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2021-2022 Academic Catalog and Student Handbook with Summer 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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Research |
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RES 7002B - Dissertation Proposal II Continuation (Clinical Psychology)
0 credit(s)
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RES 7002C - Dissertation Proposal II Continuation (Clinical Psychology)
0 credit(s)
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RES 7002D - Dissertation Proposal II Continuation (Clinical Psychology)
0 credit(s)
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RES 7100 - Dissertation
Students enter this course with an approved dissertation research proposal. In this course, the student obtains IRB approval, if they have not done so during their proposal course, before beginning data collection. If the approved study design includes a pilot study, that phase of the research is completed first. Data collection and analysis take place following the approved study design and ethical guidelines, and in consultation with the student’s chair and dissertation committee. With all dissertation research data collected, the student completes analysis, the writing up of study results, and the dissertation, in consultation with their chair and committee. The course is concluded with an oral defense of their dissertation. Students must also have the full dissertation edited and prepared for publishing in ProQuest. The chair and committee will also work with the student to assess opportunities for future presentation, and/or publishing of the dissertation research. 3 credit(s)
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RES 7100A - Dissertation Continuation
Under the direction of their dissertation chair and committee, the student develops a proposal that presents an original dissertation study that aims to contribute to the body of knowledge in one’s field. The proposal must contain a synthesis of relevant literature related to the topic, theoretical/conceptual framework, and the research methodology and design. The proposed research design can include a phase 1 pilot study, if appropriate. The dissertation proposal must be approved by the committee before the student can proceed to obtaining IRB approval and advancing to RES 7100 - Dissertation I course. 0 credit(s)
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RES 7100AA - Dissertation Continuation (Clinical Psychology)
Students enter this course with an approved dissertation research proposal. In this course, the student obtains IRB approval, if they have not done so during their proposal course, before beginning data collection. If the approved study design includes a pilot study, that phase of the research is completed first. Data collection and analysis take place following the approved study design and ethical guidelines, and in consultation with the student’s chair and dissertation committee. With all dissertation research data collected, the student completes analysis, the writing up of study results, and the dissertation, in consultation with their chair and committee. The course is concluded with an oral defense of their dissertation. Students must also have the full dissertation edited and prepared for publishing in ProQuest. The chair and committee will also work with the student to assess opportunities for future presentation, and/or publishing of the dissertation research. 3 credit(s)
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RES 7100B - Dissertation Continuation
Under the direction of their dissertation chair and committee, the student develops a proposal that presents an original dissertation study that aims to contribute to the body of knowledge in one’s field. The proposal must contain a synthesis of relevant literature related to the topic, theoretical/conceptual framework, and the research methodology and design. The proposed research design can include a phase 1 pilot study, if appropriate. The dissertation proposal must be approved by the committee before the student can proceed to obtaining IRB approval and advancing to RES 7100 - Dissertation I course. 0 credit(s)
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RES 7100BB - Dissertation Continuation (Clinical Psychology)
Students enter this course with an approved dissertation research proposal. In this course, the student obtains IRB approval, if they have not done so during their proposal course, before beginning data collection. If the approved study design includes a pilot study, that phase of the research is completed first. Data collection and analysis take place following the approved study design and ethical guidelines, and in consultation with the student’s chair and dissertation committee. With all dissertation research data collected, the student completes analysis, the writing up of study results, and the dissertation, in consultation with their chair and committee. The course is concluded with an oral defense of their dissertation. Students must also have the full dissertation edited and prepared for publishing in ProQuest. The chair and committee will also work with the student to assess opportunities for future presentation, and/or publishing of the dissertation research. 3 credit(s)
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RES 7100C - Dissertation Continuation
Under the direction of their dissertation chair and committee, the student develops a proposal that presents an original dissertation study that aims to contribute to the body of knowledge in one’s field. The proposal must contain a synthesis of relevant literature related to the topic, theoretical/conceptual framework, and the research methodology and design. The proposed research design can include a phase 1 pilot study, if appropriate. The dissertation proposal must be approved by the committee before the student can proceed to obtaining IRB approval and advancing to RES 7100 - Dissertation I course. 0 credit(s)
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RES 7100CC - Dissertation Continuation (Clinical Psychology)
Students enter this course with an approved dissertation research proposal. In this course, the student obtains IRB approval, if they have not done so during their proposal course, before beginning data collection. If the approved study design includes a pilot study, that phase of the research is completed first. Data collection and analysis take place following the approved study design and ethical guidelines, and in consultation with the student’s chair and dissertation committee. With all dissertation research data collected, the student completes analysis, the writing up of study results, and the dissertation, in consultation with their chair and committee. The course is concluded with an oral defense of their dissertation. Students must also have the full dissertation edited and prepared for publishing in ProQuest. The chair and committee will also work with the student to assess opportunities for future presentation, and/or publishing of the dissertation research.
