|
Academic Catalog 2021-2022 [ARCHIVED CATALOG]
All Courses
|
|
Course Type |
Prefix |
Course Type |
Prefix |
Continuing Education |
CE |
Media Psychology (MA) |
MSC |
Educational Leadership for Change |
ELC |
Neuropsychology |
NEPSY |
Evidence Based Coaching |
EBC |
Org. Dev. and Leadership |
ODL |
Human and Organizational Dev. |
HOD |
Psychology |
PSY |
Infant and Early Childhood Dev. |
IECD |
Research |
RES |
|
|
Human and Organizational Development |
|
-
HOD-838 Media, Technology and Disruptive Innovation 4 semester credits One of the greatest threats to traditional organizations is the growing role of disruptive media and online technology. Web-based, on-demand business models are increasingly eliminating established enterprises and distribution networks. In this course, students will develop case study portfolios on examples of notable disruption and innovation phenomena in organizations, prompted by media and technology. The purpose is to extract empirical and theoretical findings towards an understanding of change dynamics wrought by modern online media. The principal methodology of this course is collaborative case study research. A key reference is: Clayton M. Christensen. (2013). The Innovator’s Dilemma: When New Technologies Cause Great Firms to Fail. Harvard Business Review Press. Delivery Method: Online Grading Default: Letter Learning Outcome(s):
- Analyze “open innovation” (Christensen, 2013) in organizations as driven by technological disruptive change.
- Assess the role of social media in fostering or corroding social relationships.
- Argue how disruptive media can become a catalyst for positive social and organizational change.
|
|
-
HOD-840 Inclusive Leadership: Transforming Self and Systems 4 semester credits Inclusive leadership involves the ability to co-create more inclusive organizations and communities. By leading in ways that enable all voices and stakeholders in specific settings and contexts to be fully heard and empowered, inclusive leadership provides an important means through which to create organizations and communities, and ultimately a society, in which people from all backgrounds feel fully welcome and included. Through integration of contemplative and transformative pedagogies, this course provides students with the foundation for system transformation in a wide variety of contexts at all levels of system by focusing on the relationship between transforming self and systems, and the ways in which we must learn to recognize and overcome our own biases as well as the structural barriers and differential power among those from various identity groups. The course uses scholarship, self-reflection, embodied practice, and creative expression for understanding self and others and crossing borders within ourselves, and between “us” and “them.” Delivery Method: Online Grading Default: Letter Learning Outcome(s):
- Discuss and critically analyze theories and methods of inclusive leadership.
- Apply inclusive leadership principles to professional, personal and academic contexts.
|
|
-
HOD-841 Mindful Leadership 4 semester credits This course examines the theoretical foundation and application of mindful leadership. Delivery Method: Online Grading Default: Letter Learning Outcome(s):
- Discuss and critically analyze theories and methods of mindful leadership
- Apply mindful leadership principles and methods to professional and personal practices
|
|
-
HOD-843 Ecological Studies 4 semester credits This course reflects upon a central challenge of our times - the large scale human impact on the natural environment. The degradation of the natural environment is systemic and global and, as some scholars have argued, dire for all of humanity. As the environmental philosopher Wendell Berry has written, “The time has now come where we will listen to the earth or die. We must follow the guidance of the ecological systems upon which all life depends.” Written in the 1990s, these words press us with a moral imperative: One must help to create a new story, out of which we guide and inspire our future. This course turns to the literature and current knowledge in order to pursue a greater understanding of how human beings through organizations and systems can respond to this urgent challenge. Delivery Method: Online Grading Default: Letter Learning Outcome(s):
- Critically analyze and construct scholarly arguments relevant to the subject matter, demonstrating a nuanced understanding of multiple and divergent scholarly perspectives and intellectual traditions.
- Understand the political, social, economic, and cultural approaches to the environment in national, regional, and global contexts.
- Develop an awareness of how structural and economic inequality undermine efforts to improve the environment.
- Analyze various real world responses to promote better practice in managing the UN Sustainable Development Goals.
|
|
-
HOD-844 Leadership for Social and Ecological Sustainability 4 semester credits This course ties in concepts of social and ecological sustainability with organizational culture. It will focus on the systemic interrelations between such organizational capabilities as leadership, organizational culture, organizational change, and sustainability strategies. The focus of the knowledge area will be to integrate theoretical and practical understandings of organization strategy, leadership, and execution, emphasizing the importance of inclusive leadership. It will rely heavily on case studies to illustrate successes, failures, and the understanding that results from both. This knowledge area is addressed to those charged with the organizational implementation of social and ecological sustainability knowledge and practice. This includes not only sustainability professionals, but the senior leaders and top managers of business, non-profit (NGO), educational, and government organizations. Delivery Method: Online Grading Default: Letter Learning Outcome(s):
- Demonstrate ability to integrate theoretical and practical understandings of organization strategy, leadership, and execution, emphasizing the importance of inclusive leadership
- Apply learnings to the organizational implementation of social and ecological sustainability knowledge and practice.
|
|
-
HOD-845 Social and Ecological Sustainability: Theory and Practice 4 semester credits Students examine concepts of sustainability, cultural differences in notions of sustainability, indigenous thinking about sustainability, and national and global efforts to come up with common standards. Topics include a critical and historical look at corporate social responsibility (CSR), the “triple bottom line,” ideas of “shared value,” and other sustainability efforts, using case studies to generate a hands-on understanding of what works, what hasn’t worked, and what can be done to improve existing approaches. Readings may include such scholars as Arne Naess, Thomas Hylland Erickson, and Richard Appelbaum. Based on availability, leading practitioners in the field will share their experiences in some online phone calls. Pre-requisites: Recommended that HOD-806 and HOD-833 be taken previously. Delivery Method: Online Grading Default: Letter Learning Outcome(s):
- The ability to demonstrate a clear conceptual understanding of models of organizational sustainability for the future.
- An understanding of the dynamics of ethical decision-making in support of sustainable futures.
- The use of scholarly writing and critical analysis that shows a clear understanding of theories, concepts, and empirical research.
|
|
-
HOD-846 Intervening in Systems 4 semester credits Students critically examine the histories and development of a variety of approaches for intervening in systems and the strengths and limitations of these approaches, and their applicability in different types of systems. Pre-requisites: One of the following: HOD-806 , ELC-724 , IECD-566 , equivalent in MEDIA Delivery Method: Online Grading Default: Letter Learning Outcome(s):
- Demonstrate understanding and critically analyze the strengths and limitations several approaches to intervening in systems
- Design an intervention in systems and analyze the potential outcomes.
|
|
-
HOD-847 Theoretical Foundations of Evidence Based Coaching 4 semester credits In this course, students examine, discuss and apply the key principles and strategies from eight groups of theories which underpin coaching practice and competence: theories from humanistic and transpersonal psychology, adult learning, adult development, behavioral change and neuroscience, cognitive-behavioral theories, intelligences, communication, gender and culture. Each theory set is aligned with specific coaching competencies as defined by the International Coach Federation. This course is not approved by ICF for continuing coach education units (CCEs). Delivery Method: Online Grading Default: Letter Learning Outcome(s):
- Demonstrate understanding of key principles and strategies that underpin Evidence Based Coaching
- Apply these key principles and strategies to coaching practice
|
|
-
HOD-848 Organizational and Leadership Coaching 4 semester credits Students examine, discuss and apply the key principles and theories associated with leadership and organizational coaching: organizations and organizational culture, using a multidimensional coaching framework, executive and leadership coaching, team and group coaching, internal coaches and managers as coaches, systems theories and coaching, gauging potential outcomes, assessments for organizational and group coaching. This course is not approved by ICF for continuing coach education units (CCEs). Pre-requisites: HOD-847 or ODL-650A Delivery Method: Online Grading Default: Letter Learning Outcome(s):
- Demonstrate understanding of, and apply, key principles and theories of leadership and organizational coaching.
