Fielding Graduate University News

Fielding's Media Psychology Program Leaves an Impression on Digital Hollywood

Posted by Hilary Molina on Wed, Nov 04, 2015
 by Tunisha Singleton, MA - Current PhD Student | Fielding Graduate University | Co-Chair - APA Div 46 Student Committee |  Member - APA Div 46, 47 |


Fielding Graduate University made their presence felt at Digital Hollywood in Marina Del Rey, California. Digital Hollywood is a reputable conference in the convergence of entertainment and technology, bringing together the field’s top executives and developers. As a sponsor of the four-day summit, Fielding Graduate University’s Media Psychology program supportively added to the event by bringing fresh perspectives and specialists in cutting-edge fields.

digital_hollywood_hogg_and_rutledge.jpgDigital Hollywood is among the world’s best venues combining technology research and design. The setting became a perfect fit for media psychology’s scholar-practitioner model that aims to understand the psychological impact of media use and creation. Over 25 members of Fielding's media psychology community were present, including prospective and current students, alumni, and faculty.

Director of the Media Psychology PhD Program Jerri Lynn Hogg, PhD, was in attendance and noted that the overall experience was beneficial for both parties. “Patterns in media and new technology emerged in many of the panel discussions,” said Dr. Hogg. “While industry experts work to figure out how to use content and make new platforms, researchers from our program can provide this type of information by explaining the psychology behind it. So it was very energizing to connect industry developers with researchers.”

Digital Hollywood is broken up into multiple tracks emphasizing a particular area within entertainment and technology. A few tracks, for example, include: “Immersive Entertainment: From Movie Theatres to Interactive Surfaces," “The Women’s Summit & Festival: Content, Discussion, & Recognition,” and “Virtual and Augmented Reality: From Sense of Presence to Full Embodiment.” Panels are designed to focus on a specific topic under each theme with speakers who have exceled in that particular field. And representatives from Media Psychology were not only in attendance, but were also called to lead as pioneering examples.

Director of the Media Psychology Masters and Certificate Program, Garry Hare, PhD, moderated a panel titled “AR – VR and the Human Brain: The Impact of Neuromarketing on the Real-Time Design of Immersive Entertainment and Advertising Productions.” Exploring the cognitive science behind the visualization of complex data offered opportunities to showcase the innovative work of Media Psychology graduates.

“Students and faculty experience first hand innovations in immersive media, augmented reality and the future of both mass market and targeted productions,” said Dr. Hare. “Presentations by faculty on media neuroscience and the creation of AR applications were extremely well received, opening the door for future featured panels, presentations, Dr._Christophe_Morin.jpgreal-time research and collaborative product development.”

Leading the way on marketing neuroscience is Fielidng media psychology faculty member Christophe Morin, PhD, whose presentation was filled with stimulating and cutting-edge information that rang new to Digital Hollywood. As CEO of neuromarking agency SalesBrain, Dr. Morin believes that the psychology of neuromarketing is indispensable to the Digital Hollywood community. “The field of neuromarketing offers research methods that measure and predict the effect of media on our nervous system” said Dr. Morin. “I was pleased to see that content producers and marketers are very interested in the field of media neuroscience because our research can explain and predict the effect of advertising, games, and even movies on the brain.”

Interest in neuromarketing and other critical areas were expressed through the consistent flow of attention received at Fielding’s interactive information booth. Maintained over the course of the entire conference, faculty and alumni were able to showcase Fielding’s Media Psychology’s new certificate program with two new specialized concentrations - Media Neuroscience or Brand Psychology and Audience Engagement. Under each specialized focus, the three-course certificate allows industry professionals to gain an understanding of the "why" and "how" behind their work by applying psychological theory.

Fielding media psychology faculty member and Director of the Media Psychology Research Center Pamela Rutledge, PhD, spent several hours interacting with Digital Hollywood’s advertising and creative professionals about the new emphasis of Brand Psychology. “This certificate is designed to help you connect with the consumer and take advantage of the socially-connected, 24/7 world we live in,” said Dr. Rutledge. “Entertainment and technology is not just about the’s about human behavior. Media environments change. New technologies emerge. But human needs and goals do not. So here you’ll learn to apply psychology to develop and deliver a brand identity and core story that captures your audience’s wants.”

