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Academic Catalog 2015-2016 [ARCHIVED CATALOG]

All Courses

Course Type Prefix
Education EDU
Educational Leadership for Change ELC
Human and Organizational Development HOD
Infant and Early Childhood Development IECD
Media Psychology MSC
Neuropsychology NEPSY
Organizational Development and Leadership ODL
Psychology PSY

 
 

Human and Organizational Development
  

  • HOD-764CS Advanced Research Module: Critical Social Science

    2, 4, 6, or 8 semester credits
    Advanced studies and applied research projects, designed to develop skills in specific research methodologies and approaches. All the advanced research modules numbered 764XX are designed to enable students to learn a particular research method in depth. The core ideas of critical social science are that researchers and scholars should not study the world in the mode of scientific detachment and ethical and political neutrality but rather in the mode of value-driven social and political engagement to produce a more rational, just, and humane society. This module will be an in-depth examination of the application of this approach to scholarship, with special orientation toward those considering developing concept papers and dissertation proposals in this area.
    Pre-requisites: HOD-722A , HOD-722B 
    Delivery Method: Online
    Grading Default: Letter
  

  • HOD-764EH Advanced Research Module: Ethnography

    2, 4, 6, or 8 semester credits
    Advanced studies and applied research projects, designed to develop skills in specific research methodologies and approaches. All the advanced research modules numbered 764XX are designed to enable students to learn a particular research method in depth. This module helps build an understanding of the epistemological and ontological issues involved in contemporary ethnography. Students will experience ethnography as a methodology, as a way of seeing, and as a way of engaging with social reality. Students will understand the skills that will need to be developed in order to successfully complete ethnography. Students will know if ethnography suits their intellectual projects and personal styles of engagement.
    Pre-requisites: HOD-722A , HOD-722B 
    Delivery Method: Online
    Grading Default: Letter
  

  • HOD-764GT Advanced Research Module: Grounded Theory Methodology

    2, 4, 6, or 8 semester credits
    Advanced studies and applied research projects, designed to develop skills in specific research methodologies and approaches. All the advanced research modules numbered 764XX are designed to enable students to learn a particular research method in depth. Grounded theory methodology is particularly appropriate for mapping out and understanding processes of change and development. The methodology aims to develop theory and explore hypotheses in the manner of empirical research. The kinds of issues that are particularly appropriate for using this approach to inquiry are processes that are not well understood, and gaining insight about the ways in which dynamics are linked can make an important contribution to knowledge. The methodology can apply at various levels of inquiry, from the individual, to the group, to the organization, and even to the community. For instance, at the individual level, grounded theory can provide insight about processes of change and development, to gain insights into paths and stages of change. For instance one can explore the stages of learning, or processes of decision making, or the stages of an illness, or a personal transformation process. Grounded theory can be used to map out the pathways by which a spectrum of participants go through a change from one stage of development or identity to another. At the group level, grounded theory can provide insight about group formation, group stages of collaboration, the dynamics of meetings, ways of making group decisions, processes by which groups learn or develop trust, etc. The methodology would allow for examination of the pathways, stages, and sequences that may involve change and transformation in groups, including the dissolution of groups. At the organization level, grounded theory can examine patterns of promotions, hiring processes, strategy development stages and processes, ways of implementation of decisions, types and paths of communications in organization systems, processes of adoption of new technologies or practices, project and program development cycles, performance evaluation process, and much more. At the community level, grounded theory can examine ways in which communities deal with disasters, growth, and poverty, promote entrepreneurship, make infrastructure decisions, engage the public in dialogue and consultation in community projects, etc. Grounded theory has common elements with other research methodologies, but it emphasizes the building of theory maps and understanding the structures of change and transformations in a wide spectrum of domains.
    Pre-requisites: HOD-722A , HOD-722B 
    Delivery Method: Online
    Grading Default: Letter
  

  • HOD-764NI Advanced Research Module: Narrative Inquiry

    2, 4, 6, or 8 semester credits
    Advanced studies and applied research projects, designed to develop skills in specific research methodologies and approaches. All the advanced research modules numbered 764XX are designed to enable students to learn a particular research method in depth. This module will examine Narrative Inquiry’s (NI) epistemology, assumptions and aims. Informed by feminism and critical theory, NI counteracts a dominant paradigm that privileges only a few voices. Narrative inquiry, as a methodology, does not superimpose the majority paradigm on people’s stories. Students review narrative research, learn how to develop research questions, criteria for selecting participants, and methods for collecting and analyzing stories. They also complete a mini narrative research project, conducting a short literature review, methodology protocol, collecting interviews and analyzing them. Related methodologies such as organic and co-inquiry will be reviewed. Skill development, meaning-making, and stand-point in knowledge creation and development will be emphasized.
    Pre-requisites: HOD-722A , HOD-722B 
    Delivery Method: Online
    Grading Default: Letter
  

  • HOD-764PG Advanced Research Module: Phenomenographic Inquiry & Variation Theory

    2, 4, 6, or 8 semester credits
    Advanced studies and applied research projects, designed to develop skills in specific research methodologies and approaches. All the advanced research modules numbered 764XX are designed to enable students to learn a particular research method in depth. Phenomenographic inquiry seeks to discover the variation in the qualitatively different ways that people make meaning and discern aspects of a phenomenon. This variation is captured, analyzed, and organized into graphical representations that support learning and evidence-based action in organizations, health care, education, social change, technology, and other initiatives. This module integrates variation theory and critical reading of phenomenographic research literature with hands-on learning in epistemology, reflexive methodologies, collaborative analysis, graphical design, and project evaluation.
    Pre-requisites: HOD-722A , HOD-722B 
    Delivery Method: Online
    Grading Default: Letter
  

  • HOD-764PH Advanced Research Module: Phenomenology

    2, 4, 6, or 8 semester credits
    Advanced studies and applied research projects, designed to develop skills in specific research methodologies and approaches. All the advanced research modules numbered 764XX are designed to enable students to learn a particular research method in depth. This module introduces the domains of phenomenology and hermeneutics through experientially grounded activities that display the foundations and orientation of interpretive ways of knowing. Through understanding the epistemological promise of interpretive phenomenology, we aim to reveal the research potentialities and personal challenges of working within this culture of inquiry. By drawing upon insights from applied studies in the human, social, organizational and educational sciences, we hope to show the efficacy of approaching any phenomenon from a phenomenological perspective.
    Pre-requisites: HOD-722A 
    Delivery Method: Online
    Grading Default: Letter
  

  • HOD-764QA Advanced Research Module: Qualitative Data Analysis

    2, 4, 6, or 8 semester credits
    Advanced studies and applied research projects, designed to develop skills in specific research methodologies and approaches. All the advanced research modules numbered 764XX are designed to enable students to learn a particular research method in depth. This module is designed to provide skill development for students using qualitative data analysis at the dissertation level. It requires intensive training using conventional and innovative qualitative techniques as well as training in related software tools.
    Pre-requisites: HOD-722A , HOD-722B 
    Delivery Method: Online
    Grading Default: Letter
  

  • HOD-764ST Advanced Research Module: Quantitative Methods & Statistics

    2, 4, 6, or 8 semester credits
    Advanced studies and applied research projects, designed to develop skills in specific research methodologies and approaches. All the advanced research modules numbered 764XX are designed to enable students to learn a particular research method in depth. This module includes an overview of quantitative research techniques, emphasizing experimental, quasi-experimental, descriptive, analytical and mix-methods designs. The concepts of sampling, normal distributions, and tests of significance will be dealt with in depth and will be introduced in November. Special emphasis will be placed on connecting research designs and statistical tests appropriate for each design. Included in the course is an overview of the planning, executing, and writing up of quantitative research studies. Students will also develop an ability to critically evaluate the generalizability of research studies for decision-making.
    Pre-requisites: HOD-722A , HOD-722B 
    Delivery Method: Online
    Grading Default: Letter
  