- Develop a case study based on coaching practice
|
|
-
HOD-849 Evidence Based Coaching Praxis 4 semester credits This course offers students an opportunity to engage in scholarly work by selecting and developing a fully conceptualized case directed at an individual coaching engagement or a consultation engagement for developing and managing an internal coaching program. Students developing an individual case will utilize assessments to collect data, identify needs, formulate process propositions based on evidence and theoretical formulations, engage in and document coaching interactions and outcomes. The case development process will be guided by principles of collaborative case conceptualization. The final case will include reflective learning. Students pursuing the consultation engagement will collect data to assess organizational needs and resources and, in collaboration with the client organization, develop a framework for designing, delivering and managing an internal coaching program. This course is not approved by ICF for continuing coach education units (CCEs). Pre-requisites: HOD-847 or ODL-650A , and HOD-848 or ODL-652A Delivery Method: Online Grading Default: Letter Learning Outcome(s):
- Develop an individual coaching case that utilizes assessments to collect data, identify needs, formulate process proposition, engage in and document coaching interactions and outcomes
- Collect data to assess organizational needs and develop a framework for designing, delivering, and managing an internal coaching program.
|
|
-
HOD-850 Creative Longevity and Wisdom 4 semester credits This course aims to contribute to knowledge, policy, and practice addressing mid-life and older adults, which can encompass the unique developmental experiences and transitions of adulthood; the relationship between creativity, wisdom development, and spirituality; positive and conscious aging; successful aging; lifelong learning; end of life; organizations/policies to combat poverty and promote wellness in the later years of life; substance abuse, and recovery; caregiving; intergenerational engagement; the promotion of barrier-free, sustainable environments enhancing longevity; entrepreneurship; encore careers; and greater social and ecological justice worldwide for diverse aging populations and future generations. Delivery Method: Online Grading Default: Letter Learning Outcome(s):
- Critically analyze and construct scholarly arguments relevant to creative longevity and wisdom theories.
- Write a scholarly paper or do a group project on a creative longevity and wisdom topic.
- Demonstrate understanding of ways to apply creative longevity and wisdom theory and research to professional and personal practice.
|
|
-
HOD-851 Comparative Wisdom Traditions 4 semester credits Throughout history, different cultures have developed wisdom traditions and legacies that today form a spectrum of paths for personal growth, maturation, and leadership development. These wisdom traditions usually linked philosophy, religion, and ethical teachings that today represent resources in our collective histories that can be sources of inspiration and guidance for our time. The cultures of Asia, African, Indigenous American, and Western traditions, ancient and modern, provide resources for appreciative and comparative exploration and research across time and cultures. Selective exploration of different traditions and paradigms for personal growth and maturation. Some wisdom paradigms emphasize deep connection with nature, others deep social and communal relationships, while others emphasize more transcendental notions of value and the sacred. Comparative appreciation of different paradigms and cultures provide opportunity to consider contemporary options and possibilities for the development of wisdom among adults. This course compares cultural traditions and ritual cultures comparatively to understand the formation of adults via socialization, education, ethical, and religious formation, comparatively. Considering specifics of different cultures like values, practices, heroes, ideals, and forms of status reward, students will engage in descriptive work and comparative analysis. Delivery Method: Online Grading Default: Letter Learning Outcome(s):
- Demonstrate understanding of different cultural paradigms and approaches to wisdom by comparative analysis.
- Critically analyze how cultural traditions and ritual cultures impact the formation of adults.
- Write succinctly and scholarly about complex ideas, philosophies, and paradigms.
|
|
-
HOD-852 Spiritual Psychology 4 semester credits This course reviews the foundation of transpersonal psychology genesis from the 1970s, which examined altered states of consciousness, including Stanislav Grof’s work on spiritual emergencies, as well as physiological research on yogis’ feats and brain physiology research. The course will look at humanistic psychology as well as developmental psychologists Fowler’s stages of faith and Kegan’s spiral progression. It will review research and philosophy from Christian mysticism, Buddhist meditation, the eight limbs of Hinduism and other spiritual practices. Students will be able to define specific spiritual practices, which evoke spiritual awareness, apply these practices to their work or life in a project and also document their own spiritual practice for the term. Delivery Method: Online Grading Default: Letter Learning Outcome(s):
- Understand and critically analyze through a portfolio the foundation of transpersonal psychology, humanistic psychology, and developmental psychology.
- Choose a specific spiritual practice to evoke spiritual awareness, and document practice to their lives and work through a portfolio including supportive references.
|
|
-
HOD-853 Spiritual Practice and Social Justice 4 semester credits Diverse faith traditions have been at the center of political protests (i.e., Buddhist self-immolation) and cultural resistance (i.e., Amish rejection of modern technology). Students study how people of different faiths and no faith (i.e., atheists) have engaged in communities have engaged in individual and collective practices aimed at changing society. One possible area of inquiry is how contemplative practices, such as mindfulness, can lead to greater self-awareness and connections to others. Transformative learning that leads to increased authenticity and caring social action is another possible focus. Whatever focus the course takes in a particular term, there will be attention to the nuances within a particular tradition (e.g., contemporary texts that reveal and confront racism in mindfulness communities). This course is an exploration of the relationship between human development and systems change. Delivery Method: Online Grading Default: Letter Learning Outcome(s):
- Explore relationship between personal development and societal system change.
- Critically analyze how spiritual practices can impact social change.
- Write an essay that communicates a story or argument related to course readings.
|
|
-
HOD-854 Somatics in Human and Organization Development 4 semester credits Over the past several decades, the various scholarly disciplines have turned their attention to the manner in which the body is an ever-present aspect of all we know. Somatics is about the body as experienced from within. What can and does our body tell us as? How do we integrate bodily knowing and being into textual forms of knowledge? How do we build this knowing into our scholarship and practice? This course reviews these literatures. We are investigating experience and learning as an embodied phenomenology and as such - the study of consciousness will be a key perspective. We cover somatics from the fields of neuroscience, psychology, social and human sciences, phenomenology and spirituality. Since we are attempting to interpret the meaning of texts about Somatics, hermeneutics is also a key discipline for our collaborative work. Delivery Method: Online Grading Default: Letter Learning Outcome(s):
- Deepen our awareness and understanding of the way embodiment determines our experiences.
- Apply the interpretive discipline of hermeneutics to understand both readings and messages from our bodies.
- Realize the valuable and insightful connection between body, mind and soul through body awareness practices.
|
|
-
HOD-856 Writing Phenomenology 4 semester credits Students will write eight rich descriptions of an experience of their choice using techniques of essential (Husserl) and lifeworld (Schutz) phenomenology. Techniques practiced will be bracketing, imaginative variation, horizontalization as techniques to capture the essential structure of your experience. Situating experience in the lifeworld, the experience is described using a dramatic model. Reflection on the ten qualities of phenomenologists (Rehorick and Bentz (2017) clarity to a research topic and insight into the practice of transformative phenomenology. (Rehorick and Bentz, 2007). Through collaboration on the forum and zoom the class engages with the community of practice of consciousness change for a liveable world. Readings will include fundamental texts of phenomenology. Delivery Method: Online Grading Default: Letter Learning Outcome(s):
- Clarify the underlying dimensions of an experience or research topic.
- Become comfortable with sharing and collaborating on experiences and protocols.
- Uncover and facilitate the differences of awareness and knowledge of others and intersubjectivities in the lifeworld in which your phenomenon exists.
- Develop a companionable relationship with a major phenomenologist/writer/thinker.
|
|
-
HOD-857 Adult Development 4 semester credits Students study major theories that explore the dynamics and potential outcomes of adult development, including post-formal and complex thinking, wisdom, individuation, maturity, and higher orders of consciousness. Theorists studied include Erikson, Kegan, Loevinger, Wilber, Cook-Greuter, O’Fallon, and others with attention given to the latest research in the field and how to apply these theories to understanding and informing the design and practice of leadership, coaching, social change, organizational development, and education of adults in various contexts. Delivery Method: Online Grading Default: Letter Learning Outcome(s):
- Demonstrate an understanding of the principles of three or more major theories of adult development and the differences between them.
- Apply this to practice in leadership, organization development, teaching or coaching.
|
|
-
HOD-859 Communications Theory and Practice 4 semester credits This course consists of four modules. Module One introduces several important hermeneutic perspectives which may elucidate the interpretation of texts. Each student/colleague will explain the overall purpose of hermeneutics and discuss one perspective in more detail.
Module Two focuses on theories of the social construction of reality, which provide framing about the ways that many of the “realities” experienced in our social worlds are constructed by convention or agreement, including the way that we communicate about them. These theories help us to distinguish that which is socially constructed from the empirical realities of the natural world, and helps to account for multiple versions of “reality” across cultural and other social divides. This also helps us understand why conflicts occur between groups, and why some conflicts seem intractable.
