Organization & Leadership

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The Department of Organization & Leadership

Our Mission

The mission of the Department of Organization and Leadership is to educate, train, and serve current and future leaders. They include administrators, executives, policy makers, researchers, psychologists, and educators from around the world. Our students are, or aspire to be, in the fields of public and private education, higher and postsecondary education, adult education, health administration, advocacy, organizational behavior, and organizational development and change. We educate, train, and serve:

  1. Leaders, managers, and administrators for all types of organizations, with an emphasis on educational and nonprofit institutions and health organizations in both the private and public sectors;
  2. Those who help these leaders, executives, managers, and administrators; and
  3. Those who conduct research pertinent to organizational dynamics and learning and who teach leadership, administration, education policy, organizational behavior, and organizational change.

To accomplish this mission the Department provides programs in Adult Learning and Leadership, Education Leadership, Nurse Executive Education, Higher and Postsecondary Education, and Social-Organizational Psychology.

If you plan to work in a state other than New York, Teachers College has not made a determination if our programs meet the educational requirements for certification or professional licensure in any other state, Washington DC or Puerto Rico. We recommend that you review the state’s licensing board or teacher certification website for that state’s qualifications. The Office of Teacher Education will complete any necessary forms and/or letters for out-of-state certification on the completion of your approved teacher preparation program.



  • Faculty

    • William J. Baldwin Professor in Practice of Higher Education
    • Caryn J. Block Professor of Psychology and Education
    • Alex J Bowers Associate Professor of Educational Leadership
    • Sarah Jean Brazaitis Associate Professor of Practice
    • W. Warner Burke Edward Lee Thorndike Professorship of Psychology & Education
    • Madhabi Chatterji Professor of Measurement, Evaluation & Education and Director of Assessment and Evaluation Research Initiative
    • Peter Thomas Coleman Professor of Psychology and Education
    • Katharine Griffin Conway Associate Professor
    • Kevin J. Dougherty Professor of Higher Education and Education Policy
    • Ellie Drago-Severson Professor of Education
    • Noah D Drezner Professor of Higher Education
    • Catherine Mary Embree Assistant Professor of Higher Education
    • Nicole Leta Brittingham Furlonge Klingenstein Family Chair Professor of Practice and Director of Klingenstein Center
    • Mark Gooden Christian Johnson Endeavor Professor of Education Leadership
    • Sonya Douglass Horsford Associate Professor of Education Leadership
    • Terrence Earl Maltbia Associate Professor of Practice
    • Victoria J Marsick Professor of Education/Co-Director J.M. Huber Institute
    • Anna Neumann Professor of Higher Education
    • Debra Noumair Professor of Psychology and Education
    • William A Pasmore Professor of Practice of Social Organizational Psychology
    • Brian Keith Perkins Associate Professor of Practice in Education Leadership
    • Elissa L. Perry Professor of Psychology and Education
    • Elaine L. Rigolosi Professor of Education
    • Janice Sheryl Robinson Vice President for Diversity and Community Affairs
    • Nancy Streim Associate Professor of Education Leadership
    • James Westaby Professor of Psychology and Education
    • Lyle Yorks Professor of Adult & Continuing Education
    • Jeffrey M. Young Professor of Practice in Education Leadership
  • Visiting Faculty

    • Carmine Paul Gibaldi Adj/PTVisiting Prof/PTLecturer
    • Sandra Hayes Adj/PTVisiting Prof/PTLecturer
    • John Carrington Welch Adj/PTVisiting Prof/PTLecturer
  • Emeriti

    • Craig Richards Professor Emeritus of Education
  • Lecturers

    • Jeanne E Bitterman Senior Lecturer
    • Gina Buontempo Senior Lecturer
    • Marina Patricia Field Full-time Lecturer
    • Arthur Mark Langer Adjunct Full- Education and Psychology
  • Adjunct Faculty

    • Maria Akinyele Adjunct Assistant Professor- SPA NYC
    • Alvaro Basista Alcazar Adjunct Assistant Professor- SPA NYC
    • Robert M Anderson PT INSTRUCTIONAL STAFF
    • Maria Alana Anderson-Long Adjunct Assistant Professor
    • Dawn Denise Aubel Adjunct Associate Professor of Nursing Education
    • Clymer D Bardsley Adjunct Associate Professor
    • Gwendolyn Baxley Adjunct Assistant Professor
    • Galit Ben-Joseph Adjunct Assistant Professor
    • Carmela Celeste Bennett Adjunct Assistant Professor
    • Regina Javelle Boyd Adjunct Assistant Professor- SPA NYC
    • Kevin Patrick Brady Adjunct Associate Professor
    • David Buckner Full Adjunct- Education & Psychology
    • Pamela Anne Burke Adjunct Assistant Professor- SPA NYC
    • Patricia Marie Burns Adj Assistant Prof
    • Pat Mauro Caputo Adjunct Assistant in Social-Org Psych
    • Cynthia Caroselli Adjunct Associate Professor of Nursing Education
    • Tomas Chamorro Premuzic Adjunct Full Professor
    • Constance A. Chartrand Adjunct Assistant Professor of Adult Learning and Leadership
    • Monica Coen Christensen Adjunct Associate Professor
    • Allan Hixson Church Adjunct Assistant
    • Julia MacLeod Cohen Adjunct (Co-Lead Teacher for English)
    • Jann Coles Adjunct Assistant/Associate Professor
    • Celeste Ann Coruzzi Adjunct Full- Education and Psychology
    • Michael Courtney Adjunct Assistant/Associate Professor
    • Dilshad Dayani Adjunct Associate Professor
    • Fred P. Delmhorst Adjunct Assistant (DBI)
    • Bruce Alan Echtenkamp Adjunct Assistant Professor
    • Melissa Judith Extein Adjunct Faculty
    • Pierre Faller Assistant Adjunct Professor of Adult Learning & Leadership
    • Davida Finger Adjunct Assistant Professor
    • Susan Helen Fountain Workshop Developer and Presenter
    • Keville C Frederickson Adjunct Professor of Nursing Education
    • Alison Carr Gillespie Adjunct Assistant Professor- SPA NYC
    • Nancy Ann Goldman Adjunct Assistant Professor of Adult Learning and Leadership
    • Ramon Michael Gonzalez Adjunct Assistant Professor- SPA NYC
    • Michelle Ariella Greenberg-Kobrin Adjunct Associate Professor
    • Alice M Haller Adjunct Associate Professor
    • Maya Jalbout Hastie Adjunct Associate Professor, Advanced Certification in Adult Learning & Leadership
    • Donna Carol Hicks Adjunct Associate Professor
    • Josiane Hickson Fee Based Instructor
    • Jay Scott Hollinger Adjunct Assistant Professor- SPA NYC
    • Yvette Frances Jackson Adjunct Assistant Professor
    • Tamsyn Phifer Johnston Adjunct Assistant, Higher & Post Secondary Education
    • Irwin Justin Jose Adjunct Assistant
    • Welton W.H. Kwong Adjunct Assistant Professor- SPA NYC
    • David Francis Laviscount Adjunct Assistant Professor- SPA NOLA
    • Randee Lawrence Associate Adjunct Professor, Adult Learning and Leadership
    • Sam T Liu Adjunct Associate Professor
    • Maria P. Lopez Adjunct Assistant Professor
    • Marcia V Lyles Adjunct Associate Professor (UELP)
    • Jabari Mahiri Adjunct Assistant Professor
    • Dorothy Marcic Adjunct Assistant Professor of Adult Learning and Leadership
    • Eric C Marcus Adjunct Associate Professor
    • Lorea Martinez Perez Adjunct Assistant Professor- SPA NYC
    • Daryll Kevin Mattingly Adjunct Assistant Professor
    • Ann Marie McDonald Adjunct Assistant Professor of Nursing Education
    • Laura McNeal Adjunct Associate Professor
    • Jennie Aleshire Moctezuma Adjunct Associate Professor
    • Robert Joseph Monson Education Policy Fellowship Program Coordinator
    • Robert B. Morris Adjunct Assistant Professor
    • Donna Murdoch Adjunct Assistant Professor of Adult Learning and Leadership
    • Paul Thomas O'Neill Adjunct Assistant Professor (Klingenstein Center Leadership Academy)
    • Ifeyinwa Uchechi Onyenekwu Adjunct Assistant Professor- SPA NOLA
    • Judith K Parker Adjunct Assistant Professor of Adult Learning and Leadership
    • James Parla Adjunct Associate Professor (UELP)
    • Andra J Penny Adjunct Assistant Professor
    • Benjamin J. Ploeger Adjunct Assistant Professor
    • Jocelynne Rainey Adjunct Assistant in Social-Organizational Psychology
    • Bodi Mckenna Regan Curriculum Development Specialist
    • Michele S. Riley Adjunct Associate Professor
    • Thomas Patrick Rock Vice Provost for Student Affairs
    • Darlene Victoria Russell Adjunct Assistant/Associate Professor
    • Nicole Sanders Adjunct Assistant Professor- SPA NYC
    • Leodis Scott AEGIS Online Assistant Adjunct
    • Svetlana Shmulyian Adjunct Associate Professor
    • Carrie Lenora Shockley Adjunct Assistant Professor of Adult Learning and Leadership
    • Julia Ann Sloan Adjunct Assitant Professor of Adult Learning and Leadership
    • Marquitta Torri Speller Adjunct Assistant Professor
    • Rebecca Anne Stilwell Adjunct Assistant Professor
    • Ross Tartell Adjunct Associate Professor
    • Flora Naomi Taylor Adjunct Full Professor
    • Corlisse Dolores Thomas-Deberry Adjunct Assistant Professor
    • Dana N Thompson Dorsey Adjunct Associate Professor (UELP)
    • Matthew Hart Tye Adjunct Assistant Professor of Psychology and Education
    • Zachary Johannes Van Rossum Adjunct Assistant, Adult Learning and Leadership Program
    • Edward George Verlander Adjunct Associate Professor of Adult Learning and Leadership
    • Marie Volpe Adjunct Assistant Professor of Adult Learning and Leadership
    • Anjale Devawn Welton Adjunct Assistant/Associate Professor
    • Michel M. de Konkoly Thege
  • Instructors

    • Roi Ben-Yehuda Part Time Instructor
    • Jenny C.M. Besch Part-Time Instructor
    • Stephen D Brookfield
    • Alvaro Andres Cabrera
    • Ljubica Chatman Senior Research Associate
    • Allegra Chen-Carrel Project Specialist and Associate Trainer
    • Elizabeth Marie Chu
    • Yolanda Davis Associate Director, SPA NYC
    • Rachel Danielle Fichter Fee Based Instructors
    • Edward J. Fleming
    • Soribel Genao
    • Robert Lawrence Kerner Fee Based Instructor
    • Regina Kim
    • Jeree Monique Matherson Senior Director of Special Projects
    • Eliza Paige Scott McLaren Part Time Instructor (Klingenstein Center)
    • Pamela Mudzingwa PT Instructor (SPA-NYC)
    • Kerri Mulqueen
    • Judith Ann O'Neil
    • Danielle Lee Pfaff College Work Study
    • Yaron Prywes
    • Nicholas S. Redding
    • Allan Weidenbaum Adjunct Associate Professor
    • Hakim Mohandas Amani Williams


  • ORL 4003 - Crisis intervention
    Study of general crisis phenomena within the framework of crisis intervention theory. Analysis of individual, family, and community dynamics.
