Apr 27, 2024

Academic Catalog 2021-2022

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

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	RES-FFP Filing Dissertation Pending 0 semester credits This course is used to show active enrollment (at less than halftime status) as a student completes proofreading process and prepares their final copy of the dissertation for filing. Pre-requisites: Dissertation submitted for proofreading. Delivery Method: Distance Grading Default: CR Only
	RES-IRB IRB Approval for Dissertation 0 semester credits This zero-credit course signifies the student has achieved clearance from Fielding Graduate University’s IRB office to proceed with their research for their dissertation. An Institutional Review Board (IRB) is a federally mandated committee composed of scientists, clinicians, non-scientists and non-affiliated community representatives charged with overseeing all research projects involving human volunteers to protect the rights and welfare of the volunteers, certifying that the research is conducted according to the highest scientific and ethical standards. Delivery Method: Distance Grading Default: Credit/No Credit Only
Continuing Education
	CE-538 Hidden Forensic Evaluations Hidden forensic evaluations involve referrals that appear to be solely for treatment, but are later revealed to be required for legal matters involving the client (e.g., fitness for trial or legal culpability). These evaluations pose complex ethical and clinical problems for unprepared psychologists. This presentation provides methods for the identification of hidden forensic referrals and information that is critical when deciding if and how to proceed with the evaluation. Foundational forensic concepts will be discussed to aid the psychologist in conducting the forensic aspects of the evaluation such as responding to subpoenas, differences between testifying as an expert or fact witness, the use of collateral information, and the nuances amongst different types of forensic opinions will be discussed. Delivery Method: Online Grading Default: Credit/No Credit Only Note: 1 CE Learning Outcome(s): 1. Attendees will be able to apply methods for the identification of hidden forensic evaluations 2. Attendees will be able to evaluate critical information in order to decide if and how to proceed with a hidden forensic evaluation. 3. Attendees will be able to summarize fundamental forensic psychology concepts to assist with hidden forensic evaluations.
	CE-541 Suicide Assessment and Intervention The seminar will focus on standards of care and malpractice issues relevant to the practicing psychologist, as well as consider suicide risk among specific populations, such as the military, schools, and culturally stigmatized groups. It will cover a number of different approaches to assessing suicide risk and treating suicidal patients. Delivery Method: Online Grading Default: Credit/No Credit only Note: 1 CE Learning Outcome(s): Become conversant with contemporary theories and models of suicide risk and behavior. Be able to assess suicide risk based on an understanding of correlates of suicide and available risk assessment tools. Utilize appropriate standards of care for working with suicidal patients. Apply the distinction between crisis intervention and longer term interventions addressing suicide risk and behavior. Respond appropriately and sensitively to the needs of family members and friends who are survivors of suicide.
	CE-554 Coaching for STEM Leaders: Core Coaching Competencies This coaching program is designed to introduce the basic principles, structures, techniques and practices of leadership coaching using didactic and experiential learning processes. Participants will use this knowledge to develop effective and responsive coaching strategies for working with a variety of individuals, with a focus on the STEM fields. The course will begin with an overview of some of the key evidence-based theories and principles that underpin effective coaching practices. Since cultural orientations and frameworks influence both coach and client, this course will merge coaching with theory, gender, and intercultural communication. Participants will receive a manual that includes relevant excerpts from scholars and researchers in several disciplines, including psychology, sociology, and communication. The program is offered in the form of thirty (30) hours of workshops, webinars and other subsequent activities, both in person and virtually, that will allow participants to practice coaching and receive developmental feedback from the facilitator. Twenty-four (24) of the total number of hours can later be applied toward a formal coaching certification (e.g. ICF, CTE, IPEC, etc.). CCEs: This course is approved by the International Coach Federation for up to 30 CCEs Delivery Method: In-person/Blended Note: 30 CEUs Learning Outcome(s): Participants will understand and be able to discuss the definition of coaching and distinguish coaching from other human development processes. Participants will understand and be able to demonstrate the four elements of a coaching conversation. Participants will be able to apply relationship principles of coaching with an appreciation for aspects of race, gender and cultural identities. Participants will understand and be able to utilize foundational coaching tools and practices.
	CE-555 Fielding Conclave Leadership Colloquium The content of the program will focus on topics designed to meet the unique leadership development needs of underrepresented minority STEM faculty within the context of lived experiences at the intersection of race and gender. The program is offered in the form of ten (10) hours of complementary workshops and seminars at the beginning, during and after the Conclave. It will be delivered by nationally prominent individuals with documented knowledge and experience in the art, science and delivery of effective leadership in higher education in STEM academic units and in colleges and universities generally throughout the United States. Delivery Method: Online Grading Default: Credit/No Credit Only Note: 10 CEUs
	CE-556 Leadership Fellows Professional Development Residency Program The content of the program will focus on topics designed to meet the unique leadership development needs of broadening participation in STEM by producing more graduates that are prepared to advance the STEM enterprise. The program is offered in the form of ten (50) hours of complementary workshops and seminars at the beginning, during and after the four residencies. It will be delivered by nationally prominent individuals with documented knowledge and experience in the art, science and delivery of effective leadership in higher education in STEM academic units and in colleges and universities generally throughout the United States. Delivery Method: In person Grading Default: Credit/No Credit Only Note: 50 CEUs
	CE-560 TCOS Team Coaching Mindset Essentials This academically rigorous, highly interactive course steeped in best practices is designed for serious coach practitioners who seek advanced coaching knowledge and tools that result in increased confidence and competence to coach teams in organizations. CCEs: This course is approved by the International Coach Federation for up to 34 CCEs Delivery Method: In-person/Blended or Online Grading Default: Credit/No Credit only Note: 3 CEUs
	CE-561 TCOS Coaching Mindset Essentials This course offering is designed to introduce participants to the Essentials of coaching in the workplace. Participants rapidly develop a coaching Mindset by learning and applying the essential knowledge, competencies, and skills needed to effectively coach individuals in the workplace. CCEs: This course is approved by the International Coach Federation for up to 34 CCEs Delivery Method: In-person/blended or Virtual Grading Default: Credit/No Credit only Note: 3 CEUs Learning Outcome(s): By the end of the course, participants will be able to demonstrate the essential competencies and mindset to coach individuals in the workplace.
	CE-764 Hosting World Cafés: The Fundamentals Providing a fundamental understanding of The World Cafe theory and method, this course applies the World Cafe design principles to bring forth the creative power of conversation and engage questions that matter. Participants will develop the capacity to use the World Cafe in their own lives and work, and gain a basic understanding of World Cafe hosting practices. There will be required “real time” sessions, including an opening orientation and closing session, a full-length online World Café, and regular study groups. CCEs: The International Coach Federation will grant 19 CCEs for this course. Delivery Method: Online Grading Default: Credit/No Credit Only Note: 6 CEUs Click here to register.
	CE-780 Transformational Customer Experience Leadership Providing an understanding of Transformational Customer Experience Leadership practices, this course challenges managers to rethink their role in defining the consumer experience in retail stores. Grading Default: Credit/No Credit Only Note: 70 CEUs
	CE-780B Transformational Customer Experience Leadership Providing an understanding of Transformational Customer Experience Leadership practices, this course challenges managers to rethink their role in defining the consumer experience in retail stores Grading Default: Credit/No Credit Only Note: 40 CEUs
Educational Leadership for Change
	ELC-698 Special Topics in Academic Writing 2 semester credits Entry into the course will be based on each student completing and submitting a writing assessment, identifying specific areas for further development. The course is designed to support those who need to enhance their readiness for doctoral scholarship. Delivery Method: Online Grading Default: Letter Only Learning Outcome(s): greater clarity in scholarly writing presentation of ideas in a concise and engaging manner accurate application of grammar and APA 7 format
	ELC-699 Foundations of Doctoral Study 4 semester credits New student orientation to the ELC doctoral program is an in-person session between in-coming classes and doctoral program faculty. At the orientation, the faculty works with you to: assess your academic readiness; evaluate your research, personal skills and learning resources; facilitate your understanding of Fielding’s learning model and delivery method, set your academic and professional goals; and develop your support group of faculty and peers. At orientation, students choose a faculty mentor and begin work on their learning plan - a personal map through the learning process. The learning plan takes into account each student’s previous academic accomplishments as well as personal, professional, and academic goals. It includes a preliminary outline for the action- oriented research project that will ultimately become a dissertation. The learning plan should be submitted for approval within 30 days after the conclusion of the in-person orientation. However, the learning plan is a living document that students and their faculty mentors review on a regular basis. Delivery Method: In person/Blended Grading Default: Credit/No Credit Only
	ELC-721 Critical Reading and Writing 4 semester credits Critical Reading and Writing is the first of three courses in the Effective Communications area. This course builds on your powers of observation, discernment, and intuition as existing competencies that can be used to help build bridges to new competencies necessary to your Fielding journey. Some of the new competencies include learning to write critical reviews, literature reviews, and argumentative essays. Maintaining and developing your voice as a scholar-practitioner who can effectively communicate with various audiences is a foundational goal for this course. Delivery Method: Online Grading Default: Letter Learning Outcome(s): 1. Critical Reading Locates relevant sources. Critically reads and evaluates literature to include a counterhegemonic point of view. 2. Critical Writing Uses theory, research, critical reflection, and practice to make a written argument. Highlights and analyzes alternative points of view. Revises and improves original drafts.
