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Academic Catalog 2017-2018

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Adult Learning and Leadership

Department of - Organization & Leadership

Contact Information

212-678-3760
212-678-3957
Professor Victoria J. Marsick

Program Description

The mission of the program is to empower graduates as facilitators of learning across the lifespan–in and outside of classrooms and virtual learning spaces. We emphasize leadership for reflective, proactive, and transformational learning. Our students help individual adults learn, and they help organizations, institutions, and communities learn from and with those adults. 

Our program prepares leaders who help adults improve the way they live and work through more effective instrumental learning, but we do not stop there. A hallmark of our programs is the fostering of transformative learning. Through transformative learning:

  • Adults are helped to identify, probe, and change assumptions, values, and beliefs that shape how they think, act, and learn;
  • Adult educators are helped to transform organizations, institutions, learning communities, and other settings that influence learning and change.

Graduates from our programs lead, manage, design, deliver, or evaluate learning initiatives. They can be scholars, researchers, evaluators, executives, coaches, or learning and development professionals. 

Our mission fits with the mission of the College, because we support learning across the lifespan with an eye to how adult learning shapes, and is shaped by, societal learning and change. We also seek understanding of cultural and other kinds of diversity in learning.

The intellectual framework of the program examines the relationship of adult learning to organizational, management, and leadership issues. The framework prepares individuals as leaders, managers, and facilitators of learning in relation to lifelong learning, continuing education, and learning from experience at work. The curriculum is designed around levels of learning, development, and change for individuals, groups, and organizations as a whole. Also in focus are the ways in which individual learning can be supported, nurtured, shared, and utilized by larger social units in today’s knowledge society.

The Adult Learning and Leadership Program appeals to professionals who design, develop, and evaluate programs that meet the learning needs of adults in both face-to-face and online formats. They include facilitators, coaches, and educators of adults who learn in the following settings:

  • Organizations in the profit, not-for-profit, or public sectors;
  • Religious and community-based organizations;
  • Basic education classes (literacy, General Education Diploma);
  • Returning adult students with specialized needs in postsecondary education; and
  • Continuing professional education, including medical education and healthcare.

The 45-point M.A. program is most appropriate for educators who are involved in the design, management, and delivery of learning. The 60-point Ed.M. and 90-point Ed.D. options are appropriate for professionals who are involved in policy development, strategy, change management, and systems-level learning. The program prepares educators who work with the following groups:

  • Leaders who shape adult education policy and program development, as well as those who act as trainers and coaches to these leaders; and
  • Designers, planners, managers, and developers who are innovating with new delivery models.

Specialization in Medical Education, Healthcare, and Adult Learning

This specialization is designed for those who facilitate health and medical education with staff, clients, patients, and teams of healthcare providers. It is inspired by a global independent commission for reassessing education of health professionals. The specialization requires fulfilling core program requirements. Specialization courses and electives are tailored to healthcare, including for example, courses in problem-based learning in medical contexts, facilitating adult learning in health care and medical education contexts, and a sequence of newly developed clinical practica (ORLD 5301, 5302, 5303) on education and supervision for medical educators, chaplains and counselors, and other allied health workers. Courses with a healthcare and medical education focus can also be taken from TC programs in health education, counseling, nursing, and biobehavioral studies; as well as through links with Columbia University, College of Physicians and Surgeons.

Degree Summary

Adult Learning and Leadership (ADUL)

  • Master of Arts (M.A.)
  • Master of Education (Ed.M.)
  • Doctor of Education (Ed.D.)

For a complete listing of degree requirements, please click the "Degrees" tab above

For a complete listing of degree requirements, please continue on to this program's "Degrees" section in this document

Degree Requirements

General

The M.A., Ed.M., and Ed.D. programs in Adult Learning and Leadership are structured around a sequence of core courses, research requirements and electives.

