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2021-2022 Academic Catalog and Student Handbook with Spring addendum [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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Consciousness, Spirituality, and Integrative Health |
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CSIH 5620 - Basic Training and Education in Hypnosis
This course provides students with a basic skill-set to conduct simple hypnotic interventions, along with knowledge about hypnotic concepts and approaches, and a familiarity with research-based applications of hypnosis to common medical and behavioral disorders. This course provides students with an introductory level of understanding helpful for engaging in hypnosis-based clinical practice and hypnosis-oriented research in integrative health. This course introduces simple trance induction protocols, trance deepening techniques, the use of post-hypnotic suggestion, and techniques to re-alert the subject and close the trance phase. In addition, the course overviews current scientific approaches to explaining hypnotic phenomena, introduces the measurement and significance of hypnotic susceptibility, and presents several of the widely used and effective approaches for utilizing hypnosis in psychotherapy and personal transformation. Students completing this basic training sequence are equipped to begin the intermediate level training. The course is designed to follow the Standards of Training in Clinical Hypnosis as presented by D. Corydon Hammond and Gary R. Elkins for the American Society of Clinical Hypnosis- Education and Research Foundation (2005). Cross-listed with APH 5620. 3 credit(s)
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CSIH 5622 - Basic Training and Education in Biofeedback
This course provides students with a basic skill-set to conduct simple biofeedback interventions, along with knowledge about biofeedback concepts and approaches, and a familiarity with research-based applications of biofeedback to common medical and behavioral disorders. This course provides students with an introductory level of understanding helpful for engaging in biofeedback-based clinical practice and psychophysiological research in integrative health. This course introduces the most commonly used biofeedback instruments, the physiological systems they measure, and the applications of these biofeedback modalities to common medical and behavioral disorders. The Saybrook biofeedback training sequence covers the Blueprint of Knowledge adopted by the Biofeedback Certification International Alliance, to guide training of biofeedback professionals (BCIA, 2006). In addition, the course overviews current scientific approaches to research on biofeedback, and will discuss several approaches for utilizing biofeedback in psychotherapy, in optimal performance training in sports and the arts, and in personal transformation. Cross-listed with APH 5622. 3 credit(s)
2-day RC Required.
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CSIH 5625 - Intermediate Training and Education in Hypnosis
This course provides students with an advanced skill-set to conduct advanced hypnotic interventions, along with additional knowledge about hypnotic concepts and approaches. In addition, the student develops a sophisticated ability to learn and assess new applications of hypnosis to common medical and behavioral disorders. This course provides students with an intermediate level of understanding helpful for engaging in hypnosis-based clinical practice and hypnosis-oriented research in integrative health. This course introduces more challenging trance induction protocols, trance deepening techniques, and uses of posthypnotic suggestion. In addition, the student learns specific approaches and techniques for a number of advanced application areas, including: 1. pain management, 2. treatment of anxiety disorders, 3. habit change protocols, 4. weight management, and 5. ego strengthening hypnotic interventions. In addition, the course reviews scientific approaches to investigating hypnotic phenomena, trains students to implement a widely accepted measure of hypnotic susceptibility, and engages the student in discussion of ethical and appropriate uses of hypnotic techniques. Cross-listed with APH 5625. Prerequisite(s): CSIH 5620 Basic Training and Education in Hypnosis (or equivalent training with instructor approval) 3 credit(s)
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CSIH 5628 - Evidence-Based Coaching
This course presents a comprehensive overview of the foundational coaching competencies and skills as defined by the International Coach Federation (ICF) and the National Board for Health and Wellness Coaching (NBHWC). Throughout the duration of the course, students will (a) learn about the similarities and differences between coaching, counseling, and consulting; (b) apply the coaching framework and skills to facilitate effective coaching conversations and processes; (c) review the theories and evidence-based approaches that support the coaching process and its outcomes; and (d) discuss career opportunities within the coaching profession. This is the first of three required courses in the Integrative Wellness Coaching Certificate program. 3 credit(s)
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CSIH 5635 - Spirituality and Health
This course presents the principles and skills of spiritual and religious practices, ceremony, and ritual in whole person integrative healthcare. Within this context, students will explore the historical, cultural, and individual belief systems, and explain how these factors impact individual health outcomes and wellbeing. The experiential component of the class introduces several techniques that can be used to deepen self-awareness and commitment to a personal spiritual practice as well as to create a ritual ceremony of healing. 3 credit(s)
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CSIH 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. 3 credit(s)