	ELC-722 Oral and Digital Communications 4 semester credits Oral And Digital Communication is the second of the three courses in the Effective Communications Learning Area. The overall goal for this course is to use your existing communication skills to help you make effective presentations. We will do this by helping you identify your strengths as a communicator and by helping you identify your learning style(s). These two activities will be a basis to select authoring software to make effective presentations. Our focus on presentations is intended to move you more fully into the realm of being an authentic information and knowledge producer as opposed to being only or primarily an information consumer. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Uses five appropriate digital media to communicate effectively with a diverse group in the role of leader/facilitator. Orally communicates clearly and persuasively with an individual or a group and responds to their concerns. Exhibits critical self-reflection by assessing the strengths of one’s work and the need for additional development.
	ELC-723 Writing Workshop 4 semester credits The Writing Workshop is the third of the three courses in the Effective Communication area. Through your work in Critical Reading and Writing and in Oral and Digital, you have had an opportunity to identify and build on your strengths as an effective communicator. The Writing Workshop provides you an opportunity to focus those strengths to develop an effective dissertation proposal. The Writing Workshop does not take the place of your dissertation committee. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Student writes a draft of either a Concept Paper or dissertation proposal representing a personal “likely” interest/focus.
	ELC-724 Systems Thinking 4 semester credits The Systems Thinking course is one of the four required courses in the Approaches to Inquiry Learning Area. Systems Thinking is the process of understanding how things influence each other within a whole. This definition allows us to see System Thinking as both a common-sense proposition that we all employ in our day-to-day lives, and it also suggests how Systems Thinking can help us understand and change complicated systems such as classrooms, schools, business, community, and political organizations. This course explores key Systems Thinking principles, approaches, and theorists. You will also be introduced to examples of how Systems Thinking has been applied by some organizations and individuals to make change. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Defines systems thinking and delineates examples of several different systems. Applies one or more systems theories to the analysis of problems encountered in community activism or educational settings. Critiques theory, concepts, or methods consistent with the practice of social and ecological justice, recognizing that systems theories are not solely a European phenomenon.
	ELC-725 Structural Inequality and Diversity 4 semester credits Structural Inequality and Diversity (SID) is one of the four courses in the Approaches to Inquiry Learning Area. This course introduces you to various schools of thought on issues concerning race, ethnicity, gender, sexual orientation, physical ability, language, class, and other forms of difference that have been reified as structures of inequality. The focus of this course is on how systems of oppression have been created, how they work to be self-perpetuating, and how some members of historically marginalized groups have proposed ending structural inequalities. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Demonstrates, whether orally, in writing or otherwise, a knowledge of the terms, elements, and mechanisms that comprise structural inequality as distinguished from diversity. In addition to demonstrating a knowledge of the structures of oppression and privilege that sustain such inequality, student shows an awareness of strategies that have been successfully used to overcome such oppression/marginalization. Demonstrates in their interaction and their communication with others the ability to work effectively across cultural differences.
	ELC-726 Change Theories 4 semester credits Change theories is one of the four courses in the Approaches to Inquiry Learning Area. This course introduces you to ways to understand “change” as a dynamic process that results from both planned and unplanned activity. With this framework in mind, our focus will be to explore how change unfolds in a variety of institutional expressions like education, the media, community, and political organizations, as well as other behavior shaping institutions. Still within this framework, an organizing focus of our work together will be to explore the role of leadership in creating effective change. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Explains several theoretical approaches regarding how change occurs in social systems and institutions. Identifies barriers to change and how they might be overcome. Discusses how several change theories could apply to their potential dissertation research.
	ELC-727 Overview of Action Research Methods 4 semester credits Overview of Action Research Methods is one of the four courses in the Approaches to Inquiry Learning Area. This course is an introduction to the assumptions of qualitative, quantitative, and other research methods that are intended to support effective change. The overriding purpose of this course is to help you see relationships between the kind of research and/or change question you pose and the kind of method(s) you choose to answer that question and/or to arrive at a formula for change. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Describes the relationship between the research and/or change question they propose and the method(s) by which they choose to answer that question or address that change.
	ELC-728 Introduction to Leadership for Change 2 semester credits In this seminar, you will review the intended outcomes for the Leadership for Change portion of the doctoral curriculum. You will be introduced to available communities of practice, and you will have the opportunity to investigate and propose additional communities that match your interests and goals. You will read some foundational texts, self-assess your level of skill in key areas, and develop a plan of action for moving forward to critique with your Mentor. This introductory seminar is a prerequisite for any further work in the Leadership for Change Praxis courses. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Creates a Personal Praxis Plan (PPP) that fulfills the 10 expectations outlined in the Plan.
	ELC-729 Leadership for Change Praxis 1-10 semester credits This part of the curriculum affords you the opportunity to extend and deepen involvement in one or more change efforts as well as reflecting upon your experiences more deeply so as to increase your effectiveness. You may do work which involves face-to-face work in a setting or in virtual communities. You may involve yourself in existing and ongoing projects or organize something new. You may wish to coordinate work for this course with elective or required courses or to align it with your dissertation plans. The projects in which you get involved are opportunities for you: to develop new skills, to deepen current skills, to test out theories which you are exploring, to develop new theories out of the experiences you are having, to collaborate with others within and outside of ELC and Fielding, and to make a difference in the environments that matter to you about the issues that concern you most. Provided that you have completed the Introductory Seminar, you may complete this work at any point in your program. This is a repeatable course. Pre-requisites: ELC-728 Delivery Method: Online Grading Default: Letter
	ELC-730 Area of Specialization 4 semester credits Students designate an area in which they have a special interest or expertise for this course. It can be used to acquire new knowledge or to deepen existing knowledge in a specific area in which students expect to build or advance professional careers. Delivery Method: Online Grading Default: Letter
	ELC-731 Area of Research Specialization 4 semester credits Students designate a specific research practice (culture and methodology) as a topic they wish to study. A faculty member with expertise in the chosen methodology works with the student to design a full course of study including overview, depth and applied sections guiding the student to explore and practice the research methodology chosen. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Selects a specific research practice (culture and methodology) and demonstrates an understanding of its strengths and weaknesses as well as its suitability for the study of various kinds of questions.
	ELC-733 Special Topics in Education 4 semester credits In this course, students will construct an independent study that will focus on a special topic in education. Faculty members with content area expertise will support students in designing their course of study and will assess their work at the end. Delivery Method: Online Grading Default: Letter
	ELC-734 Dissertation Research 2 semester credits This course represents student engagement in the dissertation process from concept to the final dissertation as planned with and evaluated by the chairperson. 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. Delivery Method: Online Grading Default: Credit/No Credit Only
	ELC-736 Dual Language Foundations 4 semester credits This course will focus on dual language program models, teacher and administrator leadership development, and the sociocultural context of dual language education. Students will examine the critical features of educational programs that develop bilingualism, biliteracy, and academic and cross-cultural competencies. Dual language/two-way bilingual immersion, foreign language immersion, and developmental bilingual education are among the additive program models that will be studied. The instructional process will include program models and support structures for the language allocation, assessment, and evaluation of student academic performance. Additionally this course will examine educational leadership research, theories, practice, and application in dual language settings. Effective leadership guided by a clear vision is critical to the success of a dual language program. Dual language educators set goals and expectations in ways that effect measurable, positive change in the lives of students. K−12 school leaders that strive to establish dual language educational models and nurture teacher leaders that collaborate with parents and community members can have a profound impact on school climate, culture, and educational outcomes. This is especially true in the case of dual language programs that set high academic standards for students. Delivery Method: Online Grading Default: Letter
	ELC-737 Biliteracy Development 4 semester credits This course will provide an overview of biliteracy development theory, instructional practices, and assessment methods of the reading process. Students will explore ways of applying this theoretical knowledge to pedagogical practices and assessment tools for students learning to speak, read, and write in two languages. Students will examine and evaluate the merits of competing paradigms in the area of reading. As a result of this examination, students will understand the historical and epistemological context for each paradigm. The major contributors to reading-process theory and application. Students will examine the theoretical constructs of reading and the social, cultural, and linguistic processes from these theoreticians. Students will analyze other scholars’ applied theories and interpretations and scholarly works related to the study of reading as a process. The curriculum will demonstrate how theory, pedagogy, and assessment impact the development of proficient biliterate students. Delivery Method: Online Grading Default: Letter
