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2018-2019 Academic Catalog and Student Handbook [Archived Catalog]
Course Descriptions
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Courses are identified and organized by degree program. Listed below are those courses that may be offered through the Department of Humanistic & Clinical Psychology for the Psychology degree program as well as the Human Science degree program for the 2015-2016 academic school year. CampusVue will list courses open for enrollment each semester, by Section if applicable.
Courses are identified and organized by degree programs: Clinical Psychology, PhD. Courses listed are offered as online cohort (CO), residential (R), or individually-mentored online (IO). Not all courses are offered every semester. See Program Descriptions and Requirements section of the College of Social Sciences section of this catalog and the Saybrook University website for updates and/or changes to courses.
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Applied Psychophysiology |
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APH 5151 - Pain Assessment and Intervention
This course describes the underlying psychophysiology of pain and summarizes the strengths and weaknesses of evidence supporting the efficacy of self-regulatory interventions for prevention and reduction of various pain problems. Interactions between pain, stress, and muscle tension are emphasized. Extensive examples of how to perform psychophysiological interventions for various psychophysiologically maintained and magnified pain states are provided. The pathophysiology of migraine, tension, cluster, rebound, medication induced, and other types of headaches is reviewed. Current schema for differential diagnosis of the various types of headache are discussed in relation to interactions between behavioral medicine providers, neuropsychologists, psychiatrists, neurologists, and other health care providers. The evidence supporting the efficacy of behavioral interventions for various types of headaches is reviewed. Detailed examples of patient education and training materials are provided along with typical behavioral training regimes and pathways. Prerequisite(s): APH 5101 3.0 credit(s)
Course Length: 8 weeks. No RC required.
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APH 5181 - Hormonal and Perceptual Influences on Behavior
Hormones have huge impacts of many aspects of our behavior ranging from instinctive sexual behaviors through identification of likely spouses, how we remember events, patterns of play, etc. Differences in our perceptual abilities result in our perceiving the world so differently that they influence many of our fears and believes about what is around us. This course explores the mechanisms through which hormones and perceptions lead to many of our most fundamental beliefs and the behaviors based on them. Prerequisite(s): APH 5051 3.0 credit(s)
Course Length: 8 weeks. No RC required
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APH 5201 - Principles and Theories of Stress Management
This course provides the basic information on the principles and theories underlying the application of stress management techniques in a variety of settings including the workplace, schools, and clinical practice. The course provides a historical perspective on development of these practices and a comparative approach to their use among the world’s cultures. Methods for identification of stressors are emphasized. Practices reviewed include meditation, autogenic exercises, humor, progressive muscle relaxation training and many others. Evidence supporting the efficacy of these practices in preventing and correcting stress related problems is detailed. The indications, non-indications and contra-indications of relaxation therapies are discussed. The course then provides detailed instruction in how to perform these techniques including typical multi-session regimes, handout, etc. The laboratory gives students a chance to practice these techniques under supervision on each other. Prerequisite(s): APH 5051 and APH 5101 3.0 credit(s)
Course Length: 8 weeks. 1 day RC required.
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APH 5221 - Stimulation Technologies
This course provides sufficient information on psychophysiological entrainment and stimulation for students to understand how various forms of physical stimulation are used to alter the brain and body’s functioning. Topics include (1) magnetic stimulation of the periphery to induce changes in peripheral blood flow, (2) magnetic stimulation of the brain to induce out of body experiences and control headaches, (3) physiological entrainment of breathing for control of hypertension, (4) Basics of arousal and dysarousal, (5) review of QEEG and HRV in relation to entrainment, (6) Physiology of AVE, (7) Standard Studies on AVE, (8) Cognitive Studies on AVE, (9) CES, (10) tDCS, (11) HRV - breath-work exercise, (12) Programming with the DAVID Session Editor, (13) use of “alphastim”-like devices to alter states of consciousness, and (14) neuromodulation including rTMS, etc. Prerequisite(s): APH 5051 and APH 5101 3.0 credit(s)
Course Length: 8 weeks. 1 day RC required
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APH 5251 - Neuropsychophysiology