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RES 7100D - Dissertation Continuation
Under the direction of their dissertation chair and committee, the student develops a proposal that presents an original dissertation study that aims to contribute to the body of knowledge in one’s field. The proposal must contain a synthesis of relevant literature related to the topic, theoretical/conceptual framework, and the research methodology and design. The proposed research design can include a phase 1 pilot study, if appropriate. The dissertation proposal must be approved by the committee before the student can proceed to obtaining IRB approval and advancing to RES 7100 - Dissertation I course. 0 credit(s)
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RES 7100DD - Dissertation Continuation (Clinical Psychology)
0 credit(s)
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RES 7100EE - Dissertation Continuation (Clinical Psychology)
0 credit(s)
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RES 7101 - Dissertation (Clinical Psychology)
3 credit(s)
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RES 7102 - Dissertation (Clinical Psychology)
3 credit(s)
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RES 9010 - Qualifying Essay 1: Dissertation Critique (Managing Organizational Systems, Psychology, Transformative Social Change Only)
The course engages the student in writing a critique of a completed dissertation with particular attention to its methodology. Successful completion of all three essays and the Candidacy oral exam is a requirement in order to qualify for admission to doctoral Candidacy. The focus of this essay is on the ability to understand and think critically about the research of others. By writing a critique of a dissertation students will demonstrate that: a) they have learned to read, understand, analyze, and constructively critique the research of a colleague; b) they understand the principles, methods, and utility of research; and c) they understand how researchers select a research question, select a research method, carry out a research study, analyze data collected, interpret observations, and draw conclusions. The dissertation to be critiqued must have been published within the past seven years, and no one on the Candidacy committee may have served on that dissertation committee. Students are encouraged to select a dissertation that uses the same method being considered for their own dissertation. This will be of help in that a critique of the methods chapter in an existing dissertation may contribute to a better understanding of how related principles and research tenets may be expressed. Students are required to consult with their Essay Supervisor to determine which two essays they will enroll in first. (Ph.D. program only) Prerequisite(s): All pre-Candidacy coursework completed, with the exception of RES 1100A /RES 1100B . 3 credit(s)
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RES 9030 - Qualifying Essay 3: Literature Review (Organizational Systems, Psychology, Transformative Social Change Only)
The purpose of RES 9030 is the same as for RES 9020 . Like RES 9020 , it can explore any focus of interest within the degree field, including a critical review of relevant theoretical, empirical, and historical literature on the selected topic. This essay must be clearly different and distinct from the material covered in RES 9020 . Students are required to consult with their Essay Supervisor to determine which two essays they will enroll in first. (Ph.D. program only) Prerequisite(s): All pre-Candidacy coursework completed, with the exception of RES 1100A /RES 1100B . 3 credit(s)
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RES 9200 - Master’s Project Research
The project can be the culminating research requirement of a master’s program. Its purpose is to engage the student in integrating and organizing information gained through course work, and applying these skills to a project effort. It can explore any question of relevance to the student’s program by way of disciplined inquiry, which applies a clearly defined methodology. It often has an applied research emphasis with its aim and scope doable in one term. Entails written project prospectus, project research report, and closure session (project orals). (M.A. Psychology degree program students only) 3 credit(s)
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RES 9400 - Master’s Thesis Research
The thesis can be the culminating research requirement of a master’s program. The purpose of this inquiry is to engage the student in integrating and organizing information gained through course work, applying these skills to a research effort. Thesis research can pursue any question of relevance to student’s program by way of disciplined inquiry with a clearly defined methodology. The range of approaches available is the same as for dissertations from qualitatively oriented and experimental studies to theoretical research. Entails written thesis proposal, thesis defense, and thesis research report. (M.A. program only) 6 credit(s)
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RES 9500 - Dissertation Research
The purpose of dissertation research is to demonstrate mastery of research competencies needed to do independent research and contribute to the discipline of the doctorate degree. The course is designed to engage the student in integrating and organizing information gained through earlier coursework, and applying these skills to a substantive research effort. The dissertation can explore any question of relevance to the student’s degree program by way of disciplined inquiry, which applies a clearly defined methodology. (Ph.D. program only) Prerequisite(s): Admission to doctoral Candidacy. 6-18 credit(s)