	ELC-740 Curriculum Development for Teaching and Learning in a Global Society 4 semester credits Educating emergent biliterate students to succeed in a global society involves understanding the whole child, including the knowledge and resources children and families bring to their educational experience. This course will prepare educators to apply the conceptual framework known as the community funds of knowledge to curriculum development for implementation in a dual language classroom setting. This approach applies the knowledge and experiences of students’ homes and communities to classroom instruction. Standards based curriculum units for emergent biliterate students will be explored through the application of high level critical thinking skills through collaborative classroom structures, the use of protocols, and technology. Educators will engage in developing cross-cultural competencies while learning to apply them in the classroom. Today’s educators recognize that valuing students’ community funds of knowledge and its integration in the curriculum generates greater engagement in student learning. The course exploration of curriculum development and classroom teaching and learning strategies that engage students through the application of community funds of knowledge practices will result in a project that integrates the course learning. Delivery Method: Online Grading Default: Letter
	ELC-741 Ethics, Education, and Law 4 semester credits Educational law and morality. This course examines theories of law and its relationship to social and ethical values. Students explore how leaders can help others working through moral dilemmas associated with the law. Additional Information for CCL Concentration students: Activities will provide a comprehensive survey of the legal problems and issues that confront community college education administrators including case studies and the subtlety and richness of the law itself and when to consult counsel. The important concepts and principles of education law and courts decisions and the likelihood of litigation or error in professional practice with its effect on the organization including how to draft college policy in a legally appropriate manner that complies with federal and state laws. Activities will include reviewing existing community college policies and practices to determine their enforceability and permissibility. Delivery Method: Online Grading Default: Letter
	ELC-742 Organizational Theories 4 semester credits Functions of theory: interrelationships among theory, science, practice and research. This course presents classic and contemporary organization theories and how they relate to trends in education and other institutions. Students develop a theoretical perspective associated with leadership and becoming a change agent. Delivery Method: Online Grading Default: Letter
	ELC-743 Public Policy and Practice 4 semester credits Understanding literature that focuses on public policy, pedagogy, and leadership. This course covers contemporary urban educational reform movements, related policy issues, and the role of major players in setting policy. Students evaluate the effects of policy on change in public education and other settings. Additional Information for CCL Concentration students: New ways to analyze complex state policies including an examination of how policies affect students’ access and success in community college will be included. An examination as to how policymakers and administrators can work to inform and influence change within the system using research-based evidence. Also included will be the consideration of political and historical values including an understanding of the effective uses of power within educational organizations. Participants will define the political nature of decision making and the formal and informal power structures within the community college organizations. Delivery Method: Online Grading Default: Letter
	ELC-744 Leadership Theories and Models 4 semester credits Improving educational institutions and other organizations through improved management practices. This course examines how to avoid old mistakes and face problems and challenges with confidence. Topics include government intervention in education, the organization as a target of legislative reform, solving problems before they become unsolvable, and improving management strategies. Delivery Method: Online Grading Default: Letter
	ELC-745 Community Relations 4 semester credits Roles of school, business, and community partners in providing best educational practices for students. This course emphasizes working with the power structure and applying techniques to improve community relationships. Students learn to recognize and build symbols of group identity and achieve social cohesion. Delivery Method: Online Grading Default: Letter
	ELC-746 Budget and Finance 4 semester credits Students learn how to lead educational financing and understand budgets at every level: department, school, district/institution and state/federal. This course includes school finance, aspects of school business administration and legal issues. Additional Information for CCL Concentration students: Course introduces participants to the administrative and business management of community college education. The class will cover topics such as institutional planning, space management, budgeting, human resource administration, purchasing and organizational management. Other issues will include the nature of financial and business issues within community colleges and student affairs. Participants will obtain a basic understanding of staffing processes, business principles on the organizational structure; economic principles at work within and outside the institution, performance management, accounting principles, budget and budget management, marketing functions, power and politics and legal issues involved in administering a community college. Delivery Method: Online Grading Default: Letter
	ELC-747 The Community College 4 semester credits Study of community colleges is a major segment of American and global higher education. The study of the community college covers reflective study of its history, evolution, context and leadership, including the study of the vision. This includes understanding local environments, open access to diverse populations, the nature of associate degrees, certificates, occupational education and community service. Also, the study of the community college includes examining the nature of its national network, the nature of this uniquely American contribution to higher education, its governance, administrative, curricular, professional, and programmatic dimensions, including best practices, concepts and trends. Delivery Method: Online Grading Default: Letter
	ELC-748 Higher Education Leadership 4 semester credits A reflective study of the history, leadership and mission of higher education. Delivery Method: Online Grading Default: Letter
	ELC-749 Capacity Building 4 semester credits Understanding organizational, educational, and developmental dimensions. This course examines staff development, mentoring, group dynamics, the psychology of professional/personal development, institution building, and personal dimensions in education. It also covers the effects of social change and the relationship of research to theory and practice. Delivery Method: Online Grading Default: Letter
	ELC-750 Human Development in Context 4 semester credits Effective development and lifelong learning for leaders. This course covers intellectual honesty and humility, ethical behaviors associated with leadership, and the articulation of purpose and practice. Students develop transformational and transactional leadership skills that contribute to their educational and human progress as whole persons. Delivery Method: Online Grading Default: Letter
	ELC-766 Forces of Motivation 4 semester credits Competencies in self-reflection, critical consciousness, vision, and creativity. This course covers cross-disciplinary historical influences on adult learning theory, current trends in adult learning, and the psychology of motivation. Students apply the principles of lifelong learning to personal and educational systems. Delivery Method: Online Grading Default: Letter
	ELC-767 Interpersonal Communication and Collaboration 4 semester credits Theory and process of interpersonal communication for effective listening, sending, confrontation, problem solving, and conflict resolution. This course examines cybernetics, information theory, linguistics, nonverbal communication, written communication, and gender and cross-cultural differences. Delivery Method: Online Grading Default: Letter
	ELC-773 Rethinking Schools and Organizations 4 semester credits Critical pedagogical approach to creating systemic change in schools and applying dynamics to fit students’ distinctive needs. This course presents homeostatic forces versus innovative forces to promote change, as well as stages for school improvement including climate, technology, curriculum, and organization. Students develop synergistic insights on schooling and the ecology of good schools. Delivery Method: Online Grading Default: Letter
	ELC-783 Creativity and Problem Solving 4 semester credits Recent advances in cognitive sciences: theories and practices underlying creativity and problem solving. This course encourages students to use critical thinking, imagination, and knowledge to create visions of the future, solve complex problems, and examine the challenges of effective teaching through innovation and critical thinking. Delivery Method: Online Grading Default: Letter
	ELC-784 Theories of Educational Change 4 semester credits Feminist, multicultural, neo-Marxist, and postmodern educational theories. This course concentrates on positive change as it generates new learning, new commitments, new accomplishments and greater meaning. Students evaluate theories related to educational change and identify new paradigms for educational change. Delivery Method: Online Grading Default: Letter
	ELC-785 Research Practice 4 semester credits This course is designed to offer students the opportunity to experiment with a particular research method, data collection tool, and/or forms of data analysis. Students will practice skills they propose using in the dissertation research process. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Documents their learning from the practice of skills they propose using in the dissertation research process.
	ELC-786 Information Systems and Change 4 semester credits Structure, function, and procedures for developing information systems associated with change. This course covers selecting appropriate equipment and interfacing with instructional information systems. Students explore the power and influence of information systems as well as their relationship to the history of change. Delivery Method: Online Grading Default: Letter
	ELC-787 Redefining Curriculum 4 semester credits Curriculum planning, implementation and evaluation. This course explores how to meet the needs of a diverse learning community. Students become familiar with current movements in curriculum; appropriate use of technology; hands-on and theoretical aspects of redefining curriculum; and the roles of staff, parents, students and community. Additional Information for CCL Concentration students: Community college faculty are increasingly being asked to play leadership roles in curriculum assessment and reform initiatives. This change is being driven by quality concerns; burgeoning disciplinary knowledge; interest in a broader array of learning outcomes, including skills and values; and growing support for constructivist pedagogies and learning-centered, interdisciplinary curricula. Course to include the process and shape that community colleges will take in the future on the basis of their growth and innovation trajectory and in response to the dramatic industry shift that is currently underway in community colleges, that is the integration of themes into the curriculum and shifts in practice, such as interdisciplinary collaboration and partnerships for engaged learning. Delivery Method: Online Grading Default: Letter
	ELC-788 Theories of Learning 4 semester credits Exploration of learning theories in the context of how children and adults learn. This course deals with philosophical, theoretical, and social bases of learning; terminology, historical background, acquisition, etiology, and problems; societal, instructional, and personal dimensions; and the relationship of research to theory and practice. Delivery Method: Online Grading Default: Letter
