Javascript is currently not supported, or is disabled by this browser. Please enable Javascript for full functionality.

Skip to Main Content
   
2019-2020 Academic Catalog and Student Handbook
Saybrook University
   
 
  Mar 28, 2024
 
2019-2020 Academic Catalog and Student Handbook 
    
Catalog Navigation
2019-2020 Academic Catalog and Student Handbook [Archived Catalog]

Course Descriptions


Courses are identified and organized by degree program. Listed below are those courses for the 2019-2020 academic school year. CampusVue will list courses open for enrollment each semester, by Section if applicable. Not all courses are offered every semester. 

College of Integrative Medicine and Health Sciences (CIMHS)

All courses are online.  Each course description includes information about the term in which it is offered every academic year, as well as any prerequisites and residential conference (RC) requirements.  Students registered for an online course that requires residential training must attend the specific RC component to remain enrolled. 

 

 

Psychology

  
  •  

    PSY 8145B - Clinical Practicum II


    Students completing clinical practicum placement are enrolled in this course. This course is designed to provide students with a model for approaching crisis and critical issues in clinical work, while also providing an arena in which to compare and contrast field placement experiences with other students. Practicum II focuses on professional development and intermediate clinical skills. Students share from their practicum experience, drawing on their practicum journaling, individual and group exercises, and on-line discussions. Students develop case formulations to recognize issues in assessment, evaluation, and diagnosis, and review treatment models, interventions, and therapeutic outcomes. Authorization from Director of Clinical Training is required to enroll in this course. Note: This course is open to CP students only. Prerequisite(s): Authorization from Director of Clinical Training is required to enroll in this course. 3 credit(s)
  
  •  

    PSY 8145C - Clinical Practicum III


    Students completing clinical practicum placement are enrolled in this third course if warranted. The course is designed to provide students with a model for thinking about themselves as practitioners, their expectations and concerns, while also providing an arena in which to compare and contrast field placement experiences with other students. Practicum I focuses on professional development important for beginning therapists. Students share from their practicum experience, drawing on their practicum journaling, individual and group exercises, and on-line discussions. Students develop case formulations to recognize issues in assessment, evaluation, and diagnosis, and review treatment models, interventions, and therapeutic outcomes. Authorization from Director of Clinical Training is required to enroll in this course.  Note: This course is open to CP students only. 3 credit(s)
  
  •  

    PSY 8230 - Cognitive Assessment


    Theories of psychological measurement form the foundation of this course. Students then learn how to use the major tools of cognitive and neuropsychological assessment to view the mind at work. Students also learn how to apply statistical and measurement concepts, principles of assessment, theories of intelligence, ethic al issues, and special populations’ issues relevant to psychological assessment. Students practice administration, scoring, and writing psychological assessment reports that are a problem-focused, comprehensive integration of the historical, biological, psychological, and social aspects of the person. A collaborative, strengths-based approach is used.  Course has a residential compnent completed at the RC - PSY 8231  (required concurrent enrollment). Prerequisite(s): PSY 2025 ; PSY 2050 ; PSY 3025 PSY 6020  and PSY 6060   3 credit(s)
  
  •  

    PSY 8231 - Cognitive Assessment Lab


    This lab is required enrollment in the term in which the student is enrolled in PSY8230 Cognitive Assessment & Lab. Full attendance during the residential conference offering is required.  The residential lab is designed to introduce students to the practice of cognitive assessment, including a conceptual model of cognitive functioning, domains of cognitive ability, and issues of assessments. Additionally, students will be exposed to prominent instruments such as the WAIS-IV, WRAT4, and others. 0 credit(s)
  
  •  

    PSY 8250 - Personality Assessment


    This course focuses on the individual as seen through the lens of personality theories and the assessment instruments that are derived from those theories. Students learn the uses of standardized and non-standardized instruments for assessing the person-in-process including personality, strengths, values, vocational interests, spirituality, social environment, psychopathology, cognitions, and behavior. Students practice administration, scoring, and writing comprehensive, strengths-focused assessments that provide evidence-based conclusions and deal with the legal, ethical, and cultural issues in the selection, administration, and interpretation of personality tests and other instruments. Course has a residential component completed at the RC - PSY 8251  (required concurrent enrollment). Prerequisite(s): PSY 8230   3 credit(s)
  
  •  

    PSY 8251 - Personality Assessment Lab


    This lab is required enrollment in the term in which the student is enrolled in PSY8250 Personality Assessment & Lab. Full attendance during the residential conference offering is required.  The residential lab experience is designed to support students in understanding the theoretical and empirical basis for a number of instruments such as the MMPI-II, MCMI-III, Rorschach and others employed in the evaluation of personality and psychological functioning. 0 credit(s)
  
  •  

    PSY 8806 - Dreams, Mythology, and Fairy Tales in Theory and Clinical Practice


    The course will examine Jung’s theory on dreams and the method of dream interpretation and analysis in the context of depth psychotherapy and psychoanalysis. The role of mythology is considered in analytical theory, in relation to the collective unconscious and the archetypal dimension of dreams, in transference and counter transference phenomena in psychotherapy and in psychopathology. Lastly, the study of “fairy tales” reveals elemental psychological processes, the blocking and unblocking of libido, and the compensatory and healing activities of the Self in relationship to imbalances of ego operations. 3.0 credit(s)
  
  •  

    PSY 8826 - The Practice of Psychotherapy and Alchemical Studies


    In this course we examine the development of Jung’s theory on psychotherapy and psychoanalysis. The four stages of the psychotherapy are defined and discussed along with the unique nature of projection and transference. We see how reciprocal transformation occurs both in the patient/ analysand and the analyst/ psychotherapist. The essay entitled, “The Psychology of the Transference,” is an authoritative statement on the analytic opus. In this work Jung draws a close parallel between the modern psychotherapeutic process and the symbolical pictures in the 16th century alchemical text, the Rosarium philosophorum, which he uses to illustrate and interpret the transference phenomenon. Alchemy is viewed as a metaphor to understand the nature of projection and transformation as they occur in the analytic container. The bond between the analyst and patient is shown to be analogous to the kinship libido between the alchemist-adept and his ‘mystic sister’, a link also found in the complicated kinship marriages of certain nativist societies. 3.0 credit(s)
  
  •  

    PSY 8950 - Certificate Integrative Seminar


    This is the cornerstone assignment for the Complex Trauma & the Healing Process Certificate program. The student is given the opportunity to tie together and integrate the most important aspects of the foundation courses by evaluating an identified issue(s) of interest, the individual, cultural, spiritual, and mind-body considerations, barriers, and key factors in assessment and healing as well as the ongoing, presenting / emerging needs in providing further assessment, intervention, and practice. This entails the student synthesizing his or her learning in conjunction with exploring research related to an area of interest among the many crucial issues now arising and impacting our national and international communities. Students will explore what can be done to mitigate this impact, areas to prevent, and promote healing through the integration of traditional and non-traditional practices. In addition, students will develop and submit a specific plan for continuing personal and professional development in relationship to their work surrounding traumatic stress. 1 credit(s)
  
  •  

    PSY 9200 - Master’s Project (M.A. in Clinical Psychology)


    This course is required for clinical psychology students who entered with a B.A. or B.S. degree and is designed as a master’s degree culminating project that will not involve the use of human participants in any way (e.g., an expanded literature review; developing an intervention or program, but without implementation or piloting in any way; writing a training manual based on theory only, etc.). For PSY 9200, no committee is formed; that is, the course has one instructor only. As there is no data collection from human participants, students are required to complete the shore form: Institutional Review Board Application for Theoretical Studies. In addition, there are no project orals for this course. If opting for PSY 9200, the course supervisor must be a member of the Clinical Psychology degree program faculty or someone approved by the degree program director. Prerequisite(s): Successful completion of at least 30 degree credits. PSY 3045A ; PSY 6060 ; RES 1006  and RES 1105   3 credit(s)

Research

  
  •  

    MBM 5540 - Fundamentals of Research


    This course is a foundational “research literacy course” in the doctoral program which provides an overview of quantitative and qualitative research. Students will learn about the elements of a research study. Students will learn to read and evaluate research studies to support their individual research interests based on current scholarship. Prerequisite(s): MBM 1009   3 credit(s)
    Offered: FA - Terms A/B, SP - Terms A/B. Course Length: 15 Weeks. No RC Required.
  