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TSC 1025 - MA Project Preparation
The purpose of this course is to prepare MA students for their MA Project in Transformative Social Change. The course is a prerequisite for RES 9200 MA Project. The course is designed to support students as they move toward becoming a practitioner-scholar, engaging the student to integrate and to organize learning achieved in their previous course work and to apply those capacities to a Project effort. The course supports students in developing a successful Project proposal/petition, for review by their Project Supervisor, as well as an initial exploration of the literature that will inform their Project. 3 credit(s)
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TSC 3220 - African Diaspora: African American Cultural History & Psychology
This first in a sequence of courses on the African Diaspora will focus on the definition, constituents, and historiography of the African Diaspora and greater comprehension of the cultural history and psychology of persons with African ancestry, through the lens of African and African-American psychology. Selected texts for the course have been written by African, African-Caribbean, and African-American scholars. The methodological approach to the study of the African Diaspora is interdisciplinary and draws to the foreground historiography, depth psychology, economics of capitalism, law, mythology, religion, art history, and anthropology for construction of an ancestral ethno-cultural narrative of the African Diaspora against the background of world cultural history. The course content and approach should open and cultivate, through critical thinking, a worldview and means to deconstruct, analyze, comprehend, and reconstruct complex sets of human relations in the African Diaspora from global, regional, national, and personal perspectives. It should allow us to see how the archetype of culture is actualized within institutions, living micro-systems, and psychodynamics of the Diaspora. The specific focus of this course is on African-American cultural history, psychology, and experience from origins in Africa, the Middle Passage, bondage, civil and psychological reconstruction, the Civil Rights movement, Pan-Africanism, and Negritude in America, Europe, the Caribbean, and Africa, Affirmative Action, African-American family life, demographics, health/mental health, illness, spirituality, resilience, and optimal development. Cross-listed with PSY3220, EHP3220. 3 credit(s)
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TSC 4020 - Relationships in Health and Healing Practice
This course reviews evidence on the importance of relationships in the maintenance of health, prevention of illness, and healing. The major focus is upon the ties between people; however, relationships exist at many levels including links of mental to physical processes, broader ecological or spiritual domains, and socio-cultural beliefs and practices. Evidence is provided for the use of caring relationships in the healing process. The format includes written reports and participatory activities. 3 credit(s)
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TSC 6400 - Ethics for Transformative Social Change: Thinking Like a Global Citizen
The practice of ethics involves the exploration and evaluation of different values and assumptions that support alternative courses of action. This course approaches these differences from a global civic perspective that is grounded in our common humanity and recognizes our many social differences. We will practice “thinking like a global citizen” in an evaluation of the merits of a capabilities approach to human development, comparing a property-based economy with a civic-based economic vision. We will also critically examine a number of practices that address challenges that are of particular interest to participants in the course, which might include immigration, complicity in the violation of human rights, the protection of the commons, and alternative views of global finance. In these examinations, we will explore and generate potential designs for a sustainable and just framework for transformative actions on the local, regional, national, and international level. A primary goal of the course is for students to be able develop a global civic ethic that is sufficiently rigorous to face ongoing resistance to social change and flexible enough to enable relevant and effective actions to address the multiple dimensions of our global civic life. 3 credit(s)
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TSC 6500 - Ecological Psychology
Humans endanger species, ecosystems, and themselves by altering, depleting, and poisoning our planet. Students of sustainability, social transformation, organizational leadership, psychotherapy, consciousness, and spirituality may benefit from developing an ecopsychological perspective. The course should serve all students concerned with how humans created the current environmental crisis and how to resolve it. The course should also be helpful to clinicians whose clients are physically and emotionally harmed by their absence of connection to their life supporting habitats, and whose behavior toward the environment adds to human suffering and to business managers intending to become more effective green leaders. Finally, the course should be useful for advocates for animals, for wildlife, environmental preservation and low impact lifestyles and local community productivity by introducing key concepts about human nature and the human capacity to influence the environmental crisis. 3 credit(s)