	ELC-789 Program Evaluation, Theory, and Application 4 semester credits Gathering comparative information and evaluating results. Students learn how to place results within a context for judging size and worth and how to make results more credible through careful choice of the evaluation design. Students create a systemic evaluation of a program and develop pragmatic steps for improvements. Delivery Method: Online Grading Default: Letter
	ELC-790 Cultural Influences in Education and Organizations 4 semester credits The purpose of education in a democracy: diversity and equal outcomes. In this course, students examine key levels of instruction such as vocabulary, language, and learning styles; concepts of culture, cultural values, and cultural environments; approaches to inequality; and the quest for equal educational opportunity. Delivery Method: Online Grading Default: Letter
	ELC-791 Technology, Learning, and Teaching 4 semester credits Technology as a tool for communicating, learning and teaching. This course explores technology as an essential learning experience; interfaces multimedia with learning and teaching; examines data and research collection; and applies technology to administration and academic improvement, with sensitivity to its effects on culture and values. Delivery Method: Online Grading Default: Letter
	ELC-792 Child Development 4 semester credits Physiological systems and perspectives on child growth and development. This course focuses on health, safety and nutritional needs associated with optimal early child development. Students use multidisciplinary approaches to plan and implement child development programs and examine family involvement. Delivery Method: Online Grading Default: Letter
	ELC-793 Media Studies 4 semester credits Application of psychology and communication theories to media in diverse ways. This includes new dimensions in learning psychology, systems theory, and has great implications for global learning. In media studies we aggregate and apply all that we now know about psychology and communication to technology. The media psychologies embrace “pscybermedia,” combining psychology, artificial intelligence and media. Media psychology requires understanding both the physical and emotional aspects of the brain, the range of emotion, the psychologies of expression, persuasion, sexuality and gender. It includes the study of emotional control, believability, cognitive learning and mapping, mastery, persistence and failure. Media studies includes applying theories of verbal and nonverbal communication, understanding music and sound, images and human reaction. Delivery Method: Online Grading Default: Letter
	ELC-794 Dissertation in Progress 0 semester credits This course signifies the student has begun work on the dissertation, including an approved concept paper and full committee membership. Delivery Method: Online Grading Default: Credit/No Credit Only
	ELC-795 Final Oral Review of Dissertation 0 semester credits Signifies completion of the public defense of the dissertation. Delivery Method: In person/Blended Grading Default: Credit/No Credit Only
	ELC-799 Dissertation Completion 16 semester credits Completion of this course signifies the student has submitted a final copy of the approved dissertation for proofreading. Delivery Method: Online Grading Default: Credit/No Credit Only
	ELC-801 Assessment and Evaluation 4 semester credits Students designate an area in which they have a special interest or expertise for this course. It can be used to acquire new knowledge or to deepen existing knowledge in a specific area in which students expect to build or advance professional careers. Additional Information for CCL Concentration students: Assessment is not a set of techniques, but a way of thinking guided by humane and helping values. Grounded in sound theory and extensive practical experience, this course will provide important, accessible, and timely guidance for administrators and teaching faculty who develop and implement policy regarding assessment and evaluation. Course will include the connection among three powerful trends in higher education: the focus on learning and learners, the emphasis on the assessment of learning, and the need to continually improve what we presently do. Grounded in principles of constructivist learning theory and continuous improvement, course will offer opportunities for participants to make connections with what they already know about assessment, integrate new information with their current knowledge, and try new approaches to enhance the learning of their students. Participants will consider what it means to shift from a teacher-centered paradigm of instruction to a learner-centered paradigm and practical approaches to help formulate intended learning outcomes, gather feedback from students to guide instruction, and develop scoring criteria for guiding and evaluating student work. Course will address the students’ ability to think critically, address enduring and emerging issues and problems in their disciplines, and the use of portfolios to promote and evaluate student learning. Delivery Method: Online Grading Default: Letter
	ELC-802 Governance 4 semester credits Students designate an area in which they have a special interest or expertise for this course. It can be used to acquire new knowledge or to deepen existing knowledge in a specific area in which students expect to build or advance professional careers. Additional Information for CCL Concentration students: Course to cover an analysis of the exercise of authority and the power and influence in community colleges that relates to governance and management and the relationship of education to other segments of the economy. Coverage will include organizational structures and patterns in community colleges including the board of governors and board of regents. Participants will have a better understanding of the influences affecting community colleges as institutional systems; public/private sector relationships; policies and procedures. Activities will address the subject of shared governance from several perspectives, including partnerships between the state and higher education; disjointed governance in university centers and institutes; a cultural perspective on communication and governance; and balancing governance structures with leadership and trust. Participants will also explore a conceptual framework of faculty trust and participation in governance. Delivery Method: Online Grading Default: Letter
	ELC-803 Human Resources Management 4 semester credits Students designate an area in which they have a special interest or expertise for this course. It can be used to acquire new knowledge or to deepen existing knowledge in a specific area in which students expect to build or advance professional careers. Additional Information for CCL Concentration students: Course to cover issues of employee/employment relationship including, but not limited to the following: Overview of Employment Law; Recruitment, Applications, and Interviews; Background Checks, References, and Verifying Employment Eligibility; Employment Testing; Hiring and Promotion Decisions; Wages, Hours, & Pay Equity; Benefits; Unions and Collective Bargaining; Employment Discrimination; Affirmative Action; Sex Discrimination & Harassment; Reasonably Accommodating Disability & Religion; Work-Life Conflicts and Other Diversity Issues (includes Sexual Orientation Discrimination, National Origin Discrimination, Pregnancy Discrimination; Family & Medical Leave Act; Performance Appraisals; Training, and Development; Privacy on the Job; Information, Monitoring, and Investigations; Terminating Employees; Downsizing and Post-termination Issues. Delivery Method: Online Grading Default: Letter
	ELC-804 Student Services/Student Success 4 semester credits Students designate an area in which they have a special interest or expertise for this course. It can be used to acquire new knowledge or to deepen existing knowledge in a specific area in which students expect to build or advance professional careers. Additional Information for CCL Concentration students: Course to engage participants in the critical concerns for any college as to the components of the learning environment and its significance for student learning and success. Course will cover the many complexities of campus settings and how they contribute to student success and the quality of learning experiences including the diverse populations of students who experience college differently and encounter group-specific barriers to success; low-income students, racial/ethnic minorities, students with disabilities, LGBT students, and others. Several topics will include ethical standards, legal issues, organizing and managing student affairs, supervision, teaching, counseling, technology, and community and professional development. Delivery Method: Online Grading Default: Letter
Evidence Based Coaching
	EBC-500 Foundations Intensive Evidence Based Coaching 2 semester credits This four-day live session orients participants to the Evidence Based Coaching program and curriculum; introduces foundational distinctions, the International Coach Federation core competencies, coaching models, importance of self-development, and theories that inform skill, practice, and coaching for individuals, systems, social change, and renewal. This course equates as 32 coach training hours from the ICF. Co-requisites: EBC-501 CCEs: This course equates as 32 coach training hours from the ICF. Delivery Method: In-person/Blended or Online Grading Default: Credit/No Credit Only Learning Outcome(s): Learn history and theories that underpin evidence based coaching. Learn distinctions between coaching and other disciplines of support. Develop what it means to be an instrument of self as the foundational skill and quality of a coach. Demonstrate the ability to listen, inquire, and offer in conversation. Design observation and reflective practices for self-development. Cultivate a coaching mindset in action with a focus on social justice, equity, and inclusion. Learn an approach to observe, discern, assess, partner, and offer in a coaching relationship.
	EBC-501 Skillful Coaching Theories and Competencies 4 semester credits This course deepens the student’s ability to integrate theory with coaching competency, skill, and practice by focusing on the arc of coaching, domains of knowing, somatics, mindfulness, social change, and creating client awareness and agency; includes individual and group mentoring, peer-to-peer learning, practice clients, and a two-day virtual observation intensive to coach, observe and be coached. This course equates as 43 coach training hours from the ICF. Co-requisites: EBC-500 CCEs: This course equates as 43 coach training hours from the ICF. Delivery Method: In-person/Blended or Online Grading Default: Letter Learning Outcome(s): Define and integrate theories of skillful coaching with the ICF core competencies. Explore socially constructed ways of knowing with a focus on social justice. Further explore the role of awareness and language in coaching. Co-create client relationships, agreements, and objectives integrating positive psychology. Design client coaching aims integrating adult learning as well as human development theories. Identify three practice clients and create individual coaching agreements. Practice coaching skills and receive written feedback from other students and faculty.
	EBC-502 Development Intensive 2 semester credits This four-day live session advances the participant’s knowledge of evidence based coaching by introducing adult development theories, neuroscience, systems, and other theories that inform the coaching profession and coaching for social change. This course teaches advanced techniques to create awareness with clients and further cultivate a coaching mindset. This course equates as 32 coach training hours from the ICF. Pre-requisites: EBC-500 , EBC-501 Co-requisites: EBC-503 , EBC-504 CCEs: This course equates as 32 coach training hours from the ICF. Delivery Method: In-person/Blended or Online Grading Default: Credit/No Credit Only Learning Outcome(s): Recognize how adult development informs coaching. Explain the complexity of the subject to object shift. Discover new ways to facilitate client growth using multiple ways of knowing. Understand the cycle of coaching clients at various stages of growth and development. Explore coaching for social change. Practice the integration of ICF core competency with contextual theories of coaching.