  • HOD-764WC Advanced Research Module: World Café

    2, 4, 6, or 8 semester credits
    Advanced studies and applied research projects, designed to develop skills in specific research methodologies and approaches. All the advanced research modules numbered 764XX are designed to enable students to learn a particular research method in depth. The World Café is a simple yet powerful dialogic process that relies on creating a co-evolving network of conversations to foster collaborative learning and knowledge creation. At the same time, with its focus on co- generative understanding around key questions that matter to a group, it has significant use as a research methodology. In this Advanced Research Module on the World Café, we focus on issues of the design of World Cafés, with research questions at its core. We will explore issues of setting a context for a World Café together with the context- bound nature of knowledge generated, with a focus on research design for actionable knowledge. We will explore the role relationships of the researcher in a World Café setting, who may be seen as a “host.” We will also explore implications for how we interpret and make sense of the resultant knowledge generated, together with other epistemological issues that recognize content and process understanding, understanding what questions do, and context setting for collaborative inquiry. This Advanced Research Module will encourage a learning-by-doing approach (that is, involvement in a World Café).
    Pre-requisites: HOD-722A , HOD-722B 
    Delivery Method: Online
    Grading Default: Letter
  

  • HOD-765 Advanced Topics

    2, 4, 6, or 8 semester credits
    Provides a flexible opportunity for students to complete 2, 4, 6, or 8 units of academic credit in specialized studies. Students in all phases of their doctoral studies can assess in HOD-765, to build doctoral competencies, deepen scholarly knowledge, extend the breadth of their scholar-practitioner expertise, and explore diverse epistemologies, ways of knowing, and world views. Students are limited to 12 units of HOD-765. HOD-765 offers opportunities for both structured and individualized studies. Students contract individually with faculty for HOD-765. The assessment contract needs to specify the associated credit as well as the detailed expectations for the assessment. Allocation of credit is determined by the assessor, following the HOD-765 designation of credit guidelines.
    Delivery Method: Online
    Grading Default: Letter
  

  • HOD-766 Advanced Specialization Studies

    6 semester credits
    Individual students define this area. It can be used to acquire new knowledge or to deepen existing knowledge in a specific area in which students expect to build or advance professional careers. Course title may be customized for the transcript. This course may be repeated once.
    Delivery Method: Online
    Grading Default: Letter

Infant and Early Childhood Development
  

  • IECD-PA Dissertation Proposal Approval

    4 semester credits
    During the first part of the dissertation process, a faculty member (dissertation chair) guides the student in the steps necessary for reviewing and approving the proposal by the doctoral dissertation committee and the Institutional Review Board (IRB). Credits for this activity are obtained once the student has introduced all the recommendations given by the chair, the Dissertation Committee, and the IRB, and all these three counterparts approve the final dissertation proposal.
    Pre-requisites: IECD-794 
    Delivery Method: Online
    Grading Default: Credit/No Credit Only
  

  • IECD-499 Foundations of Doctoral Study - Reflective Adult Learning

    4 semester credits
    New student orientation to the IECD doctoral program is an in-person session between in-coming classes and doctoral program faculty. This is a core orientation course for all students participating in the PhD Program. At the orientation, the faculty works with you to: assess your academic readiness; evaluate your research, personal skills and learning resources; facilitate your understanding of Fielding’s learning model and delivery method, set your academic and professional goals; and develop your support group of faculty and peers. Topics include: curriculum structure, personal goals and planning, mentorship and self-reflection, case presentations and overarching developmental perspective of an integrated bio-psychosocial model. This course devotes itself to understanding the tools for studying and time management, video presentations, different faculty roles, and reviewing a range of cases that equip students with tools to build their professional futures. At orientation, students begin work on their learning plan - a personal map through the learning process. The learning plan takes into account each student’s previous academic accomplishments as well as personal, professional, and academic goals. It includes a preliminary outline for the action- oriented research project that will ultimately become a dissertation. The learning plan should be submitted for approval within 30 days after the conclusion of the in-person orientation. However, the learning plan is a living document that students and their faculty mentors review on a regular basis.
    Delivery Method: In person/Blended
    Grading Default: Letter
  

  • IECD-520 Human Development

    4 semester credits
    This course introduces students to the theoretical constructs of a comprehensive conceptual framework, a bio-psychosocial model to understand healthy and disordered infancy and early childhood development. It gives students an overview of its practical application in understanding and promoting normative child development, working with caregivers and families, as well as in providing services to children with special needs. The course combines lectures, reading materials, group discussions, videotaped examples, and related assignments to achieve its learning objectives.
    Delivery Method: Online
    Grading Default: Letter
  

  • IECD-521 Infant Mental Health

    4 semester credits
    This course is a seminar on the early history leading to the development of the Infant Mental Health movement. The group will read two articles each week dealing with developmental issues, individual differences, and relationship issues beginning in 1940 and continuing through 1980. The purpose of the class is to help students understand the historical origins of the work that eventuated in models including DIR. The articles that have been chosen are those from key figures working clinically with very young children and families. The course combines lectures, reading materials, and related assignments to achieve its learning objectives.
    Delivery Method: Online
    Grading Default: Letter
  

  • IECD-522 Sensory-Motor Development

    4 semester credits
    This course provides students with basic background information on the history, neuroscience foundations, the different developmental models and theoretical constructs involved in understanding gross and fine motor development, as well as the sensory processing mechanisms that occur during infancy and early childhood. The course combines lectures, reading materials and videotaped examples to achieve its learning objectives.
    Delivery Method: Online
    Grading Default: Letter
  

  • IECD-523 Language Development

    4 semester credits
    This course provides students with an introduction to models of typical language acquisition and describes the progression from pre-linguistic communication to linguistic complexity. The course focuses on developmental approaches to the study of atypical language strengths and challenges seen in different groups of children with language disorders. Students are introduced to the area of language disorders in children by considering the impact of challenges in developmental domains such as cognitive, social, and affective capacities on the development of language. The course combines lectures, reading materials and videotaped examples to achieve its learning objectives.
    Delivery Method: Online
    Grading Default: Letter
  

  • IECD-524 Developmental Disabilities

    4 semester credits
    This is a core course that will focus on understanding developmental disabilities. Developmental disabilities will be discussed in terms of the core challenges to the child and the family. Disabilities will be discussed from a framework that will involve physiology, emotionality, cognition, and behavior. The class will learn how to manage disabilities in the family as well as other systems in which the child participates.
    Delivery Method: Online
    Grading Default: Letter
  

  • IECD-525 Parenthood

    4 semester credits
    This is a core course that will discuss major concepts in parenting. The transition into parenting is a major challenge for individuals and couples. The effect of the newborn on the new parent(s) will be explored. The challenges of parenting will be discussed from fetal development through infancy, toddlerhood, and preschool age. Cultural and social aspects of parenting will be explored.
    Delivery Method: Online
    Grading Default: Letter
  

  • IECD-526 Cross-Cultural Understanding

    4 semester credits
    In this course, students will examine parent-child relationships in different cultures across the world. They will be able to describe the independent versus interdependent goals of parenting in different cultures and compare specific cultures. They will also discuss typical and atypical development of children in different cultures. Students will learn about parenting practices that are different from Western parenting practices. They will also learn about different social policies that different cultures have regarding children’s mental health. Students will do independent cultural explorations about child development in a specific culture and share them in discussions.
    Delivery Method: Online
    Grading Default: Letter
  

  • IECD-527 Law, Policy and Advocacy

    4 semester credits
    This course reviews current federal, state, community and school regulations, within the context of the Individual Disability Education Act (IDEA) and other federal entitlements and state mandates, providing an opportunity to students to understand infants and young children’s rights and opportunities to access funding for rehabilitation and education services. The course combines lectures, reading materials and active group discussions to achieve its learning objectives.
    Delivery Method: Online
    Grading Default: Letter
  

