LEARNING.FIELDING.EDU
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. 01/09/2023-04/23/2023
- Faculty: Kari Lannon
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.
- Faculty: Dorothy Agger-Gupta
- Faculty: Lindsay Cahn
- Faculty: Lulu Coffey
- Faculty: Jennifer Edwards
- Faculty: Kathy Geller
- Faculty: Barbara Mink
- Faculty: Kathryn Moraga
- Faculty: Abby Rae, Librarian
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. 01/09/2023-04/23/2023
- Faculty: David Blake Willis
This seminar is designed to be the on-ramp to doctoral studies and the first of a series of courses exploring scholarly research. Students are introduced to the community of scholar-practitioners, understood as a profession defined by shared norms and values and specific expectations about what scholars should know and know how to do. The course builds awareness and capacity about the competencies needed to execute scholarly research. 01/09/2023-04/23/2023
- Faculty: Dorothy Agger-Gupta
- Faculty: Keith Melville
- Faculty: Annabelle Nelson
- Faculty: Patrice Rosenthal
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. 01/09/2023-04/23/2023
- Faculty: Miguel Guilarte
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. 01/09/2023-04/23/2023
- Faculty: Dorothy Agger-Gupta
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. 01/09/2023-04/23/2023
- Faculty: Kathy Geller
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. 01/09/2023-04/23/2023
- Faculty: Michael Manning
Students examine, discuss and apply the key principles and theories associated with leadership and organizational coaching: organizations and organizational culture, using a multidimensional coaching framework, executive and leadership coaching, team and group coaching, internal coaches and managers as coaches, systems theories and coaching, gauging potential outcomes, assessments for organizational and group coaching. 01/09/2023-04/23/2023
- Faculty: Terry Hildebrandt
Students will write eight rich descriptions of an experience of their choice using techniques of essential (Husserl) and lifeworld (Schutz) phenomenology. Techniques practiced will be bracketing, imaginative variation, horizontalization as techniques to capture the essential structure of your experience. Situating experience in the lifeworld, the experience is described using a dramatic model. Reflection on the ten qualities of phenomenologists (Rehorick and Bentz (2017) clarity to a research topic and insight into the practice of transformative phenomenology. (Rehorick and Bentz, 2007). Through collaboration on the forum and zoom the class engages with the community of practice of consciousness change for a liveable world. Readings will include fundamental texts of phenomenology. 01/09/2023-04/23/2023
- Faculty: Valerie Bentz
Students study major theories that explore the dynamics and potential outcomes of adult development, including post-formal and complex thinking, wisdom, individuation, maturity, and higher orders of consciousness. Theorists studied include Erikson, Kegan, Loevinger, Wilber, Cook-Greuter, O'Fallon, and others with attention given to the latest research in the field and how to apply these theories to understanding and informing the design and practice of leadership, coaching, social change, organizational development, and education of adults in various contexts. 01/09/2023-04/23/2023
- Faculty: Earl Thomas
Students develop and demonstrate an understanding of the strategies for qualitative inquiry, including case study, ethnography, phenomenology, narrative, grounded theory, and critical genres, among others. Students study methodological topics, including the researcher's stance, sampling, data collection, coding, thematic analysis, and procedures for assessing the trustworthiness of qualitative data, interpretation, and reporting. Students explore the range of qualitative approaches in application to their research interest, development of a research question, and creation of a qualitative, action research, or mixed methods research proposal. 01/09/2023-04/23/2023
- Faculty: Frank Barrett
Students are introduced to the range of quantitative inquiry methods, including survey, descriptive, quasi-experimental, correlational, and causal-comparative research. Students study the methodological topics, including structured data collection, sampling, design, basic data analysis strategies, procedures for assessing reliability and validity of quantitative studies, interpretation, and reporting. Students explore the range of quantitative approaches in application to their research interest, development of the research question, and creation of a quantitative proposal. 01/09/2023-04/23/2023
- Faculty: Malcolm North
This course will examine Narrative Inquiry's (NI) epistemology, assumptions and aims. Informed by feminism and critical theory, NI counteracts a dominant paradigm that privileges only a few voices. Through narrative life voices of those marginalized emerge. Narratives provide coherence to human experience and have a central role to communicate this to others. Storytelling is a powerful tool to collect data and gather information. Narrative research studies the whole person in context and taps in to emotional material and memories to reveal patterns of making meaning Narrative inquiry, as a methodology, does not superimpose the majority paradigm on people's stories. Students review narrative research, learn how to develop research questions, criteria for selecting participants, and methods for collecting and analyzing stories. They also complete a mini narrative research project, conducting a short literature review, methodology protocol, collecting interviews and analyzing them. Related methodologies such as organic and co-inquiry will be reviewed. Skill development, meaning-making, and stand-point in knowledge creation and development will be emphasized. 01/09/2023-04/23/2023
- Faculty: Annabelle Nelson
This seminar supports students' transition into the dissertation phase of the program. It provides clarifying information on Fielding's formal dissertation process, advances students' research competences, facilitates student-to-student peer review, and provides a supportive space for the initial development of individual dissertation plans and a draft of the concept paper. 01/09/2023-04/23/2023
- Faculty: Jose DelaCerda
- Faculty: Miguel Guilarte
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.
Connection with HOD-838 Media, Technology and Disruptive Innovation, is possible.
- Faculty: Frederick Steier
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.
- Faculty: Kitty Epstein