Fall 2021


TNDY 407J – Leader Development

Instructor: Becky Reichard, Associate Professor, Division of Behavioral and Organizational Sciences (bio)
Instruction Mode: On-Ground (In-Person)
Schedule: Wednesday, 12:20-3:10PM
Units: 4

This course involves instruction in the design and practice of leader development from a multi-disciplinary perspective. Case studies of effective leaders and organizations will be examined, and a variety of assessment and development activities will be completed as part of the course. Students will learn how to develop others while experiencing the development techniques first hand.

Learning Objectives

  • Develop knowledge of the contemporary theories and constructs being examined in the field of leader development across disciplines
  • Develop knowledge and critical analysis of research and practice related to leadership development and communicate that knowledge to an educated person both in writing and orally
  • Accumulate first-hand knowledge and experience in the practice of leader development and, thus, gain self-insight into one’s own leader development journey

TNDY 401M – Death and Dying in the Ancient World

Instructor: Nicola Denzey Lewis, Professor of Religion (bio)
Instruction Mode: Hybrid (Location) (Location Dates To Be Determined)
Schedule: Tuesday, 5:50 – 7:40PM
Units: 4

This course will focus on the evolution of beliefs and rituals related to death in and around the Roman Empire, including Egyptian, Greek, and Roman cultures. Using an interdisciplinary approach, we will combine methodologies from Anthropology, Classics, Sociology, and Religious Studies. Topics to be covered include myths of the afterlife, books of the dead, magic and death rituals, divinization, and the impact of Christianization on Roman understandings of death. The course also features a section on mourning and bereavement, and a study of disease and epidemic and its impact on the human population.


TNDY 408J – Museums, Provenance and the Return of Lost Objects

Instructors: Joshua Goode, Associate Professor of Cultural Studies and History (bio) and Charles Cronin, Adjunct Professor, Keck Graduate Institute (bio)
Instruction Mode: On-Ground (In-Person)
Schedule: Monday, 3:40 – 6:30PM
Units: 4

We will explore the fraught history of cultural patrimony and the return of lost, plundered, stolen or disputed objects of art and culture. Our sites of contestation will include museums, individuals, national collections and private ones. We will trace multiple disciplinary interventions into this topic including the shifting definition of legal ownership and title, but also issues of ethics, imperialism, nationalism, politics, and national security and diplomacy, that increasingly affect the assertion and disposition of cultural property repatriation claims. Lectures, discussions, readings, and visiting speakers will provide diverse and opposing opinions on the complex and contentious topics relating to the movement and ownership of cultural property. There will also be a design and archival component of the course focused on expanding the Cultural Property Dispute Resource (https://research.cgu.edu/cultural-property-disputes-resource/) which recently migrated from Yale’s Institute for Protection of Cultural Heritage to CGU’s Research Center. The CPDR will offer universal access without charge to a continually expanding corpus of metadata culled from past and ongoing disputes. As this corpus grows so will its utility, as well as the authority of insights and observations obtained by analyzing the information it offers. Satisfies Museum Studies Concentration and Cultural Studies Elective Course.


TNDY 408L – Storytelling, Science, and the Human Condition

Instructor: Paul Zak, Professor of Economic Sciences, Psychology & Management (bio)
Instruction Mode: On-Ground (In-Person)
Schedule: Monday, 3:40 – 6:30PM
Units: 4

How do we understand the human condition and communicate this to others? Storytelling is the most effective way to get people to care about information and there is a science to storytelling. Conversely, the scientific method is the most effective way to understand people. This course combines these two technologies, teaching students how to tell effective stories and how to use the scientific method to understand the human condition. After completing the course, students will be better able to give oral and written presentations that systematical describe human behavior.