The course covers central and peripheral nervous system anatomy and physiology and finishes with an emphasis on nervous system pathophysiology. The brain/spinal cord plexus is discussed from both anatomical and physiological perspectives concentrating on plasticity in response to changes in the external and internal environment as well as viewing the system as an interactive organ with hormonal, nerve based, and blood flow based feedback and control systems. Current theories of memory formation and change with time and emotions are emphasized, as are effects of emotions and the environment on brain function. Psychophysiological recording methodology including EEG and scans such as MEG and PET are examined in relation to their uses in behavioral medicine. Neurological disorders centered on the CNS (such as epilepsy) are discussed in relationship to psychophysiological evaluations and behavioral interventions. The anatomy and physiology of the autonomic and somatic branches of the peripheral nervous system are discussed to provide a basic understanding how the system works in relationship with the whole body’s function and health. Emphasis is on the ever-changing balance between the sympathetic and parasympathetic portions of the autonomic nervous system that alters functions of nerves, glands, and muscles which can be trained to achieve a balanced life. The impact of the somatic nervous system on perception and action is also emphasized. Prerequisite(s): APH 5051 , APH 5101 and APH 5271 3.0 credit(s)
Course Length: 8 weeks. 1 day RC required
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APH 5271 - EEG Biofeedback: Assessment and Intervention
This course teaches the principles of recording the brain’s electrical activities through EEG, as well as other imaging techniques, that pertain to applied to psychophysiological assessments and interventions. The basic psychophysiology of the EEG signal is reviewed in relationship to educational applications and disorders (such as epilepsy and ADHD) treated with EEG biofeedback. The strengths and weaknesses of evidence supporting the use of EEG biofeedback for a variety of clinical disorders is reviewed and the techniques for actually doing EEG biofeedback are detailed. Prerequisite(s): APH 5051 3.0 credit(s)
Offered: Fall A Course Length: 8 weeks. 1 day RC required.
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APH 5281 - Advanced EEG Biofeedback: Theoretical and Clinical Considerations
EEG Biofeedback has radically expanded over the past 10 years. As a result, the list of treatment options can seem overwhelming. Amidst the clamor of competing ideologies, manufacturers and treatment modalities, it is the responsibility of the advanced EEG biofeedback clinician to create a treatment approach that is effective and engaging for the trainee/patient/client. This class moves beyond the introduction to basic EEG feedback modalities and equipment, and into an overview of the state of the art of EEG, and the subsequent options and complex treatment decisions that are necessary in operating competently in the modern Neurofeedback climate. Prerequisite(s): APH 5271 3.0 credit(s)
Course Length: 8 weeks. 1 day RC required
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APH 5301 - Behaviorally Oriented Techniques
The course covers five main areas: (a) wellness and community / group psychophysiology, (b) operant and classical conditioning, (c) imagery, (d) cognitive restructuring, and (e) meditation techniques. Wellness programs for maintaining and increasing the health of individuals and of specific communities such as students in a class, older people in an assisted living community, workers in an office or factory are becoming increasingly popular. The evidence supporting the efficacy of these programs is reviewed and ways to optimize such programs, in light of this evidence, for different groups is discussed. Classical operant and instrumental conditioning are powerful tools which can be used to shape the behavior of individuals and groups in the work/school and clinical setting. The history of, supporting evidence for, and basic techniques for each type of conditioning are presented. The standard techniques of self-hypnosis, and imagery training are described and students are taught the elements of their application. Uses of these techniques with specific types of patients and integration of these techniques into other behavioral medicine interventions is discussed. The history, supporting efficacy studies, and basis for the major meditation techniques are described in relation to self-regulation. Prerequisite(s): APH 5051 3.0 credit(s)
Course Length: 8 weeks. No RC required
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APH 5351 - Clinical Psychopharmacology
Students develop a foundational understanding in psychopharmacology important to client-oriented clinical practice in counseling. Students develop skills in forming a collaborative team with the client and the prescribing health professional. The course surveys fundamental diagnoses that may be accompanied by psychotropic medications and methods to help clients monitor medication effectiveness. The course emphasizes psychoactive medications within a biopsychosocial understanding of the client. 3.0 credit(s)
Course Length: 16 weeks. No RC required
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APH 5401 - Psychophysiological Assessment and Treatment of Sleep
This course covers the basic psychophysiology of sleep and sleep disorders as well as psychophysiological and other methods of assessing sleep. The basics of sleep cannot be understood without a firm understanding of biological rhythms so this topic will be covered as it relates to sleep. Prerequisite(s): APH 5051 and APH 5101 3.0 credit(s)
Course Length: 8 weeks. 1 day RC required
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APH 5451 - Optimal Functioning: Psychophysiological Applications in the Community, School, Sports, and Workplace