  •  

    MBM 5553 - Quantitative Research Overview


    This course introduces students to the characteristics and various approaches to designing and conducting quantitative research.  It provides an overview of the research process beginning with the identification of a research topic and question, reviewing literature, selecting a study approach, and proceeding through the collection and analysis of data and writing up findings.  Students will identify a topic for their pilot study and review relevant literature.  They will also begin to develop a research question and identify other aspect of the research design that they may include in their pilot study and dissertation. Prerequisite(s): MBM 5540 - Fundamentals of Research . 3 credit(s)
    Offered: FA - Terms A/B, SP - Terms A/B. Course Length: 15 Weeks. No RC.
  
  •  

    MBM 5555 - Doctoral Research Pilot Study


    In the pilot study course, students should complete a small-scale project to practice implementing a specific component of the research design they intend to use in their dissertation. For this course, “pilot” study is meant to include projects that allow the student to practice components of their research design to include sampling and/or recruitment strategies, data collection approaches and/or analysis techniques.  Such projects must be limited in scope, and, if the project involves data collection from human participants, the pilot project may not involve protected or vulnerable populations, sensitive topics, and should present no more than minimal risk to participants. Instructors may utilize sample data to satisfy the practice component.

    If the pilot project involves the collection of data from human participants, students will be expected to complete an IRB application for an exempt or expedited IRB review process, and after IRB approval, implement the protocol, which may include collecting and analyzing data.  The course concludes with the reflective report on the pilot study conducted, to include a discussion of strengths and limitations, ethical considerations, and identified opportunities to enhance the protocol in future dissertation research.  The protocol for the pilot study should be designed in such a way that most students should be able to complete the course in one semester. Students should consult with the Registrar’s office to best understand financial implications if they do not complete the course in one semester. Students may enroll in MBM 5555c  for one additional semester if they have completed the protocol and IRB application.  If they have not completed these elements of the course, they must re-enroll in MBM 5555. Prerequisite(s): MBM 5557 - Advanced Research Methods OR any Advanced Research course offered through the Department of Research. 3 credit(s)

  
  •  

    MBM 5555c - Doctoral Research Pilot Study Continuation


    After seeking the instructor’s approval, students may register for the continuation course for one additional semester if they have completed the protocol and IRB application. Prerequisite(s): MBM 5555  or MBM 5554   0 credit(s)
    Offered: FA-Term A/B, SP-Term A/B, SU-Term A. Course Length: 16 Weeks (SU 8 Weeks) No RC Required
  
  •  

    MBM 5556 - Qualitative Research Overview


    This course introduces the characteristics of qualitative research and a variety of methodological approaches used in designing and conducting qualitative studies. Throughout the semester, students will identify a topic of interest, develop a research question, review the literature, and select an appropriate methodology to use in their pilot study and dissertation. Prerequisite(s): MBM 5540 . 3 credit(s)
    Offered: FA-Terms A/B, SP - Terms A/B. Course Length: 15 Weeks. No RC.
  
  •  

    MBM 9011 - Methodology Critique Candidacy Essay


    In this course, students will select a published dissertation within the past seven years that is similar to their future methodological design. The purpose of the critique essay is to focus attention on the methods chapter in an existing dissertation to learn how related principles and research tenets apply to a different study.  Students will be expected to constructively critique the appropriateness of the research question(s) to the selected methodological approach, data collection, analysis, interpretation of the findings, and utility of the research. Prerequisite(s): MBM 5557 - Advanced Research Methods OR any Advanced Research course offered through the Department of Research. 3 credit(s)
    Offered: Offered FA/SP -Terms A/B and SU. Course Length: 15 weeks (8 weeks SU). No RC.
  
  •  

    MBM 9021 - Literature Review Candidacy Essay


    This research elective offers students an opportunity to conduct a comprehensive literature review related to the dissertation topic.  Students will explore past research, identify gaps in the published literature, and create an integrative conceptual framework on the topic of study, supported by current peer-reviewed articles and other scholarly references. Prerequisite(s): No Prerequisite. 3 credit(s)
    Offered: Offered FA/SP -Terms A/B and SU. Course Length: 15 weeks (8 weeks SU). No RC.
  
  •  

    MBM 9401 - MS Thesis Research


    Students enrolled in a CIMHS master’s degree must seek an approval from the Department Chair to substitute the final Capstone Seminar course with MS Thesis Research.  Once approved, students will have to fulfill the prerequisite research course before enrolling.  Students opting to conduct a thesis will form a two-person research committee, consisting of a chair and methodologist or subject matter expert. Expectations include (a) developing a proposal for a research-based thesis in the field of mind-body medicine, integrative health, or related field; (b) presenting the proposal to the research committee for approval; (c) submitting an application to and seeking approval from Saybrook’s Institutional Review Board (IRB) to conduct the proposed study; (d) implementing the research; (e) preparing a written thesis document summarizing the research design, implementation process, and research findings; and (f) presenting the research to the committee via videoconference.  The committee must approve the oral presentation and final document.  (MS Theses involve human subjects as participants or key/expert informants). Ongoing enrollment until the research committee approves the thesis manuscript. Prerequisite(s): MBM 5557 - Advanced Research Methods OR any Advanced Research course offered through the Department of Research. 3 credit(s)
    Offered: Offered FA/SP -Terms A/B and SU. Course Length: 15 weeks (8 weeks SU). No RC.
  
  •  

    MBM 9501 - PhD Dissertation Proposal


    In this course, students develop their research proposal in collaboration with their dissertation chair and committee. Students continue to enroll in this course until their dissertation proposal and proposal orals are approved. Afterward, students submit an Institutional Review Board application for approval to conduct their research. Prerequisite(s): Approved Petition to Form Committee and all required coursework for degree. 3 credit(s)
    Offered: FA Terms A/B, SP - Terms A/B, SU. Course Length: 15 weeks (8 weeks SU). Continues each semester until the research committee approves the oral presentation and proposal document. No RC.
  
  •  

    MBM 9601 - PhD Dissertation Research


    The student obtains approval of the Saybrook Institutional Review Board to conduct the research, following guidelines to protect any human participants in the research. The student works closely with the chair and the committee to execute the research, analyze any resulting data, and formulate a written dissertation document. The dissertation process culminates with a dissertation conference and approval of the final document. Prerequisite(s): All required coursework and MBM 9501 . 3 credit(s)
    Offered: FA Terms A/B, SP - Terms A/B, SU. Course Length: 15 weeks (8 weeks SU). Continues each semester until the research committee approves the dissertation manuscript. No RC.
  
