theoretical foundations and principles of AI and World Café. Develop and apply an appreciative stance with respect to self and systems. Identify a variety of ways to apply AI principles, including practice in identifying and forming AI topics and writing AI questions that create an image of the future that in turn generates collaborative energy for change. Apply the seven design principles of World Café.
	ODL-677 Consultative Approach to Change 4 semester credits This course provides an overview of consulting models and frameworks. It focuses on the fundamental steps in the consulting process from both a consultant and client perspective. It examines how consulting models can be applied to achieve high impact outcomes. It explores the opportunities and challenges facing internal and external consultants dealing with real world issues. It concludes with an examination of the role of ethics and professionalism. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students will be able to: Explore contemporary models and frameworks of consulting. Identify and evaluate the stages of consulting and to determine the most effective approach for internal and external organizational settings. Demonstrate client engagement skills required for engagement in the consulting process. Explore opportunities and challenges facing internal and external consultants. Incorporate ethical and professional standards into consulting engagement design.
	ODL-678 Developing a Consulting Practice 4 semester credits This course is designed for people who want to develop a thriving and soul-satisfying consulting practice. They may be aspiring external independent consultants, internal consultants who want to demonstrate their value within their current organizations, or clients who want to achieve desired outcomes from a consultative engagement. The course will be practical and the material will be adaptable to the student’s stage of development. Students will learn how to build their identity, develop their practice, and position themselves as trusted advisors. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students will be able to: Formulate a focused and concise practice development strategy. Articulate the importance of positioning, differentiation, and branding. Develop and implement a strategy to attract and retain internal and/or external clients. Identify the difference between working in your business and working on your business. Realistically assess whether or not private practice is for you.
	ODL-682 Soul and Spirit in the Workplace 4 semester credits This course examines the emerging concepts and literature on the value of soul and spirit in the workplace. We focus on meaningful work and the impact on work performance and explore the alignment of personal and work life on job satisfaction. We explore the leader’s role in creating and fostering a meaningful work environment and identify different employee developmental designs and interventions that can be used to promote soul and spirit in the workplace. Pre-requisites: ODL-669 , ODL-670 or ODL-672 . Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students will be able to: Develop a personal interpretation of soul and spirit and how to apply that in the workplace. Explore ways in which values, ethics, soul and spirit impact meaningful work, leadership, and organizational change. Apply these concepts to your personal search for meaning in the work you do. Conduct an organizational assessment addressing issues of soul and spirit in the workplace. Lead a group discussion around an aspect of soul and spirit.
	ODL-683 Good Work, Meaningful Work 4 semester credits This course explores “good work” as the fulfillment of human potential rather than the fulfillment of performance expectations. It examines the social and economic implications of redesigning workplaces to draw on the contributions that people are inherently motivated to provide in the first place. It demonstrates that “meaningful work” can turn conventional economics on its head, as illustrated by the phenomena of wikinomics, the open source movement, and the growth of socially responsible business practices. Students will develop a picture of what “good, meaningful work” means to them personally. Pre-requisites: ODL-669 , ODL-671 or ODL-672 . Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students will be able to: Draw on a comprehensive base of knowledge and research and integrate it with personal experience. Develop a clearer picture of the various interpretations of “good, meaningful work” through dialogue with colleagues. Identify the implications of these various interpretations for the supervision of others. Plan changes needed in work and career, steps to make those changes, and ways to collaborate with others sharing similar goals. Recognize the dilemma created by tension between incentives of the market economy and the drive for life-long happiness.
	ODL-684 Self as Leader of Change 4 semester credits This course focuses on enhancing your skills to influence and mobilize others to accomplish key organizational goals. Through reading and online discussion, the course spotlights leadership principles, complexities, and challenges, as well as students strengths and developmental leadership needs. The course is designed for students who want to increase their knowledge and skills of “Self” as leader. Pre-requisites: ODL-669 , ODL-670 or ODL-672 . Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students will be able to: Integrate personal experience and leadership qualities and abilities into a systems and organizational framework. Develop and enhance self-awareness through use of leadership assessment tools. Articulate individual leadership philosophies, styles and skills and develop a personal approach to effective leadership. Create an individual plan for continued development as a leader.