Effectively working within large organizations to increase work efficiency, decrease accidents, and increase morale while decreasing stress related absences, disorders, and conflicts is a complex task being requested by more and more employers as the impact of stress on the workforce become better recognized. Optimal performance in these environments is difficult but achievable with appropriate training. The research supporting the efficacy of such efforts is reviewed and the typical techniques for interventions with diverse groups are illustrated. A wide variety of behavioral interventions have been effective in enhancing and optimizing performance in many settings. Effects include increased endurance and accuracy under many circumstances - especially within sports and the military. The evidence supporting this assertion is reviewed and examples are provided of specific interventions shown to be effective in specific circumstances. Effective presentation of behavioral medicine concepts to diverse groups is a daunting task which requires considerable training and experience. Practices are frequently augmented through communicating with peers, other health care professionals and administrators, the public, and potential patients. Effective methods for presenting to each type of group are very different but have been well worked out. Typical presentation methods for workshops, lectures, and public appearances are presented which are likely to optimize understanding of behavioral medicine techniques. Prerequisite(s): APH 5051 and APH 5101 3.0 credit(s)
Course Length: 8 weeks. No RC required
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APH 5515 - Graduate Colloquium
The Graduate Colloquium class is a virtual online orientation to the fundamentals of graduate study and to the field of applied psychophysiology. This course is designed to support new students as they (a) articulate personal and professional aspirations and goals, (b) develop working relationships with classmates and instructors, and (c) engage in professional learning through webinars and dialogue. The online platform provides an engaging environment for the cohort to connect and learn from each other’s experiences. 1.0 credit(s)
Offered: FA-Term A/B, SP-Term A/B Course Length: 16 weeks No RC required
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APH 5551 - Neuromuscular Reeducation
This course teaches the elements of kinesiological movement science and how control of movement is distorted by different clinical conditions. The course includes the elements of (a) trigger point, (b) posture, and (c) motor control / coordination assessment. Methods for using psychophysiological recording techniques for assessment of movement related disorders and postural problems are illustrated. The impact of poor posture and improper sequencing of muscle motions as well as of improper levels of tension on development and sustainment of various pain problems such as tension headaches and low back pain are discussed. Techniques for using sEMG biofeedback and other psychophysiological techniques to correct these problems are illustrated. Issues of which techniques should be applied by which types of professionals given various training and scopes of practice are discussed. Prerequisite(s): APH 5071 and APH 5101 3.0 credit(s)
Course Length: 8 weeks. 1 day RC required
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APH 5561 - Quantitative Electroencephalogram as an Assessment Tool
Quantitative electroencephalogram (QEEG) has become an important technique for psychophysiological assessment of brain-based disorders. This course covers reading and artifacting the EEG record, montages, database comparisons, drug effects on the EEG, frequency analysis, spectral and topographic aspects and basic neuroanatomy and physiology, based upon Brodmann areas and anatomical structures. Prerequisite(s): APH 5271 3.0 credit(s)
Course Length: 8 weeks. 1 day RC required
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APH 5571 - Heart Rate Variability Biofeedback
This course meets the requirements for the Biofeedback Certification International Alliance “certificate of completion” in heart rate variability (HRV). The course emphasizes methods for evaluation and training of autonomic nervous system quieting through heart rate variability biofeedback training. HRV biofeedback has been demonstrated by extensive research to provide therapeutic benefits for a growing number of medical and mental health disorders. Topics covered in the course include: (1) Cardiac anatomy and physiology, (2) Respiratory anatomy and physiology, (3) Autonomic nervous system anatomy and physiology, (4) Heart rate variability psychophysiology, (5) biofeedback instrumentation, (6) measurement, (7) biofeedback training strategies, and (8) clinical applications. Prerequisite(s): APH 5101 3.0 credit(s)
Course Length: 8 weeks. No RC required
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APH 5594 - Advanced Hypnosis Practicum
This course provides an immersion in advanced hypnotic technique and practice. Course readings and educational videos provide guidance and sample interventions utilizing hypnotic induction and therapeutic suggestion. Students engage in weekly hypnosis practice with volunteers and/or professional clients. The instructor(s) provide six videoconferences with discussion of strategies for hypnotic interventions for a variety of clinical and life problems, and supervision of the students’ practice. Students submit a video record of two hypnotic intervention sequences. Students complete a capstone essay, integrating their learning in the imagery and hypnosis course sequence, along with their learning in the advanced practicum course. Prerequisite(s): MBM 5620 , MBM 5625 3.0 credit(s)
Offered: Every term. (Offering depends upon enrollment numbers.) Course Length: 8 Weeks No RC required
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APH 5595 - Advanced Biofeedback Practicum
This course includes online contact with faculty and fellow students, directed readings and research in a specialty area, as well as applied practice of biofeedback and/or neurofeedback with regular group-based supervision. 3.0 credit(s)
Offered: Every term. (Offering depends upon enrollment numbers.) Course Length: 8 Weeks No RC required
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APH 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 hypnosisoriented 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).
