College of Integrative Medicine and Health Sciences

College Description

Mission Statement 

Influenced by humanistic principles and values, the College of Integrative Medicine and Health Sciences (CIMHS) empowers faculty and students to apply their knowledge and skills to facilitate mind, body, and spirit wellness in personal and professional life.  Recognizing the importance of collaborative, person-centered care strategies, CIMHS embraces an educational model that endorses a range of health-related disciplines, scholarship, evidence-based practices, and skill development. CIMHS is dedicated to promoting interdisciplinary modalities and scholarship that enhance optimal health and well-being for individuals and communities

Graduate Degrees and Programs

CIMHS offers M.A.,  M.S., and Ph.D. graduate degrees and certificate programs in Humanistic Psychology (HP), Mind-Body Medicine (MBM), Integrative and Functional Nutrition (IFN), and Applied Psychophysiology (APH). These academic programs combine cutting-edge curricula with a university-wide emphasis on student-centered learning and faculty engagement.

The master's degrees and doctoral specializations are designed for professionals from diverse career fields who wish to expand their expertise in health, wellness, and resilience.  The degrees prepare students for clinical practice, organizational leadership, academic teaching, program and policy reform, and research in health and wellness. In addition, CIMHS students may add a specialization, or certificate to their general degree requirements if they are interested in extending their knowledge or skill set in a specific discipline. 

College Specific Policies

CIMHS Academic Writing Class

The 3-credit MBM5507 Graduate Academic Writing class is a required class for all CIMHS students, except for students in the MS Degree in Sport Performance Psychology and the Department of Humanistic Psychology degree program.
 
The department chair may require a writing sample for select applicants based on evidence of writing challenges in applicant’s admissions material, including grammatical mistakes, spelling errors, or poorly organized text. 
In some instances, students may request to waive the MBM5507 Graduate Academic Writing course and substitute an open elective at the department chair’s discretion. The department chair will make the determination based on any one of three criteria: (a) students may document solo-authored professional publications in a peer-reviewed journal, (b) per our institutional transfer credit policy, students may document completion of an equivalent 3-credit graduate-level writing course within the past 10 years and earned a grade of B or better, or (c) students may submit an optional writing sample, and achieve a score of 90% or better on the writing sample grading rubric.

Each degree program will differently accommodate the three credits for the MBM5507 Graduate Academic Writing Course

Faculty Directory

Faculty in the College of Mind-Body Medicine include world-renowned scholar-practitioners, many of whom lead professional organizations, direct community health centers, conduct research, publish scholarly articles and books, deliver keynote speeches and workshops around the country and the world, and develop protocols for treatments that support and complement those used in conventional, Western medicine. 
The College has three categories of instructors: (a) core faculty, who are salaried and provide extensive participation in student instruction, student advising, and research, and in departmental and university governance, (b) adjunct faculty, who are contracted to teach by the course and who may also serve in student’s research, and (c) teaching fellows, who are contracted to teach specific courses. Teaching Fellows are either advanced doctoral students or recent doctoral graduates, who provide course instruction under supervision by core faculty. Biographies and photographs of all categories of faculty are included in the Faculty Directory, along with description of their research expertise and interests. The Faculty Directory is available at: Faculty Directory Index - Saybrook University.

Department of Humanistic Psychology (HP)

Department Description

The Humanistic Psychology Department in the College of Integrative Medicine and Health Sciences comprises the heart of the legacy of the Old Saybrook Conference held in Connecticut in 1964. Luminaries such as Carl Rogers, Abraham Maslow, Gordon Allport, and Rollo May came together at that time to articulate the need for a psychology of the whole human being to address what was lacking in other emerging approaches psychotherapy and psychological research.  They, and other innovative thinkers as James Bugental, Henry Murray, Viktor Frankl, Charlotte Bühler, and Virginia Satir, realized an approach to psychotherapy and human science that did not reduce human beings to fragments of their life experience. Under May’s original guidance and inspiration, what is now Saybrook University evolved as a distance learning institution over the past five decades, expanding on and giving birth to vibrant and creative offshoots of the original vision.  Today, these two departments embody and impart through their curriculum a truly expansive view of the prosocial human being seeking meaning and wholeness in the context of multicultural, global social justice, ecological sustainability, and deeper spiritual awareness and connection. Cultural humility and respect for indigenous sources of our cherished notions about healing and living the good life are affirmed. 
 
