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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Other Courses
	RES-IRB IRB Approval for Dissertation 0 semester credits This zero-credit course signifies the student has achieved clearance from Fielding Graduate University’s IRB office to proceed with their research for their dissertation. An Institutional Review Board (IRB) is a federally mandated committee composed of scientists, clinicians, non-scientists and non-affiliated community representatives charged with overseeing all research projects involving human volunteers to protect the rights and welfare of the volunteers, certifying that the research is conducted according to the highest scientific and ethical standards. Delivery Method: Distance Grading Default: Credit/No Credit Only
Continuing Education
	CE-538 Hidden Forensic Evaluations Hidden forensic evaluations involve referrals that appear to be solely for treatment, but are later revealed to be required for legal matters involving the client (e.g., fitness for trial or legal culpability). These evaluations pose complex ethical and clinical problems for unprepared psychologists. This presentation provides methods for the identification of hidden forensic referrals and information that is critical when deciding if and how to proceed with the evaluation. Foundational forensic concepts will be discussed to aid the psychologist in conducting the forensic aspects of the evaluation such as responding to subpoenas, differences between testifying as an expert or fact witness, the use of collateral information, and the nuances amongst different types of forensic opinions will be discussed. Delivery Method: Online Grading Default: Credit/No Credit Only Note: 1 CE Learning Outcome(s): 1. Attendees will be able to apply methods for the identification of hidden forensic evaluations 2. Attendees will be able to evaluate critical information in order to decide if and how to proceed with a hidden forensic evaluation. 3. Attendees will be able to summarize fundamental forensic psychology concepts to assist with hidden forensic evaluations.
	CE-555 Fielding Conclave Leadership Academy The content of the program will focus on topics designed to meet the unique leadership development needs of underrepresented minority STEM faculty within the context of lived experiences at the intersection of race and gender. The program is offered in the form of ten (10) hours of complementary workshops and seminars at the beginning, during and after the Conclave. It will be delivered by nationally prominent individuals with documented knowledge and experience in the art, science and delivery of effective leadership in higher education in STEM academic units and in colleges and universities generally throughout the United States. Delivery Method: In person Grading Default: Credit/No Credit Only Note: 10 CEUs
	CE-556 Leadership Fellows Professional Development Residency Program The content of the program will focus on topics designed to meet the unique leadership development needs of broadening participation in STEM by producing more graduates that are prepared to advance the STEM enterprise. The program is offered in the form of ten (50) hours of complementary workshops and seminars at the beginning, during and after the four residencies. It will be delivered by nationally prominent individuals with documented knowledge and experience in the art, science and delivery of effective leadership in higher education in STEM academic units and in colleges and universities generally throughout the United States. Delivery Method: In person Grading Default: Credit/No Credit Only Note: 50 CEUs
	CE-560 TCOS Team Coaching Operating System® Essentials This academically rigorous, highly interactive course steeped in best practices is designed for serious coach practitioners who seek advanced coaching knowledge and tools that result in increased confidence and competence of the coach and the teams they support. CCEs: 25 Delivery Method: Online Grading Default: Credit/No Credit only Note: 3 CEUs; The International Coach Federation will grant 25 CCEs for this course.
	CE-764 Hosting World Cafes: The Fundamentals Providing a fundamental understanding of The World Cafe theory and method, this course applies the World Cafe design principles to bring forth the creative power of conversation and engage questions that matter. Participants will develop the capacity to use the World Cafe in their own lives and work, and gain a basic understanding of World Cafe hosting practices. There will be required “real time” sessions, including an opening orientation and closing session, a full-length online World Café, and regular study groups. CCEs: 19 Grading Default: Credit/No Credit Only Note: 6 CEUs; The International Coach Federation will grant 19 CCEs for this course.
Education
	EDU-500 Online Learning and Community 0 semester credits Designed to introduce students to the online environment and practices, this one-week, online seminar takes place prior to the beginning of the first academic trimester. Students will learn to use Fielding’s website and other software tools to navigate, post and complete initial assignments. Students will meet online and begin building community with their entering cohort while receiving course introductions and expectations in preparation for beginning the academic term. Faculty and staff participate to facilitate dialogue and develop online skills as the seminar progresses. Delivery Method: Online Grading Default: Credit/No Credit Only Learning Outcome(s): 1a. Integrate theoretical foundations of teaching, learning, online facilitation, design, and assessment into effective online course development and delivery. 1d. Demonstrate digital fluency through the use of emerging technologies and integration of technology into learning including the use of mobile technology. 1f. Demonstrate mastery of the use of asynchronous and synchronous learning management systems. 3a. Develop and demonstrate communication competencies necessary for teaching in a digital environment, including professional etiquette and interpersonal communication skills. 3b. Demonstrate fluency with social networking. 5a. Develop and sustain learning communities for adults and students, including but not limited to promoting social and emotional health, risk taking, and giving and receiving effective feedback. 5e. Develop capacity of students to be confident learners with metacognitive skills, perseverance, and the capacity to work productively with others.
	EDU-550 Building Capacity through Research 3 semester credits This course emphasizes: Understanding systems and change; recognizing and valuing the need for the robust use of research in education, especially in the classroom; understanding and valuing curiosity, data gathering, reflection, and continuous inquiry as support for enhancing self-directed, professional practice; using research in classroom, school, and district decision making that focuses on enhanced classroom practice and improved pre K-to-16 student learning; using educational research to move from a dependent, industrial society to a knowledge creation-and- application society with the ability to develop, analyze, and apply information; knowing how to implement and support research-grounded change; strategies to support students as they develop the skills and capacities to become critical, empowered problem solvers, creators of knowledge, and advocates for proactive social, economic, cultural and political change. In addition, this course emphasizes the following for instructional leaders: understanding the legal aspects of school management, including collective bargaining. Delivery Method: In person Grading Default: Letter
	EDU-552 Collaborative Instructional Leadership 3 semester credits This course emphasizes: Concepts of educational leadership; identification of leadership roles needed in schools, classrooms, the profession, and the community; strategies for energizing and sustaining leadership innovations; rationale, indicators, and strategies for collaborative instructional leadership to support improved academic student outcomes and preparation for future academic, economic, political, cultural, and social change; human relations and professional ethics; understanding the collaborative nature of inclusion and special education, and the implications for community learning; the understanding and organization of strategies for supporting and engaging with others as they lead; team building; school and classroom culture; school decision making; shared leadership group processes; conflict resolution; cultural understandings; communications; interpersonal relations. In addition, this course emphasizes the following for instructional leaders: aligning, coordinating, and monitoring resources, both fiscal and personnel; site management; teacher supervision and evaluation; creation and implementation of a comprehensive school plan serving a diverse community of learners; understanding the local, state, federal, and national policies and their implications. Delivery Method: In person Grading Default: Letter
	EDU-553 Community, Shared Values and Learning 3 semester credits This course emphasizes: Understanding the stages of community and the processes involved in the development of community; identifying concepts built around the effects of social settings on learning; building communities to support research and learning; developing shared values to support successful learning and accountability; recognizing the implications of ways of knowing and diversity within the community as elements for educational and systematic social change; creating various community learning settings where learning and the personal creation of knowledge will be the norm; applying multiple community strategies in work settings, and discussing and sharing the data and hypothesis. This course includes the competencies required for instructional leadership in this curricular area. Delivery Method: In person Grading Default: Letter
	EDU-554 Understanding Differences: Valuing, Honoring, Supporting and Celebrating Diversity 3 semester credits This course emphasizes: Understanding the implication for conflict between the basic assumption that a democratic society is built on the premise of equal opportunity for all and the historical control of one-leader-to-many followers; defining and creating proactive and appropriate reactive strategies to support the heterogeneity of the U.S. population; an awareness and understanding of the impact of language and culture in learning; the development and support of culturally responsive learning environments; offering many rich, varied, and potentially volatile learning/learner opportunities; understanding the growth in educational and human services manifested in the changing demographics of our society; taking into consideration, supporting, and adapting to the implications of changing family patterns, as well as the expanded need for social connections and belonging to groups and/or gangs; the broadening ethical issues and needs of our population; being grounded in special education procedures and services; supporting and applying the expanding increase in the body of knowledge focused on brain research, multiple ways of knowing, and culture; projecting valuing future need as positive tools for expanded and more diverse learning experiences for all citizens, rather than threats to our historical past; celebrating, adapting to, expanding upon, and applying multiple strategies to support diverse thinking, learning, knowledge creation, and application; creating and implementing a diversity challenge project in the pre-K-to-16/work setting. This course includes the competencies required for instructional leadership in this curricular area. Delivery Method: In person Grading Default: Letter
	EDU-556 Technology, Communication and Learning 3 semester credits This course emphasizes: Defining and identifying connections between teaching, learning, technology, and communications; exploring and identifying multiple strategies of effective listening, speaking, discussion, dialogue, problem solving, and conflict resolution; identifying and applying skills for using technology as a multimedia tool for learning, a data management and decision- making tool, and a resource for communication with parents and other stakeholder groups; using technology to support student and teacher growth-and-learning data collection for instructional decision making; exploring and becoming proficient in a minimum of two new technologies that will support students learning in the classroom and systematic change in the district. In addition, this course emphasizes the following for instructional leaders: understanding the power of data through collection, analysis and application; accepting ownership for leadership and change. Delivery Method: In person Grading Default: Letter
	EDU-558 Empowerment: Learning and Assessment 3 semester credits This course emphasizes: Defining learning, assessment, and education in a standards based system; identifying the elements of learning and assessment; discussing and identifying when, how, and why humans learn; researching and identifying the ideal connections between education, culture, and learning; designing and implementing an optimum education setting that honors continuous learning; defining and understanding the notion of authentic assessment; identifying the role/s of the student, the teacher, the principal, the parent/caregiver, and the community in learning; understanding the equation of life = needs, issues, and understandings + learning and application + assessment; exploring, discovering, and applying the connections between learning, multiple assessment strategies, personal control of learning, empowerment, and transformation; identifying the implications of the equation for tomorrow’s citizenship. This course includes the competencies required for instructional leadership in this curricular area. Delivery Method: In person Grading Default: Letter
	EDU-559A Guided Practice/Internship 3 semester credits The externship offers students the opportunity to apply and develop the educational leadership theory and program conceptual framework presented in the course of study to their professional practice. Faculty and advisory groups supervise, review and assess curricular artifacts including a professional development portfolio, capstone action research project, monthly reflections, journals and standards based professional development plans. In addition students use technology through forum discussions, search strategies, electronic data base searches and lesson plan development to demonstrate the learning outcomes for each term. The externship provides students the field experience to develop and demonstrate the collaborative leadership and learning in their work setting based on current theory and practice. Through the externship and artifacts students demonstrate instructional leadership for student learning, the capacity to create and sustain school wide change, collaborative processes as a member of a learning community, capacity to promote and apply reflective practices, capacity to model and share effective strategies for supporting knowledge creation and learning. Students engage in critical inquiry through action research, demonstrate authentic learning and assessment directly into class and/or school and are prepared to teach and create learning opportunities toward an equitable and just education system. Delivery Method: In person Grading Default: Letter