TNDY 404L – Judeo-Christian Thought Across the Disciplines

Instructor: Mary Poplin, Professor of Education (bio)
Instruction Mode: Intensive On-Ground (In-Person)
Schedule: Alternate Saturdays, 9:00 – 2:50PM

Session Schedule
Session Date Location
Session 01 09/11 On-Ground (In-Person)
Session 02 09/25 On-Ground (In-Person)
Session 03 10/09 On-Ground (In-Person)
Session 04 10/23 On-Ground (In-Person)
Session 05 11/06 On-Ground (In-Person)
Session 06 11/20 On-Ground (In-Person)
Session 07 12/04 On-Ground (In-Person)

Units: 4
TA: Trevor Anthony

In the last several decades, prominent intellectuals have begun to challenge the secularization of the West and the Western academy. Scholars across the disciplines (both religious and secular) suggest that there is unique knowledge inherent in the Judeo-Christian worldview that is foundational to various spheres of public and academic life and across the various academic disciplines. This Transdisciplinary seminar will examine 1) the assumptions and principles of prominent secular and religious scholars, 2) the contemporary challenges both to Judeo-Christian thought and to the dominance of secularism across the disciplines, 3) the intellectual principles of Judeo-Christian thought and their implications in the sciences, social sciences, and arts/humanities, and 4) examples from various related scholars’ work across the disciplines. Throughout the course each participant will work with a team of other classmates from diverse disciplines to address a related issue(s) of their choice and design – defining and investigating the particular topic/issue using their multiple disciplines, and ultimately developing and presenting their final project with outcomes and recommendations to the class.


TNDY 408K – Over the Rainbow in Practice: Sexual and Gender Belonging

Instructor: M. Gloria González-Morales, Associate Professor of Psychology (bio)
Instruction Mode: Hybrid (Location)
Schedule: Alternate Thursdays, 1:10 – 3:00PM

Session Schedule
Session Date Location
Session 01 09/09 On-Ground (In-Person)
Session 02 09/23 On-Ground (In-Person)
Session 03 10/07 Online (Synchronous)
Session 04 10/21 Online (Synchronous)
Session 05 11/04 Online (Synchronous)
Session 06 11/18 On-Ground (In-Person)
Session 07 12/02 On-Ground (In-Person)

Units: 2

“Somewhere over the rainbow … dreams really come true…” In this course we will embark on a transdisciplinary journey through the rainbow to dream of and work on the practice of gender and sexual belonging. We will use Problem-based learning (PBL) as a pedagogical tool and we will work in groups to leverage our resources (diverse identities and perspectives of participants, guest speakers from different disciplines, …) to appreciate the complexity and embrace the relativity of open-ended situations, dilemmas, and experiences related to not only gender and sexual diversity, but the practice of belonging within our communities and societies. We will practice belonging within the course by embracing ways to communicate and collaborate that can lead to more empathetic, relational and positive ways of sharing and co-creating our educational space. The topics that we will encounter during our PBL may include diverse perspectives from biology, sexuality, education, social justice, gender studies, psychology, management, history, sociology, art and cultural studies, among others.

Note: Class meetings will be audio recorded, students may participate remotely for in-person sessions. On-Ground (In-Person) session 1, 2, 6 and 7 are subject to change.


TNDY 407X – Leading Change

Instructor: Len Jessup, University President (bio) and Jennifer Villalobos, Evaluation and Positive Organizational Psychology (bio)
Instruction Mode: On-Ground (In-Person)
Schedule: Module 2, Wednesday, 12:20 – 3:10PM
Units: 2

The world is changing at an exponential rate. As it does, your ability to adapt and manage change not only sustains your employability but allows you to have a positive impact on your work and your life. Through structured learning activities (video lectures, live presentations and discussions, reflective assessments, and experiential activities) this course will provide tools on how to effectively influence change by understanding change from an interdisciplinary lens, developing a ‘change mindset’, and leading yourself and others on the change journey. You will learn how to reframe the cognitive dissonance that often comes with change by redefining the change problem and developing a balanced and reflective change mindset. Change is inevitable but you can influence how it affects your organization.


