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Academic Catalog 2015-2016 [ARCHIVED CATALOG]
All Courses
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| 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 |
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Education |
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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
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EDU-551 Historical/Social Issues & Trends in Education: Tools for Influencing Change 3 semester credits
This course emphasizes: The historic and social contributions of education on the present and emerging ideas/needs in schools and schooling; understanding the legal and ethical issues associated with special needs students; the recognition of the structures of cultural dominance and the affirmation of the value of many cultures; a foundation and strategies for identifying the knowledge, skills, competencies, and disposition students will need to participate fully in current and future citizenship and leadership including fundamental values, beliefs, and attitudes; and identify and support connecting a variety of fundamental educational strategies with emerging innovations to support student learning, multicultural expression and transformation.
Delivery Method: In person
Grading Default: Letter
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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
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EDU-553 Community, Shared Values & 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
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EDU-554 Understanding Differences: Valuing, Honoring, Supporting & 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
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EDU-555 Human Development and Learning 3 semester credits
This course emphasizes: Understanding human development theory from early childhood through adulthood, including significant transitions/ passages; examining and developing hypothesis about the links between age-appropriate physical development, learning, and other characteristics as they affect learning; recognizing and providing for the diverse needs of special learners; reviewing the essential elements of childhood education including its evolution efforts and the historical, social, and political factors associated with the concepts of child raising, family support, and the many transitions from home to the school to the social and the work world; understanding and appreciating the influence of culture on learning, growth, and development; developing a vision for quality education based on the theoretical foundations and the reality of what is happening in classrooms and districts.
Delivery Method: In person
Grading Default: Letter
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EDU-556 Technology, Communication & 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
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EDU-558 Empowerment: Learning & 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
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EDU-559A Guided Practice/Internship 3 semester credits
The MA-CEL externship offers students the opportunity to apply and develop the educational leadership theory and program conceptual framework presented in the MA-CEL course of study to their professional practice. MA-CEL 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
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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
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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
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EDU-559D Guided Practice/Internship 1 semester credits
The MA-CEL externship offers students the opportunity to apply and develop the educational leadership theory and program conceptual framework presented in the MA-CEL course of study to their professional practice. MA-CEL 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
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EDU-560 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 includes program models and support structures for the language allocation, assessment, and evaluation of student academic performance. Effective leadership guided by a clear vision is critical to the success of a school community. Educators in positions of authority are expected to set goals and exercise leadership in ways that make a measurable, positive difference for students. Growing numbers of K−12 schools are striving to establish educational models and nurture administrative and teacher leadership through collaboration. This is especially true in the case of dual language programs that set high academic standards for students. Research indicates that teachers and administrative leaders can have a profound impact on school climate, culture, and educational outcomes. This course will examine educational leadership research, theories, practice, and application in dual language settings.
Delivery Method: In person
Grading Default: Letter
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EDU-561 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 are Drs. Kenneth S. Goodman, Frank Smith, and Katheryn H. Au. 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: In person
Grading Default: Letter
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EDU-562 Sociocultural Context for Teaching and Learning 4 semester credits
Educating 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 enable students to apply the conceptual framework known as the community funds of knowledge (applying the knowledge and experiences of individuals residing in the students’ homes and communities). As educators involved in helping students develop cross-cultural competencies today’s teachers must understand and value students’ community funds of knowledge in order to successfully integrate this knowledge in the classroom and school setting. Teachers will develop a classroom instructional project that engages students in the application of the community funds of knowledge practices.
Delivery Method: In person
Grading Default: Letter
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EDU-563 Reading and Writing in the Content Areas 4 semester credits
In this course students will engage in the teaching methods for reading and writing in the content areas through the use of narrative and expository texts. Students will learn how to effectively implement a comprehensive literacy assessment approach that includes action steps to link assessment results to day-to-day instruction in classrooms. Through class reading, discussion, and small-group activities, students will gain theoretical knowledge and experience in application, anchored in the study of a school and student profiles as learning scenarios. The students will develop effective teaching strategies for K−12 students who are developing reading and writing competency in their first and second language.
Delivery Method: In person
Grading Default: Letter
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EDU-577 Charter School Program and Petition Design 4 semester credits
This course emphasizes: Utilization of the learning community process; understanding the charter school movement; definition and clarification of commitments to the charter school model; analysis of the systems approach to creating an interconnected organization focused on student achievement; conceptualization of Powerful Teaching and Learning as a foundation for a successful school; evaluation of different types of governance; determination of appropriate constituency and decision making process to achieve the school’s vision; school facility elements; internal and external community relations; school and community interactions.