3.0 credit(s)
Offered: FA - Term A. Course Length: 8 Weeks RC Required
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APH 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. 3.0 credit(s)
Offered: FA - Term A Course Length: 8 weeks. 2 day RC Required.
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APH 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. Prerequisite(s): APH 5620 (or equivalent training with instructor approval) 3.0 credit(s)
Offered: SP - Term A Course Length: 8 Weeks RC required
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APH 5627 - Intermediate Biofeedback
This course — “intermediate training and education in general biofeedback” — provides students with more advanced skills to conduct effective higher-level biofeedback interventions, along with additional knowledge about biofeedback concepts and approaches, and a more solid grounding in research on biofeedback. The knowledge and skills included in the Saybrook biofeedback training sequence follow the “Blueprint of Knowledge” developed by the Biofeedback Certification International Alliance to guide training of biofeedback professionals (BCIA, 2006). Prerequisite(s): APH 5622 3.0 credit(s)
Offered: Spring - Term A Course Length: 8 weeks. 1 day RC required
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APH 5640 - Scientific Approaches to the Mind-Body Connection
3.0 credit(s)
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APH 5651 - Pelvic Floor Disorders
This course provides a basic understanding of pelvic floor functions and structures along with clinical etiologies of pelvic floor disorders treated by behavioral interventions. Urinary incontinence, fecal incontinence, and muscle tension related pelvic floor and vaginal pain are emphasized. Sufficient information on research supporting behavioral interventions, clinical protocols for behavioral interventions, and sufficient simulated demonstrations are presented to bring health care providers to the point where they have the knowledge base needed to provide these interventions to their clients, within their scopes of practice and expertise, after the providers gain hands-on experience by working with experienced practitioners. Prerequisite(s): APH 5101 3.0 credit(s)
Course Length: 8 weeks. 1/2 day RC required
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APH 5701 - Practicum and Field Experience
Students identify a clinical or applied site or sites which will provide practice opportunities for two or more of the skill areas accrued as part of their PhD degree. Students may not select a practicum which only provides experience in areas the students are already certified or in which they have already established proficiency. Students may choose up to three settings, in which they will accrue a minimum of 90 practice hours. Students are responsible for making financial and administrative arrangements with the director of each clinical setting. The staff of the setting is responsible for supervising the student’s clinical work at that setting and must agree to send the Saybrook University practicum instructor a detailed report of the student’s experience, number of hours spent at the site, and success at the end of the rotation. The practicum instructor meets weekly in a videoconference with students currently in practicum settings and reviews practice experiences and skills utilized by the students in the practicum setting. A learning contract and specific learning objectives for each site are developed conjointly with the student, the Saybrook practicum instructor, and the supervising professional responsible at the clinical site. The learning contract for each site must be approved in writing by the Applied Psychophysiology Department Chair before work can begin at that site. Prerequisite(s): APH 5051 and APH 5101 3.0 credit(s)
Offered: FA - Term AB, SP-Term A/B Course Length: 16 weeks. No RC required
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APH 5751 - Professional Development Planning Seminars
Students who have not yet established a clear career path need to plan how to integrate newly acquired psychophysiological skills into one’s professional life is critical to insuring that the program is worth pursuing. Students participate in Professional Development Seminars given approximately monthly spread across the program’s first year to aid in preparing a business plan which will be ready to be put into effect by the time the program has been completed. The plan is intended to be a guideline for application of psychophysiological skills in each student’s unique setting, be it private practice, an institutional setting or any other system or combination. Prerequisite(s): APH 5101 and permission of the APH department chair. 3.0 credit(s)
Course Length: 8/16 weeks No RC required.