Jennifer Villalobos is an advanced doctoral student in Evaluation and Positive Organizational Psychology at Claremont Graduate University (CGU). She has a master’s degree in Positive Organizational Psychology and Evaluation from CGU, and bachelor’s degrees in Psychology and History from USC. Jennifer has over 16 years of experience working in research, evaluation, and organizational consulting, and has worked with major brands, such as The Aspen Institute, Better Up, Los Angeles Dodgers Foundation, Camber Outdoors, San Manuel Band of Mission Indians, The Wonderful Company, UCLA, and Kaiser Permanente. Jennifer’s primary research interests are exploring organizational and individual level outcomes associated with evaluation capacity building, positive organizational interventions, and change management initiatives that aim to increase organizational improvement and member well-being.


TNDY 301 – Transdisciplinarity and the CGU Experience

Instructor: Andrew Vosko, Associate Provost and Director of Transdisciplinary Studies (bio)
Instruction Mode: Intensive* (In-person & On-line**)
Schedule: Module 2, Monday – Friday, (see session schedule table below for more information)

Session Schedule
Day (Date) Time Hours
Monday (11/29) 12:20 – 2:50PM 2.5 hours
Tuesday (11/30) 1:10 – 3:00PM 2.0 hours
Wednesday (12/01) 12:20 – 2:10PM 2.0 hours
Thursday (12/02) 1:10 – 3:00PM 2.0 hours
Friday (12/03) 12:20 – 2:10PM 2.0 hours
Saturday (12/04) No Class 0.0 Hours
Sunday (12/05) No Class 0.0 hours
Monday (12/06) 12:20 – 2:50PM 2.5 hours
Tuesday (12/07) 1:10 – 3:00PM 2.0 hours
Wednesday (12/08) 12:20 – 2:10PM 2.0 hours
Thursday (12/09) 1:10 – 3:00PM 2.0 hours
Friday (12/10) 12:20 – 2:10PM 2.0 hours

Units: 0 – 2***

In this intensive, variable-unit*** course, comprised of ten 2 to 2.5 hour sessions held in the final two weeks of the term, led by a guest speaker from CGU’s leadership, including faculty and administrators, offered online and on-ground at CGU’s campus, students will explore themes drawn from the University’s Transdisciplinary Studies program on Transdisciplinary History, Theory and Practice, Applied Research “that matters,” and the different imprints CGU has left in the world outside of its academic halls.

What does it look like to communicate and collaborate across boundaries? How does transdisciplinary research—or transdisciplinary problem-solving—differ from other forms? Why are these differences important and how can they be applied in various settings, such as academic research, business, and community programs? This class will look at these questions using the work of leading transdisciplinary scholars, amongst others. Students will develop an understanding of the range of scholarly approaches offered at CGU as well as how to collaborate across them through invited speakers from different programs, written assignments, and hands-on projects with classmates.

* Class meets in person less frequently but for a longer period of time than a Hybrid-Regular class and is supplemented with equivalent instructional activities between class meetings. Equivalent instructional activities may be synchronous or asynchronous, or a blend of the two.

** Students who do not need to attend an on-ground class session to meet visa requirements will be able to attend the course online, synchronously via Zoom.

*** International students who are required to attend this on-ground course to meet visa requirements, may take this course for zero-units.


TNDY 430 – Transdisciplinary Pedagogy for Ethical Education

Instructor: Shamini Dias, Director of Preparing Future Faculty (bio) and Shelby Lamar, Assistant Director of Preparing Future Faculty (bio)
Instruction Mode: Online (Synchronous)
Schedule: Monday, 12:20 – 3:10PM
Units: 4