For the Fielding to sponsor Digital Hollywood, several positive outcomes can arise including careers for alumni, research projects for faculty and internships for current students. Third year media psychology doctorl student Matthew Price remarked on how significant it is for Fielding to be present at these events and how valuable it was to be in attendance, “Digital Hollywood was a terrific opportunity for me to network with industry luminaries and examine my place academically and professionally in a real world setting. I think this is one of the truest benefits of an education from Fielding; exposure to the industry and an opportunity to apply our education in a constructive environment."

The Fielding community received an overall enthusiastic reception from Digital Hollywood participants with high anticipation for returning to the next seasonal event. Taking advantage of the high profile opportunity provided by Digital Hollywood’s setting, faculty and alum showcased their unique approach to methodology, production research, and content creation. Doctoral, masters, and certificate programs alike - the Media Psychology program represented Fielding Graduate University well as a formidable leader in higher education, research, and applied innovation.




Tags: Media psychology, technology, psychology, fielding faculty, social media, digital learning, Distributed education, fielding graduate university, distance education, APA Div 46, PhD

Fielding Ranks in Top 20 Most Innovative Degree Programs in 2014

Posted by Hilary Edwards on Fri, Oct 10, 2014

Fielding Graduate University's PhD in Clinical Psychology- Neuropsychology Concentration - Ranks in the Top 20 Most Innovative Graduate Psychology

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Degree Programs in 2014

OCTOBER 10, 2014, As competition becomes increasingly intense for jobs in psychology, it is more important than ever for students to choose graduate psychology degree programs that provide an edge in the workforce. Although many practicing psychologists are deciding to put off retirement, and psychology jobs are growing at the rate of just three percent, the Center for Workforce Studies still reports that 5,000 new psychology doctorates are handed out annually. In order to help you get the most out of your training and beat out the competition for a limited number of jobs, we’ve identified a set of highly innovative graduate-level psychology degree programs for you to consider. Most of the programs described below assume that you’ve already earned a psychology master’s degree.

At this time, the three fastest growing areas of the field are thought to be neuropsychology, industrial-organizational psychology, and geropsychology, so we put special emphasis on including programs with offerings in those areas. In addition, our editors also sought to highlight the following types of programs.

1) Those whose faculty is among the most highly cited in the field.

2) Those that have shown exceptional progress in the area of diversity.

3) Those with at least some online offerings.

Click here for the complete article by

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

1974-2014: Fielding Graduate University Celebrates 40 Years

Posted by Hilary Edwards on Mon, Mar 03, 2014

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Founded in March 1974 in Santa Barbara, CA, The Fielding Institute (now Fielding Graduate University) Celebrates its 40th Year in Higher Education

Fielding Graduate University is the realization of the vision of three founders: Frederic Hudson, Hallock Hoffman, and Renata Tesch. The founders, all distinguished higher education administrators and educators, in their respective capacities as president, executive vice-president, and dean of education, each contributed an essential ingredient to the establishment of the university. Many other key individuals, through their diligence, hard work, and firm belief in the national need for mid-career professional education, gave substance to the dream.

The founders envisioned a nationally recognized graduate school, which would serve mid-careerFounders Photo professionals who wanted to pursue an advanced degree but whose educational and professional objectives could not be met by traditional institutions of higher education. The founders succeeded in their mission. Their success was predicated on two basic, but at the time, rather advanced notions. First, they recognized that changing demographics were altering the nature of society, particularly the world of higher education.

More often than not, the founders speculated, students seeking advanced degrees would be mid-career adults who wanted to enhance their established academic and professional skills; who, in many cases, would be committed to effecting a mid-life career change; and all of whom, by the nature of their quest for a quality graduate education at mid-life, would be interested in being part of a lifelong learning community.

Second, the founders realized that adults learn new tasks and accrue knowledge in ways that differ significantly from those of adolescents and young adults. The traditional pedagogical method of education - active teacher, passive learner - would not be appropriate to this new experiment in adult professional education. To accommodate and capitalize upon the learning styles of its student, Fielding developed a rigorous, supportive learning model that today remains flexible, adult-centered, self-directed, task-oriented, and competence-based.