	EDU-559B Guided Practice/Internship 2 semester credits The externship offers students the opportunity to apply and develop the educational leadership theory and program conceptual framework presented in the course of study to their professional practice. Program faculty and advisory groups supervise, review and assess curricular artifacts including a professional development portfolio, capstone action research project, monthly reflections, journals and standards based professional development plans. In addition students use technology through forum discussions, search strategies, electronic data base searches and lesson plan development to demonstrate the learning outcomes for each term. The externship provides students the field experience to develop and demonstrate the collaborative leadership and learning in their work setting based on current theory and practice. Through the externship and artifacts students demonstrate instructional leadership for student learning, the capacity to create and sustain school wide change, collaborative processes as a member of a learning community, capacity to promote and apply reflective practices, capacity to model and share effective strategies for supporting knowledge creation and learning. Students engage in critical inquiry through action research, demonstrate authentic learning and assessment directly into class and/or school and are prepared to teach and create learning opportunities toward an equitable and just education system. Delivery Method: In person Grading Default: Letter
	EDU-559C Guided Practice/Internship 3 semester credits The externship offers students the opportunity to apply and develop the educational leadership theory and program conceptual framework presented in the course of study to their professional practice. Program faculty and advisory groups supervise, review and assess curricular artifacts including a professional development portfolio, capstone action research project, monthly reflections, journals and standards based professional development plans. In addition students use technology through forum discussions, search strategies, electronic data base searches and lesson plan development to demonstrate the learning outcomes for each term. The externship provides students the field experience to develop and demonstrate the collaborative leadership and learning in their work setting based on current theory and practice. Through the externship and artifacts students demonstrate instructional leadership for student learning, the capacity to create and sustain school wide change, collaborative processes as a member of a learning community, capacity to promote and apply reflective practices, capacity to model and share effective strategies for supporting knowledge creation and learning. Students engage in critical inquiry through action research, demonstrate authentic learning and assessment directly into class and/or school and are prepared to teach and create learning opportunities toward an equitable and just education system. Delivery Method: In person Grading Default: Letter
	EDU-564 Learning, Curriculum and Assessment in the Digital Age 4 semester credits This first course in the program provides a foundation for learning by reviewing learning theory, curriculum development, and multiple, authentic learning assessment strategies. Students also engage with learning assessment data for instructional and program improvement. With this as a foundation, and the realization that learning, curriculum, and assessment are changing through the impact of technology, the course goes on to explore topics related to collaborative learning, personalized learning, the use of games and simulations, and other current developments addressing how students learn. The course is based on the assumption that there is not enough research on how the current generation learns and asks the question, “How will future generations learn and how can we best prepare?” Delivery Method: Online Grading Default: Letter Learning Outcome(s): 1a. Integrate theoretical foundations of teaching, learning, online facilitation, design, and assessment into effective online course development and delivery. 1b. Develop and demonstrate skills in online course design and online curriculum development through applied projects and praxis 1c. Demonstrate ability to select and utilize various instructional media. 1d. Demonstrate digital fluency through the use of emerging technologies and integration of technology into learning including the use of mobile technology. 1e. Select and utilize various Web2.0, social, and emerging applications for online learning. 1f. Demonstrate mastery of the use of asynchronous and synchronous learning management systems. 2a. Work with diverse learners. 2b. Critically evaluate how the changing and diverse demographics of our world impact educational policy and practice. 2c. Apply strategies for transforming inequality in education and/or other social systems toward the creation of a socially just world. 2d. Demonstrate ability to teach students from backgrounds of poverty. 2e. Incorporate strategies for the development of culturally responsive online learning systems. 2f. Identify structural and technological barriers. 3a. Develop and demonstrate communication competencies necessary for teaching in a digital environment, including professional etiquette and interpersonal communication skills. 3b. Demonstrate fluency with social networking. 3c. Demonstrate differentiation in contact methods and frequency based on student needs. 5a. Develop and sustain learning communities for adults and students, including but not limited to promoting social and emotional health, risk taking, and giving and receiving effective feedback. 5b. Develop knowledge and skills in student retention in online environment. 5c. Apply a variety of educational and learning theories to changing educational environments. 5d. Interpret and use standards as a guide for the design, delivery, and assessment of standards-based learning. 5e. Develop capacity of students to be confident learners with metacognitive skills, perseverance, and the capacity to work productively with others. 5f. Demonstrate successful teaching and learning in a student-centered constructivist teaching paradigm, including inquiry or problem-based learning, individualized and groupbased learning, and reflection. 5g. Differentiate instruction while maintaining high expectations for all students in a variety of settings - online, F2F, whole class, small group, etc. 5h. Develop multiple and varied formative and summative assessments aligned with content and technology standards, and use resulting data to inform learning and teaching.
	EDU-565 Facilitating Innovative Learning with Digital Tools 4 semester credits This course focuses on developing a shared vocabulary of technical language, evidence-based practices and discusses the pedagogical concerns in the delivery of quality online, hybrid, and flipped learning. In addition, focus will be on the theories that scaffold the practice of online teaching and digital facilitation, such as constructivist learning, transformative learning, and building online learning communities. Topics to be explored include strategies for facilitation, including regular and effective student contact, promoting active participation in the virtual/digital learning space, incorporating activities that create and maintain learner engagement and motivation, and examining effective assessment of student work. Application of the knowledge gained will be demonstrated through the creation and delivery of a lesson, and a formative analysis, for an online or hybrid course, or the flipped classroom. Through this process, participants will demonstrate effective facilitation and assessment skills utilizing digital tools. Learning Outcome(s): 1a. Integrate theoretical foundations of teaching, learning, online facilitation, design, and assessment into effective online course development and delivery. 1b. Develop and demonstrate skills in online course design and online curriculum development through applied projects and praxis. 1c. Demonstrate ability to select and utilize various instructional media. 1d. Demonstrate digital fluency through the use of emerging technologies and integration of technology into learning including the use of mobile technology. 2d. Demonstrate ability to teach students from backgrounds of poverty. 3a. Develop and demonstrate communication competencies necessary for teaching in a digital environment, including professional etiquette and interpersonal communication skills. 3c. Demonstrate differentiation in contact methods and frequency based on student needs. 5a. Develop and sustain learning communities for adults and students, including but not limited to promoting social and emotional health, risk taking, and giving and receiving effective feedback. 5b. Develop knowledge and skills in student retention in online environment. 5c. Apply a variety of educational and learning theories to changing educational environments. 5f. Demonstrate successful teaching and learning in a student-centered constructivist teaching paradigm, including inquiry or problem-based learning, individualized and groupbased learning, and reflection. 5g. Differentiate instruction while maintaining high expectations for all students in a variety of settings - online, F2F, whole class, small group, etc.
	EDU-566 Designing Digital Learning Experiences 4 semester credits This course explores theories of instructional design and learning theory and their impact on the development of digital and multi-media experiences, such as, online, hybrid, and the flipped learning environments. Students will explore the application of well-established instructional methods and strategies, as well as, examine new methods and models for teaching with new media, web applications, mobile, and digital tools. Students will also examine evolving research for “Next Generation Teaching and Learning” and codify best practice order to enhance the means by which a learner’s critical thinking and reflective skills can be developed. Other issues and concerns, such as intellectual property and copyright will also be reviewed along with application of theories and ideas to an existing course or a course in development. Applications of these concepts to leadership and leadership development will also be explored. Learning Outcome(s): 1b. Develop and demonstrate skills in online course design and online curriculum development through applied projects and praxis. 1c. Demonstrate ability to select and utilize various instructional media. 1e. Select and utilize various Web2.0, social, and emerging applications for online learning. 1f. Demonstrate mastery of the use of asynchronous and synchronous learning management systems. 2a. Work with diverse learners. 2e. Incorporate strategies for the development of culturally responsive online learning systems. 3b. Demonstrate fluency with social networking. 3d. Demonstrate the ability to produce original digital content for use in a presentation, instruction or social media distribution. 4a. Utilize effective practice in ADA/Section 508 for the Web. 4b. Demonstrate mastery of copyright and fair use guidelines. 5h. Develop multiple and varied formative and summative assessments aligned with content and technology standards, and use resulting data to inform learning and teaching. 6b. Interpret and apply current research in the field of education.
	EDU-567 Assessing Learning Online 4 semester credits This course provides an opportunity for students to further explore the important topic of online assessment. The goal is to explore assessments that go beyond tests and quizzes so that participants can include an array of assessments in their own online courses as well as gain understanding of the principles and practices of effective assessment, including that which is competency-based. The practice of badging and its contribution to assessment techniques will be explored, along with rubric development. Other topics may include reliability and validity of assessments and ethical use of assessment results. Learning Outcome(s): 1a. Integrate theoretical foundations of teaching, learning, online facilitation, design, and assessment into effective online course development and delivery. 2a. Work with diverse learners. 2b. Critically evaluate how the changing and diverse demographics of our world impact educational policy and practice. 2c. Apply strategies for transforming inequality in education and/or other social systems toward the creation of a socially just world. 2d. Demonstrate ability to teach students from backgrounds of poverty. 2e. Incorporate strategies for the development of culturally responsive online learning systems. 2f. Identify structural and technological barriers. 3c. Demonstrate differentiation in contact methods and frequency based on student needs. 3d. Demonstrate the ability to produce original digital content for use in a presentation, instruction or social media distribution. 4a. Utilize effective practice in ADA/Section 508 for the Web. 4b. Demonstrate mastery of copyright and fair use guidelines. 4c. Identify the implications of technology-based policy in working with underserved populations. 4d. Evaluate policy approaches to privacy, safety, technology use in the classroom, social networking. 4e. Apply ethical assessment practices. 5a. Develop and sustain learning communities for adults and students, including but not limited to promoting social and emotional health, risk taking, and giving and receiving effective feedback. 5c. Apply a variety of educational and learning theories to changing educational environments. 5h. Develop multiple and varied formative and summative assessments aligned with content and technology standards, and use resulting data to inform learning and teaching.
