May 13, 2024

Academic Catalog 2018-2019

Academic Catalog 2018-2019 [ARCHIVED CATALOG]

All Courses

Course Type	Prefix	Course Type	Prefix
Continuing Education	CE	Media Psychology (MA)	MSC
Education	EDU	Neuropsychology	NEPSY
Educational Leadership for Change	ELC	Org. Dev. and Leadership	ODL
Human and Org. Dev.	HOD	Psychology	PSY
Infant and Early Childhood Dev.	IECD	Research	RES

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Infant and Early Childhood Development
	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 consist of an article that the student will submit to a peer-reviewed journal. It will be on a topic the journal will accept, and it will be the length that the journal will accept. The essay will be evaluated on the basis of its alignment with the journal, contribution to the field, inclusion of relevant articles, critical analysis, appropriate organization, and use of the correct format (i.e., APA, Chicago, etc.). Pre-requisites: 60 credits from courses with subject prefix of IECD, ELC or HOD. 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-549 Psychology of Technology 4 semester credits The rise in new technology reveals the shift in how people receive information and how behavior is changing. Every person, business and industry can be affected by technological disruption. Correspondingly, there is a need to understand technology and how it impacts behavioral, attitudinal and social change. The more advanced technology becomes, the more people’s lives can become mediated by these tools. Thus, technology has the potential to both disrupt and broaden how people work, heal, learn and connect. This course invites students to understand new technologies and the relation between human behavior and their potential for impacting social change. This course will strive to provide current information, varying perspectives and will be practical and informed by theory and research. Each week students will be introduced to a different technology, technological application or technology solution, such as AR, VR, AI, robotics and medical/clinical innovations. Ethical practices will be examined with a focus on understanding how new technology can positively impact human behavior. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Demonstrate an understanding of how the use of technology helps or hinders social communication, group dynamics, and social change. Understand and explain the influence of technology on human cognition, to critically evaluate the effects of media technology. Identify how psychological theory applies to technology use and its influence on human behavior. Develop solutions that use technology to impact well-being, social change, positive behavior and transformative change. Demonstrate a critical understanding of the connection between technology, ethical issues and research and the implications in technology use. Understand the current literature on attitudes and cognitive dissonance and how it can be applied to technology use and the effect on behavior.
	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 Media Psychology 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 The Power of Image: Persuasion, Place, and Identity 4 semester credits Images have the power to move us emotionally, viscerally, cognitively, and behaviorally. They reflect back to us how we feel about ourselves, others, situations, and events, and to whom and where we feel we belong. They express complex and abstract ideas in rapid, simple terms that cut across borders making a universal language. Images at times present themselves blatantly as symbols, icons, and other pictorial representations; however, they also form in our mind, based on impressions as well as verbal cues such as adjectives, metaphor, and simile. We assume others derive the same meaning, have the same emotional responses, and form the same image in their mind hearing the same set of words as we do - but do they? This class explores the cognitive, affective, and behavioral power of images, particularly with respect to identity and contemporary events. We’ll ask questions such as: Why is a photo of a sugar-sand tropical beach a politically charged image for some, while viewed as a desirable vacation destination for others? What sort of images do we associate with - and which ones are used by - movements like #MeToo, Alt Right, or Black Lives Matter? What is the visual difference between “refugee” and “asylum seeker”, and how does it change what we think? As we move to becoming a more pictorial-based society, where images change and are disseminated in real time in reaction to global events, it is critical to understand the impact of image: how we are persuaded by them, and how we use them to persuade others. Together, we will look at images that are associated with specific groups or issues, compare them amongst the various ‘sides’ and viewpoints surrounding those issues, and discuss why some images are co-opted, even becoming memes, while others are suppressed. We will also look at the images we personally hold in mind, comparing and contrasting them to those in the public sphere. In addition to discussion over weekly readings and/or image-decks, each student will provide a case study of an image as it pertains to a global or communal issue or belief. In our interconnected world the value of understanding how to make powerful images that fulfill a goal becomes critical. Knowledge gleaned in this class can be applied to a wide range of subjects, including: social change initiatives, activism, development, corporate communications - the “story” of a company - advertising, journalism, education, conflict resolution, and government. 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 Immersive Technology: Augmented Reality 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.
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. 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 Power, Privilege and Culture: Skills and Strategies 4 semester credits This course explores diversity as a challenge and an opportunity at the individual, group, and organizational level. Students focus on what they know about themselves and others as individuals, having multiple social group identities, and nested within a culture. We examine how power and privilege is embedded in systems and organizations, and the impact of culture on organizational performance, adaptation, and satisfaction. Students experiment with skills and strategies to effectively navigate and intervene in a diverse environment, including effective use of Self. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students will be able to: Learn and apply a framework for understanding the dynamics of difference at the individual, group, and systems level. Examine systems of privilege and difference, and the impact at multiple levels. Explore one’s own social group identities and the intersection of power and privilege. Experiment with skills and strategies to effectively navigate and intervene in a diverse environment, including effective use of Self. Strategize and debrief interventions based on a combination of individual professional experience, course readings and discussions, and personal reflections.