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TSC 6505 - Healthy Communities
This course will provide students with an overview of the concepts, practice, and research in the area of Healthy Communities. The beginnings of the healthy communities’ movement took place in mid 1980s when Leonard Duhl’s concept of holistic health promotion and illness prevention captured the imagination of World Health Organization (WHO) officials. As a result of WHO initiatives, the WHO healthy communities program is now ongoing in 36 cities in Europe, between 60 and 70 cities in Canada and several in the United States. 3 credit(s)
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TSC 6510 - Theory and Practice of Nonviolence
This course examines the history and basic principles of a variety of nonviolent approaches, including those of seminal figures such as Buddha, Jesus, Gandhi, and King, as well as the views of contemporary social activists and theorists, both secular and spiritual. The applications of philosophies of nonviolence to various social and political domains are critically considered. A range of methods and strategies for nonviolent social change are explored, utilizing study of historical and recent cases. 3 credit(s)
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TSC 6520 - Gender and Society
This course reviews theoretical insights regarding gender from disciplines including gender studies, sociology, psychology, and international relations to consider the significance of gender as a category of social analysis. Particular attention will be given to how gender structures personal identities, families, work contexts as well as institutions such as public education and the military. Additionally, students will consider how developing a critical understanding of gender can help them in their role as change agents within their relationships, communities, workplaces, and in broader society. 3 credit(s)
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TSC 6530 - Social Impact Media: Stories for Change
The aim of this course is to empower students to analyze and deconstruct media narratives and to recognize their use of visual and aural language constructs to develop and elicit empathy from the viewer. Students will critically analyze the cultural and societal influences on narrative and the importance of story to unite cultures and trigger social change. Students will apply this critical awareness to distinguish and classify storytelling strategies as they connect to specific kinds of subject matter, approach, types of media, and expected goals or outcomes. 3 credit(s)
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TSC 6535 - Social Media and Theories of Social Change
The goal of this course is develop the student’s critical analysis skills as applied to the impact of social communications on social change globally. Students will examine particular social movements and their development as intersected by social media. Issues of truth, accuracy and empathy will be explored in the process of deconstructing assumptions regarding social media and its influence on groups and its ability to trigger social change. 3 credit(s)
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TSC 6540 - Assessing Digital Media Campaigns
This aim of this course is to empower students to be able to critically evaluate research tools of socio and behavioral measurement, and to apply these toolsets and technologies to the analysis of specific impact outreach campaigns. Through coursework students will develop the ability to differentiate the tools of impact analysis, compare quantitative vs. qualitative techniques, and apply their strategies to real-world outreach campaigns. 3 credit(s)
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TSC 6545 - SIM Production Knowing the Tools, Distinguishing the Purpose
The aim of this course is to empower students to see themselves as social change agents through the construction of personal stories in media. In this course students will demonstrate competency in skills required to construct stories in various forms of media, to determine the appropriate form and distribution strategy, and to create strong narratives illuminating relevant social causes through personal story. 3 credit(s)
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TSC 6550 - Conflict Resolution Theory and Methods
The major themes and debates within the field of conflict resolution are discussed in this course. Students gain an understanding of the tools that are available to intervene in conflicts and an awareness of how to improve their capacity to analyze and resourcefully respond to conflict. Additionally, students develop a critical theoretical perspective on the general field of conflict resolution. This class assists the scholar/practitioner in addressing major challenges that call for creative formulation. Such new perspectives may enable the student to be a more effective agent of change, and the field to address the prevention of violent and destructive conflict as well as the resolution of specific disputes. 3 credit(s)
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TSC 6555 - Creating Outreach Campaigns for Social Impact Media