  •  

    RES xxxx - Advanced Research Methods


    Students select an advanced research course from a series of available courses offered each semester to further their knowledge and skills in the selected area of research design and methodology. Sample courses include: RES 1030 - Experimental Research Methods  RES 1040 - Qualitative Research Methods  RES 1050 - Applied Program Evaluation  RES 1140 - Case Study Methods in Psychology  RES 1150 - Action Research  RES 1160 - Systems Research  RES 3130 - Descriptive Phenomenological Psychological Research  RES 4005 - Narrative and Auto/Biographical Research  - for specific course descriptions, see RES course listing in the Department of Humanistic and Clinical Psychology . 3 credit(s)
  
  •  

    RES 512A - Psychophysiological Research Techniques


    This course covers the basic steps and time-line of a project, steps in formulating and maturing a question, research ethics, the protocol approval process, background and literature searches, and methods of determining a project’s feasibility and relevance. The logic and progression of study designs used to evaluate the efficacy of behavioral medicine studies is detailed and exemplified. Topics include single subject and single group designs - cohorts, multiple group designs, strengths and weaknesses of longitudinal and cross-sectional studies, prospective experimental vs. observational and retrospective designs. Students will learn how objective tests, surveys, and inventories are normalized in comparison with various groups, analyzed, and critiqued. The course also covers research protocol design, the consent form, and the protocol review process. This section covers subject selection techniques (sampling, inclusion - exclusion, etc.), kinds of data (dichotomous, nominal, ordinal, continuous, etc.), techniques for hardening subjective data, validity and reliability, survey and questionnaire design, as well as pilot studies and the initial power analysis - feasibility and resources. 3 credit(s)
  
  •  

    RES 512B - Research Experience


    This course is designed to teach students how to analyze data from typical study designs used in psychophysiology. It includes qualitative and quantitative data reduction and analysis, descriptive statistics, inferential statistics - parametric and non-parametric, power analysis, pattern analysis, and analysis of outcome and quality of life studies. Students use standard data analysis software to analyze practice data sets so they become familiar with the use of these programs. 3 credit(s)
  
  •  

    RES 512C - Statistical Evaluation in Psychophysiology


    Students are rarely proficient in the skills actually required to perform a research project at the level and complexity of a dissertation. This course gives students a chance to apply skills taught in the lecture portion of the research course including IRB approval, subject recruitment, data gathering, data analysis, and writing the paper based on the practice study.  3 credit(s)
  
  •  

    RES 573 - Dissertation Preparation


    A research committee must be selected and the final version of the dissertation prepared while taking this course. The student and his / her dissertation advisor, who serves as chair of the student’s dissertation committee, work closely together planning the dissertation and gathering the other members of the committee. The advisor guides the student through all of the parts of the dissertation process from planning, writing the protocol, performing the study, analyzing the data, and writing the results. This is normally a very close relationship with frequent interactions via e-mail and phone. 3 credit(s)
  
  •  

    RES 580AA - Dissertation


    The dissertation project is designed to make an original contribution to the clinical literature in psychophysiology and to be directly and practically related to the student’s intended clinical practice. Students perform work on their dissertations in sequence with the dissertation planning seminars. A research committee must be selected and the final version of the dissertation prepared while taking CP573 - dissertation preparation. The dissertation is performed under the guidance of the committee’s chair who is normally also the student’s program advisor. The completed (25,000 word minimum) dissertation should be handed in when sufficient credits have been accrued to graduate. 7 credits 1 credit(s)
  
  •  

    RES 580B - Dissertation


    The dissertation project is designed to make an original contribution to the clinical literature in psychophysiology and to be directly and practically related to the student’s intended clinical practice. Students perform work on their dissertations in sequence with the dissertation planning seminars. A research committee must be selected and the final version of the dissertation prepared while taking CP573 - dissertation preparation. The dissertation is performed under the guidance of the committee’s chair who is normally also the student’s program advisor. The completed (25,000 word minimum) dissertation should be handed in when sufficient credits have been accrued to graduate. 7 credits 3 credit(s)
  
  •  

    RES 580C - Dissertation


    The dissertation project is designed to make an original contribution to the clinical literature in psychophysiology and to be directly and practically related to the student’s intended clinical practice. Students perform work on their dissertations in sequence with the dissertation planning seminars. A research committee must be selected and the final version of the dissertation prepared while taking CP573 - dissertation preparation. The dissertation is performed under the guidance of the committee’s chair who is normally also the student’s program advisor. The completed (25,000 word minimum) dissertation should be handed in when sufficient credits have been accrued to graduate. 7 credits 3 credit(s)
  
  •  

    RES 1005 - Methods of Research and Disciplined Inquiry I


    This first course of a two-term sequence focuses on the acquisition of research competence to search and circumscribe the subject domain for human inquiry; define the research focus; formulate researchable questions; know the relevant methodological traditions to select one suitable to the question; design and plan the research study; know the procedures proposed for data collection, analysis, and synthesis; know the ethical issues of proposed research; critique research; critically review literature and propose research. The course requires completion of a research proposal that communicates the research focus, a preliminary review of literature, and the research question. (Ph.D. program only) Prerequisite(s): Doctoral program status. 3 credit(s)
  
  •  

    RES 1006 - Information Competency and Library Use


    This course is designed for students to leverage prior learning experience and acquire new resources for graduate study and lifelong learning. This course introduces students to the ethical, legal, and socio-economic issues of information and the changing environment of scholarly publishing. This course is also a preparation for information research (literature review) as it pertains to the thesis or dissertation by working through the process of defining and articulating information needs related to a specific topic, identifying, and selecting the appropriate resources, developing and executing research strategies, critically interpreting and analyzing results, and presenting them in a professional style (APA, 6th ed.). 2 credit(s)
  
  •  

    RES 1015 - Methods of Research and Disciplined Inquiry II


    This second course of a two-semester sequence continues its focus on the acquisition of research competence to search and circumscribe the subject domain for human inquiry; define the research focus; formulate researchable questions; know the relevant methodological traditions to select one suitable to the question; design and plan the research study; know the procedures proposed for data collection, analysis, and synthesis; know the ethical issues of proposed research; critique research; and critically review and propose research. Entails completion of a research proposal that communicates a research focus, review of literature, research question, choice of method, and proposed research procedures; and IRB Certificate. Prerequisites: Completion of RES 1005. (Ph.D. program only) Prerequisite(s): Successful completion of RES 1005 . 3 credit(s)
  
  •  

    RES 1025 - Understanding Research


    This course will emphasize the basic competencies to conduct research and to read and understand research done by others. Students will be introduced to the range of methods for human inquiry as well as the chief concepts for conceptualizing, designing, and critiquing both quantitative and qualitative research found in the published research literature relevant to graduate level work. The course presents a broad overview of mainstream approaches to research as well as humanistic, existential, systemic and alternative paradigms, as well as addressing ethical and multicultural issues in research. The course is designed to enable students to relate and apply research to their subject domains of study and areas of research interest. This course is required of Master’s students in their first year of graduate study. (M.A. program only) 3 credit(s)
  
  •  

    RES 1100A - Research Practicum


    The Research Practicum is considered part of the doctoral Candidacy phase along with completion of the three essays. Doctoral students may enroll in RES 1100A when they have successfully completed the advanced-level research course. Students may simultaneously enroll in one or more essays at that time if they have completed all other requisite degree program requirements. Students enrolled in RES 1100A gain further experience with the research process by conducting a pilot study. Upon completing the second-level research course, the Research Practicum commences with a written research proposal between student and instructor that defines course content in terms of the research competencies and learning activities needed. This proposal is based upon the student’s proficiency with the core areas of research competency. The course is designed to accommodate more advanced study of the range of approaches and methods included in the second-level research course. The student proposes, conducts, and reports the findings of this pilot research study utilizing specific data gathering and/or data processing research procedures of a particular methodology and research tradition. The course also is designed to familiarize students with opportunities and pitfalls in a prescribed area of doing research that enables them to continue developing research skills toward proficiency demonstrative of readiness for dissertation research. This course content must be explicit in its research focus; that is, a simple review of the literature is not acceptable. However, focus on a variety of specific areas of focus and research skill building are possible. RES 1100A entails writing a research proposal, completion of the IRB review process, execution of the pilot study, and expressing those findings within a final research report. This report is considered as an element of the Candidacy orals, and will be reviewed by all essay committee members at that time. (Ph.D. program only) Prerequisite(s): Completion of one advanced-level research course. Students embarking on a research project not involving the collection of data from human participants are expected to complete this Research Practicum within one semester; however, an IP or I may be given at the end of that term. Students who intend to complete a research pilot study involving the collection of primary data may consider RES 1100A as Part 1 of a two-part research practicum. If so, credit is granted for RES 1100A upon completion of the research proposal and clearance by the Saybrook IRB. 3 credit(s)
  