The uniqueness of Saybrook’s Humanistic Psychology degree programs lies in our heritage of humanistic, existential, transpersonal, and phenomenological inquiry. Saybrook faculty, alumni, and students continue to question, critique, and offer alternatives to many of the axioms of mainstream academic psychology and professional practice, including those of the now predominant bio-medical model. Through creativity, spiritual commitment, sound research, scholarly writing, and integrative professional practice, members of the Saybrook community keep alive the spirit of innovative and creative approaches to the increasingly complex issues of our times. The Humanistic Psychology degree programs offer students a foundation of scholarship and practice based in the tradition of existential, humanistic, and transpersonal psychology. Learning encompasses a course of study that takes the student beyond traditional field-specific boundaries to focus on such subjects as consciousness, spirituality, and integrative health; creativity, innovation, and leadership; and existential and humanistic psychology. 
 
Our research and practice encourage the best in human qualities and activities while also adhering to rigorous scholastic standards. By producing humanistic scholars, researchers, and practitioners, the Humanistic Psychology degree programs offer interdisciplinary graduate education that crosses and merges many disciplines within the diverse field of Humanistic Psychology. Through such an approach, exploration of what it means to be human in the 21st century is expanded beyond traditional definitions of the fields of psychology. 
 
Saybrook faculty, alumni, and students continue to question, critique, and offer alternatives to many of the axioms of mainstream academic psychology and professional practice, including those of the now predominant bio-medical model. Through creativity, spiritual commitment, sound research, scholarly writing, and integrative professional practice, members of the Saybrook community keep alive the spirit of innovative and creative approaches to the increasingly complex issues of our times. Discovery that is informed by a variety of disciplines and modes of inquiry can enliven each student’s primary field of study and enrich the learning process. It is with this in mind that these legacy degree programs have expanded the definition of the field to include not only human processes that occur at an intrapsychic level, but also those that occur within groups, communities, societies, and at the global level.
 
Our work offers a vital, viable, and emancipatory alternative to individuals, families, groups, and societies as they effectively respond to human needs in an increasingly complex world. The emphasis of the course of study is on disciplined inquiry that includes various ways of knowing, scholarly research and writing, and the conceptualization of issues in psychology within the framework of their philosophical, scientific, social, and political contexts, as well as practical “real world” implications. The Humanistic Psychology degree programs are leading humanistic education committed to the study of human experience from multiple frameworks informed by this historical and evolving humanistic, existential, and transpersonal perspectives. While the Humanistic Psychology degree programs do not prepare students for clinical practice or eligibility for clinical licensure, the Humanistic Clinical Psychology degree program does. However, many Humanistic Psychology degree programs students are already licensed clinicians and find the coursework offered through Humanistic Psychology curricula complements and enhances their prior or concurrent study of clinical issues. 

Values, Mission, and Learning Outcomes

Department Mission Statement

The mission of the Humanistic Psychology Department at Saybrook University is to educate and empower humanistic leaders who embody the principles of compassion, integrity, and social responsibility. Grounded in a humanistic approach, we strive to advance the understanding of human experience and contribute to positive social transformation. Through rigorous scholarship, critical inquiry, and inclusive practices, we aim to cultivate compassionate practitioners, researchers, and scholars who are equipped to address complex societal challenges and promote well-being at individual, community, and global levels.

Department Values

1. Humanistic Approach: We embrace a humanistic perspective that acknowledges the inherent worth and dignity of each individual, fostering a holistic understanding of human experience. 
2. Social Justice: We are committed to promoting social justice by addressing systemic inequities, advocating for marginalized populations, and working towards inclusivity and equality. 
3. Ethical Practice: We uphold the highest standards of ethics in our research, teaching, and professional practice, ensuring the well-being and autonomy of individuals involved. 
4. Cultural Humility: We cultivate a climate of cultural humility, valuing diverse perspectives, honoring indigenous knowledge, and respecting the richness of multicultural experiences. 
5. Interdisciplinary Collaboration: We foster interdisciplinary collaboration, recognizing the value of integrating knowledge from multiple fields to enhance our understanding of human behavior and well-being.