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CSIH 5655 - Mindfulness, Meditation, and Health
Mindfulness is the ability to have non-judgmental awareness of events as they unfold moment by moment. Mindfulness is a fundamental and ancient component of many Eastern and Western spiritual traditions. In recent years, there has been substantial research on the use of mindfulness in the treatment of medical conditions and mental disorders, as well as its application in healthcare, education, and the workplace. This course is both theoretical and experiential. Students learn about and discuss the origins of mindfulness practices, the modern scientific underpinnings of mindfulness research, and multiple applications of mindfulness in medicine, healthcare, and society. Students learn and are supported in the personal development of a simple mindfulness practice. Students’ personal experiences are the basis for understanding mindfulness as a tool for stress management, self- awareness and self- efficacy. Students are also encouraged to assess the appropriateness of mindfulness in their own lives as a spiritual practice and a way of life. 3 credit(s)
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CSIH 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. Cross-listed with MBM 5681. 3 credit(s)
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CSIH 5700 - Foundations of Lifestyle Medicine
This course presents a comprehensive overview of lifestyle medicine and optimizing pathways toward greater wellbeing. As a foundations course, students will be introduced to holistic approaches to assess various dimensions of personal wellness. Each week, students will explore a new dimension of wellness by reviewing and critiquing literature and assessment in positive health, lifestyle medicine, health promotion, and cultural humility and sensitivity. This class is fundamental for students preparing for a career in wellness coaching and consulting. 3 credit(s)
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CSIH 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. This course explores the ideas of socially engaged spirituality through the lenses of many world religions, spiritual traditions, and psychological perspectives. Although offering an overview from many perspectives, students can focus on particular perspectives most relevant to their interests and/or work within the framework of the course. Cross-listed as TSC 6560. 3 credit(s)
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CSIH 8151 - CSIH Capstone Project
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 their CSIH co-directors in order to identify a Saybrook faculty liaison. Prerequisite(s): Open only to students pursuing a CSIH certificate. 3 credit(s)
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CSIH 8950 - Certificate Integrative Seminar
The final part of the Certificate program 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 a CSIH certificate. 1 credit(s)
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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 5000 - Interdisciplinary Foundations for Vibrant Longevity, Part 1
This course will examine theoretical considerations and interdisciplinary research in, as well as evidence-based foundations for, healthspan and vibrant longevity. It will assist students with exploring healthful and vibrant longevity as a biopsychosocial-spiritual phenomenon; as a creative architectural design; and as a meaning-making process, practice, path, and destination. Importantly, this course is designed to (a) enrich students’ scholar-practitioner knowledgebase, vision, values, goals, experiential insight, and self-care and (b) galvanize their emergent/emerging interests germane to contemplating, cultivating, and supporting healthful longevity. Prerequisite(s): NONE. 3 credits. Cross-listed with CSIH, PSY, CS, and MBM. 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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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 5522 - Nutritional Genomics
Nutritional Genomics personalizes and individualizes nutritional strategies based on a person’s unique DNA map (gene variants) which can affect a person’s nutrient requirements, digestion, absorption, and utilization of constituents found in foods. This course 1) differentiates between genetic mutations versus gene variants, 2) examines how a gene variant can either up-regulate or down-regulate gene expression and its impact on metabolic function, 3) studies the clinical interaction(s) between gene variants and macro- and micro-nutrients using a polygenic model and, 4) illustrates using case histories and functional medicine biomarkers how the results of nutritional genomic testing optimizes cellular biochemistry, metabolic pathways, and biological systems, preventing chronic diseases such as heart disease, osteoporosis, immune dysregulation and cancer. Additionally, this course identifies methods to determine which nutritional genomic testing company is best for your needs. Prerequisite(s): IFN 5688 Advanced Nutritional Biochemistry—Macronutrients and IFN 5689 Advanced Nutritional Biochemistry—Micronutrients 3 credit(s)
Course Length: 15 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.
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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 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 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 5686 - Functional Nutrition Laboratory Testing
Advances in nutritional laboratory science and genetics continue to generate new methods to evaluate nutritional status. In this course, students learn how to apply functional nutrition testing to evaluate and assess core imbalances in the digestive system, immune system, blood glucose regulation and mitochondrial function, hormonal status, stress response, and mood modulation. Prerequisite(s): IFN 5681 Systems Biology I 3 credit(s)
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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 B Course Length: 7 weeks No RC.
