Fielding Graduate University News

Current Fielding Student, Sam Jama, Featured as Super Scholar by Ryerson University

Posted by Hilary Edwards on Fri, Aug 23, 2013
Article written my Vanessa Santilli of Ryerson University:

Sam Jama is a case study in time management. A senior analyst (compliance) for the provincial government, he is also pursuing a PhD in Human and Organizational Development at Fielding Graduate University...


To view full article about Sam Jama, click here: Ryerson University Magazine Summer 2013

Sam Jama

Tags: Organizational development, higher education, fielding graduate university, graduate education, human development

Fielding Graduate University Announces APA Accreditation Renewal

Posted by Hilary Edwards on Tue, Aug 20, 2013

Fielding Graduate University: APA Accredited Since 1991

Fielding Graduate University is pleased to announce that the American Psychological Association (APA) has renewed its accreditation for the doctoral PhD program in Clinical Psychology. Fielding offers the only APA accredited clinical psychology doctoral program utilizing a distributed learning model. This program in the School of Psychology has been continually accredited by the APA since 1991.

The APA’s Commission on Accreditation commended the program in each of its areas of review, including, program resources, program self-assessment and quality enhancement, and the program’s philosophy, objectives and curriculum plan.

The report cited student-faculty relations as a “major strength of the program is its positive regard of its students, and its belief in their rights to courtesy, respect, collegiality, and sensitivity.” Fielding’s president, Katrina Rogers, PhD, stated, “Our clinical psychology program has served students and communities around the country for forty years, and we are pleased that APA has continued to affirm the quality of the program and its faculty. We are proud of our students, alumni, and faculty who continue to meet the highest of standards set by APA in a discipline that is so critical to the health and well-being of all societal members.”

The report also praised the School of Psychology’s value of diversity stating “the program recognizes the importance of cultural and individual difference and diversity in the training of psychologists…the program’s training mission is also committed to ensuring coverage of issues of diversity, requiring not only a formal course on multicultural diversity, but also the infusion of diversity throughout many aspects of the formal curriculum as well as informal, extra-curricular activities.”  

Fielding pioneered a distance education model comprised of blended and distributed learning that has served adult professionals for forty years. By creating flexible opportunities for individuals with career, family, and community responsibilities to achieve their advanced educational goals, Fielding’s community of scholar-practitioners helps define the future of psychology at every level—from theory to practice and research. Incorporating both intensive face-to-face interactions with online dialogue and other distance learning methodologies makes Fielding’s Clinical Psychology program accessible to students across the nation.

In a message to the Fielding community, President Katrina Rogers wrote:

I just want to acknowledge the hard work and dedication of the clinical psychology faculty members for the many ways in which they continue to strengthen the program, support our students’ intellectual development, and contribute to making our program the best in the country.

In the letter, APA staff wrote:

“The program has made a compelling argument and is to be commended.  The program has a clearly specified philosophy of education and training, compatible with the mission of its sponsor institution and appropriate to the science and practice of psychology.  The program demonstrates a commitment to excellence through self-study, which assures that its goals and objectives are met, enhances the quality of professional education and training obtained by its students, and contributes to the fulfillment of its sponsor institution’s mission.”

Fielding Graduate University is an accredited nonprofit leader in blended graduate education, combining face‐to‐face and online learning. Our curriculum offers quality degrees and courses for professionals living and working anywhere in the world. Fielding’s faculty members represent a breadth of scholarship and practice in the fields of educational leadership, human and organizational development, and clinical and media psychology. Maintaining Fielding’s reputation for quality programs, faculty are mentors and guides to self‐directed students who use their skills to become powerful, and socially‐responsible leaders in their communities, workplaces, and society.

#FieldingU

#PhD

#PSY


Tags: APA, Distributed education, clinical psychology, fielding graduate university

Review of The Oxford Handbook of Media Psychology in CHOICE Magazine, August 2013

Posted by Hilary Edwards on Tue, Aug 20, 2013

Oxford Handbook Media PSYAs cited on Oxford University Press:

It is indisputable that media is by far the most common means by which human beings spend our free time in the modern world.