	EDU-568 Digital Tools for Innovative Learning 4 semester credits Instructors around the world are deep in the midst of implementing user-generated content and social Web applications. But what comes next? In a world where Google is the dominant reference paradigm and students are comfortable texting, engaging on Facebook and Twitter, how will emerging digital technologies impact teaching and learning? The semantic web, wearable, or embedded technologies could be the next killer app, but only if we can find ways to leverage them properly. The mobile revolution also promises to change the way learners select and organize information, and educators must learn to harness the capabilities of this evolving media. This course will give students the ability to understand and evaluate emerging digital technology trends and position themselves, their employers and their students for productive implementation of these innovations in, and beyond, the classroom. Possible assessments include evaluation of the work of expert speakers through TED Talks and other sources, case studies, hands-on demos, forum discussions and reflective writing exercises. Learning Outcome(s): 1a. Integrate theoretical foundations of teaching, learning, online facilitation, design, and assessment into effective online course development and delivery. 1b. Develop and demonstrate skills in online course design and online curriculum development through applied projects and praxis. 1c. Demonstrate ability to select and utilize various instructional media. 1d. Demonstrate digital fluency through the use of emerging technologies and integration of technology into learning including the use of mobile technology. 1e. Select and utilize various Web2.0, social, and emerging applications for online learning. 1f. Demonstrate mastery of the use of asynchronous and synchronous learning management systems. 3a. Develop and demonstrate communication competencies necessary for teaching in a digital environment, including professional etiquette and interpersonal communication skills. 3b. Demonstrate fluency with social networking. 3c. Demonstrate differentiation in contact methods and frequency based on student needs. 3d. Demonstrate the ability to produce original digital content for use in a presentation, instruction or social media distribution. 6a. Identify the cultures of research inquiry used in education. 6b. Interpret and apply current research in the field of education. 6c. Demonstrate scholarly writing.
	EDU-569 Digital Competencies for the Scholar/Practitioner 4 semester credits This course will examine emerging definitions of digital literacy, relying in part on a review of international academic literature. Three general themes appear to be widely accepted as part of the definition of digital literacy: 1) the skills and knowledge to access and use a variety of digital media software applications and hardware devices, such as a computer, mobile phone and Internet technology; 2) the ability to critically understand digital media content and applications; and 3) the knowledge and capacity to create digital content. Beyond digital literacy, participants will examine what it means to be digitally competent with respect the activities of scholar/ practitioners. This experiential course involves hands-on exploration of online applications using online environments to support critical analysis of the impact, limitations and possibilities of Information and Communication Technology (ICT), online social networks systems (SNS), and virtual learning environments. Learning Outcome(s): 1a. Integrate theoretical foundations of teaching, learning, online facilitation, design, and assessment into effective online course development and delivery. 1b. Develop and demonstrate skills in online course design and online curriculum development through applied projects and praxis. 1c. Demonstrate ability to select and utilize various instructional media. 1d. Demonstrate digital fluency through the use of emerging technologies and integration of technology into learning including the use of mobile technology. 1e. Select and utilize various Web2.0, social, and emerging applications for online learning. 1f. Demonstrate mastery of the use of asynchronous and synchronous learning management systems. 3a. Develop and demonstrate communication competencies necessary for teaching in a digital environment, including professional etiquette and interpersonal communication skills. 3b. Demonstrate fluency with social networking. 3c. Demonstrate differentiation in contact methods and frequency based on student needs. 3d. Demonstrate the ability to produce original digital content for use in a presentation, instruction or social media distribution. 6a. Identify the cultures of research inquiry used in education. 6b. Interpret and apply current research in the field of education. 6c. Demonstrate scholarly writing.
	EDU-570 Special Topics 2 or 4 semester credits This special elective course number to be used for a new course that may be designed and offered as appropriate in response to current issues, trends, and events. Additionally, students can design their own course by combining competencies. Title and content will vary. Learning Outcome(s): Vary depending on topic and course design.
	EDU-571 Using Digital Education to Promote Social Justice and Diversity 4 semester credits The course explores social justice in social systems with an emphasis on educational and digital systems. It includes a critical analysis of the educational system to determine the conditions that create and maintain social stratification and disproportionality. Students will review diversity in all its aspects, including changing world demographics and their impact on schools and student achievement. Students will discover how schools can become equitable and just places for all students to learn. Topics include equal access, the digital divide, gender issues, social justice in the online environment, ADA/accessibility, poverty, race, language, and culture. Particular attention will be paid to the use of social media to promote social justice. Learning Outcome(s): 2a. Work with diverse learners. 2b. Critically evaluate how the changing and diverse demographics of our world impact educational policy and practice. 2c. Apply strategies for transforming inequality in education and/or other social systems toward the creation of a socially just world. 2d. Demonstrate ability to teach students from backgrounds of poverty. 2e. Incorporate strategies for the development of culturally responsive online learning systems. 2f. Identify structural and technological barriers. 3a. Develop and demonstrate communication competencies necessary for teaching in a digital environment, including professional etiquette and interpersonal communication skills. 3b. Demonstrate fluency with social networking. 3c. Demonstrate differentiation in contact methods and frequency based on student needs. 3d. Demonstrate the ability to produce original digital content for use in a presentation, instruction or social media distribution. 6a. Identify the cultures of research inquiry used in education. 6b. Interpret and apply current research in the field of education. 6c. Demonstrate scholarly writing.
	EDU-581 Educational Research in the Digital Environment 4 semester credits Just as teaching and learning are changing in the digital environment, how research is conducted and the educational topics being researched are changing. This course is designed to provide students with a broad foundation of knowledge relating to research design and methods. Qualitative and quantitative research is covered, along with action-oriented research. Additional topics include: using digital tools in research; researching the digital environment itself; using the Internet for research purposes; and the use of big data/data mining as research techniques. Through this course, students will develop the skills and tools needed to critically assess and conduct educational research in the digital age. Delivery Method: Online Grading Default: Letter Learning Outcome(s): 3a. Develop and demonstrate communication competencies necessary for teaching in a digital environment, including professional etiquette and interpersonal communication skills. 3b. Demonstrate fluency with social networking. 3c. Demonstrate differentiation in contact methods and frequency based on student needs. 3d. Demonstrate the ability to produce original digital content for use in a presentation, instruction or social media distribution. 6a. Identify the cultures of research inquiry used in education. 6b. Interpret and apply current research in the field of education. 6c. Demonstrate scholarly writing.
	EDU-582 Leading Innovative Educational Practice 4 semester credits Innovation is more than a skill. It’s an attitude, a mindset, and a culture of curiosity, experimentation, and discovery. Innovative educational practice demands leadership that offers permission to step into the unknown because, if it were known, it would not be innovative. Effective innovative educational practice requires adherence to the pedagogical roots of best practices and leaders able to walk that fine line of what we know today, and what we won’t know until tomorrow. This course allows learners to consider administrator, teacher/instructor, and student leadership that inspires and fosters innovative educational practice. Learners will examine the pedagogy of innovative educational practices in a reflective dialogue with colleagues, considering the cultural, political, and organizational conditions that foster or regress innovation in the classroom, and the effect of leadership on those elements. Participants will learn how to promote effective interactions among colleagues as they practice effective communication and collaboration strategies across different roles, ethnicities, cultures, and languages. Action research will be a primary tool in this course to identify and develop leadership behaviors and policies that foster innovation and the next generation of digital teaching and learning. Delivery Method: Online Grading Default: Letter Learning Outcome(s): 1a. Integrate theoretical foundations of teaching, learning, online facilitation, design, and assessment into effective online course development and delivery. 1b. Develop and demonstrate skills in online course design and online curriculum development through applied projects and praxis. 1c. Demonstrate ability to select and utilize various instructional media. 1d. Demonstrate digital fluency through the use of emerging technologies and integration of technology into learning including the use of mobile technology. 1e. Select and utilize various Web2.0, social, and emerging applications for online learning. 1f. Demonstrate mastery of the use of asynchronous and synchronous learning management systems. 2a. Work with diverse learners. 2b. Critically evaluate how the changing and diverse demographics of our world impact educational policy and practice. 2c. Apply strategies for transforming inequality in education and/or other social systems toward the creation of a socially just world. 2d. Demonstrate ability to teach students from backgrounds of poverty. 2e. Incorporate strategies for the development of culturally responsive online learning systems. 2f. Identify structural and technological barriers. 3a. Develop and demonstrate communication competencies necessary for teaching in a digital environment, including professional etiquette and interpersonal communication skills. 3b. Demonstrate fluency with social networking. 3c. Demonstrate differentiation in contact methods and frequency based on student needs. 3d. Demonstrate the ability to produce original digital content for use in a presentation, instruction or social media distribution. 4a. Utilize effective practice in ADA/Section 508 for the Web. 4b. Demonstrate mastery of copyright and fair use guidelines. 4c. Identify the implications of technology-based policy in working with underserved populations. 4d. Evaluate policy approaches to privacy, safety, technology use in the classroom, social networking. 4e. Apply ethical assessment practices. 5a. Develop and sustain learning communities for adults and students, including but not limited to promoting social and emotional health, risk taking, and giving and receiving effective feedback. 5b. Develop knowledge and skills in student retention in online environment. 5c. Apply a variety of educational and learning theories to changing educational environments. 5d. Interpret and use standards as a guide for the design, delivery, and assessment of standards-based learning. 5e. Develop capacity of students to be confident learners with metacognitive skills, perseverance, and the capacity to work productively with others. 5f. Demonstrate successful teaching and learning in a student-centered constructivist teaching paradigm, including inquiry or problem-based learning, individualized and groupbased learning, and reflection. 5g. Differentiate instruction while maintaining high expectations for all students in a variety of settings - online, F2F, whole class, small group, etc. 5h. Develop multiple and varied formative and summative assessments aligned with content and technology standards, and use resulting data to inform learning and teaching. 6a. Identify the cultures of research inquiry used in education. 6b. Interpret and apply current research in the field of education. 6c. Demonstrate scholarly writing.
	EDU-583 Digital Citizenship 4 semester credits Due to advances in digital technologies and digital communication, it has become increasingly important to explore the concept of what it means to be a responsible citizen in a digital environment. In this course, the development of digital citizenship will be explored through the examination of issues of safety and security in relation to digital communication, the use of social media and its implications on responsible interaction, including engagement in important social issues. This course also examines ways in which technology can be used for the development and empowerment of self and others. Topics include: safety and security, social media, digital identity, ethics, privacy. Students will discover how to become proactive in sharing and co-constructing knowledge that is meaningful for the development of digital, local, and global citizenship in a digital era. Learning Outcome(s): 2a. Work with diverse learners. 2b. Critically evaluate how the changing and diverse demographics of our world impact educational policy and practice. 2c. Apply strategies for transforming inequality in education and/or other social systems toward the creation of a socially just world. 2d. Demonstrate ability to teach students from backgrounds of poverty. 2e. Incorporate strategies for the development of culturally responsive online learning systems. 2f. Identify structural and technological barriers. 3a. Develop and demonstrate communication competencies necessary for teaching in a digital environment, including professional etiquette and interpersonal communication skills. 3b. Demonstrate fluency with social networking. 3c. Demonstrate differentiation in contact methods and frequency based on student needs. 3d. Demonstrate the ability to produce original digital content for use in a presentation, instruction or social media distribution. 6a. Identify the cultures of research inquiry used in education. 6b. Interpret and apply current research in the field of education. 6c. Demonstrate scholarly writing.