  • ORL 4011 - Personnel management in healthcare
    Examination and application of personnel management and human relations theory in the healthcare organization. Includes human resource utilization, problem solving, comunications theory, and evaluation performance. Special fee: $25.
  • ORL 4014 - Legal issues in healthcare organizations
    Laws, administrative regulations, and pertinent case law affecting healthcare organizations. Theories of power, politics, and labor relations applied. Local, state, and federal impact on healthcare included. Special fee: $25.
  • ORL 4054 - Leadership and management in healthcare organizations
    Critical analysis of theory and research in organizational behavior, leadership, and management as it relates to the role of healthcare executives. Critique of the executive's role as it relates to these theories. Special fee: $25.
  • ORL 5362 - Group dynamics: A systems perspective
    Enrollment limited. The course explores social processes in groups and their impact on individual behavior. In addition to a series of lectures/discussions, students are required to participate in an experiential group relations conference or to conduct a self-study project on group relations. Special fee is required.This class gives students the opportunity to develop an in-depth understanding of group dynamics from a systemic perspective and to learn about their own behavior in groups. Readings, lectures, and discussions will address dynamics as they occur in varied groups, systems and contexts including the business world, educational institutions, healthcare systems, the military, religious institutions, and in community and family life. The interplay of power, authority, socio-political identities, and group dynamics is emphasized.
  • ORL 5521 - Introduction to research methods in education
    This course meets a departmental requirement for an introductory course on empirical research in education and organizational studies. The goal is to help students be able to access, comprehend, synthesize, and utilize research, to support and facilitate the research efforts of others, and to begin to prepare to conduct their own research. Students read exemplars of published research, along with texts about research design, data collection and analysis, and strategies for assessing the validity and trustworthiness of research. The course covers qualitative, quantitative, and mixed methods approaches to research, such as experiments, surveys, case studies, ethnography, and action research.
  • ORL 5522 - Evaluation Methods I
    Prerequisite: ORLJ 4009, Understanding Behavioral Research, or an instructor-approved substitute. This course provides an overview of major evaluation models and social research methods useful in designing evaluations of social interventions, programs, policies, services/products, or institutions. A main aim of the course is to develop critical consumers of evaluation research.
  • ORL 5523 - Evaluation Methods II--Seminar
    ORL 5523 is designed as an evaluation research laboratory. The course emphasizes selected readings and skill-building on an array of methodological topics covering qualitative, quantitative, and mixed-methods techniques through hands-on experiences with a “client-based problem” and data set. Prerequisite: ORL 5522, Evaluation Methods I, or an instructor-approved substitute. It is highly desirable that students have completed one or more added courses in statistics, data analysis (in qualitative or quantitative methods), or measurement before they begin ORL 5523.
  • ORL 5524 - Instrument design and validation
    This course provides hands-on experiences in the design and validation of a variety of assessment devices, such as, tests, scales, survey-based indices, or other instruments to tap educational, psychological, health, or other social constructs. The course draws (mainly) on techniques and theory from Classical Test Theory in measurement. Prerequisite: ORL 5522, Evaluation Methods I, or an instructor-approved substitute. It is highly desirable that students have completed one or more added courses in statistics, including multiple regression before they begin ORL 5524.
  • ORL 5551 - Ethics for healthcare professionals
    Review of ethical issues in healthcare and healthcare delivery.
  • ORL 6011 - Advanced system management
    Managing systems requires the generation of useful information for decision-making. This course focuses on using information for strategic planning and management of systems in healthcare.
  • 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 or equivalent qualitative design/data collection course. 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.
  • ORLA 4001 - Introduction to school leadership and decision making
    This course uses the literature on decision-making theory in combination with intensive case-study analysis in groups to explore how decision-making styles and strategies affect problem-based decision-making in innovative public school settings.
  • ORLA 4010 - Introduction to organization analysis in education
    This course draws on concepts and propositions from organization theory to help students construct and analyze case studies of schools and school systems and develop action plans for organizational change, reform, and renewal. Special focus on theories of bureaucracy and community; organizational structure, culture, and politics; professional learning communities; and strategic learning organizations.
  • ORLA 4025 - Resource allocation for student achievement
    This course emphasizes the skills of school budgeting and facilities management, personnel allocations, and grant writing with a view to leveraging student achievement. Students use simulations and case studies to analyze an actual school budget; make a three-year budget forecast; and reassign faculty, support staff, and instructional resources to improve performance.
  • ORLA 4033 - Ethical and legal issues in education leadership
    This course explores the nexus between law, ethics, and school leadership. It relies on both case law and the use of ethical dilemmas in the form of case studies and hypotheticals to teach prospective leaders how to consider, for themselves, the tensions they experience when the law, professional practice, and their ethical codes of conduct are in conflict.
  • ORLA 4044 - Leadership for adult development
    In this course we will explore an expanded notion of leadership that includes supporting adult development as a focal concern. Participants interested in organizational and individual leadership and growth, especially teachers, principals, superintendents, and other leaders, will study how constructive-developmental theory and pillar practices for supporting adult growth can enable leaders to support adults' transformational learning. Permission of the instructor is required.
  • ORLA 4045 - Restructuring schooling in urban environments
    Institutional and policy analysis of school redesign experiments in urban settings, with special emphasis on the Chicago case. Review of theoretical foundations research, political support, and implementation consequences of system-wide school reform, as well as analysis of how both experimental and system-wide change is initiated.
  • ORLA 4058 - Privatization and choice in education
    Small public schools, independent schools, charter schools, vouchers, home schools, religious schools, and for-profit educational ventures are examples of the explosion of options in schooling available to a growing number of American families. The purpose of this course is to understand the configuration of these choices in America and the implications of those choices for a democratic society. Students consider whether school choice can serve the best interests of families and the common good. Through on-site visits, students use the diversity of schools in New York City as a laboratory for learning. Permission of the instructor is required.
  • ORLA 4060 - Designing Charter Schools
    Design focus on instructional, governance, accountability systems, and organizational patterns. Reference to research on school models and on legislative and regulatory context of charter schools. Charter school leaders participate as resources. Collaborative field and electronic studies of existing charter schools.
  • ORLA 4071 - Leadership of private schools and non-profit organizations
    How can leaders transform "good" schools into excellent schools? The purpose of this course is to equip dynamic individuals with skills and knowledge for aligning schools to accomplish challenging goals. Students study how mission and vision, governance, teamwork, social intelligence, and organization behavior contribute to effective leadership practice. They assess barriers to school change and explore strategies to overcome them. They analyze culture and ways to develop the habit of continuous school improvement. The course uses a variety of approaches with a focus on case studies. Permission of the instructor is required.
  • ORLA 4874 - Strategic marketing for academic institutions
    Students survey the major themes of marketing with specific attention to the independent school context. Topics include a broad range of marketing concepts, such as ways to develop an effective communications program and branding. As part of the course, students design and undertake a market research project. Case studies are drawn from educational institutions.
  • ORLA 4876 - School finance: Resource allocation for non-profit organizations
    An exploration of the business aspects of managing private schools. The focus is on critical issues of management including: decision making, strategic planning, and analysis and allocation of resources. Participants analyze complex issues and problems confronting leaders in private schools such as: enrollment and tuition stabilization, pricing and affordability, funding sources, endowment management, compensation, and government compliance.
  • ORLA 4900 - Research and independent study in educational leadership
    For students wishing to pursue independent study and/or research on topics not covered in regular courses. Requires faculty member's approval of a study plan, reading list, and final paper or other products or projects. Permission required from individual faculty.