Program Learning Outcomes (PLOs)

1. Critical Thinking: Graduates will demonstrate advanced critical thinking skills, utilizing a humanistic lens to analyze complex psychological phenomena and apply theoretical frameworks to real-world contexts. 
2. Cultural Competence: Graduates will possess cultural competence, displaying an understanding and appreciation of diverse cultures, experiences, and worldviews, and integrating this awareness into their professional practice. 
3. Ethical Awareness: Graduates will exhibit a strong ethical awareness, adhering to ethical guidelines in their research, teaching, and practice, and demonstrating a commitment to the well-being and autonomy of individuals and communities. 
4. Research Proficiency: Graduates will develop proficiency in conducting rigorous research informed by humanistic, existential, transpersonal, and phenomenological perspectives, employing qualitative and quantitative methodologies to advance the field of humanistic psychology. 
5. Social Justice Advocacy: Graduates will engage in social justice advocacy, actively promoting equity, inclusivity, and social change by addressing systemic disparities, advocating for marginalized populations, and contributing to the creation of a just and sustainable society. 
6. Applied Skills: Graduates will possess practical skills and interventions grounded in humanistic psychology, enabling them to facilitate personal growth, foster resilience, and promote well-being in various settings, including research, educational, community, and organizational contexts. 

Department Programs and Specializations 

M.A. Psychology 

Specialization Options:

• Consciousness, Spirituality, and Integrative Health (CSIH)
• Creativity, Innovation, and Leadership
• Existential and Humanistic Psychology

Ph.D. Psychology 

Specialization Options:

• Consciousness, Spirituality, and Integrative Health (CSIH)
• Creativity, Innovation, and Leadership
• Existential and Humanistic Psychology
• Psychophysiology
• Culinary Nutrition
• Teaching and Advanced Research (STAR)

Department Specific Policies

Program Change Policy

M.A./Ph.D. Psychology:

• One-page Personal Statement addendum addressing the following: 
  • Why they are seeking to change degree program
  • For those declaring a specialization in addition to the program change: Why they are interested in the specific specialization
• Brief virtual interview with Program Chair, one of the Psychology Faculty Advisors and/or Specialization Coordinator/Director.

Note: Students who wish to transfer out of the Psychology program will need an exit conversation to discuss their choice to change their degree program with one of the Psychology Faculty Advisors and/or designee.

Provisional Admission Policy

Psychology (non-Clinical)

Applicants who have not achieved a consistent grade of “Credit” or a grade of “B” for all courses of their prior undergraduate or graduate program may be admitted provisionally for a period of two (2) semesters. Applicants who are provisionally admitted must meet the identified standards noted in their letter of acceptance by the deadline.  Failure to maintain a consistent grade of “Credit” or “B” (when letter grades are requested) or to demonstrate Humanistic Psychology Department standards of professional behavior and communication within the first two semesters of attendance will result in dismissal.  Students admitted provisionally cannot appeal dismissal from Saybrook University as a result of a failure to meet the conditions identified in their acceptance letter. Additionally, provisionally admitted students may be asked to take an academic writing course offered by Saybrook University. 

University Learning Experience

Virtual Learning Experience (VLE) - Required; Community Learning Experience (CLE) - Optional

All new students begin their studies with a Welcome Week. Welcome Week activities, including a degree program orientation, are held online during the week ahead of the start of the fall and spring semesters. Participation is strongly encouraged.

All students are required to attend the Virtual Learning Experience (VLE) during week one in the fall and spring semesters of each academic year. Although students may complete most courses through distance learning, all our degree programs have VLE requirements. VLEs are academic requirements, and their completion is important for your successful academic progress: they allow you to meet with faculty and co-learners in a synchronous, stimulating, and supportive virtual environment. Our VLEs are an important part of your learning experience as they nurture intellectual and relational creativity, enrich the educational environment, and foster faculty and peer interactions. During the VLE, there are courses being launched, workshops, independent learning activities, peer learning opportunities, community events, and other hands-on experiences intended to nurture professional development, skill building, relationships, and transformative change. You can find the specific hour and track requirements on the Academic Commons University Learning Experience Program Requirements Page linked here. https://tcsedsystem.libguides.com/VLE_Requirements.

Students are required to attend the VLE throughout their program and are encouraged to attend the Community Learning Experience (in person) in lieu of the VLE in the fall of odd calendar years.

Certain courses may have additional experiential, participation, or attendance requirements beyond those outlined for the program. Students should consult individual course descriptions for details.