Each program has between two and three required Foundations courses. In addition, students may choose courses to take in the areas of adult development, adult learning theory and applications, program development and evaluation, systems learning, leadership, strategy and management, human resource development, group dynamics, organizational behavior, technology, conflict resolution, and research. At least one course is to be taken (or in some cases, transferred from prior accredited graduate study) in each of these twelve areas, no matter what the degree level. Many of these courses are offered by the Program or the Department; other courses can be taken elsewhere in Teachers College or Columbia University.

Foundations (6-9 credits, depending on degree program):

  • ORLD 4050 Introduction to adult and continuing ed (3)
  • ORLD 4053 Facilitating adult learning (3)
  • ORLD 5057 Adult Learning & Ed: Theory & Practice (3)

Adult Development (3-6 credits, depending on degree program):

  • ORLD 4051 How adults learn (3)
  • ORLD 5070 Learning for adult development (3)
  • ORLD 5823 Building 21st century organizational capability with cultural intelligence (CQ) (3)
  • HUDK 5023 Cognitive development (3)
  • HUDK 5027 Moral development (3)
  • HUDK 5028 Spiritual development across the lifespan (3)

Adult Learning Theory and Applications (6-14 credits, depending on degree program):

  • ORLD 4091 Somatics: Mind/Body Approach to Leadership Development (3)
  • ORLD 4815 Developing critical thinkers (1)
  • ORLD 4827 Fostering transformative learning (2-3)
  • ORLD 4828 Imagination, authenticity, and individuation in transformative learning (2-3)
  • ORLD 4844 Helping adults learn (1)
  • ORLD 4850 Discussion as a way of teaching (1)
  • ORLD 5057 Adult learning and education: Theory and practice (3)
  • ORLD 5815 Critical theory and adult learning (1)

Program Development and Evaluation (3 credits):

  • ORLD 5053 Developing and managing adult learning programs (3)
  • ORL 5522 Evaluation methods I (3)

Systems Learning (3 credits):

  • ORLD 5550 Research on organizational learning (3)
  • ORLD 5061 The learning organization (3)
  • ORLJ 4800 Conflict and Complexity: A Dynamical System Approach to Addressing Protracted Conflict (3)

Leadership (3 credits):

  • ORLD 5023 Leadership and self development (3)
  • ORLD 5821 Leveraging emotional intelligence (EQ) to enhance organizational effectiveness (3)
  • ORLJ 5005 Leadership and supervision (3)

Strategy and Management (3 credits):

  • ORLD 4085 Management & Leadership Skills in Practice (3)
  • ORLD 5054 Strategy development as a learning process in organizations (3)
  • ORLD 6054 Learning to think strategically (3)
  • ORLJ 4002 Functions of organizations (3) 

Human Resource Development (3 credits):

  • ORLD 5055 Staff development and training (3)
  • ORLD 5062 Human resource development in organizations (3)
  • ORLD 5073 Action learning design and coaching (3)
  • ORLD 5900 Research & Independent Study in Adult Lrng (depending on focus; check with advisor) (3)                                                  
  • ORLD 6900 Research & Independent Study in Adult Lrng (depending on focus; check with advisor) (3)                                               
  • ORLJ 5003 Human resource management (3)

Group Dynamics (3 credits):

  • ORLD 5822 Building productive relationships with social intelligence (SQ) (3)
  • ORL 5362 Group dynamics: A systems perspective (3)
  • ORLJ 5017 Small group intervention: Improving team performance (3)

Organizational Behavior (3 credits):

  • ORLD 5822 Building productive relationships with social intelligence (SQ) (3)
  • ORLA 4010 Organizational analysis in education (3)
  • ORLJ 4005 Organizational psychology (3) (Note: This is a prerequisite for many ORLJ courses)
  • ORLJ 5045 Organizational dynamics and theory (3)

Technology (3 credits):