	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-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. CCEs: 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 Mentor Coaching I 0 semester credits Learners will present a recorded demonstration of a coaching session and debrief with an assigned mentor coach. This is an adjunct to the video conference 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. Pre-requisites: ODL-650A , ODL-650B CCEs: 1 Delivery Method: Online Grading Default: Credit/No Credit Only
	ODL-632B Individual Mentor Coaching II 0 semester credits Learners will present two recorded demonstrations of coaching sessions and debrief with an assigned mentor coach. This is an adjunct to the video conference 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 CCEs: 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. CCEs: 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 CCEs: 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. CCEs: 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. CCEs: 12 Delivery Method: Online Grading Default: Credit/No Credit Only
	ODL-651A Theories of Individual Coaching 4 semester credits This depth course in techniques of individual coaching includes coaching through family system dynamics, humanistic psychology approaches to coaching, cognitive behavioral techniques, emotional intelligence theory, and developing individual coaching skills via phone and online. This course equates as 32 coach training hours from ICF. Pre-requisites: ODL-650A CCEs: 32 Delivery Method: Online Grading Default: Letter
	ODL-651B Skills Training: Individual 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 CCEs: 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 CCEs: 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 CCEs: 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 CCEs: 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 CCEs: 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 a 3 observed coaching sessions, group mentor coaching sessions, training in ethics, and advanced coaching techniques. Advanced coaching techniques may include use of assessments in coaching, advanced coaching models, coaching theories and how advanced techniques are related to the core competencies of coaching. Students explore developing their professional identity as a coach, which may include discussing coaching career options, starting a coaching business, and marketing a coaching business. Understanding the requirements and processes for applying for an ICF credential is also discussed. Participant portfolios are collected after the training as a requirement for graduation. This course equates as 27 coach training hours from ICF. Pre-requisites: ODL-632A , ODL-632B , ODL-633A , ODL-633B , ODL-650A , ODL-650B , ODL-654 CCEs: 27 Delivery Method: In person Grading Default: Credit/No Credit Only Learning Outcome(s): Students will be able to: Improve their coaching skills through observed coaching sessions, feedback, and group mentor coaching sessions. Understand coaching ethics. Explore advanced coaching techniques. Learn advanced coaching techniques (varies by term), based on student and faculty interest and may include use of assessments in coaching, advanced coaching models, coaching theories and how advanced techniques are related to the core competencies of coaching. Explore developing their professional identity as a coach, which may include discussing coaching career options, starting a coaching business, and marketing a coaching business. Understand the requirements and processes for applying for an ICF credential.
	ODL-656 Final Performance Evaluation 0 semester credits Each participant must demonstrate coaching skills and capability by submitting a recording and transcript of a coaching session of 30 minutes in length. The coaching session is evaluated by an Evidence Based Coaching faculty member based on the International Coach Federation’s requirements at the PCC level. Pre-requisites: ODL-632A , ODL-632B , ODL-633A , ODL-633B , ODL-650A , ODL-650B , ODL-654 Co-requisites: ODL-655 must be taken in the same term if not completed prior. 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 Inclusive Leadership & Intervening Across Cultures 4 semester credits This course explores culture as a lens of organizational inquiry, and the global context and trends which impact managing diversity. We examine the social psychological perspective of workforce diversity, equity, and inclusion. Students examine Self from a cultural perspective. We review intervention techniques for multi-cultural organizations in trans-national contexts and in single locations with culturally diverse work forces. This includes evaluation of international cultural differences in approaches to human resource management. The course addresses ways that culture can influence the potential for leaders and teams to work in ways that are dynamic, based in values of mutual respect and equal contributions of different cultural perspectives. Students design interventions for situations of their own choosing. 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, other, and organizations. 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. Engage in experiential change activities that can serve as models for interventions that address activism, multicultural perspectives, community engagement, and anti-oppression. Analyze the tools necessary to lead, direct and engage an inclusive and equitable organization. Explain the key challenges and opportunities of diversity in online communication and some appropriate strategies for intervention and facilitation.
	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.
