Apr 28, 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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Human and Organizational Development
	HOD-823 Leadership Theories and Methods 4 semester credits Students explore various theories and models of leadership. Students will also explore their own leadership skills and styles. In describing leadership models and theories one must consider the contexts, values, and cultures within which organizations have evolved, and the practices and theories that would be appropriate for successfully leading. This knowledge area course is designed to reflect upon and compare traditional leadership theories and models with more contemporary models that have evolved to address leadership in networked organizations, virtual organizations, and global organizations. There will be a balance in this knowledge area course of the theoretical with the practice-oriented aspects of leadership so that one can enhance knowledge and skills as a competent reflective scholar-practitioner. Since many students are employed or will be employed by various profit or nonprofit organizations, this knowledge area will be designed to better understand key issues, problems, and challenges affecting 21^st Century organizations and strategies for effectively leading and positively influencing these organizations. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Critically analyze and construct scholarly arguments relevant to various theories and models of leadership Demonstrate understanding of the theoretical and practice-oriented aspects of leadership Write a scholar-practitioner paper, based on leadership theories and models that propose strategies for effectively leading and positively influencing today’s organizations.
	HOD-824 Social Psychology 4 semester credits In this course students examine effective decision-making in organizations, drawing on research in social psychology, interpersonal relations, and neuropsychology. Creating organizational change requires insight into both organizational dynamics and the social psychology of organizational stakeholders. Students address questions such as “How can the leaders of organizations engage most effectively with key stakeholders, in order to develop and engage in practices that promote social and ecological sustainability?” Delivery Method: Online Grading Default: Letter Learning Outcome(s): Demonstrate understanding of the latest advances in cognitive sciences Analyze and discuss ways that theories and models in cognitive sciences can be used to foster effective and collaborative decision-making in organizations.
	HOD-825 Public Policy and Public Action 4 semester credits This course is concerned with the institutional processes by which government responds to societal problems. Public Policy focuses on policy-making processes including problem definition; public input; policy formulation; policy implementation, and policy impacts. These processes are best understood via analysis of specific topical areas such as social welfare policy, health policy, educational policy, policies promoting social and ecological sustainability, and the like. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Demonstrate understanding of the processes and actions of Public Policy. Critically analyze and discuss ways that public policy impacts one or more specific topical areas.
	HOD-826 Social Change 4 semester credits Students will examine theories of social change, and investigate historic and contemporary changes. Human and organization development occur within the context of social changes that in previous times were often slow, and that are usually rapid today. The purpose of this knowledge area course is to understand the meaning of social changes, to understand how and why such changes occur - not with the aim of adjusting to them, but rather of intervening proactively in the process. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Demonstrate understanding of historical and contemporary theories of social change. Critically analyze and discuss ways that these theories can be used to intervene proactively in the process of social change.
	HOD-829 Praxis II 4 semester credits Students will design and implement an organization change project, describe the project steps and outcomes, and write a reflective paper on their role in the project and the outcomes. Students identify changes they consider are needed to make the project more effective and those aspects of the project that need to be changed to improve the project. The paper will include how students made your choices and various decisions. The reflective paper includes references to academic theories and models that informed the student’s work on this project. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Describe how to diagnose multifaceted situations and to select a particular model to understand the nature of change in complex efforts. Explain the rationale for various strategies or interventions with reference to academic models and theories. Reflect on their role as a change agent.
	HOD-830 Creativity and Innovation in Organization Design 4 semester credits Students develop expertise in organization design, the interdisciplinary practice of thinking ahead with a purpose for creating organizations that are socially and ecologically sustainable. In this knowledge area course, students explore the emerging field of positive design where stakeholders are encouraged to leverage their individual creativity to create innovation that is transformative. Examples include emergence of “disruptors” such as Uber, Airbnb, and others in the sharing economy. Students will be expected to survey a wide range of recent innovations in social media and information and communication technology (ICT) and critically examine the design features deployed by the founders of these organizations. How did they think about the challenges they faced while planting the seeds of disruptive innovation? How did they reframe and use their Appreciative Intelligence to see opportunities that were not initially visible to them and others? How did they think about creative approaches to the design of the workplace (whether physical or virtual) itself? Students will be expected to develop a deep understanding of how organizational structure influences behavior and what they can do to help emerge alternative forms of organizational structures that may create a synchronicity instead of a conflict between the opposing individual and organizational needs. Thus we will explore ways in which organizations may foster contexts for creativity. The end result should be organizations that value individual and social creativity, human aspirations and work toward creating social and ecological justice. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Develop familiarity and acquire insights about various approaches to organization design Develop capabilities for “thinking outside the box” and help create innovative organizational practices for long term sustainability
	HOD-831 Structural Inequality and Diversity 4 semester credits This course involves understanding and respecting differences in race, ethnicity, culture, class, gender, sexual orientation, etc.; skill in interacting with such varying groups is a key dimension of human and organization development. This knowledge area course also explores structural inequality, since honoring differences is not the same as understanding how inequality is produced in society, built into the structure and functioning of our social institutions. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Critically analyze and construct scholarly arguments relevant to understanding and respecting differences in race, ethnicity, culture, class, gender, sexual orientation, and other related issues. Write a scholarly paper that demonstrates understanding of ways that inequality is produced in society and built into the structure and functioning of social institutions.
	HOD-832 Advanced Systems 4 semester credits This course is designed to aid the student in selecting a methodological and theoretical framework for clarifying and ordering the other knowledge areas. It should also help in developing a language for communicating concepts and issues across disciplinary boundaries. It represents and introduction to the broad theoretical traditions that shape the human and social sciences, and to the process of generating models for understanding, explaining, and acting, with emphasis on major ways of conceptualizing human, social, and organizational systems. Pre-requisites: One of the following: HOD-806 , ELC-724 , IECD-566 , equivalent in MEDIA Delivery Method: Online Grading Default: Letter Learning Outcome(s): Critically analyze and construct scholarly arguments relevant to understanding the cross-disciplinary traditions of human and social sciences. Demonstrate understanding of the process for generating models for conceptualizing human, social, and organizational systems.
	HOD-833 Global Systems 4 semester credits This course is an interdisciplinary inquiry into rapid developments and responses to them that now shape the interrelatedness of people and places around the world. Economic, political, and cultural developments have resulted in outcomes unimaginable some years ago. They include, for example, economic globalization that has produced transnational corporations headquartered in countries not their own and transnational migration of labor; armed conflicts and militarization that are resulting in casualties and displacement of people in epic proportions; and US, Asian, and European non-profit organizations and government donor agencies that profoundly influence people and countries in the global South. Thus, organizations and professionals must be prepared to understand and address complexity, uncertainty, and emerging problems and opportunities creatively, sustainably, and ethically. In this knowledge area, students explore and illuminate our understanding of boundary-less global phenomena such as trade and economic linkages, environmental degradation, epidemic disease, mass migration, human rights, peace, conflict, and others as they emerge and practice domains that can more fully address the needs and interests of various people and organizations. Pre-requisites: One of the following: HOD-806 , ELC-724 , IECD-566 , equivalent in MEDIA Delivery Method: Online Grading Default: Letter Learning Outcome(s): Demonstrate an understanding of the historical trajectory of globalized and globalizing social, economic, technological, political, and cultural forces currently shaping the world. Critically evaluate various theoretical explanations for those forces including the cultural biases of the theories. Identify and analyze the differential impacts on people and the physical environment across and within regions of the world including the relationship between globalization and various forms of structural inequality. Recognize and understand different forms and origins of resistance and social action and activism aimed at creating a more just, equitable, and sustainable world. Recognize, understand, and act out of one’s social location and related responsibilities and accountabilities as a privileged ”global citizen.”
	HOD-834 Group Dynamics and Team Learning 4 semester credits In this course students develop an understanding of group dynamics inherent in small group interaction in organizations. Using unstructured and structured learning environments students will reflect upon their learning, conflict management, decision making, and communication styles and the impact they may have on others. This course will also explore various aspects of group dynamics such as Appreciative Intelligence, power, perception, motivation, leadership, and decision-making. Students will experiment with, and experience, the relevance of several concepts related to team learning and will acquire superior judgment, understanding, and competence to be better facilitators of their own and others’ learning in a variety of group situations in organizations. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Develop and demonstrate the ability to work productively in small groups and teams. Develop and demonstrate the ability for self-awareness and mindfulness.
	HOD-835 Intervention Theories and Methods 4 semester credits In this course students become familiar with various OD intervention theories and methods. They may include approaches such as appreciative inquiry, open space, dialogic OD, survey feedback, process consultation, strategic planning, team building, job enrichment, and participative management. Students may also learn and critically evaluate various OD models such Weisbord’s Six-Box model, Nadler-Tushman Congruence Model, Tichy’s TPC framework, and Burke-Litwin model. Students will learn how to deal with resistance to change typical of many OD interventions. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Develop and demonstrate the competency to accurately judge the right OD intervention approach for specific OD engagements. Develop and demonstrate the ability to evaluate the effectiveness of various OD interventions.
	HOD-836 Culture, Technology, and Social Change in the Digital Age 4 semester credits In this course students consider current events, personal experiences, as well as emerging questions of ethical dilemmas, power, and systems of belief. Throughout the ages, humans have created technologies from language to machines, telephones, computers, and digital networks that influenced culture, organizations, and social change. Some influences are visible - such as the impact of social media on relationships or the power of terrorist networks on countries. In this knowledge area we explore a critical history of technologies across the ages (Weizenbaum, 1976; Harrison, 1986); Hobart & Schiffman, 2000) and investigate the visible and invisible power of today’s digital technologies to change our lives, organizations, and societies (Dijck, 2013; Reed, 2014; Baym, 2015; Worcman & Garde-Hansen, 2016). Delivery Method: Online Grading Default: Letter Learning Outcome(s): Examine a critical history of the influence of technologies across the ages. Investigate the impact and emerging ethical dilemmas of the use of digital technologies on current culture and society.
	HOD-837 Ethnography and Crossing Borders 4 semester credits In this course students learn to understand and use ethnographic tools and develop comparative analysis skills. Crossing borders is an increasingly important theme for Human Development in the 21st century. Ethnography, a comparative cultures methodological framework developed by anthropologists, is a useful set of tools for helping us understand differences and similarities in patterns of Human Development. Along with the crossing of national political borders are the psychological, cultural, and social borderlands we experience as we travel to contexts dramatically different from those we may be familiar with and where we meet the “Other.” For many of us these borderlands are encountered, negotiated, and lived on a daily basis. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Understand and demonstrate ability to use ethnographic tools to help understand differences and similarities in patterns of human development. Demonstrate understanding of psychological, cultural, and social borderlands and how they are encountered, negotiated, and lived.
	HOD-838 Media, Technology and Disruptive Innovation 4 semester credits This course investigates the role of media and technology in fostering disruptive change, both a national and global level, including social media, mobile apps, digital video, on-demand technologies, augmented reality and other emerging platforms. One of the greatest threats to traditional organizations is the growing role of disruptive media and technology. Web-based, on-demand business models are increasingly eliminating established enterprises from Sears to Radio Shack and from Borders to Blockbuster, while threatening the very foundation of large traditional organizations. The principal methodology of this course is collaborative case study research. Students develop case study portfolios on notable disruption phenomena in media and technology in order to extract empirical and theoretical findings towards an understanding of change dynamics wrought by modern media. As an outcome of this knowledge area, students will develop the theoretical experience to research and analyze “open innovation” (Christensen, 2015). Delivery Method: Online Grading Default: Letter Learning Outcome(s): Develop and demonstrate thorough understanding of principal media and web-based systems and business models Develop and demonstrate the theoretical experience to research and analyze “open innovation” (Christensen, 2015) driven by technological disruptive change