  • ORLD 5050 Mobile learning design for professional growth (3)
  • ORLD 5060 Learning and technology in organizations (3)
  • MSTU 4039 Video games in education (3)
  • MSTU 4040 Mobile learning (3)
  • MSTU 4083 Instructional design of educational technology (3)
  • A&H 4089 Aesthetics of technology (3)

Conflict Resolution (minimum of 3 points):

  • ORLJ 5148 Managing conflicts in organizations (3)
  • ORLJ 5340 Basic practicum in conflict resolution (3)

Research Requirements

M.A. (minimum 3 points):

  • ORLD 5073 Action learning design and coaching (3)
  • ORLD 5550 Research on organizational learning (3)
  • ORL 5521 Introduction to research methods in education (3)
  • ORL 5522 Evaluations methods I (3)
  • ORLJ 4009 Understanding behavioral research (3)
  • HUDM 4120 Basic concepts in statistics (3)
  • BBSR 5582 Research Design in Movement Science and Education (3)

Ed.M. (minimum 6 points):

Ed.M. students must take two of the courses listed above, one of which must be a statistics course.

Ed.D. (Minimum 18 points): 

At the Ed.D. level, coursework must include a research design course, a data collection course (either qualitative or quantitative), a data analysis course (either qualitative or quantitative), and a dissertation seminar. These courses include, but are not limited to, those listed below. Ed.D. Candidates must take ORLD 7500 (1 point) in the semester in which they defend their dissertation proposals. Ed.D. candidates must also enroll in ORLD 8900 (or a 3-point Teachers College course) during fall and spring semester, after passing the certification examination.

  • HUDM 4120 Basic concepts in statistics (3)
  • HUDM 4122 Probability and statistical inference (3)
  • ORLD 4800 Workshop: Critical literature reviews (2)
  • ORLD 5550 Research on organizational learning (3)
  • ORL 6500 Qualitative research methods in organizations: Design and data collection (3)
  • ORL 6501 Qualitative research methods in organizations: Data analysis and reporting (3)
  • ORLD 7500 Dissertation seminar in adult education (1)
  • ORLD 7500 Dissertation seminar in adult education (3)
  • ORLD 7900 Directed dissertation research (3)

Elective Courses

Electives include, but may not be limited to, courses in conflict resolution, policy and evaluation, technology for learning, and management/information systems. These are tailored to the student’s career goals and can be taken in the Department or elsewhere in Teachers College or Columbia University. Electives can include transfer courses. Students are required to take a minimum of 6 points total at Teachers College outside of our immediate program area to satisfy the Teachers College breadth requirement.

Final Project

 M.A. (Culminating Project)

  • Required
  • Guidelines for the M.A. Culminating Project are available in the Program of Study Advisement Guides (as PDF files) located on the Adult Learning and Leadership program website.
  • Students should meet with their advisor the semester before they plan on graduating to review the guidelines.

Ed.M. (Culminating Project)

  • Required
  • Research-based
  • Guidelines for the Ed.M. Culminating Project are available in the Program of Study Advisement Guides (as PDF files) located on the Adult Learning and Leadership program website.
  • Students should meet with their advisor the semester before they plan on graduating to review the guidelines.

Ed.D. (Dissertation)

  • Required
  • Research-focused
  • Students should meet with their advisor the semester before they plan on graduating to review the guidelines.
  • Students in the Ed.D. program are also required to pass a certification examination, write a qualifying paper, and successfully defend their dissertations.


Master of Arts

The M.A. program in Adult Learning and Leadership is structured around a sequence of core courses, research requirements, and electives.  In addition to three required Foundations courses, students may choose courses to take in the following areas: adult development; adult learning theory and applications; program development and evaluation; systems learning; leadership; strategy and management; human resource development; group dynamics; organizational behavior; technology; conflict resolution; and research. At least one course is to be taken in each of these twelve areas no matter what the degree level. Many of these courses are offered by the Program or the Department; other courses can be taken elsewhere in Teachers College or Columbia University.

