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Academic Catalog 2016-2017 [ARCHIVED CATALOG]

All Courses

Course Type Prefix
Continuing Education CE
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
Research RES
School of Leadership Studies SLS

 
 

Infant and Early Childhood Development
  

  • 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.
    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.
    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.
    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.
    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-570 , IECD-571  
    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-570 , IECD-572 , IECD-573  
    Delivery Method: Online
    Grading Default: Letter
  

  • IECD-575 Introduction to Reflective Practice/Supervision

    4 semester credits
    This course is an introductory course on reflective practice. The goal of the class is to introduce students to the reflective process. This will be done through readings, class discussions, and activities that enable the students to be introduced to engaging in reflective practice. In this class we will define the process of reflection and relate reflection to mindfulness practice. We will discuss the components of mindfulness and apply reflection and mindfulness to the learning process. As we understand the process we will discuss the application to creating learning experiences in different settings.
    Delivery Method: Online
    Grading Default: Letter
  

  • IECD-576 Observing Babies I

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

  • 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.
    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.
    Delivery Method: Online
    Grading Default: Letter
  

  • IECD-581 Reflective Practice/Supervision

    4 semester credits
    This course will combine theory and practice. The course will be co-taught so that students can continue to have discussions and have practice engaging in reflective practice experiences. The course will alternate sessions each week, i.e., a class involving discussions relating to reflective practice, and then a practice class in which students will work in pairs or groups to practice reflection and to have ongoing supervision on their work.
    Pre-requisites: IECD-575  
    Delivery Method: Online
    Grading Default: Letter
  

  • IECD-582 Advanced Reflective Practice/Supervision

    4 semester credits
    This course will be treated as a practicum/intervention course. Students will bring in case work from their own professional experiences and their own disciplines. The focus of the course will be student-led discussions of their experiences and supervision from the instructor who will have Infant Mental Health Endorsement to ensure expertise in reflective practice.
    Pre-requisites: IECD-575 , IECD-581  
    Delivery Method: Online
    Grading Default: Letter
  

  • 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-700 Comprehensive Essay

    4 semester credits
    The Comprehensive Essay will be a comprehensive review of the literature on the topic of the student’s dissertation. The literature review will be evaluated on the basis of its thoroughness. It will have to demonstrate critical thinking, integration of the work on the topic, an understanding of research, and reason for the need for further study.
    Pre-requisites: All required courses and the intervention elective.
    Delivery Method: Online
    Grading Default: Credit/No Credit Only
  

  • IECD-734 Dissertation Research

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

  • IECD-794 Dissertation in Progress

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

  • IECD-795 Final Oral Review of Dissertation

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

  • IECD-799 Dissertation Completion

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

Media Psychology
  

  • MSC-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 and Persuasion

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

  • MSC-558 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 Transmedia Storytelling

    4 semester credits
    This course focuses on the creation of transmedia storytelling strategies for brands based on the psychologies of branding, storytelling and social behaviors in media. Transmedia storytelling is an additive, 360-degree approach driven by story and user participation. It is quickly becoming the norm in entertainment, marketing, politics, education, healthcare and social advocacy campaigns. A transmedia storytelling strategy is the coherent telling of a story across multiple media platforms to create opportunities for social interaction and engagement with multiple access points and paths of experience. The purpose of this course is to combine psychological theory with best practices to analyze and create strategies that leverage the power of technology and the drivers of social participation to maintain brand-story coherence. The course looks at the integration of multiple elements to achieve this end: evolving media technologies, narrative structure and psychological impact, consumer behavior, brand psychology, technology attributes, audience targeting, and process design. Students will learn to build stories and storyworlds for brands, causes and organizations to create an immersive psychological experience.
    Delivery Method: Online
    Grading Default: Letter
  

  • MSC-567 The Psychology of Neuromarketing

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

  • 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.
    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
    Delivery Method: Online
    Note: Students should register for Capstone in their last term.
    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
    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
  

  • ODL-633A Small Group Supervision I

    0 semester credits
    In small group supervision learners present critical incidents which have occurred in the course of their coaching practice and engage in collaborative investigation of learning opportunities and alternative strategies. This course equates as 2 coach training hours from ICF.
    CCEUs: 2
    Delivery Method: Online
    Grading Default: Credit/No Credit Only
  

