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2020-2021 Academic Catalog and Student Handbook [Archived Catalog]
Course Descriptions
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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.
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Elective |
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MBM 5591 - Field Experience II
This course is organized around a second 100-hour experience in practice, teaching, or research within the field of integrative health and wellness. Students are encouraged to explore sites such as hospitals, clinics, counseling centers, schools, nursing homes, community centers, wellness centers, homeless shelters, group homes, jails, prisons, and corporate workplaces. Global opportunities may also be explored. Contact the CIMHS Field Experience Coordinator about required paperwork and the approval process. Course expectations include participation in scheduled videoconferences, consultation calls, documented log notes of the field experience and a final Reflection Paper. Prerequisite(s): MBM 5590 - Field Experience . 0 credit(s)
Offered: FA Term A/B, SP Term A/B, and SU-Term. Course Length: 15 Weeks (SU 8 Weeks). No RC.
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MBM 8100 - Independent Study
The independent study course enables a student to pursue an individualized topic with an instructor that is not offered through the standard curriculum. Relevant learning outcomes and credit load will be negotiated by the student and instructor. For each assigned credit, the student must complete approximately 45 hours of directed study. To register, students must complete the independent study request form and receive an approval from the department chair. Prerequisite(s): No Prerequisite. 1-3 credit(s)
Offered: All terms. Course Length: 7 Weeks/15 weeks. No RC.
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Existential, Humanistic, and Transpersonal Psychology |
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EHP 1080 - History and Systems of Psychology
The objective of this course is to give the student an overview of the history of modern psychology in three streams in order to place more accurately the existential-humanistic and transpersonal movements in their proper context. The student will be expected to gain proficiency in the major events and personalities associated with each of the three streams, which include: 1) experimental psychology in the universities (i.e., the history of psychophysics, behaviorism, and cognitive psychology); 2) clinical psychology as both an academic and applied field (i.e., the history of largely depth-psychology, with an emphasis on the histories of Freud, Jung, Adler, and Erikson); and 3) existential-humanistic and transpersonal psychology, exemplified by the life and work of Carl Rogers, Abraham Maslow, and Rollo May. Cross listed with PSY 1080 - History and Systems of Psychology . 3 credit(s)
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EHP 2000 - Foundations of Existential and Humanistic Psychology
This course provides an overview of existential and humanistic psychology including its history and origins, its current manifestations, its contributions to various aspects of psychology including clinical practice, its critiques, and its possible future. Saybrook University has played an important role in the development and advancement of humanistic and existential psychology, and it remains a leading force in these fields. Special consideration is given to the relevant history of Saybrook University in these movements. Additionally, consideration of other important organizations in humanistic and existential psychology are considered. 3 credit(s)
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EHP 2040 - Existential Psychotherapies
The existential psychotherapist works with fundamental existential themes of human existence: death and freedom, choice and responsibility, isolation, relatedness, and meaning and mystery. These themes organize the basic structures with which human life is shaped and experienced, and therefore provide the context for an existential psychotherapy. This existential psychotherapy course explores clinical applications of existential theory to the human situation in individual and group therapy. As an introduction to existential psychotherapies, this course is in three parts: Part I (theory) lays out the historical and philosophical traditions that underlie existential psychotherapeutic practice; Part II (therapy) shows how existential therapy grows out of existential theory; and Part III (application) uses the case study method to consider how existential psychotherapy can be applied to a diverse set of problems and clientele. Though open to all students, this course also satisfies the Clinical Interventions III/IV requirement in the Clinical Psychology degree program, with Clinical Interventions I & II as prerequisites. 3 credit(s)
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EHP 2047 - Existential Psychotherapies III: James Bugental and the Existential-Humanistic Tradition
This course will be of interest to students who want to explore existential-humanistic psychotherapy as understood by James Bugental, one of psychology’s most respected and talented practitioners. Bugental held that life’s existential contingencies could often overwhelm causing a loss of centeredness, agency, and self-directedness. By focusing in the here-and-now, Bugental intended to promote inner presence, agency, and responsibility assumption in a client. Bugental’s experiential approach is both powerful and effective-and is rarely found in traditional therapies. Though open to all students, this course also satisfies the Clinical Interventions III/IV requirement in the Clinical Psychology degree program, with Clinical Interventions I & II as prerequisites. 3 credit(s)
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EHP 2048 - The Psychology of Ernest Becker and Terror Management Theory
Ernest Becker was a visionary scholar whose scholarship, particularly that on death, meaning, and culture, greatly impacted existential-humanistic psychology. The development of Terror Management Theory (TMT) as an experimental social psychology was derived largely from Becker’s ideas. This course begins with a focus on the essential writing of Ernest Becker and his influence on existential-humanistic psychology. Next, the course delves into an overview of Terror Management Theory. Students are encouraged to consider applications and critiques of Becker’s work and TMT, including critiquing TMT from Becker’s own writing. 3 credit(s)
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EHP 2055 - Existential Psychology, Philosophy, and Literature
Existential psychology emerged, in part, from existential psychology. Throughout its development, the various approaches to existential psychology have been profoundly influenced by philosophy and literature. This course helps students develop a deeper foundation for their psychological theory and application through exploration of the philosophical and literary roots of the existential psychology movement. The course will include discussion of the influential philosophers including Nietzsche, Kierkegaard, Sartre, Heidegger, and Hegel, amongst others. From the literary perspectives, the contributions of Camus, Kafka, and Dostoyevsky are reviewed. Contemporary philosophical and literary perspectives will also be considered. While all students will be introduced to both literary and philosophical perspectives, after the initial introduction students can elect to focus primarily on literature or philosophy for the final portion of the course. 3 credit(s)
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EHP 3075 - The Life and Work of Alan Watts
This course considers the life and work of Alan Watts (1915-1973), early pioneer in the emergence of humanistic and transpersonal psychology. Students will consider Watts’s ideas in the context of his chronological biography by reading In My Own Way, his autobiographical statement, while at the same time reading and discussing Watts’s major writings during different periods of his career. Particular attention will be paid to the correlation between life events and major ideas, to Watt’s contribution to the development of humanistic and transpersonal psychology, to his contribution to East/West psychology, and to an assessment of his influence on the fields of religious studies, philosophy, on psychology at large, on the practice of psychotherapy, and to his place in the psychotherapeutic counter-culture. 3 credit(s)
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EHP 3080 - C. G. Jung: His Life, Work, and Contemporary Perspectives in Analytical Psychology