Module Three deals with theories of meaning-making and how they can serve as interpretive, critical, and constructive / interventional strategies. Convergences can be found between theories of social construction and communication such as the Coordinated Management of Meaning (CMM), symbolic interactionism, the “Lifeworld Phenomenology” of Alfred Schutz, and the Dramatistic methods of Burke. For example, each has a perspective on motives, structures or patterns, “speech acts” and alternate realities.
Module Four reviews several examples of research and scholarly practice that “takes a communication perspective” or draws upon social construction concepts as a way of framing an inquiry, and then consider a research question that you have and how this perspective could be a part of your own research. Delivery Method: Online Grading Default: Letter Learning Outcome(s):
- Ability to trace the development of the scholarly field of social construction of reality and identify major theorists and their ongoing evolution in scholarship and practice. This will include works and contributions by Meade, Berger and Luckmann, Pearce, Cronin, and others.
- Explain the “communication perspective” of looking “at” (not “through”) communication, and apply various heuristics of CMM to analyze an episode or phenomenon of interest to identify what is being “made in communication,” and the roles of context, logical force, and other related conceptual tools.
|
|
-
HOD-860 Advanced Topics 2 or 4 semester credits This course provides a flexible opportunity for students to complete 2 or 4 units of academic credit in specialized studies. Students in all phases of their doctoral studies can assess in HOD-860, to build doctoral competencies, deepen scholarly knowledge, extend the breadth of their scholar-practitioner expertise, and explore diverse epistemologies, ways of knowing, and worldviews. Students are limited to 8 units of HOD-860. HOD-860 offers opportunities for both structured and individualized studies. Students contract individually with faculty for HOD-860. The assessment contract needs to specify the associated credit as well as the detailed expectations for the assessment. The assessor determines allocation of credit (2 or 4). The course title may be customized for the transcript. Delivery Method: Online Grading Default: Letter Note: May be repeated for up to 8 credits
|
|
-
HOD-861 Advanced Specialization Studies 4 semester credits In this course, students define a specific specialization topic. It can be used to acquire new knowledge or to deepen existing knowledge in a specific area in which students expect to build or advance professional careers. Course title may be customized for the transcript. Delivery Method: Online Grading Default: Letter Note: May be repeated once.
|
|
-
HOD-881 Qualitative Research Methods 4 semester credits Students will develop and demonstrate an understanding of strategies for qualitative inquiry including phenomenology, grounded theory, narrative inquiry, case study, and ethnography, on their own and in the context of action-oriented research and mixed methods designs. Students study methodological topics including the stance of the researcher, sampling, data collection, coding and thematic analysis, and procedures for assessing trustworthiness of qualitative data, interpretation, and reporting. Students learn how to develop a research question and proposal in the context of a literature review and conceptual framework, and how to demonstrate accountability in relation to ethics and Institutional Review Board procedures. Pre-requisites: HOD-802 Delivery Method: Online Grading Default: Letter Learning Outcome(s):
- Critically analyze qualitative research articles
- Prepare a proposal for a qualitative research study
|
|
-
HOD-882 Quantitative Research Methods 4 semester credits In this course students develop and demonstrate an understanding of quantitative inquiry including experimental and survey research, on their own and in the context of action-oriented research and mixed methods designs. Students study methodological topics including structured data collection, sampling, experimental and quasi-experimental design, basic data analysis strategies, procedures for assessing reliability and validity of quantitative data collection and interpretation, action-oriented research, and mixed methods inquiry. Students learn how to develop a research question and proposal in the context of a literature review and conceptual framework, and how to demonstrate accountability in relation to ethics and Institutional Review Board procedures. Pre-requisites: HOD-802 Delivery Method: Online Grading Default: Letter Learning Outcome(s):
- Critically analyze quantitative research articles
- Prepare a proposal for a quantitative research study
|
|
-
HOD-883AO Advanced Research Methodologies: Appreciative Organizations 2 or 4 semester credits Students engage in advanced studies and applied research projects, designed to develop skills in specific research methodologies and approaches. All the advanced research modules numbered 883XX are designed to enable students to learn a particular research method in depth. Most approaches to understanding organizations are embedded in a “problem solving” paradigm. This deficiency model of organizations calls for the development of techniques and tools to accurately identify and diagnose problems. In contrast to this clinical focus, appreciative inquiry focuses on what works in an organization. By exploring events when people are at their best, appreciative inquiry identifies the core values and finds ways to build on them to enhance organizational sustainability. This seminar will introduce students to the basic tenets of Appreciative Inquiry and help them gain the experience of using it in an organizational setting that they may undertake after the summer session. Students will work in small teams (or as individuals if teaming is not feasible) with the goal of learning to function as consultants to a selected list of organizations. The anticipation is that through the project work you will acquire the competencies for diagnosing and analyzing organizations using appreciative inquiry and for becoming skillful facilitators (change agents) of organization development. Pre-requisites: HOD-802 Delivery Method: Online Grading Default: Letter Learning Outcome(s):
- Diagnose and analyze organizations using appreciative inquiry
- Become skillful facilitators (change agents) of organization development.
|
|
-
HOD-883AR Advanced Research Methodologies: Action Research 2 or 4 semester credits Students engage in advanced studies and applied research projects, designed to develop skills in specific research methodologies and approaches. All the advanced research modules numbered 883XX are designed to enable students to learn a particular research method in depth. Action research is a methodology rooted in engagement, and has been characterized as offering a possibility and a strategy for “revitalizing the social sciences, the University, and the American City.” (Puckett and Harkavy, The Action Research Tradition in the United States, 1999). Action research has been defined as a “participatory, democratic process concerned with developing practical knowing in the pursuit of worthwhile human purposes, grounded in a participatory worldview (Reason and Bradbury, Handbook of Action Research, 2006). We can understand action research as seeking to bring together couplets of action and reflection, theory and practice, in participation with others, in the pursuit of practical solutions to issues of pressing concern to people, and more generally, the flourishing of individual persons and their communities. The idea of doing research WITH others rather than on them, which is key to action research, also foregrounds the researcher as an engaged scholar-practitioner, and encourages a focus on issues of researcher relationships and contextual knowledge. Questions of ways of knowing generated by action research will be a focus, as will exploring how other cultures of inquiry fit with action research. While paying attention to relational dilemmas of the collaborative research process, we will also look at the importance of participation and democratization as at the heart of an action research endeavor. Pre-requisites: HOD-802 Delivery Method: Online Grading Default: Letter Learning Outcome(s):
- Understand the theories and methodologies of action research
- Apply action research theories and methodologies
|
|
-
HOD-883AS Advanced Research Methodologies: Applied Somatics 2 or 4 semester credits This course includes advanced studies and applied research projects, designed to develop skills in specific research methodologies and approaches. All the advanced research modules numbered 883XX are designed to enable students to learn a particular research method in depth. This module focuses on understanding the theories and methodologies of applied Somatics. Pre-requisites: HOD-802 Delivery Method: Online Grading Default: Letter Learning Outcome(s):
- Understand the theories and methodologies of applied Somatics
- Apply the methods of applied Somatics to research projects
|
|
-
HOD-883CH Advanced Research Methodologies: Methodologies for Studying Change 2 or 4 semester credits This course includes advanced studies and applied research projects, designed to develop skills in specific research methodologies and approaches used to study change. All the advanced research modules numbered 883XX are designed to enable students to learn a particular research method in depth. This module focuses on understanding the theories and methodologies for studying change. Pre-requisites: HOD-802 Delivery Method: Online Grading Default: Letter Learning Outcome(s):
- Understand the theories and methodologies of studying change.
- Apply action methodologies for studying change to research projects.
- Critically analyze different methodological approaches to studying change.
|
|
-
HOD-883CP Advanced Research Methodologies: Critical Participatory Action Research 2 or 4 semester credits This course introduces the student to critical participatory action research (CPAR) approaches that foster deep collaborations between “community members” and “researchers.” Participants explore CPAR as a potentially powerful methodology for community empowerment and social change. Although the focus will be on the methods used to engage groups in collective inquiry, analysis, and action, exploration will be grounded in a foundational understanding of critical theories and of the social, political, and institutional contexts that shape CPAR projects. Pre-requisites: HOD-802 Delivery Method: Online Grading Default: Letter Learning Outcome(s):
- Demonstrate knowledge of the principles of Critical Participatory Action Research.