This course invites you on a transformative journey to develop the mindsets to become an ethical, agile leader of learning. We present teaching as a transdisciplinary and inclusive future-focused endeavor for positive learning and development in diverse settings, within and beyond the classroom. In doing so, we engage with the question of how we can effectively and ethically respond to increasingly complex global and institutional contexts in preparing learners holistically for their futures. Working collaboratively in multidisciplinary teams, we will use systems, complexity, and design thinking frameworks to explore student identities and diversity in our classrooms, the changing global paradigms that shift our teaching missions and methods, and what learning sciences and the ethics of education tell us about engagement and motivation. We will also draw from other key frameworks such as Universal Design for Learning (UDL), Active Learning, and Good Work in this exploration. We will work reflexively by integrating a Portfolio-based approach individually and in teams to explore and document our own assumptions, values, and beliefs about education and how these transform in the light of our discoveries about ethical, agile teaching. Our goal will be to co-create pedagogical principles that transcend disciplinary teaching and learning cultures toward agile, ethical leadership of learning in our diverse educational and work contexts.

To earn the College Teaching Certificate, you also must complete the PFF 531 course, Pedagogy Practicum and Portfolio.


Summer 2021


TNDY 407K – Transdisciplinary Research in Inequality

Instructor: Javier M. Rodríguez, Assistant Professor, Politics & Government (bio)
Instruction Mode: Online (Synchronous)
Schedule: Module 1, Thursday, 1:10 – 4:00PM and Friday, 12:20 – 3:10PM
Units: 4

The objective of this course is to understand the nature, the opportunities, and the challenges that arise in transdisciplinary research projects. The overarching area of study will be Inequality, which is transdisciplinary by definition. Inequality is a problem important to society in its own right and it is at the center of complexity—both theoretical and methodological—relevant to many other problems. For example, wealth inequality relates to health inequalities, which in turn relates to political inequality, which consequently affects the distribution of the public goods and services that determine access to life resources and opportunities. Research in social, economic, health, political, and life outcomes inequality, therefore, requires the conception of research questions and the development of research designs that transcend specific knowledge bases above and beyond the scope of influence of individual disciplines.

Many times, different social problems lead to similar detrimental outcomes; many times, similar social problems are part of the causal mechanism generating different detrimental outcomes. By the same token, different social advantages and developments lead to progress in disparate areas of the social fabric; problems of the past reemerge after implementing solutions to problems of the present. Such heterogeneity in the causes and consequences of social complexity have been addressed by a great variety of sciences from their own theoretical, methodological, and cultural idiosyncrasies. Research on birth control pharmacology is mostly conducted in non-white, non-American women; anthropologists heavily rely on ethnographic fieldwork deployed in poor nations among non-urban, indigenous communities; and social workers use focus groups and in-depth interviews to unearth patient dissatisfaction, family abuse, and guilt in self-confessed drug addicts. What is observable, however, is that across history different cultures, economic systems, and civilizations; nations, societies, and communities within such societies, have co-evolved in multi-dependent levels. Systematic progress, as the result of the scientific method and its applications, is part of human nature, too.

The main objective of the present course is to integrate such diversity of theoretical frameworks, methodological traditions, and worldviews via transdisciplinary lenses. It proposes a two-way street of analysis: a problem-oriented approach (the what) and a solution-oriented one (the how). By the end of the course, students will understand how the scientific method can be effectively implemented to answer research questions, even when theories and methods from disparate traditions collide. And, equally important, students will understand the advantages and disadvantages of the scientific enterprise, that science works, and that there is not a single-discipline scientific dictatorship to deploy progress and social justice in the world.


TNDY 408G – Cultural Competence

Instructor: Robert Klitgaard, University Professor (bio)
Instruction Mode: Online (Synchronous)
Schedule: Module 1, Monday and Wednesday, 12:20 – 3:10PM
Units: 4

An abiding challenge of our multicultural reality is to develop cultural competence. Each of us as individuals must learn to live and work in multicultural settings. Our institutions—public, private, and nonprofit—need to learn how to deal with cultural diversity. And as individuals and institutions learn and innovate, we must assess what seems to work in one culture for its relevance to our own cultural setting. Fortunately, abundant research and practical experience can teach us how to do better. This course teaches how to: 1. Address culture misunderstandings in ourselves and in our institutions. 2. Evaluate and manage the benefits and costs of various kinds of cultural diversity. 3. Apply lessons from what works in one cultural setting to a different cultural setting. 4. Improve negotiations across cultures. 5. Understand the linkages between disadvantage and stigma—and what we’ve learned about dealing with stigma. 6. Reframe our individual identities as multicultural. This course should provide core skills for future professionals (public health, business, education, public policy, evaluation, international relations) as well as future professors.