	EDU-584 Instructional Media Production 4 semester credits Increasingly instructors and teachers are required not just to manage or organize content, but also create it and teach students and colleagues how to create it. As a result, educators need to understand both delivery systems (and their use in learning) AND how to create content appropriate for the various systems we use, including mobile systems. This course explores the basics of designing and developing digital audio, video, graphics, and multimedia for presentations, educational use, and social distribution. Additional topics include digital project based learning and the development and use of games and simulations. Learning Outcome(s): 1b. Develop and demonstrate skills in online course design and online curriculum development through applied projects and praxis. 1c. Demonstrate ability to select and utilize various instructional media. 1d. Demonstrate digital fluency through the use of emerging technologies and integration of technology into learning including the use of mobile technology. 1e. Select and utilize various Web2.0, social, and emerging applications for online learning. 1f. Demonstrate mastery of the use of asynchronous and synchronous learning management systems. 3a. Develop and demonstrate communication competencies necessary for teaching in a digital environment, including professional etiquette and interpersonal communication skills. 3b. Demonstrate fluency with social networking. 3d. Demonstrate the ability to produce original digital content for use in a presentation, instruction or social media distribution. 4a. Utilize effective practice in ADA/Section 508 for the Web. 4b. Demonstrate mastery of copyright and fair use guidelines. 4c. Identify the implications of technology-based policy in working with underserved populations. 4d. Evaluate policy approaches to privacy, safety, technology use in the classroom, social networking. 4e. Apply ethical assessment practices.
	EDU-585 Program Evaluation 4 semester credits Due to the increased emphasis on accountability and the increasing emphasis on a systematic evaluation of a program’s effectiveness, efficiency, and long-term viability, there is a growing demand for competent professionals in program evaluation in all sectors of postsecondary education and K-12. This course will explore principles and best practices of evidence-based program evaluation. Students will learn about the process of program evaluation, including its design, implementation, reporting, and, where appropriate, developmental aspects of evaluation. Additionally, students will be encouraged to explore leadership roles in guiding the evaluation process and working with diverse teams, including evaluators from under-represented groups. Emphasis will be placed on promoting transparent, culturally, and socially responsive evaluation practices. Learning Outcome(s): 2a. Work with diverse learners. 2b. Critically evaluate how the changing and diverse demographics of our world impact educational policy and practice. 2c. Apply strategies for transforming inequality in education and/or other social systems toward the creation of a socially just world. 2d. Demonstrate ability to teach students from backgrounds of poverty. 2e. Incorporate strategies for the development of culturally responsive online learning systems. 2f. Identify structural and technological barriers. 4a. Utilize effective practice in ADA/Section 508 for the Web. 4b. Demonstrate mastery of copyright and fair use guidelines. 4c. Identify the implications of technology-based policy in working with underserved populations. 4d. Evaluate policy approaches to privacy, safety, technology use in the classroom, social networking. 4e. Apply ethical assessment practices. 5f. Demonstrate successful teaching and learning in a student-centered constructivist teaching paradigm, including inquiry or problem-based learning, individualized and groupbased learning, and reflection. 5h. Develop multiple and varied formative and summative assessments aligned with content and technology standards, and use resulting data to inform learning and teaching. 6a. Identify the cultures of research inquiry used in education. 6b. Interpret and apply current research in the field of education. 6c. Demonstrate scholarly writing.
	EDU-600A Capstone/Project Design 1 semester credits This course emphasizes the research and design of the capstone and field project identified by the student in cooperation with his/her accountability support groups within the program. These projects will include: extensive action research in an area of concern/understanding within the project designer’s classroom, school or district; evidence of a significant impact on per-K-16 student learning, etc., and the creation of new knowledge; evidence of linking to the standards of the community that will appear in the portfolio as evidence of learning; passion of the project designer for this learning and application; writing a capstone journal article to inform the profession, and indications of a life after the degree. The capstone may be an independent or collaborative study experience. An expert in the field should be part of the support structure for this learning. The field project will include the development of a leadership portfolio and PowerPoint presentation demonstrating the California Leadership Standards. Delivery Method: In person Grading Default: Letter
	EDU-601A MA Capstone Project and Portfolio I 2 semester credits Project, innovation, or intervention concept and design. This course is to be taken concurrently with EDU-581 in the first term and will reflect area(s) of interest explored in EDU-564 . This course supports you in the development and design of your capstone in cooperation with your peers and the faculty within the program. Co-requisites: EDU-581 Delivery Method: Online Grading Default: Letter
	EDU-601B MA Capstone Project and Portfolio II 2 semester credits Test the intervention or innovation. In this course, the intervention or innovation designed in EDU-601A will be implemented. Students will reflect on the outcomes and receive feedback from peers. This course can be taken any time after the first term. Pre-requisites: EDU-601A Delivery Method: Online Grading Default: Letter
	EDU-601C MA Capstone Project and Portfolio III 2 semester credits Project evaluation and completion. After integrating feedback received in EDU-601B , students will reflect on what was learned as part of the process and from the project itself. This course can be taken after mastery of competencies in EDU-601B . In this course, the capstone project will be evaluated in a summative manner and the electronic portfolio competed. Pre-requisites: EDU-601B Delivery Method: Online Grading Default: Letter Learning Outcome(s): 1a. Integrate theoretical foundations of teaching, learning, online facilitation, design, and assessment into effective online course development and delivery. 1b. Develop and demonstrate skills in online course design and online curriculum development through applied projects and praxis. 1c. Demonstrate ability to select and utilize various instructional media. 1d. Demonstrate digital fluency through the use of emerging technologies and integration of technology into learning including the use of mobile technology. 1e. Select and utilize various Web2.0, social, and emerging applications for online learning. 1f. Demonstrate mastery of the use of asynchronous and synchronous learning management systems. 2a. Work with diverse learners. 2b. Critically evaluate how the changing and diverse demographics of our world impact educational policy and practice. 2c. Apply strategies for transforming inequality in education and/or other social systems toward the creation of a socially just world. 2d. Demonstrate ability to teach students from backgrounds of poverty. 2e. Incorporate strategies for the development of culturally responsive online learning systems. 2f. Identify structural and technological barriers. 3a. Develop and demonstrate communication competencies necessary for teaching in a digital environment, including professional etiquette and interpersonal communication skills. 3b. Demonstrate fluency with social networking. 3c. Demonstrate differentiation in contact methods and frequency based on student needs. 3d. Demonstrate the ability to produce original digital content for use in a presentation, instruction or social media distribution. 4a. Utilize effective practice in ADA/Section 508 for the Web. 4b. Demonstrate mastery of copyright and fair use guidelines. 4c. Identify the implications of technology-based policy in working with underserved populations. 4d. Evaluate policy approaches to privacy, safety, technology use in the classroom, social networking. 4e. Apply ethical assessment practices. 5a. Develop and sustain learning communities for adults and students, including but not limited to promoting social and emotional health, risk taking, and giving and receiving effective feedback. 5b. Develop knowledge and skills in student retention in online environment. 5c. Apply a variety of educational and learning theories to changing educational environments. 5d. Interpret and use standards as a guide for the design, delivery, and assessment of standards-based learning. 5e. Develop capacity of students to be confident learners with metacognitive skills, perseverance, and the capacity to work productively with others. 5f. Demonstrate successful teaching and learning in a student-centered constructivist teaching paradigm, including inquiry or problem-based learning, individualized and groupbased learning, and reflection. 5g. Differentiate instruction while maintaining high expectations for all students in a variety of settings - online, F2F, whole class, small group, etc. 5h. Develop multiple and varied formative and summative assessments aligned with content and technology standards, and use resulting data to inform learning and teaching. 6a. Identify the cultures of research inquiry used in education. 6b. Interpret and apply current research in the field of education. 6c. Demonstrate scholarly writing.
Educational Leadership for Change
	ELC-699 Foundations of Doctoral Study 4 semester credits New student orientation to the ELC doctoral program is an in-person session between in-coming classes and doctoral program faculty. 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. At orientation, students choose a faculty mentor and 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: Credit/No Credit Only
	ELC-721 Critical Reading and Writing 4 semester credits Critical Reading and Writing is the first of three courses in the Effective Communications area. This course builds on your powers of observation, discernment, and intuition as existing competencies that can be used to help build bridges to new competencies necessary to your Fielding journey. Some of the new competencies include learning to write critical reviews, literature reviews, and argumentative essays. Maintaining and developing your voice as a scholar-practitioner who can effectively communicate with various audiences is a foundational goal for this course. Delivery Method: Online Grading Default: Letter Learning Outcome(s): 1. Critical Reading Locates relevant sources. Critically reads and evaluates literature to include a counterhegemonic point of view. 2. Critical Writing Uses theory, research, critical reflection, and practice to make a written argument. Highlights and analyzes alternative points of view. Revises and improves original drafts.
	ELC-722 Oral and Digital Communications 4 semester credits Oral And Digital Communication is the second of the three courses in the Effective Communications Learning Area. The overall goal for this course is to use your existing communication skills to help you make effective presentations. We will do this by helping you identify your strengths as a communicator and by helping you identify your learning style(s). These two activities will be a basis to select authoring software to make effective presentations. Our focus on presentations is intended to move you more fully into the realm of being an authentic information and knowledge producer as opposed to being only or primarily an information consumer. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Uses five appropriate digital media to communicate effectively with a diverse group in the role of leader/facilitator. Orally communicates clearly and persuasively with an individual or a group and responds to their concerns. Exhibits critical self-reflection by assessing the strengths of one’s work and the need for additional development.
	ELC-723 Writing Workshop 4 semester credits The Writing Workshop is the third of the three courses in the Effective Communication area. Through your work in Critical Reading and Writing and in Oral and Digital, you have had an opportunity to identify and build on your strengths as an effective communicator. The Writing Workshop provides you an opportunity to focus those strengths to develop an effective dissertation proposal. The Writing Workshop does not take the place of your dissertation committee. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Student writes a draft of either a Concept Paper or dissertation proposal representing a personal “likely” interest/focus.
	ELC-724 Systems Thinking 4 semester credits The Systems Thinking course is one of the four required courses in the Approaches to Inquiry Learning Area. Systems Thinking is the process of understanding how things influence each other within a whole. This definition allows us to see System Thinking as both a common-sense proposition that we all employ in our day-to-day lives, and it also suggests how Systems Thinking can help us understand and change complicated systems such as classrooms, schools, business, community, and political organizations. This course explores key Systems Thinking principles, approaches, and theorists. You will also be introduced to examples of how Systems Thinking has been applied by some organizations and individuals to make change. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Defines systems thinking and delineates examples of several different systems. Applies one or more systems theories to the analysis of problems encountered in community activism or educational settings. Critiques theory, concepts, or methods consistent with the practice of social and ecological justice, recognizing that systems theories are not solely a European phenomenon.
	ELC-725 Structural Inequality and Diversity 4 semester credits Structural Inequality and Diversity (SID) is one of the four courses in the Approaches to Inquiry Learning Area. This course introduces you to various schools of thought on issues concerning race, ethnicity, gender, sexual orientation, physical ability, language, class, and other forms of difference that have been reified as structures of inequality. The focus of this course is on how systems of oppression have been created, how they work to be self-perpetuating, and how some members of historically marginalized groups have proposed ending structural inequalities. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Demonstrates, whether orally, in writing or otherwise, a knowledge of the terms, elements, and mechanisms that comprise structural inequality as distinguished from diversity. In addition to demonstrating a knowledge of the structures of oppression and privilege that sustain such inequality, student shows an awareness of strategies that have been successfully used to overcome such oppression/marginalization. Demonstrates in their interaction and their communication with others the ability to work effectively across cultural differences.