	EBC-503 Integration of Coaching Theories, Methods, and Practice 4 semester credits This course integrates theories of human development and organizational development with core ICF competencies by focusing on client and system context and facilitating client growth; includes individual and group mentoring, peer-to-peer learning, practice clients, and a two-day advanced virtual observation intensive to coach, observe, and be coached. This course equates as 43 coach training hours from the ICF. Pre-requisites: EBC-500 , EBC-501 Co-requisites: EBC 502 , EBC-504 CCEs: This course equates as 43 coach training hours from the ICF. Delivery Method: In-person/Blended or Online Grading Default: Letter Learning Outcome(s): Apply knowledge of human and leader development to coaching in organizational systems Learn distinctions between coaching groups and teams; leader development and leadership Understand how to engage with key stakeholders and ethical issues related to organizational coaching Develop knowledge of contextual theories of leadership, systems, OD, and organizational culture Explore coaching research, assessments, scholarship, and statistics Demonstrate ability to coach at a transformational level with a focus on the whole client Practice coaching skills and receive written feedback from other students and faculty
	EBC-504 Final Coaching Observation 0 semester credits The final coaching observation is conducted with a practice client and evaluated by a faculty member to ensure the student meets the required core competencies. All professional certified coach markers need to be demonstrated in order to pass the assessment. Pre-requisites: EBC-500 , EBC-501 Co-requisites: EBC-502 , EBC-503 Delivery Method: Online Grading Default: Credit/No Credit Only Learning Outcome(s): Demonstrate coaching skills at the International Coach Federation (ICF) Professional Certified Coach (PCC) level Provide evidence of an original 30-minute coaching transcript, recording, and self-evaluation
Human and Organizational Development
	HOD-PA Dissertation Proposal Approval 0 semester credits The proposal is approved when the committee chair is satisfied with the student’s response to the feedback which has been received by the full committee, including the external examiner and this has been documented appropriately. Pre-requisites: HOD-892 or HOD-893 , HOD-896 , HOD-897 Delivery Method: Online Grading Default: Credit/No Credit Only
	HOD-698 Special Topics in Academic Writing 2 semester credits Entry into the course will be based on each student completing and submitting a writing assessment, identifying specific areas for further development. The course is designed to support those who need to enhance their readiness for doctoral scholarship. Delivery Method: Online Grading Default: Letter Only Learning Outcome(s): greater clarity in scholarly writing presentation of ideas in a concise and engaging manner accurate application of grammar and APA 7 format
	HOD-699 Foundations of Doctoral Study 4 semester credits Foundations of Doctoral Study is required for all students entering Fielding’s doctoral programs in Human Development and in Organizational Development & Change. It consists of a New Student Orientation with both in-person and online components. Students are introduced to: Fielding’s doctoral faculty; the adult learning model; the degree’s curriculum, competencies, and learning outcomes; student support services; and in-person and online options for completing degree requirements. Each student develops a unique Learning Plan that is customized to meet the student’s scholar-practitioner interests and goals. Delivery Method: In person/Blended Grading Default: Credit/No Credit Only
	HOD-734 Dissertation Research 2 semester credits This course represents student engagement in the dissertation process from concept to the final dissertation as planned with and evaluated by the chairperson. 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 degree-emphasis or elective course requirements. Delivery Method: Online Grading Default: Credit/No Credit Only
	HOD-801 Doctoral Competencies Seminar 2 semester credits Doctoral Competencies Seminar (DOCS) introduces students to essential doctoral competencies such as scholarly writing, formulating a research question, and applying critical thinking and analysis. Delivery Method: Online Grading Default: Credit/No Credit Only Learning Outcome(s): Become familiar with the primary doctoral competencies Understand what is needed to master these skills over the course of the PhD program.
	HOD-802 Foundations of Inquiry 4 semester credits This course introduces multiple approaches to conduct scholar-practitioner inquiry. The student investigates alternate ways of knowing, the nature of knowledge, and the politics of knowledge-production including their respective underlying assumptions. Students learn the broad distinctions between qualitative and quantitative and among empirical, analytical, and interpretive approaches to inquiry alongside their various practice and action traditions. Students consider the relationship among inquiry, practice/action, and the levels of professional practice-personal and interpersonal, familial, group and organization, community, societal, and global. Students engage in questions such as: What is the nature of the relationship between the person(s) leading the inquiry and other participants? What are the epistemological assumptions about what constitutes knowledge and how it is validated and legitimized? What ways of knowing and methods of inquiry are most suitable for the phenomenon under investigation and ultimately to benefit the persons, organizations, and communities being served? Delivery Method: Online Grading Default: Credit/No Credit Only Learning Outcome(s): Understand purposes, politics, and ethics of scholar-practitioner inquiry Explore quantitative, qualitative, and action methodologies, their histories, assumptions, values, and epistemological foundations. Identify the basic methods used to collect and analyze data, their strengths, limitations, and suitability to particular research questions. Critically analyze research studies to assess their quality and credibility.
	HOD-803HD Practicum in Human Development 4 semester credits Students explore the relevance of scholarly concepts, theories and research to professional and personal problem solving. This course helps students become more insightful practitioners. Students demonstrate the essential skills of a scholar/practitioner by applying theory and scholarship to a significant project in their organization, community, or other human system. Students engage regularly with the faculty assessor to plan and implement the project and to reflect on project steps, intended and unintended outcomes of the project, their role in the project, and their personal and professional effectiveness. The practicum is intended to engage students in praxis, a cyclical process of critical reflection and action through which one engages in actions to create change, reflects on those actions, and in response may revise one’s conceptions and theories of change and plan new actions. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Apply concepts utilized in academic settings to practical or professional situations. Develop reflective practitioner skills.
	HOD-803OD Practicum in Organization & Systems Change 4 semester credits Students explore the relevance of scholarly concepts, theories and research to professional and personal problem solving. This course helps students become more insightful practitioners. Students demonstrate the essential skills of a scholar/practitioner by applying theory and scholarship to a significant project in their organization, community, or other human system. Students engage regularly with the faculty assessor to plan and implement the project and to reflect on project steps, intended and unintended outcomes of the project, their role in the project, and their personal and professional effectiveness. The practicum is intended to engage students in praxis, a cyclical process of critical reflection and action through which one engages in actions to create change, reflects on those actions, and in response may revise one’s conceptions and theories of change and plan new actions. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Apply concepts utilized in academic settings to practical or professional situations. Develop reflective practitioner skills.
	HOD-804 Human Development 4 semester credits This course presents original readings on human development traditions which can include psychoanalysis, depth psychology, behaviorism, cognitive, humanistic, feminist, or indigenous perspectives. In addition, students learn the assumptions and applications in a current area of research that they choose which could include constructivist, black feminist critical theory, post-colonial psychology, somatics, depth psychology, transpersonal psychology, consciousness, brain physiology, queer theory, and/or positive psychology. Students examine basic differences in theories including: the goal of development, stage theory vs nonlinear development, critical theory of societal oppression, and applications for individual, community and organization human development. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Critically examine the assumptions and approaches of one to three human development theorists or areas of research. Write a scholarly paper that demonstrates an in-depth understanding of one or more specific areas of human development
	HOD-805 Foundations of Organization Studies 4 semester credits In this course students acquire an overall familiarity with the multi-disciplinary aspects and multi-level fields of inquiry within organization studies. Students develop an appreciative understanding of the approaches to organizing from an historical perspective, critiquing the multiple traditions and paradigms in the field. Topics include decision-making and the limits of rationality, structural contingency theory and the determinants of organizational structures, institutional theory, sense making, organization identity, power, politics, organizational culture, and theories of organization environment and society. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Communicate an understanding of theories, concepts or pieces of research. Critically and appreciatively assess diverse perspectives in organization theory.
	HOD-806 Systems Approaches to Leadership, Organizations, and Society 4 semester credits Cultivates systemic understanding as a holistic way of seeing and acting that stands in contrast with reductionist ways of knowing, focusing on interdependencies and interconnections. Develops systems concepts through investigation of patterns across human systems, human-environmental systems, and human-machine systems. Encourages a systemic practice addressing balancing stability/identity and change/transformation. Explores systemic leadership and systemic ethics in social systems ranging from organizational/community systems to ecological/world systems. Fosters understanding of concepts that form a ground for systemic understanding, such as feedback, complexity, chaos, self-organization, self-regulation, requisite variety, and mutual causality, always focusing on relationships and interaction. Topics also include context, process and emergence, inner and outer relationships, systems adaptation and flexibility, and organism/environment relationships. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Gain an understanding of basic principles of, and varieties of, Systems Thinking, Systems Theory, and Systems Practice. Connect systems methods, models and theories to understanding and shaping dynamics of leadership in organizations and society. Bring an appreciation of systems to settings and situations that matter to a student’s own worlds.