TNDY 407G – Integrating Arts and Sciences

Instructor: Andrew Vosko, Associate Provost and Director of Transdisciplinary Studies (bio)
Instruction Mode: Online (Synchronous)
Schedule: Module 2, Tuesday/Thursday, 3:30 – 6:20PM
Unit: 4
TA: Rebecca Williams

This course is for students from all backgrounds who want to explore the historical, theoretical, and evolutionary connections between scientific and artistic practices through complex systems, design, and transdisciplinary thinking. Both art and science are treated as ‘ways of knowing’ beyond value-neutral constructs or products of creative expression. The class will further examine artistic and scientific practices as social products derived from networked processes with diverse elements, functions, and connections. Through participating in cross-disciplinary lectures and discussions, applying creative tools, and reflecting upon disciplinary frameworks, students will delve into the application of arts and sciences to complex problem (re-)solving.

Throughout the course, perspectives from the neurosciences, education, psychology, and the fine and performing arts will be integrated through transdisciplinary methodologies. Students will participate with active discussion, reflections, in-class exercises, group-based problem-solving and a collaborative capstone project. By the end of the course, students will be able to apply artistic and scientific practices to both transdisciplinary, ‘wicked’ problems as well as issues and ideas housed in their respective home disciplines.


TNDY 430 – Transdisciplinary Pedagogy for Ethical Education

Instructor: Shamini Dias, Director of Preparing Future Faculty (bio) and Shelby Lamar, Assistant Director of Preparing Future Faculty (bio)
Instruction Mode: Online (Synchronous)
Schedule: Monday, 12:20-3:10PM
Units: 4

This course invites you on a transformative journey to develop the mindsets to become an ethical, agile leader of learning. We present teaching as a transdisciplinary and inclusive future-focused endeavor for positive learning and development in diverse settings, within and beyond the classroom. In doing so, we engage with the question of how we can effectively and ethically respond to increasingly complex global and institutional contexts in preparing learners holistically for their futures. Working collaboratively in multidisciplinary teams, we will use systems, complexity, and design thinking frameworks to explore student identities and diversity in our classrooms, the changing global paradigms that shift our teaching missions and methods, and what learning sciences and the ethics of education tell us about engagement and motivation. We will also draw from other key frameworks such as Universal Design for Learning (UDL), Active Learning, and Good Work in this exploration. We will work reflexively by integrating a Portfolio-based approach individually and in teams to explore and document our own assumptions, values, and beliefs about education and how these transform in the light of our discoveries about ethical, agile teaching. Our goal will be to co-create pedagogical principles that transcend disciplinary teaching and learning cultures toward agile, ethical leadership of learning in our diverse educational and work contexts.

To earn the College Teaching Certificate, you also must complete the PFF 531 course, Pedagogy Practicum and Portfolio.


TNDY 301 – Transdisciplinarity and the CGU Experience

Instructor: Andrew Vosko, Associate Provost and Director of Transdisciplinary Studies (bio)
Instruction Mode: Intensive* (In-person & On-line**)
Schedule: Module 2, Monday – Friday, (See table below for more information)