  • ODL-633B Small Group Supervision II

    0 semester credits
    In small group supervision learners present critical incidents which have occurred in the course of their coaching practice and engage in collaborative investigation of learning opportunities and alternative strategies. This course equates as 2 coach training hours from ICF.
    Pre-requisites: ODL-633A 
    CCEUs: 2
    Delivery Method: Online
    Grading Default: Credit/No Credit Only
  

  • ODL-650A Evidence Based Coaching: Overview

    4 semester credits
    This course covers the theoretical foundations from which coaching has developed: theories of psychology, communication, adult development, organizational systems, and social psychology. This course equates as 32 coach training hours from ICF.
    CCEUs: 32
    Delivery Method: Online
    Grading Default: Letter
  

  • ODL-650B Skills Training: Evidence Based Coaching

    0 semester credits
    Must be taken concurrently with ODL-650A . The course includes 8 sessions of conference call instruction and coaching practice. This course equates as 12 coach training hours from ICF.
    CCEUs: 12
    Delivery Method: Online
    Grading Default: Credit/No Credit Only
  

  • ODL-651A Theories of Personal Coaching

    4 semester credits
    This depth course in techniques of personal coaching includes coaching through family system dynamics, humanistic psychology approaches to coaching, cognitive behavioral techniques, emotional intelligence theory, and developing personal coaching skills via phone and online. This course equates as 32 coach training hours from ICF.
    Pre-requisites: ODL-650A 
    CCEUs: 32
    Delivery Method: Online
    Grading Default: Letter
  

  • ODL-651B Skills Training: Personal Coaching

    0 semester credits
    Must be taken concurrently with ODL-651A . This course includes 6 sessions of conference call instruction and coaching practice. This course equates as 9 coach training hours from ICF.
    Pre-requisites: ODL-650A , ODL-650B 
    CCEUs: 9
    Delivery Method: Online
    Grading Default: Credit/No Credit Only
  

  • ODL-652A Theories of Leadership and Organizational Coaching

    4 semester credits
    This course covers all aspects of coaching within organizations, including leadership development, aligning coaching with business strategy, defining the role of the internal coach, coaching for leadership performance in organizations, coaching teams, and organizational coaching via phone and online. This course equates as 32 coach training hours from ICF.
    Pre-requisites: ODL-650A  
    CCEUs: 32
    Delivery Method: Online
    Grading Default: Letter
  

  • ODL-652B Skills Training: Leadership and Organizational Coaching

    0 semester credits
    This course must be taken concurrently with ODL-652A . The course includes 6 sessions of conference call instruction and coaching practice. This course equates as 9 coach training hours from ICF.
    Pre-requisites: ODL-650A , ODL-650B  
    CCEUs: 9
    Delivery Method: Online
    Grading Default: Credit/No Credit Only
  

  • ODL-653A Coaching for Education Leadership

    4 semester credits
    Participants study a broad range of theories and models of school leadership and coaching for change within the context of education organizations; specific coaching skills, tools and strategies for working with individuals and teams in education contexts. Participants practice relevant coaching skills and resource sharing with a community of educational leadership coaches. This course equates as 32 coach training hours from ICF.
    Pre-requisites: ODL-650A , ODL-650B 
    CCEUs: 32
    Delivery Method: Online
    Grading Default: Letter
  

  • ODL-654 Orientation and Skills Training

    0 semester credits
    This session orients participants to the Evidence Based Coaching program and curriculum; teaches concepts of mindfulness and self-reflection; and involves four face-to-face days of skills training including three observed coach training sessions (required by the International Coach Federation). This course equates as 32 coach training hours from ICF.
    Pre-requisites: ODL-650A , ODL-650B  
    CCEUs: 32
    Delivery Method: In person
    Grading Default: Credit/No Credit Only
  

  • ODL-655 Final Skills Training

    0 semester credits
    This session includes the final four days of required face-to-face skills training and 3 observed coach training sessions, training in ethics, and advanced coaching techniques. Participant portfolios are collected at this training as a requirement for graduation. This course equates as 32 coach training hours from ICF.
    Pre-requisites: ODL-632A , ODL-632B , ODL-633A , ODL-633B , ODL-650A , ODL-650B , ODL-654 
    CCEUs: 32
    Delivery Method: In person
    Grading Default: Credit/No Credit Only
  