In the Fielding archives, an original document  written by founder Frederic Hudson outlines the beginning of Fielding's history:

History and Background of The Fielding Institute

Fielding was founded in March 1974, as a graduate school in education and psychology designed to serve the educational interests of professional persons in mid-career.  Fielding is new, small, and specialized. We chose two fields in which neither buildings nor equipment are especially important, in which our fascination with human beings and their learning, feeling and knowing could be the focus of our attention. We made our programs “external”—not to be carried on in our environment, but to be accomplished by our Students in connection with their own lives and work, in their own surroundings.

Fielding serves a distinct population: mature professional persons in mid-career. We aim to assist intelligent, competent adults to attain goals of their own, and to measure their achievements by their own increases in competence and knowledge.

Frederic Hudson and Hallock Hoffman first met on a committee established by the Western College Association to advise a study on the meaning of baccalaureate degrees. Subsequently, Frederic Hudson became associated with Laurence University, an external graduate program school. Dr. Hudson, asked Hallock Hoffman and Renata Tesch to join him as faculty members...Resigning from Laurence, we set up Fielding, in part to satisfy our desires to create a program of which we could be proud, and in part to fulfill our responsibilities to a group of students who had been studying with us at Laurence and who were in danger of being stranded by our departure.

Several of those students joined us by enrolling during the founding period of Fielding; their support enabled us to become a functioning school in a much shorter time than would otherwise have been possible. 19 of these students so far have graduated, because they were already at an advanced stage in their studies (with us as their program supervisors)when they entered the Fielding program. Of subsequent students who enrolled initially in Fielding, 10 Master of Arts students and 11 doctoral students have graduated.

The Institute was organized as a non-profit educational corporation in California in March, 1974. We obtained state and federal tax exemption shortly thereafter. We raised the necessary capital and completed the requirements for (a)(3)recognition under the then California education code in July, 1974. Since licensing is important for many of our psychology Students, we applied for and were successful in obtaining (a)(2) Approved status under the State Board of Education in July, 1975.(“Approved status” is now described by California Education Code 94310(b)). Our graduates are now eligible to be examined for the state licenses that may be obtained with “approved” school education. This includes the license as psychologist under the Psychology Examining Committee of the Board of Medical Examiners and the license for Marriage, Family and Child Counselors, from the Board of Behavioral Science Examiners, both of California. Some state agencies, however, are governed by laws that limit their licenses to graduates of “accredited”schools, and for such students, Fielding is presently not serviceable.

Our first students were enrolled in the Education Program. Our individual learning contract curriculum was different from Laurence’s traditional curriculum; but the Laurence transfer students were able to continue the studies they had begun within our Education Program. The Master of Arts Program had its first admission in the summer of 1974. The Psychology Program enrolled its first Students in the fall of 1974. The MA Plan 3 Program, a program to prepare enrollees for admission to the Psychology Doctoral Program, was initiated in 1976. At that same time, we began discussing the possibility of a cooperative program in Human Development with Pacific Oaks College. These discussions led to the present program in which Students in our Education Program can specialize in Human Development, taking course work from, doing research with, and being for some purposes supervised by the faculty of Pacific Oaks College. The first Students enrolled in this program in 1977. A smaller cooperative program with the REM Institute of Cleveland, Ohio, enables REM Students to enroll simultaneously in our MA plan 3 program, and permits them to use the REM faculty as Field Faculty Advisors, teachers and trainers. Student first enrolled in the MA program in 1976.

We did not raise any sizable amount of money in connection with founding Fielding. From the beginning we have believed that the Institute should support itself from current tuition income. The capitalization necessary for (a)(3) recognition was developed through a generous gift of educational films from the Encyclopedia Britannica Educational Corporation. The founding officers drew no salaries for the first several months and only partial salaries for the following year. We have been on full salary since September 1975, and in March 1976, the Focus MagazineTrustees agreed that Fielding’s income was now sufficient to begin paying some of the officers’ salaries previously deferred. About half of this, the Corporation’s only debt, has now been paid.

The financial success of Fielding is thus a function of its ability to serve its students; and that equation is one we wish to preserve. We think it is healthy for us to be delivering educational services in exchange for payment; we do not want capital or endowment that would enable us to shift our primary attention away from services to students. We are creating reserves that ultimately will equal one year’s budget.

The financial success of Fielding is a direct outcome of the number of our enrollments. These have grown steadily, in accord with careful plans.