- Develop written plan for CPAR project that examines phenomena from various perspectives and demonstrates awareness of structural inequality.
|
|
-
HOD-883EH Advanced Research Methodologies: Ethnography 2 or 4 semester credits This course includes advanced studies and applied research projects designed to develop skills in Ethnography and its approaches. Like the other advanced research modules numbered 883XX students will be expected to learn a particular research method in depth, in this case Ethnography. Students will experience Ethnography as a methodology, as a way of seeing, and as a way of engaging with social reality. Students will understand the skills that will need to be developed in order to successfully complete an Ethnography. Students will also learn if ethnography suits their intellectual projects and personal styles of academic engagement. Pre-requisites: HOD-802 Delivery Method: Online Grading Default: Letter Learning Outcome(s):
- Critically examine the assumptions and examples of ethnography as a research method.
- Demonstrate an understanding of the principles of three or more major theories of anthropology as related to ethnographic research methods and the differences between them.
- Apply an understanding of ethnography to research for the Concept Paper, Proposal, and/or Dissertation.
|
|
-
HOD-883GT Advanced Research Methodologies: Grounded Theory 2 or 4 semester credits Grounded theory methodology is particularly appropriate for mapping out and understanding processes of change and development. The methodology aims to develop theory and explore hypotheses in the manner of empirical research. Grounded theory is particularly appropriate to inquiry about processes that are not well understood, and gaining insight about the ways in which dynamics are linked, resulting in important contribution to knowledge. The methodology can apply at various levels of inquiry, from the individual, to the group, to the organization, and even to the community. Grounded theory can be used to map out the pathways by which a spectrum of participants goes through a change from one stage of development or identity to another. At the group level, grounded theory can provide insight about group formation, group stages of collaboration, the dynamics of meetings, ways of making group decisions, processes by which groups learn or develop trust or map out a strategy. The methodology provides excellent tools for the examination of the pathways, stages, and sequences that may involve change and transformation in groups, including the dissolution of groups. At the organization level, grounded theory can examine patterns of promotions, hiring processes, strategy development stages and processes, ways of implementation of decisions, types and paths of communications in organization systems, processes of adoption of new technologies or practices, project and program development cycles, performance evaluation process, and much more. The exploration will include the clarification of the research, the disciplined collection of data, the dynamic reflection on the data via memoing, the analysis of the data with different coding schemes (Axial and Theoretical coding), and the formulation and validation of theory. Pre-requisites: HOD-802 Delivery Method: Online Grading Default: Letter Learning Outcome(s):
- Developing clear understanding of change processes and how to formulate grounded theory.
- Engaging data collection dynamically with data analysis though reflective practice of writing or “memoing” and developing coding strategies for organizing data collection.
- Demonstrate capacity to support theoretical ideas and claims with empirical data in process of theory formation.
|
|
-
HOD-883LR Advanced Research Methodologies: Liberatory Research 2 or 4 semester credits This advanced studies course examines the emancipatory potential of research and praxis, particularly within an ever-changing globalized world. The course is deeply rooted in social justice, and it underscores liberatory research as an approach to understanding knowledge production, ways of knowing, questions of epistemology, and methodological inquiry. With a strong emphasis on social change and transformation, the course engages a range of critical, multi-disciplinary, conceptual and theoretical perspectives for research as praxis. Some of these perspectives include: Feminist theory, queer theory, theories of race and ethnicity, among others. Pre-requisites: HOD-802 Delivery Method: Online Grading Default: Letter Learning Outcome(s):
- Understand the ways in which liberatory research challenges conventional ways of thinking about knowledge.
- Apply liberatory research to global and local problems such as, systems of power.
- Challenge taken-for-granted assumptions about theory, research, and praxis.
|
|
-
HOD-883NI Advanced Research Methodologies: Narrative Inquiry 2 or 4 semester credits This course will examine Narrative Inquiry’s (NI) epistemology, assumptions and aims. Informed by feminism and critical theory, NI counteracts a dominant paradigm that privileges only a few voices. Through narrative life voices of those marginalized emerge. Narratives provide coherence to human experience and have a central role to communicate this to others. Storytelling is a powerful tool to collect data and gather information. Narrative research studies the whole person in context and taps in to emotional material and memories to reveal patterns of making meaning Narrative inquiry, as a methodology, does not superimpose the majority paradigm on people’s stories. Students review narrative research, learn how to develop research questions, criteria for selecting participants, and methods for collecting and analyzing stories. They also complete a mini narrative research project, conducting a short literature review, methodology protocol, collecting interviews and analyzing them. Related methodologies such as organic and co-inquiry will be reviewed. Skill development, meaning-making, and stand-point in knowledge creation and development will be emphasized. Pre-requisites: HOD-802 Delivery Method: Online Grading Default: Letter Learning Outcome(s):
- Explain the epistemology of narrative inquiry.
- Find and document narrative inquiry methods from current research journal articles.
- Create an interview protocol, collect data and do a data analysis to create themes.
|
|
-
HOD-883PG Advanced Research Methodologies: Phenomenography and Variation 2 or 4 semester credits This inquiry approach, originally developed in Sweden, captures, analyzes, and graphically represents variations in ways that people experience and make meaning of phenomena in education, social change, politics, health care, organizations, technology, and other areas where there is a need for positive change. This course integrates project-based learning with critical reading of classical literature (Marton, F., & Booth, S. (1997). Learning and awareness. Mahwah, NJ: Lawrence Erlbaum) and current research related to the student’s interests. Practitioners and academics use this approach to address today’s complex, often divisive, issues. It promotes new understandings and enables shared actions to promote positive change. Pre-requisites: HOD-802 Delivery Method: Online Grading Default: Letter Learning Outcome(s):
- Design, implement, and document a phenomenographic research project.
- Critically analyze and compare research literature.
- Demonstrate diversity values in all aspects of the research project and literature critique.
|
|
-
HOD-883PH Advanced Research Methodologies: Phenomenology 2 or 4 semester credits This course includes advanced studies and applied research projects, designed to develop skills in specific research methodologies and approaches. All the advanced research modules numbered 833XX are designed to enable students to learn a particular research method in depth. This module introduces the domains of phenomenology and hermeneutics through experientially grounded activities that display the foundations and orientation of interpretive ways of knowing. Through understanding the epistemological promise of interpretive phenomenology, we aim to reveal the research potentialities and personal challenges of working within this culture of inquiry. By drawing upon insights from applied studies in the human, social, organizational and educational sciences, we hope to show the efficacy of approaching any phenomenon from a phenomenological perspective. Pre-requisites: HOD-802 Delivery Method: Online Grading Default: Letter Learning Outcome(s):
- Understanding of core ideas of Phenomenology
- Application of Phenomenology in research and scholarship
|
|
-
HOD-883QA Advanced Research Methodologies: Advanced Qualitative Methods 2 or 4 semester credits This course includes advanced studies and applied research projects, designed to develop skills in specific research methodologies and approaches. All the advanced research modules numbered 883XX are designed to enable students to learn a particular research method in depth. This module is designed to provide skill development for students using qualitative data analysis at the dissertation level. It requires intensive training using conventional and innovative qualitative techniques as well as training in related software tools. Pre-requisites: HOD-802 Delivery Method: Online Grading Default: Letter Learning Outcome(s):
- Understanding of variation of advanced qualitative methods
- Selections of specific methodologies based on context and research question
- Application of qualitative research techniques and tools
|
|
-
HOD-883ST Advanced Research Methodologies: Advanced Quantitative Methods 2 or 4 semester credits This course includes advanced studies and applied research projects, designed to develop skills in specific research methodologies and approaches. All the advanced research modules numbered 883XX are designed to enable students to learn a particular research method in depth. This module includes an overview of quantitative research techniques, emphasizing experimental, quasi-experimental, descriptive, analytical and mix- methods designs. The concepts of sampling, normal distributions, and tests of significance will be dealt with in depth and will be introduced in November. Special emphasis will be placed on connecting research designs and statistical tests appropriate for each design. Included in the course is an overview of the planning, executing, and writing up of quantitative research studies. Students will also develop an ability to critically evaluate the generalizability of research studies for decision- making. Pre-requisites: HOD-802 Delivery Method: Online Grading Default: Letter Learning Outcome(s):
- Understanding of variation of advanced quantitative methods
- Selections of specific methodologies based on context and research question
- Application of quantitative research techniques and tools
|
|
-
HOD-883WC Advanced Research Methodologies: World Cafe 2 or 4 semester credits The World Café is a dialogic process that relies on creating a co-evolving network of conversations to foster collaborative learning and knowledge creation. With its focus on co- generative understanding around key questions that matter, it also has significant value as a research methodology.