The course offers an overview of the life and times of Carl Gustav Jung, in cultural context from 1875 to 1961, through autobiography and recent critical biography. It provides an introduction to the core constructs of his theories of personality, psychoanalysis and psychotherapy, and post-Jungian extensions and critiques of his work in Analytical psychology that include areas of neuroscience, attachment theory, spirituality, and cultural complex theories. The course is offered to all students interested in the life and work of C.G. Jung across degree programs and Schools. It provides a strong theoretical foundation that supports and facilitates cohesive assimilation of aspects of his theories and work found in other courses offered at Saybrook. The course serves as a bridge to the in-depth study of Jung’s classical work, the Collected Works of C.G. Jung, and the recently published Red Book. This latter work provides foreground and the background for Jung’s original work, born from his creative and critical self-analysis. The course can serve as a portal to research, theory application, and professional practice in cross-cultural and multicultural psychology. Though open to all students, this course also satisfies the Clinical Interventions III/IV requirement in the Clinical Psychology degree program, with Clinical Interventions I & II as prerequisites. 3 credit(s)
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EHP 3160 - Personal Mythology and Dreamwork
In this potentially life-transforming course you will learn what is meant by the term personal mythology. You will be introduced to the idea that every person develops a particular personal mythology that guides and influences his or her perceptions, thoughts, feelings, and behaviors. You will be introduced to the primary factors that seem to be responsible for the development of particular personal mythologies, for example, a person’s genetic inheritance, family of origin, kinship group, and social milieu. The course can be taken with an experiential emphasis, an academic emphasis, or a mixture of these. Cross-listed with CS3160 & CSIH 3160 3 credit(s)
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EHP 3220 - The African Diaspora: African American Cultural History and 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 cultural history and 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, intersectional, 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 narrative and 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. Though open to all students, this course also satisfies the Clinical Interventions III/IV requirement in the Clinical Psychology degree program, with Clinical Interventions I & II as prerequisites. 3 credit(s)
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EHP 3500 - Humanistic Psychology and Psychotherapy
This course is intended to provide an introduction to and overview of humanistic psychology, including its origins and tributaries, its historical interrelations with Saybrook, and the possibilities that inhere for its future evolution and significance. We will consider, especially, humanistic psychology’s spheres of influence in the arena of psychotherapy but also in education and upon culture considered more broadly. Humanistic psychology’s critiques of alternate perspectives will be taken up, no less than those that have been leveled at humanistic psychology itself. The course will include an introduction to the writings of a triumvirate of founding parents - Carl Rogers, Abraham Maslow, and Rollo May - as well a consideration of their precursors and the ongoing work of simpatico voices in sister disciplines: Maya Angelou in literature, for example, and Robert Coles in psychiatry. One or two films resonant with core humanistic values/themes will also be included, as will John Coltrane’s sublime 1964 jazz recording, A Love Supreme. The impulse that informs humanistic psychology speaks in various voices. We shall take time in this course to savor its several expressions and callings. Though open to all students, this course also satisfies the Clinical Interventions III/IV requirement in the Clinical Psychology degree program, with Clinical Interventions I & II as prerequisites. 3 credit(s)
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EHP 3510 - Transpersonal Psychology and Psychotherapy
Transpersonal Psychology and Psychotherapy investigates human experiences that transcend the ordinary, particularly spiritual experiences and altered states of consciousness. This course reviews the Western roots of transpersonal psychology in the works of William James, Carl Jung, and Abraham Maslow. It also examines the relationship of transpersonal psychology to spiritual traditions, including shamanism, Buddhism, and Hinduism, as well as mythology and other forms of spiritual investigations. Transpersonal clinical approaches in therapy and research methods are also addressed. Though open to all students, this course also satisfies the Clinical Interventions III/IV requirement in the Clinical Psychology degree program, with Clinical Interventions I & II as prerequisites. 3 credit(s)
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EHP 3515 - Foundations of Phenomenological and Hermeneutical Psychology
Phenomenology was influential on the development of existential philosophy and psychology , and is often considered a foundational to contemporary existential and humanistic psychology. This course begins with an overview of phenomenological philosophy and psychology, then utilizes this foundation to consider a critique of contemporary mainstream psychology. The scholarship of Husserl, Heidegger, and Giorgi will be considered. Hermeneutics, which comes from Greek ἐρμηνεύς (ermēneús, “translator, interpreter”), is the theory of textual interpretation. Hermeneutics has been influential on qualitative and humanistic perspectives in psychology. The second part of this course examines how hermeneutics relates to psychology, and considers the influences of Ricoeur, Habermas, and Zahavi, among others. Additionally, the course will compare and contrast phenomenological and hermeneutic approaches to psychology and psychological research. 3 credit(s)
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EHP 3520 - Existential and Multicultural Perspectives on Death, Loss, and Meaning
Death is a given for all people. How people people experience death-facing their own and facing the death of others-is strongly influenced by culture. This course addresses the universal (i.e., existential) and particular (i.e., cultural and personal) aspects of death and meaning. Important existential perspectives, such as Ernest Becker and Irvin Yalom, will be considered along with various cultural approaches to death and meaning. Consideration is given to how those in the heping professions can help individuals facing their own death or the death of loved ones in a culturally sensitive manner. 3 credit(s)
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EHP 3525 - Microaggressions: An Existential, Humanistic, and Transpersonal Perspective
One of the most difficult feelings to rid oneself of is the emotional turmoil associated with being denigrated by a person or group in a position of power. Feelings of anger and confusion are often followed with those of inferiority. The internal struggle is exacerbated when it seems obvious that the perpetrator had no ill-intent in conveying the denigrating message. Society is replete with these microaggressions that more often than not go unnoticed yet have a lasting impact on the recipient. This course will define and explore common microaggressions, how they are manifested, and how to respond. Particular attention is given to existential, humanistic, and transpersonal perspectives on microaggressions as well as ways even these perspectives may, at times, also inadvertently perpetuate microaggressions. 3 credit(s)
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EHP 4535 - The Use of Poetry with Death, Loss, and Life Transition
The creative arts are often used to assist people facing death, loss, and other important life transitions. Similarly, these life events often cause individuals to reflect upon the meaning in their life and seek to create new meaning, which can be aided by poetry and the creative arts. This course focuses on the use of poetry when encountering death, loss, and life transitions. Students are encouraged to reflect upon their own use of creativity in times of difficult life transitions. Additionally, students will explore ways to facilitate the use of poetry with others facing life transitions. Poems from various cultural backgrounds are considered. Though open to all students, this course also satisfies the Clinical Interventions III/IV requirement in the Clinical Psychology degree program, with Clinical Interventions I & II as prerequisites. Cross-listed with CS 4535 and PSY 4535. 3 credit(s)
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EHP 6150 - Existential Psychotherapies II: Rollo May and the Existential Tradition
Rollo May was the founding parent of existential-humanistic psychology and a pivotal figure in what we may call philosophical/psychological rapprochement. His books, byproducts of a profound disposition and wide-ranging literacy and curiosity, encourage a rich dialogue between philosophy and psychology and the broader humanities. May expresses concretely what he believed from the time of his earliest work: that psychology requires a grounded, theoretically cogent, interdisciplinary approach to human nature. His books remain an auspicious place to start for those interested in learning about what psychology at its most esoteric can be. In this course, we will consider Rollo May’s work and legacy attentively, thereby glimpsing what psychology at its most visionary and rarified might be. Though open to all students, this course also satisfies the Clinical Interventions III/IV requirement in the Clinical Psychology degree program, with Clinical Interventions I & II as prerequisites. 3 credit(s)