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APH 5771 - Case Seminars
Students meet by video conference call about twice per month for an hour and a half to discuss psychophysiologically oriented cases they have worked with. The discussion is facilitated by the course instructor(s). Students are expected to comment on each other’s cases. Students scheduled to present at a particular meeting must e-mail brief case summaries of each case to be presented to the instructor(s) and other students at least a week in advance. These discussions are intended to guide students toward an understanding of how to incorporate psychophysiological assessment and interventional techniques into their usual approaches to patient care and to provide a bridge between the theoretical material presented during the lecture courses and the realities of modern clinical, educational, and coaching applications. The instructors are BCIA certified (Biofeedback Certification Institute of America certified) in general biofeedback, pelvic floor muscle disorders, and neurofeedback. They will use the seminar to mentor students through sufficient cases so that each student meets the BCIA requirements for mentoring in any of the above specialties in which the student wishes to be certified. Prerequisite(s): APH 5101 , APH 5271 and permission of the APH Department Chair. 3.0 credit(s)
Offered: SP Term A/B Course Length: 16 weeks. No RC required
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MA Leadership/NOLS |
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MAL 6001 - Foundations of Leadership
This course will focus on leadership as an integrative discipline and examine leadership as both a role and a choice. Students will gain basic fluency in the theory and practice of leadership grounded in the NOLS Leadership Model. Through a comprehensive and historical review of leadership theory, students will explore, both experientially and conceptually, the different approaches to leadership and the opportunities, challenges, and rewards of each approach. Special emphasis will be given to the theory and practice of emotional intelligence. Each student will also examine the native and acquired qualities and attributes that constitute their own unique approach or “Signature Style” as an emerging and evolving leader demonstrated on expedition, the cohort and online learning community, and in personal and professional domains. As a foundational course, the focus is on intrapersonal and interpersonal leadership. 3 credit(s)
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MAL 6002 - Systems Thinking and Adaptive Leadership
This course introduces students to systems theory, family systems theory, and their application in Adaptive Leadership. The systems thinking skills that are introduced are: cultivating non-reductionist thinking approaches; performing contextual analyses; recognizing feedback loops, stocks, and flows; emergent properties and strange attractors; and cognitive agility with self-organizing dynamics and structures. An outcome of this course will be the ability to exercise agile thinking - processing, integrating information that emerges out of complex dynamics and relationships. Adaptive Leadership is introduced as a specific leadership framework for engaging in the field of complex dynamics and emergent properties. 3 credit(s)
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MAL 6003 - Coaching and Neuro-Leadership
This course will focus on the growing field and discipline of coaching and its application in a variety of leadership contexts. Coaching is a fundamental skill required of all types of leaders, whether they are leading through influence or through direct managerial responsibility. Coaching is also a growing profession and skill for those in positions of leadership development. Although the course will review the breadth of the leadership coaching field, particular emphasis will be placed on the emerging concepts from Neuroscience and their impact on coaching and leadership in general. This course builds on the emotional intelligence work from Foundations of Leadership by introducing the theory and practice of mindfulness. 2 credit(s)
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MAL 6004 - Information Competency
Students will use online and printed resources to explore and discover different types of materials and sources of information for future research projects and for life-long learning. Students will learn and practice finding, citing, evaluating, and annotating online and printed information sources, will learn to use APA citation formatting, will assemble an annotated bibliography, and will be introduced to a number of online resources and tools. 2 credit(s)
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MAL 6005 - Group Dynamics and Leadership
This course will focus on the theories and practices of effective group and team functioning. Models of group development will be compared and contrasted. Teams, as distinct from groups, will also be an area of focus. Specific group dynamics resulting from the tensions or inherent paradoxes of group membership will be both discussed and experienced as part of the expedition component of this course. Students will have an opportunity to both identify and practice specific leadership actions that help resolve group or team dilemmas. The development of group/team facilitation skills will be emphasized. 2 credit(s)
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MAL 6006 - Ethics and Sustainability
This course will provide both a conceptual overview of ethics as well as requiring students to consider the relationships between leadership, ethics and sustainability on a personal and professional level. Students will explore theories and models of ethics as well as ethical development. They will consider the role of leader in making ethical decisions in a complex global and interdependent context, and the challenges facing the Ethical Leader. This will be grounded in present context of considering the challenges of contemporary global issues including sustainability, using the UN Sustainable Development Goals as a frame of reference. One credit of the course will occur through experiential education on a NOLS canyoneering course, which will take place in a fragile ecosystem, requiring daily decisions and actions related to ethics as sustainability by students. Students will complete a Leave No Trace master’s educator course. Students will develop a personal or professional code of ethics to guide them in their future work and lives as a part of this course. 3 credit(s)