  • IECD-528 Sensory-Motor Intervention

    4 semester credits
    This course provides an opportunity to apply concepts and observational skills related to motor development and sensory processing mechanisms. Students will be responsible for presenting their work relating to sensory-motor processing in children with whom they have worked. This course primarily focuses on discussion of the participant’s experiences with reading materials and videotapes provided to achieve its learning objectives.
    Pre-requisites: IECD-522 
    Delivery Method: Online
    Grading Default: Letter
  

  • IECD-529 Language Intervention

    4 semester credits
    This course provides an opportunity to apply concepts and observational skills related to language development learned in previous courses. Students will be responsible for presenting their work relating to language intervention in children with whom they have worked. This course primarily focuses on discussion of the participant’s experiences with reading materials and videotapes provided to achieve its learning objectives.
    Pre-requisites: IECD-523 
    Delivery Method: Online
    Grading Default: Letter
  

  • IECD-530 Parenthood Intervention

    4 semester credits
    This course will extend the work of IECD-525 . The content of the class will be pathological parenting from the infant’s perspective. The concept of the “good enough” parent will be introduced. Students will learn to assess infant-parent interactions, the infant’s response in the context of a dysfunctional relationship, and implications for prevention and intervention. A major question that will be addressed is how to facilitate ‘good-enough’ parenting in the twenty-first century. Students will present case material on their work with parents in their own discipline.
    Pre-requisites: IECD-525 
    Delivery Method: Online
    Grading Default: Letter
  

  • IECD-535 Basic Research Methods

    4 semester credits
    This course introduces students to basic concepts of research design, methods and statistics relevant to understanding and conducting research in early childhood with special emphasis on infancy and early childhood mental health and developmental disorders. Students explore ethical considerations in the design and execution of research studies, including approaches to informed consent, specifically in regard to young children and their families. This course focuses on qualitative and quantitative methods. The course uses a case studies format to achieve its learning objectives.
    Delivery Method: Online
    Grading Default: Letter
  

  • IECD-536 Statistics I

    4 semester credits
    This basic course reviews concepts in introductory statistics, including descriptive statistics, basic probability theory, sampling distributions and the Central Limit Theorem; the binomial, normal, Student, chi-square, and F distributions; and techniques of 1- and 2- sample tests, linear regression, correlation, an introduction to analysis of variance and selected nonparametric procedures. It discusses the application of these concepts by analyzing peer-reviewed articles focusing on Infant Mental Health and Developmental Disorders research.
    Delivery Method: Online
    Grading Default: Letter
  

  • IECD-537 Research and Design

    4 semester credits
    This is an advanced class in designing, conducting and reporting research. The course focuses on giving students practical experience in various critical aspects of conducting scientific research.
    Pre-requisites: IECD-535 
    Delivery Method: Online
    Grading Default: Letter
  

  • IECD-538 Statistics II

    4 semester credits
    This course introduces concepts in inferential statistics and builds on Statistics I by reviewing more in depth how to apply the basic concepts acquired in the previous course for statistical analysis of data in the context of Infant Mental Health and Developmental Disorders research. It introduces students to the use of computers for advanced data analysis (e.g., multiple regression, analysis of variance, factor analysis).
    Pre-requisites: IECD-536 
    Delivery Method: Online
    Grading Default: Letter
  

  • IECD-539 Qualitative Research

    4 semester credits
    This course in qualitative research will provide the student with a foundation for understanding the theory and methods of qualitative research design, data collection and analysis. Hands-on experiences will be used to illustrate the strengths and challenges of including ethnographic, focus group, structured and unstructured interviewing video/audiotape, and other approaches in empirical research and program evaluation activities. Evaluation will consist of several individual introductory data collection and/or analysis assignments, a short midterm test of concepts and methods, and a final small group project.
    Pre-requisites: IECD-536 
    Delivery Method: Online
    Grading Default: Letter
  

  • IECD-550 Social-Emotional Development

    4 semester credits
    This course provides basic background information on the history, neuroscience foundations, the different developmental models and theoretical constructs involved in understanding the different aspects of social-emotional development occurring during infancy and early childhood, both in normal and disordered functioning. The course combines lectures, reading materials and videotaped examples to achieve its learning objectives.
    Pre-requisites: IECD-520 
    Delivery Method: Online
    Grading Default: Letter
  

  • IECD-551 Social-Emotional Development Intervention

    4 semester credits
    This course provides an opportunity to extend and apply concepts and observational skills that were developed in IECD 550 related to social-emotional development. Students will be responsible for presenting their work relating to social-emotional development in children with whom they have worked. This course primarily focuses on discussion of the participant’s experiences with reading materials and videotapes provided to achieve its learning objectives.
    Pre-requisites: IECD-550 
    Delivery Method: Online
    Grading Default: Letter
  

  • IECD-562 Educational and Cognitive Development

    4 semester credits
    This course surveys the history, neuroscience foundations, the different developmental models and theoretical constructs essential to a working knowledge of the salient aspects of cognitive development. Critical learning opportunities occurring during infancy and early childhood, along both typical and divergent developmental trajectories are identified with attention to the translation of theory into practice and the process of clinical reasoning. While the focus of the course is cognition, its relationship to the other domains of development is explored. The course combines lectures, reading materials, videotapes, and cases and clinical applications to achieve its learning objectives.
    Pre-requisites: IECD-520 
    Delivery Method: Online
    Grading Default: Letter
  

  • IECD-563 Educational and Cognitive Development Intervention

    4 semester credits
    This course provides an opportunity to apply concepts and observational skills related to cognitive development that were developed in IECD-562 . Students will be responsible for presenting their work relating to educational and cognitive development in children with whom they have worked. This course primarily focuses on discussion of the participant’s experiences with reading materials and videotapes provided to achieve its learning objectives.
    Pre-requisites: IECD-562  
    Delivery Method: Online
    Grading Default: Letter
  

  • IECD-564 Visual Spatial Processing Development

    4 semester credits
    This course is designed to provide students with an understanding of Visual/Spatial Thinking throughout typical development. It covers literature that provides historical, neurological and educational perspectives. It explores Piaget’s constructivist approach and applications for developing Visual/Spatial thinking. Relationships between visual, sensory motor and logical thinking are explored as foundations for learning. Practical applications of the “Thinking Goes To School” curriculum are reviewed within the context of therapeutic and educational settings for children with developmental challenges. The course combines lectures, reading materials and videotaped examples to achieve its learning objectives.
    Delivery Method: Online
    Grading Default: Letter
  

  • IECD-565 Visual Spatial Processing Development Intervention

    4 semester credits
    This course continues to focus on the concepts that were developed in IECD-564 . Students will have the opportunity to present their work relating to the development of visual spatial processing with children with whom they have worked. This course primarily focuses on discussion of the participant’s experiences with visual spatial functioning and includes readings and videotapes to achieve its learning objectives.
    Pre-requisites: IECD-564 
    Delivery Method: Online
    Grading Default: Letter
  

  • IECD-566 Family Systems Theory and Functioning

    4 semester credits
    This course provides basic background information on the history, the different developmental models and theoretical constructs involved in understanding the different aspects of family functioning–especially parental development over time–and their impact on child development during infancy and early childhood, with an emphasis on typical parental functioning. The course combines lectures, reading materials and videotaped examples to achieve its learning objectives.
    Pre-requisites: IECD-530 
    Delivery Method: Online
    Grading Default: Letter
  

  • IECD-567 Family Systems Theory and Functioning Intervention

    4 semester credits
    This course provides an opportunity to integrate and apply the conceptual and theoretical constructs to a current practice or work place experiences. The focus is on adult/parent developmental models and theoretical constructs, family and ecological systems theories, and the neuro-scientific foundations involved in parent-child relationships. This course primarily focuses on discussion of the participant’s experiences and includes reading materials and videotapes provided to achieve its learning objectives.
    Pre-requisites: IECD-566 
    Delivery Method: Online
    Grading Default: Letter
  