Delivery Method: In person
Grading Default: Letter
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EDU-578 Organizational Budgeting, Finance, and Resource Allocation 4 semester credits
This course emphasizes: Development of business plans, development of fiscal accountability and reporting systems; key components of successful grant writing; fundraising, community assets, community partners and their relationship to the school’s mission and vision; implications of long term planning as they relate to facilities acquisition; internal human resource development; external support through consultation; understanding the legal aspects of school management including collective bargaining.
Delivery Method: In person
Grading Default: Letter
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EDU-579 Data Driven Decision-Making 4 semester credits
This course emphasizes: Functions and varieties of data; state and district expectations and school-wide goals; data collection that defines growth for measurable pupil outcomes; data analysis; software applications for data analysis; effective allocation of resources based on data; professional development and resource allocation as it relates to measurable pupil outcomes; communication of successes and opportunities to stakeholder audiences, including the sponsoring district, parents, and the charter community; understanding systems and change; knowing how to implement and support research-grounded change; strategies to support students as they develop skills and capacities to become critical, empowered, problem solvers, creators of knowledge, and advocates for proactive social, economic, cultural and political change.
Delivery Method: In person
Grading Default: Letter
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EDU-580 Utilizing Technology to Enhance Learner-Centered Instruction 4 semester credits
This course emphasizes: National Technology Standards for Teachers; National Technology Standards for Students: analysis of national standards and their role in support of powerful teaching and learning; analysis of how technology supports best practices in alignment with current brain research; multiple roles of technology; personal communication and the internet; internet and guided inquiry; distance learning and student achievement; analysis of technology tools for classroom, school, and community applications and presentations.
Delivery Method: In person
Grading Default: Letter
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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
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EDU-600B Capstone Project Specialization/Implementation 2 semester credits
The capstone project will be identified by the student in cooperation with his or her accountability support groups. This project 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 pre-K16 student learning; the creation of new knowledge; * evidence of linking to the standards of the community that will appear in the portfolio as evidence of learning; * the passion of the project designer for this learning and application; * the writing of a 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.
Delivery Method: In person
Grading Default: Letter
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Educational Leadership for Change |
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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.
Delivery Method: Online
Grading Default: Letter
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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
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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.
Delivery Method: Online
Grading Default: Letter
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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
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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
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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.
Delivery Method: Online
Grading Default: Letter
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ELC-747 The Community College 4 semester credits
Study of community colleges as 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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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.
Delivery Method: Online
Grading Default: Letter
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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
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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
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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
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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
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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
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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
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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
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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
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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
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HOD-699 Foundations of Doctoral Study 4 semester credits
New student orientation to the HOD doctoral program is an in-person session between incoming 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. While at orientation, students begin work on their Learning Plan, a blueprint which organizes the student’s graduate studies in relation to Fielding’s requirements and to the student’s academic background, personal experience, and interests. The completed Learning Plan should be submitted for approval within 30 days after the conclusion of the in-person orientation event.
Delivery Method: In person/Blended
Grading Default: Credit/No Credit Only
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HOD-720 Doctoral Competencies Seminar 2 semester credits
Introduces critical thinking and analysis, academic reading and writing, literature searches and reviews, argumentation, and other doctoral competencies.
Delivery Method: Online
Grading Default: Letter
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HOD-722A Epistemology & Cultures of Inquiry 4 semester credits
Introduces you to different ways of conducting inquiry and engaging in practice, along with their respective underlying assumptions about the nature of knowledge, practice and action. It broadly distinguishes among different empirical-analytical and interpretive approaches to inquiry, as well as different traditions of practice. You will consider level at which practice is directed (for example, personal, interpersonal, family, group, organizational, community, societal, global) as well as the relationship between practitioner and client (ranging from expert to facilitator). In HOD-722A, you will develop and demonstrate competence in evaluating exemplars of many of these different approaches. HOD-722A will introduce the importance of research ethics, as well as alternative traditions of ethics.
Delivery Method: Online
Grading Default: Letter
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HOD-722B Research Methods & Methodology 8 semester credits
You will develop and demonstrate your understanding of the ways in which different research methods and designs are linked to the different empirical-analytical and interpretive approaches introduced in HOD-722A . You will demonstrate your understanding of how action-oriented approaches can be used in both empirical and interpretive research. You will work with your assessor to design an assessment that demonstrates your understanding of these multiple methods, and your competencies in their design. HOD-722B will include one or more detailed research proposals that demonstrate your ability in research methods and designs. You will consider the issues of accountability in social research and the formal requirements of Fielding’s Institutional Review Board (IRB) for all of your research proposals. While you will not carry out your proposal, it should demonstrate your understanding of these different methods.
