ROBERT FAHEY | BUSINESS MANAGEMENT COURSES COMPLETED – 76 CREDITS Business Courses in Leadership: Training and Performance Improvement specialization

Completed Courses & Descriptions (partial list)

ED502 - Survey of Human Resource Development Research - 4 graduate credits

In this course, learners explore the values, purposes, methods, and processes of human resource develop-ment (HRD) research. The focus is on identifying how theory and research can be practical tools to solve HRD challenges that practitioners face on a daily basis. This course is only applicable to learners enrolled in the School of Education training and performance improvement specialization.

ED7631 - Introduction to Training and Performance Systems - 4 graduate credits

Learners in this course gain an overview of the history and evolution of training and performance improve-ment systems in business and industry. Learners develop an understanding of the important role played by the Human Performance Improvement (HPI) process and other supporting and critical services such as per-formance management, coaching, and career and organizational development. The course presents learners with a macro or systems view of developing people and organizations. Topics include numerous structured learning exercises, application activities, discussions, and a final project.

ED7641 - Needs Assessment: Models and Procedures - 4 graduate credits

This course is a survey of needs assessment models and procedures that diagnose the causes of workplace performance problems. Learners design and develop needs assessment instruments, as well as col-lect and then diagnose data in order to differentiate between a workplace performance issues that requires training solutions as opposed to one that requires non-training intervention.

ED7662 - Designing Training and Performance Solutions - 4 graduate credits

Learners in this course gain an overview of the design of training and performance solutions as both a sys-tematic and an artful process. Learners explore learning theories, several instructional and performance de-sign models, and case studies. Learners also design business performance solutions by diagnosing the re-sults of needs assessments, specifying objectives and applying the principles and procedures of learning so-lution design, selecting appropriate methods, and continuous evaluation.

ED7652 - Evaluating Training and Performance Improvement Systems - 4 graduate credits

Learners explore reasons that evaluation is essential: so that courses or performance solutions can be im-proved and so that it can be clearly shown how a particular training intervention can improve both personal and organizational performance. This course provides learners with an understanding of measurement and evaluation theory, principles, and procedures. Topics include quantitative and qualitative measures, perfor-mance objectives, Kirkpatrick’s five levels, and reporting business strategies.

ED7673 - The Future of Corporate and Technical Training: Issues and Trends - 4 graduate credits

In this course, learners explore the forces that are most dramatically shaping the evolution of corporate and technical training, including the recent transition to greater emphasis on performance improvement methodologies. Topics include changes in technology, global competition, business strategies, and responses to these changes in the field of training and performance improvement.

ED7674 - Managing Training and Performance Improvement - 4 graduate credits

Internet-based learning and the emergence of performance management in the field of human resource de-velopment have added importance, complexity, and increased accountability to the training manager role. Participants in this course become more prepared to meet these challenges by learning to deter-mine priorities, assess needs, create a mission and goals, develop a budget and a marketing strategy, plan programs and performance interventions, conduct evaluations, hire and manage personnel, and provide lead-ership.

Cambridge College

School of Psychology and Counseling

1000 Massachusetts Avenue

Cambridge MA 02138

John.carew@go.cambridgecollege.edu

617 868 – 1000

978 337 6255

4/13/10

Re: Robert Fahey’s coursework and degree in counseling psychology

To Whom It May Concern:

I, John Carew, Ph.D. have served as a full‐time instructor at the Institute of Open Education, Antioch Graduate Center

and Cambridge College (all names used by our institution), for approximately 33 years. During 1982 and 1983, I was

part of a team effort which established our Counseling Psychology masters degree program. Later, I led this program

and this department . I remember Mr. Robert Fahey and taught him in more than one course. Mr. Fahey’s masters

degree is in psychology, but the terminology of the degree and course titles reflect the times and the philosophy of our

college at the time. In this document, I have defended the “psychologic” nature of six of his graduate courses,

amounting to 18 credits. I chose these courses because they were the easiest to justify briefly. I will add more docu-

mentation if you request it.

At the time, I was a graduate professor for our college. I had earned a masters and a CAGS in psychology and was

about to complete my Ph.D. in psychology. I was also an accomplished clinician. Since 1985, I have been a licensed

psychologist health provider in Massachusetts.

Thank you,

John Carew, Ph.D.

Professor, Core Faculty Member

Cambridge College

School of Psychology and Counseling

ROBERT FAHEY | MASTERS IN COUNSELING PSYCHOLOGY AT CAMBRIDGE COLLEGE, CAMBRIDGE, MA

Completed Course Descriptions - 52 CREDITS

Fahey documentation – J. Carew, Ph.D.

Summer 1982 semester courses: Robert Fahey:

Cambridge College, Cambridge, Massachusetts: 709 Behavioral Approaches in Counseling and Education was a psychology course. I was involved in hiring and supporting the instructors for this course. Typically, this course was taught by an individual with a doctorate in psychology, a professor at another college. The text was comparable to the current graduate text: Erwin, E., Behavior Therapy, Scientific, Philosophical and Moral Foundations. Currently, we do not offer a graduate course at this level of specialization. 709 is comparable to graduate psychology courses on behavior therapy and behavior modification – those offered at some local graduate schools of psychology - 3 graduate credits.

Cambridge College, Cambridge, Massachusetts: 658 Expressive and Activity Therapies – was a psychology course. I was the instructor. My texts included: Erikson, J., Lawless, D. & J., Activity, Recovery, Growth; Kellog, R., Analyzing Children’s Art; & Blatner, H., Acting‐In , Practical Application of Psychodynamic Methods. These are graduate level texts. 658 was a psychology graduate course. Currently, we do not offer a three credit course on this topic. Other colleges do offer such a psychology graduate course - 3 graduate credits.