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EHP 8151 - Practicum in Professional Practice
This course is intended for students seeking practicum training not related to clinical practicum or the MFT program. Students are responsible for arranging the practicum and should consult the director of the EHP Specialization in order to identify a Saybrook faculty liaison. Prerequisite(s): Open only to students pursuing an EHP certificate. 3 credit(s)
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EHP 8950 - Certificate Integrative Seminar
The final part of the Certificate is the integrative paper. The purpose of the integrative paper is to give the learner an opportunity to draw together the most important aspects of the Certificate courses, to assess strengths and identify further learning needs, and to develop a specific plan for continuing personal and professional work. Prerequisite(s): Open only to students pursuing an EHP certificate. 1 credit(s)
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EHTP 1080 - History and Systems of Psychology
The objective of this course is to give the student an overview of the history of modern psychology in three streams in order to more accurately place the existential-humanistic and transpersonal movements in their proper context. The student will be expected to gain proficiency in the major events and personalities associated with each of the three streams, which include: 1) experimental psychology in the universities (i.e., the history of psychophysics, behaviorism, and cognitive psychology); 2) clinical psychology as both an academic and applied field (i.e., the history of largely depth-psychology, with an emphasis on the histories of Freud, Jung, Adler, and Erikson); and 3) existential-humanistic and transpersonal psychology, exemplified by the life and work of Carl Rogers, Abraham Maslow, and Rollo May. 3 credit(s)
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Integrative Functional Nutrition |
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IFN 5514 - Virtual Community in Nutrition
This semester-long course introduces students to Saybrook University, the Integrative & Functional Nutrition Program, and each other. Students will become acclimated to Saybrook’s on-line learning environment while developing best practices for student success as they learn about a variety of topics in nutrition, health, and wellness. Through active exploration of contemporary integrative health issues, students will be challenged to question their preconceived theories, consider opposing perspectives, and theorize about topics from a more global and humanistic perspective. Prerequisite(s): None 1 credit(s)
Offered: FA-Term A/B and SP-Term A/B Course Length: 15 weeks No RC required
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IFN 5520 - Nutritional Science
This course covers the fundamentals of nutrition science, including the physiological processes of digestion, absorption, and metabolism of essential nutrients; the basic chemical structures, functions, requirements, and food sources of nutrients; and the causes and consequences of nutrient deficiencies and toxicities. This course meets the IFN department’s Nutrition Science requirement for those who have not had at least three credits of a college or graduate-level nutrition science course prior to admission. Prerequisite(s): None 3 credit(s)
Offered: FA-Term A and SP-Term A Course Length: 7 weeks No RC required
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IFN 5611 - Therapeutic Diets and Menu Planning
This course explores the use of whole foods, traditional dietary patterns, and therapeutic meal plans to prevent and treat health concerns. Students learn when and how to apply the science of “food as medicine” by reviewing research supporting health outcomes from therapeutic diets. Students develop, analyze and share practical whole-foods based menus and recipes that comply with the dietary instructions of restrictive diets, exchanged-based diets, elimination diets and cultural meal patterns. Knowledge areas explored include benefits of bioactive food compounds, effects of acculturation on diet and health, sustainable food production, and economic and social constraints of healthy diets. Prerequisite(s): IFN 5520 (or evidence of college-level nutrition course) 3 credit(s)
Offered: SU-Term A Course Length: 8 weeks No RC required
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IFN 5661 - Nutritional Foundations of Mental Health
This course provides an overview of the practical and scientific approaches to understanding the impact that food has on mental health. Topics in this course will include learning about the quality and variety of food that is available to us, its impact on mental health, and the influence that nutrition has on brain development and maintenance throughout the life cycle. 3 credit(s)
Offered: FA-Term A/B Course Length: 15 weeks No RC required
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IFN 5663 - Sports and Exercise Nutrition
This course explores the roles of macro and micronutrients in fueling energy systems and applies this knowledge to make nutritional recommendations for physically active persons, with considerations for intense training and competition. Examination of popular performance enhancing/ergogenic aids and the fundamentals of energy balance, exercise and weight control are discussed. Prerequisite(s): IFN 5520 (or evidence of an undergraduate or graduate level nutrition science course). 3 credit(s)
Offered: SU - Term A Course Length: 8 weeks No RC requirement
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IFN 5670 - Foundations of Integrative and Functional Nutrition
Students taking this course will expand upon their knowledge of basic nutrition science and gain a foundational understanding of the integrative and functional approach to nutrition. The course reviews the fundamental principles and perspectives of conventional, traditional, integrative, and functional medical models to identify best practices for nutritional care. Students learn about the concepts and tools used within these practices and how they align with the integrative practitioner’s goal for personalized, whole-person, relationship-centered, and environmentally sensitive care. Prerequisite(s): IFN 5520 (or proof of previous nutrition coursework) 3 credit(s)
Offered: FA-Term A, SP-Term A Course Length: 7 weeks No RC Required
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IFN 5673 - Integrative Approaches to the Digestive System
Proponents of integrative and functional medicine recognize digestive health is often the necessary first step in the healing process. Nutritional interventions through food, eating, and mind/body skills are essential parts of the holistic healing process. This course will focus on the structure and function of the digestive tract and the impact and influence of food and eating on health and disease. Topics include: eating and digesting, optimal nutrient assimilation, intestinal barrier defense, the influence of gut microbiota on health, the gut-brain axis, adverse food reactions, autoimmune disorders, and other systemic illnesses and digestive diseases. Prerequisite(s): IFN 5520 (or proof of previous nutrition coursework), IFN 5704 (or proof of previous Anatomy/Physiology coursework) 3 credit(s)
Offered: FA-Term A, SP-Term A Course Length: 7 weeks No RC Required
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IFN 5677 - Integrative and Functional Nutrition: Therapeutics
This course examines chronic disease pathophysiology, as it relates to integrative and functional nutrition therapy. The course prepares students to apply the nutritional care process towards restoring function and managing core clinical imbalances and symptoms. Students learn to evaluate and compose nutrition care plans using case-simulation examples. Prerequisite(s): IFN 5611 , IFN 5673 , IFN 5676 , IFN 5688 , and IFN 5689 3 credit(s)
Offered: SP-Term B Course Length: 7 weeks No RC required
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IFN 5681 - Systems Biology I
Systems Biology explains the physiology, pathophysiology and applicable biochemistry that underlie the seven core imbalances within functional medicine. Understanding the physiological systems, and how they become unbalanced, is key to identifying and supporting interventions that address chronic disease. In Systems Biology I, students explore cardiovascular function; immunity and inflammation; digestion, absorption, and elimination. They examine how core imbalances within these systems contribute to chronic conditions such as cardiovascular disease, autoimmunity, food allergy and intolerance, and gastrointestinal disorders. Prerequisite(s): IFN 5520 , IFN 5688 , IFN 5703 , IFN 5704 3 credit(s)
Offered: Fall A/B, Spring A/B Course Length: 15 weeks No RC required
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IFN 5682 - Systems Biology II
Systems Biology II is an extension of the concepts learned in Systems Biology I. In Systems Biology II, students explore the endocrine system, nervous system, musculoskeletal system, liver and mitochondrial function. They learn how core imbalances within these systems apply to chronic disorders related to blood glucose regulation, cortisol and stress response, depression, chronic pain, and fatigue.
