LEARNING.FIELDING.EDU
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- Faculty: Lenneal Henderson
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- Faculty: Kari Lannon
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- Faculty: Dorothy Agger-Gupta
- Faculty: Kathy Geller
- Faculty: Miguel Guilarte
- Faculty: Kathryn Moraga
- Faculty: Annabelle Nelson
- Faculty: Earl Thomas
This course 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. 05/08/2023-08/20/2023
- Faculty: Rosa Cho
- Faculty: Abigail Lynam
- Faculty: Keith Melville
- Faculty: Malcolm North
- Faculty: Patrice Rosenthal
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- Faculty: Valerie Bentz
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. 05/08/2023-08/20/2023
- Faculty: Miguel Guilarte
- Faculty: Abigail Lynam
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. 05/08/2023-08/20/2023
- Faculty: Frederick Steier
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. 05/08/2023-08/20/2023
- Faculty: Dorothy Agger-Gupta
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. 05/08/2023-08/20/2023
- Faculty: David Blake Willis
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. 05/08/2023-08/20/2023
- Faculty: Kathy Geller
- Faculty: Malcolm North
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 organizational development.
This course explores structural inequality, because it is important to know how inequality and inequity are designed as part of institutional structures and mechanisms.
Honoring differences is not the same as understanding how inequality is produced in society. Thus, this course provides an important insight regarding the structure and manifestation of difference, power, discrimination, and privilege.
The main objective of this course is to foster critical thinking on the basis of increased domain knowledge and advanced theoretical reflections on the topic of the class. The readings offered are academic articles or political documents. Assignments in this class are meant to develop student research, and critical reflection and discussion of the topic. Students are required to conduct own research and participate actively in the discussion in order to create a peer learning community.
This course explores structural inequality, because it is important to know how inequality and inequity are designed as part of institutional structures and mechanisms.
Honoring differences is not the same as understanding how inequality is produced in society. Thus, this course provides an important insight regarding the structure and manifestation of difference, power, discrimination, and privilege.
The main objective of this course is to foster critical thinking on the basis of increased domain knowledge and advanced theoretical reflections on the topic of the class. The readings offered are academic articles or political documents. Assignments in this class are meant to develop student research, and critical reflection and discussion of the topic. Students are required to conduct own research and participate actively in the discussion in order to create a peer learning community.
- Faculty: Allison Davis-White Eyes
This course offers students an opportunity to engage in scholarly work by selecting and developing a fully conceptualized case directed at an individual coaching engagement or a consultation engagement for developing and managing an internal coaching program. Students developing an individual case will utilize assessments to collect data, identify needs, formulate process propositions based on evidence and theoretical formulations, engage in and document coaching interactions and outcomes. The case development process will be guided by principles of collaborative case conceptualization. The final case will include reflective learning. Students pursuing the consultation engagement will collect data to assess organizational needs and resources and, in collaboration with the client organization, develop a framework for designing, delivering and managing an internal coaching program. 05/08/2023-08/20/2023
- Faculty: Terry Hildebrandt
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. 05/08/2023-08/20/2023
- Faculty: Earl Thomas
Students are introduced to the range of quantitative inquiry methods, including survey, descriptive, quasi-experimental, correlational, and causal-comparative research. Students study research design and quantitative approaches, 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. 05/08/2023-08/20/2023
- Faculty: Malcolm North
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- Faculty: Patrice Rosenthal