Cambridge College, Cambridge, Massachusetts: 704 Psychosomatic Illness: was a psychology course. At that time, it is likely that the instructor was a psychiatrist, or an individual with a doctorate in psychology. It was standard practice at the time, to use graduate level psychology texts. 740 was a psychology graduate course. Currently, we do not offer a course at this level of specialization in psychosomatic illness - 3 graduate credits.

Fall 1982 semester courses: Robert Fahey:

Cambridge College, Cambridge, Massachusetts: 640 Clinical Methods for Treating Substance Abuse: 640 was equivalent to the current CCP640, Addiction Disorders – a psychology course. While I don ’t recall who taught this course, it was a psychology course on addictions and their treatment. During this period, I was involved in hiring and supporting the addictions instructors who taught this course. They all were addictions specialist with either a masters, or a doctoral degree in psychology. I don’t recall which texts which were used in the course. It was standard practice to use graduate level psychology texts on addiction - 3 graduate credits.

Cambridge College, Cambridge, Massachusetts: 649: Group Dynamics for Clinicians: 3 graduate credits – was a psychology course. I believe that Norman Lifton, Ph.D., was the instructor of this course, using an earlier edition of text (Yalom, I, The Theory and Practice of Group Psychotherapy) used in the current graduate course, CCP650, Group Dynamics, Group Counseling and Human Systems – 3 graduate credits. 649 was equivalent to the current CCP650, Group Dynamics, Group Counseling and Human Systems – 3 graduate credits.

Fahey documentation – J. Carew, Ph.D.

Cambridge College, Cambridge, Massachusetts: 541: Theory and Practice of Counseling 3 graduate credits - was a psychology course. I believe that I was the instructor of 541 during the Fall of 1982, using an earlier edition of the same text I currently use in the equivalent course: Corsini, R., Current Psychotherapies. 541 is equivalent to the current course: CCP540 Personality and Counseling Theory - 3 graduate credits.

Winter Quarter 2008 at Capella University

Capella University, Minneapolis, Minnesota: HS5107 - Principles of Psychopathology: Diagnosis and Treatment (4 quarter credits). In this course, learners examine the theory, research, and principles of psychopathology. Learners study the etiology of psychopathology and explore current psychopathology assessment methods and applications, including the use of the DSM-IV-TR to diagnose mental disorders. Learners also analyze intervention strategies and contemporary issues associated with the assessment and treatment of mental disorders. Prerequisite(s): Addiction Counseling, learners must have completed HS5940 and HS-R5940. Marital, Couple, and Family Counseling/Therapy learners must have completed HS5920 and HS-R5920. Mental Health Counseling learners must have completed HS5930 and HS-R5930 - 4 graduate credits.

ROBERT FAHEY | Masters of Science in Education at Capella University, Minneapolis, Minnesota

MAJOR: ENGLISH LANGUAGE, LEARNING AND TEACHING

Completed Courses & Descriptions - 20 CREDITS (As of 12/16/16) Fall 2015: ED5010 Foundations for Master's Studies in Education: Theory, Practice, and Purpose This course provides learners with opportunities to acquire and use graduate-level skills, including critically examining and applying relevant educational theory to teaching practice. Learners devel-op expertise in appreciative inquiry and scholarly writing and explore the relevance of multicultural perspectives and diversity. Finally, learners articulate and examine their professional purpose and its alignment with their specialization and career aspirations - 4 graduate credits

Winter 2016: Capella University, Minneapolis, Minnesota: ED5724 Applied Linguistics This course examine the fundamental concepts and elements of applied linguistics, including meta-language; and explore the ways they are used to plan and deliver instruction to English Language Learners (ELLs); and identify techniques for collaborating with other administrators, teachers, school guidance staff, families, and other stakeholders to ensure the success of ELLs - 4 graduate credits

Spring 2016: ED5720 Assessment Instruction for English Language Learners In this course, learners examine instruction and learning strategies for English Language Learners (ELLs) and collaborate with ELLs, their families, the community, and other stakeholders for the purpose of improving instruction. Learners also evaluate instruction to determine how well it promotes professional teaching standards and dispositions - 4 graduate credits

Summer 2016: ED7312 - Teaching Adults This course presents best practices of higher education teaching. Learners evaluate multiple teaching models and strategies and their underlying theoretical and research bases. Learners also examine cultural influences on teaching and learning; identify ways to incorporate technology into the teaching-learning process; and assess their teaching dispositions and educational philosophy. Cannot be fulfilled by transfer - 4 graduate credits

Fall 2016: ED5726 - Second language Acquisition In this course, learners study the processes by which P–12 English Language Learners (ELLs) develop proficiency in a second language. Learners also explore the developmental stages of first and second language acquisition and evaluate the impact of first language literacy on second language acquisition. Prerequisite(s): ED5724 - 4 graduate credits

Winter 2017 (Registered): ED 5728 Methods, Curriculum, and Materials for English Language Learners This program was developed around national curriculum standards for English Language Learners. Coursework covers such topics as ELL assessment and instruction, applied linguistics, curriculum development, cultural competence, classroom management, instructional technologies, and tech-niques for working collaboratively with administrators, teachers, guidance staff, and families to improve student success - 4 graduate credits Spring Quarter 2017

ED5503 Classroom Management Strategies

Summer Quarter 2017

ED5720 Culture, Society, and Language

Fall Quarter 2017

ED5500 Standards-Based Curriculum, Instruction and Assessment

Winter Quarter 2018

ED5722 Strategies for Eliminating the Achievement Gap for English Language Learners

Spring Quarter 2018

ED5699 MS Capstone English Language Learning and Teaching