  •  

    RES 1100B - Research Practicum - Part II


    If students propose to complete a research study during the practicum that entails the collection and analysis of primary data from human participants, and cannot finish the project within RES 1100A , they will register for RES 1100B for a second semester of practicum. During RES 1100B, the student is required to complete the participant solicitation process, collect and analyze all primary data, and complete the written research practicum report. (Ph.D. program only) Prerequisite(s): Completion of RES 1100A . 3 credit(s)
  
  •  

    RES 1105 - Methods of Research (Clinical Psychology, Clinical Psychology Specialization Only)


    This course introduces clinical students to the theory and practice of scientific psychological research; it is a companion course to Statistics 1110. Both quantitative research (positivist, statistical and measurement-based) and qualitative (descriptive, interpretive, interview and observation-based) paradigms are legitimate approaches to studying psychological phenomena. However, since the quantitative paradigm is dominant in contemporary society, science is usually envisioned exclusively in terms of measurement and causality. This course is intended to introduce students to both paradigms and their shared history and differing assumptions and methods. Qualitative research is an alternate vision of psychological science, which, while not antagonistic to empiricism, invites students to carefully examine their own unexamined assumptions about what constitutes “science” and to awaken to a radically different way of understanding psychical phenomena. Students will be introduced to the history of psychology, to the debates concerning what “psychological science” means, and will begin to learn to articulate their own areas of interest for future research. They will learn to articulate a psychological research question, conduct a preliminary literature review to investigate and summarize the existing quantitative and qualitative research concerning that question, and will be introduced to ethical issues in conducting psychological research. In addition to an overview of quantitative design, students will be introduced to three examples of qualitative approaches to psychological research-grounded theory, phenomenology, and narrative inquiry-to give students a sense of how such research is conducted. 3 credit(s)
  
  •  

    RES 1110 - Statistics


    Quantitative data analyses utilized for various research designs in basic science and applied research are addressed, including descriptive and inferential statistics, such as t-test, ANOVA, chi-square test, regressions, and nonparametric statistics. Areas covered include organizing datasets, producing descriptive statistics, testing hypothesis with inferential statistics, and interpreting the results. This course emphasizes understanding of the conceptual foundations, meanings, and interpretations of the statistics, rather than computation, but the overview and introduction to SPSS is included in the course. Prerequisite(s): RES 1105 - Methods of Research (Clinical Psychology, Clinical Psychology Specialization Only)  course. 3 credit(s)
  
  •  

    RES 1200A - Dissertation Proposal I (Clinical Psychology, Clinical Specialization Only)


    This course is the first in designing the dissertation proposal. Students formally form their dissertation committee and work closely with the chair, in consultation with the committee as needed, in authoring the first two chapters, Introduction (topic, research problem, research questions, purpose of the study) and Review of Literature. This course is a prerequisite for Proposal II. 3 credit(s)
  
  •  

    RES 1200B - Dissertation Proposal II (Clinical Psychology, Clinical Specialization Only)


    Working with the dissertation committee, student’s work on chapter 3 (methodology) of the proposal manuscript. As part of this course, students undergo Saybrook IRB review of their proposed study. A proposal conference is held with the committee, resulting in the decision to accept or reject the proposal. This course is the second in designing the dissertation proposal. Prerequisite(s): RES 1200A   3 credit(s)
  
  •  

    RES 1500 - Research Literacy for Practitioners


    Through an introduction to the library, students will learn about the production and construction of scientific knowledge and how to effectively search and critically analyze published research in their field.  Research ethics and ethical standards are discussed. Students will learn how to summarize and synthesize research to support scholarly arguments and practice-based decisions.  The broader application of academic and scholarly research findings is also discussed. This course is designed to prepare master’s students to be successful consumers of research related to their field.

      Students who intend to pursue the Saybrook MA to PhD Pathway should discuss taking RES 2100 as an equivalent with their Department Chair. 3 credit(s)

  
  •  

    RES 1700 - Research Methods for Practitioners


    Students advance their understanding of how research is conducted and used by critically examining different types of research.  A survey of qualitative, quantitative and mixed-method research approaches will be reviewed with an emphasis on identifying the fundamental components of different research designs.  Critical reading and writing skills are developed through reviewing and synthesizing different types of research in one’s field.  Ethical issues related to the design, publication, use and application of particular types of research are considered.  Students will create a presentation that illustrates their understanding of using research to support an evidence-based practice or a scholarly argument.

      Saybrook MA to PhD Pathway students will enroll in next PhD course in sequence. Prerequisite(s): RES 1500 - Research Literacy for Practitioners  or RES 2100 - Research Foundations and Literacy  or MBM 1009 - Information Competency & Research Skills   3 credit(s)

  
  •  

    RES 2100 - Research Foundations and Literacy


    This course introduces basic research concepts and philosophical assumptions underlying scientific research paradigms.  Through an introduction the library, students will learn about the construction of scientific knowledge and how to effectively search and critically analyze published research in their field.  Research ethics and ethical standards are discussed.  Students examine the role of the research question as it relates to research design.  This course is designed to prepare doctoral students to be successful consumers of research related to their field and to lay the foundations to support a deeper understanding about types of research and research design in future research courses.

      3 credit(s)

  
  •  

    RES 3000 - Quantitative Research: Experimental and other designs


    Quantitative research is a structured way of collecting and analyzing data to quantify a problem and understand its prevalence using computational, statistical, and mathematical tools to derive results that can be generalized to larger populations. This course provides an in-depth understanding of experimental and other quantitative designs and the practical skills necessary to design and conduct quantitative research.  Students identify how the theoretical and philosophical foundations of quantitative research align with their own philosophical orientations.  Quantitative research is reviewed and critiqued.  Students evaluate issues of research safety, ethics, and feasibility within their proposed research.   Finally, students design a research proposal that reflects their dissertation plan. Prerequisite(s): Completion of RES 1015 - Methods of Research and Disciplined Inquiry II  or MBM 5553 - Quantitative Research Overview  3 credit(s)
  
  •  

    RES 3010 - Case Study Research


    Case study research investigates a phenomenon within its real-life context. Case study research uses multiple methods of data collection and analysis in order to explore a complex process. This course provides an in-depth understanding of case study and the practical skills necessary to design and conduct case study research. Students identify how the theoretical and philosophical foundations of case study align with their own philosophical orientations. Case study research is reviewed and critiqued. Students evaluate issues of research safety, ethics, and feasibility within their proposed research. Finally, students design a research proposal that reflects their dissertation plan. (Ph.D. program only) Prerequisite(s): Completion of RES 1015 - Methods of Research and Disciplined Inquiry II  or MBM 5556 - Qualitative Research Overview  3 credit(s)
  
  •  

    RES 3020 - Narrative and Autobiographic Research


    This advanced research course focuses on the foundations and applications of narrative inquiry and the closely related methodologies of autobiography, narratology, and autoethnography.  These research approaches are based on the premise of new knowledge as discoverable from the individual lived experience with implications for others and society. This course provides an in-depth understanding of narrative and/or self-as-subject inquiry and the practical skills necessary to design and conduct narrative, autobiographical, and/or autoethnographic research.  Students identify how the theoretical and philosophical foundations of the narrative traditions align with their own philosophical orientations.  Narrative, autobiographical, and/or autoethnographic research are reviewed and critiqued.  Students evaluate issues of research safety, ethics, and feasibility within their proposed research.   Finally, students design a research proposal that reflects their dissertation plan. Prerequisite(s): Completion of RES 1015 - Methods of Research and Disciplined Inquiry II  or MBM 5556 - Qualitative Research Overview   3 credit(s)
  