All required M.A. courses are listed in the general course information. Please see the most recent Program of Study Advisement Guide (located on the Adult Learning and Leadership program website as a PDF file) for actual core sequence requirements.

A culminating project is required.  At the M.A. level, the culminating project is usually an application to real-world problems.

 

Fall 2017 Application Deadline: April 15th

 

Period of Candidacy (Master's Degrees)

Candidates must be formally admitted to a degree program by the Office of Admission. The period of candidacy for the degrees of Master of Arts, Master of Science, and Master of Education is limited to five years. Every candidate for the Master of Arts, Master of Science, and Master of Education must complete at least 16 points through Teachers College during the final five-year period prior to the award of the degree so as to meet recency requirements. A candidate may petition the Registrar for an extension of time for adequate reasons if the student has been in attendance in the degree program within the last five years. In such cases, an extension must be recommended by the major advisor and approved by the Registrar. Upon approval, all current degree requirements including the departmental integrative project and at least 16 points to satisfy the recency requirement must be completed. Petitions for extension may be obtained through the Office of the Registrar. If a student has not been in attendance within the last five years and wishes to pursue the completion of the degree, the student must reapply for admission and be accepted into the degree program. Applications for re-admission may be obtained from the Office of Admission. Applications for re-admission follow the same processes and standards as those for initial admission. If a student is subsequently readmitted to a Master's degree program with a period of candidacy after the expiration of the initial five-year period of candidacy, all current degree requirements including the departmental integrative project and at least 16 points to meet recency requirements must be completed.


Master of Education

The Ed.M. program in Adult Learning and Leadership is structured around a sequence of core courses, research requirements and electives. A culminating project is required at all times. In addition to three required Foundations courses, students may choose courses to take in the following areas: adult development; adult learning theory and applications; program development and evaluation; systems learning; leadership; strategy and management; human resource development; group dynamics; organizational behavior; technology; conflict resolution; and research. At least one course is to be taken (or in some cases, transferred from prior accredited graduate study) in each of these twelve areas no matter what the degree level. Many of these courses are offered by the Program or the Department; other courses can be taken elsewhere in Teachers College or Columbia University. 

All Ed.M. courses are listed in the general course information. Please see the most recent Program of Study Advisement Guide (located on the Adult Learning and Leadership program website as a PDF file) for actual core sequence requirements. 


Doctor of Education

The Ed.D. program in Adult Learning and Leadership is structured around a sequence of core courses, research requirements and electives. A research-based dissertation is required. In addition to three required Foundations courses, students may choose courses to take in the following areas: adult development; adult learning theory and applications; program development and evaluation; systems learning; leadership; strategy and management; human resource development; group dynamics; organizational behavior; technology; conflict resolution; and research.  At least one course is to be taken (or in some cases, transferred from prior accredited graduate study) in each of these twelve areas no matter what the degree level. Doctoral students are also required to take 18-19 points in the research area. Six of these research points must be in statistics.

Many of these courses are offered by the Program or the Department; other courses can be taken elsewhere in Teachers College or Columbia University. 

All Ed.D. courses are listed in the general course information section. Please see the most recent Program of Study Advisement Guide (located on the Adult Learning and Leadership program website as a PDF file) for actual core sequence requirements.


Application Information

For the program in Adult Learning and Leadership, the following information applies:

  • An academic writing sample is required for Ed.M. and Ed.D. applicants; an academic writing sample is not required for M.A. applicants. The academic writing sample could be a published or unpublished paper that demonstrates clear, logical, conceptual, and analytical thinking, as well as the proper use of citations and references. Papers written for graduate courses are good academic writing samples; memos or reports, curriculum materials, and other practical pieces are not.

