PACIFIC OAKS COLLEGE

2002 - 2003 CATALOG

VALUE THE CHILD

~PACIFIC OAKS COLLEGE T Pasadena-Northwest-Northern California Non-Profit Org. U.S. Postage PAID Mercury Mailing Systems, Inc. 2002 - 2003 CATALOG

• CONTENTS

Letter from the President ...... Inside Front Cover About Pacific Oaks ...... 2 Admission for Degree, Certificate and Teacher Education Programs...... 6 Financial Aid ...... 10 Academic Programs

Degrees, Programs and Specializations ...... 11 General Information Locations and Time Frames ...... 26 Extended Education ...... 28 General Information and Services ...... 29 Libraries ...... 30 Tuition and Fees ...... 32 College Policies ...... 33 Class Descriptions ...... 41 Administration and Faculty ...... 58 Board of Trustees ...... 60 Calendar ...... ',' ...... 61 Index...... 63 Alumnae/i Association ...... Inside Back Cover

IIWhat I'm constantly impressed about is how much we have accomplished on issues relating to diversity. Ours is a very progressive stance and I think our students benefit from it tremendously, "

Renatta Cooper Director, jones/Prescott Institute Pa~ific Oaks College • ABOUT PACIFIC OAKS '

Pacific Oaks is accredited by the Western Associa­ Note to Pacific Oaks Northwest (Seattle) tion of Schools and Colleges. As a Quaker-founded Students Pacific Oaks College is authorized by institution, Pacific Oaks has traditionally sought in the Washington Higher Education Coordinating its student body: diversity in age and in racial, ethnic, Board and meets the requirements and minimum economic, and social background. Our poliCies in educational standards established for degree­ admission and other areas are non-discriminatory granting institutions under the Degree Authorization regarding race, gender, religion, ethnicity, physical Act. Pacific Oaks College is authorized to offer a ability, sexual orientation, or age. B.A. and M.A. in Human Development. In addition, Students may review institutional accreditation it offers a Teacher Education program leading to and/or licenses in the College President's Office at Washington State certification endorsements in 5Westmoreland Place during normal working hours, Elementary K-8 and Early Childhood (P-3) or by contacting WASC at: Education. Academic programs of study at Pacific Western Association of Schools and Colleges Oaks College Northwest (PONW) are approved by 985 Atlantic Ave., Suite 100 the Higher Education Coordinating Board's State Alameda, CA 94501 Approving Agency for the enrollment of persons (510) 748-9001 eligible to receive benefits under Title 38 and Title 10, U.S. Code. Pacific Oaks is in compliance with Title II recording and reporting expecta­ tions. Specific information regarding the 1999-2000 Title II Report can be ob­ tained through PONW or the Office of the Superintendent of Public Instruction, Professional Certification Office. Any person desiring information about the requirements, the act or the applica­ bility of these requirements to the institu­ tion may contact the board office at 917 Lakeridge Way, P.O. Box 43430, Olympia, WA 98504-3430, Attn: Degree Authorization Agency.

Schedules of Classes are published as follows: • Spring: Weekiong, Weekday, Weekend and Online Classes • Summer and Fan: Weeklong, Weekday, Weekend and Online Classes Students engaged in informal class discussion on Seattle campus. Class schedules may be obtained from Notice Students will adhere to the requirements College Records at (626) 397-1342 or (800) and programs outlined in the catalog of the aca­ 303-1342. Please call the Office of Admissions at demic year in which they're admitted. Students who (626) 397-1349 or (800) 684-0900 to obtain interrupt their programs for five or more years will admissions information. v adhere to the catalog of the academic year in which they're readmitted. v c:c The requirements, programs, class offerings, fees, a...... policies, and all other subjects covered in this pub­ ::;:) o lication may be changed without notice. Users of c:c this publication should contact Pacific Oaks repre­ - sentatives to learn the current status of matters covered herein. Pacific Oaks assumes no respon­ sibility for any damages which may be claimed to have resulted from such changes. ABOUT PACIFIC OAKS