	ELC-726 Theories of Change 4 semester credits Theories of Change is one of the four courses in the Approaches to Inquiry Learning Area. This course introduces you to ways to understand “change” as a dynamic process that results from both planned and unplanned activity. With this framework in mind, our focus will be to explore how change unfolds in a variety of institutional expressions like education, the media, community, and political organizations, as well as other behavior shaping institutions. Still within this framework, an organizing focus of our work together will be to explore the role of leadership in creating effective change. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Explains several theoretical approaches regarding how change occurs in social systems and institutions. Identifies barriers to change and how they might be overcome. Discusses how several change theories could apply to their potential dissertation research.
	ELC-727 Overview of Action Research Methods 4 semester credits Overview of Action Research Methods is one of the four courses in the Approaches to Inquiry Learning Area. This course is an introduction to the assumptions of qualitative, quantitative, and other research methods that are intended to support effective change. The overriding purpose of this course is to help you see relationships between the kind of research and/or change question you pose and the kind of method(s) you choose to answer that question and / or to arrive at a formula for change. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Describes the relationship between the research and/or change question they propose and the method(s) by which they choose to answer that question or address that change.
	ELC-728 Introduction to Leadership for Change 2 semester credits In this seminar, you will review the intended outcomes for the Leadership for Change portion of the doctoral curriculum. You will be introduced to available communities of practice, and you will have the opportunity to investigate and propose additional communities that match your interests and goals. You will read some foundational texts, self-assess your level of skill in key areas, and develop a plan of action for moving forward to critique with your Mentor. This introductory seminar is a prerequisite for any further work in the Leadership for Change Praxis courses. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Creates a Personal Praxis Plan (PPP) that fulfills the 10 expectations outlined in the Plan.
	ELC-729 Leadership for Change Praxis 1-10 semester credits This part of the curriculum affords you the opportunity to extend and deepen involvement in one or more change efforts as well as reflecting upon your experiences more deeply so as to increase your effectiveness. You may do work which involves face-to-face work in a setting or in virtual communities. You may involve yourself in existing and ongoing projects or organize something new. You may wish to coordinate work for this course with elective or required courses or to align it with your dissertation plans. The projects in which you get involved are opportunities for you: to develop new skills, to deepen current skills, to test out theories which you are exploring, to develop new theories out of the experiences you are having, to collaborate with others within and outside of ELC and Fielding, and to make a difference in the environments that matter to you about the issues that concern you most. Provided that you have completed the Introductory Seminar, you may complete this work at any point in your program. This is a repeatable course. Pre-requisites: ELC-728 Delivery Method: Online Grading Default: Letter
	ELC-730 Area of Specialization 4 semester credits Students designate an area in which they have a special interest or expertise for this course. It can be used to acquire new knowledge or to deepen existing knowledge in a specific area in which students expect to build or advance professional careers. Delivery Method: Online Grading Default: Letter
	ELC-731 Area of Research Specialization 4 semester credits Students designate a specific research practice (culture and methodology) as a topic they wish to study. A faculty member with expertise in the chosen methodology works with the student to design a full course of study including overview, depth and applied sections guiding the student to explore and practice the research methodology chosen. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Selects a specific research practice (culture and methodology) and demonstrates an understanding of its strengths and weaknesses as well as its suitability for the study of various kinds of questions.
	ELC-733 Special Topics in Education 4 semester credits In this course, students will construct an independent study that will focus on a special topic in education. Faculty members with content area expertise will support students in designing their course of study and will assess their work at the end. Delivery Method: Online Grading Default: Letter
	ELC-734 Dissertation Research 2 semester credits This course represents student engagement in the dissertation process from concept to the final dissertation as planned with and evaluated by the chairperson. This course cannot be substituted for elective course requirements. Delivery Method: Online Grading Default: Credit/No Credit Only
	ELC-736 Dual Language Foundations 4 semester credits This course will focus on dual language program models, teacher and administrator leadership development, and the sociocultural context of dual language education. Students will examine the critical features of educational programs that develop bilingualism, biliteracy, and academic and cross-cultural competencies. Dual language/two-way bilingual immersion, foreign language immersion, and developmental bilingual education are among the additive program models that will be studied. The instructional process will include program models and support structures for the language allocation, assessment, and evaluation of student academic performance. Additionally this course will examine educational leadership research, theories, practice, and application in dual language settings. Effective leadership guided by a clear vision is critical to the success of a dual language program. Dual language educators set goals and expectations in ways that effect measurable, positive change in the lives of students. K−12 school leaders that strive to establish dual language educational models and nurture teacher leaders that collaborate with parents and community members can have a profound impact on school climate, culture, and educational outcomes. This is especially true in the case of dual language programs that set high academic standards for students. Delivery Method: Online Grading Default: Letter
	ELC-737 Biliteracy Development 4 semester credits This course will provide an overview of biliteracy development theory, instructional practices, and assessment methods of the reading process. Students will explore ways of applying this theoretical knowledge to pedagogical practices and assessment tools for students learning to speak, read, and write in two languages. Students will examine and evaluate the merits of competing paradigms in the area of reading. As a result of this examination, students will understand the historical and epistemological context for each paradigm. The major contributors to reading-process theory and application. Students will examine the theoretical constructs of reading and the social, cultural, and linguistic processes from these theoreticians. Students will analyze other scholars’ applied theories and interpretations and scholarly works related to the study of reading as a process. The curriculum will demonstrate how theory, pedagogy, and assessment impact the development of proficient biliterate students. Delivery Method: Online Grading Default: Letter
	ELC-740 Curriculum Development for Teaching and Learning in a Global Society 4 semester credits Educating emergent biliterate students to succeed in a global society involves understanding the whole child, including the knowledge and resources children and families bring to their educational experience. This course will prepare educators to apply the conceptual framework known as the community funds of knowledge to curriculum development for implementation in a dual language classroom setting. This approach applies the knowledge and experiences of students’ homes and communities to classroom instruction. Standards based curriculum units for emergent biliterate students will be explored through the application of high level critical thinking skills through collaborative classroom structures, the use of protocols, and technology. Educators will engage in developing cross-cultural competencies while learning to apply them in the classroom. Today’s educators recognize that valuing students’ community funds of knowledge and its integration in the curriculum generates greater engagement in student learning. The course exploration of curriculum development and classroom teaching and learning strategies that engage students through the application of community funds of knowledge practices will result in a project that integrates the course learning. Delivery Method: Online Grading Default: Letter
	ELC-741 Ethics, Education, and Law 4 semester credits Educational law and morality. This course examines theories of law and its relationship to social and ethical values. Students explore how leaders can help others working through moral dilemmas associated with the law. Additional Information for CCL Concentration students: Activities will provide a comprehensive survey of the legal problems and issues that confront community college education administrators including case studies and the subtlety and richness of the law itself and when to consult counsel. The important concepts and principles of education law and courts decisions and the likelihood of litigation or error in professional practice with its effect on the organization including how to draft college policy in a legally appropriate manner that complies with federal and state laws. Activities will include reviewing existing community college policies and practices to determine their enforceability and permissibility. Delivery Method: Online Grading Default: Letter
	ELC-742 Organizational Theories 4 semester credits Functions of theory: interrelationships among theory, science, practice and research. This course presents classic and contemporary organization theories and how they relate to trends in education and other institutions. Students develop a theoretical perspective associated with leadership and becoming a change agent. Delivery Method: Online Grading Default: Letter
	ELC-743 Public Policy and Practice 4 semester credits Understanding literature that focuses on public policy, pedagogy, and leadership. This course covers contemporary urban educational reform movements, related policy issues, and the role of major players in setting policy. Students evaluate the effects of policy on change in public education and other settings. Additional Information for CCL Concentration students: New ways to analyze complex state policies including an examination of how policies affect students’ access and success in community college will be included. An examination as to how policymakers and administrators can work to inform and influence change within the system using research-based evidence. Also included will be the consideration of political and historical values including an understanding of the effective uses of power within educational organizations. Participants will define the political nature of decision making and the formal and informal power structures within the community college organizations. Delivery Method: Online Grading Default: Letter
	ELC-744 Management Theories 4 semester credits Improving educational institutions and other organizations through improved management practices. This course examines how to avoid old mistakes and face problems and challenges with confidence. Topics include government intervention in education, the organization as a target of legislative reform, solving problems before they become unsolvable, and improving management strategies. Delivery Method: Online Grading Default: Letter
	ELC-745 Community Relations 4 semester credits Roles of school, business, and community partners in providing best educational practices for students. This course emphasizes working with the power structure and applying techniques to improve community relationships. Students learn to recognize and build symbols of group identity and achieve social cohesion. Delivery Method: Online Grading Default: Letter
	ELC-746 Budget and Finance 4 semester credits Students learn how to lead educational financing and understand budgets at every level: department, school, district/institution and state/federal. This course includes school finance, aspects of school business administration and legal issues. Additional Information for CCL Concentration students: Course introduces participants to the administrative and business management of community college education. The class will cover topics such as institutional planning, space management, budgeting, human resource administration, purchasing and organizational management. Other issues will include the nature of financial and business issues within community colleges and student affairs. Participants will obtain a basic understanding of staffing processes, business principles on the organizational structure; economic principles at work within and outside the institution, performance management, accounting principles, budget and budget management, marketing functions, power and politics and legal issues involved in administering a community college. Delivery Method: Online Grading Default: Letter
	ELC-747 The Community College 4 semester credits Study of community colleges is a major segment of American and global higher education. The study of the community college covers reflective study of its history, evolution, context and leadership, including the study of the vision. This includes understanding local environments, open access to diverse populations, the nature of associate degrees, certificates, occupational education and community service. Also, the study of the community college includes examining the nature of its national network, the nature of this uniquely American contribution to higher education, its governance, administrative, curricular, professional, and programmatic dimensions, including best practices, concepts and trends. Delivery Method: Online Grading Default: Letter
	ELC-748 Higher Education 4 semester credits A reflective study of the history, leadership and mission of higher education. Delivery Method: Online Grading Default: Letter
	ELC-749 Capacity Building 4 semester credits Understanding organizational, educational, and developmental dimensions. This course examines staff development, mentoring, group dynamics, the psychology of professional/personal development, institution building, and personal dimensions in education. It also covers the effects of social change and the relationship of research to theory and practice. Delivery Method: Online Grading Default: Letter