Focuses on design principles of World Cafés, with research questions at the core. Explores context setting for World Cafés together with the context- bound nature of knowledge generated, featuring research design for actionable knowledge. Develops an understanding of role relationships of the researcher in a World Café setting. Featuring a learning-by-doing approach, explores interpretation and sense-making of the resultant knowledge generated, together with other epistemological issues that recognize process understanding, and context setting for collaborative inquiry. Pre-requisites: HOD-802 Delivery Method: Online Grading Default: Letter Learning Outcome(s):
- Understanding of design principles and core conceptual basis of The World Café.
- Understand World Café process by engaging in a World Café.
- Interpret and make sense of the knowledge generated in World Café.
|
|
-
HOD-890 HD Comprehensive Assessment 4 semester credits This course demonstrates a student’s readiness to begin the dissertation and includes a critical analysis of academic literature in one or more Human Development areas and/or in the area of a student’s concentration. Students demonstrate their ability to read, comprehend, summarize, and critique scholarly work. Students develop a comprehensive assessment plan/registration form that is reviewed and approved by the faculty mentor. The student submits the plan and a copy of the mentor’s approval to administration.
The essay may be no more than 25 pages in length, including references and appendices. It must adhere to APA V.6 formatting. Two faculty readers review the comprehensive essay with expertise in the area of the student’s essay. It must be completed and accepted before the student’s dissertation proposal approval can be posted. Pre-requisites: HOD-810 , HOD-881 , HOD-882 , and at least 20 additional elective credits Delivery Method: Online Grading Default: Credit/No Credit Only Learning Outcome(s):
- Critically analyze and synthesize theoretical perspectives relevant to the student’s area of dissertation interest
- Write a scholarly paper that presents a scholarly argument relevant to a human development topic and/or the student’s concentration.
|
|
-
HOD-891 ODC Comprehensive Assessment 4 semester credits This course demonstrates a student’s readiness to begin the dissertation and includes a critical analysis of academic literature in one or more Organizational Development & Change areas and/or in the area of a student’s concentration. Students demonstrate their ability to read, comprehend, summarize, and critique scholarly work. Students develop a comprehensive assessment plan/registration form that is reviewed and approved by the faculty mentor. The student submits the plan and a copy of the mentor’s approval to administration.
The essay may be no more than 25 pages in length, including references and appendices. It must adhere to APA V.6 formatting. Two faculty readers review the comprehensive essay with expertise in the area of the student’s essay. It must be completed and accepted before the student’s dissertation proposal approval can be posted. Pre-requisites: HOD-810 , HOD-881 , HOD-882 and at least 20 additional elective credits Delivery Method: Online Grading Default: Credit/No Credit Only Learning Outcome(s):
- Critically analyze and synthesize theoretical perspectives relevant to the student’s area of dissertation interest
- Write a scholarly paper that presents a scholarly argument relevant to an organizational development and change topic and/or the student’s concentration.
|
|
-
HOD-892 HD Dissertation Seminar 4 semester credits This seminar is required of all HD doctoral students to ensure that they have the skills for doctoral work. Seminar groups provide peer support for concept design, dissertation development, and the dissertation process. Pre-requisites: HOD-810 , HOD-881 , HOD-882 , and at least 20 additional course credits Delivery Method: Online Grading Default: Credit/No Credit Only
|
|
-
HOD-893 ODC Dissertation Seminar 4 semester credits This seminar is required of all OD&C doctoral students to ensure that they have the skills for doctoral work. Seminar groups provide peer support for concept design, dissertation development, and the dissertation process. Pre-requisites: HOD-810 , HOD-881 , HOD-882 , and at least 20 additional course credits Delivery Method: Online Grading Default: Credit/No Credit Only
|
|
-
HOD-896 Dissertation Pilot Study 2 semester credits The Pilot Study, is designed as a test of the data collection and analysis methods of the dissertation study. The purpose is to try out the research design, process, and the preliminary analysis in advance of full dissertation research. By testing things out, you can anticipate and overcome various pitfalls of data collection and analysis related to whatever research methodologies and methods are being used in your inquiry. Whether one is using a survey questionnaire, gathering data through interviewing, examining documentary evidence in published texts, or applying any other data collection method, it is essential to do a limited test in advance. Pre-requisites: HOD-810 , HOD-881 , HOD-882 , HOD-897 (Concept Paper approval) Delivery Method: Online Grading Default: Credit/No Credit Only
|
|
-
HOD-897 Dissertation in Progress 0 semester credits Completion of this course signifies the student has an approved concept and is working on building a full dissertation committee and their dissertation proposal. Delivery Method: Online Grading Default: Credit/No Credit Only
|
|
-
HOD-898 Final Oral Review of Dissertation 0 semester credits Signifies completion of the public defense of the dissertation. Pre-requisites: HOD-PA Delivery Method: In person/Blended Grading Default: Credit/No Credit Only
|
|
-
HOD-899 Dissertation Completion 10 semester credits Completion of this course signifies the full dissertation committee has reviewed the final draft of the dissertation and has indicated it is ready to be proofread and prepared for filing. Pre-requisites: HOD-898 Delivery Method: Online Grading Default: Credit/No Credit Only
|
Infant and Early Childhood Development |
|
-
IECD-PA Dissertation Proposal Approval 4 semester credits During the first part of the dissertation process, a faculty member (dissertation chair) guides the student in the steps necessary for reviewing and approving the proposal by the doctoral dissertation committee and the Institutional Review Board (IRB). Credits for this activity are obtained once the student has introduced all the recommendations given by the chair, the Dissertation Committee, and the IRB, and all these three counterparts approve the final dissertation proposal. Pre-requisites: IECD-794 Delivery Method: Online Grading Default: Credit/No Credit Only
|
|
-
IECD-518 New Student Orientation 0 semester credits New Student Orientation (NSO) into the IECD program consists of two phases:
PreNSO: Through Zoom meetings and synchronous/asynchronous work, this self-paced PreNSO provides incoming doctoral students with an overview of their course of graduate study while orienting them to Fielding’s online environment and the expectations and standards for PhD level study including critical thinking, writing skills, and research expectations.
NSO & Term: The NSO through synchronous meetings at the start of the first term provides students with a growing understanding of their graduate study standards/expectations for successful PhD level work. NSO focuses primarily on the students’ preparedness for the program which includes understanding of 1) various student support services available, and 2) entry level foundational doctoral level competencies, ethical attitudes, attentiveness to cultural diversity, self-awareness, and ability to work independently and collaboratively. Delivery Method: In-person/Blended Grading Default: Credit/No Credit Learning Outcome(s):
Students completing IECD PreNSO/NSO will be expected to:
- Use technology for effective exchange of information and collaboration with faculty/classmates (Moodle, myFielding, online library)
- Understand use of and access to student services and Fielding’s online library.
- Understand the academic and research components of the program.
- Promote a climate of respect, dignity, inclusion, integrity, civility and trust to foster collaboration among and between diverse student/faculty interprofessional backgrounds.
- Demonstrate professional values and attitudes (i.e., honesty, ethics, accountability, beginning identification as a PhD student).
- Demonstrate knowledge of university-wide competencies:
- Diversity: Understanding of alternative points of view, diverse worldviews and/or epistemologies
- Critical Thinking: Critical analysis and synthesis of theory, research, or both
- Scholarly Writing: Appropriate writing, including development of a coherent, focused theme or argument, and overall effective communication
|
|
-
IECD-519 Foundations of Doctoral Level Competencies: Writing, Thinking, Research 4 semester credits This course introduces students to the world of academic research and scholarly writing. Students will learn how to: locate peer-reviewed sources; critique research articles and other scholarly literature; use APA format; write literature reviews; utilize citations as evidence in writing; engage in the writing process by receiving feedback and making revisions; and use an electronic reference manager. Assignments for this course are coordinated with assignments for IECD-520 ; in IECD-519, students will receive feedback on drafts that they will eventually submit in IECD-520. Delivery Method: Online Grading Default: Letter Learning Outcome(s):
- Understand how individual research studies contribute to a larger body of scientific knowledge
- Identify and locate peer-reviewed sources
- Critically review research studies and other scholarly literature
- Write a literature review where they synthesize existing knowledge and analyze limitations on a topic of their choosing
- Implement proper APA formatting, including the use of citations
|
|
-
IECD-520 Human Development 4 semester credits This course introduces students to the theoretical constructs of a comprehensive conceptual framework, through a bio-psychosocial model, to understand healthy and disordered infancy and early childhood development. The course gives students an overview of the framework’s practical application in understanding and promoting normative child development, working with caregivers, professionals, and families, and of how development impacts the provision of services to children with a range of difficulties. The course combines lectures, reading materials, group discussions, videotaped examples, and related assignments to achieve its learning objectives. Delivery Method: Online Grading Default: Letter Learning Outcome(s):
- Develop a working understanding of human development within an integrated context of biology, psychology, and experience.