  •  

    RES 3030 - Grounded Theory Research


    Grounded theory is a research method used to develop theory grounded in data that is practical to real world applications. This course provides students with an in-depth study of grounded theory research and the practical skills necessary to design and conduct grounded theory research.  Students investigate and align their research with a specific grounded theory tradition ranging from classic to Straussian to constructivist. Students identify how the theoretical and philosophical foundations of grounded theory align with their own philosophical orientation. Grounded theory research is reviewed and critiqued.  Students evaluate issues of research safety, ethics, and feasibility within their proposed research. Finally, students design a research proposal that reflect their dissertation plans. Prerequisite(s): Completion of RES 1015 - Methods of Research and Disciplined Inquiry II  or MBM 5556 - Qualitative Research Overview   3 credit(s)
  
  •  

    RES 3050 - Hermeneutic Research Methods


    Hermeneutic phenomenological research is rooted in the existential philosophical tradition of hermeneutic phenomenology, the theory and method of interpreting the meaning of lived experience as presented by textual descriptions. This course provides an in-depth understanding of hermeneutic phenomenology and the practical skills necessary to design and conduct hermeneutic phenomenological research.  Students identify how the theoretical and philosophical foundations of hermeneutic phenomenology align with their own philosophical orientations.  Hermeneutic phenomenological research is reviewed and critiqued.  Students evaluate issues of research safety, ethics, and feasibility within their proposed research.   Finally, students design a research proposal that reflects their dissertation plan. Prerequisite(s): Completion of RES 1015 - Methods of Research and Disciplined Inquiry II  or MBM 5556 - Qualitative Research Overview  3 credit(s)
  
  •  

    RES 3130 - Descriptive Phenomenological Psychological Research


    The descriptive phenomenological psychological method is a qualitative research method that is an expression of the human science movement in psychology. This research method is Giorgi’s adaptation of Husserl’s phenomenological philosophy for psychology. Using the method, researchers interview participants regarding a psychologically meaningful experience and then work in a caring and demanding way to make explicit the psychological meanings in the data using specific steps: employing the phenomenological reduction and epoché, exercising free imaginative variation, and searching for the least-variant psychological structures within a given context. This is a hands-on course the emphasizes and provides mentoring in the concrete steps necessary for phenomenological research, as well as introduce necessary theoretical concepts including intentionality, the phenomenological reduction and “intuition” as understood in phenomenology. This course is an introduction to the practice of research, and is required for students who are considering using phenomenology in their practicum or dissertation. (Ph.D. program only) Prerequisite(s): Completion of RES 1015 - Methods of Research and Disciplined Inquiry II  or MBM 5556 - Qualitative Research Overview   3 credit(s)
  
  •  

    RES 9010 - Qualifying Essay 1: Dissertation Critique (Managing Organizational Systems, Psychology, Transformative Social Change Only)


    The course engages the student in writing a critique of a completed dissertation with particular attention to its methodology. Successful completion of all three essays and the Candidacy oral exam is a requirement in order to qualify for admission to doctoral Candidacy. The focus of this essay is on the ability to understand and think critically about the research of others. By writing a critique of a dissertation students will demonstrate that: a) they have learned to read, understand, analyze, and constructively critique the research of a colleague; b) they understand the principles, methods, and utility of research; and c) they understand how researchers select a research question, select a research method, carry out a research study, analyze data collected, interpret observations, and draw conclusions. The dissertation to be critiqued must have been published within the past seven years, and no one on the Candidacy committee may have served on that dissertation committee. Students are encouraged to select a dissertation that uses the same method being considered for their own dissertation. This will be of help in that a critique of the methods chapter in an existing dissertation may contribute to a better understanding of how related principles and research tenets may be expressed. Students are required to consult with their Essay Supervisor to determine which two essays they will enroll in first. (Ph.D. program only) Prerequisite(s): All pre-Candidacy coursework completed, with the exception of RES 1100A /RES 1100B . 3 credit(s)
  
  •  

    RES 9020 - Qualifying Essay 2: Literature Review (Managing Organizational Systems, Psychology, Transformative Social Change Only)


    The purpose of the course is to write an essay that entails an exploration of an area of research interest in order to demonstrate proficiency in literature review research competency to undertake a dissertation. In contrast to RES 9010 , which is focused on the critique of an existing dissertation, this essay involves a content domain focus within the degree field, including a critical review of relevant theoretical, empirical, and historical literature on the selected topic. Students are required to consult with their Essay Supervisor to determine which two essays they will enroll in first.

      (Ph.D. program only) Prerequisite(s): All pre-Candidacy coursework completed, with the exception of RES 1100A /RES 1100B . 3 credit(s)

  
  •  

    RES 9030 - Qualifying Essay 3: Literature Review (Organizational Systems, Psychology, Transformative Social Change Only)


    The purpose of RES 9030 is the same as for RES 9020 . Like RES 9020 , it can explore any focus of interest within the degree field, including a critical review of relevant theoretical, empirical, and historical literature on the selected topic. This essay must be clearly different and distinct from the material covered in RES 9020 . Students are required to consult with their Essay Supervisor to determine which two essays they will enroll in first. (Ph.D. program only) Prerequisite(s): All pre-Candidacy coursework completed, with the exception of RES 1100A /RES 1100B . 3 credit(s)
  
  •  

    RES 9200 - Master’s Project Research


    The project can be the culminating research requirement of a master’s program. Its purpose is to engage the student in integrating and organizing information gained through course work, and applying these skills to a project effort. It can explore any question of relevance to the student’s program by way of disciplined inquiry, which applies a clearly defined methodology. It often has an applied research emphasis with its aim and scope doable in one term. Entails written project prospectus, project research report, and closure session (project orals). (M.A. Psychology degree program students only) 3 credit(s)
  
  •  

    RES 9400 - Master’s Thesis Research


    The thesis can be the culminating research requirement of a master’s program. The purpose of this inquiry is to engage the student in integrating and organizing information gained through course work, and applying these skills to a research effort. Thesis research can pursue any question of relevance to student’s program by way of disciplined inquiry with a clearly defined methodology. The range of approaches available is the same as for dissertations from qualitatively oriented and experimental studies to theoretical research. Entails written thesis proposal, thesis defense, and thesis research report. (M.A. program only) 6 credit(s)
  
  •  

    RES 9500 - Dissertation Research


    The purpose of dissertation research is to demonstrate mastery of research competencies needed to do independent research and contribute to the discipline of the doctorate degree. The course is designed to engage the student in integrating and organizing information gained through earlier coursework, and applying these skills to a substantive research effort. The dissertation can explore any question of relevance to the student’s degree program by way of disciplined inquiry, which applies a clearly defined methodology. (Ph.D. program only) Prerequisite(s): Admission to doctoral Candidacy. 6-18 credit(s)
  
  •  

    RES 9500 - Dissertation Research (Clinical Psychology, Clinical Specialization, Managing Organizational Systems Only)


    The purpose of dissertation research is to demonstrate mastery of research competencies needed to do independent research and contribute to the discipline of the doctorate degree. The course is designed to engage the student in integrating and organizing information gained through earlier coursework, and applying these skills to a substantive research effort. The dissertation can explore any question of relevance to the student’s degree program by way of disciplined inquiry, which applies a clearly defined methodology. (Ph.D. program only) Prerequisite(s): Admission to doctoral candidacy. 6-18 credit(s)

Seattle Leadership Program

  
  •  

    SLO 5221 - Adaptive Leadership: Theory & Practice


    The course prepares students to address “wicked problems” that simultaneously involve “system-process” issues and “cultural” issues. This course introduces students to systemic perspective, basics of emotional intelligence (self-awareness, self-management, social awareness, and relationship management), organizational justice, character (Authentic Presence), and development (lifelong learning, developing others). 3 credit(s)
  