Pacific Oaks, located on three campuses in Pasadena, race, ethnicity, class, sexual orientation, gender, age California, Seattle, Washington, and Oakland, California, and physical ability. We expect respect to be shown is a unique educational institution offering upper di­ towards persons in all categories, both generally vision and graduate-level college programs in human and as individuals. Respect, in interactive classes development and counseling, teaching credentials, drawing on the rich experience of the faculty and a children's school serving infants through primary students alike, includes honoring the confidentiality age children and their parents, and a sponsored of personal experiences shared in class discussion. research program supporting applied research in We ask that all members of the Pacific Oaks com­ early childhood education. munity be willing to engage actively in thought, dis­ Three basic concepts underlie the educational cussion, and change as we all learn about the nature, philosophy of Pacific Oaks: that growth is a dynamic dynamics and impact of bias and oppression and Our students at the College are and life-long process; that every individual has a the ways in which theOries, practices and institutions fundamental worth; and that each person, no matter are oppressive. It is important that we be willing to learning to take their place as how young or old, has a unique identity and human risk growing and changing together rather than highly effective teachers, potential which they contribute to the lives of all clinging to old theories and practices simply because administrators and counselors ­ those with whom they come in contact. they are familiar and comfortable. Pacific Oaks was founded as a community edu­ For fuliher information about College programs, leaders in their field. cation center and nursery school by seven Quaker please contact: families in 1945. The School quickly grew under Office of Admissions Our Children's School is teaching the leadership of Molly Morgenroth and Evangeline 5Westmoreland Place Burgess as word spread that there was a place in Pasadena, CA 91103 youngsters to be peacemakers, Pasadena where children were valued as individu­ (626) 397-1349 or (800) 684-0900 conflict resolvers and decision­ als. The teacher education aspect of Pacific Oaks For further information about Children's pro­ grew out of the need to train teachers for the ex­ makers. They are our future ­ grams, please contact: panding nursery school. Children's School a well-informed responsible, In 1959! continued expansion led to accredited 714 West California Boulevard concerned citizenry. B.A. and M.A. degree programs in Human Develop­ Pasadena, CA 91105 ment. These degrees are granted in Human Develop­ (626) 397-1363 ment rather than Education because we believe that a teacher must know the whole life continuum to For further information about Extension, please understand her/himself and her/his students. Today, contact: our programs serve not only educators, but persons Extended Education and Community Service working in other helping profeSSions, including 5 Westmoreland Place counseling and other human service fields. Pasadena, CA 91103 The style of learning emphasized at Pacific Oaks (626) 397-1391 is unique. In most colleges, a teacher lectures, stu­ dents take notes and learning is evaluated by exam­ OVERVIEW OF PROGRAMS ination. We have a different approach. Pacific Oaks Pacific Oaks College offers upper division classes students are encouraged to work together and to leading to a B.A. degree in Human Development; learn from each other. The faculty works with stu­ courses of study leading to two teaching credentials: dents to help each individual obtain an education Multiple Subject Teaching Credential and Education that meets personal needs. At Pacific Oaks, the pro­ Specialist Credential (MildIModerate Disabilities); cess of learning is valued as much as what is learned. graduate courses leading to two M.A. degrees: Experiential learning, that is, learning by dOing, Human Development and Marriage, Family and is at the heart of Pacific Oaks' curriculum for adults Child Counseling; and a Post-Graduate Certificate as well as for children. We believe that both theory program. and practice are learned through action and inter­ The B.A. in Human Development offers an upper action, and we encourage students to value doing division program focused on young children, their as well as talking, reading and writing. families, and the social contexts in which develop­ The Children's School also has grown to include the ment takes place. Field experience or practicum in Infant/Toddler, Two-Year-Old, Three-and Four-Year the Pacific Oaks Children's School is often a part Old, Prekindergarten, Kindergarten, Child Care, and of the B.A. program. Students interested in public I After-School programs. school teaching may become fully admitted to a Pacific Oaks' anti-bias commitment applies to all credential program upon completion of core B.A. areas of discrinlination, including that based upon requirements. ABOUT PACIFIC OAKS