	ODL-685 Personal Leadership Development I 2 semester credits The ODL personal development leadership series is a sustaining and distinctive thread that runs throughout the entire ODL journey. Personal Leadership Development I will focus on community building, relationship development, and fostering deeper understanding of Fielding’s history, values and culture. Students practice accessing and increasing self-awareness about their personal history, their current stage of personal development, and their desired future. They engage creatively in learning about themselves, discovering their preferences, evoking their dreams and aspirations, and becoming clear about their gifts and talents. The series is designed to assist students to integrate what they are learning as an ODL student, broaden and deepen their knowledge and skills, and introduce them to the process of inquiry and different ways of knowing as they begin to think about their final project and advance their learning plan. Delivery Method: In person Grading Default: Credit/No Credit Only Learning Outcome(s): Students will be able to: Use double-loop learning, reflective inquiry, and critical thinking to examine their observations, emotions, intentions, reactions, assumptions, and interpretation of events. Articulate ways in which new learning expands their leadership skills and capacities. Develop an appreciation of new ways of knowing and alternative perspectives. Use different lenses to understand organizations and increase understanding of the practitioner’s role as a change agent. Identify and synthesize key learning from each quarter and communicate these learnings to others. Enhance their growth and development through the formation of, and engagement with, a formal mentoring structure. Develop approaches to organizational interventions that can be applied in the master’s project.
	ODL-688 Personal Leadership Development IV 2 semester credits The ODL personal leadership development series is a sustaining and distinctive thread that runs throughout the entire ODL journey. Personal Leadership Development IV is designed to assist students as they begin their Master’s Project (ODL-690 ) to develop their specific action inquiry proposal for the final project. The process involves each participant leading a discussion on a focused intervention to produce change or increase knowledge (or both), with a small group of colleagues and faculty serving as scholar/practitioner consultants. In addition, Personal Leadership IV shifts intention and attention from internal to external considerations and from the student declaring their vocation to their claiming their “work in the world.” Through the development of a formal Learning Commitment, students define their vocation (interpreted as the intersection between their deep gladness and their contribution to the world) and design their own plan of action to declare and claim it. Students reflect on how they are showing up in their external environments, where they are experiencing their learning edge as well as their “deep gladness,” and how their Theory of Practice and Learning Commitments align with their values and deep purpose. Students reflect more deeply on their external engagements while building their capacity to reflect “in action” as well as “on their action. Pre-requisites: ODL-685 Delivery Method: In person Grading Default: Credit/No Credit Only Learning Outcome(s): Students will be able to: Use double-loop learning, reflective inquiry, and critical thinking to examine their observations, emotions, intentions, reactions, assumptions, and interpretation of events. Articulate ways in which new learning expands their leadership skills and capacities. Develop an appreciation of new ways of knowing and alternative perspectives. Use different lenses to understand organizations and increase understanding of the practitioner’s role as a change agent. Identify and synthesize key learning from each quarter and communicate these learnings to others. Enhance their growth and development through the formation of, and engagement with, a formal mentoring structure. Develop approaches to organizational interventions that can be applied in the master’s project.
	ODL-690 Master’s Project I 4 semester credits This is the first of a two-trimester course sequence in which students complete and submit a Master’s Project that: (a) identifies one or more theoretically or practically significant questions relevant to the student’s organization and/or the field of ODL; (b) critically reviews the literature and other resources with respect to theory and real-world examples relevant to their question(s); (c) where appropriate, integrates and builds on relevant models and practices; (d) proposes an organizational intervention project that contributes to our knowledge about their key question (s) and (e) describes a range of reasonable project outcomes and their implications, including a critical assessment of potential unintended outcomes. The course emphasizes rigor in the students’ work in terms of theory, inquiry, reflection and action. Pre-requisites: ODL-669 , ODL-670 , ODL-671 , ODL-672 , ODL-685 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students will be able to: Integrate knowledge across ODL coursework. Reflect on how you have integrated new learnings into your life and work. Engage in reflective and critical thinking and creativity in addressing organizational issues and concerns. Unravel a practical or theoretical issue by applying and integrating the methods and concepts studied in ODL program. Engage fully in dialogue with your consultation team, providing constructive support of others’ ideas but also constructive questions to help refine topics and deepen investigation. Evaluate proposed interventions using multiple points of reference - your own experience, your passion for problem-solving, and your own compass of intellectual curiosity, as well as theory and published data on similar solutions. Develop an applied master’s intervention project to include planning the project, carrying it out, synthesizing the results, assessing the quality of the process and self-reflection as the project lead.