  •  

    SLO 5222 - Systems Thinking: Theory & Application


    This course introduces students to critical thinking (reflective analysis practice), systems theory, family systems theory, consulting theory, and organizational systems coaching. The systems thinking skills that are introduced are: developing a relational perspective (interconnectedness) including layered, nested and embedded systems views; cognitive agility with non-reductionist thinking approaches; performing contextual analyses; cognitive agility with nonlinear modeling relationships and feedback loops, stocks, and flows; prototyping and progressive approximation; emergent properties and strange attractors; and cognitive agility with self-organizing dynamics and structures. An outcome of this course will be the ability to exercise agile thinking - processing, integrating information that emerges out of complex dynamics and relationships. 3 credit(s)
  
  •  

    SLO 5223 - Leadership Psychology I: Group Membership & Cultural Intelligence


    This course focuses on the development of personal mastery in terms of emotional-social skills and competencies. These skills include self-awareness, relational attunement, helping skills, conflict management, and relational process work. Students learn how to develop interventions that optimize the effectiveness of interpersonal interactions, and how to work with power, authority, and influence issues. This course includes the examination of the emergence and fluidity of leadership roles and the psychological dynamics between leaders and leaders, leaders and followers, and followers and followers. 3 credit(s)
  
  •  

    SLO 5224 - Optimizing Innovation I: Lean Theories, Tools and Practices


    Lean theories, tools and practices have proven to be a highly effective performance optimization approach across multiple industry sectors by providing organizations a data-driven, disciplined approach to reducing waste and minimizing defects as means of being responsive to market disruptions and the drive towards greater innovation and productivity. This course teaches students how to apply Lean as a practice of continuous identification and elimination of waste in planning, design, and operations while increasing innovation and overall productivity and end-to-end product and service quality. This course focuses on learning the Lean theories, tools and practices and uses the context of innovation to develop competencies in designing and implementing performance optimization interventions using Lean Thinking, Lean Production, Value Streams, and Gemba Kaizen. 3 credit(s)
  
  •  

    SLO 5225 - Research Informatics I: Theory & Methods


    An essential skill for moving organizations towards meeting their goals is the ability to effectively analyze and take wise action based on financial, technological, and socio-cultural data/information. This course introduces students to the theory and methodologies behind research methods, statistics, and business informatics. The course focuses on the acquisition of research competence to search and circumscribe the subject domain for human inquiry; define the research focus; formulate researchable questions; know the relevant methodological traditions to select one suitable to the question; design and plan the research study; know the procedures proposed for data collection, analysis, and synthesis; know the ethical issues of proposed research; critique research; critically review literature and propose research. This focus includes defining and articulating information needs, identifying and selecting the appropriate resources, formatting and executing research strategies, and then critically interpreting and analyzing the result and presenting it in a professional (APA) style. 3 credit(s)
  
  •  

    SLO 5226 - Organization Development I: Strategic Leadership, Change Management & Cross-Functional Teaming


    Essential skills for moving organizations towards meeting their goals are strategic leadership, leading change, and cross-functional teaming. Students explore strategic leadership as the theories and skills of forming and implementing an organization’s vision, goals, strategies, and structure. A critical task of leadership is to assess the strategic environment of the organization so that a future direction may be charted that will enable it to achieve significant competitive advantage in the marketplace. Students are taught to develop visions, missions, core values and strategic goals that allow their own leadership intentions to be realized. They implement and operate a “B-Corp” for the majority of their second year. 3 credit(s)
  
  •  

    SLO 5227 - Leadership Psychology II - Authentic Leadership & Cultural Intelligence


    This course focuses on the development of personal mastery in terms of cultural skills and competencies. The primary skill is the ability to simultaneously hold and examine multiple perspectives. This skill is refined through the examination of Family-Of-Origin (FOO) and Cultures-Of-Origin (COO) experiences and issues, and is used as an entry point to developing greater self-awareness, sympathy, empathy and compassion for oneself and others. Students learn how to work with implicit narrative methods to bring clarity to thoughts and feelings that are not voiced but implicit in actions and behavior. The methods work with undeclared stances and the beliefs, values, or stories that are implicit in how they experience, react and respond to certain situations. Students learn how to function effectively in multi-cultural situations including contexts as diverse as spiritual beliefs, gender, physical abilities and attributes, ethnicity, income, sexuality, race, age, class, leadership experience, organizational acculturation, education, etc. This course includes learning processes for identifying and navigating cultural protocols. 3 credit(s)
  
  •  

    SLO 5228 - Optimizing Innovation II: Innovation Practicum


    This course is designed to enhance the student’s learning experience through in-depth reflection and application of Lean theories, tools, and practices and focused on innovation in the work environment. The course provides students with professional and academic hands-on experience in an integration laboratory context. Students explore important issues involved with applying Lean to increase innovation within the planning, development and implementation processes. Students experience people, technology, process and information in the context of effective Lean practices. Particular emphasis will be placed on the integration of leadership competencies (emotional, social, cultural, and cognitive intelligences) and Lean theories, tools, and practices demonstrated in the context of optimizing innovation. 3 credit(s)
  
  •  

    SLO 5229 - Research Informatics II: Statistics & Informatics Practicum


    This Research Informatics Practicum course is designed to enhance the student’s learning experience through in-depth reflection and application of research, statistics, and informatics theories, tools, and practices focused on eldership competency and performance optimization. The course provides students with professional and academic hands-on experience in an integration laboratory context. Students explore important issues involved with applying research, statistics, and informatics to increase leadership effective. organizational leadership capacity. 3 credit(s)
  
  •  

    SLO 5230 - Organization Development II: Organization Development: Executive Coaching and Training & Facilitation


    An essential skill for moving organizations towards meeting their goals is coaching executives/leaders to increase their effectiveness in working with their teams. In this course the phases of coaching are discussed and practiced, including contracting, assisting executives/leaders in setting goals for business improvement, team effectiveness and personal growth, and preparation of the leader for “live-action” coaching. The importance of identifying systemic patterns of behavior is emphasized throughout all phases of the coaching and consulting process. ICF Core Competencies are integrated into the phases of coaching. Students also learn the fundamentals of conducting successful trainings and meetings, including the identification of desired outcomes, the creation of appropriate designs, the delivery of effective presentations, and leading productive meetings. 3 credit(s)
  
  •  

    SLO 5231 - Leadership Psychology III - Group Leadership, Organizational Trauma, & Conflict Management


    This course focuses on the development of personal and organizational mastery in terms of skills and competencies to address ethics and organization trauma. These skills include moral compass and ethical discernment; and the ability to recognize and acknowledge trauma; develop emotionally safe relational containers for addressing trauma and the underlying anxiety and fears; examine the underlying mental models and emotional triggers, and determine appropriate interpersonal and organizational interventions. This course includes use of survey feedback assessment processes. 3 credit(s)
  
  •  

    SLO 5232 - Leadership Mastery Capstone Projects: Training & Facilitation, Research Presentation, and Practitioner Theory


    This course provides students with opportunities to demonstrate their leadership mastery and refine their leadership competencies. Students design and implement a professional capstone training and facilitation event that is focused on leadership and performance optimization along with a capstone education conference that is focused on group leadership, performance optimization, and sustainability through a Triple Bottom Line strategy and operations. The final capstone project is participation in a Practitioner Theory Seminar to deliver the results of their own practitioner theory research project in the form of a paper and presentation. The course includes an oral exam. 6 credit(s)