  • IECD-568 Introduction to Brain Development

    4 semester credits
    This course helps students to understand the relationship between the brain and social-emotional and cognitive development. Students learn how the brain develops during infancy, early childhood, and adolescence. The course reviews common methods used in the neurosciences for imaging the brain. It reviews current perspectives on experience-based brain development including issues of plasticity and critical periods in development. It discusses the role of the brain and neurotransmitter systems responsible for emotion regulation, cognitive control, communication, and reviews the brain mechanisms underlying a number of clinical problems including autism, anxiety, depression and aggression. This course reviews recently published peer-reviewed articles on brain research and neuroscience to achieve its learning objectives.
    Delivery Method: Online
    Grading Default: Letter
  

  • IECD-569 Individual Differences and Developmental Psychopathology

    4 semester credits
    This course is designed for students to develop an understanding of individual differences in development. Individual differences in biological, psychological, cognitive, and cultural factors will be discussed so that students can understand how typical development helps us to understand atypical development and how atypical development helps us to understand typical development. The course provides guided independent learning, which involves extensive reading, writing assignments, online student discussions, sharing of one’s work with classmates, and responding to one another’s work.
    Delivery Method: Online
    Grading Default: Letter
  

  • IECD-570 Integrated Developmental Approach to Assessment

    4 semester credits
    This advanced level course provides an opportunity to integrate the concepts and skills learned in previous first, and second level courses into a comprehensive, developmental framework that guides learning of advanced assessment, evaluation, and diagnostic skills. Students will be exposed to different diagnostic approaches, analyzing the comparative advantages for infancy and early childhood mental health and developmental disorders. Students will also review the most relevant psychological assessment tools available for infants, children, and families. The course combines lectures, reading materials and videotaped examples to achieve its learning objectives.
    Pre-requisites: IECD-520 , IECD-524 
    Delivery Method: Online
    Grading Default: Letter
  

  • IECD-571 Assessment of Children and Families

    4 semester credits
    This course provides the students with an opportunity to formulate a comprehensive assessment of infants and young children of different ages, as well as their families, using a bio-psychosocial model. Credits for this course are obtained using a variety of infant, early childhood, and family psychological assessment tools. Graded assignments include completing assessment reports, with a format previously discussed with the assigned faculty.
    Pre-requisites: IECD-570 
    Delivery Method: Online
    Grading Default: Letter
  

  • IECD-572 Integrated Developmental Approach to Intervention

    4 semester credits
    This course provides an opportunity to learn about basic concepts in prevention and intervention. Students will learn about a number of concepts that cross different disciplines when practitioners are treating children and families. The course uses several case studies, supported with videotapes to achieve its learning objectives.
    Pre-requisites: IECD-520 , IECD-521 
    Delivery Method: Online
    Grading Default: Letter
  

  • IECD-573 Advanced Integrated Approach to Intervention

    4 semester credits
    This course is a continuation of Integrated Developmental Approach to Intervention prerequisite. There will be an in depth understanding of intervention. This course provides an opportunity to engage in a critical analysis of theoretical concepts using the book Developmentally Based Psychotherapy (1997) by Stanley Greenspan. Through reading, reflection, forum discussions, chapter presentation, small groups and class discussion, a further understanding of development, individual differences, and relationships in the context of intervention will be targeted.
    Pre-requisites: IECD-572 
    Delivery Method: Online
    Grading Default: Letter
  

  • IECD-574 Intervention in Practice

    4 semester credits
    This advanced level course provides an opportunity for students to learn how to formulate case material and apply it to a comprehensive intervention program directly with infants and young children of different ages. Students will present developmental family and other case information and then formulate a comprehensive treatment plan to address family concerns.
    Pre-requisites: IECD-573 
    Delivery Method: Online
    Grading Default: Letter
  

  • IECD-575 Consultation and Supervision

    4 semester credits
    This course prepares students to provide effective consultation and supervision to a range of professionals, coming from different disciplines, working with children, adolescents, and families to improve their development, functional emotional capacities, and overall mental health. Credits for this course include providing consultation and supervision to other professionals starting this program or training in infancy and early childhood.
    Pre-requisites: IECD-580 
    Delivery Method: Online
    Grading Default: Letter
  

  • IECD-576 Observing Babies I

    4 semester credits
    This class will identify how we observe and assess babies. What are the critical areas that we want to focus on when we observe parent-infant interactions? How do we initiate observations of infants? How do we learn about the infant’s inner world? What are the components of the mother-observer relationship?
    Pre-requisites: IECD-521 
    Delivery Method: Online
    Grading Default: Letter
  

  • IECD-577 Observing Babies II

    4 semester credits
    In this class students will discuss their observations of parent-infant interactions. Students will be observing a parent-child interaction and will discuss their observations in group discussions.
    Pre-requisites: IECD-576 
    Delivery Method: Online
    Grading Default: Letter
  

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

    4 semester credits
    This course will provide a broad-based foundation that yields expertise in support of newborns and young infants with health care needs, developmental disabilities and those who are at risk for relationship disturbances. Using the BABIES and PreSTEPS Model, the course will focus on evidence based approaches to assessment and intervention for an infant’s Body Function, Arousal and Sleep, Body Movement, Interaction with Others, Eating, and Soothing. Support for families will focus on the evidence based best practices of Predictability and continuity, Sleep and arousal organization; Timing and pacing, Environmental modifications, Positioning and handling and Self-soothing supports. The course will include in-depth application of the Newborn and Young Infant IFSP, BABIES, PREsteps, and systems-building information through manualized information, case studies and guided application to the student’s own case load.
    Pre-requisites: IECD-577 
    Delivery Method: Online
    Grading Default: Letter
  

  • IECD-579 Advanced Brain Development During Infancy

    4 semester credits
    This is a special topics course on brain development during the first two years of life. The course is designed for students who have specific interests in typical and atypical brain development. This course will focus on current research in the areas from basic structural neurological systems of development, epigenetics (gene environment interaction), temperament, emotional self-regulation, maternal attunement, theory of mind, empathy, joint attention and the development of early symbolic thinking.
    Pre-requisites: IECD-568 
    Delivery Method: Online
    Grading Default: Letter
  

  • IECD-580 Theory and Practice of DIR/Floortime

    4 semester credits
    This course provides an initial opportunity for students to learn about and apply the theoretical concepts of the DIR/Floortime model, and demonstrate increased competencies as a professional working with this model in clinical or educational settings.
    Pre-requisites: IECD-520 
    Delivery Method: Online
    Grading Default: Letter
  

  • IECD-584 Development of Perception/Action and the Self-organizing Nature of Dynamic Systems

    4 semester credits
    This course reviews basic research and pivotal theoretical papers in the areas of Affordance Theory and Dynamic Systems Theory. The information and ideas are examined with reference to widely accepted earlier theories. Their relative power to explain and guide therapeutic reasoning with children and families is explored. The class is conducted as a graduate seminar with discussion by participants being central to the learning process.
    Pre-requisites: IECD-528 
    Delivery Method: Online
    Grading Default: Letter
  

  • IECD-585 Advanced Research Practice

    4 semester credits
    This course offers students the opportunity to develop real-life research skills in infancy and early childhood mental health and developmental disorders. It includes student presentations and discussions to help students organize research ideas and projects leading towards their dissertations.
    Pre-requisites: IECD-535 
    Delivery Method: Online
    Grading Default: Letter
  

  • IECD-586 Advanced Qualitative Research

    4 semester credits
    This course in qualitative research will provide the student with an opportunity to continue work in qualitative analysis obtained from IECD 539. This course is designed to help students who want to develop qualitative designs for their dissertation research.
    Pre-requisites: IECD-539 
    Delivery Method: Online
    Grading Default: Letter
  