The aim of this course is to deepen understanding and engagement around the role film and narrative can play in advancing social change. Students will explore the differences between film distribution and impact, what it means to design and manage outreach campaigns, the role of an “impact producer” in this, and the various forms of social change that are possible with film. At the completion of the course, students will be able to discern the impact potential of different narrative forms and connect them to broader opportunities for social change. 3 credit(s)
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TSC 6560 - Approaches to Socially Engaged Spirituality
In the modern Western world, spirituality is often understood as private, subjective, and individual, as one’s primarily inward communion with what is seen as sacred, a communion that is not necessarily explicitly in relation to, or even connected with, one’s more outward and public life. In many traditional religious forms, the highest development of spirituality required leaving and having little to do with the everyday social world, whether as a monk or nun, hermit, wanderer, or a member of an intentional community. Socially engaged spirituality in its traditional and contemporary forms represents a different approach, in which spiritual qualities are developed in the context of involvement in family, work, community, society, and/or politics. Cross-listed CSIH 6560 3 credit(s)
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TSC 6565 - Multiplatform Journalism: Evolving Models of News Creation
This course is focused on empowering a student to critically discern and differentiate forms of digital journalism from traditional journalism and documentary form, and to apply this analysis to the creation of short media pieces aimed at social issues. Students will deepen their knowledge of the history of journalism, the evolution of contemporary approaches, the challenges and opportunities within the current digital media ecosystem, better preparing them for roles as producers of dynamic forms of media. 3 credit(s)
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TSC 6570 - Race, Class, and Gender
None of us lives our lives through linear or exclusive experiences of race, class, or gender. Instead, we exist through multiplicities of identity that are informed through race, class, and gender, as well as other social determinants. Human diversity, increasingly framed in terms of intersectionality - focused on the mutual interrelatedness of central social categorizations such as gender, ethnicity/race, social class and sexualit(ies) - is becoming more prominent in research, scholarship, and practice. The goal for this course is modest - to expand our awareness of how race, class, and gender shape our lives, historically and in the present day. If this heightened awareness leads to changes in the way we talk with and about each other, represent the other, provide services, and live our lives on a day-to-day basis, then the course will have more than satisfied its intent. 3 credit(s)
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TSC 6585 - The Human Right to Adequate Food
Ending hunger is a deeply political issue, involving the play of power and conflicting interests. It must involve much more than the delivery of particular goods or services. It requires recognition and respect for human rights, and it may require some sort of reconfiguration of the social order, locally, nationally, and globally. Ending hunger requires serious planning, and agreement on a guiding vision. This course is designed to help participants figure out how to do that, in the contexts that interest us. This course is offered in a cooperative arrangement with the University of Sydney in Australia. The course utilizes the University of Sydney’s Blackboard online learning platform. Saybrook students enrolled in the course participate in the course together with students from the University of Sydney Peace and Conflict Studies Program. Unlike other Saybrook courses, the term of this course is twelve weeks. Students register for the course as they usually do, and will receive course log-in information directly from the instructor. 3 credit(s)
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TSC 6590 - Peace and Justice Studies
This course reviews theories from the social sciences in the study of peace, conflict, violence, and justice. It covers both positive (harmonious and sustainable ways of living) and negative (absence of war or violent conflict) conceptualizations of peace and justice at the interpersonal, cultural, national, and international levels, as well as considers the development of nonviolent efforts to create viable alternatives to militarism, inequality and injustice.” 3 credit(s)
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TSC 6592 - Immigration and Social Justice
This course seeks to provide historical context to current debates over immigration reform, integration, and citizenship. The course will cover the historical and systemic context for understanding contemporary immigration politics, including xenophobia, immigration and citizenship policy debates, and border issues. The course will explore the current experiences and needs of refugees, including the intersection of immigration policy with issues of race, and gender inequality and discrimination. Finally, the course will evaluate policy and advocacy options that provide humane, just and sustainable approaches to immigration.