- Develop an understanding of the complex process of human development in regard to:
- Biology
- Psychology
- Human Experience
- The integration of the above
- Demonstrate knowledge of Greenspan’s stages of building healthy minds.
- Demonstrate an understanding of the impact of context and culture on human development.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
-
IECD-531 Maltreatment Trauma and Loss 4 semester credits This cross-cultural class focuses on child maltreatment, trauma, and loss. We currently live in a world in which there are few places that are without some type of violence and deprivation that are depriving families of their right to live in peace and safety. There are children across the world who live under conditions of deprivation including starvation, danger, poor education, and poor health care. Children across cultures are losing their caregivers and do not have the opportunities to live in caring and loving families in the context of supportive community environments and larger cultural systems. We are recognizing that there is a relationship between conditions of maltreatment, trauma, and loss and the development of later psychopathology.
It will also focus on the effect of these experiences on development through later childhood and the impact on the family. Topics including neurodevelopment (nature/nurture, developmental sequences, sensitive and critical developmental periods) will be studied and the effect of trauma, maltreatment, and loss will be discussed in the context of each of these factors. Delivery Method: Online Grading Default: Letter Learning Outcome(s):
Students successfully completing this course will be able to:
- Develop an understanding of the definitional issues in child maltreatment.
- Develop an understanding of transactional theory and its relevance to the development of child maltreatment.
- Develop an understanding of the intergenerational transmission of child maltreatment.
- Develop an understanding of the antecedents of child maltreatment through parent-child relationships.
- Develop an understanding of prevention in child maltreatment.
|
|
-
IECD-536 Statistics I 4 semester credits This basic course reviews concepts in introductory statistics, including descriptive statistics, basic probability theory, sampling distributions and the Central Limit Theorem; the binomial, normal, Student, chi-square, and F distributions; and techniques of 1- and 2- sample tests, linear regression, correlation, an introduction to analysis of variance and selected nonparametric procedures. It discusses the application of these concepts by analyzing peer-reviewed articles focusing on Infant Mental Health and Developmental Disorders research. Delivery Method: Online Grading Default: Letter Learning Outcome(s):
Students successfully completing this course will be able to:
- Choose an analysis appropriate to the following designs/study types and properly conduct and report the analysis using APA guidelines:
a. Population studies
b. Correlational study
c. Comparison of two means (related and unrelated)
d. Comparison of more than two means (related and unrelated)
e. Comparison of two or more means with multiple factors
f. Determination of linear effects on factors
|
|
|
|
-
IECD-538 Statistics II/Practice 4 semester credits This course introduces concepts in inferential statistics and builds on Statistics I by reviewing more in depth how to apply the basic concepts acquired in the previous course for statistical analysis of data in the context of Infant Mental Health and Developmental Disorders research. It introduces students to the use of computers for advanced data analysis (e.g., multiple regression, analysis of variance, factor analysis). Pre-requisites: IECD-536 Delivery Method: Online Grading Default: Letter Learning Outcome(s):
Students successfully completing this course will be able to:
1. Prepare data for statistical analysis, including
a. Cleaning (identifying and repairing data entry and other errors)
b. Screening the data for violations of assumptions
c. Identifying outliers
2. Select appropriate inferential approaches for analyzing quantitative data from different types of research designs
a. Parametric-within and between subject designs
b. Non-parametric (distribution free)
3. Utilize SPSS to perform descriptive and inferential analyses
4. Interpret statistical results to evaluate research hypotheses
5. Explain your findings to others who may not know much about statistics.
|
|
|
|
|
|
|
|
-
IECD-561 Infant Mental Health Intervention and Practices 4 semester credits This course emphasizes clinical practices that are evidence based and effective in the prevention and treatment of relationship disruption, adverse childhood events, and early regulatory issues. Emphasis will be put on the role of cultural sensitivity, reflective process, and family-based interventions.
- Clinical interventions
- Trauma related outcomes
- Regulation and regulatory disorders
- Relationship-based interventions
- Culturally-based interventions
- Reflective practice and supervision evidence
Pre-requisites: IECD-521 Delivery Method: Online Grading Default: Letter Learning Outcome(s):
- Describe the breadth and depth of clinical interventions for commonly recognized mental health issues in infancy
- Discuss symptoms, interventions, and outcomes related to adverse traumatic experiences
- Detail early regulatory issues and interventions that impact later mental health outcomes for high-risk infants
- Compare and contrast current evidence based, relationship-based interventions used in infant mental health
- Integrate a culturally sensitive approach into one’s own practice
- Utilize a reflective stance in all class discussions, written documents and class exercises
- Apply reflective, culturally sensitive, relationship-based approaches to one’s own leadership stance
|
|
|
|
|
|
|
|
|
|
|
|
|
|
-
IECD-568 Introduction to Brain Development 4 semester credits This course helps students to understand the relationship between the brain and social-emotional and cognitive development. Students learn how the brain develops during infancy, early childhood, and adolescence. The course reviews common methods used in the neurosciences for imaging the brain. It reviews current perspectives on experience-based brain development including issues of plasticity and critical periods in development. It discusses the role of the brain and neurotransmitter systems responsible for emotion regulation, cognitive control, communication, and reviews the brain mechanisms underlying a number of clinical problems including autism, anxiety, depression and aggression. This course reviews recently published peer-reviewed articles on brain research and neuroscience to achieve its learning objectives. Delivery Method: Online Grading Default: Letter Learning Outcome(s): The primary objective is to have students develop a working understanding of the brain and nervous system as it relates to behavior. Behavior can be considered those perceptions, emotions, responses, and actions that occur within the range of normal function, as well as those that result from diseases, disorders, and other dysfunctions in the nervous system.
Students successfully completing this course will be able to:
- Demonstrate a working knowledge of the structures and functional mechanisms of the brain and nervous system.
- Express a thoughtful, integrated perspective of the brain in terms of how it relates to behavior.
- Demonstrate a developing understanding of how the above information may be reflected and/or applicable in real world circumstances.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
-
IECD-579 Advanced Brain Development During Infancy 4 semester credits This is a special topics course on brain development during the first two years of life. The course is designed for students who have specific interests in typical and atypical brain development. This course will focus on current research in the areas from basic structural neurological systems of development, epigenetics (gene environment interaction), temperament, emotional self-regulation, maternal attunement, theory of mind, empathy, joint attention and the development of early symbolic thinking. Pre-requisites: IECD-568 Delivery Method: Online Grading Default: Letter Learning Outcome(s):
- To define and understand the brain development in relation to social emotional development in infants
- Normal development
- Problematic development
- To understand and articulate an understand of how culture may impact development in this area
- To demonstrate knowledge of the importance of the mother/primary caretaker and infant relationship, in regard to social emotional development
- To demonstrate an understanding of emotional communication in infants
- To demonstrate knowledge of the development of memory and language
- To have a working understanding of social skills in infancy
- To demonstrate knowledge of affect or emotional regulation in infants
|
|
-
IECD-580 Developmental, Individual Differences, Relationships (DIR®): Theory and Technique 4 semester credits This course will provide students with an introduction of the Developmental, Individual Differences, Relationship (DIR) model developed by Dr. Stanley Greenspan and Dr. Serena Weider. Discussions in class will include how early experiences impact development, learning, social emotional relationships, mental health, and families. Historical perspectives will be discussed in describing the model’s development as well as how evidence-based application of the model has been expanded to inform lifespan development, culture, and reflective practice. Course objectives of learning will help inform students with family, educational, community, and geopolitical initiatives, how to foster mutual understanding, a shared sense of humanity and reality, and reflective capacities to support stable, reflective practice from a personal or institutional level (Greenspan & Shanker, 2006). Demonstration of this model will be explored in class to include: 1) functional examples revolving around the progression of human development from the lens of relationships, daily activities, and emotions, and relationships, and 2) working to build and nurture distressed communities to recognize the presence and absence of affective connection/ engagement (Greenspan, Wieder et al 1988). Students will be provided with a collaborative intervention method, sensitive to principles of their adult learning, to derive all 16 Functional Emotional Developmental Capacities (FEDCs) as described in The First Idea by Dr. Greenspan and Shanker (2004). An emphasis on FEDC 1-9 will be studied. Students will apply examples from their everyday lives across all FEDC levels and how these capacities offer support to problem solving in both their personal and professional spaces. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will:
- Understand the history and current practices of DIR®Floortime™.