Specializations are option:ll areas of focus Disabilities) and CLAD (Crosscultural Language and which are designed for students who have a spe­ Academic Development) certificate. cific interest in one of the areas outlined below. The California Multiple Subject Teaching Cre­ Some specializations are available only in Pasadena. dential is structured in two tiers the Preliminary The College offers six specializations at the B.A. and the Professional Clear. The Preliminary Creden­ level: Art Education, Child Care, Developmental tial is effective for a five-year period and is non-re­ Education, Early Childhood Education, ECE sub­ newable. Before expiration, additional course work specialization in Play, Language and Literacy, must be completed to obtain the Clear CredentiaL Lactation Consultant and Work with Infants and The academic year includes two semesters, Fall Toddlers. Students may also, in cooperation with and Spring; two time frames, Weekday and Weekend; their advisor, design a study program directly meet­ several locations; online courses; and a six-week ing their needs and interests. Summer Session. One week sessions are also offered The Admission By LifelWork Experience admis­ within each semester in Pasadena and Seattle, and sions option at the B.A. level offers students an op­ in June in Northern California. portunity to document, through presentations and The Pasadena campus of Pacific Oaks is located papers, up to 30 units based on their learning from on five beautiful, tree-shaded sites in the heart of life experiences. historic Pasadena. The craftsman-style bungalows The M.A. in Human Development is offered for and modern office buildings of these campuses the preparation of leadership personnel in profes­ provide an idyllic, serene setting for our students. sions serving young children and their families. The Only a half-mile from Old Town Pasadena, Pacific degree is awarded on the basis of demonstrated com­ Oaks is surrounded by cultural resources: the petence in human development, knowledge of the Norton Simon Museum of Art, the Huntington social and political contexts of development, com­ Library and Art Gallery, the Gamble House and the munication skills, integration of theory into practice Pacific Asia Museum. and research. AMaster's project, which is an orig­ The Pacific Oaks Pasadena campus offers class­ inal contribution to knowledge and understanding es during Fall, Spring and Summer semesters. Our based on field experience, is required for the degree. convenient evening and weekend class schedules Students interested in public school teaching may make it possible to eam your degree no matter where enroll simultaneously in a credential program. you live in Southern California. As a convenience The Admission By LifelWork Experience option for those who travel a distance, some weekend at the M.A. level offers students an opportunity to classes are scheduled all day over three weekends document competence equivalent to a B.A. degree during the semester. In addition, weeklong classes from Pacific Oaks to begin graduate studies. This are offered within each semester. must be in conjunction with either the M.A. in Hu­ Pacific Oaks Northwest, located in Seattle, man Development or the M.A. in Marriage, Family Washington, offers classes leading to the B.A. and and Child Counseling. M.A. in Human Development, as well as a Teacher The option to do a specialization in the M.A. in Education program, including K-8 and P-3 endorse­ Human Development is also available. The special­ ments. (Not all B.A. and M.A. specializations are izations are: Art Education; Bicultural Development; offered at this site.) Weekend classes are offered Child Care; Developmental Education; Early Child­ in Seattle and other Northwest sites. Seattle also hood Education; La(tation Consultant; Work with offers weeklong classes in January and July and Infants and Toddlers; Social and Human Services; 2-3 Friday classes each year. and Leadership in Education and Human Services: Pacific Oaks Northern California, housed in the AdministrationlSupervision, College Teachingffeaching historic YWCA building in downtown Oakland, of­ Adults, and Parent/Community Work. fers classes leading to the B.A. and M.A. in Human The M.A. in Marriage, Family and Child Counseling Development. Classes are offered on weekends expands the students' competencies in counseling during the Fall and Spring semesters, with weeklong families with young children, providing students classes offered in June and August. Two or more with the educational qualifications for the California classes in Human Development are also offered MFT License. Aspecialization in Latino/a Family each year in the sOllthern San Joaquin Valley, meet­ Studies is offered in a cohort format. ing in Visalia. Some of the optional specializations Pacific Oaks offers the California Multiple Subject are available at these sites. Teaching Credential (elementary) with CLAD empha­ Pacific Oaks Distance Learning, offering classes sis, Education Specialist Credential (MildIModerate online, extends access to the B.A. and M.A. in ABOUT PACIFIC OAKS