Session Schedule
Day (Date) Time Hours
Monday (08/09) 12:20 – 2:50PM 2.5 hours
Tuesday (08/10) 1:10 – 3:00PM 2.0 hours
Wednesday (08/11) 12:20 – 2:10PM 2.0 hours
Thursday (08/12) 1:10 – 3:00PM 2.0 hours
Friday (08/13) 12:20 – 2:10PM 2.0 hours
Saturday (08/14) No Class 0.0 Hours
Sunday (08/15) No Class 0.0 hours
Monday (08/16) 12:20 – 2:50PM 2.5 hours
Tuesday (08/17) 1:10 – 3:00PM 2.0 hours
Wednesday (08/18) 12:20 – 2:10PM 2.0 hours
Thursday (08/19) 1:10 – 3:00PM 2.0 hours
Friday (08/20) 12:20 – 2:10PM 2.0 hours

Units: 0 – 2***

In this intensive, variable-unit*** course, comprised of ten 2 to 2.5 hour sessions held in the final two weeks of the term, led by a guest speaker from CGU’s leadership, including faculty and administrators, offered online and on-ground at CGU’s campus, students will explore themes drawn from the University’s Transdisciplinary Studies program on Transdisciplinary History, Theory and Practice, Applied Research “that matters,” and the different imprints CGU has left in the world outside of its academic halls.

What does it look like to communicate and collaborate across boundaries? How does transdisciplinary research—or transdisciplinary problem-solving—differ from other forms? Why are these differences important and how can they be applied in various settings, such as academic research, business, and community programs? This class will look at these questions using the work of leading transdisciplinary scholars, amongst others. Students will develop an understanding of the range of scholarly approaches offered at CGU as well as how to collaborate across them through invited speakers from different programs, written assignments, and hands-on projects with classmates.

* Class meets in person less frequently but for a longer period of time than a Hybrid-Regular class and is supplemented with equivalent instructional activities between class meetings. Equivalent instructional activities may be synchronous or asynchronous, or a blend of the two.

** Students who do not need to attend an on-ground class session to meet visa requirements will be able to attend the course online, synchronously via Zoom.

*** International students who are required to attend this on-ground course to meet visa requirements, may take this course for zero-units.


TNDY 402Z – Akko: Public Archaeology, Conservation & Heritage

Cancelled Due to Covid-19 Pandemic Travel Restrictions

Instructor: Tammi Schneider, Danforth Professor of Religion (bio)
Location: Off-Site
Schedule: Module 2: 2021/06/27 – 2021/07/26
Unit: 4
Note: Requires International Travel

The goal of this class is to better understand Heritage management by examining the city of Akko, a UNESCO World Heritage Site. The course is also designed to fit into the educational program for the Tel Akko Archaeological program. The course is structured around excavation, field trips, and daily lectures. Attendance at lectures and field trips is mandatory for everyone: students and staff alike. Heritage Management is core to the mission of the excavation. If excavation is destruction of the site to better understand it and present it to the public, then examining the context of the site through numerous perspectives is fundamental.

The course presents the material through a series of lectures and tours. The lectures are offered by staff and faculty affiliated with the excavation as well as specialists from throughout the country of Israel and visiting specialists from around the world. The lectures are focused on examining the city of Akko from numerous perspectives including: history, archaeology, religion, culture, tourism, conservation, and city government. Another important pedagogical aspect are tours of the Tel, the city of Akko, and other parts of the country. Below is a theoretical schedule of lectures. Lectures on the history of the site and its archaeology are covered by the staff. Scheduling external lectures (members of the IAA, locals, foreign visitors etc.) is underway at present. Therefore, this syllabus includes the general idea of what will happen, though the timing of all of the lectures is fluid.

The method of assessment each summer changes depending on how many students take the class. Since someone is paid to teach the class only if there are five students taking the class for credit, which is seldom the case, all work from faculty is voluntary. When there are more than three students taking the class, a group project is assigned for credit: in the past this has included such things as 1. Planning an exhibit about Akko in Claremont; 2. Helping plan an event where Akko residents view the excavation’s finds of the summer. When only one or two students register, the student works with someone from the excavation on an aspect of the project that aligns with their interests such as conservation, or the academic study of archaeology.


Past Courses