  • ODL-656 Final Coaching Exam

    0 semester credits
    Each participant must demonstrate coaching capability by coaching a fellow participant for 30 minutes. Coaching engagement is observed and graded by an Evidence Based Coaching faculty member.
    Pre-requisites: ODL-632A , ODL-632B , ODL-633A , ODL-633B , ODL-650A , ODL-650B , ODL-654 
    Delivery Method: In person/Blended
    Grading Default: Credit/No Credit Only
  

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

    4 semester credits
    This course provides a history and overview of the field of organizational development, including the current and projected state-of-the-art. It explores the work of key theorists and contributors to the field of organizational development. The course will identify the basic values, principles, theories, and models for understanding how and why organizations develop, behave and change in the ways that they do, and the practices for leading and managing change at the individual, group and system levels. Foundational concepts, terminology and methodologies needed to understand, design and evaluate applied organizational development interventions will be explored.
    Delivery Method: Online
    Grading Default: Letter
  

  • ODL-670 Leadership: Theory and Practice

    4 semester credits
    This course lays a theoretical and practical foundation in leadership. It explores the breadth and limitations of leadership theories (past and present) and traces their evolution. The course looks first at the organization as the context for leadership and how that context influences both leadership and followership. The course also focuses on ways leadership can, in turn, shape the organization. Students connect with their core values and aspirations as a foundation for expanding their leadership capacity. Through the fundamental leadership skills of observation, interpretation, and intervention students become instruments of organizational transformation.
    Delivery Method: Online
    Grading Default: Letter
  

  • ODL-671 Leading by Design: Theory and Practice

    4 semester credits
    This course focuses on different theories of organizations and their relevance in today’s workplace. It provides an overview of leading models of organizational structure, processes, rules, behavior, roles and function. The course considers chaos/complexity theory, addressing organizations as complex adaptive systems, co-evolving with an environment that is often turbulent and non-predictable. Students will critically examine different types of change – incremental, transitional, transformative and strategic - and how to best enable intentional change from a design perspective. Students will explore their own orientation toward design and their use of self in the design process.
    Delivery Method: Online
    Grading Default: Letter
  

  • ODL-672 Group Dynamics: Effective Teams and Group Development

    4 semester credits
    This course focuses on group dynamics and the impact of collaborative working teams. Elements of an effective team in various situations is discussed, such as mergers and acquisitions or inter-organizational projects. Students examine how work gets done in virtual or geographically dispersed teams, including the impact of web technologies on group potential, performance, and learning. By simultaneously studying and participating in a group, students gain an understanding of group processes and how to facilitate and collaborate with groups online and face-to-face.
    Pre-requisites: ODL-670  or ODL-671 .
    Delivery Method: Online
    Grading Default: Letter
  

  • ODL-675 Interventions in Multicultural Organizations

    4 semester credits
    This course begins with an exploration of culture as the foundation of organizational inquiry. We will then move on to examine Self from a cultural perspective. Students address intervention techniques for multi-cultural organizations in trans-national contexts and in single locations with culturally diverse work forces. Critical evaluation of interventions includes reference to international cultural differences in approaches to human resource management. The course addresses ways that culture can influence the potential for individuals and teams to work in autonomous, self-organizing ways versus ways that culture favors more, such as hierarchical, tightly constrained lines of communication and control. Students design interventions for particular problems of their own choosing.
    Pre-requisites: ODL-670  or ODL-671 .
    Delivery Method: Online
    Grading Default: Letter
  

  • ODL-676 Social Methodologies for Transformational Change

    4 semester credits
    This course explores two participative and powerful methods for creating change in social systems - Appreciative Inquiry (AI) and World Café. Both approaches consciously engage large groups and systems in effective appreciative conversation for the purpose of large-scale systems transformation. Because appreciative conversation represents a major shift in how organizational development practitioners work with organizations, students will learn the theory and practice of these approaches, particularly as it relates to taking an intentional “stance” from which one engages the world.
    Delivery Method: Online
    Grading Default: Letter
  