  • IECD-587 Introduction to Secondary Data Analysis

    4 semester credits
    This course will introduce students to the practice of secondary data analysis, an approach to research using previously collected data to answer research questions beyond those for which the data was originally collected. Students will identify multiple sources of publicly available data (online and via request), propose research questions, and use statistical techniques such as multiple regression, ANOVA, and non-parametric procedures to test hypotheses arising from these research questions. Students will need access to SPSS or other data analysis tool of their choosing, such as R, SAS, or Excel. Some additional instruction in statistical methods will be provided, as well as support in using SPSS or Excel. Evaluation will consist of presentations by students.
    Pre-requisites: IECD-536 
    Delivery Method: Online
    Grading Default: Letter
  

  • IECD-588 Introduction to Program Development and Evaluation

    4 semester credits
    Provision of early intervention (EI), infant mental health (IMH), and related services in community mental health, medical, educational and other settings involves the coordination of multiple service providers, representing multiple disciplines, serving children and families with diverse strengths, challenges, and needs. These EI and IMH professionals and paraprofessionals are engaged in interventions and educational programs both unique to each discipline and overlapping one or more other disciplines. To best serve each child and family it is essential that institutions, both public and private, profit and nonprofit, can articulate the theory behind the programs they provide and how program effects interact, and can assess the efficacy and effectiveness of these programs. To do this successfully, evaluators must have training in research methods and statistics, as well as an appreciation for the political and social context of the setting in which the evaluation is to be performed. Whether students find themselves in the position of directing and managing program development and evaluation, participating in evaluation processes, or primarily being consumers of evaluation results, this course will provide the framework needed to engage in these activities. Topics to be included are: program theory, stakeholder concerns, program development and evaluation implementation, measurement, data collection techniques, dissemination of evaluation results, and policy implications. No prior statistical knowledge, beyond that of the educated consumer is required for this introductory course.
    Delivery Method: Online
    Grading Default: Letter
  

  • IECD-589 Specialization Area

    4 semester credits
    Individual students and/or faculty define this area. It can be used to acquire new knowledge or to deepen existing knowledge in a specific area in which students expect to build or advance professional careers.
    Delivery Method: Online
    Grading Default: Letter
  

  • IECD-590 Independent Study

    4 semester credits
    Faculty may propose and develop a new elective area of study on a trial basis or students may propose an independent study contract in subject areas or sub-areas not encompassed by another course.
    Delivery Method: Online
    Grading Default: Letter
  

  • IECD-734 Dissertation Research

    2 semester credits
    This course represents student engagement in the dissertation process from concept to the final dissertation as planned with and evaluated by the chairperson. This course cannot be substituted for elective course requirements.
    Pre-requisites: IECD-537  or, if on older teach-out curriculum: IECD-309 and IECD-509.
    Delivery Method: Online
    Grading Default: Credit/No Credit Only
  

  • IECD-794 Dissertation in Progress

    0 semester credits
    This course signifies the student has begun work on the dissertation, including an approved concept paper and full committee membership.
    Delivery Method: Online
    Grading Default: Credit/No Credit Only
  

  • IECD-795 Final Oral Review of Dissertation

    9 semester credits
    The second part of the dissertation process involves conducting all the activities described in the approved proposal, writing a preliminary final report with the results of the activities, and preparing a presentation to be shared with the Dissertation Committee and other students of the School. The dissertation chair is available to guide the student during this process, review the preliminary final report as well as the draft of the presentation, and give feedback on these products before presenting it to the Dissertation Committee and other students. Credits for this part are obtained once the student has successfully orally presented the dissertation.
    Pre-requisites: IECD-PA
    Delivery Method: In person/Blended
    Grading Default: Credit/No Credit Only
  

  • IECD-799 Dissertation Completion

    4 semester credits
    The final part of the dissertation process requires that the student satisfactorily answer all the questions raised by the Dissertation Committee at the Final Oral Review, and presents a final version to the Dissertation Committee for its approval. Credits for dissertation completion are obtained once the Dissertation Committee approves the final dissertation and the final version has been submitted to Fielding for proofreading.
    Pre-requisites: IECD-795 
    Delivery Method: Online
    Grading Default: Credit/No Credit Only

Media Psychology
  

  • MSC-551 Introduction to Media Psychology

    4 semester credits
    Media Psychology has emerged as a significant field of study as individuals and society at large grapple with the proliferation of media and communication technologies. Media psychology applies psychological theory to understanding the way this new media landscape impacts the use, experience, and production of media technologies across all economic sectors. This understanding is relevant to applications and careers in telecommunications, education, entertainment, public policy, law, politics, advertising, healthcare, and education. This course is an overview of the emerging field of media psychology. We will discuss the implications for research and practice of how we define the field. We will analyze the impact of mediated communication on content and message perception, drawing on developmental psychology, sensory and cognitive psychology, systems theory, positive psychology, and motivation and learning theories. We will evaluate the psychological implications of traditional and emerging technologies as users and content-producers. Students will develop an understanding of how media affects individuals and cultures and how media can be used for socially constructive purposes. We will consider how media research is interpreted and presented to the public, how social media has redefined the way people, businesses, and groups connect, how media technologies can facilitate learning, and the societal implications of continuing technological change.
    Delivery Method: Online
    Grading Default: Letter
  

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

    4 semester credits
    We use a global perspective in this course to explore ways in which global broadcast and narrowcast media make an impact in society, and how these media are harnessed to actively promote the advancement of social concerns. We assess the use and misuse of traditional media (radio and television), the classical entertainment media (film, theatre, art and music) and the “new” media (internet, social networks, blogs, virtual worlds, and cell phone technologies) in reaching their desired audiences and convincing them of anything. We explore the techniques of social marketing –adapted from advertising – for influencing attitudes and behavior. Students investigate media reach and the new forms of digital divides, and then explore media for social activism, including psychological concepts of empathy, altruism, persuasion and influence, all central to the theory and practice of social marketing. Readings emphasize the analysis of social campaign case studies, preparing students for a final project that combines media and psychology to advance a local or global social cause meaningful to them personally. Other class assignments emphasize active asynchronous discussion, short written work practicing a variety of media styles, and a team project to gain experience in the dispersed teamwork typical of global media campaigns.
    Delivery Method: Online
    Grading Default: Letter
  

  • MSC-553 Story Psychology: Changing Minds through Narrative

    4 semester credits
    This course addresses the importance of storytelling in Western civilization, culminating in narrative formats used in text, television, film, digital media, and social media. Study the psychology behind how stories originate, evolve, and impact individuals and our media culture. Explore a broad range of narratives and narrative styles and their relationships with personal and social development. Instruction emphasizes conventions of mythology and storytelling as well as literary and cultural issues, the role of media and modes of transmission, and the relationships between narratives and social change. The class will apply established narrative theory in novel ways to better understand modern media, and will include the creation of an original independent digital narrative.
    Delivery Method: Online
    Grading Default: Letter
  

  • MSC-554 Foundations of Research

    4 semester credits
    The goals of research include observing, understanding, generalizing, testing, predicting, and validating. This course examines how scientists experience, describe, understand, and explain the world. The focus will be on the different approaches to asking questions in media psychology research and the connection of research to practice. Students will learn about procedures for investigating specific research questions, become familiar with qualitative and quantitative approaches to research, and learn the ethical and legal standards related to research with human participants. Students will be introduced to the ease with which data can be analyzed using software such as SPSS. Although this is not a course in statistics, students will gain an understanding about the concepts underlying common statistical procedures. The link between research and analysis of data will be illustrated with examples from published studies in scientific literature. Ultimately, students completing this course will become skilled at critically reading and evaluating research.
    Delivery Method: Online
    Grading Default: Letter
  