Prerequisite(s): IFN 5520 , IFN 5681 , IFN 5688 , IFN 5703 , IFN 5704 3 credit(s)
Offered: Spring A/B Course Length: 15 weeks No RC required
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IFN 5683 - Capstone Seminar in Integrative and Functional Nutrition
This course is the culmination of the Master of Science in Integrative & Functional Nutrition. Students will complete a Capstone project that displays competencies in Program Learning Outcomes and demonstrates the ability to synthesize evidence to guide practice.
Prerequisite(s): Must have completed all required IFN coursework for the MS IFN degree, or with approval from Director of IFN. 1.0 credit(s)
Offered: Fall A, Spring A, Summer A Course Length: 8 weeks No RC required
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IFN 5684 - Capstone Seminar in Integrative and Functional Nutrition
This course is the culmination of the Master of Science in Integrative & Functional Nutrition. Students will complete a Capstone project that displays competencies in Program Learning Outcomes and demonstrates the ability to synthesize evidence to guide practice. Prerequisite(s): Must have completed all required IFN coursework for the MS IFN degree, or with approval from Director of IFN 2 credit(s)
Offered: Fall A, Spring A, Summer A Course Length: 8 weeks No RC required.
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IFN 5685 - Field Experience in Nutrition
Students electing to take this course will complete a minimum of 100 hours and up to 250 hours of supervised practice experience in nutrition setting of their choice. The field experience will allow students the opportunity to observe and practice under an experienced professional. Appropriate settings may include hospitals or health clinics; research facilities; schools, nursing homes or community centers; public health, industry, or government facilities; and food or agricultural settings Prerequisite(s): IFN 5670 , IFN 5681 , IFN 5688 , and IFN 5689 3 credit(s)
Offered: Fall A/B, Spring A/B, Summer A Course Length: 15 weeks or 8 weeks in Summer No RC required
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IFN 5685 - Field Experience in Nutrition
Students electing to take this course will complete a minimum of 100 hours and up to 250 hours of supervised practice experience in nutrition setting of their choice. The field experience will allow students the opportunity to observe and practice under an experienced professional. Appropriate settings may include hospitals or health clinics; research facilities; schools, nursing homes or community centers; public health, industry, or government facilities; and food or agricultural settings.
Prerequisite(s): IFN 5670 , IFN 5681 , IFN 5688 , IFN 5689 3 credit(s)
Offered: Fall A/B, Spring A/B, Summer A Course Length: 15 weeks or 8 weeks in summer
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IFN 5688 - Advanced Nutritional Biochemistry—Macronutrients
Understanding root cause of disease requires an understanding of cellular metabolism and the network of pathways that connect systems. This course takes an applied approach to studying how biochemical reactions of carbohydrates, lipids and proteins within the cell affect whole body health. Homeostatic mechanisms regulating macronutrient metabolism and the cellular and systemic responses to nutritional imbalances are studied in the context of several common diseases. Methods to assess macronutrient requirements and status are incorporated throughout the course. Prerequisite(s): IFN 5520 (or documentation of 3 credits of college-level nutrition coursework), IFN 5703 (or documentation of 3 credits of college-level biochemistry or organic chemistry, IFN 5704 (or documentation of 3 credits of college-level Anatomy/Physiology). 3 credit(s)
Offered: Fall A/B, Spring A/B Course Length: 15 weeks No RC required.
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IFN 5689 - Advanced Nutritional Biochemistry—Micronutrients
This course studies the molecular, cellular and metabolic functions of vitamins and minerals and how they affect health. Clinical methods of assessing micronutrient status and the effects of deficiency or toxicity will be studied, as will the influence of genetic variability on micronutrient requirements and functions. Prerequisite(s): IFN 5520 (or documentation of 3 credits of college-level nutrition coursework), IFN 5703 (or documentation of 3 credits of college-level biochemistry or organic chemistry), IFN 5704 (or documentation of 3 credits of college-level Anatomy/Physiology). 3 credit(s)
Offered: Fall A/B, Spring A/B Course Length: 15 weeks No RC required.
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IFN 5694 - Nutrition-Focused Physical Exam
This course prepares students for subjective nutrition assessment, including identifying systems, signs, and symptoms that are associated with subclinical or latent disease states, and nutrition-focused physical exam indicators of macronutrient and micronutrient adequacy, insufficiency, deficiency, and excess/toxicity. Prerequisite(s): IFN 5520 (or documentation of 3 credits of college-level nutrition coursework, IFN 5703 (or documentation of 3 credits of college-level biochemistry or organic chemistry), IFN 5704 (or documentation of 3 credits of college-level Anatomy/Physiology). 3 credit(s)
Offered: SU Course Length: 8 weeks No RC required.
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IFN 5703 - General Biochemistry
This course provides a comprehensive overview of biochemistry, including structure, molecular function, and the regulation of cellular metabolism of proteins, carbohydrates, lipids, nucleic acids, and other biologically important compounds, with integration into overall anabolic and catabolic metabolic processes. IFN 5703 General Biochemistry satisfies the General Biochemistry basic sciences requirement for the master’s degree program in Integrative and Functional Nutrition, and the course prerequisite for IFN 5688 and IFN 5689 Advanced Nutritional Biochemistry Macronutrients and Micronutrients, respectively. Prerequisite(s): None. 3 credit(s)
Offered: FA-Term B, SP-Term B Course Length: 7 weeks No RC required.
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IFN 5704 - Anatomy and Physiology
This course provides a structural and functional overview of the body’s organs and systems. Students will learn about the anatomical organization, physiological processes, and homeostatic mechanisms throughout the body. This course satisfies the Anatomy and Physiology basic sciences requirement for the MS and PhD programs in Integrative and Functional Nutrition, and fulfills the course prerequisite for various advanced IFN courses. Prerequisite(s): None 3 credit(s)
Offered: FA-Term A/B and SP - Term A/B Course Length: 15 weeks No RC required
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IFN 5705 - Psychobiology of Eating
What to eat? When to eat? What not to eat?… The act of eating is a result of a complex interaction of biological, psychological, and social systems. For some, daily decisions about food and eating are easily made. For others, they become an arduous and challenge-filled activity. This course bridges the gap between the human physiology of nutrition and the psychology that influences our food preferences, food/mood connections, and the pathways towards disordered eating patterns. Students will develop a foundational understanding of the behavior of eating and mechanisms that help people make choices that are essential to health and well-being. It explores the continuum of eating behavior, from healthy eating practices to problematic and disordered habits, as well as identifies contributors of unhealthy eating practices and uncovers potential interventions to restore health and balance from an integrative perspective. Prerequisite(s): None. 3 credit(s)
Offered: SP-Term A/B Course Length: 15 weeks No RC required.