  • ORLA 5005 - Educational And Social Entrepreneurship
    In this course students explore the process of starting an educational or social venture. Readings, discussions, guest speakers and class activities guide students to understand the entrepreneurial mindset, acquire knowledge related to business start-up, and develop potential business ideas. As a final project, student teams create and present business plans to a panel of hypothetical investors.
  • ORLA 5010 - Leadership in Schools and Communities
    This course is designed to introduce students to the theory and practice of exercising leadership in the public sector. Research literature and essential writings of great thinkers complement a practice-based, real-life orientation to the challenges and opportunities associated with leading communities through complex and persistent problems. Course readings will be examined in light of practical challenges education leaders face every day; conversely, we will discuss the ways in which research sheds light and offers perspective to those who lead complex organizations, such as schools and districts, in public settings. The course will consider leadership from a multi-disciplinary perspective, including readings and videos from the social sciences, literature, business, history, politics, and contemporary commentary. Class discussions, case studies, guest speakers and small group work combine to invite students to recognize and develop the personal, professional, intellectual and political attributes that women and men need to address the most pressing issues in education, government, community life and society at large.
  • ORLA 5012 - The social context of education reform: Public engagement and community development
    Political analysis of administration at the service delivery and community levels.
  • ORLA 5017 - Groups and interpersonal behavior
    Organizational behavior with reference to interpersonal relationships and the conflicts resulting from the needs of individuals compared to the demands of the organization. Special permission required.
  • ORLA 5018 - School leadership for adult development
    School leaders must exercise practices to support adult development, especially in the context of standards-based reform. We will explore adult developmental theories and their connection to leadership; constructive-developmental theory; pillar practices for supporting adult growth (i.e., learning that helps adults develop increased cognitive and affective capacities to better manage the complexities of work and life). We consider: How can leaders better support adults' growth? What practices support adult development? What developmental principles inform these practices?
  • ORLA 5025 - Ecology of data-driven leadership
    This course relies upon systems theory and its application to school systems. The course teaches prospective leaders the use of databases of various kinds to pursue a systematic inquiry in the health and productivity of the ecology of the school. It explores various approaches to data mining, model building, and ultimately the "art of improvisational leadership." The course teaches students how to distinguish the different purposes for which data can be used and misused and relies heavily on the use of cases, simulations and exercises, including those with complex feedback systems. Familiarity with spreadsheets and simple statistics is helpful.
  • ORLA 5029 - Supervision of teaching and learning
    This course draws upon the research literature in human resources management and emphasizes best practice in the recruitment, hiring, mentoring, professional development, and evaluation of teachers including the termination of incompetent teachers. The course uses problem-based units on teacher recruitment and hiring, role playing on effective mentoring, video evaluations of teacher practices, and strategies for removing incompetent teachers.
  • ORLA 5052 - Instructional leadership of independent schools
    The purpose of this course is to help prepare independent school educators for their roles as instructional leaders and to encourage reflection about the craft of teaching. It will provide an overview of contemporary theories and research about how people learn and how this knowledge can inform leadership in curriculum design, teaching strategies, student assessment practices, and the design of professional development.
  • ORLA 5331 - Urban Education Leadership Research Practicum
    In this course, students document their academic and professional growth and development through the creation of a research portfolio focused on urban education leadership that serves as the basis for ongoing feedback, guidance, and support for their dissertation research.
  • ORLA 5362 - Practicum in School Leadership
    The Practicum in School Leadership combines an opportunity to develop knowledge and skills while contributing to the ongoing work of a school. Students work with experienced school leaders on a specific project relevant to the school’s priorities.
  • ORLA 5530 - Action research in organizational behavior
    Techniques and methods of designing and conducting action research on organizational problems. Various methodological and organizational issues are addressed regarding the use of action research to foster organizational learning and problem solving through systematic inquiry and reflection. Students conduct an action research project.
  • ORLA 5532 - Program development: Teaching, learning, and assessment
    School community relationships, needs assessment, program planning, and evaluation of student progress. Special emphasis on the principalship.
  • ORLA 5587 - Strategic management of independent schools and nonprofit organizations
    The purpose of this class is to equip educators with the skills needed for effective independent school practice. Classes are organized to develop skills in the following broad areas: staffing and management, coaching and feedback, strategic planning and organization structure, external relations, and transitioning into a new work environment. To develop proficiency in these important leadership skills, students have opportunities to learn about and then practice skills in the classroom context with feedback from peers and experienced practitioners.
  • ORLA 5689 - School heads colloquium
    Enrollment is limited to 20 and requires an application to the Klingenstein Heads of Schools Program through the Office of Admission by May 1. The purpose of the symposium is to provide renewal and reflection on issues relevant to school leaders through intensive study and collaboration with professional peers from independent and international schools. Topics include moral leadership and current education issues in public and private schools. Participants also conduct research on a topic of interest to their schools. Through on‑site visits, students use the diversity of schools in New York City and the rich cultural resources as a laboratory for learning. Permission required.
  • ORLA 5830 - The Klingenstein Summer Institute for Early Career Teachers
    Residential program. Enrollment is imited to 75 and requires an application to the Klingenstein Summer Institute through the Office of Admission by January 15. An intensive two week program held annually in June that introduces early career teachers to the complexity and challenge of teaching in independent schools. Prominent professors, guest authors, and nationally renowned educators deepen understanding on topics related to the organizing themes: improving teaching and learning, understanding diversity and multiculturalism, and assessing and overcoming resistance to change. Permission required.
  • ORLA 6020 - Pro-seminar in education leadership
    This seminar course is topical and brings in guest speakers, exemplary practitioners, researchers and policy makers from academia, public schools and school districts, charter schools and education management organizations, private and independent schools, business, and other organizations to share their experience, research, and insights about effective leadership practices. The central theme of the Pro-Seminar is the development of personal self-awareness and mastery, as well as professional effectiveness. Students will be introduced to a variety of tools, assessment instruments, and other resources that are useful for personal reflection and professional growth. The seminar is customized for students preparing for leadership at different levels and in different contexts, for example aspiring public school principals, independent school heads, or district level leaders.
  • ORLA 6460 - Internship in Public School Leadership
    The internship in public school leadership presents an opportunity to become immersed in the field of leadership practice and to appreciate the importance of instructional leadership in the creation of a learning environment. The internship combines opportunities to study effective leadership first-hand, develop and practice instructional leadership skills, and be mentored for a career as a school principal. The internship requires approximately 450 hours (12-15 hours per week over a full year) of supervised field work in a public school. Permission required.
  • ORLA 6461 - Internship in public school district leadership
    A 450-hour supervised field experience in school district leadership. Partially satisfies New York State requirement for School District Leaders certificate. Permission required.
  • ORLA 6511 - Leadership for Social Justice
    Through this course, students will learn to personally reflect upon and critically examine the larger social, economic, and political contexts in which schools, districts, and colleges and universities operate. This course will also investigate the ways in which issues of race, immigrant status, social class and gender shape the experiences of practicing leaders and researchers. Over the course of the semester, students will study how larger public policies (areas often considered “outside education”) –including housing policies, social welfare policies, transportation policies, and tax laws--have shaped cities, educational institutions and the lives and opportunities of students and families. This course will also examine the ways in which issues of race, immigrant status, social class and gender shape students’ experiences and outcomes within schools. Additionally, readings in this course will draw from a range of areas, including political science, public policy, housing policy, law, and sociology.
  • ORLA 6513 - Improving Teaching and Learning in School Districts
    This course is designed to provide students with the knowledge and skills they need to improve teaching and learning in PK-12 public school districts. Students will learn how decisions are made from the boardroom to the classroom in support of improving teaching and learning for all students. The foundational conceptual framework of this course is that improving instruction is the responsibility of everyone in the school district, and that leaders need to create reciprocal accountability for system employees to exercise that responsibility. In order to ensure that every child is receiving the kind of instruction they need to graduate college and career ready, all aspects of the organization must be aligned around a clear vision of social justice and excellence. The course will place a particular emphasis on designing professional learning systems that build the capacity of leaders throughout the system. Students will also learn how to analyze comprehensive sets of qualitative and quantitative data, in order to ensure that goals for adult and student learning are measured, adjusted and accomplished
  • ORLA 6515 - School District Organization and Governance
    This course is designed to provide a sound background in organizational theory and design and to equip students with fundamental knowledge and skills to enhance leadership practice and governance in PK-12 school districts. Individuals who choose to exercise leadership in education live and work within organizations including schools, districts, communities, states and nations. In this course, we will explore the dynamic relationship between the individual and the group, as well as the relationship between the district and the schools, examining the structural, social, political, and cultural dimensions of organizations. The course builds on the premise that in order to govern effectively in the context of urban education, leaders must work not only with school boards but also with stakeholders inside and outside the formal organization of the school district.
  • ORLA 6519 - School District Finance and Leadership
    This course introduces the concepts, structures and practices of school finance from practical, political, legal and economic perspectives. Educators are under increasing pressure from the public and policymakers to demonstrate that resources are being used in optimal ways to increase the achievement of all students by providing equitable and adequate educational opportunities. Equity and adequacy frameworks will be introduced with a focus on the evolution of school finance litigation and court-ordered reforms that have shaped educational policies at the state and federal levels. The principles of budget planning, development, presentation and adoption will be thoroughly explored, including site-based, performance, zero-based, outcome-focused and traditional budget models. Budget discussions will analyze local, state and federal revenue sources and expenditure estimation. The areas of enrollment management, human resources management and capital management, strategies for reducing costs and overall financial management of school systems are explored.