  • MSC-555 Positive Psychology and the Social Entrepreneur

    4 semester credits
    What character traits, emotions, and personal virtues contribute to human fulfillment and happiness? How can media serve to promote the development of these qualities at the individual, group, and organizational level? Throughout this course, students will explore the scientific discipline known as positive psychology as it relates to media consumption and development. Positive psychology is an emerging field of psychology that transcends the clinical disease model and serves to examine the source and nature of human strengths. Students will gain an understanding of the symbiotic and interdependent relationship between pro-social media and human traits such as optimism, resilience, creativity and compassion.
    Delivery Method: Online
    Grading Default: Letter
  

  • MSC-557 Media and Political Psychology: Propaganda & Persuasion

    4 semester credits
    For decades, media has been relied upon to call attention to policy conflicts and to identify likely alternatives available to those seeking a resolution. In short-to define the public agenda. Interactive multimedia, blogs, social networks, virtual worlds, and other innovations are changing public discourse and those who shape it. Yet a major question remains unanswered: how do voters and consumers actually process information? What is the connection between political technique, political conviction and appeal to the heart and to the mind? This course focuses on political and advocacy psychology, and what happens when reason and emotion collide. What determines how people vote? How does one side in the political debate claim the political narrative? Why do people choose to support one cause over another? In any media, those who create advocacy and political messages seek to shape a narrative, to tell a convincing story that makes events come alive. Upon completion of this course, students will understand the application of Agenda Setting Theory to traditional print and television, and to newer Internet based media. We will explore and assess the link between media, message, and the political mind.
    Delivery Method: Online
    Grading Default: Letter
  

  • MSC-558 Cognitive Psychology and the Display of Information

    4 semester credits
    For almost two generations, content creators have repeated Marshall McLuhan’s “law” as if it were a mantra. “The Medium is the Message (or Massage)” became the guiding principle of film and television producers, music distributors and all manner of content creators. One after another they pronounced themselves platform agnostics. They were not only hoping that convergence was real, they were betting on it. The idea was simple: whatever was created could readily move from one medium to another, generating revenue along the way. Initially things looked good. Film moved to DVD to cable to television and to the small screen on the airplane seat back. The content creator was in control. Content was king. Things looked good - until they didn’t. Convergence assumes that the cross-device user experience is the same, or at least similar. While it doesn’t take a psychologist to explain that viewing Lawrence of Arabia on a PDA is different than in its original cinemascope format, this difference is where the cognitive action lies. Increasingly, content creators need to consider both their target delivery device and the principles of cognitive psychology driving the user experience. This course explains the impact of cognitive psychology on devices, visual display, and content design.
    Delivery Method: Online
    Grading Default: Letter
  

  • MSC-560 The Psychology of Social Media Strategy

    4 semester credits
    This course examines how the Internet and social technologies have reshaped society by transforming information distribution and human connection. The traditional one-to-many communications model is now a many-to-many social web. We live in a networked and participatory culture, where the lines are blurring among technologies and the traditionally distinct roles of producers, distributors, and consumers. We access and distribute information and interact with others unconstrained by time, culture, and geography. We will study how the new media landscape is adjusting our assumptions about how we relate to others, how we engage and participate socially, politically, and commercially. This course examines social media and emerging technologies and applications by integrating psychological theory with practice. We will draw primarily from social psychology in the areas of social cognition, attitudes and persuasion, social construction of meaning, collaboration and group interaction, and the social implications of self-efficacy and agency. Students will gain an understanding of the psychological shifts that are driving trends such as social entrepreneurship, transmedia narratives, and collaborative culture. We will also discuss the properties of networks and systems that are fundamental to social media applications. Drawing on readings and case studies, we will establish a theoretical foundation for effectively using social media applications in business, education, politics, social relationships, and to effect positive social change. We will discuss how different tools, technologies, and platforms support or hinder human goals and what the technology du jour implies about social and individual behavior and expectations.
    Delivery Method: Online
    Grading Default: Letter
  

  • MSC-562 Innovation, Learning and Online Education

    4 semester credits
    This course focuses on an integrated study of human development with implications for educational psychology. It aims at familiarizing students with major theories of human development with particular emphasis on learning using innovative and digital environment. The interrelationship among motivation, learning, and educational factors that influence human development will be examined. Anytime, anywhere - this characterizes the technology-based culture today. Harnessing the positive energy of new technologies and digital environments to create effective pedagogies can assist in developing an educational atmosphere that is supportive to creativity, interaction, and learning. Students will have a chance to explore using new technologies and digital educational environment for social change. By the class conclusion the students will be able to create an online learning environment.
    Delivery Method: Online
    Grading Default: Letter
  

  • MSC-563 Augmented Reality and Immersive Technology

    4 semester credits
    Every new medium introduces new forms of narrative. Immersive media (IM), augmented reality (AR), mobile advocacy, and more, create tremendous media disruption - and tremendous opportunity. Internet 1.0 (1994 - 2000) was all about the great disruption of a hyperlinked world, which was quickly watered down to “online shopping”. Internet 2.0 (2004 - 2009) was the decade it took to figure out what to do with a networked, rich web app, social media world. The advent (2009…) of IM, and particularly AR, is where broadband enabled mobile technology makes the Internet inescapable offering pitfall and promise. As we rapidly move toward a future where wireless is embedded in everything around us, these media innovations, combined with the modern tablets and smart phones, empower the user with extraordinary capabilities. In theory, almost anyone can know almost anything almost anywhere. This increased transparency leads to reduced privacy, timely access to information leads to constant access to entertainment and we can trust product marketers to use and abuse the medium. Can these developments be used to increase the cognitive understanding of social concerns? Can location based information (GIS) and spatial psychology be used to increase our cognitive understanding of physical place? What is the social impact of real time data delivery? This course recasts Marshal McLuhan’s famous axiom where the device becomes the message. Modern devices combined with a layer of real time information accessed through immersive media and augmented reality, addresses the demand for media strategists rather than technologists. This seminar, draws on the foundations of psychology that lead to effective data visualization, application design, increased human understanding and most importantly mobile advocacy. This revolution will not be televised.
    Delivery Method: Online
    Grading Default: Letter
  

  • MSC-564 Argumentation: The Art of Critical Writing

    4 semester credits
    Bernays, Churchill, King, Lincoln, and Paine were some of the most effective and articulate communicators in our history. They understood the power of the pen as well as the importance of argumentation and persuasion. The art of critical writing is a foundational tool in navigating social issues and change. Students in this course investigate various writers and their respective arguments as they relate to the change promoted. During the first half of the course, students learn the foundational aspects of argumentation and critical writing by interacting with various historical documents. The second half of the class includes discussions of Bernays, Twain, and Zarefsky-as well as crafting arguments for a cause or action using the tools of rhetoric.
    Delivery Method: Online
    Grading Default: Letter
  

  • MSC-566 Brand Psychology and Social Storytelling

    4 semester credits
    This course combines the psychology of branding and storytelling with the power of social participation and distribution to engage customers and promote brands across media technology platforms. Creating and applying storytelling to messaging today means orchestrating across multiple platforms and designing for social participation and brand-story coherence. It demands the integration of multiple elements: understanding the media environment, narrative structure, consumer behavior, brand psychology, technology attributes, audience targeting, and process management and evaluation. Storytelling is not new, but the new media environment creates a new approach to building stories and storyworlds for brands and organizations that creates an immersive experience. Social storytelling is not repurposing a message for multiple media channels. It is an additive, 360-degree approach to branding driven by story and user participation. Transmedia storytelling is the structural approach behind successful entertainment franchises, like Game of Thrones and Mad Men, and brand campaigns, such as Intel’s Inside Films and TOMS Shoes, that built story around social participation. This has become the standard in branding and marketing because it increases profitability, longevity and customer engagement, making a more robust, integrative and vibrant marketing campaign that extends reach in an increasingly fractured marketplace.
    Delivery Method: Online
    Grading Default: Letter
  