  • ODL-677 Consultative Approach to Change

    4 semester credits
    This course provides an overview of consulting models and frameworks. It focuses on the fundamental steps in the consulting process from both a consultant and client perspective. It examines how consulting models can be applied to achieve high impact outcomes. It explores the opportunities and challenges facing internal and external consultants dealing with real world issues. It concludes with an examination of the role of ethics and professionalism.
    Delivery Method: Online
    Grading Default: Letter
  

  • ODL-678 Developing a Consulting Practice

    4 semester credits
    This course is designed for people who want to develop a thriving and soul-satisfying consulting practice. They may be aspiring external independent consultants, internal consultants who want to demonstrate their value within their current organizations, or clients who want to achieve desired outcomes from a consultative engagement. The course will be practical and the material will be adaptable to the student’s stage of development. Students will learn how to build their identity, develop their practice, and position themselves as trusted advisors.
    Delivery Method: Online
    Grading Default: Letter
  

  • ODL-682 Soul and Spirit in the Workplace

    4 semester credits
    This course examines the emerging concepts and literature on the value of soul and spirit in the workplace. We focus on meaningful work and the impact on work performance and explore the alignment of personal and work life on job satisfaction. We explore the leader’s role in creating and fostering a meaningful work environment and identify different employee developmental designs and interventions that can be used to promote soul and spirit in the workplace.
    Pre-requisites: ODL-669 , ODL-670  or ODL-672 .
    Delivery Method: Online
    Grading Default: Letter
  

  • ODL-683 Good Work, Meaningful Work

    4 semester credits
    This course explores “good work” as the fulfillment of human potential rather than the fulfillment of performance expectations. It examines the social and economic implications of redesigning workplaces to draw on the contributions that people are inherently motivated to provide in the first place. It demonstrates that “meaningful work” can turn conventional economics on its head, as illustrated by the phenomena of wikinomics, the open source movement, and the growth of socially responsible business practices. Students will develop a picture of what “good, meaningful work” means to them personally.
    Pre-requisites: ODL-669 , ODL-671  or ODL-672 .
    Delivery Method: Online
    Grading Default: Letter
  

  • ODL-684 Self as Leader of Change

    4 semester credits
    This course focuses on enhancing your skills to influence and mobilize others to accomplish key organizational goals. Through reading and online discussion, the course spotlights leadership principles, complexities, and challenges, as well as students strengths and developmental leadership needs. The course is designed for students who want to increase their knowledge and skills of “Self” as leader.
    Pre-requisites: ODL-669 , ODL-670  or ODL-672 .
    Delivery Method: Online
    Grading Default: Letter
  

  • ODL-685 Personal Leadership Development I

    2 semester credits
    The ODL personal development leadership series is a sustaining and distinctive thread that runs throughout the entire ODL journey. Personal Leadership Development I will focus on community building, relationship development, and fostering deeper understanding of Fielding’s history, values and culture. Students practice accessing and increasing self-awareness about their personal history, their current stage of personal development, and their desired future. They engage creatively in learning about themselves, discovering their preferences, evoking their dreams and aspirations, and becoming clear about their gifts and talents. The series is designed to assist students to integrate what they are learning as an ODL student, broaden and deepen their knowledge and skills, and introduce them to the process of inquiry and different ways of knowing as they begin to think about their final project and advance their learning plan.
    Delivery Method: In person
    Grading Default: Credit/No Credit Only
  

  • ODL-688 Personal Leadership Development IV

    2 semester credits
    The ODL personal leadership development series is a sustaining and distinctive thread that runs throughout the entire ODL journey. Personal Leadership Development IV is designed to assist students as they begin their Master’s Project (ODL-690 ) to develop their specific action inquiry proposal for the final project. The process involves each participant leading a discussion on a focused intervention to produce change or increase knowledge (or both), with a small group of colleagues and faculty serving as scholar/practitioner consultants. In addition, Personal Leadership IV shifts intention and attention from internal to external considerations and from the student declaring their vocation to their claiming their “work in the world.” Through the development of a formal Learning Commitment, students define their vocation (interpreted as the intersection between their deep gladness and their contribution to the world) and design their own plan of action to declare and claim it. Students reflect on how they are showing up in their external environments, where they are experiencing their learning edge as well as their “deep gladness,” and how their Theory of Practice and Learning Commitments align with their values and deep purpose. Students reflect more deeply on their external engagements while building their capacity to reflect “in action” as well as “on their action.
    Pre-requisites: ODL-685  
    Delivery Method: In person
    Grading Default: Credit/No Credit Only
  