However, the ubiquity of media in our lives brings with it advantages and disadvantages along with uncertainty: will increased dependence on media impair our social functioning, enhance it, or both? The Oxford Handbook of Media Psychology explores facets of human behavior, thoughts, and feelings experienced in the context of media use and creation. Divided into six sections, chapters in this volume trace the history of media psychology; address content areas for media research, including children’s media use, media violence and desensitization, sexual content, video game violence, and portrayals of race and gender; and cover psychological and physical effects of media such as serious games, games for health, technology addictions, and video games and attention. A section on meta-issues in media psychology brings together transportation theory, media psychophysiology, social influence in virtual worlds, and learning through persuasion. Other topics include the politics of media psychology, a lively debate about the future of media psychology methods, and the challenges and opportunities present in this interdisciplinary field.

Authored by top experts from psychology, communications, and related fields, this handbook presents a vibrant map of the field of media psychology.

The Handbook was edited by Fielding Graduate University faculty member Karen Dill, PhD.  Several Fielding faculty members authored chapters for the Handbook, including: Jean-Pierre Isbouts, DLitt, Jason Ohler, PhD, Regina Tuma,PhD, Don Polkinghorne, PhD, Janet de Merode, PhD, and  Pamela Rutledge, PhDFielding media psychology alumni, Ellen Derwin and Janet DeMerode, wrote chapters, as did student Michael Neal.

The following review appeared in the August 2013 issue of CHOICE magazine:

The Oxford Handbook of Media Psychology, edited by Karen E. Dill. Oxford, 2013:

This volume collects with precision essays from leading scholars on media psychology to present a comprehensive look at the foundations, history, methodology, and contemporary issues facing the field.  Dill's introduction to the volume uses historic and current media issues to provide a set of coordinates for the book, and the chapters on the foundation and definition of the field should be required reading for all media scholars. The book comprehensively covers classic areas of describe the imagestudy for media scholars, including violence and sexuality, ethnic portrayals, and persuasion. It presents quantitative and qualitative perspectives on these topics; the last five chapters discuss larger meta-issues that get little attention in journal publications.  The one reservation arises in chapter 9 due to the authors' snarky comment that "intelligent people still doubt the effects" of media violence on aggression.  Such writing presents a straw man argument that slights those who do not see the media violence debate as closed.  This is a masterful volume that frames the field of study well.  It will be a prominent volume in the "Oxford Library of Psychology" series, highlighting the topic's increased importance within the social sciences.  Summing Up: Highly recommended. Upper-division  undergraduate, graduate, and research collections. -- N  D. Bowman, West Virginia University

"Choice," 50, no. 11 (August 2013): 96.

Tags: Media psychology, psychology, higher education, fielding graduate university, graduate education

Fielding Alumni Track 2013 Recap: Putting Complexity to Work

Posted by Hilary Edwards on Tue, Aug 13, 2013

By Alice MacGillivray, PhD

alice and jim resized 600At Fielding Graduate University’s All Schools National Summer Session 2013, alumni James Webber (HOD '03) and Alice MacGillivray (HOD '09) facilitated a workshop entitled “Putting Complexity to Work.” Webber took the lead on design as part of an Institute for Social Innovation project, with MacGillivray joining in to co-design and co-facilitate.  Webber and the late alumnus Bernie Novokowski had offered many national sessions in the past and several of Bernie’s ideas were integrated into the design to honor his many years of experiential learning with systems.

Diversity of many types—backgrounds, disciplines, cultures, ways of thinking—can be a critical asset in working with complexity. The over twenty people who came together for this workshop exemplified diversity, which was a perfect setting for the workshop. There were doctoral students, alumni from the Fielding schools of Education Leadership and Change, Media Psychology and Human and Organizational Development doctoral, masters and certificate programs. Some participants specialized in complexity-related consulting and some were curious about the concepts. There were people from at least three countries and from private, public and not-for profit backgrounds. In typical Fielding fashion, interchanges were respectful and curious, regardless of how much people had in common.

“We wanted to offer a workshop that exemplified work as a scholar practitioner” said Webber and MacGillivray. “Work with complexity theory has challenges, but it is important enough to make the effort.  We know that organizations can seriously flounder when they rely on mechanistic tools that worked well in the past, but which fail in rapidly changing times.  It is so easy to fall back on tight vision statements, multi-year plans and a dominant focus on milestones and metrics.  But there are other ways based on concepts such as boundaries, attractors, emergence and intentional redundancies. Some organizations are ready for these new ways.”