	HOD-840 Inclusive Leadership: Transforming Self and Systems 4 semester credits This course explores the ways that inclusive leadership can transform self and systems. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Discuss and critically analyze theories and methods of inclusive leadership Apply inclusive leadership principles to professional and personal situations.
	HOD-841 Mindful Leadership 4 semester credits This course examines the theoretical foundation and application of mindful leadership. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Discuss and critically analyze theories and methods of mindful leadership Apply mindful leadership principles and methods to professional and personal practices
	HOD-843 Ecological Studies 4 semester credits This course reflects the growing importance of the ecological paradigm in the social sciences and in our culture. This paradigm situates individuals, organizations, and whole societies in their ecological and natural context and looks at the ecological constraints upon and implications of human activity. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Critically analyze and construct scholarly arguments relevant to the ecological paradigm and ecological constraints upon, and implications of human activity. Write a scholarly paper that demonstrates understanding of global and local dimensions of human and social problems ranging from overpopulation and environmental
	HOD-844 Leadership for Social and Ecological Sustainability 4 semester credits This course ties in concepts of social and ecological sustainability with organizational culture. It will focus on the systemic interrelations between such organizational capabilities as leadership, organizational culture, organizational change, and sustainability strategies. The focus of the knowledge area will be to integrate theoretical and practical understandings of organization strategy, leadership, and execution, emphasizing the importance of inclusive leadership. It will rely heavily on case studies to illustrate successes, failures, and the understanding that results from both. This knowledge area is addressed to those charged with the organizational implementation of social and ecological sustainability knowledge and practice. This includes not only sustainability professionals, but the senior leaders and top managers of business, non-profit (NGO), educational, and government organizations. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Demonstrate ability to integrate theoretical and practical understandings of organization strategy, leadership, and execution, emphasizing the importance of inclusive leadership Apply learnings to the organizational implementation of social and ecological sustainability knowledge and practice.
	HOD-845 Social and Ecological Sustainability: Theory and Practice 4 semester credits Students examine the differing and often contested meanings of “sustainability,” exploring the history of differing concepts of sustainability, cultural differences in notions of sustainability, indigenous thinking about sustainability, and national and global efforts to come up with common standards. It will take a critical and historical look at corporate social responsibility (CSR), the “triple bottom line,” ideas of “shared value,” and other sustainability efforts, using case studies to generate a hands-on understanding of what works, what hasn’t worked, and what can be done to improve existing approaches. Students will go beyond current understandings of sustainability, to focus on models of organizational sustainability for the future, making the “business case” for sustainability. They will look at exemplars of organizations that successfully integrate value objectives that enable the entity’s sustainable success. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Demonstrate understanding of models of organizational sustainability for the future Make a “business case” for sustainability Analyze exemplars of organizations that successfully integrate value objectives that enable the entities sustainable success.
	HOD-846 Intervening in Systems 4 semester credits Students critically examine the histories and development of a variety of approaches for intervening in systems and the strengths and limitations of these approaches, and their applicability in different types of systems. Pre-requisites: One of the following: HOD-806 , ELC-724 , IECD-566 , equivalent in MEDIA Delivery Method: Online Grading Default: Letter Learning Outcome(s): Demonstrate understanding and critically analyze the strengths and limitations several approaches to intervening in systems Design an intervention in systems and analyze the potential outcomes.
	HOD-847 Theoretical Foundations of Evidence Based Coaching 4 semester credits In this course, students examine, discuss and apply the key principles and strategies from eight groups of theories which underpin coaching practice and competence: theories from humanistic and transpersonal psychology, adult learning, adult development, behavioral change and neuroscience, cognitive-behavioral theories, intelligences, communication, gender and culture. Each theory set is aligned with specific coaching competencies as defined by the International Coach Federation. This course is not approved by ICF for continuing coach education units (CCEs). Delivery Method: Online Grading Default: Letter Learning Outcome(s): Demonstrate understanding of key principles and strategies that underpin Evidence Based Coaching Apply these key principles and strategies to coaching practice
	HOD-848 Organizational and Leadership Coaching 4 semester credits Students examine, discuss and apply the key principles and theories associated with leadership and organizational coaching: organizations and organizational culture, using a multidimensional coaching framework, executive and leadership coaching, team and group coaching, internal coaches and managers as coaches, systems theories and coaching, gauging potential outcomes, assessments for organizational and group coaching. This course is not approved by ICF for continuing coach education units (CCEs). Pre-requisites: HOD-847 or ODL-650A Delivery Method: Online Grading Default: Letter Learning Outcome(s): Demonstrate understanding of, and apply, key principles and theories of leadership and organizational coaching. Develop a case study based on coaching practice
	HOD-849 Evidence Based Coaching Praxis 4 semester credits This course offers students an opportunity to engage in scholarly work by selecting and developing a fully conceptualized case directed at an individual coaching engagement or a consultation engagement for developing and managing an internal coaching program. Students developing an individual case will utilize assessments to collect data, identify needs, formulate process propositions based on evidence and theoretical formulations, engage in and document coaching interactions and outcomes. The case development process will be guided by principles of collaborative case conceptualization. The final case will include reflective learning. Students pursuing the consultation engagement will collect data to assess organizational needs and resources and, in collaboration with the client organization, develop a framework for designing, delivering and managing an internal coaching program. This course is not approved by ICF for continuing coach education units (CCEs). Pre-requisites: HOD-847 or ODL-650A , and HOD-848 or ODL-652A Delivery Method: Online Grading Default: Letter Learning Outcome(s): Develop an individual coaching case that utilizes assessments to collect data, identify needs, formulate process proposition, engage in and document coaching interactions and outcomes Collect data to assess organizational needs and develop a framework for designing, delivering, and managing an internal coaching program.
	HOD-850 Creative Longevity and Wisdom 4 semester credits This course aims to contribute to knowledge, policy, and practice addressing mid-life and older adults, including: unique developmental experiences and transitions in adulthood; the relationship between creativity, wisdom development, and spirituality; positive and conscious aging; successful aging; lifelong learning; end of life; organizations/policies to combat poverty and promote wellness in the later years of life; substance abuse and recovery; caregiving; intergenerational engagement; the promotion of barrier-free, sustainable environments enhancing longevity; entrepreneurship; encore careers; and greater social and ecological justice worldwide for diverse aging populations and future generations. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Critically analyze and construct scholarly arguments relevant to creative longevity and wisdom theories. Write a scholarly paper on a creative longevity and wisdom topic Demonstrate understanding of ways to apply creative longevity and wisdom theory and research to professional and personal practice.
	HOD-851 Comparative Wisdom Traditions 4 semester credits Students engage with literatures from Asia, Africa, and various Western traditions to examine the formation and expectations of women and men’s development. Different cultures understand what it means to be a mature adult in different ways. Modern society may emphasize forming a family, while more traditional societies may emphasize becoming a warrior. This course compares cultural traditions and ritual cultures comparatively to understand the formation of adults via socialization, education, religious formation, etc. comparatively. Considering specifics of different cultures like values, practices, heroes, ideals, and forms of status reward, students will engage in descriptive work and comparative analysis. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Demonstrate understanding of different paradigms and demonstrate critical thinking in relation to comparative analysis Critically analyze how cultural traditions and ritual cultures impact the formation of adults. Engage in descriptive work and comparative analysis
	HOD-852 Spiritual Psychology 4 semester credits This course reviews the foundation of transpersonal psychology genesis from the 1970s, which examined altered states of consciousness, including Stanislav Grof’s work on spiritual emergencies and Elmer Green collecting physiological data on yogis’ feats. The course will look at humanistic psychology as well as developmental psychologists Fowler’s stages of faith and Kegan’s spiral progression. It will review psychological and brain physiological research and philosophy from Christian mysticism, Buddhist meditation, the eight limbs of Hinduism and other spiritual practices. Students will be able to define specific spiritual practices, which evoke spiritual awareness, apply these practices to their work in a project and also document their own spiritual practice for the term. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Understand and critically analyze the foundation of transpersonal psychology, humanistic psychology, and developmental psychology Define specific spiritual practices to evoke spiritual awareness, and apply and document practices to their work
	HOD-853 Spiritual Practice and Social Justice 4 semester credits Students study how spiritual practices can be the foundation for compassion that includes the self and extends to others. One area of inquiry is how contemplative practices, such as mindfulness, can lead to greater self-awareness and connections to others. Transformative learning that leads to increased authenticity and caring social action is another focus. This is an exploration of the intimate relationship between inner, personal development and social justice. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Explore relationship between inner, personal development, and social justice Critically analyze how spiritual practices can be the foundation for compassion for self and others
	HOD-854 Somatics in Human and Organization Development 4 semester credits Students study the role of the body in knowledge and experience is reviewed from the disciplines of neuroscience, somatic psychology, social/political/cultural Somatics, and phenomenological and spiritual aspects. These perspectives are brought to bear on the wellbeing of the learner as well as through her scholarship and practice. The learner will be able to conceptualize embodied knowing and apply this to theory own learning through practice. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Understand the role of the body in knowledge and experience from multiple disciplines Conceptualize embodied knowing and apply this to theory own learning through practice.
	HOD-856 Writing Phenomenology 4 semester credits In this course students engage in eight writing exercises which allow them to deepen their understanding of an important experience using both essential and lifeworld approaches. Basic hermeneutics strategies will be used to enhance their understanding of basic phenomenological literature underlying the writing techniques. These writing techniques include bracketing, imaginative variations, horizontalization, describing stocks of knowledge, relevancies, standpoints, typifications and the dramatic structure of an experience. This process, which is creative and intuitive as well as analytical, opens understanding and stimulates transformation and effective interventive practice. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Describe and analyze contexts and life worlds Use a dramatistic pentad to describe pathways
	HOD-857 Adult Development 4 semester credits Students study major theories that explore the dynamics and potential outcomes of adult development, including post-formal and complex thinking, wisdom, individuation, maturity, and higher orders of consciousness. Theorists studied will include Erikson, Kegan, Loevinger, Wilber, Cook-Grueter and others, with attention given to the latest research in the field and how to apply these theories to understanding and informing the design and practice of leadership, counseling and education of adults in various contexts. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Demonstrate an understanding of the principles of three or more major theories of adult development and the differences between them Apply this to practice in leadership, organization development, teaching or counseling.
	HOD-859 Communications Theory and Practice 4 semester credits This course consists of four modules. Module One introduces several important hermeneutic perspectives which may elucidate the interpretation of texts. Each student/colleague will explain the overall purpose of hermeneutics and discuss one perspective in more detail. Module Two focuses on theories of the social construction of reality, which provide framing about the ways that many of the “realities” experienced in our social worlds are constructed by convention or agreement, including the way that we communicate about them. These theories help us to distinguish that which is socially constructed from the empirical realities of the natural world, and helps to account for multiple versions of “reality” across cultural and other social divides. This also helps us understand why conflicts occur between groups, and why some conflicts seem intractable. Module Three deals with theories of meaning-making and how they can serve as interpretive, critical, and constructive / interventional strategies. Convergences can be found between theories of social construction and communication such as the Coordinated Management of Meaning (CMM), symbolic interactionism, the “Lifeworld Phenomenology” of Alfred Schutz, and the Dramatistic methods of Burke. For example, each has a perspective on motives, structures or patterns, “speech acts” and alternate realities. Module Four reviews several examples of research and scholarly practice that “takes a communication perspective” or draws upon social construction concepts as a way of framing an inquiry, and then consider a research question that you have and how this perspective could be a part of your own research. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Ability to trace the development of the scholarly field of social construction of reality and identify major theorists and their ongoing evolution in scholarship and practice. This will include works and contributions by Meade, Berger and Luckmann, Pearce, Cronin, and others. Explain the “communication perspective” of looking “at” (not “through”) communication, and apply various heuristics of CMM to analyze an episode or phenomenon of interest to identify what is being “made in communication,” and the roles of context, logical force, and other related conceptual tools.