  • ODL-690 Master’s Project I

    4 semester credits
    This is the first of a two-trimester course sequence in which students complete and submit a Master’s Project that: (a) identifies one or more theoretically or practically significant questions relevant to the student’s organization and/or the field of ODL; (b) critically reviews the literature and other resources with respect to theory and real-world examples relevant to their question(s); (c) where appropriate, integrates and builds on relevant models and practices; (d) proposes an organizational intervention project that contributes to our knowledge about their key question (s) and (e) describes a range of reasonable project outcomes and their implications, including a critical assessment of potential unintended outcomes. The course emphasizes rigor in the students’ work in terms of theory, inquiry, reflection and action.
    Pre-requisites: ODL-669 , ODL-670 , ODL-671 , ODL-672 , ODL-685  
    Delivery Method: Online
    Grading Default: Letter
  

  • ODL-691 Master’s Project II

    4 semester credits
    This is the second of a two-trimester course sequence in which students complete and submit a Master’s Project that: (a) identifies one or more theoretically or practically significant questions relevant to the student’s organization and/or the field of ODL; (b) critically reviews the literature and other resources with respect to theory and real-world examples relevant to those questions; (c) where appropriate, integrates and builds on relevant models and practices; (d) proposes an organizational intervention project that contributes to our knowledge about those questions and (e) describes a range of reasonable project outcomes and their implications, including a critical assessment of potential unintended outcomes. The course emphasizes rigor in the students’ work in terms of theory, inquiry, reflection and action.
    Pre-requisites: ODL-688 , ODL-690  
    Delivery Method: Online
    Grading Default: Letter

Psychology
  

  • PSY-RSS02 Scholarly Argument

    1 semester credits
    This research skills seminar will provide didactic material on using evidence, making and organizing a scholarly argument, and synthesizing the existing literature. The seminar includes a number of writing and conceptualization exercises to create a scholarly argument for a proposed new study based on several articles provided by the instructor. Developing a scholarly argument is an essential skill required in writing scholarly papers for other classes as well as for the development of a dissertation or any other research report.
    Delivery Method: In person
    Grading Default: Credit/No Credit Only
    Learning Objective(s):  

    1. Develop critical reviewing skills.
    2. Understand how a body of knowledge is developed.
    3. Develop proficiency in focused note-taking and outlining of critical arguments.
    4. Understand how to adapt visual maps and diagrams to his/her understanding of existing literature.
    5. Be able to synthesize existing literature as assigned by the instructor.
    6. Be knowledgeable about how to develop a research question which results from the reading of the assigned literature.
    7. Be competent in outlining an argument for a study to be proposed that answers the research question.
    8. Be proficient in writing a paper including a critical review of the literature built around a scholarly argument.
  

  • PSY-RSS03 Questionnaire Construction

    0.5 semester credits

    In this course students will learn the theory and practice of questionnaire construction, whether creating a simple background questionnaire, or developing more complex instruments. The focus of this seminar will be to design questionnaires to be used for research purposes rather than clinical applications. Students will also get practice and guidance on using Word or WordPerfect to format questionnaires in a way that invites participants to complete them and avoid confusion, which can lead to unusable responses. Web-applications are also covered.
    Delivery Method: In person
    Grading Default: Credit/No Credit Only
    Learning Objective(s):  

    1. Demonstrate an understanding of when to use questionnaires.

    2. Demonstrate the ability to design a questionnaire that will elicit appropriate information from respondents.

    3. Demonstrate an understanding of questionnaire formatting, coding and data entry.

    4. Demonstrate an understanding of how questionnaire design impacts return rates.

    5. Demonstrate the ability to develop and administer a questionnaire using web-based applications.
  

  • PSY-RSS04 Presenting Research: Matters of Form

    0.5 semester credits

    Introduces students to the two potential formats for School of Psychology dissertations. Helps student understand what information should be contained in the various chapters and sections of a dissertation using either format. Provides extensive training in the logic and methods for table construction using APA format.
    Delivery Method: In person
    Grading Default: Credit/No Credit Only
    Learning Objective(s):  

    1. Understand the differences between quantitative, qualitative, mixed methods, and theoretical dissertations.

    2. Understand the structural specifications for the traditional and for the alternative “publication-ready” dissertation format.