Webber and MacGillivray presented theories and models, told stories from their research and practices, and referenced Jim’s 40-page handout (a hallmark of Webber-Novokowski workshops). “We hadn’t actually worked together before,” said MacGillivray “but we had a blast.  It was interesting to find out we had led somewhat parallel professional lives, meeting many of the same people and working on similar projects.”

Workshop participants took part in activities, including a “crowdsourced” literature review  Each person chose a resource, either a a book or journal paper, and found an idea that captured their imagination. They shared those ideas and commented on whether they thought they could use them in their practices. A few examples they selected follow:

  • Understanding organizations as patterns of interactions between people

  • Change is difficult, any change alters power relations and insider/outsider dynamics

  • Complicated problems are different than complex ones

Every participant received a book, either a Ralph Stacey book or Kurt Richardson’s Thinking About Complexity: Grasping the Continuum through Criticism and Pluralism. Webber and MacGillivray shared key concepts with several scholars, one of which included Richardson. Richardson started out as a physicist and aeronautical engineer, and the book is a subtle autobiography of his journey to a more pluralistic world view. MacGillivray told him about the workshop she and Webber were preparing. In response, he generously provided copies of this book for all workshop participants, hoping the ideas would inspire others to work with the application of complexity theory. In reflecting on resources shared during the workshop and from Webber in a subsequent e-mail, workshop participant and Fielding Alumni Council member Noah Harris, said "he was quite beside himself with so many Christmas gifts’ in July!...each these tools are directly applicable to my practice and scholarship interests, so they couldn’t be more timely or appreciated.”

MacGillivray mentioned two journals for potential publishing: Emergence, Complexity and Organization and the International Journal of Complexity in Leadership and Management. MacGillivray and Webber believe Fielding remains unusually progressive and relevant through offering systems knowledge areas and the option of working through other knowledge areas using a systems or complexity lens.  They look forward to future opportunities to support scholar-practitioner work in these fields.

 describe the imageECO logo

Alice MacGillivray is an independent consultant based on Gabriola Island in western Canada, program head for graduate programs in Learning and Technology at Royal Roads University, and visiting scholar at Capella University. MacGillivray also serves on the Fielding Alumni Council. For more information, visit www.4KM.netwww.linkedin.com/in/4kmlinkedin or @4KM on twitter.

#FieldingAlumni

#FieldingSS13

Tags: fielding graduate university, human development

Fielding Faculty, Jerri Lynn Hogg, PhD, Named President Elect of APA Division 46

Posted by Hilary Edwards on Wed, Aug 07, 2013

Jerri Lynn 72 dpi resized 600Fielding Graduate University Faculty Member and Alumna (PSY '09), Jerri Lynn Hogg, PhD, Named President Elect of APA Division 46, The Society for Media Psychology and Technology 

Division 46 was founded in the 1980s to bring scholars, researchers, practitioners, and clinicians together to understand the implications of mediated communications and the increasing integration of media technologies across society.The rapid change in the media landscape in the last 20 years highlights the importance of media psychology to understand the psychological impact of human interaction with media technologies across society and around the globe. This makes the field of media psychology an exciting and continually evolving field that touches every aspect of life, from business, entertainment and leisure to education and healthcare.

Passionate about social media, technology, and digital environments, Hogg researches and consults on how we communicate, connect, and find balance in changing environments. As a psychologist she applies theory, practice, and research to humanizing the technological landscape and digital experience.

Hogg is a senior research fellow at the Media Psychology Research Center, a research and consulting organization helping companies create positive and effective media, messaging, and technology. Hogg is also an international presenter and consultant examining the cultural influence on human behavior and digital media, virtual communities and worlds, connection through social media communities, the psychology behind effective communication design, new and changing learning communities, and how to create solid user experience design.  

Hogg is also a faculty member of Fielding Graduate University's Media Psychology program and the University of Hartford’s Psychology department, curriculum design consultant at Bay Path College, and an instructor of media psychology, audience profiling, and narrative media for UCLA Extension and UC Irvine Extension Business School. 

She also authors a blog for Psychology Today.com called “The Digital Life”. 


Tags: Media psychology, APA, fielding graduate university