	HOD-860 Advanced Topics 2 or 4 semester credits This course provides a flexible opportunity for students to complete 2 or 4 units of academic credit in specialized studies. Students in all phases of their doctoral studies can assess in HOD-860, to build doctoral competencies, deepen scholarly knowledge, extend the breadth of their scholar-practitioner expertise, and explore diverse epistemologies, ways of knowing, and worldviews. Students are limited to 8 units of HOD-860. HOD-860 offers opportunities for both structured and individualized studies. Students contract individually with faculty for HOD-860. The assessment contract needs to specify the associated credit as well as the detailed expectations for the assessment. The assessor determines allocation of credit (2 or 4). The course title may be customized for the transcript. Delivery Method: Online Grading Default: Letter Note: May be repeated for up to 8 credits
	HOD-861 Advanced Specialization Studies 4 semester credits In this course, students define a specific specialization topic. 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. Course title may be customized for the transcript. Delivery Method: Online Grading Default: Letter Note: May be repeated once.
	HOD-881 Qualitative Research Methods 4 semester credits Students will develop and demonstrate an understanding of strategies for qualitative inquiry including phenomenology, grounded theory, narrative inquiry, case study, and ethnography, on their own and in the context of action-oriented research and mixed methods designs. Students study methodological topics including the stance of the researcher, sampling, data collection, coding and thematic analysis, and procedures for assessing trustworthiness of qualitative data, interpretation, and reporting. Students learn how to develop a research question and proposal in the context of a literature review and conceptual framework, and how to demonstrate accountability in relation to ethics and Institutional Review Board procedures. Pre-requisites: HOD-802 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Critically analyze qualitative research articles Prepare a proposal for a qualitative research study
	HOD-882 Quantitative Research Methods 4 semester credits In this course students develop and demonstrate an understanding of quantitative inquiry including experimental and survey research, on their own and in the context of action-oriented research and mixed methods designs. Students study methodological topics including structured data collection, sampling, experimental and quasi-experimental design, basic data analysis strategies, procedures for assessing reliability and validity of quantitative data collection and interpretation, action-oriented research, and mixed methods inquiry. Students learn how to develop a research question and proposal in the context of a literature review and conceptual framework, and how to demonstrate accountability in relation to ethics and Institutional Review Board procedures. Pre-requisites: HOD-802 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Critically analyze quantitative research articles Prepare a proposal for a quantitative research study
	HOD-883AO Advanced Research Methodologies: Appreciative Organizations 2 or 4 semester credits Students engage in advanced studies and applied research projects, designed to develop skills in specific research methodologies and approaches. All the advanced research modules numbered 883XX are designed to enable students to learn a particular research method in depth. Most approaches to understanding organizations are embedded in a “problem solving” paradigm. This deficiency model of organizations calls for the development of techniques and tools to accurately identify and diagnose problems. In contrast to this clinical focus, appreciative inquiry focuses on what works in an organization. By exploring events when people are at their best, appreciative inquiry identifies the core values and finds ways to build on them to enhance organizational sustainability. This seminar will introduce students to the basic tenets of Appreciative Inquiry and help them gain the experience of using it in an organizational setting that they may undertake after the summer session. Students will work in small teams (or as individuals if teaming is not feasible) with the goal of learning to function as consultants to a selected list of organizations. The anticipation is that through the project work you will acquire the competencies for diagnosing and analyzing organizations using appreciative inquiry and for becoming skillful facilitators (change agents) of organization development. Pre-requisites: HOD-802 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Diagnose and analyze organizations using appreciative inquiry Become skillful facilitators (change agents) of organization development.
	HOD-883AR Advanced Research Methodologies: Action Research 2 or 4 semester credits Students engage in advanced studies and applied research projects, designed to develop skills in specific research methodologies and approaches. All the advanced research modules numbered 883XX are designed to enable students to learn a particular research method in depth. Action research is a methodology rooted in engagement, and has been characterized as offering a possibility and a strategy for “revitalizing the social sciences, the University, and the American City.” (Puckett and Harkavy, The Action Research Tradition in the United States, 1999). Action research has been defined as a “participatory, democratic process concerned with developing practical knowing in the pursuit of worthwhile human purposes, grounded in a participatory worldview (Reason and Bradbury, Handbook of Action Research, 2006). We can understand action research as seeking to bring together couplets of action and reflection, theory and practice, in participation with others, in the pursuit of practical solutions to issues of pressing concern to people, and more generally, the flourishing of individual persons and their communities. The idea of doing research WITH others rather than on them, which is key to action research, also foregrounds the researcher as an engaged scholar-practitioner, and encourages a focus on issues of researcher relationships and contextual knowledge. Questions of ways of knowing generated by action research will be a focus, as will exploring how other cultures of inquiry fit with action research. While paying attention to relational dilemmas of the collaborative research process, we will also look at the importance of participation and democratization as at the heart of an action research endeavor. Pre-requisites: HOD-802 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Understand the theories and methodologies of action research Apply action research theories and methodologies
	HOD-883AS Advanced Research Methodologies: Applied Somatics 2 or 4 semester credits This course includes advanced studies and applied research projects, designed to develop skills in specific research methodologies and approaches. All the advanced research modules numbered 883XX are designed to enable students to learn a particular research method in depth. This module focuses on understanding the theories and methodologies of applied Somatics. Pre-requisites: HOD-802 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Understand the theories and methodologies of applied Somatics Apply the methods of applied Somatics to research projects
	HOD-883CH Advanced Research Methodologies: Methodologies for Studying Change 2 or 4 semester credits This course includes advanced studies and applied research projects, designed to develop skills in specific research methodologies and approaches. All the advanced research modules numbered 883XX are designed to enable students to learn a particular research method in depth. This module focuses on understanding the theories and methodologies for studying change. Pre-requisites: HOD-802 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Understand the theories and methodologies of studying change Apply action methodologies for studying change to research projects
	HOD-883CP Advanced Research Methodologies: Critical Participatory Action Research 2 or 4 semester credits This course introduces student to the concepts and principles of critical participatory action research (CPAR; sometimes called simply PAR and Community-Based Participatory Research-CBPR), and to learn how to apply its philosophy, values, approaches, and methods to an empowering collaboration between “community members” and “researchers.” Through a variety of experiential and didactic methods, participants will explore CPAR as a potentially powerful methodology for individual and community empowerment and social change. Although the focus will be on the methods used to engage groups in collective inquiry, analysis, and action, our exploration will be grounded in a foundational understanding of critical theories in social sciences, education, and research and of the social, political, and institutional contexts that shape CPAR projects. Pre-requisites: HOD-802 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Demonstrate knowledge of the principles of Critical Participatory Action Research and how it can be used for social change Understanding of key ethical and political issues, problem, and contradictions of involvement in CPAR projects. Ability to plan and begin to carry out a CPAR project. Ability to recognize the significance to of one’s social location and role as CPAR researcher, particularly when not community member.
	HOD-883EH Advanced Research Methodologies: Ethnography 2 or 4 semester credits This course includes advanced studies and applied research projects, designed to develop skills in specific research methodologies and approaches. All the advanced research modules numbered 883XX are designed to enable students to learn a particular research method in depth. This module helps build an understanding of the epistemological and ontological issues involved in contemporary ethnography. Students will experience ethnography as a methodology, as a way of seeing, and as a way of engaging with social reality. Students will understand the skills that will need to be developed in order to successfully complete ethnography. Students will know if ethnography suits their intellectual projects and personal styles of engagement. Pre-requisites: HOD-802 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Demonstration of understanding of core ideas of ethnography Application of ethnography to research
	HOD-883GT Advanced Research Methodologies: Grounded Theory 2 or 4 semester credits This course includes advanced studies and applied research projects, designed to develop skills in specific research methodologies and approaches. All the advanced research modules numbered 883XX are designed to enable students to learn a particular research method in depth. Grounded theory methodology is particularly appropriate for mapping out and understanding processes of change and development. The methodology aims to develop theory and explore hypotheses in the manner of empirical research. The kinds of issues that are particularly appropriate for using this approach to inquiry are processes that are not well understood, and gaining insight about the ways in which dynamics are linked can make an important contribution to knowledge. The methodology can apply at various levels of inquiry, from the individual, to the group, to the organization, and even to the community. For instance, at the individual level, grounded theory can provide insight about processes of change and development, to gain insights into paths and stages of change. For instance one can explore the stages of learning, or processes of decision-making, or the stages of an illness, or a personal transformation process. Grounded theory can be used to map out the pathways by which a spectrum of participants goes through a change from one stage of development or identity to another. At the group level, grounded theory can provide insight about group formation, group stages of collaboration, the dynamics of meetings, ways of making group decisions, processes by which groups learn or develop trust, etc. The methodology would allow for examination of the pathways, stages, and sequences that may involve change and transformation in groups, including the dissolution of groups. At the organization level, grounded theory can examine patterns of promotions, hiring processes, strategy development stages and processes, ways of implementation of decisions, types and paths of communications in organization systems, processes of adoption of new technologies or practices, project and program development cycles, performance evaluation process, and much more. At the community level, grounded theory can examine ways in which communities deal with disasters, growth, and poverty, promote entrepreneurship, make infrastructure decisions, engage the public in dialogue and consultation in community projects, etc. Grounded theory has common elements with other research methodologies, but it emphasizes the building of theory maps and understanding the structures of change and transformations in a wide spectrum of domains. Pre-requisites: HOD-802 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Understanding of core ideas of grounded theory Application of grounded theory to research
	HOD-883LR Advanced Research Methodologies: Liberatory Research 2 or 4 semester credits This course includes advanced studies and applied research projects, designed to develop skills in specific research methodologies and approaches. All the advanced research modules numbered 883XX are designed to enable students to learn a particular research method in depth. This module will examine transformational Liberatory Research, particularly within a globalized world. Pre-requisites: HOD-802 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Understanding of core ideas of Liberatory research Application of Liberatory research to global and local problems such as systems of power and privilege
	HOD-883NI Advanced Research Methodologies: Narrative Inquiry 2 or 4 semester credits This course includes advanced studies and applied research projects, designed to develop skills in specific research methodologies and approaches. All the advanced research modules numbered 883XX are designed to enable students to learn a particular research method in depth. This module will examine Narrative Inquiry’s (NI) epistemology, assumptions and aims. Informed by feminism and critical theory, NI counteracts a dominant paradigm that privileges only a few voices. Narrative inquiry, as a methodology, does not superimpose the majority paradigm on people’s stories. Students review narrative research; learn how to develop research questions, criteria for selecting participants, and methods for collecting and analyzing stories. They also complete a mini narrative research project, conducting a short literature review, methodology protocol, collecting interviews and analyzing them. Related methodologies such as organic and co-inquiry will be reviewed. Skill development, meaning making, and standpoint in knowledge creation and development will be emphasized. Pre-requisites: HOD-802 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Understanding of core ideas of Narrative Inquiry Application of Narrative Inquiry in meaning-making and in knowledge creation and development
	HOD-883PG Advanced Research Methodologies: Phenomenography and Variation 2 or 4 semester credits This includes advanced studies and applied research projects, designed to develop skills in specific research methodologies and approaches. All the advanced research modules numbered 883XX are designed to enable students to learn a particular research method in depth. Phenomenographic inquiry seeks to discover the variation in the qualitatively different ways that people make meaning and discern aspects of a phenomenon. This variation is captured, analyzed, and organized into graphical representations that support learning and evidence-based action in organizations, health care, education, social change, technology, and other initiatives. This module integrates variation theory and critical reading of phenomenographic research literature with hands-on learning in epistemology, reflexive methodologies, collaborative analysis, graphical design, and project evaluation. Pre-requisites: HOD-802 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Design, conduct, and analyze a mini phenomenographic research project Create an Outcome space based on the analysis of the data Consider the application of the results to improve educational, organizational, or health outcomes