	HOD-807 Social & Ecological Justice 4 semester credits This foundational course in social and ecological justice is designed to enable students to develop the competencies they need to recognize and integrate social and ecological justice - at the interpersonal, organizational, societal and global levels - into their practice and scholarship. Students will develop understandings of how social, economic, and ecological justice is defined and manifested in various societies. Students analyze these concepts and consider actions that promote more just societies. In addition to its focus on cognitive and intellectual understanding, this course emphasizes effective use of self to prepare students to take meaningful action in a wide range of interpersonal, organizational, and societal contexts. Importantly, we will pay close attention to power and systemic sources of inequality throughout the semester. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Understand competing schools of thought and scholarly debates on how social and ecological justice have been defined and how this can manifest in communities, organizations, relationships, and work. Demonstrate awareness of the student’s own assumptions, biases, and limitations and critically reflect on their own power and privilege and lack thereof. Communicate more effectively across differences in race, culture, gender, and other domains.
	HOD-810 Portfolio Review 2 semester credits The Portfolio Review is designed to support student learning. Students to self-assess their progress in the program with a Portfolio Review Essay and a plan for advanced studies and a brief description of a preliminary dissertation concept. The student’s faculty mentor and a second faculty reader review the students’ work in both a formative and summative way, providing specific critique and feedback, and assess the students’ doctoral competencies and progress. Pre-requisites: HOD-699 , HOD-801 , HOD-802 , and 12 additional course credits Delivery Method: Online Grading Default: Credit/No Credit Only Learning Outcome(s): Write a portfolio review of progress with a self-assessment of competency development and content learning. Plan for advanced electives, including an optional Concentration Describe a brief, preliminary dissertation concept
	HOD-811 Advanced Human Development 4 semester credits This seminar explores theories and research in Human Development and consciousness across the life span which can include: prenatal development, birth, infancy, early childhood, middle and late childhood, adolescence, early adulthood, maturity, old age, and death. Some of the key questions for this advanced seminar address: What are the roles of culture, genetics, and wisdom in Human Development? How do learning and contexts affect individuals and groups? How might we conceptualize “Becoming Human”? What roles do organizations and social interaction play in Human Development? These questions could be considered at many points in the lifespan, in terms of changing family/social structures; or as a process over a certain period of time. Pre-requisites: HOD-804 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Critically analyze and construct scholarly arguments relevant to advanced human development theories. Write a scholarly paper on an advanced human development topic Demonstrate understanding of ways to apply human development theory and research to professional and personal practice.
	HOD-812 Human Learning and Motivation 4 semester credits Students examine environments that promote learning by looking at the roots of learning theory starting stimulus control and Thorndike’s research on instrumental learning. Malcolm Knowle’s work documenting learning resulting in the creation of andragogy combined with Bruner’s work on curriculum design are also reviewed. More recent theories of holistic learning, transformative learning and indigenous traditions of elder storytelling give students choices to focus their projects for the course. Current trends in organization learning also complete the course content. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Define at least one historical theories or area of research relevant to human learning and motivation and document this content in a portfolio. Find and review current research articles on a topic from learning. Document this critical analysis in a scholarly paper.
	HOD-814 Gendered Identities 4 semester credits Students examine the formation of gender identities and their expression and consequences in roles within families, work, and social organizations. In most cultures, gender is understood in binary terms (woman or man) tethered to the sex (male or female) one is often assigned at birth. However, in reality, the lives of many individuals are lived in the boundaries and overlaps of this binary. Scholars in various disciplines have acknowledged the ways in which gender is socially constructed. The notions of masculinity and femininity have changed over time, and thus have histories. Greater recognition of transgendered individuals combined with sexual orientation has led to important developments in this area of research. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Define issues around social construction of identity. Write a scholarly paper on a gendered identities topic. Demonstrate understanding of ways gendered identities theory and research impact individuals, leadership, and society.
	HOD-815 Transformative Learning 4 semester credits Transformative learning describes how we engage with our learning directly, reframing our perspectives, habits of mind, and judgements. The aim of Transformative Learning is to cultivate more inclusive and adaptive meanings to guide our reflective practice and critical action in the world. In the words of Jack Mezirow, one of the founders of the field, such an approach helps to make us “more inclusive, discriminating, open, emotionally capable of change, and reflective.” Students explore research on the theory and practice of transformative learning, including constructive-developmental, cultural, cognitive-rational, spiritual, Jungian, ecological, and critical emancipatory approaches. Questions include: What is meant by transformation? How is it catalyzed? What are the ethical concerns? What are the relationships between individual and socio-cultural and systemic transformation? What are the educational dimensions and outcomes of Transformative Learning? Delivery Method: Online Grading Default: Letter Learning Outcome(s): Design curricula or interventions drawing on one or more of the transformative learning perspectives. Demonstrate an understanding of the principles of three or more major theories of transformative learning and the differences between them. Apply this understanding to practice in leadership or organization development.
	HOD-816 Post Traumatic Growth 4 semester credits The notion of trauma has evolved over the past century with increased awareness of how people experience loss, and hurt in physical, social, economic, emotional, and spiritual parts of their lives. The course begins with a conceptual exploration of trauma and its historical construction, from its early focus on the experience of war among veterans and civilians, to more contemporary concerns with various forms of abuse, loss, illness, social violence, and destruction from natural disasters. Trauma is framed in terms of the “loss of assumptive” worlds, resulting in fundamental loss of meaning. After this introduction, the focus shifts to the process of questioning assumptions about life, values, ideals, and goals in life often resulting in shock, despair, depression and much more. Scholars and practitioners have studied how survivors of trauma react in different ways, from gaining coping strength to exploring transformational processes. Students critically analyze different approaches to trauma from changes in cognitive and phenomenological structures, to narrative and transformational reconstruction of meaning. Trauma becomes a paradoxical catalyst for personal growth and transformation. The readings include theoretical and empirical work by Richard Tedeschi, Lawrence Calhoun, Kenneth Doka, and Jeffrey Kauffman. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Critically analyze and construct scholarly arguments relevant to theories of post traumatic growth. Write a scholarly paper on an advanced post traumatic grown topic. Demonstrate understanding of ways to apply posttraumatic growth theory and research to professional and personal practice.
	HOD-820 Advanced Organization Studies 4 semester credits This course provides a structure for students to engage in learning beyond the foundational organization studies to explore the theory, practice, and research of specific issues or topics in organization studies. Examples of topics/issues may include organizational structure and design, organizational effectiveness, organizational learning, rationality and decision-making, organizational culture, compensation and reward systems, issues of diversity, power and conflict, population ecology, organizational fields, etc. Students may contract individually or as a group course. Pre-requisites: HOD-805 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Gain an in depth understanding of theories, practice, and research of specific topics/issues in organization studies. Demonstrate an understanding of how the specific topics/issues examined fits within the larger context of the organization studies literature.
	HOD-821 Organization Development Practicum 4 semester credits Students demonstrate the essential skills of a scholar/practitioner by applying theory and scholarship to a significant project in their workplace or another chosen worksite. Students engage regularly with the faculty assessor to plan and implement the project and to reflect on project steps. A complete professional write up of the steps of the project and the intended and unintended outcomes of the project will be developed. Students will also comment on their role in the project as well as reflect on their personal and professional effectiveness. The student and Fielding faculty member engage in regular debriefing discussions with the worksite project manager. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Demonstrate the ability to apply theory and scholarship through a significant project in the workplace or elsewhere. Produce a professional write-up of the project, including project steps and outcomes. Reflect on personal and professional effectiveness.
	HOD-822 Organization Development and Change 4 semester credits Students explore theory and practice relating to change in social systems, including groups, organizations and communities. The focus is on planned, facilitated change to strengthen adaptation, quality of working life, and effectiveness within (and of) organizations. A range of organization development approaches will be studied, along with their attendant assumptions, values, processes, practices, and evaluation. Though planned change will be primary focus, the course will also explore unplanned, emergent, and continuous change in organizations. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Critically analyze theory underlying different approaches to organization development and change. Demonstrate understanding of various OD practices and techniques and their use in organizational settings.
	HOD-823 Leadership Theories and Methods 4 semester credits This course critically explores theories and models of leadership and how these are reflected in the world and in students’ own leadership orientations and styles. Key topics include changing definitions and models of leadership, leadership as an individual vs a relational attribute, the contingent nature of leadership (relating to context, culture, and social identity), and leadership development. Students will compare traditional leadership models with more contemporary approaches that have evolved to address leadership in networked, virtual, social action, and global organizations. The course will balance theoretical, research, and practice aspects to help students deepen their knowledge, understanding and skills of leadership as a positive influence on individuals, organizations and communities. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Critically analyze and construct scholarly arguments relevant to various theories and models of leadership as applied to a selected practice theme. Demonstrate awareness of how leadership theories and practice are context-dependent. Demonstrate the skills of personal reflection and skill development with regard to leadership.