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IFN 5900 - Integrative Approaches to Chronic Disease
Obesity, heart disease, and diabetes are among the leading causes of morbidity and mortality, globally. In this course, students will learn about the multi-faceted causes and consequences of these conditions. Through evaluation of research, students will develop an evidence-based integrative approach to prevent and manage these chronic diseases. Prerequisite(s): IFN 5670 , IFN 5688 3 credit(s)
Offered: SU - Term A Course Length: 8 weeks No RC required
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IFN 5910 - Biostatistics
This course provides scholar-practitioners of the biomedical sciences a foundational understanding of biostatistics used in designing, interpreting, and applying research. Topics covered include descriptive statistics, inferential statistics, hypothesis testing, correlation analyses, and comparisons of means. Students will perform calculations using sample datasets and demonstrate their understanding of concepts through course discussions. The course is valuable for current and future health practitioners and researchers who are either unfamiliar with statistical methods or those wanting to freshen up their knowledge. Prerequisite(s): none 3 credit(s)
Offered: Fall A/B, Spring A/B Course Length: 15 weeks No RC required
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IFN 6100 - PhD IFN Seminar
Students enrolled in the PhD IFN seminar will develop and give professional, evidence-based presentations and respond to questions from those in attendance. Prerequisite(s): Completed 50% of coursework 1 credit(s)
Offered: Fall A/B; Spring A/B Course Length: 15 weeks No RC required
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IFN 8100 - Independent Study in Nutrition
This course gives students the opportunity to gain knowledge in a nutrition-related topic that is not offered through the standard curriculum. Students must propose the topic of study and explain its relevance to their degree. They must identify an instructor with subject matter expertise who is willing to supervise the work. A proposal with the course description, learning outcomes, instructional format, and assessment methods must be signed by the student and the instructor and approved by the department chair prior to registration. To pursue an independent study, students must be in good academic standing and have completed most of their required coursework. For each assigned credit unit, the student must complete approximately 45 hours of directed study. The course may be taken during any term. Prerequisite(s): Completed 50% of coursework. 1 - 4 credit(s)
Offered: Any Term Course Length: 8/16 weeks No RC required.
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MA in Management |
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MAM 8000 - Organizational Systems & Culture
Leaders in all sectors encounter complex systems that directly impact culture in organizations. They are challenged to co-create models and systems that sufficiently address the complexity while poising the organization to meet future challenges. This course explores the leadership and organization behaviors through multiple lenses and in various contexts. It critically examines the dimensions of system and culture that leaders must navigate. 3 credit(s)
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MAM 8001 - Global Economies, Markets, and Supply Chains
With the emergence of interdependent worldwide economies, business organizations are shifting from envisioning themselves as highly competitive international businesses to profitable sustainable global enterprises. This mindset gives rise to new business strategies, financial management principles, collaborative forms of inter-organizational partnerships and alliances, and innovative operational processes, including sustainable approaches to gaining and serving global markets, managing global supply chains and reaching business goals. 3 credit(s)
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MAM 8002 - Foundations of Leadership & Management
This course grounds students in classic and emerging theories of leadership and management. They will explore a range of core concepts required to move from theory to skillful practice. Students will be encouraged to explore and expand their understanding of their own practices of leadership and management. Further, they will consider the concepts in a variety of organizational settings. 3 credit(s)
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MAM 8003 - Dispersed Workforce Characteristics, Environments, and Issues
Managing a global workforce requires a wide variety of leadership qualities and talent management skills including the ability to identify, understand, analyze, and address complex workplace issues from a social systems perspective. It also involves developing a cosmopolitan mindset and understanding how world issues impact the organization’s operations and workplace dynamics. This course examines the core characteristics of a global workforce and the complex business, political, economic and social issues that managers routinely face while developing students’ leadership and managerial skills in creatively resolving challenging workplace situations in an ethical and sustainable manner. 3 credit(s)
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MAM 8004 - Talent Management Principles, Practices & Contemporary Issues
While technology has a commanding presence in the business landscape, leaders recognize that the organization’s talent is its most valuable asset. This course introduces the fundamental theories and practices of talent management. This includes a focus on essential elements including employee development, succession planning, and employee engagement. Students will be introduced to best practices in talent management that they will be able to apply in their practice of leadership and management. 3 credit(s)
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MAM 8005 - Managing Across Cultures
While critically examining inter-cultural managerial concepts and challenges, this course has a “practical application” format, providing students an opportunity to creatively experiment with and practically apply the concepts and practices examined in MAM 8003 & 8008 to organizational settings. It enables the further development of students’ own global leadership perspectives while integrating new learning into their professional management approaches and workplace practices. With emotional and cultural intelligence as a background, there is a particular focus on how to realistically address the challenges created by distributed organizations and a global workforce, including how to effectively communicate across cultures, develop vibrant intercultural work environments, collaborative work relationships and teams, and address cross-cultural workplace conflict. 3 credit(s)
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MAM 8006 - Organizational Communication Systems & Strategic Partnerships
Organizations are complex, ever-evolving systems of networks, partnerships and alliances. Leaders are responsible for both navigating and co-creating these webs. This course examines the many facets organizational communication systems and the ways in which they impact the formation and furtherance of strategic partnerships. The course will explore the roles that leaders play in the dissemination of information and creation of dialogue. Students will delve into the critical role that strategic partnerships play in organizations of all types. They will learn how to formulate and leverage partnerships that advance their organizations’ missions. 3 credit(s)
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MAM 8007 - Strategic Information Systems, Knowledge Ecologies, and Technology
A business enterprise has to structure consciously its communication, information, decision support, and knowledge management systems and processes so they support a distributed organizational structure and way of conducting business in a global context. This includes managing an organization’s supply chain, plus building and maintaining customer relationships and providing customer service. Utilizing an inter-organizational perspective and knowledge ecology framework, this course examines how to design innovative intra- and inter-organizational business structures and work systems. It also explores how to deploy information, communication and collaboration technology to engage business partners and motivate knowledge workers, how to foster collaborative organizational networks and cross-cultural teams, and how to promote efficient and effective decision making and daily operations. 3 credit(s)
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MAM 8008 - Social Network Analysis, Partnership Facilitation, and Conflict Resolution
While critically examining managerial concepts and challenges related to establishing engaged social networks in a distributed organization, this course has a “practical application” format, providing students an opportunity to creatively experiment with and practically apply the concepts and practices examined in MAM 8003 & 8005 to organizational settings. It enables the further development of students’ own virtual global perspectives while integrating new learning into their existing professional management approaches and workplace practices. With organizational behavior and social psychology as the background, there is a particular focus on how managers can develop vibrant knowledge sharing organizational dynamics, establish organizational partnerships, analyze organizational networks, implement innovative virtual work environments and meetings, and handle organizational conflict. 3 credit(s)
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MAM 8010 - Communication & Group Dynamics
Organizations function through networks of formal and informal communication and group dynamics. This course exposes students to the complexity of social systems and networks of relationships within organizations. The course explores the nature of group behavior and group dynamics. Theories of communication and group dynamics are examined through a critical lens. Students examine approaches to managerial communication and the impact of those approaches on outcomes. They examine challenges inherent in building sustainable collaboration. 3 credit(s)