	ODL-691 Master’s Project II 4 semester credits This is the second of a two-trimester course sequence in which students complete and submit a Master’s Project that: (a) identifies one or more theoretically or practically significant questions relevant to the student’s organization and/or the field of ODL; (b) critically reviews the literature and other resources with respect to theory and real-world examples relevant to those questions; (c) where appropriate, integrates and builds on relevant models and practices; (d) proposes an organizational intervention project that contributes to our knowledge about those questions and (e) describes a range of reasonable project outcomes and their implications, including a critical assessment of potential unintended outcomes. The course emphasizes rigor in the students’ work in terms of theory, inquiry, reflection and action. Pre-requisites: ODL-688 , ODL-690 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students will be able to: Integrate knowledge across ODL coursework. Reflect on how you have integrated new learnings into your life and work. Engage in reflective and critical thinking and creativity in addressing organizational issues and concerns. Unravel a practical or theoretical issue by applying and integrating the methods and concepts studied in ODL program. Engage fully in dialogue with your consultation team, providing constructive support of others’ ideas but also constructive questions to help refine topics and deepen investigation. Evaluate proposed interventions using multiple points of reference - your own experience, your passion for problem-solving, and your own compass of intellectual curiosity, as well as theory and published data on similar solutions. Develop an applied master’s intervention project to include planning the project, carrying it out, synthesizing the results, assessing the quality of the process and self-reflection as the project lead.
Psychology
	PSY-PA Dissertation Proposal Approval 0 semester credits The proposal is approved when the committee chair is satisfied with the student’s response to the feedback which has been received by the full committee, including the external examiner, and this has been documented appropriately. Pre-requisites: For MEDIA and CLIN: pre-proposal approval (PSY-638 ). Additional for CLIN: PSY-RSS02 , PSY-RSS04 , PSY-RSS27 , 0.5 credits chosen from other RSSs and 5 credits of PSY-680 . Delivery Method: Distance/Electronically Mediated Grading Default: Credit/No Credit
	PSY-RSS02 Scholarly Argument 1 semester credits This research skills seminar will provide didactic material on using evidence, making and organizing a scholarly argument, and synthesizing the existing literature. The seminar includes a number of writing and conceptualization exercises to create a scholarly argument for a proposed new study based on several articles provided by the instructor. Developing a scholarly argument is an essential skill required in writing scholarly papers for other classes as well as for the development of a dissertation or any other research report. Delivery Method: In person Grading Default: Credit/No Credit Only Learning Outcome(s): Develop critical reviewing skills Understand how a body of knowledge is developed Develop proficiency in focused note-taking and outlining of critical argument Understand how to use mind mapping to synthesize content across references Be knowledgeable about how to develop a point of view or thesis to organize literature review. Be competent in outlining a story, argument or logical progression of material from references. Be proficient in writing a paper including a critical review of the literature built around a scholarly argument.
	PSY-RSS03 Questionnaire Construction 0.5 semester credits In this course students will learn the theory and practice of questionnaire construction, whether creating a simple background questionnaire, or developing more complex instruments. The focus of this seminar will be to design questionnaires to be used for research purposes rather than clinical applications. Students will also get practice and guidance on using Word or WordPerfect to format questionnaires in a way that invites participants to complete them and avoid confusion, which can lead to unusable responses. Web-applications are also covered. Delivery Method: In person Grading Default: Credit/No Credit Only Learning Outcome(s): 1. Demonstrate an understanding of when to use questionnaires. 2. Demonstrate the ability to design a questionnaire that will elicit appropriate information from respondents. 3. Demonstrate an understanding of questionnaire formatting, coding and data entry. 4. Demonstrate an understanding of how questionnaire design impacts return rates. 5. Demonstrate the ability to develop and administer a questionnaire using web-based applications.
	PSY-RSS04 Presenting Research: Matters of Form 0.5 semester credits Introduces students to the two potential formats for School of Psychology dissertations. Helps student understand what information should be contained in the various chapters and sections of a dissertation using either format. Provides extensive training in the logic and methods for table construction using APA format. Delivery Method: In person Grading Default: Credit/No Credit Only Learning Outcome(s): 1. Understand the differences between quantitative, qualitative, mixed methods, and theoretical dissertations. 2. Understand the structural specifications for the traditional and for the alternative “publication-ready” dissertation format. 3. Be able to prepare the written dissertation according to APA and FGU style requirements. 4. Know what belongs in each section of the dissertation. 5. Be able to prepare simple statistical tables using APA format.
	PSY-RSS05 Publishing and Presenting Scholarly Work 0.5 semester credits This seminar is designed to help students prepare research publications and presentations. Differences among outlets will be discussed (e.g. refereed journals, books, book chapters, posters, panel presentations, individual presentations). All significant aspects of the process will be covered, including planning and preparation, authorship issues, developing the proposal, the review process, writing the actual article or presentation, visual aids, and making the presentation. Students should come prepared with either a plan for a presentation or publication based on actual work, or a fictional plan. Details will be sent to registered students in advance of the seminar. Delivery Method: In person Grading Default: Credit/No Credit Only Learning Outcome(s): 1. Know conventions of APA style. 2. Be able to present an argument cogently in writing. 3. Be able to present results of both quantitative and qualitative studies clearly and meaningfully, including the use of tables and graphic methods appropriate to each type of analysis. 4. Be able to discuss findings in journal articles, posters, and oral conference presentations.