Human Development to students nationwide and CURRICULUM PHILOSOPHY around the world. Most online classes last for 10 The curriculum in Human Development, Marriage, weeks in fall and spring semesters; 4-week mod­ Family and Child Counseling, and the Teacher ules are scheduled in September, January and Education programs is organized around five areas AprillMay. The classes available at a distance are in which students are expected to be competent. the same classes offered on campus, and most The competencies are: speCializations are available through Distance • Understanding of developmental theories. Learning. All Distance Learning degree students • Understanding and valuing diversity, including must spend a minimum of two weeks in classes on an anti-bias approach. any Pacific Oaks campus. • Ability to implement theories and empower others. For students interested in seeking the California • Ability to communicate with others in a connec­ Child Development permit, Pacific Oaks has been tive way. approved as an accredited site to offer high quality • Ability to collect, process, and evaluate data curriculum and training opportunities for students through research. to qualify for each level of the permit. There are Each of these competencies, except research, six levels to the Permit structure. Normally, bache­ has a required approach class. These classes in­ lor students would enroll in any of the first three troduce active learning, as well as subject areas. levels: Child Development Assistant Permit, Child Since the approach classes will also help students Development Associate Teacher Permit, or the Child define their own areas of interest and learning needs, Development Teacher Permit. The last three levels these classes should be taken early in a student's may be more appropriate for master's degree stu­ program at Pacific Oaks. dents: Child Development Master Teacher Permit, One level of approach classes is offered for B.A., Child Development Site Supervisor Permit, or the M.A., and post-baccalaureate students who enter Child Development Program Director Permit. Pacific Pacific Oaks with beginning knowledge in a com­ Martha Clark, Human Development Oaks offers courses and facilitates some experience petence area. Asecond level of approach classes faCUlty, ABLE Coordinator. to help students qualify for the permits. Pacific Oaks is offered for M.A. and post-baccalaureate students will then review transcripts, course content and who enter Pacific Oaks with advanced knowledge direct experience, and recommend candidates for in a competence area. The second level of approach the appropriate permit, usually in combination classes may also be used as electives for M.A. and with a degree program. Students interested in the post-baccalaureate students in most progranls. Child Development Permit must apply to the pro­ All students must consult with their advisor re­ gram through the Admissions Office. Students are garding choice of classes when enrolling. The cri­ required to meet with their advisor to identify ap­ teria to consider are listed on page 11 for B.A. stu­ propriate classes to take. Specific course and dents and page 15 for M.A. students. fieldwork requirements will be outlined in an ad­ vising session with the assigned advisor.•

I ADMISSION INFORMATION

,I ADMISSION FOR DEGREE, (ERTIFICATE, PERMIT B.A. students admitted through the ABLE option AND TEACHER EDUCATION PROGRAMS may accumulate a maximum of 90 transfer and documented competency units. The student is re­ UNDERGRADUATE ADMISSION quired to complete 34 units of regular Pacific Oaks course work, including all B.A. degree requirements • TRADITIONAL ADMISSION listed on page 11. lID 298 Assessment of Experience Pacific Oaks offers only upper division courses at the counts as 1unit towards the B.A. undergraduate level. Applicants for the BA degree in It is recommended that student~ take only lID Human Development must have a minimum of 70 se­ 298 Assessment of Experience in their first semes­ mester units of transferable courses from accredited ter whenever possible. Since Assessment of Exper­ two- or four-year institutions. In addition, applicants ience counts as 1 unit toward the B.A., students must be able to critically analYLe literature and situa­ applying for financial aid may not be eligible for tions, and possess strong oral and written expression aid during their first semester. Financial aid will be skills. Consideration will be given to the potential to granted for regular classes, including the Assess­ succeed in an experiential academic program. ment class, but not for payment of the documented units in the Assessment class. Please consult your • ADMISSION BY LIFE/WORK EXPERIENCE advisor and financial aid counselor if you are ap­ (ABLE) plying for financial aid. To be considered for admission to the B.A. through the ABLE option, a student must: • GENERAL EDUCATION TRANSFER 1. have completed 60 semester units of college REQUIREMENTS credit, including general education requiremenl~, Transfer requirements for traditional admission to and completion of high school or GED, the B.A. degree program include completion of a 2. be 30 years of age or older, minimum of 70 semester units with a grade of "C" 3. have 3 or more years of professional-level work or higher (a minimum of 60 units through the in a human services position, and ABLE option). Only courses taken at colleges and 4. have the ability to conceptualize about their expe­ universities accredited by regional commissions rience and communicate tllis conceptualization. will be accepted. Please check with your transfer z center to see if an articulation agreement is in Students are admitted provisionally by interview o place to a