	ELC-750 Human Development in Context 4 semester credits Effective development and lifelong learning for leaders. This course covers intellectual honesty and humility, ethical behaviors associated with leadership, and the articulation of purpose and practice. Students develop transformational and transactional leadership skills that contribute to their educational and human progress as whole persons. Delivery Method: Online Grading Default: Letter
	ELC-766 Forces of Motivation 4 semester credits Competencies in self-reflection, critical consciousness, vision, and creativity. This course covers cross-disciplinary historical influences on adult learning theory, current trends in adult learning, and the psychology of motivation. Students apply the principles of lifelong learning to personal and educational systems. Delivery Method: Online Grading Default: Letter
	ELC-767 Interpersonal Communication and Collaboration 4 semester credits Theory and process of interpersonal communication for effective listening, sending, confrontation, problem solving, and conflict resolution. This course examines cybernetics, information theory, linguistics, nonverbal communication, written communication, and gender and cross-cultural differences. Delivery Method: Online Grading Default: Letter
	ELC-773 Rethinking Schools and Organizations 4 semester credits Critical pedagogical approach to creating systemic change in schools and applying dynamics to fit students’ distinctive needs. This course presents homeostatic forces versus innovative forces to promote change, as well as stages for school improvement including climate, technology, curriculum, and organization. Students develop synergistic insights on schooling and the ecology of good schools. Delivery Method: Online Grading Default: Letter
	ELC-783 Creativity and Problem Solving 4 semester credits Recent advances in cognitive sciences: theories and practices underlying creativity and problem solving. This course encourages students to use critical thinking, imagination, and knowledge to create visions of the future, solve complex problems, and examine the challenges of effective teaching through innovation and critical thinking. Delivery Method: Online Grading Default: Letter
	ELC-784 Theories of Educational Change 4 semester credits Feminist, multicultural, neo-Marxist, and postmodern educational theories. This course concentrates on positive change as it generates new learning, new commitments, new accomplishments and greater meaning. Students evaluate theories related to educational change and identify new paradigms for educational change. Delivery Method: Online Grading Default: Letter
	ELC-785 Research Practice 4 semester credits This course is designed to offer students the opportunity to experiment with a particular research method, data collection tool, and/or forms of data analysis. Students will practice skills they propose using in the dissertation research process. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Documents their learning from the practice of skills they propose using in the dissertation research process.
	ELC-786 Information Systems and Change 4 semester credits Structure, function, and procedures for developing information systems associated with change. This course covers selecting appropriate equipment and interfacing with instructional information systems. Students explore the power and influence of information systems as well as their relationship to the history of change. Delivery Method: Online Grading Default: Letter
	ELC-787 Redefining Curriculum 4 semester credits Curriculum planning, implementation and evaluation. This course explores how to meet the needs of a diverse learning community. Students become familiar with current movements in curriculum; appropriate use of technology; hands-on and theoretical aspects of redefining curriculum; and the roles of staff, parents, students and community. Additional Information for CCL Concentration students: Community college faculty are increasingly being asked to play leadership roles in curriculum assessment and reform initiatives. This change is being driven by quality concerns; burgeoning disciplinary knowledge; interest in a broader array of learning outcomes, including skills and values; and growing support for constructivist pedagogies and learning-centered, interdisciplinary curricula. Course to include the process and shape that community colleges will take in the future on the basis of their growth and innovation trajectory and in response to the dramatic industry shift that is currently underway in community colleges, that is the integration of themes into the curriculum and shifts in practice, such as interdisciplinary collaboration and partnerships for engaged learning. Delivery Method: Online Grading Default: Letter
	ELC-788 Theories of Learning 4 semester credits Exploration of learning theories in the context of how children and adults learn. This course deals with philosophical, theoretical, and social bases of learning; terminology, historical background, acquisition, etiology, and problems; societal, instructional, and personal dimensions; and the relationship of research to theory and practice. Delivery Method: Online Grading Default: Letter
	ELC-789 Program Evaluation, Theory, and Application 4 semester credits Gathering comparative information and evaluating results. Students learn how to place results within a context for judging size and worth and how to make results more credible through careful choice of the evaluation design. Students create a systemic evaluation of a program and develop pragmatic steps for improvements. Delivery Method: Online Grading Default: Letter
	ELC-790 Cultural Influences in Education and Organizations 4 semester credits The purpose of education in a democracy: diversity and equal outcomes. In this course, students examine key levels of instruction such as vocabulary, language, and learning styles; concepts of culture, cultural values, and cultural environments; approaches to inequality; and the quest for equal educational opportunity. Delivery Method: Online Grading Default: Letter
	ELC-791 Technology, Learning, and Teaching 4 semester credits Technology as a tool for communicating, learning and teaching. This course explores technology as an essential learning experience; interfaces multimedia with learning and teaching; examines data and research collection; and applies technology to administration and academic improvement, with sensitivity to its effects on culture and values. Delivery Method: Online Grading Default: Letter
	ELC-792 Child Development 4 semester credits Physiological systems and perspectives on child growth and development. This course focuses on health, safety and nutritional needs associated with optimal early child development. Students use multidisciplinary approaches to plan and implement child development programs and examine family involvement. Delivery Method: Online Grading Default: Letter
	ELC-793 Media Studies 4 semester credits Application of psychology and communication theories to media in diverse ways. This includes new dimensions in learning psychology, systems theory, and has great implications for global learning. In media studies we aggregate and apply all that we now know about psychology and communication to technology. The media psychologies embrace “pscybermedia,” combining psychology, artificial intelligence and media. Media psychology requires understanding both the physical and emotional aspects of the brain, the range of emotion, the psychologies of expression, persuasion, sexuality and gender. It includes the study of emotional control, believability, cognitive learning and mapping, mastery, persistence and failure. Media studies includes applying theories of verbal and nonverbal communication, understanding music and sound, images and human reaction. Delivery Method: Online Grading Default: Letter
	ELC-794 Dissertation in Progress 0 semester credits This course signifies the student has begun work on the dissertation, including an approved concept paper and full committee membership. Delivery Method: Online Grading Default: Credit/No Credit Only
	ELC-795 Final Oral Review of Dissertation 0 semester credits Signifies completion of the public defense of the dissertation. Delivery Method: In person/Blended Grading Default: Credit/No Credit Only
	ELC-799 Dissertation Completion 16 semester credits Completion of this course signifies the student has submitted a final copy of the approved dissertation for proofreading. Delivery Method: Online Grading Default: Credit/No Credit Only
	ELC-801 Assessment and Evaluation 4 semester credits Students designate an area in which they have a special interest or expertise for this course. 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. Additional Information for CCL Concentration students: Assessment is not a set of techniques, but a way of thinking guided by humane and helping values. Grounded in sound theory and extensive practical experience, this course will provide important, accessible, and timely guidance for administrators and teaching faculty who develop and implement policy regarding assessment and evaluation. Course will include the connection among three powerful trends in higher education: the focus on learning and learners, the emphasis on the assessment of learning, and the need to continually improve what we presently do. Grounded in principles of constructivist learning theory and continuous improvement, course will offer opportunities for participants to make connections with what they already know about assessment, integrate new information with their current knowledge, and try new approaches to enhance the learning of their students. Participants will consider what it means to shift from a teacher-centered paradigm of instruction to a learner-centered paradigm and practical approaches to help formulate intended learning outcomes, gather feedback from students to guide instruction, and develop scoring criteria for guiding and evaluating student work. Course will address the students’ ability to think critically, address enduring and emerging issues and problems in their disciplines, and the use of portfolios to promote and evaluate student learning. Delivery Method: Online Grading Default: Letter
	ELC-802 Governance 4 semester credits Students designate an area in which they have a special interest or expertise for this course. 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. Additional Information for CCL Concentration students: Course to cover an analysis of the exercise of authority and the power and influence in community colleges that relates to governance and management and the relationship of education to other segments of the economy. Coverage will include organizational structures and patterns in community colleges including the board of governors and board of regents. Participants will have a better understanding of the influences affecting community colleges as institutional systems; public/private sector relationships; policies and procedures. Activities will address the subject of shared governance from several perspectives, including partnerships between the state and higher education; disjointed governance in university centers and institutes; a cultural perspective on communication and governance; and balancing governance structures with leadership and trust. Participants will also explore a conceptual framework of faculty trust and participation in governance. Delivery Method: Online Grading Default: Letter
	ELC-803 Human Resources Management 4 semester credits Students designate an area in which they have a special interest or expertise for this course. 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. Additional Information for CCL Concentration students: Course to cover issues of employee/employment relationship including, but not limited to the following: Overview of Employment Law; Recruitment, Applications, and Interviews; Background Checks, References, and Verifying Employment Eligibility; Employment Testing; Hiring and Promotion Decisions; Wages, Hours, & Pay Equity; Benefits; Unions and Collective Bargaining; Employment Discrimination; Affirmative Action; Sex Discrimination & Harassment; Reasonably Accommodating Disability & Religion; Work-Life Conflicts and Other Diversity Issues (includes Sexual Orientation Discrimination, National Origin Discrimination, Pregnancy Discrimination; Family & Medical Leave Act; Performance Appraisals; Training, and Development; Privacy on the Job; Information, Monitoring, and Investigations; Terminating Employees; Downsizing and Post-termination Issues. Delivery Method: Online Grading Default: Letter
	ELC-804 Student Services 4 semester credits Students designate an area in which they have a special interest or expertise for this course. 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. Additional Information for CCL Concentration students: Course to engage participants in the critical concerns for any college as to the components of the learning environment and its significance for student learning and success. Course will cover the many complexities of campus settings and how they contribute to student success and the quality of learning experiences including the diverse populations of students who experience college differently and encounter group-specific barriers to success; low-income students, racial/ethnic minorities, students with disabilities, LGBT students, and others. Several topics will include ethical standards, legal issues, organizing and managing student affairs, supervision, teaching, counseling, technology, and community and professional development. Delivery Method: Online Grading Default: Letter
Human and Organizational Development
	HOD-PA Dissertation Proposal Approval 0 semester credits The proposal is approved when the committee chair is satisfied with the student’s response to the feedback which has been received by the full committee, including the external examiner and this has been documented appropriately. Pre-requisites: HOD-892 or HOD-893 , HOD-896 , HOD-897 Delivery Method: Online Grading Default: Credit/No Credit Only
	HOD-699 Foundations of Doctoral Study 4 semester credits Foundations of Doctoral Study is required for all students entering Fielding’s doctoral programs in Human Development and in Organizational Development & Change. It consists of a New Student Orientation with both in-person and online components. Students are introduced to: Fielding’s doctoral faculty; the adult learning model; the degree’s curriculum, competencies, and learning outcomes; student support services; and in-person and online options for completing degree requirements. Each student develops a unique Learning Plan that is customized to meet the student’s scholar-practitioner interests and goals. Delivery Method: In person/Blended Grading Default: Credit/No Credit Only
	HOD-734 Dissertation Research 2 semester credits This course represents student engagement in the dissertation process from concept to the final dissertation as planned with and evaluated by the chairperson. This course cannot be substituted for degree-emphasis or elective knowledge areas. Delivery Method: Online Grading Default: Credit/No Credit Only