	HOD-824 Social Psychology 4 semester credits In this course students examine effective decision-making in organizations, drawing on research in social psychology, interpersonal relations, and neuropsychology. Creating organizational change requires insight into both organizational dynamics and the social psychology of organizational stakeholders. Students address questions such as “How can the leaders of organizations engage most effectively with key stakeholders, in order to develop and engage in practices that promote social and ecological sustainability?” Delivery Method: Online Grading Default: Letter Learning Outcome(s): Demonstrate understanding of the latest advances in cognitive sciences Analyze and discuss ways that theories and models in cognitive sciences can be used to foster effective and collaborative decision-making in organizations.
	HOD-825 Public Policy and Public Action 4 semester credits This course is concerned with the institutional processes by which government responds to societal problems. Public Policy focuses on policy-making processes including problem definition; public input; policy formulation; policy implementation, and policy impacts. These processes are best understood via analysis of specific topical areas such as social welfare policy, health policy, educational policy, policies promoting social and ecological sustainability, and the like. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Demonstrate understanding of the processes and actions of Public Policy. Critically analyze and discuss ways that public policy impacts one or more specific topical areas.
	HOD-826 Social Change 4 semester credits Students will examine theories of social change, and investigate historic and contemporary changes. Human and organization development occur within the context of social changes that in previous times were often slow, and that are usually rapid today. The purpose of this knowledge area course is to understand the meaning of social changes, to understand how and why such changes occur - not with the aim of adjusting to them, but rather of intervening proactively in the process. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Demonstrate understanding of historical and contemporary theories of social change. Critically analyze and discuss ways that these theories can be used to intervene proactively in the process of social change.
	HOD-829 Praxis II 4 semester credits Praxis refers to the purposeful use of theoretical knowledge to inform action, in the form of a scholarly argument that targets real-life challenges in modern organizations or communities. One possible format is to develop a case study, to be presented at a conference or submitted to a journal for publication. For the modern scholar, there is no practice more vital to academic endeavor than the ability to present one’s research in a peer-reviewed journal, or at a peer-reviewed academic conference. Through the synthesis of scholarship and practice, the theoretically informed, reflective practitioner develops the skills to analyze current problems and suggest new and innovate ways to address and solve them. Delivery Method: Online Grading Default: Letter Learning Outcome(s): The competency to craft a cogent and persuasive argument, based on evidence and cited literature. The competency to cast this argument in an article for publication, and a paper to be presented at an academic conference. The competency to perform all steps in the process of submitting articles and paper proposals to conferences and journals.
	HOD-830 Creativity and Innovation in Organization Design 4 semester credits Considers creativity and innovation from disciplinary and transdisciplinary perspectives. Explores issues of creativity in organizational settings, and individual and professional life. Focuses on design thinking while extending creativity and innovation to organization design, including spaces in which organizational life takes place. Explores links between paradox and creativity, and social bases of creativity, as well as ways new media shape landscapes and soundscapes of creativity and innovation. Cultivates both a theory and practice of creativity and innovation, including use of metaphors that invite creativity in organization design, and how an organization might foster creative confidence. Connection with HOD-838 Media, Technology and Disruptive Innovation, is possible. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Develop a deep understanding of key ideas and theories of creativity and innovation. Bring creativity and innovation to organization design, linking theory to practice. Appreciate contexts for creativity and design thinking in social systems.
	HOD-831 Structural Inequality and Diversity 4 semester credits This course involves understanding and respecting differences including those related to race, ethnicity, culture, class, gender, and sexual orientation. Demonstrating skill in interacting with diverse groups is a key part of one’s study of human and organization development. This course explores structural inequality, because it is important to know how inequality and inequity is designed as part of institutional structures and mechanisms. Honoring difference is not the same as understanding how inequality is produced in society. Thus, this course provides an important insight, especially for individuals who may have been granted great privilege in the context of current structures. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Critically analyze and construct scholarly arguments relevant to understanding and respecting differences in race, ethnicity, culture, class, gender, sexual orientation, and other related issues. Write a scholarly paper that demonstrates understanding of ways that inequality is produced in society and built into institutional structures and mechanisms.
	HOD-832 Advanced Systems 4 semester credits Builds on Foundational Systems, emphasizing non-reductionist and nonlinear ways of knowing, Explores the relations and interconnections that allow any system to sustain itself, while adapting to and cohering with changing, often turbulent, environments. Develops deeper understanding of key systems concepts for systems ranging from organizations and communities, to world systems and entire ecosystems, focusing on whole systems design. Investigates second-order systems approaches - seeing ourselves as part of the systems we seek to understand. Topics include: ecological and system sustainability, adaptation and second-order change, sociotechnical systems, reflexivity, self-organization and self-regulation, levels and boundaries of systems and movement across them, whole systems design, and communication process. Pre-requisites: One of the following: HOD-806 , ELC-724 , IECD-566 , equivalent in MEDIA Delivery Method: Online Grading Default: Letter Learning Outcome(s): Develop a deep understanding of key advanced systems principles. Bring systems principles to systems practice in different contexts. Recognize key issues of second-order systems, including implications for participatory systemic knowing and learning.
	HOD-833 Global Systems 4 semester credits In this course we examine the global systems that in recent decades have transformed the world: economic globalization, driven by transnational corporations whose economic power transcends that of many countries; the transnational migration of labor; armed conflicts and militarization that are resulting in casualties and displacement of people in epic proportions; and decisions about the natural environment that have resulted in climate change and global warming that threatens many species, including our own. We will examine the theories - and suggested practices - that address these and related issues, in part through the lens of Immanuel Wallerstein’s World-Systems theory. 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 an understanding of the historical trajectory of globalized and globalizing social, economic, technological, political, and cultural forces currently shaping the world. Critically evaluate various theoretical accounts for those forces, while exploring the assumptions that underpin these theories. Recognize, understand, and act out of one’s social location and related responsibilities and accountabilities and what it means to act as a “global citizen” with a goal of creating a more just, equitable, and sustainable world.
	HOD-834 Group Dynamics and Team Learning 4 semester credits In this course students develop an understanding of group dynamics inherent in small group interaction in organizations. Using unstructured and structured learning environments students will reflect upon their learning, conflict management, decision making, and communication styles and the impact they may have on others. This course will also explore various aspects of group dynamics such as power, perception, motivation, leadership, and decision-making. Students will experiment with, and experience, the relevance of several concepts related to team learning and will develop their judgment, understanding, and competence to be better facilitators of their own and others’ learning in a variety of group situations in organizations. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Develop and demonstrate the ability to facilitate work in small groups and teams. Communicate an understanding of the underlying theories of team effectiveness.
	HOD-835 Intervention Theories and Methods 4 semester credits In this course the emphasis is on various change interventions and the assumptions underlying these approaches. The change methods may include sociotechnical systems, appreciative inquiry, large group interventions, open space, dialogic OD, survey feedback, process consultation, strategic planning, team building, job enrichment, participative management, and action research. Students may also critically evaluate various OD models such Weisbord’s Six-Box model, Nadler-Tushman Congruence Model, Tichy’s TPC framework, and Burke-Litwin model. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Develop and demonstrate the competency to accurately judge the right OD intervention approach for specific OD engagements. Develop and demonstrate the ability to evaluate the effectiveness of various OD interventions. Critically analyze underlying assumptions of various intervention approaches to change. Demonstrate how change interventions can help remedy structural inequality.
	HOD-836 Culture, Technology, and Social Change in the Digital Age 4 semester credits Culture, technology, and social change issues in our digital age have become increasingly intertwined and complex. In order to understand the relationships and directions of today’s globally-connected societies, it will be important to examine those disruptions and interventions that have had significant impacts on societies. Using a case study approach, this course will focus on controversial issues of power and resource distribution as well as the deep interior workings of the internet and social media, and how these affect our modern society. Students will choose a particular topic of their choice to investigate how we are seeing phenomena and as a way of engaging with social reality. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Critically examine the assumptions, examples, and dominance of digital social media as cultural and technological advances obscure the origins and direction of social change. Demonstrate an understanding of the major theories regarding technology on a global stage. Apply an understanding of social change as seen through the digital era to an academic paper.
	HOD-837 Ethnography and Crossing Borders 4 semester credits This course is an introduction to the rich and complex field of ethnography and its approaches. Of particular interest will be how studies utilizing ethnography cross borders between disciplines to produce research studies that are comprehensive and holistic. Students will experience ethnography as an approach to the study of human development, systems, and organizations that is of special interest in our scholar-practitioner world. The roots of ethnography and anthropology will be examined along with the relationship of ethnographic research with contemporary social and ecological justice issues. Delivery Method: Online Grading Default: Letter Learning Outcome(s): Critically examine the assumptions and examples of ethnography as a research approach. Demonstrate an understanding of the conceptual principles of anthropology and cultures. Write a research paper utilizing ethnographies and methodological studies of cultures.