  • ORLA 6523 - Education Policy, Politics and Leadership in Urban School Systems
    The shifting landscape of American education and increased politicization of urban school systems hold critical implications for district-level education leaders. Expected to both understand and respond to the larger social, political, and economic forces that influence life in urban schools, education leaders confront numerous challenges as they navigate complex institutions, policy regimes, competing agendas, and special interests while advocating for the educational success of every student. In this course, we will explore the changing demands and expectations of urban school leadership in an era of inequality shaped largely by widening racial and socioeconomic segregation, privatization, gentrification, and corporate reform. By evaluating the influence of local, district, state, and federal policy decisions on student learning, academic achievement, and school performance, this course will consider whose values, interests, and agendas are being advanced in the education policy arena and to what end. It will also focus on how education leaders might adapt district-level strategies and democratic approaches to leadership through community-based advocacy, coalition building, and activism.
  • ORLA 6525 - Using Evidence, Data and Research Methods in Education Leadership
    This course helps prepare school system leaders to use evidence, data, and research in their practice as school and district leaders as well as in preparation for doctoral dissertation-level research. In this course students learn how to access, understand, and apply peer-reviewed education research to their practice and in writing literature reviews; apply foundational quantitative, qualitative, and survey research methods to problems of practice in their organizations; and learn how to build, facilitate, and lead collaborative discussions to inform evidence-based improvement cycles around specific organizational instructional goals.
  • ORLA 6527 - School District Leadership: Personnel, Conflict and Labor Relations
    This course is designed to provide students with a sound background in the management knowledge and skills that are necessary in order to exercise effective leadership in public school districts. The course focuses on human resource management, a critical dimension of systemwide leadership. We will examine basic relationships among adults as they exist in school settings, including a look at the legal and contractual rights and responsibilities of school staff and consider options for action when such obligations are not carried out appropriately. Students will explore topics including labor relations, negotiations, collective bargaining, grievance/arbitration, due process, conflict resolution and mediation, professional coaching and complex personnel issues.
  • ORLA 6552 - Research, Theory, and Practice in Education Leadership
    This course focuses on major theoretical perspectives on administrative leadership in education, how these perspectives are studied and advanced through empirical research, and how the theory and research are connected to leadership practice. Students will examine theory and empirical research on topics such as leadership effects on student learning; challenges in leading learning organizations; and the relationships among leaders' knowledge, skills, and dispositions and their leadership preparation and effectiveness.
  • ORLA 6560 - Advancement to doctoral candidacy seminar
    Doctoral students with a minimum of 60 points toward the Ed.D. may enroll. Permission required.
  • ORLA 6641 - Advanced topics in research methods and design
    This course provides students the opportunity to explore advanced topics in research design and analytic methods, especially as they relate to studies of educational contexts and policies.
  • ORLA 6700 - Race, Leadership, and School to Prison
    Recent academic research and policy reports have illuminated a troubling correlation between school disciplinary issues and subsequent contact with the juvenile justice system and/or the criminal justice system. A variety of educational policies and practices influence the number of children and youth who end up in secure correctional settings. This course analyzes policies and practices in elementary, middle, and high school that impact the success of youth – especially children of color and children with behavioral challenges – in educational and disciplinary placements.
  • ORLA 6900 - Directed research and study in education leadership
    For students wishing to pursue independent study or original research as they prepare for their doctoral certification examination and/or dissertation proposal. Permission required from individual faculty.
  • ORLA 7500 - Dissertation seminar in educational leadership
    This course provides students the opportunity to discuss topics related to the preparation of their dissertation proposal in a seminar format. Students present their ideas and writing for feedback from the instructor and other students. Students may enroll in this seminar once. Permission of the instructor is required.
  • ORLA 7501 - Dissertation research seminar
    This course provides students the opportunity to discuss their dissertation proposal in a seminar format, with support and feedback from the instructor and other students. Students are eligible to enroll in this seminar after enrolling in ORLA 7500 and before their dissertation proposal has been approved. Students may enroll in this course once. Permission of the instructor is required.
  • ORLA 7503 - Research Seminar
    This course provides students the opportunity to discuss their dissertation research in a seminar format, with support and feedback from the instructor and other students. Students are eligible to enroll in this seminar after their dissertation proposal has been approved. Students may enroll in this course once. Permission of the instructor is required.
  • ORLA 8900 - Dissertation advisement in educational leadership
    Individual advisement on the doctoral dissertation. Students register for this in the first semester after their dissertation proposal has been approved and continue registering in this (or in another course, with sponsor approval) until the dissertation is completed. Requires ongoing consultation between the student and dissertation sponsor. The fee equals three points at the current tuition rate for each term. Permission required from individual faculty.
  • 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 4060 - Coaching from an Adult Learning Perspective
    This course takes a selective look at the contribution of major adult learning theories and their relationship to the fast-growing field of coaching. Exploring the links between key adult learning concepts and current coaching practices, the class will outline a number of critical adult learning concepts and frameworks selected because of their practical applications to the coaching process. The course will also give students space to experience coaching through various coaching experiential activities and build a model of coaching adapted to their organizational contexts and their coaching style.
  • ORLD 4065 - Leading Change in a Democratic Society
    It is unlikely that any course, alone, can create revolutionary change or revolutionary change leaders. What it can do, and what this course aims to do, is help participants learn about and understand the paths that others have traveled in their quest to create revolutionary change within democratic societies. By drawing on the example of the champions of social and political change (e.g. Abraham Lincoln, Susan B. Anthony, Jane Addams, Mahatma Gandhi, Eleanor Roosevelt, Martin Luther King, Nelson Mandela, and others.) this course explores sets of recurring themes, principles, and practices that effective agents of change employ in the process of learning about and, ultimately, creating revolutionary change. Embedded in a practical, action-oriented framework for creating revolutionary change, this course consists of four core components: (1.) Learning to Think About Change: Identifying and learning about the problem, purpose and readiness for change in society, including dealing with resistance and opposition. (2.) Learning to Prepare for Change: Building a team or organization of leaders and a base of support; developing learning capabilities to grow and adapt; and the capacity to think, move and act strategically. (3.) Learning to Lead Change: Building awareness, buy-in and pressure; engaging and generating energy and commitment; increasing recognition and leveraging power. (4.) Learning to Sustain Change: Maintaining change; evaluating outcomes; celebrating success, building on setbacks and bouncing back. Leadership and learning are frequent topics throughout this course as we examine together the role leaders and change agents play in learning to create social and political change within free, open and democratic societies. Ultimately, this course is geared toward understanding the lessons we can learn from the champions of change in a way that we can apply to our own organizational or institutional areas of practice. Finally, this course attempts to draw practical inspiration from change leaders as well as insights useful in our own individual lives. Oriented primarily toward practice, this course is geared towards reflection and action with an ongoing emphasis on practical application. This course centers around group and plenary discussions, small group work and team activities, videos, and limited lecture.
  • 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
    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 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
    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 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 takes participants through a number of increasingly complex and varied discussion exercises with the intent of participants being able to use and adapt these in their own practice. It is based on Stephen Brookfield (the workshop leader) and Stephen Preskill's books Discussion as a Way of Teaching (2005) and The Discussion Book (2016).
  • ORLD 4855 - Learning as a Way of Leading
    This two-day workshop builds on practices of social justice leaders to argue that effective leadership involves constantly learning about the practice of leadership in different contexts, and learning how best to support the learning of colleagues, followers and subordinates. We explore the different learning tasks associated with transformational, organic, and social justice leadership such as practicing openness, supporting the growth of others, analyzing experience, learning to question, and fostering democracy. Over the two days participants are taken through a series of sequenced exercises to gain experience in practicing learning leadership tasks.
  • 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.
  • 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 5301 - Practicum in group facilitation in healthcare settings I
    This course is Part One of a three-course series focused on professional group supervision and on critical reflection on the theory, practice and integration of professional group supervision. The practicum series integrates theories of adult education, spirituality, personality, and therapeutic supervision in palliative and health care settings. This first course focuses on the person as educator within the supervisory relationship: exploring professional identity, reviewing group facilitation standards, and providing an overview of supervision. Students need to be engaged in a practicum, which can be arranged by themselves, by agencies with which they are associated, or through internships linked to the course.
  • ORLD 5302 - Practicum in group facilitation in healthcare settings II
    This course is Part Two of a three-course series. Helps students to apply their learning to observe, critique, and deepen their supervisory work, with a particular focus on the educator's assessment of supervisees and group function. Students need to be engaged in a practicum, which can be arranged by themselves, by agencies with which they are associated, or through internships linked to the course.
  • ORLD 5303 - Practicum in group facilitation in healthcare settings III
    This course is Part Three of a three-course series. Focuses on intervention and curriculum development vis-a-vis supervision, adult education program design, and, behavioral sciences, and cultural competence. Students need to be engaged in a practicum, which can be arranged by themselves, by agencies with which they are associated, or through internships linked to the course.
  • ORLD 5540 - Social Entrepreneurship & Leadership
    Social Entrepreneurship can be simply defined as the application of the mindset, processes, tools, and techniques of business entrepreneurship to the pursuit of a social and/or environmental mission. Social entrepreneurship brings to bear the passion, ingenuity, innovativeness, perseverance, planning bootstrapping abilities, and focus on growth characteristic of business entrepreneurs on the work of meeting our society’s most pressing challenges. Incorporated into each class will be implications for how entrepreneurs learn (entrepreneurial learning theory) through practice. The course will concurrently address the necessary skills needed to start a social enterprise including how to develop a business plan with a social/societal benefitting focus. Students will develop a comprehensive business plan for a social enterprise throughout the semester.