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MAM 8011 - Transforming Organizations: Principles of Change & Development
Forward-focused leaders must be able to advance successful change agendas and build the requisite alliances for transformations to occur. In this course students explore the interplay between organizational learning, innovation and transformation. They learn multiple theoretical approaches to change and the challenges that each approach presents in actual practice. Further, students explore the role of individual and organizational resilience. The course addresses the impact of resistance, resource allocations, and conflict on organizational transformations. 3 credit(s)
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MAM 8012 - Socially Responsible Accounting and Financial Management
This course provides managers with a background to aid in making decisions about the management of assets and the financing of organizational growth. It sets foundations in current economic perspectives, organizational integrity, and sustainability principles, and examines financial principles to inform study about key accounting practices for operational purposes. 3 credit(s)
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MAM 8013 - Marketing in a Global Internet Age
This course critically examines marketing as an integrative process. To do so, it takes into account the global marketplace, consumer behavior patterns, and how the Internet and social media have revolutionized the way customers communicate and engage with businesses. Within that context, the course explores the issues in key analytical areas of global markets, consumer behavior, and planning and product strategies. These foundations enable managers to develop a balance in marketing decisions that consider prices, channels of distribution, physical movement of goods, communications, advertising, personal sales, and other factors. Customer relationship management systems are also discussed. 3 credit(s)
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MAM 8014 - Sustainable Operations and Organizational Systems
The course covers the fundamentals of effective supply chain management from an organizational systems standpoint. A key focus is on the design of global supply chain networks and how they are strategically managed. The course introduces a framework that identifies the key drivers of supply chain performance: facilities, inventory, transportation, information, sourcing, and pricing. Students acquire practical managerial concepts and skills that enable them to examine and improve supply chain performance. 3 credit(s)
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MAM 8015 - Project Management and Execution: A Social Systems Approach
With organizational systems and collaborative management principles and practices as the foundation, this course examines the fundamental nature of both project management and enterprise relationship management. With the global workplace as the context, it introduces the core concepts of project management, and critically examines related issues and practices. Among other topics, it explores how effective project management entails consistently communicating with internal and external stakeholders associated with various aspects of project, recruiting team members, managing the relationships with project managers and team members, and procuring the needed financial resources and materials. 3 credit(s)
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MAM 8016 - Managing Cost, Resources, and Vendors
Project management involves overseeing a portfolio of interrelated tasks that must be aligned with the enterprise’s strategic goals and operational processes to ensure successful and timely completion of the project. Essential preliminary tasks are identified, including the creation of budgets, realistic timelines, reporting procedures, and vendor arrangements. Utilizing a systems approach, this course examines effective approaches for (a) clearly scoping the project, (b) charting its components and processes, (c) identifying factors that can impact its progress, (d) obtaining the resources needed for success, (e)managing the project budget, and (f) managing vendors. 3 credit(s)
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MAM 8017 - Project Schedule, Quality Control, and Risk Management
Risk management, benchmarking and outcomes assessment are critical to successful project planning and progress measurement. This course focuses on understanding core quality management principles and approaches and how to manage risk. Central to the course is an understanding of the nature of risk and its impacts. The course applies a systems and collaborative management perspective to critically examine how to design and use the appropriate assessment strategies, tools, and processes throughout a project. It addresses how to integrate them as key components of the project structure, execute them, and use assessment findings to make effective corrections. 3 credit(s)
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MAM 8020 - Collaborative Work Systems & Teams
This course examines the vital role that teams play in contemporary organizations. The theories of team development, team leadership and collaboration will be analyzed with an emphasis on testing practical utility. The role of culture, diversity and identity are surfaced so that students develop and understanding of principles of inclusion. Students are tasked with identifying various types of teams, including virtual, and the characteristics of each. They will identify leadership and followership skills required to work successfully in collaborative systems. 3 credit(s)
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MAM 8025 - Systems Thinking, Analytics and Ethical Decision Making
Business enterprises daily face new and complex situations that call for “out-of-the-box” thinking and entrepreneurial problem solving. Individuals and teams need organizational intelligence, the knowledge and practical wisdom contained in the workforce and the networks in which they participate, to make well informed and innovative decisions. With systems thinking, transdisciplinary analysis and integrative principles as a foundation, this course examines the art of solving problems collaboratively, making organizational decisions and taking sustainable, ethical action, as well as promoting innovation and taking the risk to try new ideas and approaches in a distributed intercultural work environment. The course also explores effective use of technology to accomplish this. 3 credit(s)
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MAM 8026 - Conflicting and Corroborating Models of Adaptive Leadership
Leaders of change in organizations and in community need a wide range of tools to address diverse environments and challenges. This specialization course for the Executive and Community Leadership program brings focus to how the tools of Distributed Adaptive Leadership mesh with other management and leadership models. Participants in this course will learn to assess dynamic systems to determine the appropriate leadership models to apply, and analyze the effects and efficacy of those models. 3 credit(s)
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MAM 8027 - Thrival for Distributed Adaptive Leadership
In the context of the Executive and Civic Leadership Specialization, “thrival” is held in contrast to “survival.” The VUCA (volatile,uncertain, complex, and ambiguous) nature of the environments in which leaders, teams, enterprises, and communities of interest frequently operate tends to increase stress and degrade performance. Participants in this specialization course learn individual and collective practices for nurturing self-awareness and vital emotional/relational engagement through taking responsibility for personal safety, inclusion of multiple perspectives, management of triggers and hungers; and clarity of values and purpose. 3 credit(s)
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MAM 8028 - ECL Practicum
Students demonstrate application of Distributed Adaptive Leadership (DAL) skills within an enterprise or community setting. The practicum integrates academic learning with practical experience, calling on all aspects of DAL curriculum to design, deploy, and evaluate a specific solution while leading a team. Each practicum is conducted by the student in their own chosen space (distributed enterprise or community of interest), with peer consultation and supervision by the instructor. The end product of the practicum is deployment of a strategic set of adaptive interventions (meetings, committees. events, policy changes and/or adaptive solutions) in a distributed system of the student’s choosing. 3 credit(s)
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MAM 8030 - Program Capstone: Strategically Leading People, Projects, and Innovation
With project management in distributed organizations and work-life integration as its focus, this course concludes the MAM program, tying together all of the business, management and organizational concepts, skill sets and workplace applications studied and developed throughout the various courses. The Capstone project enables students to articulate your own forward thinking vision and practice of empowering and ethical global management, demonstrate your empowering management and problem solving skills through analyzing and resolving a case study, and chart your career path through a professional portfolio. 3 credit(s)
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Mind-Body Medicine |
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MBM 5588C - MS Capstone Seminar Continuation
After seeking the instructor’s approval, students may register for the continuation course for an additional term or semester to complete the final capstone essay. The continuation course may not exceed a total of 15 weeks. Prerequisite(s): MBM 5588 - MS Capstone Seminar 0 credit(s)
Offered: FA Terms A/B, SP Terms A/B, and SU Term. Course Length: 15 weeks (SU 8 weeks). No RC.