- Understand the meaning of development within the context of DIR®Floortime™.
- Identify, summarize, and analyze present scientific evidence supporting the DIR® model and Floortime™ intervention.
- Understand the core elements of the “D” Developmental, “I” Individual and “R” Relationship.
- Understand the role of culture within the DIR®Floortime™Model.
- Understand available team structures using varied professional disciplines when using the DIR®Floortime™model in clinical intervention and educational settings.
- Understand the importance of ethical professional behavior and problem solving through clinical case presentations and class discussion/assignments.
|
|
|
|
|
|
-
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-601 Developmental, Individual Differences, Relationships (DIR®): Intervention 1 4 semester credits The focus of this course is on developmental and relational models of development and infant mental health and theory. Caregiver/child and lifespan relationships (e.g., home, school, work, community) will be emphasized. This course provides an opportunity to integrate and apply the Functional Emotional Developmental Capacities, FEDCs 1-9, with an emphasis on FEDCs 1-4 of the DIR model. Conceptual and theoretical constructs to current practice and/or professional experiences will be explored. Part of the process for growing and learning is appreciating the developmental process of breaks and repairs of connection and developing ongoing support for problem solving and planning (Tronick 2007). This course involves discussion of students’ experiences and includes integration of reading materials and video clips to achieve course learning objectives. Students will explore key concepts related to the developmental individual relationship- based approach by analyzing videos from the instructor and students’ clinical work, family members, and Youtube. Pre-requisites: IECD-580 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to:
- Apply the foundation of DIR® in practice with a focus on FEDCs 1-4.
- Reflect on the importance of observation to understand behavior.
- Interpret behavior utilizing individual differences and relationships and their impact on development.
- Apply the use and integration of the “I” with the Functional Emotional Developmental Capacities.
- Describe Floortime™ and implementation strategies through case analysis that addresses the unique needs and strengths of children and families, based on a relational approach to intervention.
- Employ, through case presentation the application assessment and intervention using the integration of the “D,” “I,” and the “R,” and Floortime™
- Illustrate ethical professional behavior in clinical case presentations, clinical intervention, educational settings, and class discussion/assignments.
|
|
-
IECD-602 Developmental, Individual Differences, Relationships (DIR®): Intervention II 4 semester credits The focus of this course is on developmental and relational models of development and infant mental health theory and application. Caregiver/child and lifespan relationships (e.g., home, school, work, community) will be emphasized. This course provides an opportunity to integrate and apply the Developmental Capacities, 1-9, with an emphasis on developmental capacities 4-6 and caregiver coaching of the DIR model. Conceptual and theoretical constructs to current practice and/or professional experiences will be explored. This course involves the mentoring of students based on the student’s experiences and includes integration of reading materials, lectures, and video clips to achieve course learning objectives. Students will explore key concepts related to the developmental individual relationship- based approach by analyzing videos from the students’ clinical work. Pre-requisites: IECD-580 , IECD-601 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students successfully completing this course will be able to:
- Apply the foundation of DIR® in practice with a focus on FEDCs 4-9.
- Use client, caregiver, and professional’s individual differences to facilitate the advancement of development, emotions, and relationships.
- Exhibit the integration of development, individual differences, culture, and relationships with assessment and intervention.
- Demonstrate the assessment and practice of parent coaching to facilitate the child’s emotional and functional development
- Describe and implement Floortime™ principles through case analysis that addresses the unique needs and strengths of children and families, based on a relational approach to intervention.
- Discuss and reflect and when possible illustrate interprofessional teamwork when assessing and implementing treatment with a child/family.
- Display ethical professional behavior in clinical case presentations, clinical intervention, educational settings, and class discussion/assignments.
|
|
-
IECD-620 Dissertation Seminar 4 semester credits This seminar offers students the opportunity to embark on the process of developing their dissertation project in a supportive, collaborative environment. In addition to exploring topics, methods, and resources, students will develop a realistic timeline for completion of the project (including presenting the Final Oral Review [FOR] and final dissertation document). Course goals include selecting the dissertation topic, recruiting the dissertation committee chair, writing an annotated proposal draft, writing a literature review draft, planning methods, writing an IRB application draft, and completing a timeline based on initial project concept. Pre-requisites: IECD-536 , IECD-537 , and IECD-538 or IECD-539 Delivery Method: Online Grading Default: Letter Learning Outcome(s):
This course is designed to support students as they embark on the planning and implementation of their dissertation research. Developing, implementing, and writing the dissertation itself involve both an understanding of the literature within one’s topic area and an understanding of the planning and management aspects of the multiple tasks that are part of completing the project. After completing this course, students will understand:
- The stages of dissertation design,
- The role of dissertation chair and committee,
- The materials, personnel, resources, and methodological planning needed to complete the research itself,
- The ethical considerations in research design, implementation, data analysis, and interpretation of findings,
- The process of writing the dissertation proposal, and
- The subsequent IRB approval process, implementation of the research proposal, and writing the final dissertation document.
Successful completion consists of:
- Selection of the dissertation topic
- Recruiting the dissertation committee chair
- Writing an annotated proposal draft
- Writing a literature review outline with some areas written
- Methods section including planned analysis of data (quant and/or qual)
- IRB proposal draft, and
- Completion of a timeline based on the initial project concept
Students will be able to make substantial progress on the proposal by the end of this course.
|
|
-
IECD-700 Comprehensive Essay 4 semester credits The Comprehensive Assessment Essay (CAE) is a literature review around a topic related to the student’s dissertation. The student will provide an in-depth written analysis of scholarly sources, including those received in IECD coursework. The student should demonstrate a scholarly argument about their research question using critical analysis of both theory and methodology. Students will be asked to demonstrate doctoral competencies in critical reading, writing, and synthesis of scholarly literatures. Pre-requisites: 60 credits from courses with subject prefix of IECD, ELC or HOD. Delivery Method: Online Grading Default: Credit/No Credit Only Learning Outcome(s):
- Demonstrate doctoral level competencies in scholarly writing.
- Demonstrate doctoral level competencies in critical thinking.
- Demonstrate the ability to develop a thesis and build a scholarly argument using critical analysis of both theory and methodology.
|
|
-
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. It is the only dissertation course a student can register for directly, is available for registration each term and is not associated with any particular step. If the chair is unavailable to supervise dissertation work during a term due to sabbatical or illness, or some other extenuating circumstance, another Fielding faculty member from the student’s committee may supervise as a proxy for the chair and course instructor. Students registered in the course should have a plan for said dissertation engagement for the term and a written summation of progress must be submitted to the dissertation supervisor before the end of the term. The course is graded pass/fail (CR/NC), or can be given an Incomplete as per the university grade policy. The course can be registered for a total of 6 terms; the terms need not be consecutive. 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-547 The Psychology of Mediated Meaning: Symbols, Images and Text 4 semester credits This course will answer the question: How do people create and derive meaning through the myriad of mediated communications that makeup our cultural landscape? Semiotics is the study of the, often taken for granted, meaning infused in signs, symbols, codes, and text. This course is grounded in applying a Semiotic analysis of meaning-making-along with its cognitive, behavioral, evolutionary, social, and personality psychology underpinnings-to the study of contemporary mediated communications. Embedded in each emoji, meme, gif and hashtag, in every photo that’s filtered, edited, stickered, Facetuned, or Storied and in every click-bait headline, tweetstorm, troll post, chat bot and live-streamed video is mediated meaning. It is derived from a collective consciousness that combines what is universally human with what is culturally constructed. Today, the prolific media footprint of social media provides a rich arena for our study. This course will be foundational for students of media psychology with their various areas of individual research and career focus within the field. It will provide students with a qualitative tool of analysis to help guide their understanding of media phenomena and the creation of media with impact.