  • 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 6054 - Learning to Think Strategically
    This highly interactive seminar offers an opportunity for participants to challenge conventional approaches to strategy by focusing on how successful strategists learn to think strategically — the learning aspect of strategic thinking will be emphasized. As organizational leaders, the seminar participants will be encouraged to critically assess their own and their organizations’ strategy development habits. Accordingly, participants will be working with their own current strategy cases in order to expand the breadth and depth of their strategic thinking baseline. This seminar provides a thorough grounding in the foundation and underlying concepts of strategic thinking. Based on a critical reflective process-oriented design, this course content explores the genesis of strategic thinking, its value to an organization, and includes extensive practice and intensive reflection as learning methods.
  • ORLD 6800 - Workshops and Seminars
    (1) Workshop in Adult Education: Life History -- This course introduces the use of life history and biological approaches in adult education. Through the process of reflecting on their life experience, participants gain insight into the field of adult education, develop their capacity for critical self-reflection, and explore strengths and challenges associated with the interpretation of qualitative data. In order to promote learning and build up the cohesion of the cohort, this course articulates multiple settings (lectures, class and small group discussions) and specific tasks (writing and sharing autobiographical experiences, keeping a learning journal, organizing a field trip in NYC, etc.) (2) Seminar in Adult Basic and Critical Literacy -- This course offers an overview of the field of adult education’s legacy and connections to the study and development of adult basic literacy. The course covers literacy skills, domestic and global trends, and research. It also covers critical literacy from the perspective of the role of education and the interplay of power and privilege in defining requisite cultural literacies for individual and collective success. (3) Workshop in Adult Education: Strategic Advocacy -- This course provides a foundation for understanding and utilizing practices for learning and engaging in advocacy under conditions characterized by complexity and uncertainty. The workshop will focus on how these practices can be applied strategically to organizations (private and public, for profit and not-for-profit) and to individual action in order to address challenges marked by uncertainty and ambiguity. The objective of this course will be to further develop student capabilities to address complex personal, organizational, and societal challenges strategically. (4) Workshop in Adult Education: 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 existing theories on organizational learning in the workplace. The workshop responds to the complex and various dilemmas faced by many human resource managers and corporate executives regarding how to actually deal with the impact of technology on employee learning and management. (5) Workshop in Adult Education: Capstone -- This course is designed to assist students in reflecting on and making meaning of their overall AEGIS curricular coursework and community experience. It is a closure experience in which they engage in multiple multi-sensory activities oriented towards outgrowth issues and transitioning to the independent research phase of their doctoral study.
  • ORLD 6900 - Research and independent study in adult education
    Permission of instructor required.
  • ORLD 6902 - Pro-Seminar in Adult Education
    Adult education is an interdisciplinary field of theory and practice that draws on social sciences. Students in AEGIS are experienced practitioners who come to the program with a wide range of disciplinary, theoretical, and practical backgrounds on which they can draw as they begin this journey. The pro-seminar provides a common language in our quest as adult education scholar-practitioners. It is a forum through which students can examine the common threads of adult learning and education that run throughout the different settings and disciplines through which they practice. Students examine the main theoretical orientations and professional practice areas in the field. They also examine and critique the personal, philosophical, and professional presuppositions and underpinnings of their practice.
  • ORLD 6903 - Qualitative Research
    This course is the third in a sequence of research courses aimed at helping students understand the qualitative approach to dissertation research. In this course, students begin to scope out the parameters of a topical inquiry and begin to grapple with the many facets of the dissertation proposal.
  • ORLD 6906 - Program Development
    Learning is at the core of most initiatives in organizations and requires dynamic, collaborative, and innovative approaches to program planning. A main idea in this course is that program development is about a series of choices. To enable well-informed choice, program planning theory and practice is explored. Emphasis is placed on developing the knowledge, skills, and values needed to achieve greater capacity for effective program development.
  • ORLD 6908 - Adult Learning & Leadership Seminars
    (1) Adult Development -- This course provides an overview of adult development theories and how they inform adult learning. Students will gain insight into stage and phase theories and how adult growth can be supported in a variety of workplace, educational, and community settings. Developmental assessments will be examined and differences explored based on theories that differently explore psychological, lifespan, spiritual, moral, and other frameworks for understanding adult development. (2) Adult Education/Learning: Theory and Practice -- This course helps educators gain insight into themselves as facilitators of adult learning based on theory, research, and practice related to learning from and through experience, self-directed learning, and transformative learning theory. This course supports a critical appraisal of one's facilitation practice. The format will be interactive discussion of various theoretical perspectives on adult learning, with a view to how these ideas can be used to understand / improve / change your practice. (3) Advanced Seminar: Leadership in Adult Education -- In this course, we will explore various theories and practices of leadership from the perspective of adult learning; we will do so in a workplace context. Specifically, we will examine the framing of leadership as a form of human performance and focus on contextual, conceptual, and behavioral dimensions of leadership. Our inquiry will be guided by four essential questions: 1) Are leaders born? 2) Can leadership be taught? 3) Does it all depend? 4) What's new/emerging? The format will be a seminar where cases be read and discussed to examine various perspectives on leadership theory, models of practice, and research in light of class members' own experiences and practice. (4) Workplace and Organizational Learning --In this course, we will examine trends that have affected the shift to knowledge work and globalization and implications for learning in organizations. We will contrast structured training practices with the embedded, contextualized nature of informal workplace learning and critically assess learning practices in different settings (business organizations, not-for-profits, higher education, healthcare, community, other educational settings). Finally, we will examine differences when learning is supported at individual, group, and organizational learning levels.
  • ORLD 6914 - Learning Communities I
    Drawing on the literature, presents students with the central challenges of establishing learning communities as an adult education method of practice. Special attention is given to the use of the web as a way of establishing virtual learning communities. Students gain experience through the use of the web to facilitate dialogue linked to their course work.
  • ORLD 6915 - Learning Communities II
    Extends the learning from Learning Communities I, with an emphasis on using web technology to facilitate learning communities as part of action learning methods. Special emphasis is placed on developing reflective practice in such communities.
  • ORLD 6916 - Learning Communities III
    This seminar focuses on the use of learning communities to facilitate research and inquiry. Students use their own research topics as a focus for the course.
  • ORLD 6918 - Research Seminars
    (1) Introduction to Research -- This is the first in a sequence of courses designed to develop student competencies in conducting and assessing research. The overall objective of this course is for students to become conversant with the current discourse on research and with the most fundamental research designs encountered in practice. The course begins with a discussion of research paradigms. From this context, the class considers issues around experimental design, survey design and analysis, field/case study research, and action research--all forms of research design and methods with which adult educators and human resource development require competence. (2) Literature Review -- This course is an intensive seminar designed to introduce doctoral students of an AEGIS cohort to the discipline and constituent practices of conducting a literature review within the context of doctoral studies and dissertation work. On conclusion of this course, students will be able to a) search for topic-related literature, b) take and organize notes from the review, c) identify qualities of literature constituting the review, and d) possess knowledge of fundamental resources needed for writing the literature review. (3) Advanced Research Seminar I -- This is the third course in the research sequence. The objective of this seminar is to help students strengthen their conceptual frameworks, refine their research questions, and tighten their thinking around research design, providing them with the foundation for a robust pilot study experience in the spring. Students will continue to develop a critical understanding of the nuances, conundrums, and complexity of research methods and the research process. (4) Advanced Research Seminar II -- This is the last course in the research sequence. It is intended both to advance participants' understanding of the interpretative research paradigm and its accepted methodologies and to facilitate the further development of a viable dissertation proposal. The course focuses on the following components of the proposal: the proposed research methodology, additional literature review, and refinement of the anticipated context and background. Students will develop a plan for finishing the proposal.
  • 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.
  • ORLH 4010 - Purposes and policies of higher education
    An introduction to the U.S. system of higher education through an overview of the system and its history, a survey of the missions and purposes served by U.S. colleges and universities, and an investigation of some of the pressing policy questions now confronting those institutions.
  • ORLH 4011 - Curriculum and instruction in higher education
    An introduction to theories and practices pertaining to curriculum and teaching in U.S. higher education. Internal and external influences on curriculum and teaching and implications for college and university classrooms. Examination of key trends and developments, including the impact of the scholarship of teaching.
  • ORLH 4012 - The community college
    Emerging issues, problems, and trends in community colleges, technical institutes, and adult education. Topics include the history and philosophy of the community college movement, governance and finance, teaching, student personnel work, impact on students, and the future of the community college.
  • ORLH 4020 - College and university organization and administration
    Basic aspects of college and university organization and administration with consideration given to the roles of various groups in governance and management as well as organizational processes such as leadership, decision making, and conflict resolution. External and internal constraints examined from conceptual, practical, and policy perspectives.
  • ORLH 4031 - Financial administration of higher education institutions
    No financial training is required. Introduction to the financial pressures facing colleges and universities and the various kinds of solutions they have adopted to meet those pressures. Topics include strategic planning, cost cutting, outsourcing, enrollment planning, new curricula, and fund raising.
  • ORLH 4040 - The American college student
    Reviews the demographic data about student access to college, the determinants of social class, race and gender differences in college access and choice, and the influence of colleges upon students.
  • ORLH 4041 - Student personnel administration: Organization, functions, and issues
    Permission required. An introduction to various forms of organization and functions: multidisciplinary foundations, including historical and philosophical foundations and conceptual and research contributions from the behavioral and social sciences.