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MAL 6007 - Diversity Inclusion and Action
This course will focus on issues of diversity, inclusion, and addressing biases and discrimination in the context of leadership as well as global citizen. Students will develop empathy as a key skill in identifying, defining, and addressing micro-aggressions, with experiential practice. They will discuss the changing nature of identity, and sharpen their receptors to appreciate the experience of others. Systems of oppression, the ineffectiveness of colorblindness as a solution, and the fallacy of reverse racism will be directly addressed. Through the experiential portion of this course, the relationship between power and conflict will considered. Students will receive feedback on their interventions and other actions to effectively address statements and actions of bias in culturally and contextually appropriate means. 2 credit(s)
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MAL 6008 - Change Leadership
This course will investigate the field of change at the level of individual, group and organization. Through a review of the historical roots of applied behavioral science and humanistic psychology up to the current thinking from systems and complexity science, the concepts and practices of change leaders will be explored. Resistance to change, an inherent complementary component of this topic, will be reviewed. Leadership practices and tools to promote entrepreneurship and innovation will also be covered. As a result of this review, students will develop their own “Practitioner Theory of Change” and have selected their client system for the third semester Capstone practicum. 3 credit(s)
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MAL 6009 - Managerial Leadership and Organizational Behavior
This course is focused on the unique leadership challenges inherent in managerial hierarchies. Distinctions will be discussed between management and leadership. Basic management concepts and skills will be reviewed including human resource practices, financial literacy and process improvement. Basic organizational leadership concepts and skills will include the importance of values, mission, vision and goals. Stages within organizational life cycles and the impact on leadership approaches and practices will also be covered. 2 credit(s)
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MAL 6010 - Group Dynamics and Leadership II
This course will build on the second semester course (Group Dynamics and Leadership I) with a more specific focus on skills application, both in the conference-based Skill Group activity and during the third expedition. Students will have numerous opportunities to assess group norms, facilitate interpersonal processes and conflict, select and effectively implement interventions appropriate to the group’s current stage of development, and receive real-time feedback on their leadership actions. Additional models concepts on group leadership will be introduced. 2 credit(s)
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MAL 6011 - Virtual Global Leadership
The aim of this course is to explore the theories and methodologies that enhance leadership and management of complex global organizations with distributed and technological workplaces. Managing global organizations is complex and challenging and involves leading a staffs, teams, project groups, etc. who are not co-located. Global leaders need to build dynamic relationships across and beyond an organization to collaboratively engage with employees, shareholders, suppliers, and customers around the world. Developing innovative global organizational cultures, processes, networks, workplace platforms, etc. require an understanding of organizational communication, sociotechnical systems, knowledge sharing ecologies and virtual teams. This course provides an opportunity for students to explore these areas and to develop new knowledge and skills by learning, experimenting, evaluating and adapting useful methods to envision innovative global organizations with collaborative dispersed workplace environments. 3 credit(s)
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MAL 6012 - Social Change Theory
leveraging network partners toward the accomplishment of a common goal. Building on the Systems Thinking and Adaptive Leadership course of the first semester, students will gain fluency in the practice of systems mapping grounded by field experience with NOLS on an Alaska Backpacking Expedition. They will explore, both experientially and conceptually, the domains of systems theory and its opportunities, challenges, and rewards. They will also examine leadership qualities and attributes that Systemic Facilitators require, as well as those of Sustainability Change Agents. Collaborative problem solving will be an integral component of this course, and will be demonstrated on expedition, the cohort and online learning community, and in personal and professional domains. 2 credit(s)
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MAL 6013 - Capstone Project
This course will integrate the learning from all previous courses into hands-on learning. capstone practicum experiences. Students will select an appropriate capstone project based in their community, with supervision and guidance from the course instructor. As a part of the project, students will integrate concepts from previous coursework, developing goals and strategies, using a systems-based approach, and the application of change leadership theory. Students will also expand their practice of expedition leadership through co-leading with others, and increased responsibility for group and course outcomes. Each student will select an aspect of group culture that s/he would like to change, develop a plan for creating and leading this change, implement that plan in concrete actions, and evaluate the change. Students will discuss as well as reflect on both their expeditionary leadership and their efforts to lead and facilitate cultural change within an existing group. They will also examine their capacity to lead others, create change, and support the leadership of others as demonstrated on expedition, the cohort and online learning community, and in personal and professional domains. 3 credit(s)
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