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School of Psychology

Doctoral Degrees

Master’s Degrees

Certificate Programs

School of Leadership Studies

Doctoral Degrees

Master’s Degrees

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All Courses

IECD-561 Evidence Based Infant Mental Health Practices

IECD-562 Educational and Cognitive Development

IECD-563 Educational and Cognitive Development Intervention

IECD-564 Visual Spatial Processing Development

IECD-565 Visual Spatial Processing Development Intervention

IECD-566 Family Systems Theory and Functioning

IECD-567 Family Systems Theory and Functioning Intervention

IECD-568 Introduction to Brain Development

IECD-569 Individual Differences and Developmental Psychopathology

IECD-570 Integrated Developmental Approach to Assessment

IECD-571 Assessment of Children and Families

IECD-572 Integrated Developmental Approach to Intervention

IECD-573 Advanced Integrated Approach to Intervention

IECD-574 Intervention in Practice

IECD-575 Introduction to Reflective Practice/Supervision

IECD-576 Observing Babies I

IECD-577 Observing Babies II

IECD-578 Developmental Needs of High Risk Newborns and Young Infants and their Families

IECD-579 Advanced Brain Development During Infancy

IECD-580 Theory and Practice of DIR/Floortime

IECD-581 Reflective Practice/Supervision

IECD-582 Advanced Reflective Practice/Supervision

IECD-583 A Practitioner’s Toolkit: Reflective Practice and Techniques

IECD-584 Emotional Development, Cognitive Evolution, and Disruptive Behavior

IECD-585 Self-Regulation, Executive Functions, & School Readiness

IECD-586 Brain Development and Classroom Functioning

IECD-587 Active Professionals, Case Studies: Learning through Applying Core Material to Real World Situations

IECD-588 Neuroscience Foundations of Infant Development and Mental Health

IECD-589 Specialization Area

IECD-590 Independent Study

IECD-599 Capstone Project

IECD-700 Comprehensive Essay

IECD-734 Dissertation Research

IECD-794 Dissertation in Progress

IECD-795 Final Oral Review of Dissertation

IECD-799 Dissertation Completion

MSC-551 Introduction to Media Psychology

MSC-552 Global Psychology: Social Marketing in a Borderless World

MSC-553 Story Psychology: Changing Minds through Narrative

MSC-554 Foundations of Research

MSC-555 Positive Psychology and the Social Entrepreneur

MSC-557 Media and Political Psychology: Propaganda and Persuasion

MSC-558 Cognitive Psychology and the Display of Information

MSC-560 The Psychology of Social Media Strategy

MSC-562 Innovation, Learning and Online Education

MSC-563 Augmented Reality and Immersive Technology

MSC-564 Argumentation: The Art of Critical Writing

MSC-566 Brand Psychology and Transmedia Storytelling

MSC-567 The Psychology of Neuromarketing

MSC-568 Audience Engagement

MSC-569 Introduction to Consumer Neuroscience

MSC-570 Special Topics

MSC-601 Media Psychology Capstone Project

PSY-753 The Social Psychology of Narrative

NEPSY-825 Neuroanatomy and Brain-Behavior Relationships

NEPSY-826 Neuropsychological Disorders

NEPSY-827 Methods and Principles of Neuropsychological Assessment

NEPSY-830 Neuropsychological Assessment of Neurological Disorders

NEPSY-831 Neuropsychological Assessment of Psychiatric Disorders

NEPSY-832 Neuropsychological Assessment of Developmental Disorders

NEPSY-836 Final Professional Evaluation

NEPSY-889 Clinical Case Conference Continuance

NEPSY-892 Clinical Case Conference

NEPSY-893 Clinical Experience

ODL-600 Online Learning Orientation

ODL-604 Strategies for Complex Change: Wicked Problems, Social Complexity and Emerging Trends

ODL-605 Managing Change and Resistance

ODL-606 Global and Intercultural Strategies and Skills

ODL-612 Performance Consulting

ODL-613 Practical Statistics, Methods and Measures for Organizational Development