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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 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, drafted by the student, 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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Integrative Social Work |
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SW 1001 - Foundations of Integrative Social Work
This course presents foundational models and concepts for an integrative social work. There are a number of competing paradigms, including: 1) integrative healthcare and integrative mental healthcare, 2) interprofessionalism and multi-disciplinary care, 3) patient-centered and person-centered social work, 4) a holistic, mind-body-spirit approach, 5) lifestyle medicine, and the 6) mindfulness and compassion-based approach. This course also examines the difference the various models make for the professional practice of social work, including clinical, administrative, and consultation work, and teaching in social work education. 3 credit(s)
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SW 1002 - Advocacy: Social Justice and De-colonizing Approaches
This doctoral-level course will introduce students to advocacy and social justice with the concepts and skills needed to practice integrative social work as a de-colonial praxis. This course requires a shift to a community, national, and global perspective on health and disease through the awareness of the colonization and decolonization processes. Students in this class will be prepared to lead agencies and projects impacting Indigenous communities by examining how the decolonizing approaches enhance and support their autochthony and sovereignty (self-determination). In addition, this course will enhance research in community and wider-focused intervention strategies, the development of community coalitions, community-based problem-solving, and community health intervention strategies/approaches. 3 credit(s)
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SW 1003 - Epidemiology of Health and Disease
This course will introduce basic principles, methods, and uses of epidemiology. This is a doctoral level course designed to introduce epidemiology, its methods and its role in public health. The course overviews fundamental epidemiologic methods used in public health research and practice. The student will be familiarized with basic measures used in describing disease frequency in populations. The course will explore descriptive and analytic approaches to the study of disease, along with a perspective on the role of epidemiologic methods in health services planning and evaluation. At the end of the course students should have a general understanding of the uses and limitations of epidemiologic inquiry. This understanding should provide the basis for applying epidemiologic concepts in work-related settings and in other courses in the social work and public health curriculum. 3 credit(s)
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SW 1004 - Public and Community Health
This doctoral-level course will familiarize social work students with the concepts and skills needed in public health and community health. This course requires a shift to a community, national, and global perspective on health and disease. Individual decisions are important in health and well-being, but cultural expectations, community practices, and widespread environmental factors shape individual behavior and health. Students in this class will gain understanding and develop skills in the following areas: diagnosing community-based health concerns and understanding the complexities of community, national, and global trends that impact on health. In addition, the course examines community and wider-focused intervention strategies, the development of community coalitions, community-based problem-solving, and community health intervention strategies/approaches. 3 credit(s)
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SW 1005 - Public Policy and Social Work
This course addresses how public policy, the public health system, and the broader health care system function to promote health and treat illness, as well as how governments function to address public health issues. Major topics addressed will include the structure and function of federal and state level public policies, the public healthcare system in the United States, how those functions are provided for by law and financed by governments; the structure of the health care delivery system and how it relates to the public health system; In addition, the course will examine public policy design and implementation and the role of social work professionals in influencing that design. 3 credit(s)
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SW 1014 - Integrative Social Work in Palliative and End of Life Care
This course is designed to enhance both direct advanced administrative, practice, leadership and research skills with populations served in palliative care and end of life settings. Course participation will enable the integrative social work student to become highly skilled holistic practitioners in the development of students’ understanding of palliative care and the end of life process. This course aims to provide students with the skills relevant to practice with and/or on behalf of these populations and their family members, in the community setting as developing professionals who will lead supporting agencies and perform the innovative research that will contribute to sustainable physical and social environments, as well as just public and institutional policies. 3 credit(s)
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SW 1015 - Integrative Social Work and Aging Populations