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MBM 5666 - Mind-Body Spirit Applications in Psychotherapy
In this course, students examine integrative approaches to psychotherapy. Topics to be explored include: the historical, biopsychosocial-spiritual, cultural, and global contexts to promoting positive mental health outcomes; therapist-client relationship; non-ordinary states of consciousness; trauma and addictions; and the obstacles and ethical considerations in applying these approaches. Students will have an opportunity to compose an academic paper on a relevant topic and formulate a treatment plan illustrating mind-body spirit application. 3 credit(s)
Offered: Offered FA Terms A/B Course Length: 15 Weeks 2 day RC required
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Mind-Body Science |
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MBM 5645 - The Human Energy Field and Energy Medicine
This course explores health and healing from an energetic perspective that has roots in ancient healing practices. Today energy medicine, which involves sensing the human energy field and applying low-level energetic therapies, is experiencing rapid growth, including a proliferation of novel energetic therapies. An overview of the human energy field, the scientific foundations of energy medicine, and key energy medicine modalities, diagnostic and therapeutic, are the main themes of this course. The course will cover the main systems of energy medicine from indigenous medicine, including hands-on and distant healing; the energetics underlying Oriental medicine; homeopathy; healing with light; as well as philosophical concepts of life energy. We will also examine some contemporary modalities and their foundations including pulsed electromagnetic field applications; phototherapy; as well as the measurement of subtle energies and the health effects of electromagnetic pollution. The course also includes an experiential component of incorporating energy medicine modalities into enhanced self-care. Prerequisite(s): No Prerequisite. 3 credit(s)
Offered: SU - Term A. Course Length: 8 Weeks. No RC.
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MBM 5674 - Ayurvedic Medicine
This course provides an overview of the medical traditions and medical practices of India. The course provides an opportunity for students to study ayurvedic medicine as a lifestyle and as a healing tradition, and to consider the relationship between ayurvedic medicine and Western biomedicine. Students study the conceptual paradigm of ayurvedic medicine, historical foundations, the typical physician-patient relationship, and commonly used interventions in current practice. Special emphasis will be placed on the psycho-emotional aspects of traditional ayurvedic medicine, and available outcome studies assessing efficacy for common mental health disorders. Prerequisite(s): No Prerequisite. 3 credit(s)
Offered: SU- Term A. Course Length: 12 Weeks. No RC.
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MBM 5681 - Psychophysiology of the Human Stress Response
This course introduces the basic principles of psychophysiology as they relate to several systems in the body. Students will critically review the science underlying the human stress response and the impact on the nervous, cardiovascular, gastrointestinal, and immune systems. Students will also examine various research strategies used to investigate the complex interactions throughout the body, including the use of psychophysiological monitoring, neuro-imaging, and biological markers. 3 credit(s)
Offered: SU-Term A Course Length: 8 weeks No RC
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Marriage & Family Therapy and Professional Clinical Counseling |
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COUN 2538 - Aging and Long-Term Care
The course goal is to broaden understanding and develop effective approaches to individual and social issues associated with aging. The course emphasizes a multi-perspective approach to aging and the challenges an aging population presents to administrators and clinicians. The course explores interventions associated with aging, mentoring in society, the renewal of eldership in society, and a paradigm for aging in place. 0 credit(s)
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COUN 2539 - Child and Elder Abuse Assessment and Reporting
This course will review the signs of physical abuse, sexual abuse, emotional abuse and neglect, with special attention to cultural context. The course is designed to satisfy Child Abuse Assessment and Reporting for the LPCC in CA (7 contact hours) covering issues of elder abuse with additional emphasis on financial abuse. 7 Contact Hours; 0 credit(s)
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COUN 2544 - Mental Health Recovery
This workshop provides developing clinicians with a broader and deeper understanding of those they will be serving. By inviting mental health advocates to join the conversation, stigma and stereotypes are identified and addressed. Cultural competency, recovery-oriented care, resiliency, case management, and systems of care are emphasized. 0 credit(s)
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COUN 2639 - Severe Mental Illness & Developmental Disorders
Focusing on selected populations, these courses provide overview of pertinent research and clinical issues for clinicians.
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COUN 2640 - Partner Abuse and Domestic Violence
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Organizational Systems |
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ORG 7006 - Sociotechnical Information Systems and Distributed Organizations: Organizational Communication, Information Flow, and Technology
This interdisciplinary course explores organizations as dynamic global enterprises which weave together people and technology into self-organizing, interactive networks. Students examine how digital technology has a) changed the nature and dynamics of socio-technical systems, b) transformed organizational information systems and enterprise wide knowledge generation and application, and c) reshaped organizational cultures, workplace operations, business partnerships, and supply chains. Central to this course is enabling students to develop their own socio-technical organizational model, and devise approaches to effectively design, implement and manage technological information and communication systems that enhance the quality of both organizational performance and work life. Intermediate level course. 3 credit(s)
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ORG 7025 - Humanistic Foundations of Organizational Development
This course is an introduction to the origins and evolution of Organizational Development (OD). OD grew into early coherence in the late 1950s and early 1960s, arising from the same antecedents as humanistic psychology. It is practiced today, in many forms, around the entire globe. This course provides readings and writing assignments that serve as a vehicle for becoming more appreciative of the core values and the historical roots of OD theory and practice and its long-standing humanistic tradition. 3 credit(s)
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ORG 7028 - Talent Development and Strategic Human Resource Management
Central to business organization success is its talent, its multifaceted workforce. Organizational leaders must consciously leverage their human resources, unleash their workforce’s creativity, and tap into their organization’s intellectual capital. This course drawing upon various disciplines including organizational psychology critically discusses both domestic and critical international human resource management concepts, principles, practices, issues, and challenges, as well as the core characteristics and practices of engaging workplaces and the attributes of the current global organizations that are rated the best places to work. Students develop their own human resource or talent development vision, as well as their core best practices. 3 credit(s)
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ORG 7030 - Envisioning Leadership as a Tool for Transformation
The contemporary organization is a complex enterprise requiring managers to engage with and lead a global workforce and facilitate dynamic social networks utilizing various forms of communication and collaboration technology platforms. Using various analytical lenses this interdisciplinary course critically examines core distributed organizational characteristics, behaviors, dynamics and issues, as well as management approaches shaped by social systems, intra and inter organizational networks, and cross-cultural perspectives. Particular attention is given to exploring innovative organizational structures, cultures, operational processes, workplace environments, and sociotechnical communication systems founded in human-centric workplace and information systems principles. 3 credit(s)
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ORG 7032 - Analyzing Complex Organizational Situations: A Systems Perspective
With organizations as the focus, this introductory course provides students with a first look at systems thinking as an approach to understand complexity and identify leverage points for intervention. Through both theory and practice, students will learn to recognize the systemic nature of complex phenomena (at the personal, organizational and societal levels) and develop systems models as a way to develop deeper understanding and communicate more effectively the interconnectedness of a social system and its implications for improvement and transformation. Systems thinking is a foundation for both understanding the current state as well as for designing the future of complex social systems and institutions in the private, public and social sectors. 3 credit(s)
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ORG 7035 - Sustainable Economics and Supply Chains
Global economies are interdependent challenging businesses to operate in a competitive but sustainable manner that benefits a diverse set of stakeholders, does not exploit or harm the environment, and provides for the development of a sustainable future for the generations that follow. Critically examining existing economic systems, business operation practices, and marketing strategies, this courses enable students to envision innovative economic systems that lead to the emergence of new business strategies, financial management principles, collaborative forms of inter-organizational partnerships and alliances, and sustainable operational processes. This includes discussing new approaches to gaining and serving global markets, managing global supply chains, and reaching business goals. 3 credit(s)