If applicants wish, they can meet the academic writing sample by submitting a well-constructed essay of 10-12 double-spaced pages, identifying and discussing a challenge they face in the practice, organization, community, or society in which they work. These challenges may include, among others:

  • Meeting lifelong learning needs of adults in the knowledge era
  • Valuing and working with the diversity of adult learners
  • Crafting effective strategies for learning that take into account leadership, structural, and cultural factors in the groups, communities, or organizations in which adults live or work
  • Using technology to meet diverse adult learning needs
  • Working with populations that have challenges with English as a first or second language

Your essay should achieve the following:

  • Describe the challenge and the context in which it occurs
  • Discuss your role and that of other relevant stakeholders
  • Discuss the various positions that stakeholders take regarding the challenge and the various options that can be exercised to address the challenge
  • Identify and relate your discussion to selected relevant theories and research to build your argument.

Pay attention to factors that underlie your thinking and judgments about this challenge: for example, your beliefs and assumptions or those of others and political, cultural, or other contextual factors. Include a bibliography that is properly formatted in APA, Chicago, or MLA style.

Faculty List

Faculty

Lecturers

Visiting Faculty

Adjunct

Full-Time Instructors

Instructors

Adjunct Professor
Adjunct Assistant Professor of Adult Learning and Leadership
Senior Lecturer
Adjunct Assistant Professor of Adult Learning and Leadership
Adjunct Assistant
Professor of Education
Feed Based Instructor
Adj/PTVisiting Prof/PTLecturer
Instructor
Adjunct Assistant Professor of Adult Learning and Leadership
Adjunct Assistant Professor of Adult Learning and Leadership
Adjunct Professor of Adult and Leadership
Associate Adjunct Professor, Adult Learning and Leadership
Associate Professor of Practice
Adjunct Assistant Professor of Adult Learning and Leadership
Professor of Education/Co-Director J.M. Huber Institute
Adjunct Assistant Professor of Adult Learning and Leadership
Adjunct Assistant Professor of Adult Learning & Leadership
Adjunct Assistant Professor of Adult Learning and Leadership
Adjunct Assistant Professor of Adult Learning and Leadership
Adjunct Assistant Professor of Adult Learning and Leadership
Adjunct Assitant Professor of Adult Learning and Leadership
Adjunct Assistant, Adult Learning and Leadership
Adjunct Associate Professor of Adult Learning and Leadership
Adjunct Assistant Professor of Adult Learning and Leadership
Adjunct Assistant Professor of Adult Learning and Leadership
Professor of Adult & Continuing Education

For up to date information about course offerings including faculty information, please visit the online course schedule.

Course List

ORL 6500 Qualitative research

An introduction to qualitative research methods conceptualization and data collection procedures and design. Students learn various qualitative data collection techniques and conduct a pilot study.

ORL 6501 Qualitative research methods in organizations: Data analysis and reporting
Prerequisite: ORL 6500. Strategies and procedures for qualitative data analysis, within and across case studies, individual and group interview analyses, data display, and methods of presenting and reporting findings.
ORLD 4050 Introduction to adult and continuing education

An introduction to the professional field of adult and continuing education: fields of practice (higher education, workplace, management training, social action, literacy and the like, and their evolution, and new challenges); schools of thought such as pragmatism, radicalism and humanism and their transformation and their relevance; clarification of concepts; and discussion of emerging issues and challenges.

ORLD 4051 How adults learn
Role and perspective changes in adulthood, concepts of maturity, learning theories, personality development, cognitive learning and thinking, creativity, interests and attitudes, motivation, self-concept, and achieving styles. Implications for the education of adults in a wide variety of workplace, community, and educational settings.
ORLD 4053 Facilitating adult learning
In-depth consideration of issues, strategies, and methods for facilitating adult learning. Theory is considered in relationship to practice. Methods are identified that are suited to adult learning in different settings, and to the role played by groups in individual to team learning. No prerequisites required, but learning is enhanced when taken following ORLD 4051.
ORLD 4085 Management and Leadership Skills in Practice

This course develops skills as a manager and leader using a cognitive-science based approach to skills development. Taking a hands-on, experiential approach, the purpose is to demystify the notion of management, provide students with feedback about their own management potential, and facilitate their personal and intellectual growth as a skilled leader.