	HOD-883PH Advanced Research Methodologies: Phenomenology 2 or 4 semester credits This course includes advanced studies and applied research projects, designed to develop skills in specific research methodologies and approaches. All the advanced research modules numbered 833XX are designed to enable students to learn a particular research method in depth. This module introduces the domains of phenomenology and hermeneutics through experientially grounded activities that display the foundations and orientation of interpretive ways of knowing. Through understanding the epistemological promise of interpretive phenomenology, we aim to reveal the research potentialities and personal challenges of working within this culture of inquiry. By drawing upon insights from applied studies in the human, social, organizational and educational sciences, we hope to show the efficacy of approaching any phenomenon from a phenomenological perspective. Pre-requisites: HOD-802 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Understanding of core ideas of Phenomenology Application of Phenomenology in research and scholarship
	HOD-883QA Advanced Research Methodologies: Advanced Qualitative Methods 2 or 4 semester credits This course includes advanced studies and applied research projects, designed to develop skills in specific research methodologies and approaches. All the advanced research modules numbered 883XX are designed to enable students to learn a particular research method in depth. This module is designed to provide skill development for students using qualitative data analysis at the dissertation level. It requires intensive training using conventional and innovative qualitative techniques as well as training in related software tools. Pre-requisites: HOD-802 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Understanding of variation of advanced qualitative methods Selections of specific methodologies based on context and research question Application of qualitative research techniques and tools
	HOD-883ST Advanced Research Methodologies: Advanced Quantitative Methods 2 or 4 semester credits This course includes advanced studies and applied research projects, designed to develop skills in specific research methodologies and approaches. All the advanced research modules numbered 883XX are designed to enable students to learn a particular research method in depth. This module includes an overview of quantitative research techniques, emphasizing experimental, quasi-experimental, descriptive, analytical and mix- methods designs. The concepts of sampling, normal distributions, and tests of significance will be dealt with in depth and will be introduced in November. Special emphasis will be placed on connecting research designs and statistical tests appropriate for each design. Included in the course is an overview of the planning, executing, and writing up of quantitative research studies. Students will also develop an ability to critically evaluate the generalizability of research studies for decision- making. Pre-requisites: HOD-802 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Understanding of variation of advanced quantitative methods Selections of specific methodologies based on context and research question Application of quantitative research techniques and tools
	HOD-883WC Advanced Research Methodologies: World Cafe 2 or 4 semester credits Advanced studies and applied research projects, designed to develop skills in specific research methodologies and approaches. All the advanced research modules numbered 883XX are designed to enable students to learn a particular research method in depth. The World Café is a simple yet powerful dialogic process that relies on creating a co-evolving network of conversations to foster collaborative learning and knowledge creation. At the same time, with its focus on co- generative understanding around key questions that matter to a group, it has significant use as a research methodology. In this Advanced Research Module on the World Café, we focus on issues of the design of World Cafés, with research questions at its core. We will explore issues of setting a context for a World Café together with the context- bound nature of knowledge generated, with a focus on research design for actionable knowledge. We will explore the role relationships of the researcher in a World Café setting, who may be seen as a “host.” We will also explore implications for how we interpret and make sense of the resultant knowledge generated, together with other epistemological issues that recognize content and process understanding, understanding what questions do, and context setting for collaborative inquiry. This Advanced Research Module will encourage a learning-by-doing approach (that is, involvement in a World Café). Pre-requisites: HOD-802 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Understanding of core ideas of World Café Engage in a World Café Interpret and make sense of the knowledge generated
	HOD-890 HD Comprehensive Assessment 4 semester credits This course demonstrates a student’s readiness to begin the dissertation and includes a critical analysis of academic literature in one or more Human Development areas and/or in the area of a student’s concentration. Students demonstrate their ability to read, comprehend, summarize, and critique scholarly work. Students develop a comprehensive assessment plan/registration form that is reviewed and approved by the faculty mentor. The student submits the plan and a copy of the mentors approval to administration. The essay may be no more than 25 pages in length, including references and appendices. It must adhere to APA V.6 formatting. Two faculty readers review the comprehensive essay with expertise in the area of the student’s essay. It must be completed and accepted before the student’s dissertation proposal approval can be posted. Pre-requisites: HOD-810 , HOD-881 , HOD-882 , and at least 20 additional elective credits Delivery Method: Online Grading Default: Credit/No Credit Only Learning Outcome(s): Critically analyze and synthesize theoretical perspectives relevant to the student’s area of dissertation interest Write a scholarly paper that presents a scholarly argument relevant to a human development topic and/or the student’s concentration.
	HOD-891 ODC Comprehensive Assessment 4 semester credits This course demonstrates a student’s readiness to begin the dissertation and includes a critical analysis of academic literature in one or more Organizational Development & Change areas and/or in the area of a student’s concentration. Students demonstrate their ability to read, comprehend, summarize, and critique scholarly work. Students develop a comprehensive assessment plan/registration form that is reviewed and approved by the faculty mentor. The student submits the plan and a copy of the mentor’s approval to administration. The essay may be no more than 25 pages in length, including references and appendices. It must adhere to APA V.6 formatting. Two faculty readers review the comprehensive essay with expertise in the area of the student’s essay. It must be completed and accepted before the student’s dissertation proposal approval can be posted. Pre-requisites: HOD-810 , HOD-881 , HOD-882 and at least 20 additional elective credits Delivery Method: Online Grading Default: Credit/No Credit Only Learning Outcome(s): Critically analyze and synthesize theoretical perspectives relevant to the student’s area of dissertation interest Write a scholarly paper that presents a scholarly argument relevant to an organizational development and change topic and/or the student’s concentration.
	HOD-892 HD Dissertation Seminar 4 semester credits This seminar is required of all HD doctoral students to ensure that they have the skills for doctoral work. Seminar groups provide peer support for concept design, dissertation development, and the dissertation process. Pre-requisites: HOD-810 , HOD-881 , HOD-882 , and at least 20 additional course credits Delivery Method: Online Grading Default: Credit/No Credit Only
	HOD-893 ODC Dissertation Seminar 4 semester credits This seminar is required of all OD&C doctoral students to ensure that they have the skills for doctoral work. Seminar groups provide peer support for concept design, dissertation development, and the dissertation process. Pre-requisites: HOD-810 , HOD-881 , HOD-882 , and at least 20 additional course credits Delivery Method: Online Grading Default: Credit/No Credit Only
	HOD-896 Dissertation Pilot Study 2 semester credits The Pilot Study, is designed as a test of the data collection and analysis methods of the dissertation study. The purpose is to try out the research design, process, and the preliminary analysis in advance of full dissertation research. By testing things out, you can anticipate and overcome various pitfalls of data collection and analysis related to whatever research methodologies and methods are being used in your inquiry. Whether one is using a survey questionnaire, gathering data through interviewing, examining documentary evidence in published texts, or applying any other data collection method, it is essential to do a limited test in advance. Pre-requisites: HOD-810 , HOD-881 , HOD-882 , HOD-897 (Concept Paper approval) Delivery Method: Online Grading Default: Credit/No Credit Only
	HOD-897 Dissertation in Progress 0 semester credits Completion of this course signifies the student has an approved concept and is working on building a full dissertation committee and their dissertation proposal. Delivery Method: Online Grading Default: Credit/No Credit Only
	HOD-898 Final Oral Review of Dissertation 0 semester credits Signifies completion of the public defense of the dissertation. Pre-requisites: HOD-PA Delivery Method: In person/Blended Grading Default: Credit/No Credit Only
	HOD-899 Dissertation Completion 10 semester credits Completion of this course signifies the full dissertation committee has reviewed the final draft of the dissertation and has indicated it is ready to be proofread and prepared for filing. Pre-requisites: HOD-898 Delivery Method: Online Grading Default: Credit/No Credit Only
Infant and Early Childhood Development
	IECD-PA Dissertation Proposal Approval 4 semester credits During the first part of the dissertation process, a faculty member (dissertation chair) guides the student in the steps necessary for reviewing and approving the proposal by the doctoral dissertation committee and the Institutional Review Board (IRB). Credits for this activity are obtained once the student has introduced all the recommendations given by the chair, the Dissertation Committee, and the IRB, and all these three counterparts approve the final dissertation proposal. Pre-requisites: IECD-794 Delivery Method: Online Grading Default: Credit/No Credit Only
	IECD-499 Foundations of Doctoral Study - Reflective Adult Learning 4 semester credits New student orientation to the IECD doctoral program is an in-person session between incoming students and doctoral program faculty. This is a core orientation course for all students participating in the PhD Program. At the orientation, the faculty works with you to: assess your academic readiness; evaluate your research, personal skills and learning resources; facilitate your understanding of Fielding’s learning model and delivery method, set your academic and professional goals; and develop your support group of faculty and peers. Topics include: curriculum structure, personal goals and planning, mentorship and self-reflection, case presentations and overarching developmental perspective of an integrated bio-psychosocial model. This course devotes itself to understanding the tools for studying and time management, video presentations, different faculty roles, and reviewing a range of cases that equip students with tools to build their professional futures. At orientation, students begin work on their learning plan - a personal map through the learning process. The learning plan takes into account each student’s previous academic accomplishments as well as personal, professional, and academic goals. It includes a preliminary outline for the action- oriented research project that will ultimately become a dissertation. The learning plan should be submitted for approval within 30 days after the conclusion of the in-person orientation. However, the learning plan is a living document that students and their faculty mentors review on a regular basis. Delivery Method: In person/Blended Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Navigate the Moodle site. Use the myFielding site. Run searches in Library Services. Assess themselves in the areas of learning styles, self-directedness, critical thinking, Doctoral Level Competencies, and other areas related to completing doctoral studies. Explore possible dissertation topics. Create a Learning Plan.
	IECD-520 Human Development 4 semester credits This course introduces students to the theoretical constructs of a comprehensive conceptual framework, through a bio-psychosocial model, to understand healthy and disordered infancy and early childhood development. The course gives students an overview of the framework’s practical application in understanding and promoting normative child development, working with caregivers, professionals, and families, and of how development impacts the provision of services to children with a range of difficulties. The course combines lectures, reading materials, group discussions, videotaped examples, and related assignments to achieve its learning objectives. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Develop a working understanding of human development within an integrated context of biology, psychology, and experience. Develop an understanding of the complex process of human development in regard to: Biology Psychology Human Experience The integration of the above Demonstrate knowledge of Greenspan’s stages of building healthy minds. Demonstrate an understanding of the impact of context and culture on human development.
	IECD-521 Infant and Early Childhood Mental Health 4 semester credits This is a core course introducing infant and early childhood mental health. The course will focus on defining the discipline of infant and early childhood mental health, trace the historical emergence of the field, reviewing key contributors and changes in focus over the past few decades. It will also introduce how infant and early childhood mental health specialists assess and treat the parent-child dyad and triad in cultural and social contexts. Use of video, key readings and class discussion will be used to integrate the content. Additionally, students will learn about the field through self-directed learning projects that they will share with our class. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Discuss the historical foundation of the infant and early childhood mental health field. Discuss the contributions of key figures in the IECMH field. Describe assessments used by infant and early childhood mental health specialists. Recognize key elements of IECMH treatment in response to typical infant and toddler mental health issues. Describe recent trends in the IECMH field. Express appreciation for social and cultural issues in IECMH with broad populations of infants and their families.
	IECD-522 Sensory-Motor Development 4 semester credits This course provides students with basic background information on the history, neuroscience foundations, the different developmental models and theoretical constructs involved in understanding gross and fine motor development, as well as the sensory processing mechanisms that occur during infancy and early childhood. The course combines lectures, reading materials and videotaped examples to achieve its learning objectives. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Discuss and analyze major theories of motor and perceptual development with reference to normal development and intervention for children with challenges. Discuss intervention theories and their underlying assumptions. Assess and make explicit their own assumptions underlying clinical judgment and intervention in motor and perceptual development or the influence of perceptual development on their own area of clinical expertise. Discuss 10 “general developmental issues that are broadly relevant to developmental science” (Adolph & Robinson, 2015) and their influence in clinical populations.