English or American literature, Journalism, Early • vocational courses Childhood Language Arts, Logic, Critical Thinking, • library courses Speech/Communication, Foreign Language (in­ • secretarial courses troductory level-1st-2nd semester or 1st-3rd • word/data processing courses quarter), and American Sign Language. If a student has 15 units or more in anyone 2. Science and Math Aminimum of nine semester general education area, and less than nine in an­ units to include at least one course* from Astro­ other, three units will be waived in the deficit area. nomy, Biology, Chemistry, Physics, Ecology, This may be done on a one-time basis only. The Geology, Math (College Algebra or higher), Director of Registration and Records is the one who Physical Anthropology, Physical Geography, officially makes this transfer. Physiological Psychology, Nutrition, Statistics, Applicants may earn up to 76 lower division se­ Symbolic Logic, and Zoology. Additional courses mester units of classes listed under the four basic may include Accounting, Business Math, areas and acceptable electives. Computer Science, First Aid, Math/Science for Proof of high school graduation, GED certifica­ Children, and Health Education. tion, B.A. degree or completion of 60 transferable semester units is required for all admissions. 3. Social Sciences Aminimum of nine semester units including required courses in Introductory Options for Earning Additional Transferable Units Psychology* and either Introductory Sociology or Applicants who meet all admission transfer require­ Cultural Anthropology*. Additional courses may ments and have more than 76 lower division units include: theoretical Early Childhood Educa­ will be awarded up to 18 additional transferable tion/Child Development courses, Political units if any of the following criteria are met: History, Political Science, linguistics, Psychology, 1. Completed 24 or more units at a four-year col­ Social Geography, Sociology, and U.S. History. lege(s), with no distinction made as to upper or 4. Humanities and the Arts Aminimum of nine lower division status: semester units to include at least one course* 2. Completed at least 18 units(beyond the basic from Art History, Foreign Language (Advanced: general education requirements) in child devel­ 4th semester or 5th quarter and beyond), opment or early childhood education; Najah S. Shabazz poses with grandson at literature, Music Theory or History, Philosophy, 3. Completed at least 18 units (beyond the basic graduation. Comparative Religion and 'Theater History. general education requirements) in Psychology, Additional courses may include: Drama, Sociology or Anthropology; Children's literature, Foreign Language 4. Completed at least 15 units in each of three of (Intermediate: 3rd semester or 4th quarter), the four general education content areas: Oral! Music or Art for Children, Performance, Studio Written Expression, Science/Math, Social Science Art courses, and Ethnic/Cultural History. or Humanities/Arts. 5. Electives Additional units may be transferred Units in items #2-4 above may be taken at either from Early Childhood Education/Child Develop­ a community college or a four-year institution. ment, PhYSical Education Activity (4 units maxi­ Amaximum of 94 units may be transferred into mum) or other transferable courses not listed the traditional B.A. degree program. M.A. applicants in areas 1-4 above. using the ABLE option may transfer only upper di­ *A minimum of 3 semester or 4 quarter units will vision units beyond 94. meet a specific course requirement. Transcript Evaluations Note: Amaximum of 3 units of early childhood ed­ Transcript evaluations are available for a fee of $25 ucation/child development courses will be credited (which is applicable toward the $55 admission toward the 9-unit requirement in content areas I, application fee.) Official transcripts should be sent 2 and 4 above. directly from all colleges attended to the Admissions Courses not accepted for transfer include the fol­ Office, or submitted by the individual in a sealed lowing courses: envelope from the college of origin. Prospective students may request a transfer • remedial courses credit estimate based on unofficial transcripts by • applied business courses appointment with an admissions counselor. Please I • orientation courses call (626) 397-1349 or (800) 684-0900 outside • sectarian religious courses the Los Angeles area. PACIFIC OAKS COLLEGE GRADUATE ADMISSION must talk with a Financial Aid counselor before initiating any change. • TRADITIONAL ADMISSION Students admitted to the M.A. program through Applicant'i for Pacific Oaks graduate degrees, the M.A. the ABLE option document 30 upper division under­ in Human Development and the M.A. in Marriage, graduate units through the assessment process. Family, Child Counseling, must have an earned B.A. In lID 298, the Assessment of Experience course, degree from a regionally accredited college or univer­ students document that their life/work experience sity. In addition, applicants must be able to critically has given them knowledge and skills equivalent to analyze literature and situatIons at a graduate level, a B.A. in Human Development from Pacific Oaks. and possess strong oral and written expression skills. Consideration will be given to the potential to succeed Competencies to be demonstrated in the Assessment in an experiential academic program. of Experience class are: 1. DC 401 Early Years Theory • ADMISSION BY LIFE/WORK EXPERIENCE 2. DC 402 Later Years Theory j. DC 403 Constraints on Human Development (ABLE) 4. DC 404 Work with Behavioral Data To be considered for