	PSY-RSS07 Sample Size, Effect Size and Power Analysis 0.5 semester credits The goal of this Research Skills Seminar is to introduce students to power analysis. Students will learn the relationships between power, effect size, Type I and II error and sample size. The Seminar requires the use of both SPSS and G-Power statistical software. At the conclusion of the seminar students will be able to determine appropriate sample sizes for a variety of research designs and statistical analyses, and be able to write a scientifically supportable sample size estimate for a grant proposal or dissertation. Students will understand the concept of power and its relationship to effect size and sample size. Students will have a clear understanding of the difference between “effect size” and “statistical significance.” Pre-requisites: PSY-717 Delivery Method: In person Grading Default: Credit/No Credit Only Learning Outcome(s): 1. Understand the concept of statistical power and its relationship to effect size, sample size and Type I and II error. 2. Understand the difference between “effect size” and “statistical significance.” 3. Be able to conduct a power analysis for a variety of statistical models using G-Power software. 4. Be able to determine appropriate sample size estimates for a variety of statistical models. 5. Be able to write a scientifically supportable sample size estimate for a grant proposal or dissertation.
	PSY-RSS08 Testing/Mediating/Moderating Hypotheses 1 semester credits The goal of this Research Skills Seminar is to provide students with a framework for understanding moderation and mediation in the context of statistical modeling. At the conclusion of the seminar students will understand mediating and moderating relations, and will be able to test mediating and moderating relations using SPSS. Students will be exposed to modern approaches to testing moderating relationships that move beyond the Baron and Kenny model, including bootstrapping methods and structural modeling approaches. Pre-requisites: PSY-717 Delivery Method: In person Grading Default: Credit/No Credit Only Learning Outcome(s): Be familiar with standard approaches to multiple (linear) regression analysis (MRA). Be able to test moderating relations using ANOVA and MRA. Understand the difference between direct and indirect effects in regression models and the logic of path analysis. Understand the nature of statistical mediation and moderation. Understand modern approaches to testing moderating relationships that move beyond the Baron and Kenny model, including bootstrapping methods and structural modeling approaches. Become proficient with IBM-SPSS and A. Hayes PROCESS software to run procedures to test for mediation and moderation. Be able to write narrative descriptions of analyses of mediation and moderation.
	PSY-RSS14 Advanced Topics in SPSS 0.5 semester credits The goal of this Research Skills seminar is to guide students in more advanced use of SPSS. It is assumed that students will have some familiarity with the software (i.e. creating data files, running basic procedures) which they will have obtained in prerequisite courses (e.g., PSY-717 ). The seminar will emphasize data manipulation and management and introduces students to working with syntax. Particular attention will be given to the creation and modification of variables, archival data, and merging data sets. Pre-requisites: PSY-717 Delivery Method: In person Grading Default: Credit/No Credit Only Learning Outcome(s): Be able to manipulate data in the IBM-SPSS environment (i.e. recode/compute). Be able to merge, split and reformat files. Be able to work with SPSS syntax to run procedures and perform data manipulations.
	PSY-RSS15 Factor Analysis and Structural Equation Modeling 1 semester credits This Research Skills Seminar will introduce students to both principal components analysis (PCA) and confirmatory factor analysis (FA) and will explore the use of statistical techniques that fall under the general heading of structural equation modeling (SEM). Students will learn the distinctions between PCA and FA, the difference between orthogonal and oblique rotation, and principles for interpreting the results of these analyses. Students will explore what it means to develop a “causal model” and the logical principles that underlie the concept of causation. Examples of structural equation models and measurement models will be examined using SEM-focused software programs. Students taking this seminar should have a good knowledge of intermediate statistics, including regression analysis, and should have completed applicable pre-requisite courses. Pre-requisites: PSY-717 Delivery Method: In person Grading Default: Credit/No Credit Only Learning Outcome(s): Understand the logic of causal modeling and the general purpose and process of creating a statistical model. Understand the difference between FA and PCA. Understand how to run, interpret, and present the results of FA and PCA. Understand the purpose and practice of conducting a full structural equation model. Learn how to use software to conduct both CFA and SEM. Know how to assess the various components of model evaluation, including an assessment of model fit.
	PSY-RSS21 Interviewing for Qualitative Research 1 semester credits This seminar will be conducted primarily as a workshop, the goal of which will be to reflect upon and to improve our skills as interviewers in the context of qualitative research. Such interviewing has as its goal an in-depth understanding of another person and attempts to understand what is not said as well as what is. In this seminar, we will take up the problems of orienting to the interview through a clear conceptualization of the research question and we will consider the interrelationship between the theoretical context that frames the research and the actual interaction in the interview with the participant. Taking a close look at the interview itself, we will focus on understanding the interpersonal process and thinking about how best to invite the data. Throughout, we will keep in mind the question: What does it mean to know another person? Students will conduct interviews and receive feedback about their interviewing strengths and will explore the interpersonal aspects of the interviews they conduct. Each seminar member should be prepared both to interview other people and also to be a subject of an interview. There will be a written assignment between the first and second day-long class sessions. Students should come to the seminar having completed the assigned readings and also outfitted with a voice recording device. Delivery Method: In person Grading Default: Credit/No Credit Only Learning Outcome(s): Know how to frame an interview in line with the conceptual questions of the research. Frame an experience-near interview plan. Know how to reflect on and manage the interpersonal aspects of the interview. Practice the empathic response in an interview. Review the ethics of the interview.