Department of Integrative and Functional Nutrition

Department Description

Saybrook’s Integrative and Functional Nutrition (IFN) Department is a leading on-line graduate-level nutrition education department known for quality instruction, innovative coursework, reputable faculty, impactful research, and influential graduates. The IFN Department was designed to educate the next generation of nutrition professionals. Graduates of this program will be prepared to apply advanced evidence-based nutritional approaches to effectively address conditions ranging from obesity and high blood pressure to depression and chronic pain. Declining global health dictates a greater need for well-trained, competent nutrition practitioners across healthcare settings.  This need is not being met by current educational models.  Thus, CIMHS has created an Integrative and Functional Nutrition Department to prepare future nutrition leaders in the health field. With courses that study nutritional biochemistry and physiology, functional nutrition assessment methodologies, and integrative nutritional therapies, this program equips its students with cutting-edge knowledge, skills, and competencies to be professional nutrition practitioners addressing world-wide health concerns of individuals and communities. 
 
Integrative and functional nutritionists recognize how physical health is influenced by biological, environmental, behavioral, and emotional factors. They apply knowledge from biological and nutritional sciences to the results from comprehensive nutritional assessments to inform nutritional diagnoses and develop personalized nutrition care plans to help clients achieve optimal health and vitality. 
 
Saybrook’s PhD in Integrative and Functional Nutrition prepares its graduates to use an evidence-based, holistic approach that applies the knowledge of functional biochemistry to assess body dysfunctions and incorporate environmental, social, physiological, and psychological sciences to provide person-centered, integrative care.  This program is ideal for current nutrition professionals seeking a terminal degree that will distinguish them as experts in the field; non-nutrition health practitioners seeking to complement their existing skillset; and professionals from non-scientific backgrounds who are prepared to transition themselves into the field of advanced, applied nutritional sciences.

Values, Mission, and Learning Outcomes

Department Mission Statement

Mission: Train nutritionists and researchers to humanely apply the best available science to nutrition care with the goal of nourishing people, building vibrant communities and the restoration of a healthy planet.

Department Values

Influenced by humanistic principles and values, the College of Integrative and Health Sciences and the Department of Integrative and Functional Nutrition (IFN) empowers faculty and students to apply their knowledge and skills to facilitate mind, body, and spirit wellness in personal and professional life. Recognizing the importance of collaborative, person-centered care strategies, IFN embraces an educational model that endorses a range of health-related disciplines, scholarship, evidence-based practices, and self-care. 
 
The values of the IFN Department include:  

1. Offer a humanistic and collaborative learning environment across disciplines. ​ 
2. Promote person-centered health and wellness strategies.​ 
3. Encourage self-care practices.​ 
4. Empower individuals to apply their knowledge and skills in their personal and professional life.

Program Learning Outcomes

M.S. Learning Outcomes 

1. Apply evidence-based integrative and functional nutrition approaches to comprehensively assess and promote the health and wellness of diverse individuals and communities.   
2. Critically evaluate and utilize evidence-based resources to inform professional practice.   
3. Explain the science of integrative and functional nutrition in health promotion and disease prevention and management to lay audiences and health professionals.  
4. Apply knowledge of biochemical, physiological, and psychosocial sciences to assess nutritional status and design integrative interventions.   
5. Identify and articulate the ethical, humanistic, and legal guidelines for professional nutrition practitioners.   

 
Ph.D. Learning Outcomes 

1. Apply evidence-based integrative and functional nutrition approaches to comprehensively assess and promote the health and wellness of diverse individuals and communities.   
2. Critically evaluate and utilize evidence-based resources to inform professional practice.   
3. Explain the science of integrative and functional nutrition in health promotion and disease prevention and management to lay audiences and health professionals.  
4. Apply knowledge of biochemical, physiological, and psychosocial sciences to assess nutritional status and design integrative interventions.   
5. Identify and articulate the ethical, humanistic, and legal guidelines for professional nutrition practitioners.   
6. Synthesize nutrition research to identify information gaps in the literature and articulate implications for future research. 
7. Propose and conduct a quality research study and present the findings to professional audiences. 

Department Programs and Specializations

M.S. Integrative and Functional Nutrition

Specialization Options:

• Integrative Wellness Coaching
• Mind Body Medicine
• Culinary Nutrition

Ph.D. Integrative and Functional Nutrition  

Specialization Options:

• Integrative Wellness Coaching
• Mind-Body Medicine
• Culinary Nutrition
• Teaching and Advanced Research (STAR)

Department Specific Policies

IFN Courses Policies

Provisional Admission Policy

Integrative and Functional Nutrition
Applicants who fail to meet the identified program standards for academic integrity, academic writing, GPA, and/or professional communications may be admitted provisionally for a specified period [e.g., one semester, two semesters, or one year] and/or specified credits. Applicants who are provisionally admitted must meet the identified standards noted in their letter of acceptance by the deadline. Failure to achieve the identified standards/expectations [e.g., acceptable academic integrity, adequate academic writing, a minimum GPA of 3.0, pass all courses with a B or above, and utilize appropriate professional communications] within the identified time period [e.g., one semester, two semesters, or one year] and/or specified credits will result in dismissal. Students admitted provisionally cannot appeal dismissal from Saybrook University as a result of a failure to meet the conditions identified in their acceptance letter.