  • ORLH 4042 - Student personnel administration: Programs and services
    A survey of programs and services typical of American colleges and universities. Includes contemporary issues of concern to student personnel administrators.
  • ORLH 4845 - Diversity: Implications for recruitment and retention
    Students will explore diversity (race, class and gender) concerns affecting the recruitment and retention of diverse student and faculty populations in the context of American higher education.
  • ORLH 4900 - Research and independent study in higher education
    Independent research.
  • ORLH 5011 - College teaching and learning
    Designed for individuals who aspire to college teaching. This course emphasizes research on student learning and pedagogies. The course stresses the implications of diversity in the student population.
  • ORLH 5044 - Theories of diversity in higher education
    Critical analysis of cultural diversity in American higher education with respect to the curriculum, co-curriculum, and institutional structure. Presents new paradigms with which to understand the complexities of response that are necessary to adequately meet the needs of all students.
  • ORLH 5241 - Observation and supervised fieldwork in higher and postsecondary education
    Permission required. Students reserve two days a week for work in colleges. A seminar integrates field practices with course theory. Required of all students doing an internship.
  • ORLH 5522 - Advanced professional seminar: Contemporary Student Issues and Policies
    Intensive analysis of selected problems and issues in postsecondary education. The course is intended for practicing professionals in postsecondary education as well as majors in the program. Other students in the college who wish to enroll should obtain permission of the instructor.
  • ORLH 5524 - Advanced professional seminar: An analysis of student cultures
    Critical analysis of selected research reports pertaining to the student cultures. The focus is on the purposes of each study, the question(s) asked, the assumptions and theories upon which the research is based, the sources of data, the method(s) of data collection, the conclusions and interpretations developed, and the relevance of the research to student personnel in particular and to higher education in general.
  • ORLH 5525 - Advanced professional seminar: College student development theories
    Course focuses on college student development theories and their application to higher education. Primary areas of focus include: (1) intellectual and ethical developmental theory, individual development models, learning styles models, and theories of cultural identity, (2) ethical considerations using theory in practice, and (3) critique of theories from a variety of research perspectives.
  • ORLH 5526 - Advanced professional seminar: The literature of higher education
    Permission required if not a student in the program. Intensive analysis of research process as applied to study of higher education. The course is intended for Ed.M. and Ed.D. students in the program. Other students in the college who wish to enroll should obtain permission of the instructor. Analysis of selected classic and contemporary works that have influenced thought and affected public opinion and public policy related to higher education. Topics vary from year to year.
  • ORLH 5527 - Advanced professional seminar: The college professoriate
    Review and discussion of the research and literature, diverse roles, and expectations that characterize the position of college professor, with attention to implications for professional and personal development. Consideration of the professoriate as a profession.
  • ORLH 5533 - Advanced professional skills: Faculty development
    Theory and practice concerning theory, evaluation, and improvement of college teaching. Topics include models and practices for review, design, and conduct of faculty development programs.
  • ORLH 5545 - The civic mission of higher education
    This course is designed to give you an understanding of the civic mission of higher education and introduce you to the study and practice of public engagement in higher education. During the semester, we will consider the civic roles of postsecondary education institutions both past and present. Special attention will be paid to contemporary philosophies and practices of engagement, and how engagement is expressed in various institutional contexts.
  • ORLH 5546 - Philanthropy and education
    The power of philanthropy within the United States and American higher education has been tremendous. Philanthropy has become a cultural norm in the United States; Americans give their money at a higher rate than any other country in the world. In fact, Peter Dobkin Hall believes that “No single force is more responsible for the emergence of the modern university in America than giving by individuals and foundations.” The purpose of this course is designed to look critically at how philanthropy and fundraising has affected American higher education.
  • ORLH 5547 - Higher education assessment in an era of accountability
    This course will introduce students to assessment practices in U.S. higher education, focusing on assessment of teaching, learning, and educational quality as it relates to the learning outcomes movement in higher education. The course divides the intended learning into two broad topics: understanding and analyzing the national landscape of higher education accountability and assessment; and developing the skills to create and implement an assessment plan.
  • ORLH 5900 - Research and independent study in higher education
    Independent research.
  • ORLH 6020 - Craft of interview research
    Taught in research team/practicum format, the course develops students' knowledge and skills of interview research as a process including development of research questions, conceptual framework, study design and methods, data collection, data analysis, interpretation, and reporting. We focus on one-to-one interviewing coupled to document analysis and observation toward understanding persons' thinking and learning in diverse educational contexts.
  • ORLH 6511 - Coordinating seminar in higher education
    Permission required. Course restricted to Ed.D. and Ed.M. students in the Higher Education program. An overview and discussion of the most topical literature in American higher education, this course is designed to explore a wide variety of educational roles in the context of the goals and aspirations of new doctoral students.
  • ORLH 6556 - Educational leadership: Research, art and practice
    Examination of leadership research definition, dimensions, characteristics, and capacities. Exploration of leadership opportunities within entire range of educational practice. Application of leadership lessons to educational problems and situations through case studies.
  • ORLH 6900 - Research and independent study in higher education
    Independent research.
  • ORLH 7500 - Dissertation seminar in higher education
    Students should have completed most or all coursework (including research methods courses) and have passed the certification examination. Students register for the course the semester a proposal hearing is to be scheduled. 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.
  • ORLH 7900 - Directed dissertation research
    All doctoral students eligible for this course must register each semester until a proposal hearing has occurred and a proposal has been approved.
  • ORLH 8900 - Dissertation advisement in higher 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.
  • ORLJ 4000 - Conflict Resolution in Schools
    Peaceful, safe classrooms and schools support both academic and social-emotional learning. This course introduces the field of conflict resolution education in schools, in the context of supporting student academic achievement, increasing skills for coping with interests-based conflicts, and creating just and caring classrooms and schools.
  • ORLJ 4002 - Functions of organizations
    A survey of the primary functions and operations of organizations: accounting, finance, marketing, strategic planning, management information systems, and the relation of these functions to human resource management.
  • ORLJ 4005 - Organizational psychology
    Introduction to theories and research that underlie the field of organizational psychology. Implications and applications in various organizational contexts are considered.
  • ORLJ 4009 - Understanding behavioral research
    Overview of alternative methods of behavioral research and their relative strengths and limitations. Application of methodological principles in order to read and evaluate social science research and learn how to begin to conduct research.
  • ORLJ 4010 - Executive coaching
    Executive Coaching combines two previously taught courses into one in order to integrate theory and practice. As such, this course is intended to provide students with an overview of theory, research, and practice related to coaching within organizational settings as coaching is viewed as a subset of organizational consultation. Assuming some basic knowledge of organizational behavior and theory and limited experience with coaching, the course is designed to give students an opportunity to gain foundational knowledge of the coaching process, including how to create a coaching relationship, engage in coaching conversations, and build commitment for action planning.
  • ORLJ 4331 - Constructive Multicultural Organizational Development: Leveraging Tension for Socially Just Change
    Despite demographic and cultural changes leading to more diversity in organizations, workplaces often struggle with issues of justice, equity, and inclusion. In this interactive course, we will explore why change around social inclusion is often painstakingly slow and recalcitrant, and what can be done to promote and sustain constructive change in the workplace.
  • ORLJ 4800 - Conflict & Complexity: A Dynamical Systems Approach to Addressing Protracted Conflict
    This course will explore the relevance of dynamical systems theory (DST) for understanding protracted and seemingly intractable conflict at different levels of social reality (interpersonal, inter-group, international) and will outline the conditions under which such conflict can be transformed.
  • ORLJ 4804 - Healing and Reconciling Relationships in Conflict
    This course examines the role that unaddressed and unhealed emotional trauma plays in creating and maintaining conflict. It also highlights unaddressed trauma as an obstacle to reconciliation-our ability to put the past to rest and to rebuild relationships that have broken under the strain of conflict.
  • ORLJ 4819 - Transforming Conflict From Within: Leadership Interventions in Long-Term Conflicts
    This course is designed to engage students as leaders and interventionists in their own and others' long-term conflicts. This course applies four realms to transform long-term conflict: wisdom (knowing), cognition (thinking), affect (feeling), and behavior (acting).
  • ORLJ 4901 - Research and independent study in social-organizational psychology
    Permission Required. Student works closely with faculty in conducting research in social-organizational psychology and producing a substantive paper at semester's end.
  • ORLJ 5002 - Advanced functions of organizations
    In Advanced Functions of Organizations, students will learn about the larger contexts within which businesses function, the mechanisms by which they are regulated, the ways in which these contexts and mechanisms impact the viability and success of a business or organization, and the impact these variables have on the decision-making role and behavior of management and employees in an organization. Topics covered are market analysis and business ethics, capital markets, business law, and business strategy and decision- making.
  • ORLJ 5003 - Human resource management
    The goal of this course is to provide a solid understanding of theory, research, and practice in human resource management. Through a combination of reading, cases, lectures, and discussions of the material, students will understand human resources' ability to be a credible partner to the business and its pivotal role in supporting organizational strategy; the complexity of the human resources function to move from the sole mission of the attraction, motivation and retention of people to one that also attempts a line of sight and contribution to organizational value; and the various aspects of the human resources function such as human resource strategy, talent management, talent development, organizational design/effectiveness, and training.
  • ORLJ 5005 - Leadership and supervision
    Major psychological and other interdisciplinary approaches to the study of leadership. Critical analysis of relevant theories, research, and practical applications.