	IECD-523 Language Development 4 semester credits This course provides students with an introduction to models of typical language acquisition and describes the progression from pre-linguistic communication to linguistic complexity. The course focuses on developmental approaches to the study of atypical language strengths and challenges seen in different groups of children with language disorders. Students are introduced to the area of language disorders in children by considering the impact of challenges in developmental domains such as cognitive, social, and affective capacities on the development of language. The course combines lectures, reading materials and videotaped examples to achieve its learning objectives. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Describe the social, affective, cognitive, and communication pre-cursors to the child’s use of his/her first words. Describe the major developments in speech, language, and communication from the single word period to the multi-verb stage of language. Apply information presented on typical language acquisition to the description of children who are presenting challenges in the development of speech, language and communication. Evaluate and discuss how communication and language development can be supported in both children with typical language acquisition and those presenting challenges in the development of speech, language, and communication.
	IECD-524 Developmental Disabilities 4 semester credits This is a core course that will focus on understanding developmental disabilities. Developmental disabilities will be discussed in terms of the core challenges to the child and the family. Disabilities will be discussed from a framework that will involve physiology, emotionality, cognition, and behavior. The class will learn how to manage disabilities in the family as well as other systems in which the child participates. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Student successfully completing this course will be able to: Learn about the history and treatment of developmental disabilities in the United States. Discuss developmental disabilities cross culturally. Learn about the basic concepts of learning disabilities. Identify and discuss the impact of developmental disabilities on the family and the larger community.
	IECD-526 Cross-Cultural Understanding 4 semester credits In this course, students will examine parent-child relationships in different cultures across the world. They will be able to describe the independent versus interdependent goals of parenting in different cultures and compare specific cultures. They will also discuss typical and atypical development of children in different cultures. Students will learn about parenting practices that are different from Western parenting practices. Emphasis will be on leadership skills that promote cultural responsiveness and diversity. Students will also learn about different social policies that different cultures have regarding children’s mental health. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Develop an awareness of their own culture and biases. Influences include: family dynamics, geography, and life experiences. Closely observe clients and/or families to identify similarities and differences that influence effective ways to engage them. Become aware of one’s sensitivity to the “other” culture; be able to suspend judgments. Acknowledge how and when applicable laws/rules must be obeyed and work to talk with clients as needed.
	IECD-527 Law, Policy and Advocacy 4 semester credits Fielding Graduate University emphasizes leadership development, social and economic justice, and environmental sustainability. Drawing on the specialized knowledge and skill gained from IECD courses and practitioner experience, this course emphasizes development of leaders through effective advocacy in law, policy, and program development decisions to ensure all children and families can maximize each child’s success. Although the US Individuals with Disabilities Education Act (IDEA) forms the foundation for this course, students are encouraged to research relevant laws and regulations in their home regions and to make practical recommendations to improve policies and programs, transdisciplinary collaborations, and parent engagement. The course encourages students’ public advocacy and leadership on behalf of children and families in their communities, workplaces, and society at large. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Articulate key elements of Parts B and C of IDEA, or their country’s laws related to young children with developmental disabilities, as they pertain to covered services, provider qualifications, performance measures, and funding for early intervention, rehabilitation, and educational services for young children (birth to 8 years). Identify resources, local and online, within their own state/country, and know how to access them to help parents successfully advocate for needed services for their children birth to eight with developmental delays/disabilities. Discuss opportunities to foster collaboration with other agencies in the health, educational, and child welfare systems to maximize funding and services for young children. Define the policy issues and actions to take in student’s home state/country to take a leadership role to change policy and practice (including family engagement) as needed to improve early intervention and school requirements. Increase their sensitivity to both family desires and goals for their child/ren and cultural norms around interpretation and implementation of law and policy within the community and school.
	IECD-528 Sensory-Motor Intervention 4 semester credits This course provides an opportunity to apply concepts and observational skills related to motor development and sensory processing mechanisms. Students will be responsible for presenting their work relating to sensory-motor processing in children with whom they have worked. This course primarily focuses on discussion of the participant’s experiences with reading materials and videotapes provided to achieve its learning objectives. Pre-requisites: IECD-522 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Discuss and analyze video data from therapy and of typical development. Discuss and develop intervention strategies while making the underlying assumptions for the strategy explicit. Assess and make explicit their own assumptions underlying clinical judgment and intervention in motor and perceptual development.
	IECD-529 Language Intervention 4 semester credits This course provides an opportunity to apply concepts and observational skills related to language development learned in previous courses. Students will be responsible for presenting their work relating to language intervention in children with whom they have worked. This course primarily focuses on discussion of the participant’s experiences with reading materials and videotapes provided to achieve its learning objectives. Pre-requisites: IECD-523 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Describe the areas to consider when assessing a child’s communication during natural observations. Apply information learned about typical language acquisition to the description of children who are presenting challenges in the development of speech, language, and communication. Understand how to support the development of foundational capacities for communication and language development. Evaluate and discuss how communication and language development can be supported in both children presenting challenges in the development of speech, language, and communication.
	IECD-531 Maltreatment Trauma and Loss 4 semester credits This cross-cultural class focuses on child maltreatment, trauma, and loss. We currently live in a world in which there are few places that are without some type of violence and deprivation that are depriving families of their right to live in peace and safety. There are children across the world who live under conditions of deprivation including starvation, danger, poor education, and poor health care. Children across cultures are losing their caregivers and do not have the opportunities to live in caring and loving families in the context of supportive community environments and larger cultural systems. We are recognizing that there is a relationship between conditions of maltreatment, trauma, and loss and the development of later psychopathology. It will also focus on the effect of these experiences on development through later childhood and the impact on the family. Topics including neurodevelopment (nature/nurture, developmental sequences, sensitive and critical developmental periods) will be studied and the effect of trauma, maltreatment, and loss will be discussed in the context of each of these factors. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Develop an understanding of the definitional issues in child maltreatment. Develop an understanding of transactional theory and its relevance to the development of child maltreatment. Develop an understanding of the intergenerational transmission of child maltreatment. Develop an understanding of the antecedents of child maltreatment through parent-child relationships. Develop an understanding of prevention in child maltreatment.
	IECD-536 Statistics I 4 semester credits This basic course reviews concepts in introductory statistics, including descriptive statistics, basic probability theory, sampling distributions and the Central Limit Theorem; the binomial, normal, Student, chi-square, and F distributions; and techniques of 1- and 2- sample tests, linear regression, correlation, an introduction to analysis of variance and selected nonparametric procedures. It discusses the application of these concepts by analyzing peer-reviewed articles focusing on Infant Mental Health and Developmental Disorders research. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Choose an analysis appropriate to the following designs/study types and properly conduct and report the analysis using APA guidelines: a. Population studies b. Correlational study c. Comparison of two means (related and unrelated) d. Comparison of more than two means (related and unrelated) e. Comparison of two or more means with multiple factors f. Determination of linear effects on factors
	IECD-537 Research and Design 4 semester credits This is an advanced class in designing, conducting and reporting research. The course focuses on giving students practical experience in various critical aspects of conducting scientific research. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this class will be able to: Understand basic concepts and terms associated with empirical research. Understand advantages and disadvantages of common research designs. Know what general statistical tests can be applied to common research designs. Read and understand academic research articles. Write a testable hypothesis and design an experiment to test said hypothesis. Understand how to write an academic report of a research study.
	IECD-538 Statistics II/Practice 4 semester credits This course introduces concepts in inferential statistics and builds on Statistics I by reviewing more in depth how to apply the basic concepts acquired in the previous course for statistical analysis of data in the context of Infant Mental Health and Developmental Disorders research. It introduces students to the use of computers for advanced data analysis (e.g., multiple regression, analysis of variance, factor analysis). Pre-requisites: IECD-536 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: 1. Prepare data for statistical analysis, including a. Cleaning (identifying and repairing data entry and other errors) b. Screening the data for violations of assumptions c. Identifying outliers 2. Select appropriate inferential approaches for analyzing quantitative data from different types of research designs a. Parametric-within and between subject designs b. Non-parametric (distribution free) 3. Utilize SPSS to perform descriptive and inferential analyses 4. Interpret statistical results to evaluate research hypotheses 5. Explain your findings to others who may not know much about statistics.
	IECD-539 Qualitative Research/Practice 4 semester credits This course in qualitative research will provide the student with a foundation for understanding the theory and methods of qualitative research design, data collection and analysis. Hands-on experiences will be used to illustrate the strengths and challenges of including ethnographic, focus group, structured and unstructured interviewing video/audiotape, and other approaches in empirical research and program evaluation activities. Evaluation will consist of several individual introductory data collection and/or analysis assignments, a short midterm test of concepts and methods, and a final small group project. Pre-requisites: IECD-536 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Understand the culture and essence of Qualitative Research. Demonstrate an understanding of the primary assumptions of quantitative and qualitative research. Describe the historical events that renewed the interest in qualitative research in the 1970s. Identify the essential features of the following qualitative approaches: Phenomenology, Grounded Theory, and Ethnography. Develop a working knowledge of the following terms: quantitative research, qualitative research, theoretical sampling, saturation, researcher bias, member check, and trustworthiness as it relates to qualitative research. Identify resources in the literature and the Fielding Library related to qualitative research. Identify competencies needed to conduct a qualitative research project. Identify a topic to research with qualitative methods.
	IECD-550 Social-Emotional Development 4 semester credits This course provides basic background information on the history, neuroscience foundations, the different developmental models and theoretical constructs involved in understanding the different aspects of social-emotional development occurring during infancy and early childhood, both in normal and disordered functioning. The course combines lectures, reading materials and videotaped examples to achieve its learning objectives. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Explain the philosophical origins of the idea that emotions need to be regulated or controlled in order for an individual to thrive. Explain an interpersonal model of emotional development and regulation in infants and young children. Explain the basic principles of the functional/emotional model of development and the role of emotions in the development of symbols and intelligence. Understand the ways in which increasingly complex and textured emotional interactions with caregivers promote symbolic development and progress in functional emotional development. Explain the benefit of the functional/emotional model for both assessments and intervention. Describe how each functional emotional developmental capacity contribute to emotional, intellectual and societal development (i.e., what does it enable the child to do in each of these areas). Explain what it means to say that disorders like autism, ADHD, or conduct disorder are downstream phenomena, and the implications of this developmental pathways model for assessment and intervention. Explain the concept of Secondary Altriciality and its bearing on our views about the role of certain types of caregiving experiences on a child’s development, especially in earliest infancy. Explain the role that emotions and emotional signaling plays in language development, and the implications of this understanding for our views about genetic determinism in general. Explain how emotions serve as the orchestra leader for the mind’s many functions. Describe the social, political and global implications of examining human development through the life-span functional emotional developmental perspective.
	IECD-551 Social-Emotional Development Intervention 4 semester credits This course provides an opportunity to extend and apply concepts and observational skills that were developed in IECD-550 related to social-emotional development. Students will be responsible for presenting their work relating to social-emotional development in children with whom they have worked. This course primarily focuses on discussion of the participant’s experiences with reading materials and videotapes provided to achieve its learning objectives. Pre-requisites: IECD-550 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Demonstrate awareness of their own social emotional learning (SEL) skills. Be able to apply their awareness of SEL skills in their professional contexts. Be able to demonstrate the application of SED principles in interventions with infants, early childhood, and caregivers. Recognize the impact and value of emotions in their work with infants, toddlers, and their caregivers. Demonstrate an understanding of social emotional competencies and how these can be used in the field of infancy and early childhood. Integrate social emotional skills into their personal practice. Develop interventions for children and their caregivers based on their awareness and choice of social emotional competencies that are relevant to the needs of these constituents. Be able to deliver a quality presentation on a topic of their choice related to social emotional development of children and their caregivers. Incorporate self-reflection into case presentations, assignments, and written comments.