In this mediascape-where news is entertainment and entertainment is news-people often default to what behavioral economist Daniel Kahneman refers to in his seminal Thinking Fast and Slow (2011) as “fast thinking” to navigate the 24/7 media onslaught. People are unconsciously scanning for familiar patterns and framings to interpret meaning, but what are those familiar patterns? And how are the evoked? Now on social media, e.g. Twitter, Facebook, YouTube, Snapchat, LinkedIn and Reddit, algorithms take advantage of that fast-brain processing to play upon people’s hard-wired motivations and culturally infused values to accelerate consumer engagement, from empathy to outrage, and to stimulate behaviors, from purchase to protest. These phenomena should be at the forefront of media psychology investigation.
Delivery Method: Online Grading Default: Letter Learning Outcome(s):
- A familiarity with psychological and semiotic theories that can be applied to today’s mediated meaning-making
- An understanding of the psychology of mediated identity construction
- The ability to recognize, deconstruct, and analyze the psychological underpinnings of how meaning-making is created in mediated communications
- Develop skills to apply psychological and semiotic theory to creating media that conveys the intended meaning, facilitates understanding, and motivates positive behavioral or attitudinal change
|
|
-
MSC-548 Community Psychology: Building Human Connection in Physical and Digital Spaces 4 semester credits The emotional gridiron of bringing people together has become an increasingly important knowledge area. Theories from organizational psychology, social capital, and emergent technology are introduced to understand how communities are built and commitment is managed in both physical and digital spaces. Here we explore the many ways symbolic environments reflect how we think about ourselves and place in society. This course explores topics of fandom and affiliation by analyzing the human experience with respect to current patterns of media consumption, behavior, and modes of expression. Delivery Method: Online Grading Default: Letter Learning Outcome(s):
- Understand the origin of building a community and establishing a shared set of beliefs, attitudes, and interests
- Recognize the reciprocal relationship with messages/media texts in their social, political, local, global, and cultural contexts
- Become familiar with the emotional-based threads that contribute to a sense of community in all settings
- Interpret how our usage, relationships, and patterns of behavior influence our social relationships - in both digital and physical settings
- Understand the theory of identity utility as a set of behaviors associated with strengthening one’s level of commitment.
- Able to interpret the “us vs them” tribal mentality with respect to our increasingly connected society
- Gain the means to articulate the emotional, mental, and behavioral toll negative group experiences has on members
- Be able to critically assess and analyze digital technology and participatory media from multiple perspectives
- Develop an informed theoretical understanding of intergroup relations and the human experience in relation to contemporary media usage
- Advance critical research in the discipline of media psychology
|
|
-
MSC-549 Psychology of Technology 4 semester credits The rise in new technology reveals the shift in how people receive information and how behavior is changing. Every person, business and industry can be affected by technological disruption. Correspondingly, there is a need to understand technology and how it impacts behavioral, attitudinal and social change. The more advanced technology becomes, the more people’s lives can become mediated by these tools. Thus, technology has the potential to both disrupt and broaden how people work, heal, learn and connect.
This course invites students to understand new technologies and the relation between human behavior and their potential for impacting social change. This course will strive to provide current information, varying perspectives and will be practical and informed by theory and research. Each week students will be introduced to a different technology, technological application or technology solution, such as AR, VR, AI, robotics and medical/clinical innovations. Ethical practices will be examined with a focus on understanding how new technology can positively impact human behavior. Delivery Method: Online Grading Default: Letter Learning Outcome(s):
- Demonstrate an understanding of how the use of technology helps or hinders social communication, group dynamics, and social change.
- Understand and explain the influence of technology on human cognition, to critically evaluate the effects of media technology.
- Identify how psychological theory applies to technology use and its influence on human behavior.
- Develop solutions that use technology to impact well-being, social change, positive behavior and transformative change.
- Demonstrate a critical understanding of the connection between technology, ethical issues and research and the implications in technology use.
- Understand the current literature on attitudes and cognitive dissonance and how it can be applied to technology use and the effect on behavior.
|
|
-
MSC-551 Foundations of Media Psychology 4 semester credits Apply psychological theory to understanding how the media landscape impacts the use, experience, and production of media technologies across all economic and industry sectors. Examine topics such as the impact of mediated environments on identity and group behaviors, the persuasive elements of media content, how the structure and design of media tools and platforms influence attitudes and behaviors, and using media for socially
constructive purposes. Delivery Method: Online Grading Default: Letter Learning Outcome(s):
- Recognize media psychology as the use of psychological science to understand human interaction with media and technology
- Develop an awareness of the ethical, cultural, and social implications of media and technology
- Learn how to apply psychological theories and provide evidence to support the analysis of media design, use and impact
- Show the ability to link academic approaches to real world problems and solutions
|
|
-
MSC-552 Global Psychology: Media and Social Advocacy 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 Learning Outcome(s):
- Research and explain key differences in media literacy, consumption and ownership in populations of different socio-economic profiles.
- Understand and apply key concepts of advocacy and social marketing for different types of audiences.
- Analyze the potential social impact of proposed media projects, technologies or formats.
- Use strategies and techniques of social marketing in developing ethical media campaigns of advocacy and activism.
- Advise media content creators in the development of socially responsible programming.
- Contribute to scripts or messaging for media projects aimed at social change.
- Operate successfully in a multi-media asynchronous learning/working environment, including virtual teams.
|
|
-
MSC-554 Foundations of Research 4 semester credits Learn the elements of the scientific method as applied to psychology in general and media psychology in particular. Compare and contrast qualitative versus quantitative research methods in media psychology. Explore ethical issues in media psychology research. Practice applying the scientific method in media psychology research. Demonstrate how to incorporate scientific method in your writing in various assignments. Delivery Method: Online Grading Default: Letter Learning Outcome(s):
- Demonstrate an understanding of the scientifc method through analyses of original research in media psychology.
- Demonstrate an understanding of the scientific method in your own writing.
- Demonstrate an understanding of the differences between qualitative and quantitative research methods in media psychology.
- Demonstrate an understanding of the role of ethics in media psychology research.
|
|
-
MSC-555 Positive Media Psychology 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 The Power of Image: Persuasion, Place, and Identity 4 semester credits Images have the power to move us emotionally, viscerally, cognitively, and behaviorally. They reflect back to us how we feel about ourselves, others, situations, and events, and to whom and where we feel we belong. They express complex and abstract ideas in rapid, simple terms that cut across borders making a universal language. Images at times present themselves blatantly as symbols, icons, and other pictorial representations; however, they also form in our mind, based on impressions as well as verbal cues such as adjectives, metaphor, and simile. We assume others derive the same meaning, have the same emotional responses, and form the same image in their mind hearing the same set of words as we do - but do they?
This class explores the cognitive, affective, and behavioral power of images, particularly with respect to identity and contemporary events. We’ll ask questions such as: Why is a photo of a sugar-sand tropical beach a politically charged image for some, while viewed as a desirable vacation destination for others? What sort of images do we associate with - and which ones are used by - movements like #MeToo, Alt Right, or Black Lives Matter? What is the visual difference between “refugee” and “asylum seeker”, and how does it change what we think?
As we move to becoming a more pictorial-based society, where images change and are disseminated in real time in reaction to global events, it is critical to understand the impact of image: how we are persuaded by them, and how we use them to persuade others. Together, we will look at images that are associated with specific groups or issues, compare them amongst the various ‘sides’ and viewpoints surrounding those issues, and discuss why some images are co-opted, even becoming memes, while others are suppressed. We will also look at the images we personally hold in mind, comparing and contrasting them to those in the public sphere. In addition to discussion over weekly readings and/or image-decks, each student will provide a case study of an image as it pertains to a global or communal issue or belief.
In our interconnected world the value of understanding how to make powerful images that fulfill a goal becomes critical. Knowledge gleaned in this class can be applied to a wide range of subjects, including: social change initiatives, activism, development, corporate communications - the “story” of a company - advertising, journalism, education, conflict resolution, and government. Delivery Method: Online Grading Default: Letter Learning Outcome(s):
- Students will understand fundamental theories of cognitive psychology pertaining to how we perceive, interpret and convey information enabling you to create clear messaging strategies to reach specific audiences with pre-determined concepts and predictable results.
- Student will be able to apply fundamental theories and principles of visual design toward visual presentations of information; critique and design visual displays to facilitate attention, understanding and retention of information, and incorporate an effective call to action for your inspired audience.
- Students will understand the why and how behind, and be able to apply designs differently across various media such as posters, paper, the Web, presentations, movie screens, virtual worlds and mobile devices with four (4) or more complete designs for a portfolio.
|
|
Page: 1
| 2
| 3
| 4
| 5
|
|
|