	HOD-801 Doctoral Competencies Seminar 2 semester credits Doctoral Competencies Seminar (DOCS) introduces students to essential doctoral competencies such as scholarly writing, formulating a research question, and applying critical thinking and analysis. Delivery Method: Online Grading Default: Credit/No Credit Only Learning Outcome(s): Become familiar with the primary doctoral competencies Understand what is needed to master these skills over the course of the PhD program.
	HOD-802 Foundations of Inquiry 4 semester credits This course introduces multiple approaches to conduct scholar-practitioner inquiry. The student investigates alternate ways of knowing, the nature of knowledge, and the politics of knowledge-production including their respective underlying assumptions. Students learn the broad distinctions between qualitative and quantitative and among empirical, analytical, and interpretive approaches to inquiry alongside their various practice and action traditions. Students consider the relationship among inquiry, practice/action, and the levels of professional practice-personal and interpersonal, familial, group and organization, community, societal, and global. Students engage in questions such as: What is the nature of the relationship between the person(s) leading the inquiry and other participants? What are the epistemological assumptions about what constitutes knowledge and how it is validated and legitimized? What ways of knowing and methods of inquiry are most suitable for the phenomenon under investigation and ultimately to benefit the persons, organizations, and communities being served? Delivery Method: Online Grading Default: Credit/No Credit Only Learning Outcome(s): Understand purposes, politics, and ethics of scholar-practitioner inquiry Explore quantitative, qualitative, and action methodologies, their histories, assumptions, values, and epistemological foundations. Identify the basic methods used to collect and analyze data, their strengths, limitations, and suitability to particular research questions. Critically analyze research studies to assess their quality and credibility.
	HOD-803 Praxis with Leadership Focus 4 semester credits This course introduces students to the craft of connecting scholarship to practice. Students explore the relevance of scholarly concepts, theories and research to professional and personal problem solving. This course helps students become more insightful practitioners. Students explore the meaning of reflective practice and leadership in various disciplines, review case studies of how reflective practice is utilized by professionals in various fields, apply concepts to professional situations, and define reflective practice based on academic research and literature. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Apply concepts utilized in academic settings to practical or professional situations. Define reflective practice drawing on literatures from various disciplines.
	HOD-804 Human Development 4 semester credits This course presents original readings of the history of the field including psychoanalysis, depth psychology, and behaviorism, cognitive and humanistic approaches. In addition students learn the assumptions and applications of current approaches including transpersonal psychology, consciousness, brain physiology, queer theory and positive psychology. Students examine basic differences in theories including: what the goal of development is; are developmental stages important or do we need to just look at empowerment; or can we use critical theory to question the societal oppression of people. Students will be able to examine three theorists and their assumptions, and also create a scholarly paper on one specific area of human development. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Critically examine the assumptions and approaches of three or more human development theorists Write a scholarly paper that demonstrates an in-depth understanding of one or more specific areas of human development
	HOD-805 Foundations of Organization Studies 4 semester credits In this course students acquire an overall familiarity with the multi-disciplinary aspects and multi-level fields of inquiry within organization studies. Students develop an appreciative understanding of the approaches to organizing from an historical perspective, critiquing the multiple traditions and paradigms in the field. Topics include decision-making and the limits of rationality, structural contingency theory and the determinants of organizational structures, institutional theory, sense making, organization identity, power, politics, organizational culture, and theories of organization environment and society. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Demonstrate understanding of the important original sources and academic references on the prevailing issues in organization theory. Critically and appreciatively assess diverse perspectives in organization theory.
	HOD-806 Systems Approaches to Leadership, Organizations, and Society 4 semester credits This course is based in the assumption that multiple frames of reference are possible, viable, and necessary. Students explore the relationship between the parts and the whole of phenomena. Complexity, interdependence, and punctuated equilibrium are key concepts as students explore the arrangements and patterns associated with leadership, organizations, and society. Systems bridges the gaps between leadership theory and practice, providing a rigorous foundation for learning to lead and to navigate in today’s complex, socially and technologically interconnected world. This course introduces students to theorists in the human, cultural, and social sciences that have grappled with issues of how organizations and social order are constructed, sustained, and changed. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Use methods, models, and theories from diverse disciplines to understand the dynamics of leadership, organizations, and society Demonstrate rigorous and flexibility abilities needed to research, analyze, understand, and discuss today’s most pressing leadership issues. Situate the student’s own practice and approach to leadership within multiple intellectual systems traditions.
	HOD-807 Social & Ecological Justice 4 semester credits In this course students develop understandings of how social, economic, and ecological justice is defined and manifested in various societies. Students analyze these concepts and consider actions that promote more just societies. In addition to its focus on cognitive and intellectual understanding, this course emphasizes effective use of self to prepare students to take meaningful action in a wide range of interpersonal, organizational, and societal contexts. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Understand competing schools of thought and scholarly debates on how social and ecological justice has been defined and how this can manifest in communities, organizations, relationships, and work. Demonstrate awareness of the student’s own assumptions, biases, and limitations and critically reflect on their own power and privilege and lack thereof. Communicate more effectively across differences in race, culture, gender, and other domains
	HOD-810 Portfolio Review 2 semester credits The Portfolio Review is designed to support student learning. Students to self-assess their progress in the program with a Portfolio Review Essay and a plan for advanced studies and a brief description of a preliminary dissertation concept. The student’s faculty mentor and a second faculty reader review the students’ work in both a formative and summative way, providing specific critique and feedback, and assess the students’ doctoral competencies and progress. Pre-requisites: HOD-699 , HOD-801 , HOD-802 , and 12 additional course credits Delivery Method: Online Grading Default: Credit/No Credit Only Learning Outcome(s): Write a portfolio review of progress with a self-assessment of competency development and content learning. Plan for advanced electives, including an optional Concentration Describe a brief, preliminary dissertation concept
	HOD-811 Advanced Human Development 4 semester credits This course explores theories and research in normal development and the evolution of consciousness across the life span, including prenatal development, birth, infancy, early childhood, middle and late childhood, adolescence, early adulthood, maturity, old age, and death. Students may individualize studies based on dissertation topic. Pre-requisites: HOD-804 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Critically analyze and construct scholarly arguments relevant to advanced human development theories. Write a scholarly paper on an advanced human development topic Demonstrate understanding of ways to apply human development theory and research to professional and personal practice.
	HOD-812 Human Learning and Motivation 4 semester credits Students examine environments that promote learning from stimulus control, to behavioral objectives, to humanistic approaches, to Malcolm Knowles’ adult learning andragogy to current transformative, holistic, multicultural and spiritual approaches. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Define historical theories relevant to human learning and motivation Choose an orientation to look at from the lens of current research and applications Document this critical analysis in a scholarly paper.
	HOD-814 Gendered Identities 4 semester credits Students examine the formation of gender identities and their expression and consequences in roles within families, work, and social organizations. In most cultures, gender is viewed as a binary of male and female. However, in reality, the lives of many individuals are lived in the boundaries and overlaps of this binary. Scholars in various disciplines have acknowledged the ways in which gender is socially constructed. The notions of masculinity and femininity have changed over time, and thus have histories. Greater recognition of transgendered individuals combined with sexual orientation has led to important developments in this area of research. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Define issues around social construction of identity Write a scholarly paper on a gendered identities topic Demonstrate understanding of ways gendered identities theory and research impact individuals, leadership, and society.
	HOD-815 Transformative Learning 4 semester credits Students explore various perspectives on and research about the theory and practice of transformative learning, including constructive-developmental, cognitive-rational, cultural-spiritual, expressive, Jungian, and critical emancipatory. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Design curricula or interventions drawing on one or more of the transformative learning perspectives. Demonstrate an understanding of the principles of three or more major theories of transformative learning and the differences between them Apply this understanding to practice in leadership, organization development, teaching or counseling.
	HOD-816 Post Traumatic Growth 4 semester credits Students examine the psychological, emotional, social, spiritual, and physical paradigms for coping with the profound changes that result from trauma. Trauma often represents axial points in time in people’s lives that reframe who they are. Trauma leads to questioning assumptions about life, values, ideals, and goals in life often resulting in shock, despair, depression and much more. Survivors of trauma react in different ways, some healthy and others less so. Students critically analyze different approaches to trauma and the narrative and phenomenological structures of these experiences and consider how, for some, trauma becomes a paradoxical catalyst for personal growth and transformation. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Critically analyze and construct scholarly arguments relevant to theories of post traumatic growth Write a scholarly paper on an advanced post traumatic grown topic Demonstrate understanding of ways to apply posttraumatic growth theory and research to professional and personal practice.
	HOD-820 Advanced Organization Studies 4 semester credits This course provides a structure for students to engage in learning beyond the foundational organization studies to explore the theory, practice, and research of specific issues or topics in organization studies. Examples of topics/issues may include organizational structure and design, organizational effectiveness, organizational learning, rationality and decision-making, organizational culture, compensation and reward systems, issues of diversity, power and conflict, population ecology, organizational fields, etc. Students may contract individually or as a group course. Pre-requisites: HOD-805 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Gain an in depth understanding of theories, practice, and research of specific topics/issues in organization studies. Demonstrate an understanding of how the specific topics/issues examined fits within the larger context of the organization studies literature.
	HOD-821 Organization Development Practicum 4 semester credits Students demonstrate the essential skills of an scholar/practitioner by applying theory and scholarship to a significant project in their workplace or another chosen worksite. Students engage regularly with the faculty assessor to plan and implement the project and to reflect on project steps. A complete professional write up of the steps of the project and the intended and unintended outcomes of the project will be developed. Students will also comment on their role in the project as well as reflect on their personal and professional effectiveness. The student and Fielding faculty member engage in regular debriefing discussions with the worksite project manager. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Demonstrate the ability to apply theory and scholarship through a significant project in the workplace or elsewhere Produce a professional write-up of the project, including project steps and outcomes. Reflect on personal and professional effectiveness.
	HOD-822 Organization Development and Change 4 semester credits Students explore theory and practice relating to change in social systems, including groups, organizations and communities. The focus is on planned, facilitated change to strengthen adaptation, quality of working life, and effectiveness within (and of) organizations. A range of organization development approaches will be studied, along with their attendant assumptions, values, processes, practices, and evaluation. Though planned change will be primary focus, the course will also explore unplanned, emergent, and continuous change in organizations. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Critically analyze theory underlying different approaches to organization development and change Demonstrate understanding of various OD practices and techniques and their use in organizational settings