  • ORLJ 5012 - Organizational Internship
    This course is designed to provide meaningful, real-world practical experience in an organizational setting. It allows the student to gain exposure to a professional environment where they can apply academic theory from the field of social-organizational psychology (human resources, organizational development, talent management, and others) or conflict resolution (human rights, majority relations, mediation, peacemaking, social justice, and others). Students will work for at least 150 hours within their selected organization.
  • ORLJ 5017 - Small group intervention: Theory and method
    Prerequisite: ORL 5362. This course gives students an opportunity to apply their knowledge of group and team dynamics in order to learn how to improve work team functioning and performance. The course covers a variety of models for effective teaming with an emphasis on how to apply those models to real work teams. Students learn relevant theory and research that underlies effective small group interventions and practice applied skills in teamwork. The class format is a seminar style with considerable discussion, case study analyses, role-plays, and small group work.
  • ORLJ 5018 - Using survey research in organizational consulting
    Prerequisite: ORLJ 4009. This course illustrates how to conduct survey research for organizational change initiatives. The following topics are covered: entering into survey research consulting, selecting concepts, conducting focus groups, survey construction and administration, data analysis, identifying needs, survey feedback techniques, and final reports. Students develop a survey-based project from initial conceptualization to final report presentation.
  • ORLJ 5019 - Data-based interventions in organizations
    Prerequisite: ORLJ 4009. Reviews tools for collecting, organizing, and analyzing qualitative and quantitative data in organizations. Students explore and practice the use of data collection techniques most frequently utilized by practitioners in the field (secondary data, observations, questionnaires, interviews, and focus groups), as well as practice analysis techniques associated with these tools. The use of diagnostic tools is considered within the framework of the consulting cycle (contracting and planning, data collection, data analysis, and data feedback). Upon completion of this course, the students should be well prepared to engage in a consultation with the real client.
  • ORLJ 5040 - Research methods in social psychology
    Open only to qualified doctoral students in the behavioral or social sciences. Representative approaches to practice in the design, conduct, and analysis of research. Fall: Experimental and quasi-experimental design. Spring: Field and survey methods; policy and evaluation research.
  • ORLJ 5045 - Organizational dynamics and theory
    Prerequisite: ORLJ 4005 or equivalent. Study of organizations as total systems with consideration of different types of organizations. Emphasis on the impact of such dimensions as mission, strategy, structure, culture, systems, and leadership on individual and organizational performance and vice versa. Organizational change is also addressed.
  • ORLJ 5046 - Intercultural communications in organizational contexts: Theory, issues, and practices
    This class is designed to explore the intercultural communication field and what it has to offer professional educators in the context of their understanding of intercultural theory and practice and in their ability to design effective and empathic learning environments.
  • ORLJ 5055 - Organization change: Theory and practice
    This course covers the primary content and substance of organization change. The content/substance includes theory, models and frameworks, research studies, and related concepts that influence the practice of organization change and vice versa: that is, how the practice of organization change influences theory, models, research, and concepts. The course is conducted as a combination of lecture and student activities and discussion with emphasis on (a) selected readings to be studied prior to each class and (b) discussion during class by all students.
  • ORLJ 5090 - Strategic Talent Management
    This course provides a comprehensive review of the theory and practice of Strategic Talent Management in organizational settings. Students will learn about key conceptual models (e.g., talent life-cycle, leadership pipeline, high-potential classification and role segmentation frameworks), processes and tools used for assessing and developing talent (e.g., talent reviews and brokering, multi-trait multi-method assessment frameworks, and the 70/20/10 model of development).
  • ORLJ 5115 - Social networks and performance
    This course allows students to understand how social networks influence performance in a wide variety of settings. Relevant topics in the application of social network ideology are explored, such as motivated goal pursuits, leadership processes, and the structure of group and organizational networks. The course also explores important interpersonal processes through a social network lens, such as human conflict, emotional contagion, and helping behavior.
  • ORLJ 5148 - Managing conflicts in organizations
    This course investigates how conflicts unfold in organizational settings, and explores the causes, influencing factors and strategies for managing these conflicts.
  • ORLJ 5310 - Preparation for Coaching
    The purpose of this course is to introduce students to the basic structure and techniques of interviewing and listening. The course is largely experiential and is intended for students who have little or no background or experience in counseling or coaching.
  • ORLJ 5311 - Practicum in management and leadership
    Enrollment limited. This elective combines theory and practice in management and leadership, with an emphasis on practical applications: what managers and leaders actually do. In addition to theory, simulations, behavior modeling, team participation, and individual presentations are used to provide a series of developmental experiences.
  • ORLJ 5340 - Adaptive Negotiation & Conflict Resolution
    An experiential course designed to promote negotiation understanding and adaptivity across negotiation situations. Students will have the opportunity to develop more self-awareness and basic collaborative negotiation skills with supervised practice.
  • ORLJ 5341 - Effective Mediation: Standard and Adaptive Practices
    Mediators help disputants handle their conflict constructively and to find acceptable solutions. Students will learn the conditions when mediation is most effective, appropriate and feasible; identify basic differences in the task versus relationship nature of the cases presented; and employ strategies that are fitting and conducive to mediation.
  • ORLJ 5540 - Proseminar in social and organizational psychology
    Open only to qualified doctoral students in the behavioral or social sciences. Intensive readings and analysis of theories and research in social psychology and social structure.
  • ORLJ 5541 - Proseminar in social and organizational psychology
    Open only to qualified doctoral students in the behavioral or social sciences. Intensive readings and analysis of theories and research in social and organizational psychology and social structure.
  • ORLJ 6040 - Fundamentals of cooperation, conflict resolution and mediation in different institutional contexts
    This course is an advanced seminar on the theoretical foundations of conflict resolution based on current and previous social psychology research. It emphasizes the links between theory and practice and provides a broad overview of basic topics in conflict resolution, including cooperation and competition, power, culture, justice, negotiation and mediation, violence, intergroup conflict, intractable conflict and sustainable peace.
  • ORLJ 6045 - Demography in Organizations
    This course seeks to understand the role that demography plays in organizations. The main focus in this course is on demographic variables such as race, gender, and disability. The course examines various theoretical frameworks that help us to understand how demographic variables influence organizational behavior and decisions.
  • ORLJ 6244 - Fieldwork in change, coaching, and supervision
    Permission required. Prerequisites: ORL 5362 and ORLJ 4010. Students will be trained in Interpersonal Process Recall (IPR) and practice their acquired skills with the facilitation of the executive coaching labs (ORLJ 4010). Students meet in seminar format to debrief facilitation sessions, integrate learning, and advance their coaching knowledge and skills through reflection and assigned reading. Additional coaching opportunities and supervision may be undertaken.
  • ORLJ 6341 - Group/Org Dyn & Divers Iss
    Permission required. Limited to doctoral students. Topics are announced in the preliminary and final course schedules distributed each semester.
  • ORLJ 6342 - Prac:Multi-level Rsch in Organ
    Permission required. Limited to doctoral students. Topics are announced in the preliminary and final course schedules distributed each semester.
  • ORLJ 6343 - Practicum in change and consultation in organizations
    Prerequisite: ORL 5362 and ORLJ 4005. Enrollment limited. Open to master's students and doctoral candidates who have a strong background in social science, organizational behavior, administration, psychology, or business. Offers the opportunity to understand the consulting process through work on change projects involving actual clients.
  • ORLJ 6344 - Prac:Conflict Justice Coopertn
    Permission required. Limited to doctoral students. Topics are announced in the preliminary and final course schedules distributed each semester.
  • ORLJ 6345 - Prac:Dvrsty Discrim Organztns
    Permission required. Limited to doctoral students. Topics are announced in the preliminary and final course schedules distributed each semester.
  • ORLJ 6346 - Prac:Dynamic Network Lab
    Permission required. Limited to doctoral students. Topics are announced in the preliminary and final course schedules distributed each semester.
  • ORLJ 6347 - Prac: Diversity Dynamics Orgs
    Permission required. Limited to doctoral students. Topics are announced in the preliminary and final course schedules distributed each semester.
  • ORLJ 6348 - Prac: Manangerial Competence
    Permission required. Limited to doctoral students. Topics are announced in the preliminary and final course schedules distributed each semester.
  • ORLJ 6349 - Practicum: Process Consultation
    Permission required. Limited to doctoral students. Topics are announced in the preliminary and final course schedules distributed each semester.
  • ORLJ 6350 - Conflict Resolution: Advanced Methods for Identity and Intergroup Conflict
    Prerequisite: ORLJ 5340. This applied course explores some of the theories and intervention skills needed when conflicts of interest are compounded by the complexity and perceived and/or real social identity differences. It is primarily concerned with how group differences (such as class, power, culture, race, and gender) can be understood and mitigated by means of negotiation, mediation, and dialogue.
  • ORLJ 6500 - Stereotypes and stereotypic processes in organizational contexts
    Open only to qualified doctoral students in the behavioral or social sciences. Stereotypes are an important means by which perceivers form impressions of others, and understand and interact with their social environments. It is important to understand the role of stereotypes in information processing as well as the conditions under which stereotype activation and use are more or less likely to occur. This seminar explores the development, activation and suppression and use of stereotypes in organizational contexts.
  • ORLJ 6502 - Dynamic Networks and Systems
    Doctoral seminar. This seminar examines various theoretical and empirical approaches to the study of complex systems. Example topics include traditional systems theory, social network analysis, dynamic network theory, social interaction analysis, and simulations of complex systems. A variety of frameworks are addressed that span individual, dyadic, group, organizational, and international levels.