	IECD-561 Infant Mental Health Intervention and Practices 4 semester credits This course emphasizes clinical practices that are evidence based and effective in the prevention and treatment of relationship disruption, adverse childhood events, and early regulatory issues. Emphasis will be put on the role of cultural sensitivity, reflective process, and family-based interventions. Clinical interventions Trauma related outcomes Regulation and regulatory disorders Relationship-based interventions Culturally-based interventions Reflective practice and supervision evidence Pre-requisites: IECD-521 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Describe the breadth and depth of clinical interventions for commonly recognized mental health issues in infancy Discuss symptoms, interventions, and outcomes related to adverse traumatic experiences Detail early regulatory issues and interventions that impact later mental health outcomes for high-risk infants Compare and contrast current evidence based, relationship-based interventions used in infant mental health Integrate a culturally sensitive approach into one’s own practice Utilize a reflective stance in all class discussions, written documents and class exercises Apply reflective, culturally sensitive, relationship-based approaches to one’s own leadership stance
	IECD-562 Educational and Cognitive Development 4 semester credits This course surveys the history, neuroscience foundations, the different developmental models and theoretical constructs essential to a working knowledge of the salient aspects of cognitive development. Critical learning opportunities occurring during infancy and early childhood, along both typical and divergent developmental trajectories are identified with attention to the translation of theory into practice and the process of clinical reasoning. While the focus of the course is cognition, its relationship to the other domains of development is explored. The course combines lectures, reading materials, videotapes, and cases and clinical applications to achieve its learning objectives. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students who successfully complete this course will be able to: Define and differentiate between three models of cognition. Articulate theories of the origins of intelligence. Explain the neurodevelopmental and sensory underpinnings of cognition. Outline the stages and central concepts that define the cognitive models of Piaget and Vygotsky. Discuss the role of affect in the unfolding of cognition. Discuss the development of memory and language. Explain two current techniques used to measure intelligence. Discuss two models of early education.
	IECD-563 Educational and Cognitive Development Intervention 4 semester credits This course provides an opportunity to apply concepts and observational skills related to cognitive development that were developed in IECD-562 . Students will be responsible for presenting their work relating to educational and cognitive development in children with whom they have worked. This course primarily focuses on discussion of the participant’s experiences with reading materials and videotapes provided to achieve its learning objectives. Pre-requisites: IECD-562 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students who successfully complete this course will be able to: Define and apply concepts and strategies to support children’s development. Define and apply strategies that relate to particular developmental profiles. Track developmental progress. Memorialize and communicate what has happened within a session, and strategize for the future. Self-reflect.
	IECD-564 Visual Spatial Processing Development 4 semester credits This course is designed to provide students with an understanding of Visual/Spatial Thinking throughout typical development. It covers literature that provides historical, neurological and educational perspectives. It explores Piaget’s constructivist approach and applications for developing Visual/Spatial thinking. Relationships between visual, sensory motor and logical thinking are explored as foundations for learning. Practical applications of the “Thinking Goes To School” curriculum are reviewed within the context of therapeutic and educational settings for children with developmental challenges. The course combines lectures, reading materials and videotaped examples to achieve its learning objectives. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Define visual/spatial thinking and its role in social and academic learning throughout development. Describe visual/spatial thinking and relationships with vision, speech, sensory motor functioning, concrete and abstract reasoning. Discuss constructivism and other educational approaches supporting skill development. Describe and demonstrate knowledge of visual/spatial thinking within your discipline and/or biography based on theoretical frameworks and practical applications covered in this course.
	IECD-565 Visual Spatial Processing Development Intervention 4 semester credits This course continues to focus on the concepts that were developed in IECD-564 . Students will have the opportunity to present their work relating to the development of visual spatial processing with children with whom they have worked. This course primarily focuses on discussion of the participant’s experiences with visual spatial functioning and includes readings and videotapes to achieve its learning objectives. Pre-requisites: IECD-564 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Apply knowledge based on theoretical understanding of visual spatial processing development to identify and support a child’s visual spatial problem solving abilities through implementation of the TGTS curriculum. Experience and articulate one’s own visual spatial processing abilities using activities from the TGTS curriculum. This is a core skill that serves as a foundation for supporting the visual spatial processing of others. Utilize knowledge of constructivist and DIR principles to understand and facilitate a child’s critical thinking involving their visual spatial processing. Discuss relationships between a child’s visual spatial processing and their academic and social learning.
	IECD-566 Family Systems Theory and Functioning 4 semester credits This course provides basic background information on the history, as well as the different developmental models and theoretical constructs involved in understanding the different aspects of family functioning–especially parental development over time–and their impact on child development during infancy and early childhood, with an emphasis on typical parental functioning. The course combines lectures, reading materials, and videotaped examples to achieve its learning objectives. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Describe the basic concepts of parent development among typically developing adults (to serve as a template and backdrop for later understandings of developing pathology). Recognize the early parent-child relationship as a unit of development, observation, assessment, and intervention. Recognize the all-important role of state and self- and mutual regulation among all participants in our work, clinician-parent, parent-parent, and parent-child. Appreciate the roles of parallel process, and of reflection and reflective supervision. Be aware, sensitive, and informed about realities of family systems in different cultures. Explain the basics of family systems theory. Apply enhanced learning skills in the work environment. Develop a clinical understanding of the importance of a strength-based focus. Possess greater insight into how to reach the hard-to-reach parent. Recall the names and describe the salient ideas of several important contributors to the fields of adult and parent development, including those who initiated ecological and family systems perspectives.
	IECD-567 Family Systems Theory and Functioning Intervention 4 semester credits This course provides an opportunity to integrate and apply the conceptual and theoretical constructs to a current practice or work place experiences. The focus is on adult/parent developmental models and theoretical constructs, family and ecological systems theories, and the neuro-scientific foundations involved in parent-child relationships. This course primarily focuses on discussion of the participant’s experiences and includes reading materials and videotapes provided to achieve its learning objectives. Pre-requisites: IECD-566 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Describe basic concepts in applying family systems theory as studied in prerequisite(s). Gain a more integrated conceptualization of parallel process as it applies to reflective practice in family-oriented work. In family systems application, student will gain enhanced understanding of and application of cultural similarities and differences. Student will use newly learned family systems skills and share how in class. Student will establish conceptualization as well as application of leadership in promoting a family systems approach and philosophy. Student will be able to justify integrated application of family system theory through example in discussion and writing. Understand how they can best integrate and apply family systems theory in their work and both discuss and write about it.
	IECD-568 Introduction to Brain Development 4 semester credits This course helps students to understand the relationship between the brain and social-emotional and cognitive development. Students learn how the brain develops during infancy, early childhood, and adolescence. The course reviews common methods used in the neurosciences for imaging the brain. It reviews current perspectives on experience-based brain development including issues of plasticity and critical periods in development. It discusses the role of the brain and neurotransmitter systems responsible for emotion regulation, cognitive control, communication, and reviews the brain mechanisms underlying a number of clinical problems including autism, anxiety, depression and aggression. This course reviews recently published peer-reviewed articles on brain research and neuroscience to achieve its learning objectives. Delivery Method: Online Grading Default: Letter Learning Outcome(s): The primary objective is to have students develop a working understanding of the brain and nervous system as it relates to behavior. Behavior can be considered those perceptions, emotions, responses, and actions that occur within the range of normal function, as well as those that result from diseases, disorders, and other dysfunctions in the nervous system. Students successfully completing this course will be able to: Demonstrate a working knowledge of the structures and functional mechanisms of the brain and nervous system. Express a thoughtful, integrated perspective of the brain in terms of how it relates to behavior. Demonstrate a developing understanding of how the above information may be reflected and/or applicable in real world circumstances.
	IECD-569 Individual Differences and Developmental Psychopathology 4 semester credits This course is designed for students to develop an understanding of individual differences in development. Individual differences in biological, psychological, cognitive, and cultural factors will be discussed so that students can understand how typical development helps us to understand atypical development and how atypical development helps us to understand typical development. The course provides guided independent learning, which involves extensive reading, writing assignments, online student discussions, sharing of one’s work with classmates, and responding to one another’s work. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Gain an understanding of critical factors that affect developmental trajectories. Use class readings and discussions to assess and describe children whom they see in their individual professional practices. Gain an understanding of the research on specific individual differences by reviewing the literature on specific individual differences. Write scholarly Reviews of the Literature on an individual difference that they will share in their group discussions.
	IECD-570 Integrated Developmental Approach to Assessment 4 semester credits This advanced level course provides an opportunity to integrate the concepts and skills learned in previous first, and second level courses into a comprehensive, developmental framework that guides learning of advanced assessment, evaluation, and diagnostic skills. Students will be exposed to different diagnostic approaches, analyzing the comparative advantages for infancy and early childhood mental health and developmental disorders. Students will also review the most relevant psychological assessment tools available for infants, children, and families. The course combines lectures, reading materials and videotaped examples to achieve its learning objectives. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students who successfully complete this course will be able to: Use developmental frames to understand, conceptualize, and plan treatment goals for individuals with developmental challenges and their families. Demonstrate understanding and critique of various assessment/diagnostic approaches and issues. Consider and choose assessments/measures/methods for both clinical practice and research based on the question being asked and the theoretical frame being used. Through self-directed study, choose a topic of personal interest and develop questions surrounding it based on current literature. Demonstrate through writing, presentation, and class participation the ability to develop, critique and share ideas coherently and meaningfully with colleagues.
	IECD-571 Assessment of Children and Families 4 semester credits This course provides the students with an opportunity to formulate a comprehensive assessment of infants and young children of different ages, as well as their families, using a bio-psychosocial model. Credits for this course are obtained using a variety of infant, early childhood, and family psychological assessment tools. Graded assignments include completing assessment reports, with a format previously discussed with the assigned faculty. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Approach the tasks of assessment with a strategy in mind that includes: identifying client, question, informants, strategies, data interpretation, giving feedback; analyzing whether that central question was answered and what work would logically follow the assessment in the area of accountability; become more aware and reflective about their own part of the assessment process. Consider the strengths as weaknesses of the three major techniques of assessment: interviewing, observing, using psychometric measures as it relates to a specific question. Work with various approaches to report writing and documentation. Feel some familiarity with reflectiveness in practice.
	IECD-572 Integrated Developmental Approach to Intervention 4 semester credits This course provides an opportunity to learn about the Infant Mental Health field. Aspects of promotion, prevention, and intervention approaches for infants and families in a variety of settings will be targeted. Clinical application, administration, reflective supervision, cross cultural approaches, policy development, interdisciplinary practice, and leadership will be addressed according to the learning and practice needs of the student. Some of the areas to be targeted are infant and early childhood mental health consultation, early intervention, private practice, home visiting and policy development. Additionally, issues of national and international workforce development, licensing and endorsement are emphasized. IMH in perinatal sites, hospitals, and clinics IMH in early intervention, and public health IMH in community mental health centers IMH in policy: state, national, and international IMH in state, national, and international organizations Models of IMH practice (e.g. infant and early childhood mental health consultation, home visiting, and private practice) Endorsement, licensing, professional issues. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Discuss theoretical and foundations of dynamic approaches to intervention; Understand and be able to discuss the construct of mentalization and how it is used in prevention and intervention; Discuss developmental approaches to prevention and intervention; Present an in-depth discussion of the components of successful prevention and intervention programs for young children; Describe the design of a successful prevention or intervention program.