  • MSC-567 The Psychology of Neuromarketing

    4 semester credits
    This course examines an emerging field investigating the direct effect of advertising, media and consumer products or services on the brains of consumers. Traditional self-reports and observation-based research methods have often failed to provide a credible interpretation of the cognitive, affective and instinctive processes that influence consumer responses to multiple forms of stimuli. The widespread availability of neuroimaging technologies has allowed neuromarketing researchers to unveil new insights on how messaging or decision-making works in the brain. This fresh knowledge has radically transformed our scientific understanding of the modern consumer. This course provides an understanding of new psychological constructs as well as new modalities that are used to assess, understand and predict the effect of advertisements, media, corporate messages, public service announcements and many more stimuli on the brain. Student will also learn which aspects of the nervous system they need to understand to grasp the possibilities and limits of neuromarketing methods. This course is designed to make students not only better educated on neuromarketing but to help them hire neuromarketing vendors or even lead a neuromarketing project. Anyone working in media, advertising, branding, PR or communication will gain from knowing about this revolutionary approach to the psychology of consumer behavior.
    Pre-requisites: MSC-569 
    Delivery Method: Online
    Grading Default: Letter
  

  • MSC-568 Audience Engagement

    4 semester credits
    We live in a world where attention is the scare resource. Audiences, users and consumers have high expectations thanks to real time data, 24/7 connectivity and social technologies. It is essential to identify and understand the audience to be able to create satisfying and engaging user messages, services, and products as well as to use resources wisely. This course examines the psychology of the user through persona development to find and engage your audience. The goal of the course is to identify and construct targeted audience profiles by developing personas. Personas will be created based on psychological theory, looking at the role of personality, motivation, needs, and perception in audience engagement. Students will then test their personas using a qualitative research approach with online data. Persona development drives effective communication and content development, organizational coherence and supports a wide range of applications, including user experience, marketing strategy, fundraising, design and recruitment.
    Pre-requisites: MSC-566 
    Delivery Method: Online
    Grading Default: Letter
  

  • MSC-569 Introduction to Consumer Neuroscience

    4 semester credits
    This course provides a comprehensive introduction to the fast growing field of consumer neurosciences. The course is designed to allow professionals of varied backgrounds to learn and apply persuasion theories based on ground-breaking brain discoveries. Traditional consumer research (surveys and focus groups) have often failed to provide a credible interpretation of the cognitive, affective and instinctive processes that influence consumer responses to multiple forms of advertising and media stimuli. The course first discusses the pros and cons of popular theoretical frameworks that have been used for decades to explain and predict the effect of advertising. Then, students will learn how new research modalities like eye tracking, EEG, GSR (skin conductance) and fMRI are used to produce neuroinsights that can help solve critical marketing, social advocacy, advertising communication, and public campaigns. More importantly, students will learn ways to improve the persuasive effect of any campaign they may create or support in the course of their professional career.
    Delivery Method: Online
    Grading Default: Letter
  

  • MSC-601 Media Psychology Capstone Project

    4 semester credits
    The Capstone course is the culmination of the work in the MSC program. The purpose is for the student to demonstrate the synthesis of the knowledge gained from the program and present that achievement in a way that reflects their proficiency in applying concepts in a personally and social relevant way. Different professional and academic settings are increasingly using digital or electronic communications in both practical and pedagogical applications. This trend impacts administrative and learning functions as well as commercial and professional opportunities. Central to this process becomes how an individual presents him or herself digitally and how that presentation is received. Historically, individuals have created their identities in many ways through representations of self. The proliferation of media, information access, and the pressure to conserve resources imply that digital identities will play an increasingly important role in social and business applications. The increasingly porous boundaries between media platforms and tools require that our presentation of personal and professional selves must be increasingly integrated and authentic. The capstone examines the psychological components of digital identity across multiple media applications in the context of presenting the accumulation of knowledge from the MSC program. The results will be a digital portfolio representative of a student’s professional identity and pro-social goals. During the course of the capstone project, the student will assemble their works while examining identity relative to digital presence. These include agency, reflected self, presence, authenticity, narrative, constructed self, fantasy, social modeling, and collected experiences across time that serve witness to personal evolution by studying the theoretical works that articulate these considerations. Each student will develop a capstone project that illustrates the development of their thought and evaluation of self in their individual work
    Pre-requisites: Students should register for Capstone in their last term.
    Delivery Method: Online
    Grading Default: Letter

Neuropsychology
  

  • NEPSY-825 Neuroanatomy and Brain-Behavior Relationships

    4 semester credits
    The structure and function of the peripheral, autonomic and central nervous systems with emphasis upon the brain regions critical for neuropsychological functioning from the brain stem, cerebellum, thalamus, hypothalamus, limbic system, basal ganglia and the cerebral cortex. A broad range of topics, such as the cortical organization of language, perception, and action; hemispheric specialization; the frontal lobes; cognitive development and aging, will be discussed.
    Delivery Method: In person
    Grading Default: Letter
  

  • NEPSY-826 Neuropsychological Disorders

    4 semester credits
    The major disorders and syndromes associated with injury to the brain including language disorders (aphasia), perceptual disorders (agnosia), movement disorders (apraxia), memory disorders (amnesias), spatial disorders, emotional and personality disorders and disorders of executive functions. Emphasis will be placed upon a functional systems approach focusing upon the role of different brain regions in the production and breakdown of these behaviors.
    Delivery Method: In person
    Grading Default: Letter
  

  • NEPSY-827 Methods and Principles of Neuropsychological Assessment

    4 semester credits
    Covers the components and methods of performing a comprehensive neuropsychological evaluation including the clinical interview and history, behavioral observations and mental status, and the administration and interpretation of a wide range of neuropsychological and personality tests and measures. A dynamic, flexible approach to case assessment and interpretation emphasizes the role of individual age, education, handedness, language, culture, gender, etiology, neurodiagnostic findings, and several other factors impacting the neuropsychological performance.
    Delivery Method: In person
    Grading Default: Letter
  

  • NEPSY-830 Neuropsychological Assessment of Neurological Disorders

    4 semester credits
    The review will include dementias, cerebrovascular diseases, traumatic brain injury, seizures, viral/bacterial encephalopathies, neoplasms, movement disorders, and other disorders.
    Delivery Method: In person
    Grading Default: Letter
  

  • NEPSY-831 Neuropsychological Assessment of Psychiatric Disorders

    4 semester credits
    The review will include schizophrenia, affective disorders, obsessive-compulsive disorder, Tourette’s syndrome, and other disorders.
    Delivery Method: In person
    Grading Default: Letter
  

  • NEPSY-832 Neuropsychological Assessment of Developmental Disorders

    4 semester credits
    The review will include language-based learning disabilities, nonverbal learning disabilities, attention deficit (hyperactivity) disorder, autism, and other disorders.
    Delivery Method: In person
    Grading Default: Letter
  

  • NEPSY-836 Final Professional Evaluation

    0 semester credits
    The Final Professional Evaluation assesses skills in intervention and assessment at the postdoctoral level. The evaluation takes place after completion of all course work and of the majority of the clinical practicum experience. You submit a written, comprehensive case study and do a final oral presentation to your faculty as your final professional evaluation. It is reviewed by two faculty examiners.
    Delivery Method: In person
    Grading Default: Credit/No Credit Only
  

  • NEPSY-889 Clinical Case Conference Continuance

    0 semester credits
    This zero credit course is used to show the student is continuing with the process of accruing clinical case conference and/or practica experience hours in their third year.
    Delivery Method: In person
    Grading Default: Credit/No Credit Only
  