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ORG 7036 - Strategic Management, Data Analysis & Decision Making: A Systems Perspective
With strategic analysis, planning, decision making, and organizational alignment in distributed organizations as the core focus, this interdisciplinary course enables students to expand their practical skills as strategic leaders and managers who face complex situations and have to make challenging decisions which have far-reaching economic ramifications for organizations, as well as the well-being of society and the environment. Particular attention is given to planning processes, implementing and evaluating organizational strategic initiatives, and to gathering and analyzing data from a systems perspective. 3 credit(s)
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ORG 7037 - Transformative Learning
The purpose of this course is to introduce you to the exciting body of work that resides within the community of scholars interested in understanding transformative learning on the individual, community, and organizational level. Sparked by the theory of Jack Mezirow, this field incorporates the work of Freire, Haberma.s, Kegan, Cranton, and others who seek to understand and facilitate learning that results a significant perspective shift in individuals, and cultural and paradigm shifts at collective levels. This course enables you to apply your understanding of the importance of the encounter with the “other” and the role of language to creating the conditions for transformative learning in organizations. 3 credit(s)
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ORG 7040 - Organizations and Social Systems Design
Focusing on organizations, this course explores Social Systems Design as developed by Banathy, Ackoff and others. Social systems design is a participatory, collaborative and disciplined way of engaging in future creating inquiry. The learner will address questions such as: What is design in a social context? What is a design culture and how does it relate to the sciences, the humanities, and organizational behavior and development? Building upon these notions, the course will also examine: How do organizations and workplaces respond to change? How organizational managers can facilitate the design of social systems in their enterprises? Design principles such as “form follows function, and the ethics of designing with those that will live the consequences of the choices made are explored. Social Systems Design shares core assumptions with participatory action research. The learner will be able to explore the usefulness of social systems design for the creation of new organizations or for the transformation of existing ones. 3 credit(s)
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ORG 7042 - From Evolutionary Consciousness to Conscious Evolution
This course engages a systemic understanding of evolution with the possibility of engaging in conscious evolution at the socio-cultural level. Three levels of inquiry are introduces: First, at the individual level, the notion of Evolutionary Leadership in introduced to connect the learning needs to develop mental models, skills and sensitivities necessary to enable evolutionary inquiry. Second, at the community and organizational level, Evolutionary Learning Communities are explored as spaces where evolutionary leaders can come together to engage in dialogue, learning, design and action. Lastly, at the societal level, the notion of Evolutionary Development is explored as a framework for conceptualizing and linking diverse strategies to enable systemic transformation and conscious evolution. This course is a space to explore what lies beyond sustainability as well as to contextualize in a wide and expansive view of change the work that the learner is committed to do as an organizational systems scholar-practitioner. 3 credit(s)
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ORG 7044 - Communication, Generative Dialogue, and Strategic Discourse
Drawing upon various scholars (including Isaacs, Bohm and Deetz) and practitioners who are exploring the communication challenges of the contemporary globally distributed organization, this course critically examines communication concepts, practices and issues found in organizations. Among the many topics discussed are communication theories, generative dialogue, cross-cultural communication, social media, stakeholder dialogue, strategic dialogue, and knowledge sharing methods. 3 credit(s)
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ORG 7045 - Critical Systems Inquiry, Ethics and Social Responsibility
Leading and making responsible decisions today are complex and challenging ventures. With a human development and capabilities perspective and a foundation in stakeholder principles, this interdisciplinary course critically explores organizational integrity and professional ethics and examines the workplace and wider social challenges faced daily by organizational professionals in the business, nonprofit, and government arenas. Central to this course are the refinement of students’ professional and organizational ethics viewpoints, development of new corporate social responsibility models and practices, and how to thoughtfully integrate social justice and sustainability principles into organizational operations and decision making. 3 credit(s)
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ORG 7052 - Systems Based Approaches to Participatory Change
This course contextualizes the Saybrook legacy around the work of Banathy on social systems design and modeling within the richer lineage of systems science in general and soft systems thinking in particular. The work of seminal social systems thinkers such as Ackoff on idealized systems design, Checkland on soft systems methodology, and Jackson on emancipatory and critical systems thinking will be explored to gain a wider and richer understanding of the diversity and complementarity of systems based approaches to participatory change. Soft systems thinking, as a branch of systems science, considers social and organizational systems as “purposeful systems,” i.e., complex human activity systems capable of defining their own purpose and creating their future by embracing human will, values and issues of diversity and inclusion at the core of the inquiry. 3 credit(s)
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ORG 7055 - Theory and Practice of Appreciative Inquiry
Appreciative Inquiry is an approach to working within organizations that utilizes a positive theory of change. As an alternative to a problem solving approach, AI is a co-evolutionary search to bring forth the best in people and organizational systems. This course provides a theoretical and practical understanding of AI to support its application in multiple contexts. The course also offers a critical view of how AI resides within the context of other interpretative theories and participative change methodologies such as Action Research. 3 credit(s)
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ORG 7065 - Family Business Consulting
(offered by request only) The course explores the personal, business and interpersonal issues that pertain to growing up within, owning and managing a family business. It is a course about business, but about how personal and family issues impact on the business, and how the personal and the business aspects of life can work in harmony. The course will allow students to connect personal concerns to business issues, to see how the personal dimension affects the conduct of business, and to learn how to move between a personal and a business perspective. It is meant for students who have been, or who may become, part of a family business, or who as consultants or professionals, will be working with clients who are operating family businesses. 3 credit(s)
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ORG 7070 - Leading Organizational Innovation, Change, and Transformation
This course critically examines both how transformative organizational change can be conceptualized and how the theories and models that support its planning and process development can be implemented. It investigates how leaders who initiate and direct major organizational shifts can mobilize, focus, generate commitment, and implement new directions in an organization. The course combines theory, case material, models and accounts of how and why organizations change their cultures, purposes, structures, and/or operational processes. Students will undertake a detailed analysis of an organizational change they have experienced, or one they have access to through interviews. Intermediate level course. 3 credit(s)
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ORG 7072 - Managing Collaborative Systems in a Global Workplace: Teams, Collaborative Systems, and Networks
With organizational communication models and globally distributed enterprises as the backdrop, this course examines various approaches to understanding and developing collaboration in organizations. Envisioning organizations as complex global systems, students examine contemporary models and practical dynamics of teams, social networks, partnerships and communities of practice. In light of current technological advancements, this interdisciplinary course will also discuss dispersed organizational structures and workforce environments, including telework, virtual teams, and workplace connectivity, and how to effectively lead and engage workers as a distance manager. Students complete an analysis of a team or social network which results in making recommendations on how to revise and enhance operational dynamics and processes. Intermediate level course. 3 credit(s)
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ORG 7073 - Executive Coaching
This course offers a thoughtful, reflective, professional approach to one type of coaching-the coaching of organizational leaders. Students learn concepts, models and practices they can apply in management or consulting positions. Personal assessment instruments such as 360 are discussed as means to support development. Students engage in coaching pairs throughout the course to practice the development of skills and to gain insight into their strengths and areas for improvement. 3 credit(s)
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