To read more about the history of Fielding through the stories of faculty and alumni, click here to view the special edition of FOCUS Magazine: Fielding Graduate University Special Edition: FOCUS Magazine

If you would like to receive a copy of Focus Magazine, please email your name and address to

Tags: educational leadership, psychology, organizational change, Organizational development, fielding graduate university, graduate education, distance education

Online Graduate Education - New Monograph by Charles McClintock

Posted by Hilary Edwards on Fri, Oct 18, 2013

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The Council of Graduate Schools recently published a monograph titled Online Graduate Education.

Fielding Graduate University is honored to have Charles McClintock, director for the Institute for Social Innovation, represent Fielding as the first author of this important and timely publication.

Online Graduate Education is already receiving national and international distribution. The buzz in this area over the past year has been about massive open online courses (MOOCs), although they are turning out to be less "disruptive" than initially thought. At the same time, innovations in online learning for graduate education that have been occurring for many years. Fielding's master's program in Organizational Development and Leadership was started in the 1990s as a blended learning graduate degree that made substantial use of collaborative learning online.

From the introduction of Online Graduate Education:Online Gradute Education resized 600

The past decade has witnessed a strong and continual growth in online enrollment in U.S. universities and colleges. Once the business of a relatively small number of institutions, online education is now commonplace. Initially, the momentum behind this growth was fueled by institutions specializing in online learning. More recently, private and public institutions that had hitherto been highly selective in their admissions practices have entered the world of distance education through open education resources that essentially are in the public domain for individual or institutional use (e.g., “MOOCs,” or massive open online courses). This situation is part of a broader trend in which the technological innovation behind online education has produced significant and far-reaching changes in higher education, more generally. Because the rapid growth of online education has the potential to transform graduate education, it is vital that graduate deans and other senior leaders be aware of broader trends and be actively engaged in shaping how these transformations unfold at their own institutions.

Online Education Growth Trends

Online education has been one of the fastest growing segments of American higher education over the past decade. Most notable has been the growth of online enrollment as a percentage of total enrollment, reaching an impressive 32% in the fall of 2011 (Allen & Seaman, 2013.) The proportion of students taking one or more online course has increased from fewer than one in ten in 2002 to nearly one third by 2010. During this same time period, the number of online students grew from 1.6 million to over 6.1 million—an annual compound growth rate of 18.3% (Allen & Seaman, 2011). The online growth rate for the following year of 9.3% was the lowest recorded since annual tracking began a decade ago, suggesting a possible deceleration (Allen & Seaman, 2013). But online education as a fundamental part of U.S. higher education is here to stay. The dramatic growth associated with online education suggests that every senior graduate leader should be prepared to make informed decisions regarding how their institution will participate.

Such growth has broader implications for access and affordability in higher education that will impact traditional educational institutions. For profit institutions, for example, have doubled their share of the U.S. higher education market in the last decade, and now attract more than 10% of students. The continued growth at these institutions is driving change in public and non-profit independent colleges and universities as they compete around accessibility, especially among working adult and international student prospects. The dominant higher education pricing model in which students pay a single price for a large package of services they may or may not need or use may become less and less attractive to graduate students, especially as so many students incur significant debt to fund their studies.

A Role for Graduate Education Leaders

Many higher education leaders believe that online learning has the potential to improve faculty productivity without sacrificing educational quality and to grow enrollments without having to invest in expensive infrastructure. Educational delivery is being transformed through growth in blends of in- class and online teaching that draw upon unlimited Internet resources and by the demands of new cohorts of students whose lives are intertwined with information technology and social media.

As the pace of growth and interest in online education has accelerated, more and more institutions have felt the pressure to get aboard the online education train. In many universities professional and graduate programs have been targeted for growth. Faced with an uncertain fiscal environment, increasing pressure to make education both accessible and affordable, and declining enrollments in some areas, universities have turned to online education as an answer to these challenges. As a result, most institutions are experimenting with online instruction. However, in many instances, this new world of instruction and learning has raised concerns as well as hopes and has left many faculty and administrators grappling with how best to channel the new forms of teaching, learning, and assessment in an interactive world in order to ensure what we might call productive innovation. In particular, graduate deans are having to address the critical question of how this affects the role and responsibilities of the graduate school.