Transformative Social Change

  
  •  

    TSC 3220 - African Diaspora: African American Cultural History & Psychology


    This first in a sequence of courses on the African Diaspora will focus on the definition, constituents, and historiography of the African Diaspora and greater comprehension of the cultural history and psychology of persons with African ancestry, through the lens of African and African-American psychology. Selected texts for the course have been written by African, African-Caribbean, and African-American scholars. The methodological approach to the study of the African Diaspora is interdisciplinary and draws to the foreground historiography, depth psychology, economics of capitalism, law, mythology, religion, art history, and anthropology for construction of an ancestral ethno-cultural narrative of the African Diaspora against the background of world cultural history. The course content and approach should open and cultivate, through critical thinking, a worldview and means to deconstruct, analyze, comprehend, and reconstruct complex sets of human relations in the African Diaspora from global, regional, national, and personal perspectives. It should allow us to see how the archetype of culture is actualized within institutions, living micro-systems, and psychodynamics of the Diaspora. The specific focus of this course is on African-American cultural history, psychology, and experience from origins in Africa, the Middle Passage, bondage, civil and psychological reconstruction, the Civil Rights movement, Pan-Africanism, and Negritude in America, Europe, the Caribbean, and Africa, Affirmative Action, African-American family life, demographics, health/mental health, illness, spirituality, resilience, and optimal development. Cross-listed with PSY3220, EHTP3220. 3 credit(s)
  
  •  

    TSC 4020 - Relationships in Health and Healing Practice


    This course reviews evidence on the importance of relationships in the maintenance of health, prevention of illness, and healing. The major focus is upon the ties between people; however, relationships exist at many levels including links of mental to physical processes, broader ecological or spiritual domains, and socio-cultural beliefs and practices. Evidence is provided for the use of caring relationships in the healing process. The format includes written reports and participatory activities. 3 credit(s)
  
  •  

    TSC 6400 - Ethics for Transformative Social Change: Thinking Like a Global Citizen


    The practice of ethics involves the exploration and evaluation of different values and assumptions that support alternative courses of action. This course approaches these differences from a global civic perspective that is grounded in our common humanity and recognizes our many social differences. We will practice “thinking like a global citizen” in an evaluation of the merits of a capabilities approach to human development, comparing a property-based economy with a civic-based economic vision. We will also critically examine a number of practices that address challenges that are of particular interest to participants in the course, which might include immigration, complicity in the violation of human rights, the protection of the commons, and alternative views of global finance. In these examinations, we will explore and generate potential designs for a sustainable and just framework for transformative actions on the local, regional, national, and international level. A primary goal of the course is for students to be able develop a global civic ethic that is sufficiently rigorous to face ongoing resistance to social change and flexible enough to enable relevant and effective actions to address the multiple dimensions of our global civic life. 3 credit(s)
  
  •  

    TSC 6500 - Ecological Psychology


    Humans endanger species, ecosystems, and themselves by altering, depleting, and poisoning our planet. Students of sustainability, social transformation, organizational leadership, psychotherapy, consciousness, and spirituality may benefit from developing an ecopsychological perspective. The course should serve all students concerned with how humans created the current environmental crisis and how to resolve it. The course should also be helpful to clinicians whose clients are physically and emotionally harmed by their absence of connection to their life supporting habitats, and whose behavior toward the environment adds to human suffering and to business managers intending to become more effective green leaders. Finally, the course should be useful for advocates for animals, for wildlife, environmental preservation and low impact lifestyles and local community productivity by introducing key concepts about human nature and the human capacity to influence the environmental crisis. 3 credit(s)
  
  •  

    TSC 6505 - Healthy Communities


    This course will provide students with an overview of the concepts, practice, and research in the area of Healthy Communities. The beginnings of the healthy communities’ movement took place in mid 1980s when Leonard Duhl’s concept of holistic health promotion and illness prevention captured the imagination of World Health Organization (WHO) officials. As a result of WHO initiatives, the WHO healthy communities program is now ongoing in 36 cities in Europe, between 60 and 70 cities in Canada and several in the United States. 3 credit(s)
  
  •  

    TSC 6510 - Theory and Practice of Nonviolence


    This course examines the history and basic principles of a variety of nonviolent approaches, including those of seminal figures such as Buddha, Jesus, Gandhi, and King, as well as the views of contemporary social activists and theorists, both secular and spiritual. The applications of philosophies of nonviolence to various social and political domains are critically considered. A range of methods and strategies for nonviolent social change are explored, utilizing study of historical and recent cases. 3 credit(s)
  
  •  

    TSC 6520 - Gender and Society


    This course reviews theoretical insights regarding gender from disciplines including gender studies, sociology, psychology, and international relations to consider the significance of gender as a category of social analysis. Particular attention will be given to how gender structures personal identities, families, work contexts as well as institutions such as public education and the military. Additionally, students will consider how developing a critical understanding of gender can help them in their role as change agents within their relationships, communities, workplaces, and in broader society. 3 credit(s)
  
  •  

    TSC 6530 - Social Impact Media: Stories for Change


    The aim of this course is to empower students to analyze and deconstruct media narratives and to recognize their use of visual and aural language constructs to develop and elicit empathy from the viewer. Students will critically analyze the cultural and societal influences on narrative and the importance of story to unite cultures and trigger social change.  Students will apply this critical awareness to distinguish and classify storytelling strategies as they connect to specific kinds of subject matter, approach, types of media, and expected goals or outcomes. 3 credit(s)
  
  •  

    TSC 6535 - Social Media and Theories of Social Change


    The goal of this course is develop the student’s critical analysis skills as applied to the impact of social communications on social change globally. Students will examine particular social movements and their development as intersected by social media. Issues of truth, accuracy and empathy will be explored in the process of deconstructing assumptions regarding social media and its influence on groups and its ability to trigger social change. 3 credit(s)
  
  •  

    TSC 6540 - Impact Analysis: Developing the Tools for Impact


    This aim of this course is to empower students to be able to critically evaluate research tools of socio and behavioral measurement, and to apply these toolsets and technologies to the analysis of specific impact outreach campaigns. Through coursework students will develop the ability to differentiate the tools of impact analysis, compare quantitative vs. qualitative techniques, and apply their strategies to real-world outreach campaigns. 3 credit(s)
  
  •  

    TSC 6545 - SIM Production Knowing the Tools, Distinguishing the Purpose


    The aim of this course is to empower students to see themselves as social change agents through the construction of personal stories in media. In this course students will demonstrate competency in skills required to construct stories in various forms of media, to determine the appropriate form and distribution strategy, and to create strong narratives illuminating relevant social causes through personal story. 3 credit(s)
  
  •  

    TSC 6550 - Conflict Resolution Theory and Methods


    The major themes and debates within the field of conflict resolution are discussed in this course. Students gain an understanding of the tools that are available to intervene in conflicts and an awareness of how to improve their capacity to analyze and resourcefully respond to conflict. Additionally, students develop a critical theoretical perspective on the general field of conflict resolution. This class assists the scholar/practitioner in addressing major challenges that call for creative formulation. Such new perspectives may enable the student to be a more effective agent of change, and the field to address the prevention of violent and destructive conflict as well as the resolution of specific disputes. 3 credit(s)
  
  •  

    TSC 6555 - Creating Outreach Campaigns for Social Impact Media


    The aim of this course is to deepen understanding and engagement around the role film and narrative can play in advancing social change. Students will explore the differences between film distribution and impact, what it means to design and manage outreach campaigns, the role of an “impact producer” in this, and the various forms of social change that are possible with film. At the completion of the course, students will be able to discern the impact potential of different narrative forms and connect them to broader opportunities for social change. 3 credit(s)
  
  •  

    TSC 6560 - Approaches to Socially Engaged Spirituality


    In the modern Western world, spirituality is often understood as private, subjective, and individual, as one’s primarily inward communion with what is seen as sacred, a communion that is not necessarily explicitly in relation to, or even connected with, one’s more outward and public life. In many traditional religious forms, the highest development of spirituality required leaving and having little to do with the everyday social world, whether as a monk or nun, hermit, wanderer, or a member of an intentional community. Socially engaged spirituality in its traditional and contemporary forms represents a different approach, in which spiritual qualities are developed in the context of involvement in family, work, community, society, and/or politics. Cross-listed CSIH 6560   3 credit(s)
  