ORLD 4091 Somatics: A Mind/Body Approach to Leadership Development

This course presents a somatic, or whole body, approach to professional and personal leadership development. Somatics is a methodology and change theory that views the individual as an integrated mind, body, and spirit and utilizes the whole body, not just the mind, as an essential place of intelligence, learning, and change. Working with our interdependent system of thoughts, emotions, and neuromuscular physiology, somatics give us “a way in” to quickly and directly develop deep insight into our embodied and largely unconscious patterns of thinking, feeling, and acting that result in our actions, conversations, decisions, relationships, and the leader we show ourselves to be. Utilizing somatic processes enables leaders to consciously and mindfully move from awareness to alternative actions, counterbalancing the natural tendency to choose habits that are familiar and comfortable but not always effective in our personal and professional leadership practices.
 
Throughout this experiential course, students will participate in an interactive, creative learning experience designed to build whole-body awareness, reconnect with their leadership purpose, gain a repertoire of practices that can enhance their potential to develop a more powerful leadership presence, maintain balance in chaos and conflict, and build more effective relationships and teams in a diversity of contexts. Connections will be made to the ways somatics is supported by neuroscience, Western and Eastern philosophies, spirituality, psychology, adult learning, leadership, and organizational development theories. Students will be exposed to the way these practices are currently being utilized for leadership development and as a means of precipitating transformative change in individuals, corporations, and other organizations.

ORLD 4800 Workshop in higher and adult education
Special topics or events related to the administration of programs in adult education. Topics change each semester. Open to degree and non-degree students.
ORLD 4815 Developing critical thinkers

This workshop will explore answers to questions concerning facilitating adult learning. Presentations from the workshop leader will be interspersed with small group exercises focusing on different approaches to helping adults learn. Participants will be encouraged to explore their own experiences as learners and facilitators and to consider how these experiences might help them to reframe their practice.

ORLD 4827 Fostering transformative learning
In this course, we will explore how adult learners transform their habits of mind through critical self-reflection and discourse. We will also examine the relationships between individuation, authenticity, and transformation. We will focus on practical and innovative strategies for fostering transformative learning in adult education settings. This is a distance learning course.
ORLD 4828 Imagination, authenticity and individuation in transformative learning

Participants in this course will engage in an in-depth exploration of transformative learning with an emphasis on the role of affect and imagination in the learning process. The rational, cognitive approach will be reviewed for those participants unfamiliar with the traditional theory. We will investigate how the journey of becoming authentic is a transformative process. Jung's concept of individuation - differentiating one's Self from the collective- will be used as yet another lens through which we can view transformation.

ORLD 4844 Helping adults learn
In this course, participants will explore the ways in which adults learn critical thinking and they will experience different techniques to teach critical thinking. Exercises to be reviewed will include: Scenario analysis, heroes and villains, crisis decision simulation and critical incidents. The course will mix presentations by the leader with small group exercises.
ORLD 4850 Discussion as a way of teaching

Discussion is one of the most frequently used teaching methodologies in higher and adult education today. This 2-day workshop explores the rationale for the use of discussion, examines some of the most frequently used discussion approaches, and investigates the use of discussion in specific teaching contexts. It is based on Stephen Brookfield (the workshop leader) and Stephen Preskill's book Discussion as a Way of Teaching, a 1999 Educational Studies Association Critics' Choice.

ORLD 4900 Research and independent study in adult education

Permission of instructor required.

ORLD 5023 Leadership and self-development: A biographical approach

This course takes an in-depth look at leadership and self-development using a biographical approach. Writing one's own life history and interpreting other students' narrative allows participants to go directly to the heart of all significant leadership transformation: growing as a person to grow as a leader. Multidisciplinary readings are also privileged in order to explore leadership as a complex phenomenon.