Graduate deans, directors, and faculty, committed to the principle that graduate programs must be organized and administered in a way that makes their success possible, are now addressing questions concerning quality control, completion and attrition, faculty training and credentialing, outcomes assessment, program review, and accreditation and student support. Added to this by no means exclusive list are questions and concerns about the appropriate balance between online and on campus students, how to maintain a “community of scholars,” and how best to deal with other facets of graduate learning and experience more commonly addressed in an exclusively on-campus environment.

Distance Education and the Workforce

While the growth of online education is taking place in a variety of settings, both alone and in combination with face-to-face instruction, the potential to reap broader public benefits through distance education is particularly promising. The Council of Graduate Schools’ 2010 report, The Path Forward: Graduate Education in the United States, provides an important context for considering the role for distance learning in terms of both access and skill development. For example, distance programming can address the needs of working adults who require flexible access to education in order to balance their concurrent career and family needs. Similarly, institutions seeking to increase international enrollments can make strategic use of distance education.

As important as providing access is the need to educate professionals through the very technologies they will need to use in their careers. Attuning graduate learning to varied post-graduate career paths must take account of the fact that the workplace is increasingly characterized by online information technology and distributed organizational structures. In addition, professional practitioners in fields of education, health, mental health, law, engineering, consulting, and more, will make use of information technology at a distance to conduct their business. Distance education  provides  direct  experiential  learning  and  skill  development with virtual work that gives graduates a competitive edge in addressing the changing needs of employers in a global context. Many forms of employment will require skilled online interaction with a geographically distributed workforce to conduct the social and operational aspects of work. Graduate students’ facility with online work at a distance is likely to be considered an essential skill for many post-graduate professional pursuits.

Finally, distance education serves a professoriate of the future that may look quite different from that of the previous half century. We have seen large increases recently in the proportion of fixed-term or adjunct faculty, and many of these are expected to teach online courses. Indeed the relatively low cost of adjunct faculty has made them an attractive part of the online package. Many universities, however, have striven to avoid a separation of online teaching faculty from other faculty and require that full-time faculty be prepared to teach both on campus and online. Regardless of their official faculty status, the ability to teach students online and at a distance will likely become a valuable asset for those seeking faculty positions as well as for those already in the professorial ranks.

To read the full monograph, Online Graduate Education, click here:

ISBN-13: 978-1-933042-39-8
ISBN-10: 1-933042-39-7

Tags: higher education, fielding graduate university, distance education

Lessons from the Virtual Classroom: The Realities of Online Teaching

Posted by Hilary Edwards on Thu, Jun 13, 2013

Lessons from the Virtual ClassroomFielding Graduate University faculty members Rena Palloff, PhD, and Keith Pratt, PhD, announce new book specializing in online teaching titled: Lessons from the Virtual Classroom: The Realities of Online Teaching.

The second edition of the classic resource, Lessons from the Cyberspace Classroom, offers a comprehensive reference for faculty to hone their skills in becoming more effective online instructors. Thoroughly revised and updated to reflect recent changes and challenges that face online teachers, Lessons from the Virtual Classroom is filled with illustrative examples from actual online courses as well as helpful insights from teachers and students. This essential guide offers targeted suggestions for dealing with such critical issues as evaluating effective courseware, working with online classroom dynamics, addressing the needs of the online student, making the transition to online teaching, and promoting the development of the learning community.

As introduced in chapter one, Palloff and Pratt explain:

Because of the changing nature of students today, economic pressures, and rapid implementation of distance learning courses and programs, definitions of what constitutes education and learning are changing too. Whereas years ago instructors viewed their students as blank slates whose minds could be filled with the information they were imparting, current constructivist theory holds that students create knowledge and meaning through their interaction with one another, the instructor, and their environment. A more collaborative approach to learning, such as that promoted by constructivist thought, can yield deeper levels of knowledge creation (Brooks & Brooks, 2000). The use of distance learning technologies and, more specifically, online learning, have both grown out of and contributed to the changes now occurring in the delivery of education.