  • ORLJ 6520 - Advanced professional writing seminar
    For doctoral students, only. This course is designed to help students develop the writing skills needed in their academic and post-academic careers. Course topics include establishing and maintaining good writing habits; writing theoretical, applied, and empirical papers; providing and responding to reviewer comments on manuscripts; and ethics in writing. The course provides a support for students as they work on completing their own qualifying papers. The desired and expected outcome of the course is at least one completed qualifying paper or paper ready to submit for publication.
  • ORLJ 6540 - Contemporary Issues in Organizational Psychology
    The primary purpose of this course is to provide students with an opportunity to develop an in-depth understanding of assessment tools from a psychological perspective and to learn about the wide range of applications of assessments in organizations. The course aims to enable students to apply, understand, and interpret scientific assessment tools throughout the talent management spectrum: selecting, onboarding, developing and engaging employees. Psychometric and test theory, a brief history of applied assessment, and the key methodologies used to assess and measure major work-related constructs (e.g., EQ, IQ, personality, and leadership potential) will be discussed, as well as novel applications of assessment and the future of talent identification. The course will pay particular attention to assessment-based solutions or interventions, such as executive coaching, organizational development, and high potential identification programs.
  • ORLJ 6640 - Social-organizational psychology colloquium
    Permission required. For doctoral candidates only. Discussion of ongoing projects involving research and consultation.
  • ORLJ 6901 - Advanced research and independent study in social-organizational psychology
    Permission required.
  • ORLJ 7501 - Dissertation seminar
    Permission required. Development of doctoral dissertations and presentation of plans for approval. Registration limited to two terms. For requirements, see section on Continuous Registration for Ed.D./Ph.D. degrees.
  • ORLJ 8900 - Dissertation advisement in social-organizational psychology
    Fee to equal 3 points at current tuition rate for each term. For requirements, see section on Continuous Registration for Ed.D./Ph.D. degrees.
  • ORLN 4005 - Theories of nursing
    Theoretical foundations of nursing. Critical analysis of theories that explain the nature of nursing practice.
  • ORLN 4013 - Fiscal management of the nursing organization
    Focus is the fiscal impact of providing nursing services. Management information systems, organizing human and material resources, and assessing the cost and quality of nursing services are studied. Health organization finance and nursing budgeting are included.
  • ORLN 4050 - Health problems and issues in society
    Political and economic concepts influencing the delivery of healthcare services. Consideration of health issues facing the public and possible courses of action.
  • ORLN 5000 - Nursing science
    Prerequisite: ORLN 4005. Examination of emerging issues in nursing research and healthcare. Relevance to theory development and health policy are emphasized.
  • ORLN 5005 - Interdisciplinary theory in nursing
    Prerequisites: ORLN 4005, ORLN 4050, or equivalent. Evaluation of the utility of theories and models from related disciplines in posing research problems in nursing. Focus on strategies of concept analysis and theory derivation.
  • ORLN 5010 - Administration of a nursing organization
    Prerequisite: ORL 4054. Analysis and application of administrative theory and structure to the nurse executive role. Analysis of fit of models to the nursing administrative task. Application of management by objectives, quantitative decision theory, and other models in the nursing administrative function.
  • ORLN 5011 - Designing, planning, and monitoring the healthcare system
    Prerequisite: ORL 4054. Corequisites or prerequisites: ORLN 4005, ORLN 4013, and ORLN 5010. Identification and analysis of organization and planning theories applicable to the nursing care system. Development of design models based on analyses of current and predictable healthcare needs of society and the nursing market. Ability to assess architectural plans as they impact on nursing care delivery.
  • ORLN 5013 - Informatics in nursing
    Focus on computerized management information systems, computer-based analysis of decision alternatives, assessing nursing care quality and cost-effectiveness, and other feedback mechanisms specific to the nursing organization. Special fee: $50.
  • ORLN 5040 - Methods in nursing research
    Prerequisites: ORLN 4005, ORLN 5000. Analysis of hypothetical generation, study designs, and data collection methods in nursing research with emphasis on application to practice.
  • ORLN 5043 - Nursing research development
    Prerequisites: ORLN 4005, ORLN 5040, or equivalents. Philosophical foundations of empirical and naturalistic inquiry methods are examined with reference to developing a domain-significant research problem. Emphasis given to clarification to study design within interdisciplinary knowledge relevant to nursing.
  • ORLN 5230 - Fieldwork in nursing education
    Permission required. Supervised practice in teaching nurse learners in one or more settings: classroom, clinical and/or practice.
  • ORLN 5530 - Clinical Tchng/Evaluation
    Inquiry in effective strategies for teaching and evaluating students in the laboratory setting. Analysis, or theory and related research.
  • ORLN 5908 - Independent study in professional nursing
    Permission required. Individual, guided learning experience at the master's level in a selected aspect of professional nursing. Topic agreed upon between student and faculty.
  • ORLN 5910 - Independent study in nursing administration
    Permission required. Individual, guided learning experience at the master's level in a selected aspect of nursing administration. Topic agreed upon between student and faculty.
  • ORLN 5930 - Independent study in nursing education
    Permission required. Individual, guided learning experience at the master’s level in a selected aspect of nursing education, professorial studies. Topic agreed upon between student and faculty.
  • ORLN 5980 - Independent study in staff development
    Permission required. Individual, guided learning experience at the master’s level in a selected aspect of nursing staff development. Topic agreed upon between student and faculty.
  • ORLN 6014 - Managing the socially responsible organization
    Analysis of selected social, economic, and political megatrends that have or will continue to influence the direction of change in the healthcare industry. The process of analysis is intended to serve as a conceptual framework for the categorization of discrete trends affecting the management of nursing services and programs.
  • ORLN 6501 - Seminar in professional nursing
    Prerequisites: Two courses in nursing professionalism and/or history. Examination of selected professional nursing problems or domain in depth. Course may be repeated for credit if different topics are covered.
  • ORLN 6511 - Innovations in nursing management
    Prerequisites: ORL 4054, ORLN 4011, ORLN 5010. Selected innovations in nursing, other health disciplines and management science are analyzed regarding underlying processes for translating new knowledge into successful practice. Special fee: $10.
  • ORLN 6514 - Marketing nursing programs
    Prerequisites: ORL 4054, ORLN 5010. Analysis of marketing concepts and principles of strategic planning as they relate to nurse executive role in health service industry.
  • ORLN 6522 - Policy formation and governance in healthcare
    Policy formation and governance within nursing organizations and within the larger institution of which they are a part. Exploration of external and internal influences on policy formation in nursing.
  • ORLN 6540 - Seminar on dissertation design development
    Permission required. Prerequisites: ORLN 4005, ORLN 5005, ORLN 5043, statistics, and certification. Required of all doctoral candidates. Group critique of dissertation proposals; focus on beginning to intermediate aspects of analysis of theory and research design. This course may be repeated as often as necessary until the student is ready for the departmental examination. Once ORLN 6540 is taken, continuous fall/spring enrollment in this course, in ORLN7900, or in ORLN 8900 is required until the semester during which the departmental examination is held.
  • ORLN 6541 - Advanced seminar on dissertation design development
    Permission required. Prerequisite: ORLN 6540 and certification. Focus on advanced aspects of research design and method.
  • ORLN 6615 - Colloquium in nursing administration
    Prerequisite: Determined by professor based on topic(s) selected. Examination of selected problems in nursing administration practice. Course may be repeated for credit if different topic is covered.
  • ORLN 6635 - Colloquium in nursing education
    Prerequisite: Determined by professor based on topic selected. Examination of selected problems in nursing education practice and administration. Course may be repeated for credit if a different topic is covered.
  • ORLN 6908 - Independent study in professional nursing
    Permission required. Individual, guided learning experience at the doctoral level in a selected aspect of professional nursing. Topic agreed upon between student and faculty.
  • ORLN 6910 - Independent study in nursing administration
    Permission required. Individual, guided learning experience at the doctoral level in a selected aspect of nursing administration. Topic agreed upon between student and faculty.
  • ORLN 6920 - Independent study in the nursing educational organization
    Permission required. Individual, guided learning experience at the doctoral level in a selected aspect of the nursing educational organization. Topic agreed upon between student and faculty.
  • ORLN 6930 - Independent study in nursing education
    Permission required. Individual, guided learning experience at the doctoral level in a selected aspect of nursing education. Topic agreed upon between student and faculty.
  • ORLN 6940 - Independent study in nursing research
    Permission required. Allows student to contract with an individual faculty member for research-related work in a defined area of study, including dissertation development.
  • ORLN 6980 - Independent study in staff development
    Permission required. Individual, guided learning experience at the doctoral level in a selected aspect of staff development. Topic agreed upon between student and faculty.
  • ORLN 7500 - Dissertation seminar in nursing
    Permission required. Prerequisite: ORLN 6540 and certification. The departmental examination, involving presentation of dissertation proposal for faculty approval. This course is required of all certified doctoral candidates and may be taken only once. If the student is unable to satisfactorily complete the departmental examination during the semester in which enrolled, an incomplete is given and is removed when student completes all requirements for the departmental examination.
  • ORLN 7900 - Directed dissertation research
    Permission required. Prerequisites: ORLN 6540 and ORLN 6541. All doctoral students eligible for this course must register for this course every semester during completion of the dissertation. This course may be repeated as often as necessary upon advice of the advisor.
  • ORLN 8900 - Dissertation advisement in nursing
    Individual advisement on doctoral dissertation following completion of all course work and programmatic course requirements, upon advisement by Faculty advisor. Fee to equal 3 points at current tuition rate for each term. For continuous requirements, see section in catalog on Continuous Registration for Ed.D. degree.
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