ORLD 5050 Mobile Learning Design for Professional Growth

This course provides students with comprehensive practical strategies to leverage mobile first learning designs, organizational leadership, and professional development utilizing mobile devices. The course provides an adult learning overview on mobile devices, helps you connect and apply your adult learning subject area of interest, and pursue mobile learning activity designs, delivery, assessments, monitoring, and evaluation.

ORLD 5053 Developing and managing adult learning programs

Organization studied in relation to community structure and social forces. Topics covered include: Finance and facilities, personnel, program, and community relations. Major emphasis on case analysis.

ORLD 5054 Strategy development as a learning process in organizations
This course provides a comprehensive view of organizational strategy from a learning perspective. Students examine various models for facilitating the development of strategic initiatives through learning interventions.
ORLD 5055 Staff development and training
Introductory course covering the organization, management, and instructional process involved in staff training and development programs in business, industry, unions, healthcare institutions, government, and other noncollegiate settings. Current developments, innovative practices, and issues. This course is also offered in a distance learning format.
ORLD 5057 Adult learning and education: Theory and practice

Prerequisite: ORLD 4050, ORLD 4051, or ORLD 4053. Advanced seminar in theory development through a synthesis of the writings of selected philosophers, social scientists, and educators. History and transformation of adult education philosophy and theory; cultural, social and political contexts of theory-building; critical analysis of the main schools of thought; discussion of new challenges to adult learning and education theory (social learning, organizational learning).

ORLD 5060 Learning and Technology in Organizations

This course is designed to help students understand and cope with the many issues involved in developing organizational learning programs and integrating an important component: technology. The course aims at providing a combination of research case studies together with the existing theories on organizational learning in the workplace. This course responds to the existing theories on organizational learning in the workplace, as well as the complex and various dilemmas faced by human resource managers and corporate executives regarding how to actually deal with the impact of technology on employee learning and management. The objectives of this course are presented in four integrated competency units: first, the ways in which IT has revolutionized learning in organizations; second, the alternative ways technology can be used to support distance learning; third, technology as it supports knowledge management; and, fourth, how technology changes organizational functioning and management.

ORLD 5061 The Learning Organization

This course describes theory and practice in creating learning organizations. In-depth attention is given to action science as a framework for organizational learning and consulting. Readings and case studies provide insight into learning at individual, group, and organizational levels. Consulting, coaching, formal and informal learning are emphasized.

ORLD 5062 Human resource development in organizations

A comprehensive view of the field of human resource development. The emphasis is on how HRD relates to a changing workplace and how emerging theories of strategic and performance management relate to the learning and development needs of people and organizations. Prerequisite: ORLD 5055 or ORLJ 5003 (Organizational Psychology students), or instructor permission.

ORLD 5063 Online Teaching and Learning: Applying Adult Learning Principles

In this course we will explore online teaching and learning within adult education, higher education, community colleges, and organizations (corporate, non-profit); new theories, research, and applications that inform best practices in online learning; and “participative culture” vis-à-vis communities of learning, the history and evolution of online learning, and planning and designing an online course.

ORLD 5070 Leadership for Adult Development

Supporting adult development enhances adults’ internal capacities, which in turn enables them to manage better the complexities of leading, teaching, learning and living. This course seeks to help leaders—of all kinds—support adult growth within organizations. To support adult growth, leaders need to implement practices in service to adults’ professional and personal development. This is especially important given the complexities of the adaptive challenges we face in the course of leading, learning and working today. In this course we will explore an expanded notion of leadership that includes adult development. We will study research on adult developmental theories and their connections to practices that facilitate adults’ transformational learning (i.e. learning that helps adults develop greater cognitive and affective capacities to better manage the complexities of leadership, work and life). We will consider questions such as: How can we create organizations and systems that support adults’ transformational learning? What practices support adult development? What developmental principles inform these practices? How can we support leadership development in the workplace? What supports and conditions are necessary and needed?