Pre-requisites: HOD-722A
Delivery Method: Online
Grading Default: Letter
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HOD-722C Dissertation Pilot Study 4 semester credits
The pilot study is designed as a test of the data collection and analysis methods of the dissertation study. The purpose is to try out the research design, process, and the preliminary analysis in advance of full dissertation research. By testing things out, you can anticipate and overcome various pitfalls of data collection and analysis related to whatever research methodologies and methods are being used in your inquiry. Whether one is using a survey questionnaire, gathering data through interviewing, examining documentary evidence in published texts, or applying any other data collection method, it is essential to do a limited test in advance.
Pre-requisites: HOD-722A , HOD-722B
Delivery Method: Online
Grading Default: Letter
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HOD-723 Foundations of Human Development 4 semester credits
Examines theories of human development, including humanistic, cognitive, and critical theories.
Delivery Method: Online
Grading Default: Letter
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HOD-724 Foundations of Organization Studies 4 semester credits
Analyzes classical and contemporary theories of organization from multiple traditions, countries, and paradigms.
Delivery Method: Online
Grading Default: Letter
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HOD-725 Portfolio Review 4 semester credits
The Portfolio Review is designed to support the student by asking students to self-assess their progress in the program and having the mentor and a second faculty reader review the students’ work in both a formative and summative way, provide specific critique and feedback on the Portfolio Review Essay, and assess the students’ doctoral competencies and progress.
Pre-requisites: HOD-699 , HOD-722A , and 20 additional Knowledge Area (KA) credits.
Delivery Method: Online
Grading Default: Credit/No Credit Only
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HOD-726 Foundations of Social and Ecological Justice 4 semester credits
Develops an understanding of how social, economic, and ecological justice is defined and manifested in various societies. Students will analyze these concepts and consider actions that promote more just societies.
Delivery Method: Online
Grading Default: Letter
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HOD-727 Foundations of Systems, Society, Culture, & Community 4 semester credits
Focuses on macro-level inquiry by studying diverse intellectual traditions in order to understand, critique, and employ pertinent social theories in research, practice, and scholarly writing.
Delivery Method: Online
Grading Default: Letter
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HOD-728 Praxis I 4 semester credits
Explores the integration of scholarship and practice. The seminar analyzes diverse ethical traditions, practices, and dilemmas of activist scholarship.
Delivery Method: Online
Grading Default: Letter
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HOD-729 Praxis II 6 semester credits
Applies the integration of in-depth scholarship and practice relevant to the student’s interests, degree (HD or HOS), and dissertation. Praxis II may include a change project.
Pre-requisites: HOD-728
Delivery Method: Online
Grading Default: Letter
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HOD-733 Comprehensive Assessment Essay 6 semester credits
The comprehensive assessment demonstrates a student’s readiness to begin the dissertation and includes a critical analysis of academic literature in one or more areas. Students demonstrate their ability to read, comprehend, summarize, and critique scholarly work. The comprehensive essay must be completed before the dissertation proposal is approved.
Pre-requisites: HOD-722A , HOD-722B , HOD-725 , 40 additional completed Knowledge Area (KA) Credits
Delivery Method: Online
Grading Default: Credit/No Credit Only
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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-specific or advanced specialized elective knowledge areas.
Delivery Method: Online
Grading Default: Credit/No Credit Only
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HOD-735 Final Oral Review/Dissertation 0 semester credits
Signifies completion of the public defense of the dissertation.
Pre-requisites: Dissertation Proposal Approval
Delivery Method: In person/Blended
Grading Default: Credit/No Credit Only
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HOD-736HD HD Dissertation Seminar 6 semester credits
Required of all HD doctoral students to ensure that they have the skills for doctoral work. Seminar groups provide peer support for concept design, dissertation development, and the dissertation process.
Delivery Method: Online
Grading Default: Letter
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HOD-737OS OS Dissertation Seminar 6 semester credits
Required of all HOS doctoral students to ensure that they have the skills for doctoral work. Seminar groups provide peer support for concept design, dissertation development, and the dissertation process.
Delivery Method: Online
Grading Default: Letter
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HOD-738 Dissertation in Progress 0 semester credits
Completion of this course signifies the student has a full dissertation committee and is working on their dissertation proposal.
Delivery Method: Online
Grading Default: Credit/No Credit Only
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HOD-739 Dissertation Completion 18 semester credits
Completion of this course signifies the full dissertation com Completion of this course signifies the full dissertation committee has reviewed the final draft of the dissertation and has indicated it is ready to be proofread and prepared for binding.