	PSY-RSS22 Analyzing Narrative Interviews 0.5 semester credits This seminar focuses on reading and interpreting narrative texts for research purposes. We will together engage in a close reading of the text of one or two interviews, preferably ones that are part of a student’s ongoing research, . Students will be required to read some literature about interpretation in qualitative research to put the experience in context. The seminar is open to those who are engaged in doing narrative research, preparing to do so, or curious about it. Pre-requisites: PSY-RSS21 recommended Delivery Method: In person Grading Default: Credit/No Credit Only Learning Outcome(s): Know different approaches to reading narrative interviews for research purposes. Understand the epistemological assumptions that ground qualitative analysis. Apply at least one approach to a research interview text.
	PSY-RSS23 Qualitative Data Analysis 0.5 semester credits Introduces students to an array of data analyses techniques that are related to qualitative research methods tracing the logic between the method, the privileged way of knowing (epistemology), data collection sources, data analysis and results. Methods included will be generic qualitative, narrative, phenomenology, heuristic, grounded theory, participant action research, co-inquiry and ethnography. Data sources reviewed are open ended qualitative interviews, short answer questionnaires, field notes, stories or narratives, archival materials and focus groups. Data analyses examples will include various forms of content analysis, open ended coding, code book applications and composite stories among others. Discussions and examples will show how to assess the fit between a research question and a possible research method. Students will code a narrative data set using Dedoose. Students are required to purchase a one month subscription to Dedoose prior to the workshop. Delivery Method: In person Grading Default: Credit/No Credit Only Learning Outcome(s): Understand the link between a research method, data collection sources, and data analysis. Be able to read and understand scholarly research articles using a variety of qualitative data analyses including content analysis and composite stories. Be able to present, critique, and discuss scholarly research articles with emphasis on defining the research methods, data collection, and analysis as related to results. Understand validity issues as related to data analysis. Load narrative data set and demographic descriptors in Dedoose, and code data creating themes. Create qualitative content analysis mini-result section based on Dedoose coding, including meaningful themes aligned to narrative coded excerpts
	PSY-RSS24 Introduction to Content Analysis 0.5 semester credits Content analysis is a method for analyzing data collected as texts or images. These types of analyses identify major themes and categories that appear in the data and determine common themes. In this introductory workshop, participants will learn the definition of categorical content analysis, and its place in the world of qualitative research. A review of qualitative research articles and their related data collection methods will inform methods of how categorical content can be used to create themes. Lieblich’s (Lieblich, Tuval-Mashiach & Zilber, 1998) four quadrant model of content analysis will be the conceptual frame for understanding the categorical approach. Students will share summaries of qualitative research articles, and practice coding narrative produced during the workshop. Finding patterns in human experience in context will enrich students’ understanding of qualitative research. Delivery Method: In person Grading Default: Credit/No Credit Only Learning Outcome(s): Define epistemological assumptions of qualitative research, including human experience in context and rich description. Discuss and review examples of Lieblich’s model of content analysis including categorical content analysis, categorical form, holistic content analysis and holistic form analysis. Use open coding on student produced narratives. Present content analysis methods for reliability, coding, and constructing themes used in two current research articles chosen by students. Create a content analysis research outline.
	PSY-RSS26 Introduction to Qualitative Research 0.5 or 1 semester credits Introduces students to epistemology of qualitative research, showcasing differences with quantitative traditions. We will define phenomenology, ethnography, participant action research and other research traditions. Non-Western epistemologies and research ethics will also be included. Workshop activities include critically analyzing journal articles and completing a beginning research activity. Learners will be required to read posted journal articles and chapters from the text and complete discussion questions before the session. For the 1.0 credit offering, students will create a qualitative research proposal, with research question, research genre and data collection and data analysis techniques. Delivery Method: In person Grading Default: Credit/No Credit Only Learning Outcome(s): Understand the primary assumptions of the quantitative and qualitative paradigms. Understand the following terms: quantitative, qualitative, epistemology, positivistic, non-positivistic, open ended qualitative interviews, ethnography, participant action research, phenomenology, participatory/action research, hermeneutics, narrative, grounded theory, case study, critical theory, ethnomethodology, heuristics and hermeneutics. Be able to critically review a qualitative research journal article.
	PSY-RSS27 Pre-Dissertation Seminar 0.5 semester credits This seminar will be given at National Sessions and Research and Clinical Sessions. Each student brings a conceptual idea, and preliminary ideas regarding the niche for their research. This requires a 2-3 page paper outlining their ideas. Pre-requisites: PSY-701A Co-requisites: PSY-RSS02 is a required co-requisite if not already completed. Delivery Method: In person Grading Default: Credit/No Credit Only Learning Outcome(s): Understand the basic epistemological assumptions and tenets that underlie the student’s focus for scientific inquiry. Become familiar with possible research methods that would be appropriate to the student’s focus of inquiry. Be able to apply ethical standards to the student’s arena of study. Document sensitivity to identified groups that might be recruited for the dissertation proposal. Be able to articulate an overview of a scholarly argument.