Program Change Policy

M.S./Ph.D. Integrative and Functional Nutrition:

• Submit all admission requirements for the program of interest (MS or PhD) that have not already been submitted through the student’s current program.
• Interview with a core IFN faculty member

University Learning Experience

Virtual Learning Experience (VLE) - Required; Community Learning Experience (CLE) - Optional

All new students begin their studies with a Welcome Week. Welcome Week activities, including a degree program orientation, are held online during the week ahead of the start of the fall and spring semesters. Participation is strongly encouraged.

All students are required to attend the Virtual Learning Experience (VLE) during week one in the fall and spring semesters of each academic year. Although students may complete most courses through distance learning, all our degree programs have VLE requirements. VLEs are academic requirements, and their completion is important for your successful academic progress: they allow you to meet with faculty and co-learners in a synchronous, stimulating, and supportive virtual environment. Our VLEs are an important part of your learning experience as they nurture intellectual and relational creativity, enrich the educational environment, and foster faculty and peer interactions. During the VLE, there are courses being launched, workshops, independent learning activities, peer learning opportunities, community events, and other hands-on experiences intended to nurture professional development, skill building, relationships, and transformative change. You can find the specific hour and track requirements on the Academic Commons University Learning Experience Program Requirements Page linked here. https://tcsedsystem.libguides.com/VLE_Requirements 

Students are required to attend the VLE throughout their program and are encouraged to attend the Community Learning Experience (in person) in lieu of the VLE in the fall of odd calendar years.

Certain courses may have additional experiential, participation, or attendance requirements beyond those outlined for the program. Students should consult individual course descriptions for details.

Department of Mind-Body Medicine

Department Description

Mind-body medicine is known as one of the leading complementary approaches in healthcare. In the past five years alone, thousands of studies have documented the therapeutic benefits of mind-body therapies on physical, mental, and emotional health. 
 
Applying the principles and evidence supporting the effectiveness of mind-body approaches for health outcomes and overall wellbeing, students enrolled in Mind-Body Medicine (MBM) programs integrate the philosophy, science, and techniques of mind-body medicine in their personal and professional work. The curriculum presents a foundation of scholarship across the CIMHS departments, representing domains of integrative healthcare, mind-body science, practice, advanced research, and ethics.  To expand their knowledge and focus of study in a specific discipline, students may choose to add a specialization in applied psychophysiology, contemplative end-of-life care, integrative and functional nutrition, integrative mental health, integrative wellness coaching, and mindful leadership.

Values, Mission, and Learning Outcomes

Department Mission Statement

The mission of the Department of Mind-Body Medicine is to educate professionals in evidence-based mind-body applications to health and wellness in their work as educators, practitioners, and researchers.

Department Values

Influenced by humanistic principles and values, the College of Integrative and Health Sciences and the Department of Mind-Body Medicine (MBM) empowers faculty and students to apply their knowledge and skills to facilitate mind, body, and spirit wellness in personal and professional life. Recognizing the importance of collaborative, person-centered care strategies, MBM embraces an educational model that endorses a range of health-related disciplines, scholarship, evidence-based practices, and self-care.

Program Learning Outcomes

1. Explain the influence of biopsychosocial factors on general health and wellbeing and the implications for individuals, organizations, and/or communities.   
2. Describe and apply the foundational values, ethical principles, and best practices of the field to oneself and others.   
3. Apply cultural humility, diversity awareness, and inclusion to support health equity and social justice in healthcare systems.   
4. Articulate the application of self-reflection and self-care skills.   
5. Assess and synthesize evidence, theories, and established practices in integrative healthcare.   
6. Critically evaluate research methods, apply published research, and/or conduct independent research in the field.   
7. Compose original, grammatically correct, coherent, concise, and well-articulated written work in APA style.