    3. Be able to prepare the written dissertation according to APA and FGU style requirements.

    4. Know what belongs in each section of the dissertation.

    5. Be able to prepare simple statistical tables using APA format.
  

  • PSY-RSS05 Publishing and Presenting Scholarly Work

    0.5 semester credits

    This seminar is designed to help students prepare research publications and presentations. Differences among outlets will be discussed (e.g. refereed journals, books, book chapters, posters, panel presentations, individual presentations). All significant aspects of the process will be covered, including planning and preparation, authorship issues, developing the proposal, the review process, writing the actual article or presentation, visual aids, and making the presentation. Students should come prepared with either a plan for a presentation or publication based on actual work, or a fictional plan. Details will be sent to registered students in advance of the seminar.
    Delivery Method: In person
    Grading Default: Credit/No Credit Only
    Learning Objective(s):  

    1. Know conventions of APA style.

    2. Be able to present an argument cogently in writing.

    3. Be able to present results of both quantitative and qualitative studies clearly and meaningfully, including the use of tables and graphic methods appropriate to each type of analysis.

    4. Be able to discuss findings in journal articles, posters, and oral conference presentations.
  

  • PSY-RSS07 Sample Size, Effect Size and Power Analysis

    0.5 semester credits

    The goal of this Research Skills Seminar is to introduce students to power analysis. Students will learn the relationships between power, effect size, Type I and II error and sample size. The Seminar requires the use of both SPSS and G-Power statistical software. At the conclusion of the seminar students will be able to determine appropriate sample sizes for a variety of research designs and statistical analyses, and be able to write a scientifically supportable sample size estimate for a grant proposal or dissertation. Students will understand the concept of power and its relationship to effect size and sample size. Students will have a clear understanding of the difference between “effect size” and “statistical significance.”
    Pre-requisites: PSY-717  
    Delivery Method: In person
    Grading Default: Credit/No Credit Only
    Learning Objective(s):  

    1. Understand the concept of statistical power and its relationship to effect size, sample size and Type I and II error.

    2. Understand the difference between “effect size” and “statistical significance.”

    3. Be able to conduct a power analysis for a variety of statistical models using G-Power software.

    4. Be able to determine appropriate sample size estimates for a variety of statistical models.

    5. Be able to write a scientifically supportable sample size estimate for a grant proposal or dissertation.
  

  • PSY-RSS08 Testing/Mediating/Moderating Hypotheses

    1 semester credits

    The goal of this Research Skills Seminar is to provide students with a framework for understanding moderation and mediation in the context of statistical modeling. At the conclusion of the seminar students will understand mediating and moderating relations, and will be able to test mediating and moderating relations using SPSS. Students will be exposed to modern approaches to testing moderating relationships that move beyond the Baron and Kenny model, including bootstrapping methods and structural modeling approaches.
    Pre-requisites: PSY-717  
    Delivery Method: In person
    Grading Default: Credit/No Credit Only
    Learning Objective(s):  

    1. Understand the conceptual differences between mediating and moderating relations.

    2. Be able to test moderating relations using ANOVA and MRA.

    3. Understand modern approaches to testing moderating relationships that move beyond the Baron and Kenny model, including bootstrapping methods and structural modeling approaches.
  

  • PSY-RSS14 Advanced Topics in SPSS

    0.5 semester credits
    The goal of this Research Skills seminar is to guide students in more advanced use of SPSS. It is assumed that students will have some familiarity with the software (i.e. creating data files, running basic procedures) which they will have obtained in prerequisite courses (PSY-716A ). The seminar will emphasize data manipulation and management and introduces students to working with syntax. Particular attention will be given to the creation and modification of variables, archival data, merging data sets, and creating sub-sets of data files.
    Pre-requisites: PSY-716A  or PSY-717 
    Delivery Method: In person
    Grading Default: Credit/No Credit Only
 

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