	IECD-573 Advanced Integrated Approach to Intervention 4 semester credits This course is a continuation of Integrated Developmental Approach to Intervention prerequisite. There will be an in depth understanding of intervention. This course provides an opportunity to engage in a critical analysis of theoretical concepts using the book Developmentally Based Psychotherapy (1997) by Stanley Greenspan. Through reading, reflection, forum discussions, chapter presentation, small groups and class discussion, a further understanding of development, individual differences, and relationships in the context of intervention will be targeted. Pre-requisites: IECD-570 , IECD-571 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Discuss theoretical and foundations of dynamic approaches to intervention. Understand and be able to discuss the construct of developmentally based psychotherapy and how it applies to intervention. Discuss Greenspan’s developmental approach to adult psychopathology. Present an in-depth analysis of psychodynamic theoretical constructs as they apply to understanding strengths and challenges in young children. Describe the foundation elements of individualized intervention.
	IECD-574 Intervention in Practice 4 semester credits This course provides an opportunity for students to learn how to formulate clinical or educational case material and apply it to design a comprehensive intervention program with infants and young children, in a variety of settings (e.g., therapeutic, educational, day care, and/or home). Students will gather developmental family and other case information and then formulate a comprehensive treatment plan to address family concerns. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Understand the definition of case formulation for intervention. Understand the components of a case formulation to guide intervention. Develop a multidisciplinary document that can be used in developmental interviews and treatment planning for intervention.
	IECD-575 Introduction to Reflective Practice/Supervision 4 semester credits This course is an introductory course on reflective practice. The goal of the class is to introduce students to the reflective process. This will be done through readings, class discussions, and activities that enable the students to be introduced to engaging in reflective practice. In this class we will define the process of reflection and relate reflection to mindfulness practice. We will discuss the components of mindfulness and apply reflection and mindfulness to the learning process. As we understand the process we will discuss the application to creating learning experiences in different settings. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Learn the components of self-reflection and self-awareness. Have increased understanding of the benefits of Reflective Supervision and its impacts on the parallel process. Learn strategies of mindfulness and use of self to support Reflective practice experience when working with complex early childhood, family, and systems challenges. Have Reflective Supervision (RS) tools to incorporate reflective supervision/practice into educational or work environments. Engage in face-to-face interactions and obtain reflective feedback so that they can develop the skills to do reflective supervision with other professionals.
	IECD-576 Observing Babies I 4 semester credits This class will identify how we observe and assess babies. What are the critical areas that we want to focus on when we observe parent-infant interactions? How do we initiate observations of infants? How do we learn about the infant’s inner world? What are the components of the mother-observer relationship? Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Discuss key standardized assessments for newborns, young infants and toddlers. Describe the importance of context, relationships and cultural norms in choosing and utilizing observational assessments. Compare and contrast instruments that may focus on different aspects of observing infant development. Determine best practice for observational approaches. Identify different contexts in which observational approaches may be used (e.g. diagnostic, child care, clinical practice, etc.).
	IECD-577 Observing Babies II 4 semester credits In this class students will discuss their observations of parent-infant interactions. Students will be observing a parent-child interaction and will discuss their observations in group discussions. Pre-requisites: IECD-576 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Learn the elements of constructs such as vitality affects; interactional synchrony; moments of meeting; implicit relational knowing. Have increased understanding of how and what to observe in infant - parent interaction to assess whether the relationship is supporting the health of the infant, and /or the infant is experiencing some constitutional constrictions or individual differences requiring special care. Learn strategies for thinking with parents about how to make sense of their baby’s actions and reactions. Have observation and reflection tools to bring to their work environments. Engage in discussions with each other to practice talking with parents about sensitive topics related to their baby.
	IECD-578 Developmental Needs of High Risk Newborns and Young Infants and their Families 4 semester credits This course will provide a broad-based foundation that yields expertise in support of newborns and young infants with health care needs, developmental disabilities, and those who are at risk for relationship disturbances. Using the BABIES and PreSTEPS Model, the course will focus on evidence based approaches to assessment and intervention for an infant’s body function, arousal and sleep, body movement, interaction with others, eating, and soothing. Support for families will focus on the evidence based best practices of predictability and continuity, sleep and arousal organization; timing and pacing, environmental modifications, positioning and handling and self-soothing supports. The course will include in-depth application of the Newborn and Young Infant IFSP, BABIES, PREsteps, and systems-building information through manualized information, case studies and guided application to the student’s own case load. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Discuss the basic developmental tasks of the newborn and young infant. Compare and contrast various assessments of the newborn and young infant. Detail the importance of neurophysiologic, behavioral and emotional bidirectional relationship effects on mother/infant dyads. Discuss caregiver contributions to enhancing newborn and infant development. Conduct appropriate observations and use reflective questions regarding the newborn/young infant and their primary caregiver’s interactions. Discuss the effects of early constitutional and caregiving supports on infant regulation. Identify resources for support of the newborn and young infant and their family. Develop appropriately detailed, designed and articulated resources for families of newborns and young infants.
	IECD-579 Advanced Brain Development During Infancy 4 semester credits This is a special topics course on brain development during the first two years of life. The course is designed for students who have specific interests in typical and atypical brain development. This course will focus on current research in the areas from basic structural neurological systems of development, epigenetics (gene environment interaction), temperament, emotional self-regulation, maternal attunement, theory of mind, empathy, joint attention and the development of early symbolic thinking. Pre-requisites: IECD-568 Delivery Method: Online Grading Default: Letter Learning Outcome(s): To define and understand the brain development in relation to social emotional development in infants Normal development Problematic development To understand and articulate an understand of how culture may impact development in this area To demonstrate knowledge of the importance of the mother/primary caretaker and infant relationship, in regard to social emotional development To demonstrate an understanding of emotional communication in infants To demonstrate knowledge of the development of memory and language To have a working understanding of social skills in infancy To demonstrate knowledge of affect or emotional regulation in infants
	IECD-580 Theory and Practice of DIR/Floortime 4 semester credits This course provides an initial opportunity for students to learn about and apply the theoretical concepts of the DIR/Floortime model, and demonstrate increased competencies as a professional working with this model in clinical or educational settings. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will: 1. Have a basic understanding of the core elements of the “D” Developmental, “I” Individual and “R” Relationship Theoretical, Assessment and Intervention Model in the home and school setting. 2. Have a basic understanding of the D = Developmental-the core elements of the 6 basic functional emotional developmental capacities (FEDC’s): a. Attention and Regulation b. Engagement c. Two-Way Communication d. Complex Gestures and Shared Problem-Solving e. Emotional Ideas f. Logical Thinking 3. Be introduced to assessing the emergence and constrictions of the first 6 FEDC’s. 4. Have a basic understanding of the I = Individual-core elements of an individual profile: a. Sensory Systems b. Motor Planning and Sequencing c. Visual Spatial processing d. Language = expression and comprehension e. Medical and Biological factor f. Temperament-Emotional regulation g. Culture 5. Have a basic understanding of the R = Relationship-Role of Affect in caregiver, family, community, educational and therapeutic relationships 6. Have a basic understanding of specific Floortime™- Based principles 7. Be introduced to scientific evidence supporting the DIR® model and Floortime™ intervention 8. Observe a video clip and: a. Integrate comments from students of different disciplines b. Reflect upon the different aspects of the intervention and case conceptualization c. Use self-reflection to integrate DIR® theory and technique d. Reflect upon the work of fellow students and provide useful insights in a collaborative and non-judgmental way e. Integrate weekly readings into observations
	IECD-581 Reflective Practice/Supervision 4 semester credits This course will combine theory and practice. The course will be co-taught so that students can continue to have discussions and have practice engaging in reflective practice experiences. The course will alternate sessions each week, i.e., a class involving discussions relating to reflective practice, and then a practice class in which students will work in pairs or groups to practice reflection and to have ongoing supervision on their work. Pre-requisites: IECD-575 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Participants begin integrating the theoretical foundation of reflective Supervision into practice. Participants will have increased understanding and confidence when using Reflective Supervision tools to incorporate reflective supervision/practice in educational or work environments. Participants will learn strategies of holding multiple perspective while providing and receiving reflective supervision facilitating cultural competence and sensitivity considering complex early childhood, family and systems challenges. Participants will have increased capacity in reflection, use of self, mindfulness and the parallel process. Participants will engage in face-to-face interactions and obtain reflective feedback so that students can develop the skills to do reflective supervision with other professionals.
	IECD-582 Advanced Reflective Practice/Supervision 4 semester credits This course will be treated as a practicum/intervention course. Students will bring in case work from their own professional experiences and their own disciplines. The focus of the course will be student-led discussions of their experiences and supervision from the instructor who will have Infant Mental Health Endorsement to ensure expertise in reflective practice. Pre-requisites: IECD-575 , IECD-581 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to: Expand on reflective supervision skills one on one and in small groups. Have increased understanding of the benefits of Reflective Supervision and its impacts on the parallel process. Have increased confidence when using Reflective practice in academic and work settings. Continue to move from concepts to strategies in understanding and applying reflective practice and mindfulness in early learning programs. Integrate reflective practice in personal settings and consider strategies for balancing process and the need for accountability in programs and systems. Learn how to process multiple, competing demands and prioritize topics for reflective practice. Consider policy strategies for integrating and sustaining RS/RP into programs, policies and agencies.
	IECD-583 A Practitioner’s Toolkit: Reflective Practice and Techniques 4 semester credits This course focuses on effective teaching and practical tools. It will also concentrate on reflective skills, attunement, sensitivity, and empathy and provide strategies for using these skills in real world circumstances. As such, the course will focus on conceptualizing self in relation to the impact on others, understanding one’s body’s signals, regulatory capacities, and strategies as applied to practice, the practice of thoughtful curiosity, learning to tolerate the state of not knowing, the process of understanding and attributing meaning, the impact on leadership development; cultural considerations; the application of reflective practice, in terms of working with children and families. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Conceptualizing self in relation to the impact on others Understanding one’s body’s signals, regulatory capacities, and strategies as applied to practice The practice of thoughtful curiosity Learning to tolerate the state of not knowing The process of understanding and attributing meaning The impact on leadership development Cultural considerations The application of reflective practice, in terms of working with children and families
	IECD-584 Emotional Development, Cognitive Evolution, and Disruptive Behavior 4 semester credits This course focuses on the importance and development of emotionality and regulation in regard to the brain, and the interaction between nature (biological hard wiring) and the environment, especially the early relational environment. It also looks in-depth at the impact of these factors on cognitive development, adaptability, school readiness, and academic achievement. In addition, the course focuses on disruptive behavior (dysregulation of emotions/emotional development), how it manifests, what it means for the child, the practitioner (educator, health care providers, allied health care providers, and mental health professionals) for the classroom, and school readiness. Delivery Method: Online Grading Default: Letter Learning Outcome(s): The importance and development of emotionality and regulation in regards to the brain The interaction between nature (biological hard wiring) and the environment, especially the early relational environment Impact on cognitive development, adaptability, school readiness, and academic achievement Disruptive behavior - dysregulation of emotions/emotional development: how it manifests, what it means for the child, for the practitioner (educator), for the classroom, school readiness
	IECD-585 Self-Regulation, Executive Functions, & School Readiness 4 semester credits This course will examine what we mean by these terms and how they are inter-related; and how and what they impact, in terms of infant and child development. We will also look at why they are vital to a child’s success in school and social circumstances and what comprises school readiness. We will then focus on how to strengthen weaknesses in these areas, developing both understanding and strategies. Delivery Method: Online Grading Default: Letter Learning Outcome(s): What we mean by these terms and how they are inter-related How and what they impact, in terms of infant and child development Why they are vital to a child’s success in school and social circumstances What comprises school readiness How to strengthen weaknesses in these areas Understanding Strategies