Pre-requisites: Dissertation Proposal Approval
Delivery Method: Online
Grading Default: Credit/No Credit Only
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HOD-740 Human Learning & Motivation 6 semester credits
This area surveys the field of human behavior with emphasis on needs, expectations, learning, motivation, and communication. The focus is upon common human experience in the cognitive and affective realms, and on the nature of factors that influence physical, sexual, social, esthetic, and moral actions and interactions. Adult learning theory is of major importance to this area.
Delivery Method: Online
Grading Default: Letter
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HOD-741 Personality Theory 6 semester credits
In this area, students examine major theorists and schools of thought from a social and interactional perspective. Particular attention is given to individual development and the study of selected theories oriented toward personal change and lifespan development. Also of interest are the more traditional perspectives seen in the psychoanalytic, neoanalytic, behavioral, and humanistic theories in the field.
Delivery Method: Online
Grading Default: Letter
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HOD-742 Family, Community & Human Services 6 semester credits
Major components of various human services provided in the community for family, schools, marriage, work institutions, and spiritual development are surveyed in this study area. The delivery of human services as carried out through these institutions is discussed, and various systems needed to provide supportive and facilitating functions are reviewed. A central objective of the study area is to provide knowledge and skills around the design, creation, and management of such requisite systems.
Delivery Method: Online
Grading Default: Letter
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HOD-743 Advanced Human Development 6 semester credits
This area 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.
Delivery Method: Online
Grading Default: Letter
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HOD-744 Advanced Organization Studies 6 semester credits
Reviews, analyzes, and synthesizes theoretical and applied approaches to organizational theory, practice, and ethics. Students explore conceptual frameworks for organizational dynamics based on historical perspective and empirical findings, theories and paradigms, problem-solving, and personal engagement.
Delivery Method: Online
Grading Default: Letter
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HOD-745 Social Psychology 6 semester credits
This area includes knowledge about social structures and behavior within the group, the family, and the organization. Factors associated with group dynamics and small group theory, attribution theory, attitude development, social influence, helping behavior, feminist and minority issues, negotiation and problem solving, power and leadership, and organizational dynamics are explored from a social-psychological perspective. This area also involves knowledge of the socialization process, role behavior, social interaction, social movements, and collective behavior.
Delivery Method: Online
Grading Default: Letter
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HOD-746 Management & Leadership 6 semester credits
This area includes a review and comparison of historical and contemporary literature on management and leadership. In addition to contemporary theories, many of the concepts found in the practice of organization development are dealt with in this course.
Delivery Method: Online
Grading Default: Letter
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HOD-747 Organizational Change & Development 6 semester credits
Various theoretical approaches to viewing organizations are studied. These include the open systems model, principals of organizational behavior, community planning, constituency development, organizational change concepts, and the renewal process.
Delivery Method: Online
Grading Default: Letter
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HOD-748 Structural Inequality & Diversity 6 semester credits
The study of diversity involves understanding and respecting differences in race, ethnicity, culture, class, gender, sexual orientation, etc.; skill in interacting with such varying groups is a key dimension of human and organization development. This knowledge area also explores structural inequality, since honoring differences is not the same as understanding how inequality is produced in society, built into the structure and functioning of our social institutions.
Delivery Method: Online
Grading Default: Letter
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HOD-749 Advanced Systems 6 semester credits
This study area is designed to aid the student in selecting a methodological and theoretical framework for clarifying and ordering the other knowledge areas. It should also help in developing a language for communicating concepts and issues across disciplinary boundaries. It represents and introduction to the broad theoretical traditions that shape the human and social sciences, and to the process of generating models for understanding, explaining, and acting, with emphasis on major ways of conceptualizing human, social, and organizational systems.
Delivery Method: Online
Grading Default: Letter
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HOD-755 Global Studies 6 semester credits
As organizations become increasingly international in scope, individuals find their work projects, their clientele, and their career paths pushed in a global direction: human resources personnel deal with multicultural and international labor forces; organizations and consultants have clients across the globe; activists deal with cultural/national oppression; specialists assist in poor rural areas around the globe; information networks carry data across borders; and ecologists attempt to preserve ecosystems damaged by internationally generated pollution. These are a few examples of possible domains to explore in this new knowledge area.
Delivery Method: Online
Grading Default: Letter
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HOD-756 Public Policy & Public Action 6 semester credits
Many midcareer professionals want and need a disciplined understanding of contemporary public life, collective decision- making, and social and public action. Through this knowledge area, students become familiar with the chief themes in current political debate, learn how public policy is made and how to influence that process, and gain an understanding of the impact of laws, government actions, and other relevant issues on their professions and organizations. Students are also encouraged to examine their own political convictions and to envision an expanded public role.