  •  

    TSC 6565 - Multiplatform Journalism: Evolving Models of News Creation


    This course is focused on empowering a student to critically discern and differentiate forms of digital journalism from traditional journalism and documentary form, and to apply this analysis to the creation of short media pieces aimed at social issues. Students will deepen their knowledge of the history of journalism, the evolution of contemporary approaches, the challenges and opportunities within the current digital media ecosystem, better preparing them for roles as producers of dynamic forms of media. 3 credit(s)
  
  •  

    TSC 6570 - Race, Class, and Gender


    None of us lives our lives through linear or exclusive experiences of race, class, or gender. Instead, we exist through multiplicities of identity that are informed through race, class, and gender, as well as other social determinants. Human diversity, increasingly framed in terms of intersectionality - focused on the mutual interrelatedness of central social categorizations such as gender, ethnicity/race, social class and sexualit(ies) - is becoming more prominent in research, scholarship, and practice. The goal for this course is modest - to expand our awareness of how race, class, and gender shape our lives, historically and in the present day. If this heightened awareness leads to changes in the way we talk with and about each other, represent the other, provide services, and live our lives on a day-to-day basis, then the course will have more than satisfied its intent. 3 credit(s)
  
  •  

    TSC 6585 - The Human Right to Adequate Food


    Ending hunger is a deeply political issue, involving the play of power and conflicting interests. It must involve much more than the delivery of particular goods or services. It requires recognition and respect for human rights, and it may require some sort of reconfiguration of the social order, locally, nationally, and globally. Ending hunger requires serious planning, and agreement on a guiding vision. This course is designed to help participants figure out how to do that, in the contexts that interest us. This course is offered in a cooperative arrangement with the University of Sydney in Australia. The course utilizes the University of Sydney’s Blackboard online learning platform. Saybrook students enrolled in the course participate in the course together with students from the University of Sydney Peace and Conflict Studies Program. Unlike other Saybrook courses, the term of this course is twelve weeks. Students register for the course as they usually do, and will receive course log-in information directly from the instructor. 3 credit(s)
  
  •  

    TSC 6590 - Peace and Justice Studies


    This course reviews theory and data from psychology and other human sciences in the study of peace, conflict, and violence. It covers both positive (harmonious and constructive ways of living) and negative (absence of war or violent conflict) conceptualizations of peace at the interpersonal, group, national and international levels. 3 credit(s)
  
  •  

    TSC 6592 - Immigration and Social Justice


    This course seeks to provide historical context to current debates over immigration reform, integration, and citizenship.  The course will cover the historical and systemic context for understanding contemporary immigration politics, including xenophobia, immigration and citizenship policy debates, and border issues. The course will explore the current experiences and needs of refugees, including the intersection of immigration policy with issues of race, and gender inequality and discrimination. Finally, the course will evaluate policy and advocacy options that provide humane, just and sustainable approaches to immigration.

      3 credit(s)

  
  •  

    TSC 6594 - Peacebuilding


    The field and practice of peacebuilding utilizes nonviolent tactics to transform social conflict and to build cultures of peace.  In this course, students will survey a range of roles and domains within the field of peacebuilding, including how peacebuilding is utilized in international post-conflict contexts, and how countries and communities which have experienced deep social conflict can benefit from peacebuilding. Students will also consider how peacebuilding can address structural violence and how innovative arts-based praxis can deepen peacebuilding efforts. The course will also explore the reflective practitioner skills and characteristics that are necessary to design, assess, and impact transformation in unpredictable conflict contexts.
      3 credit(s)
  
  •  

    TSC 6610 - Social System Transformation Theory


    The aim of this course is to empower students to be able to critically evaluate social systems and become participants in their co-creation and transformation. The course enables students to recognize and analyze social systems and societal paradigms as they present themselves in various domains of human experience, develop a critical understanding of how humanistic values, developmental ideas and norms can be applied to social systems, and develop the ability to create strategies for changes in such systems and norms so that they will improve the well-being of the people who participate in them. 3 credit(s)
  
  •  

    TSC 6615 - Overview of Transformative Social Change Interventions


    To change the world (or some small part of it) people need to take action. However, what are the most appropriate ways to take effective action? This course is designed to introduce students to the strategies, tactics, and methods used to promote transformative social change. Students will learn how to launch a project, non-profit organization, or movement, conduct successful meetings and build consensus, develop a strategy and tactics, take effective action, and maintain the change while nurturing his or her well-being. This course will provide students with a broad overview of how to bring about transformative change in social systems on a variety of levels. 3 credit(s)
  
  •  

    TSC 6620 - Psychology of Disability, Rehabilitation, and Empowerment


    This course is designed to introduce the student to both (1) an understanding of how the community-at-large conceptualizes the role of persons with disabilities due to illness, trauma, and environmental impact (malnutrition, wars, etc.) and how that has transformed over the years given disability rights advocacy and legislation, particularly in the United States; (2) issues in treating the individual with disabilities and the differences and similarities in working with other individuals in treatment; and (3) voices of persons with disabilities and their narratives. 3 credit(s)
  
  •  

    TSC 7075 - Global Governance and Democratic World Federation


    Humanity has long been plagued by wars, disease, famine and social injustice.  In recent decades, these problems, along with new challenges such as climate change, terrorism, economic disruption, pandemics, and transnational organized crime, have become global in scale, posing serious threats to humankind.  There have been three primary approaches advanced for nations to address these global concerns and best meet human needs — as sovereign states working together; by creating institutions, policies, and confederations such as the United Nations; or by forming a democratic world federation.  This course traces the history of these ideas, the movement toward global democracy, how our current world system may create or exacerbate these global problems, and several approaches to their solution.  We will also critically assess these approaches and discuss current efforts to implement them. 3 credit(s)
  
  •  

    TSC 7077 - Building Sustainability: The Global Crisis


    Sustainability is defined as living in such a way that the capacity of future generations to meet their own needs is preserved. However, current patterns of human life are exhausting and destroying the gifts of nature that are necessary for life. To achieve sustainability, humans must refrain from depleting non-renewable resources and from polluting air, soil, and water. We must control both population and consumption and will likely need to end the extremes of wealth and poverty that are currently proving destructive to our habitats. Finally, sustainability will, we believe, require major changes in social institutions and in the way humans think and act toward each other and toward the earth. The pace at which we make these changes will determine how much of earth’s resources are left for generations yet to come. 3 credit(s)
  
  •  

    TSC 7079 - Building Sustainability: Present Practices in Community and Society


    This course explores principles, implementation, and effectiveness of selected current sustainability approaches. It provides an overview of key perspectives on sustainability: The Natural Step, Natural Capitalism, renewable energy, green building, sustainable agriculture, and population control. This course introduces information about present practices relevant to many disciplines and social domains and provides a broad base on which to build further studies and real-world projects. 3 credit(s)
  
  •  

    TSC 7085 - Globalism and Power


    This course describes different manifestations of globalization and identifies the powerful forces directing them, the costs and benefits that come with it, the evolving role of transnational groups, global NGOs, and the opportunities to find personal meaning and local purpose in a global society. 3 credit(s)
  
  •  

    TSC 7115 - Refugee Trauma and Resiliency


    This course covers the breath of topics (i.e., mental health, human resiliency, human rights, humanitarian aid) related to working with displaced people (refugees, asylum seekers, exiled individuals and internally displaced people). It is designed as a survey course for students interested in understanding the landscape with regards to research and practice for the protection and assistance of refugees. This course is useful for the more experienced student who desires to develop an independent project or dissertation work based on one of the areas of concern presented in the course. 3 credit(s)
 

Page: 1 | 2 | 3 | 4 | 5