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School of Psychology

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School of Leadership Studies

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HOD-823 Leadership Theories and Methods

HOD-824 Social Psychology

HOD-825 Public Policy and Public Action

HOD-826 Social Change

HOD-829 Praxis II

HOD-830 Creativity and Innovation in Organization Design

HOD-831 Structural Inequality and Diversity

HOD-832 Advanced Systems

HOD-833 Global Systems

HOD-834 Group Dynamics and Team Learning

HOD-835 Intervention Theories and Methods

HOD-836 Culture, Technology, and Social Change in the Digital Age

HOD-837 Ethnography and Crossing Borders

HOD-838 Media, Technology and Disruptive Innovation

HOD-840 Inclusive Leadership: Transforming Self and Systems

HOD-841 Mindful Leadership

HOD-843 Ecological Studies

HOD-844 Leadership for Social and Ecological Sustainability

HOD-845 Social and Ecological Sustainability: Theory and Practice

HOD-846 Intervening in Systems

HOD-847 Theoretical Foundations of Evidence Based Coaching

HOD-848 Organizational and Leadership Coaching

HOD-849 Evidence Based Coaching Praxis

HOD-850 Creative Longevity and Wisdom

HOD-851 Comparative Wisdom Traditions

HOD-852 Spiritual Psychology

HOD-853 Spiritual Practice and Social Justice

HOD-854 Somatics in Human and Organization Development

HOD-856 Writing Phenomenology

HOD-857 Adult Development

HOD-859 Communications Theory and Practice

HOD-860 Advanced Topics

HOD-861 Advanced Specialization Studies

HOD-881 Qualitative Research Methods

HOD-882 Quantitative Research Methods

HOD-883AO Advanced Research Methodologies: Appreciative Organizations

HOD-883AR Advanced Research Methodologies: Action Research

HOD-883AS Advanced Research Methodologies: Applied Somatics

HOD-883CH Advanced Research Methodologies: Methodologies for Studying Change

HOD-883CP Advanced Research Methodologies: Critical Participatory Action Research

HOD-883EH Advanced Research Methodologies: Ethnography

HOD-883GT Advanced Research Methodologies: Grounded Theory

HOD-883LR Advanced Research Methodologies: Liberatory Research

HOD-883NI Advanced Research Methodologies: Narrative Inquiry

HOD-883PG Advanced Research Methodologies: Phenomenography and Variation

HOD-883PH Advanced Research Methodologies: Phenomenology

HOD-883QA Advanced Research Methodologies: Advanced Qualitative Methods

HOD-883ST Advanced Research Methodologies: Advanced Quantitative Methods

HOD-883WC Advanced Research Methodologies: World Cafe

HOD-890 HD Comprehensive Assessment

HOD-891 ODC Comprehensive Assessment

HOD-892 HD Dissertation Seminar

HOD-893 ODC Dissertation Seminar

HOD-896 Dissertation Pilot Study

HOD-897 Dissertation in Progress

HOD-898 Final Oral Review of Dissertation

HOD-899 Dissertation Completion

IECD-PA Dissertation Proposal Approval

IECD-499 Foundations of Doctoral Study - Reflective Adult Learning

IECD-520 Human Development

IECD-521 Infant and Early Childhood Mental Health

IECD-522 Sensory-Motor Development

IECD-523 Language Development

IECD-524 Developmental Disabilities

IECD-526 Cross-Cultural Understanding

IECD-527 Law, Policy and Advocacy

IECD-528 Sensory-Motor Intervention

IECD-529 Language Intervention

IECD-531 Maltreatment Trauma and Loss

IECD-536 Statistics I