Department Programs and Specializations

M.S. Mind-Body Medicine  

Specialization Options:

• Applied Psychophysiology
• Contemplative End of Life Care
• Integrative Wellness Coaching 
• Integrative and Functional Nutrition
• Mindful Leadership

Ph.D. Mind-Body Medicine  

Specialization Options: 

• Applied Psychophysiology
• Contemplative End of Life Care
• Culinary Nutrition
• Integrative Mental Health
• Integrative Wellness Coaching
• Integrative and Functional Nutrition
• Mindful Leadership
• Teaching and Advanced Research (STAR)

M.S. Sport Performance Psychology

Specialization Options:​​

• M.S. Psychophysiology

Ph.D. Applied Psychophysiology

Specialization Options:

• Research and Teaching Specialization
• Post-Bachelor’s
• Post-Masters

Certificate Programs

• Neurofeedback
• Clinical and Applied Hypnosis
• Contemplative End of Life Care
• Integrative Wellness Coaching
• Mind-Body Medicine
• Biofeedback

Department Specific Policies

Provisional Admission Policy 

Applicants who fail to meet the identified program standards for academic integrity, academic writing, GPA, and/or professional communications may be admitted provisionally for a specified period [e.g., one semester, two semesters, or one year] and/or specified credits. Applicants who are provisionally admitted must meet the identified standards noted in their letter of acceptance by the deadline. Failure to achieve the identified standards/expectations [e.g., acceptable academic integrity, adequate academic writing, a minimum GPA of 3.0, pass all courses with a B or above, or appropriate professional communications] within the identified time period [e.g., one semester, two semesters, or one year] and/or specified credits will result in dismissal. Students admitted provisionally cannot appeal dismissal from Saybrook University due to a failure to meet the conditions outlined in their acceptance letter. 

Program Change Policy 
 
M.S./Ph.D. Mind-Body Medicine: 

• Current writing sample 
• A personal statement discussing the reasons for transferring to the MBM department 
• List of completed courses 
• Interview with a core MBM faculty member 

MBM Academic Progressions Policy

• Assessing Basic Academic Writing Skills,
• PhD Mid-Program Review (refer to the MBM 8000 course descriptions)
• Assessing Dissertation Proposal Readiness

Refer to the MBM Course Acknowledgment section in Canvas shells to review policies specific to academic expectations, professionalism, videoconference attendance and etiquette, submitting late assignments. 

Applied Psychophysiology Policies 

Program Change Policy 
 
M.S. Psychophysiology and Ph.D Applied Psychophysiology: 

• Consultation with the Program Director

Comprehensive Exams 

After completion of all coursework and prior to the dissertation proposal, each student must pass a written comprehensive examination. Students will take the comprehensive exam during the term that they are registered for RES 6900 Dissertation Preparation. 
  
 The student must pass 80% of the questions to pass the exam. A student who fails the comprehensive may attempt questions from the failed subject areas twice with not less than one month between each attempt. Different questions are supplied to the student for each attempt. If the student does not pass on the third attempt (the original and two retries), the student will be dismissed from the program and may be considered for a master’s level degree as an option if all requirements are met.

University Learning Experience

Virtual Learning Experience (VLE) - Required; Community Learning Experience (CLE) - Optional

All new students begin their studies with a Welcome Week. Welcome Week activities, including a degree program orientation, are held online during the week ahead of the start of the fall and spring semesters. Participation is strongly encouraged.

All students are required to attend the Virtual Learning Experience (VLE) during week one in the fall and spring semesters of each academic year. Although students may complete most courses through distance learning, all our degree programs have VLE requirements. VLEs are academic requirements, and their completion is important for your successful academic progress: they allow you to meet with faculty and co-learners in a synchronous, stimulating, and supportive virtual environment. Our VLEs are an important part of your learning experience as they nurture intellectual and relational creativity, enrich the educational environment, and foster faculty and peer interactions. During the VLE, there are courses being launched, workshops, independent learning activities, peer learning opportunities, community events, and other hands-on experiences intended to nurture professional development, skill building, relationships, and transformative change. You can find the specific hour and track requirements on the Academic Commons University Learning Experience Program Requirements Page linked here. https://tcsedsystem.libguides.com/VLE_Requirements 

Students are required to attend the VLE throughout their program and are encouraged to attend the Community Learning Experience (in person) in lieu of the VLE in the fall of odd calendar years.

Certain courses may have additional experiential, participation, or attendance requirements beyond those outlined for the program. Students should consult individual course descriptions for details.