	PSY-RSS28 Dissertation Bootcamp: Post Pre-Proposal 0.5 semester credits This seminar is offered at residential sessions for students with an approved pre-proposal who are actively working on aspects of their dissertation. The focus is on helping students work through any current issues they are having with their dissertation. For example, students present issues with developing their proposal or IRB applications, challenges with data collection, addressing feedback, and writing up results or the discussion section. Participants are given feedback by faculty and students and class time is given to work on the issue. The day ends by writing an outline on the progress and reviewing this with faculty. Pre-requisites: PSY-638 , PSY-717 , PSY-RSS27 Delivery Method: In person Grading Default: Credit/No Credit Only Learning Outcome(s): Know how to formulate emergent research questions and associated hypotheses; Know how to design research methods appropriate for these questions/hypotheses; Be able to write a dissertation proposal methods section for their research questions/hypotheses; and (if beyond the proposal stage) Be able to deal with problems encountered in data collection and analysis.
	PSY-500 Foundations of Doctoral Study 4 semester credits All new students must complete a series of orientation activities designed to prepare students for success in the program. Online activities provide an overview of program requirements, library resources, and the online learning environment. These activities include an overview of professional conduct expectations, and how students will be assessed throughout their program regarding those expectations. During a six-day in-person orientation, students work with faculty and advanced students, primarily in a small group format, to familiarize new students with our learning model and to help new students develop a personalized and sequenced plan of studies called a Learning Plan. Your Learning Plan serves as a blueprint of your individual graduate studies specifically in relation to the program’s requirements and your academic background, prior professional training, and special interests. Delivery Method: In person Grading Default: Credit/No Credit Only
	PSY-500A Foundations of Post-Doctoral Study 4 semester credits All new students must complete a series of orientation activities designed to prepare students for success in the program. Online activities provide an overview of program requirements, library resources, and the online learning environment. These activities include an overview of professional conduct expectations, and how students will be assessed throughout their program regarding those expectations. During a six-day in-person orientation, students work with faculty and advanced students, primarily in a small group format, to familiarize new students with our learning model and to help new students develop a personalized and sequenced plan of studies called a Learning Plan. Your Learning Plan serves as a blueprint of your individual graduate studies specifically in relation to the program’s requirements and your academic background, prior professional training, and special interests. Delivery Method: In person Grading Default: Credit/No Credit Only
	PSY-501 Introduction to Clinical Psychology 4 semester credits Overview of major subdisciplines of psychology with emphasis on clinical psych; includes reading, discussing, and writing about primary sources and current research; explores distinctions among mental health disciplines; includes introduction to DSM-5, psychology ethics, and research on psychotherapy. Delivery Method: Distance/Electronically Mediated Grading Default: Letter Note: This course may be waived if student completed a graduate degree in clinical psychology from a regionally accredited U.S. university within the past 10 years.
	PSY-502 Critical Thinking in Clinical Psychology 4 semester credits Enhances critical thinking skills related to issues in the field of clinical psychology. Delivery Method: Distance/Electronically Mediated Grading Default: Letter Note: This course may be waived if the student scored a 4.5 or higher on the analytical writing portion of the GRE; or earned a PhD in any subject area from an accredited U.S. university within the past 10 years.
	PSY-503 Scholarly Writing in Clinical Psychology 4 semester credits Enhances scholarly writing and APA style skills related to clinical psychology topics. Delivery Method: Distance/Electronically Mediated Grading Default: Letter
	PSY-504 Clinical Psychology Research Lab 2 or 4 semester credits This course provides students with hands-on experience designing, conducting, and disseminating clinical psychology research. Consistent with a clock hour to credit ratio of 40:1, students taking the course for 2 credits will complete approximately 5 hours per week of lab/research work, while students taking the course for 4 credits will complete approximately 10 hours per week of lab/research work. The default expectation is 2 credits over two terms each. Students who enroll for 4 credits in one term need special permission from the Program Director. Delivery Method: Distance/Electronically Mediated Grading Default: Credit/No Credit Only
	PSY-525 Foundations of Critical Theory 4 semester credits This course addresses basic competencies relevant to student work in media psychology: academic writing from the perspective of organization and expression, generating a research question and following the research process, critical thinking, narrative structure, diversity, and ethics. The objective of this course is not mastery, but rather to familiarize students with these fundamental competencies, which they will further develop throughout their programs. Online activities provide an overview of program requirements, library resources, and the online learning environment. These activities include an overview of professional conduct expectations, and how students will be assessed throughout their program regarding those expectations. Delivery Method: Distance/Electronically Mediated Grading Default: Letter Learning Outcome(s): Demonstrates an understanding of the fundamentals of the research process used at the doctoral level through writing and scholarly discussion. Demonstrate an understanding of some of the theories and applications of critical thinking at a doctoral level through writing and scholarly discussion. Demonstrate, through writing and scholarly discussion, an understanding of the perspectives, skills and responsibilities needed to successfully produce doctoral level work and succeed in an academic program at the doctoral level.