3 credit(s)
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TSC 6594 - Peacebuilding
The field and practice of peacebuilding utilizes nonviolent tactics to transform social conflict and to build cultures of peace. In this course, students will survey a range of roles and domains within the field of peacebuilding, including how peacebuilding is utilized in international post-conflict contexts, and how countries and communities which have experienced deep social conflict can benefit from peacebuilding. Students will also consider how peacebuilding can address structural violence and how innovative arts-based praxis can deepen peacebuilding efforts. The course will also explore the reflective practitioner skills and characteristics that are necessary to design, assess, and impact transformation in unpredictable conflict contexts.
3 credit(s)
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TSC 6610 - Social System Transformation Theory
The aim of this course is to empower students to be able to critically evaluate social systems and become participants in their co-creation and transformation. The course enables students to recognize and analyze social systems and societal paradigms as they present themselves in various domains of human experience, develop a critical understanding of how humanistic values, developmental ideas and norms can be applied to social systems, and develop the ability to create strategies for changes in such systems and norms so that they will improve the well-being of the people who participate in them. 3 credit(s)
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TSC 6615 - Overview of Transformative Social Change Interventions
To change the world (or some small part of it) people need to take action. However, what are the most appropriate ways to take effective action? This course is designed to introduce students to the strategies, tactics, and methods used to promote transformative social change. Students will learn how to launch a project, non-profit organization, or movement, conduct successful meetings and build consensus, develop a strategy and tactics, take effective action, and maintain the change while nurturing his or her well-being. This course will provide students with a broad overview of how to bring about transformative change in social systems on a variety of levels. 3 credit(s)
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TSC 6620 - Psychology of Disability, Rehabilitation, and Empowerment
This course is designed to introduce the student to both (1) an understanding of how the community-at-large conceptualizes the role of persons with disabilities due to illness, trauma, and environmental impact (malnutrition, wars, etc.) and how that has transformed over the years given disability rights advocacy and legislation, particularly in the United States; (2) issues in treating the individual with disabilities and the differences and similarities in working with other individuals in treatment; and (3) voices of persons with disabilities and their narratives. 3 credit(s)
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TSC 7050 - Transformative Learning and Change
The necessity and importance of Transformative Learning grows in times of uncertainty and complexity. We live in such a time. This course reviews the theory and practice of Transformative Learning, an interdisciplinary approach to learning, which seeks to invite transformation in the learner. Transformative Learning involves a shift in capacities in which one develops the ability to promote learning and change within oneself, with others and in community contexts. This course will provide students with an overview of how to support transformative learning in various domains, including education, healing, coaching, personal development, and in social change efforts. 3 credit(s)
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TSC 7075 - Global Governance and the Quest for a Peaceful, Just and Sustainable World
Humanity has long been plagued by wars, disease, famine, and social injustice. In recent years, new challenges such as climate change, terrorism, pandemics, and economic disruption have also become global in scale, posing serious threats to humankind. World leaders across many fields agree that we need an unprecedented level of cooperation between nations to solve these problems. A variety of approaches have been proposed to achieve that goal. This course investigates past attempts to solve global problems such as the League of Nations, our current system, including the United Nations, and proposals for a democratic world government capable of addressing these global issues. We will critically assess these approaches and discuss current efforts to implement them 3 credit(s)
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TSC 7077 - Building Sustainability: The Global Crisis