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RES-FFP Filing Dissertation Pending

RES-IRB IRB Approval for Dissertation

CE-538 Hidden Forensic Evaluations

CE-541 Suicide Assessment and Intervention

CE-554 Coaching for STEM Leaders: Core Coaching Competencies

CE-555 Fielding Conclave Leadership Colloquium

CE-556 Leadership Fellows Professional Development Residency Program

CE-560 TCOS Team Coaching Mindset Essentials

CE-561 TCOS Coaching Mindset Essentials

CE-764 Hosting World Cafés: The Fundamentals

CE-780 Transformational Customer Experience Leadership

CE-780B Transformational Customer Experience Leadership

ELC-698 Special Topics in Academic Writing

ELC-699 Foundations of Doctoral Study

ELC-721 Critical Reading and Writing

ELC-722 Oral and Digital Communications

ELC-723 Writing Workshop

ELC-724 Systems Thinking

ELC-725 Structural Inequality and Diversity

ELC-726 Change Theories

ELC-727 Overview of Action Research Methods

ELC-728 Introduction to Leadership for Change

ELC-729 Leadership for Change Praxis

ELC-730 Area of Specialization

ELC-731 Area of Research Specialization

ELC-733 Special Topics in Education

ELC-734 Dissertation Research

ELC-736 Dual Language Foundations

ELC-737 Biliteracy Development

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

ELC-741 Ethics, Education, and Law

ELC-742 Organizational Theories

ELC-743 Public Policy and Practice

ELC-744 Leadership Theories and Models

ELC-745 Community Relations

ELC-746 Budget and Finance

ELC-747 The Community College

ELC-748 Higher Education Leadership

ELC-749 Capacity Building

ELC-750 Human Development in Context

ELC-766 Forces of Motivation

ELC-767 Interpersonal Communication and Collaboration

ELC-773 Rethinking Schools and Organizations

ELC-783 Creativity and Problem Solving

ELC-784 Theories of Educational Change

ELC-785 Research Practice

ELC-786 Information Systems and Change

ELC-787 Redefining Curriculum

ELC-788 Theories of Learning

ELC-789 Program Evaluation, Theory, and Application

ELC-790 Cultural Influences in Education and Organizations

ELC-791 Technology, Learning, and Teaching

ELC-792 Child Development

ELC-793 Media Studies

ELC-794 Dissertation in Progress

ELC-795 Final Oral Review of Dissertation

ELC-799 Dissertation Completion

ELC-801 Assessment and Evaluation

ELC-802 Governance

ELC-803 Human Resources Management

ELC-804 Student Services/Student Success

EBC-500 Foundations Intensive Evidence Based Coaching

EBC-501 Skillful Coaching Theories and Competencies

EBC-502 Development Intensive

EBC-503 Integration of Coaching Theories, Methods, and Practice

EBC-504 Final Coaching Observation

HOD-PA Dissertation Proposal Approval

HOD-698 Special Topics in Academic Writing

HOD-699 Foundations of Doctoral Study

HOD-734 Dissertation Research