Delivery Method: Online
Grading Default: Letter
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HOD-757 Media, Knowledge, & Information Studies 6 semester credits
This area focuses on the nature and functioning of information systems and technology, and on the increasing “information” of society. It assumes that human and organization development will increasingly intersect with computerized information systems and that competence in understanding and designing such systems as well as in responding to their human, organizational, and social implications is a growing part of the role of HOD professional. Social, individual, organizational, and technical aspects of information systems are included in this area.
Delivery Method: Online
Grading Default: Letter
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HOD-758 Social Change 6 semester credits
Human and organization development occur within the context of social changes that in previous times were often slow, and that are usually rapid today. In this area students examine theories of social change, and investigate historic and contemporary changes. The purpose is to understand their meaning, to understand how and why such changes occur -not with the aim of adjusting to them, but rather of intervening proactively in the process.
Delivery Method: Online
Grading Default: Letter
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HOD-759 Ecological Studies 6 semester credits
This area reflects the growing importance of the ecological paradigm in the social sciences and in our culture. This paradigm situates individuals, organizations, and whole societies in their ecological and natural context and looks at the ecological constraints upon and implications of human activity. Students are encouraged to study both global and local dimensions of human and social problems ranging from overpopulation and environmental destruction to issues in community and work environments.
Delivery Method: Online
Grading Default: Letter
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HOD-764AI Advanced Research Module: Developmental Action 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 provides an action research model known as action inquiry that engages 1st (subjective), 2nd (inter-subjective) and 3rd person frameworks in helping the researcher look at oneself in relation to the research and its impact on the participants and the system of study.
Pre-requisites: HOD-722A , HOD-722B
Delivery Method: Online
Grading Default: Letter
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HOD-764AO Advanced Research Module: Appreciative Organizations 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. Most approaches to understanding organizations are embedded in a “problem solving” paradigm. This deficiency model of organizations calls for the development of techniques and tools to accurately identify and diagnose problems. In contrast to this clinical focus, appreciative inquiry focuses on what works in an organization. By exploring events when people are at their best, appreciative inquiry identifies the core values and finds ways to build on them to enhance organizational sustainability. This seminar will introduce students to the basic tenets of Appreciative Inquiry and help them gain the experience of using it in an organizational setting which they may undertake after the summer session. Students will work in small teams (or as individuals if teaming is not feasible) with the goal of learning to function as consultants to a selected list of organizations. The anticipation is that through the project work you will acquire the competencies for diagnosing and analyzing organizations using appreciative inquiry and for becoming skillful facilitators (change agents) of organization development.
Pre-requisites: HOD-722A , HOD-722B
Delivery Method: Online
Grading Default: Letter
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HOD-764AR Advanced Research Module: Action Research 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. Action research is a methodology rooted in engagement, and has been characterized as offering a possibility and a strategy for “revitalizing the social sciences, the University, and the American City.” (Puckett and Harkavy, The Action Research Tradition in the United States, 1999). Action research has been defined as a “participatory, democratic process concerned with developing practical knowing in the pursuit of worthwhile human purposes, grounded in a participatory worldview (Reason and Bradbury, Handbook of Action Research, 2006). We can understand action research as seeking to bring together couplets of action and reflection, theory and practice, in participation with others, in the pursuit of practical solutions to issues of pressing concern to people, and more generally, the flourishing of individual persons and their communities. The idea of doing research WITH others rather than on them, which is key to action research, also foregrounds the researcher as an engaged scholar-practitioner, and encourages a focus on issues of researcher relationships and contextual knowledge. Questions of ways of knowing generated by action research will be a focus, as will exploring how other cultures of inquiry fit with action research. While paying attention to relational dilemmas of the collaborative research process, we will also look at the importance of participation and democratization as at the heart of an action research endeavor.
Pre-requisites: HOD-722A , HOD-722B
Delivery Method: Online
Grading Default: Letter
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HOD-764CM Advanced Research Module: Coordinated Management of Meaning 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 focuses on using the theory of the coordinated management of meaning (“CMM”) in research. Students learn to frame research projects within the conceptualizations provided by the theory, to collect and analyze data based on those concepts, and to interpret, evaluate and act on the basis of the findings. The module moves from a third-person position in which students read and critique other people’s research, through a supervised group project, to a first-person position in which students design and conduct their own small research project.
Pre-requisites: HOD-722A , HOD-722B
Delivery Method: Online
Grading Default: Letter
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