Pratt and PalloffPalloff and Pratt are the managing partners of Crossroads Consulting Group, working with academic institutions and business and professional organizations in the development and delivery of effective online education and training programs. Both are program directors and faculty in the Teaching in the Virtual Classroom program at Fielding Graduate University. Palloff and Pratt have been presenting this work across the United States and internationally since 1994 at conferences including the Distance Teaching and Learning Conference in Madison, WI, EDUCAUSE, and the League for Innovation, as well as consulting to academic institutions regarding the development of effective distance learning programs.To recognize their outstanding contributions in the application of important skills, concepts, techniques, meanings and understandings of distance education in North America, Palloff and Pratt were awarded the Wedemeyer Award for Outstanding Practitioners in Distance Education in 2013 at the Annual Conference on Distance Teaching & Learning in Madison, Wisconsin.

Tags: educational leadership, fielding graduate university, distance education

Fielding Graduate University is the only MA-ED program with a concentration in social media and education

Posted by Hilary Edwards on Wed, Oct 03, 2012

describe the imageFielding Graduate University is the only program in the US that offers a Master of Arts in Education (MA-ED) program with a concentration focused on the integration of social media and education. 

There are many programs that look at how social media can be used for marketing purposes, but none that explore the important topic of how it can be effectively used in education. 

The dramatic growth of online courses, the use of mobile technologies, and the impact of social networking in education is undeniable. Increasingly, educators in schools, colleges, and workplaces are being called upon to merge technology and teaching. With this comes a demand for high quality instructors who can provide effective, technology-driven education to a growing number of students at all levels.

Fielding faculty are all well published and recognized in the field of education and particularly in the integration of technology in education, and in online teaching and learning.  Fielding faculty are not only scholars in the area, but they practice what they preach.  Rena M Palloff, PhD, expalins: “We all teach online and take great joy in helping others become highly effective online teachers as well as effective users of cutting edge technology. Our graduates are uniquely situated to address technology in education in many ways and at many levels. “

Fielding MA-ED graduate Jessica Ward states “Fielding completely prepared me for the fast-paced and adult-centered world of online learning and teaching. The skills I have gained have provided me with the confidence I needed to go out and teach in the digital world.”

At Fielding, students focus in high-demand areas: online teaching and learning, emerging technologies, and the impact of social media on education. Graduates leave with advanced knowledge and specialized skills including: effective instruction either online or through the use of technology in the classroom; course and curriculum design; assessment; and the effective use of social media and social networking.

Interested in learning more about the program or know of someone who is?

Information session dates and times are listed below:

General MA-ED Webinar Information Session Schedule

Thursday, October 11 4PM PST
Thursday, October 18 4PM PST
Saturday, October 27 10:00AM PST
Wednesday, October 31 4PM PST
Thursday, November 8 4PM PST
Thursday, November 15 4PM PST
Tuesday, December 4 4PM PST
Tuesday, December 18 4PM PST

General MA-ED Lunchtime Informational Webinars

Tuesday, October 9, 2012 - 9:00-9:45AM, 10:00-10:45AM
Tuesday, October 16, 2012 - 11:00-11:45AM, 12:00-12:45PM
Tuesday, October 23, 2012 9:00-9:45AM, 10:00-10:45AM
Tuesday, October 30, 2012 - 11:00-11:45AM, 12:00-12:45PM

Click here for more information:

Register for the webinar at

Contact Chrystie Lewis | | 805.898.4039

To view the program brochure: MA-ED Brochure

Tags: social media, digital learning, adult learning, higher education, graduate education, distance education

Fielding faculty, alumni, and students who coach writers will present 18 seminars that will help communicate scholarly ideas

Posted by Hilary Edwards on Fri, Sep 21, 2012

Rocky Mtn Fall 2012 Retreat Save the Date resized 600This month’s Fielding Graduate University's Rocky Mountain Virtual Retreat is all about communicating academically

Fielding faculty, alumni, and students who coach writers will present 18 seminars that will help you communicate your scholarly ideas effectively through academic papers, presentations, and other digital platforms. Attend as many of the two-hour sessions as you would like on WebEx via your computer using a headset (free) or phone (toll call). Discussion forums for each session are set up on FELIX. Presenters will post handouts there prior to the event. All workshops will be recorded and posted on FELIX following the event. View full schedule here.

How to sign up…

If you are already logged into FELIX, this link will take you to the Rocky Mountain Virtual Learning and Writing Retreat September 29 and 30, 2012 folder. If that doesn’t work, go to the FELIX Summit, click on School of ELC and then EdD Home. Once there, look for the link to EdD Community. Click on it and you will find the folder called Rocky Mountain Virtual Learning and Writing Retreat September 29 and 30, 2012. There you will find folders for each time slot and within those are folders for the individual sessions. Choose a seminar and look for the “Sign Up to Attend” discussion thread. Click “Reply” and add yourself to the list of attendees.