This course is designed to enhance both direct practice and leadership skills in gerontology. Course participation will enable the integrative social work student to become highly skilled holistic practitioners in the development of students’ understanding of the aging process and to provide them with the skills relevant to practice with and/or on behalf of the elderly and their family members in community settings as developing professionals who will lead supporting agencies and research to serve older adults. 3 credit(s)
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SW 1016 - Integrative Social Work and Chronic Illness
The major challenge for human health in the 21st century is chronic diseases and chronic conditions. This is a global problem, burdening health care systems and economies worldwide. Managing chronic illness presents a critical challenge to the social work profession, not only because of the services required by the increasing number of chronically ill elders, but also because caregivers, too, require support. Unhealthy lifestyle factors are major contributors to the incidence of chronic conditions. Community-based public health interventions, for example, initiatives to ban tobacco and alcohol advertising, replace trans fats with polyunsaturated fats, and increase breast feeding. Students will also examine emerging evidence on the individual experience of health, illness and disease. They will also review strategies to assist individuals in modifying lifestyle, acquiring self-care skills and managing or reducing their symptoms and suffering. 3 credit(s)
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SW 1020 - Disaster, Trauma, and Crisis Intervention
The number of federally declared disasters - including both natural disasters and other traumatic events — increased 40% from 2000 to 2015 (FEMA, 2016). This course overviews the role of social work as a profession in the preparation and planning for potential disasters, which can serve to reduce the negative effects of disaster. Social workers contribute to the development of family, organizational, and community response plans. Social workers play a major role in emergency responding, providing support and interventions for victims of disaster and for the healthcare workers and caregivers who are also affected by the trauma of disaster. Social workers provide self-care training, crisis intervention, trauma resolution, and referrals for long term services. Social workers also play a role in research on disasters and the effectiveness of disaster intervention and trauma resolution programs. 3 credit(s)
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SW 1021 - Family Studies and Interventions
The integrative social in family studies and intervention course is designed to support the student with understanding advanced theory and research methodology within a unique, client-centered ecological context. The integrative social work student will study a comprehensive range of theoretical and clinical approaches emphasizing the special needs of ethnic and multi-cultural, gay, lesbian, and transgender individuals; and single-parent and low-income families. The developing professional will lead agencies, research and academic teaching in recognizing special treatment considerations within the diverse client family delivery system 3 credit(s)
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SW 1022 - Technology in Social Work Practice
This course overviews the role of social work as a profession in the preparation, planning, and application of technology. As society continues to turn towards technology-based services it is essential that the social work profession develops tools, resources, and skills to address this growing need. This course will explore the ethical and legal implications of technology, application of telehealth, the impact of technology on mental health including social isolation, and the development of online social work interventions to address inequity. 3 credit(s)
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SW 1023 - Integrative Social Work and Addiction Studies
This course is designed to introduce students to the principles of integrative social work and addiction studies in developing advanced administrative, direct practice, research and leadership skills in aspects of functioning as a professional in the assessment and treatment of addiction studies. Topics will include but are not limited to role, setting of addiction assessment and treatment; history, philosophy, and trends in addiction studies; professional standards for addiction counselors; effects of crises and trauma-causing events on persons with addictions; self?care; and ethical and culturally sensitive practice of addiction counseling. The integrative social work student will also explore competencies, credentialing, and other professional issues. 3 credit(s)
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SW 1024 - Social Work with the Criminal Justice System and Incarcerated Populations
This course orients students to the role of social work with incarcerated populations. Social workers have played a significant role in providing services to prisoners, since the founding of social work as a profession. Criminal justice social work has developed as a specialty in social work practice and research. The United States has incarcerated a larger portion of its population than any other developed country. Sawyer and Wagner (2019) report that the American criminal justice system holds almost 2.3 million individuals, and significant portions of that population include mentally ill, developmentally disabled, addicted, chronically ill, and aging individuals serving long term sentences. Social workers play a role in influencing prison policies, designing programs for jail and prison populations, and delivering healthcare and social services to prisoners and their families. Students in this class will explore the social, health, and mental problems of incarcerated populations, examine how law and policies shape the incarceration process, and examine current patterns of service delivery. Students will also critically evaluate current research on incarcerated populations.