ORLD 5073 Action Learning Design and Coaching

Professor Marsick and Dr. O'Neil. What is action learning? Organizations increasingly build learning directly into work—as a part of the way that people get and use new ideas, solve problems and meet difficult challenges. Action learning is a popular strategy for leadership development that does just that. In this approach, people learn as they work together in small groups to ask questions about their challenges, try out new solutions, and rethink results in light of the data they collect. Sometimes this results in organizational learning and change. This course is an experiential learning laboratory that will help participants begin to develop a framework and skills for designing and coaching action learning programs.

ORLD 5550 Research on organizational learning
Students will read and discuss theory and research on organizational learning for knowledge/expertise creation and sharing; and review, design, or conduct research in schools, businesses, or not-for-profit organizations.
ORLD 5815 Critical theory and adult learning
In this workshop, participants examine major figures in the critical theory tradition. The implications of the ideas of notable individuals such as Marcuse, Fromm and Foucault are considered as they relate to adult learning and the practice of adult education.
ORLD 5821 Leveraging emotional intelligence (EQ) to enhance organizational effectiveness

Leveraging Emotional Intelligence (EQ) to Enhance Organizational Effectiveness will explore research, best practices, and future directions. Students will learn to select among popular EQ assessment and measurement tools, distinguish between cognitive learning and emotional learning strategies, effectively position the business case for EQ, and evaluate the effectiveness of EQ learning strategies. Participants will receive personal profiles based on three popular EQ assessments and applied insights to leadership development strategies including executive coaching.

ORLD 5822 Building productive relationship with social intelligence (SQ)
The Workplace Learning Institute. Building Productive Relationships with Social Intelligence (SQ) describes the components of the emerging emotional economy and why its important to organizational performance, expand EQ capability by amplifying social intelligent components, examine the social neuroscience behind the dynamics of productive relationships, combine non-verbal agility to expand empathic accuracy for improved communication, and develop foundational human interaction skills to enhance relationships. Participants will examine the results of 2 assessments: (1) NBI (Thinking Style) and (2) Team Roles Inventory with a focus on devising small group and team development interventions.
ORLD 5823 Building 21st century organizational capability with cultural intelligence

The Workplace Learning Institute. Building 21st Century Organizational Capability with Cultural Intelligence (CQ) students will learn a strategic learning and leadership framework used to guide cultural diversity interventions in organizations, examine the theoretical and philosophical foundations associated with evidence-based cultural diversity strategies, explore a set of core practices informed by important leadership questions, experiment with sample tools designed to launch strategic cultural diversity processes, apply strategic diversity learning and change process to personal project to integrate key learning. Participants will examine how three assessments (i.e., Culture in the Workplace Questionnaire, CQ Assessment, and Bennett's Intercultural Development Inventory) can be used to inform the design and implementation of various learning strategies focused on building a leveraging diversity capacity in the workplace.

ORLD 5900 Research and indepedent study in adult education

Permission required. Conduct research studies (not a part of a doctoral dissertation) under guidance. Focus on a particular institution or type of institution, e.g., college of liberal arts, professional school, community college.

ORLD 6900 Research and independent study in adult education

Permission of instructor required.

ORLD 7500 Dissertation seminar in adult education

Permission required. Students should have completed most or all coursework (including research methods courses) and have passed the certification examination. The course is intended for students who have identified a reasonably narrow area for research and have already completed a preliminary literature review. The course will assist the student in design, methods, and other matters of concern in the preparation of an acceptable dissertation proposal.

ORLD 7900 Directed Dissertation Research
Permission required. All doctoral students eligible for this course must register each semester until a proposal hearing has occurred and a proposal has been approved.
ORLD 8900 Dissertation Advisement in Adult Education
Individual advisement on doctoral dissertations. Fee to equal 3 points at current tuition rate for each term. For requirements, see section in catalog on Continuous Registration for Ed.D./Ph.D. degrees.