How to attend…

A few minutes before your seminar begins, go to and select the seminar you signed up to attend. Note: if this is your first time using WebEx, allow at least five minutes to download the software. The set up is automatic on your computer.

What do I need?

WebEx allows meeting participants to connect to the presentation audio for free using a computer headset.* The other option for audio is to call in via telephone. Note: the second option is not free and, unless you have unlimited long distance, you will see a toll charge for the call on your phone bill. *Headsets are small, but good investment for Fielding students to use with both WebEx and Skype. Prices vary. Search for “computer headsets and microphones” to find one that works with your computer.

Why isn’t there a toll-free number to call?

In order to record both the audio and visual portions of each presentation, we have to use the audio services WebEx provides.* These services enable participants to ask questions and engage in dialogue that will be valuable at the time of the presentation and later when the recordings are archived in FELIX.


For more information about the event contact Dr. Jenny Edwards, Rocky Mountain Cluster faculty leader Rocky Mountain Cluster student co-leads, Nova Martinez (ELC) and Kerry Mitchell (HOD) for more information.

Tags: technology, Advising and Student Development, digital learning, graduate education, distance education

Next MA Ed information session scheduled for Tuesday, Sept. 4th

Posted by Hilary Edwards on Wed, Aug 29, 2012

Do you know someone who may be interested in the Fielding Graduate University Master of Arts in Education (MA-Ed) program? 

Here is the information to pass on!

The next information session for the MA-Ed program is scheduled on Tuesday, September 4th at 4:00 p.m. 

Click here for more information:
Register for the webinar at

MA postcard


Tags: educational leadership, adult learning, Distributed education, higher education, graduate education, distance education

Fielding alumni publish book on the theory of Coordinated Management of Meaning

Posted by Hilary Edwards on Wed, Aug 29, 2012

CMMThe Reflective, Facilitative and Interpretive Practices of the Coordinated Management of Meaning: Making Lives, Making Meaning, showcases practical applications of the theory of Coordinated Management of Meaning (CMM). In the facilitation section, CMM creates dynamics within groups leading toward improved ways of working together; in the interpretation section CMM offers alternative frames to interpret interactions with one another; and in the reflection section CMM is a means to reflect on experiences and interactions to deeper levels of understanding and learning. CMM is grounded in social constructionism, takes a communication perspective and provides concepts and tools for making better social worlds.

“To be at home in the universe is to know the universe as well as we can, to know our place in the universe as well as we can, as fully as we can, what we are—the seventh miracle; the makers of better social worlds through the coordinated enactment of compassion, empathy and mindfulness.” —Barnett Pearce, 2011

Fielding Graduate University alumni contributors include:

Beth Fisher-Yoshida (Editor), Catherine Creede (Editor), Placida Gallegos (Editor), Karen Bentley (Contributor), Linda Blong (Contributor), Lydia Forsythe (Contributor), Jeff Hutcheson (Contributor), Jeff Leinaweaver (Contributor), Paige Marrs (Contributor), Darrin S. Murray (Contributor), Adair Linn Nagata (Contributor), Kim Pearce (Contributor), W Barnett Pearce (Contributor), Jane Peterson (Contributor), Irene Stein (Contributor), Ilene Wasserman (Contributor)

ISBN-10: 1611475139 | ISBN-13: 978-1611475135

To purchase the book on Amazon, please click here.

Tags: educational leadership, management education, distance education

Master of arts in education informational webinars begin next week

Posted by Hilary Edwards on Fri, Aug 17, 2012

Do you know someone who may be interested in the Fielding Graduate University master of arts in education program?  Informational webinars begin next week!

Learn more about Fielding Graduate University and about:
- Interactive Learning Online
- Emerging Technology in the K-12 Classroom
- Social Media and Education
First webinar is Wednesday, August 22, 2012 4 p.m. pst
The Future of Online Teaching and Learning
Apply Now!

First cohort starts in January 2013*

Register for the webinar at
Contact Chrystie Lewis | | 805.898.4039

MaEd Webinar

Tags: adult learning, Distributed education, higher education, graduate education, distance education