  • NEPSY-892 Clinical Case Conference

    5 semester credits
    Your 200-hour case conferencing requirement is typically obtained in a group format. You are required to present at least one full case workup two times each year.
    Delivery Method: In person
    Grading Default: Credit/No Credit Only
  

  • NEPSY-893 Clinical Experience

    25 semester credits
    One thousand hours of self-guided clinical experience involving neuropsychological testing and report writing with a minimum of fifty cases is completed and recorded by the end of the program. This experience is typically found on-the-job.
    Delivery Method: In person/Blended
    Grading Default: Credit/No Credit Only

Organizational Development and Leadership
  

  • ODL-600 Online Learning Orientation

    0 semester credits
    Designed to introduce students to the online environment and practices in Fielding’s ODL program, this online seminar takes place prior to the beginning of the first academic trimester. Students will learn to use Fielding’s website and software to navigate, post and complete initial assignments. Students will meet online and begin building community with their entering cohort and receive course introductions in preparation for beginning the academic term. Faculty and staff participate in facilitating dialogue and increasing online skills as the seminar progresses. Certificate, ODL ~ self-directed and ODL ~ OSR Cohort students participate in the orientation for four days.
    Delivery Method: Online
    Grading Default: Credit/No Credit Only
  

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

    4 semester credits
    This course explores the complexities of “wicked problems”-problems with no clear solution and no agreed-upon formula for arriving at any solution. It examines the impact of high levels of social complexity-interested people from different professions; from different organizations; and, perhaps, from different parts of the world. Additionally it addresses the complications of emerging trends-in technology, society, the economy, and so on-that are beyond an individual’s control. Students will identify a wicked problem in their own experience and plan ways to navigate through it.
    Pre-requisites: ODL-669 , ODL-670  or ODL-671 
    Delivery Method: Online
    Grading Default: Letter
  

  • ODL-605 Managing Change and Resistance

    4 semester credits
    This course assesses the risks of organizational change. It develops an approach to plan and manage change that minimizes resistance–with full engagement from those impacted by the change. It addresses specific sources of resistance that remain, and demonstrates how to surface the resistance in a form that is visible, non-toxic, and actionable. Students will examine a change effort from their own experience and map out a step-by-step plan to frame it, implement it and assess its impact.
    Pre-requisites: ODL-669 , ODL-670  or ODL-671 .
    Delivery Method: Online
    Grading Default: Letter
  

  • ODL-606 Global and Intercultural Strategies and Skills

    4 semester credits
    Examines the trends in globalization, including virtual work teams, mergers and acquisitions, and the effect of emerging digital technology and its impacts on global relations. Focuses on the importance of culture in organizations and its impact on organizational performance. Explores diversity as a challenge and an opportunity at the individual, group and organizational level. Students learn to understand how distance affects the dialogic process in cross cultural, virtual teams.
    Pre-requisites: ODL-669 , ODL-670  or ODL-671  
    Delivery Method: Online
    Grading Default: Letter
  

  • ODL-612 Performance Consulting

    4 semester credits
    Treats improving human performance as an individual, group and system issue. Focuses on linking human endeavor and envisioned business results for the attainment of business goals through performance excellence. Explores the elements of performance assessment – identifying performance issues, barriers, opportunities and needs, providing performance feedback and devising performance strategy. Critically examines performance consulting as a change intervention aimed at the creation of a performance culture. Updates the concepts of performance management, performance measurement and competency development based on changes in management paradigms and new thinking in the fields of OD and Human Resources.
    Pre-requisites: ODL-669 , ODL-670  or ODL-671 
    Delivery Method: Online
    Grading Default: Letter
  

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

    4 semester credits
    This course stresses the practical use of statistics in the collection, organization, analysis, interpretation, and presentation of data. Both descriptive and inferential techniques are covered. In this course, we will: (1) discuss descriptive statistics; (2) cover various aspects of inferential statistics such as hypothesis testing and regression; and (3) relate these tools back to the practical world. The course will also show you how to design and use measures for project and general applications. You won’t become a statistician in this course. Our goal is to develop you into a wise manager and user of statistical data.
    Pre-requisites: ODL-669 , ODL-670  or ODL-671 
    Delivery Method: Online
    Grading Default: Letter
  

  • ODL-614 Sustainability and Organizational Change

    4 semester credits
    The primary focus of this course is to gain understanding of the concept of sustainability, using a systemic mental model, and applied in an organizational leadership context. Students will examine different theories of sustainability, with an emphasis on the larger social, cultural, economic, and environmental realms in which they exist. Case studies and literature from both the United States and abroad will provide international comparisons used to illustrate similarities and differences. Examples of theory as they relate to practice will begin to build a student’s understanding of influences underlying organizational change and aid in building repertoire about sustainability leadership skills, research, and practice.
    Pre-requisites: ODL-669 , ODL-670  or ODL-671 .
    Delivery Method: Online
    Grading Default: Letter
  

  • ODL-615 Ecological Frameworks for Sustainability Practitioners

    4 semester credits
    This course offers a tour of ecological frameworks used by sustainability practitioners, such as The Natural Step (TNS), Ecological Footprint, Cradle to Cradle, Natural Capitalism, Industrial Ecology, and Biomimicry, aimed at practical implementation of sustainability principles in organizations. The primary focus of this course will be to introduce students to several ecological frameworks used by sustainability practitioners, such as The Natural Step (TNS), Ecological Footprint, Cradle to Cradle, Biomimicry, ZERI and others. This course will offer students the opportunity for critical reflection upon the role and application of strategic models and sustainability frameworks for ecological and human design. This course will provide practical knowledge to implementing sustainable principles in organizations.
    Pre-requisites: ODL-669 , ODL-670  or ODL-671 
    Delivery Method: Online
    Grading Default: Letter
  

  • ODL-621 Strategic Leadership for Nonprofits

    4 semester credits
    This course focuses on leadership, strategic planning, board development, and talent management issues facing contemporary nonprofit organizations. The content will include step-by-step processes, forms and resources that will strengthen internal and external relations, cultural competency and advocacy.
    Delivery Method: Online
    Grading Default: Letter
  

  • ODL-622 Evidence Based Management

    4 semester credits
    Evidence based management focuses on outcomes driven by clear program design, evaluation, and marketing. These foundations support fund raising, grant writing, and financial viability that sustain a nonprofit’s competitive advantage.
    Delivery Method: Online
    Grading Default: Letter
  

  • ODL-623 Managing the Coaching Function in an Organization

    4 semester credits
    Students participating in this course will research current literature from a variety of sources, design, and present demonstrations of new knowledge in systemic coaching function structures and concepts in the overlapping space of organizational coaching and Organization Development. Focusing ultimately on the mechanics and methodology of managing the coaching function in organizations, students will consider the practical needs of their organizations’ coaching functions with theory and best practices in the organizational coaching industry This course equates as 34 coach training hours from ICF.
    CCEUs: 34
    Delivery Method: Online
    Grading Default: Letter
  

  • ODL-632A Individual Supervision I

    0 semester credits
    Learners will present a recorded demonstration of a coaching session and debrief with an assigned supervisor. This is an adjunct to the telephone training and is intended to help learners identify learning edges in practice, resolve practice challenges and design development plans for honing their coaching skills. This course equates as 1 coach training hour from ICF.
    CCEUs: 1
    Delivery Method: Online
    Grading Default: Credit/No Credit Only
  

  • ODL-632B Individual Supervision II

    0 semester credits
    Learners will present a recorded demonstration of a coaching session and debrief with an assigned supervisor. This is an adjunct to the telephone training and is intended to help learners identify learning edges in practice, resolve practice challenges and design development plans for honing their coaching skills. This course equates as 2 coach training hours from ICF.
    Pre-requisites: ODL-632A 
    CCEUs: 2
    Delivery Method: Online
    Grading Default: Credit/No Credit Only
 

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