Sustainability is defined as living in such a way that the capacity of future generations to meet their own needs is preserved. However, current patterns of human life are exhausting and destroying the gifts of nature that are necessary for life. To achieve sustainability, humans must refrain from depleting non-renewable resources and from polluting air, soil, and water. We must control both population and consumption and will likely need to end the extremes of wealth and poverty that are currently proving destructive to our habitats. Finally, sustainability will, we believe, require major changes in social institutions and in the way humans think and act toward each other and toward the earth. The pace at which we make these changes will determine how much of earth’s resources are left for generations yet to come. 3 credit(s)
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TSC 7079 - Building Sustainability: Present Practices in Community and Society
This course explores principles, implementation, and effectiveness of selected current sustainability approaches. It provides an overview of key perspectives on sustainability: The Natural Step, Natural Capitalism, renewable energy, green building, sustainable agriculture, and population control. This course introduces information about present practices relevant to many disciplines and social domains and provides a broad base on which to build further studies and real-world projects. 3 credit(s)
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TSC 7085 - Globalism and Power
This course describes different manifestations of globalization and identifies the powerful forces directing them, the costs and benefits that come with it, the evolving role of transnational groups, global NGOs, and the opportunities to find personal meaning and local purpose in a global society. 3 credit(s)
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TSC 7115 - Refugee Trauma and Resiliency
This course covers the breath of topics (i.e., mental health, human resiliency, human rights, humanitarian aid) related to working with displaced people (refugees, asylum seekers, exiled individuals and internally displaced people). It is designed as a survey course for students interested in understanding the landscape with regards to research and practice for the protection and assistance of refugees. This course is useful for the more experienced student who desires to develop an independent project or dissertation work based on one of the areas of concern presented in the course. 3 credit(s)
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TSC 7116 - Global Civil Society Activism and Social Change
This course will explore the role of global social movements and other civil society efforts in support of transformative change. The course will review current and historical efforts toward global solidarity, including movements in support of human rights, multicultural inclusion, social justice, ecological sustainability, and peace. The course will focus on exploration of initiatives-from local to transnational- that address issues, social problems and social goods through a global lens. It will also provide an opportunity to explore solidarity, including intersectional solidarity, across various social movements. 3 credit(s)
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TSC 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 their Specialization director in order to identify a Saybrook faculty liaison. 3 credit(s)
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TSC 9020 - TSC Qualifying Essay 1: Literature Review
The purpose of this course is to write an essay that entails an exploration of an area of research interest in order to demonstrate proficiency in literature review research competency to undertake a dissertation. The essay involves a content domain focus with the degree field, including a critical review of relevant theoretical, empirical and historical literature on the selected topic. 3 credit(s)
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TSC 9030 - TSC Qualifying Essay 2: Literature Review
The purpose of this course is to write an essay that entails an exploration of an area of research interest in order to demonstrate proficiency in literature review research competency to undertake 3 credit(s)
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TSC 9200 - Master’s Project Research
The project can be the culminating research requirement of a master’s program. Its purpose is to engage the student in integrating and organizing information gained through course work, and applying these skills to a project effort. It can explore any question of relevance to the student’s program by way of disciplined inquiry, which applies a clearly defined methodology. It often has an applied research emphasis with its aim and scope doable in one term. Entails written project prospectus, project research report, and closure session (project orals). 3 credit(s)
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