3 credit(s)
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SW 1025 - Social Work Field Experience
The generalist social work field experience provides supervised practice-related and/or research-focused assignments designed to develop comprehensive helping perspective and skills in working with diverse client systems: individuals, families, groups, organizations, and communities. This course includes an educationally supervised internship in a social services organization or an educational institution, either domestically (US) or internationally. 3 credit(s)
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SW 1026 - Social Work Education
The purpose of this course is to enable the students to critically examine seminal and contemporary works in pedagogy/andragogy. This course will seek to provide students with an opportunity to explore seminal works from a historical perspective and critically evaluate theories of teaching and learning in social work. Students will be exposed to best practices in social work education, including field education, with students from diverse and marginalized backgrounds. The content elements include underlying theories, research, practice wisdom, etc. that students will need to communicate to future students. This course is designed to have students practice on what should be helpful in thinking about issues that are central to effective teaching regardless of the practice models students will present to future students. 3 credit(s)
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SW 1027 - Advanced Pedagogy in Social Work
This course will give students an overview of the critical pedagogy used in teaching in social work programs at the graduate level. Although some philosophies of teaching are incorporated and resources made available, the focus will be on how to engage future social work practitioners in education. A secondary focus will be on having the student to consider the issues that will fundamentally impact their own teaching philosophy as they begin to develop. Students will explore the critical skills necessary to effectively guide students in the social work (and other professional) education arena and how to assure competence in those same students as they become clinicians. The gate-keeping functions of social work education cannot be ignored. Students will also explore anti-oppressive context focused on social justice in addition to the nuanced and complex thinking involved. Students will review the basic elements of course design, from global, over-arching goals, choosing content, creating assignments, to measuring student learning gains in knowledge, skills and values. As part of course design, students will consider a variety of teaching methods and strategies to enhance their teaching. Techniques for leading effective discussions, constructing successful group assignments, and dealing with difficult subject matter will be covered in the course. 3 credit(s)
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SW 1028 - Health Informatics
This course introduces students to the field of health informatics with particular emphasis on evaluating the effectiveness of technology interfaces with both conventional and integrative healthcare practitioners as well as patients. Students will learn Federal legislative requirements for health information technology use by healthcare systems as well as individual practitioners. The electronic medical record, electronic health record, personal health record, clinical decision support systems, telemedicine, and mobile health (m-health) will be explored in detail. Patient satisfaction and increased quality of care are two of the primary reasons for the mandatory adoption of health technology. As a result, the role of the patient in health informatics is woven throughout the course. 3 credit(s)
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Integrative Wellness Coaching |
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COA 5628 - Evidence-Based Coaching
This course presents a comprehensive overview of the foundational coaching competencies and skills as defined by the International Coach Federation (ICF), National Board for Health and Wellness Coaching (NBHWC), and Center for Credentialing and Education (Board Certified Coach). Throughout the duration of the course, students will (a) learn about the similarities and differences between coaching, counseling, and consulting; (b) apply the coaching framework and skills to facilitate effective coaching conversations and processes; (c) review the theories and evidence-based approaches that support the coaching process and its outcomes; and (d) discuss career opportunities within the coaching profession. This is the first of three required courses in the Integrative Wellness Coaching Certificate program. 3 credit(s)
Offered: SP - Term A/B Course Length: 15 weeks. RC Required.
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COA 5632 - Intermediate Coaching
This intermediate level coaching course is designed to strengthen the core coaching competencies taught in the foundational COA 5628 Evidence-Based Coaching course. Throughout the 7-week term, students will (a) discuss and practice intermediate coaching skills and competencies , (b) identify and use various health and wellness assessments related to coaching, (c) identify opportunities and approaches to integrate mind-body-spirit techniques within coaching sessions, (d) strengthen self-coaching skills and self-care practices, and (e) investigate coaching opportunities within the integrative healthcare field (e.g., medical, community health and wellness, private practice, corporate wellness). This is the second of three required courses in the Integrative Wellness Coaching Certificate program. Prerequisite(s): COA 5628 3 credit(s)
Offered: SU - Term A Course Length: 8 weeks. No RC.
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COA 5633 - MA Capstone Seminar in Integrative Wellness Coaching
In this culminating course, students will synthesize their knowledge of coaching theories and integrative wellness practices in a final capstone essay. Students will also develop and present a strategic plan that describes the evidence-based coaching approach or program that they intend to implement within their respective profession. This pragmatic orientation to business and career planning will prepare individuals to answer important questions related to their future career in the integrative health field. Prerequisite(s): All required CIMHS courses in the MA in Integrative Wellness Coaching degree. Any exceptions must be approved by the Program Director. 3 credit(s)
Offered: Any Term Course Length: 15 Weeks No RC Required
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COA 5707 - Positive Psychology Applications
Students will learn about and apply primary positive psychology theories to enhance their work with individuals and organizations focusing on human strengths and values, eudemonic wellbeing, and quality of life. This course emphasizes the psychosocial underpinnings related to human flourishing as well as empirically validated assessments and interventions to use with clients in various settings. Finally, students will be presented with tools for empowering individuals towards optimal wellbeing, engagement, and productivity. 3 credit(s)
Offered: SP - Term A/B Course Length: 15 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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