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School of Psychology

Doctoral Degrees

Master’s Degrees

Certificate Programs

School of Leadership Studies

Doctoral Degrees

Master’s Degrees

Certificate Program

Contact Info

All Courses

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-549 Psychology of Technology

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 Media Psychology

MSC-557 Media and Political Psychology: Propaganda and Persuasion

MSC-558 The Power of Image: Persuasion, Place, and Identity

MSC-560 The Psychology of Social Media Strategy

MSC-562 Innovation, Learning and Online Education

MSC-563 Immersive Technology: Augmented Reality

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

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 Power, Privilege and Culture: Skills and Strategies

ODL-612 Performance Consulting

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

ODL-614 Sustainability and Organizational Change

ODL-615 Ecological Frameworks for Sustainability Practitioners

ODL-623 Managing the Coaching Function in an Organization

ODL-632A Individual Mentor Coaching I

ODL-632B Individual Mentor Coaching II

ODL-633A Small Group Supervision I

ODL-633B Small Group Supervision II

ODL-650A Evidence Based Coaching: Overview

ODL-650B Skills Training: Evidence Based Coaching

ODL-651A Theories of Individual Coaching

ODL-651B Skills Training: Individual Coaching

ODL-652A Theories of Leadership and Organizational Coaching

ODL-652B Skills Training: Leadership and Organizational Coaching

ODL-653A Coaching for Education Leadership

ODL-654 Orientation and Skills Training

ODL-655 Final Skills Training

ODL-656 Final Performance Evaluation

ODL-669 Organizational Development: Origins, Evolution, and Current Practices

ODL-670 Leadership: Theory and Practice

ODL-671 Leading by Design: Theory and Practice

ODL-672 Group Dynamics: Effective Teams and Group Development

ODL-675 Inclusive Leadership & Intervening Across Cultures

ODL-676 Social Methodologies for Transformational Change

ODL-677 Consultative Approach to Change

ODL-678 Developing a Consulting Practice