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School of Psychology

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School of Leadership Studies

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All Courses

RES-IRB IRB Approval for Dissertation

CE-538 Hidden Forensic Evaluations

CE-555 Fielding Conclave Leadership Academy

CE-556 Leadership Fellows Professional Development Residency Program

CE-560 TCOS Team Coaching Operating System® Essentials

CE-764 Hosting World Cafes: The Fundamentals

EDU-500 Online Learning and Community

EDU-550 Building Capacity through Research

EDU-552 Collaborative Instructional Leadership

EDU-553 Community, Shared Values and Learning

EDU-554 Understanding Differences: Valuing, Honoring, Supporting and Celebrating Diversity

EDU-556 Technology, Communication and Learning

EDU-558 Empowerment: Learning and Assessment

EDU-559A Guided Practice/Internship

EDU-559B Guided Practice/Internship

EDU-559C Guided Practice/Internship

EDU-564 Learning, Curriculum and Assessment in the Digital Age

EDU-565 Facilitating Innovative Learning with Digital Tools

EDU-566 Designing Digital Learning Experiences

EDU-567 Assessing Learning Online

EDU-568 Digital Tools for Innovative Learning

EDU-569 Digital Competencies for the Scholar/Practitioner

EDU-570 Special Topics

EDU-571 Using Digital Education to Promote Social Justice and Diversity

EDU-581 Educational Research in the Digital Environment

EDU-582 Leading Innovative Educational Practice

EDU-583 Digital Citizenship

EDU-584 Instructional Media Production

EDU-585 Program Evaluation

EDU-600A Capstone/Project Design

EDU-601A MA Capstone Project and Portfolio I

EDU-601B MA Capstone Project and Portfolio II

EDU-601C MA Capstone Project and Portfolio III

ELC-699 Foundations of Doctoral Study

ELC-721 Critical Reading and Writing

ELC-722 Oral and Digital Communications

ELC-723 Writing Workshop

ELC-724 Systems Thinking

ELC-725 Structural Inequality and Diversity

ELC-726 Theories of Change

ELC-727 Overview of Action Research Methods

ELC-728 Introduction to Leadership for Change

ELC-729 Leadership for Change Praxis

ELC-730 Area of Specialization

ELC-731 Area of Research Specialization

ELC-733 Special Topics in Education

ELC-734 Dissertation Research

ELC-736 Dual Language Foundations

ELC-737 Biliteracy Development

ELC-740 Curriculum Development for Teaching and Learning in a Global Society

ELC-741 Ethics, Education, and Law

ELC-742 Organizational Theories

ELC-743 Public Policy and Practice

ELC-744 Management Theories

ELC-745 Community Relations

ELC-746 Budget and Finance

ELC-747 The Community College

ELC-748 Higher Education

ELC-749 Capacity Building

ELC-750 Human Development in Context

ELC-766 Forces of Motivation

ELC-767 Interpersonal Communication and Collaboration

ELC-773 Rethinking Schools and Organizations

ELC-783 Creativity and Problem Solving

ELC-784 Theories of Educational Change

ELC-785 Research Practice

ELC-786 Information Systems and Change

ELC-787 Redefining Curriculum

ELC-788 Theories of Learning

ELC-789 Program Evaluation, Theory, and Application