admission to either M.A. de­ 5. DC 405 Sensory Experiences gree through the ABLE option, students must: 6. DC 406 Working with Adults 1. have completed at least two full years (60 semes­ Documented Competency units must be paid for ter units) of college credit, including the required by the completion of the Assessment of Experience general education transfer requirements (see class or according to a prearranged payment plan in page 6), and completion of high school or GED, order to enroll for the follO\ving tenn. 2. not have a Bachelor'S degree, Documented Competencies will appear as units 3. be 35 years of age or older, on the student's transcript. Students do not earn a 4. have five or more years of leadership/profession­ B.A. degree. The degree requirement is waived on al-level work experience in a human services the basis of documented experience, and the student position, assuming increased responsibilities is admitted directly into graduate standing. during this time and demonstrating the ability to The total number of Pacific Oaks units that a function effectively in a complex setting, M.A. in Human Development student admitted 5. demonstrate clear-cut ability to provide leader­ through ABLE must complete to earn his/her de­ ship to a professional field, and/or peers, gree is determined by the following formula: and/or community, z # OF UNITS TRANSFERRED MINIMUM # OF UNITS TO o 6. have the ability to conceptualize and theorize TO PACIFIC OAKS COMPLETE AT PACIFIC OAKS* about their work and their understanding of 60 42 human development and to communicate this 80 39 100 36 conceptualization. 120 or more 33 Students are admitted proviSionally by interview. *Completion of some specializations within the They will be considered for full admission upon degree program may require additional units. Com­ successful completion of the one-unit Assessment pletion of the M.A. in Marriage, Family and Child of Experience class and all general education re­ Counseling degree program will require a minimum quirements. Assessment of Experience must be taken of 49 units of course work. (Units are in addition ..... during the first semester in which it is offered fol­ to the 30 units documented through the Assessment eI: lowing provisional admission. Students not completing :IE of Experience class.) D:: the Assessment class may not enroll in further Pacific Required graduate units include one unit for ....o Oaks course work until the class is completed un­ z the Assessment of Experience class. less they change to B.A. traditional admission. This Students follow curriculum requirements for z o requires consent of the ABLE Coordinator and a the M.A. degrees and specializations in which they Change of Program filed with the Admissions Office. are enrolled. Students admitted via the ABLE option to the B.A. must petition the Admissions Committee to • ADMISSION BY FOREIGN BACCALAUREATE change to the M.A. option. Students who are receiv­ Some Baccalaureates earned in other cquntries ing financial aid may face major changes in their are not considered equivalent to a U.S. Bachelor's financial aid award should the petition be ap­ degree. Pacific Oaks offers an admission option to proved. Any student considering such a switch help those students who received only three years ADMISSION INFORMATION/TEACHER EDUCATION of undergraduate degree credit. We will evaluate cants for the P-3 Teacher Certification program do students' courses to determine what is needed to not have a B.A. degree, they must also apply for the complete our general education requirements. B.A. degree program. For more information regard­ Once those are met and the student has a total of ing these programs, contact the PONW Teacher 120 semester credits, she/he can begin taking Education Department at (206) 325-7669, ext. 13. courses in our graduate programs in Human De­ velopment or Marriage, Family, Child Counseling. ADMISSION TO THE POST GRADUATE CERTIFICATE PROGRAM • ADMISSION TO GRADUATE STANDING To apply for admission to the Post Graduate Certificate Pacific Oaks B.A. students applying for a Pacific Program, appHcants must hold a Master's degree Oaks Master's degree are reviewed by the Gradu­ from a regionally accredited institution and work ate Standing Admissions Committee to determine in the area of human services. Admission is granted whether or not the student has the ability to do based upon the applicant's development of an in­ graduate level work, including requisite writing dividual plan to meet the areas of competency and skills, the ability to communicate ideas clearly, and to meet herlhis own individual interests. the ability to critically analyze literature and situa­ tions. Students may not take M.A. courses until they MATRICULAl'ION POLICY are admitted to agraduate program. Students admitted/readmitted for Summer 2002, To be eligible for review, student') must have com­ Fall 2002 and Spring 2003 will be governed by pleted their B.A. degree or be fully admitted to the BA. this catalog. degree program, have applied for graduation through College Records, be enrolled in their final semester, NON-MATRICULAl'ING STUDENT STA'rUS and be within 6 units of completing the B.A. degree. College classes may be taken on a space available basis. Apply as a non-matriculating student by con­ ADMISSION TO TEACHER EDUCATION tacting the Admissions Office at (626) 397-1349 or PROGRAMS (800) 684-0900. Applicants must be high school graduates or have aGED. California Applicants or admitted students may be admitted APPLICATION DEADLINES to Teacher Education programs only after the Meeting the following application and financial aid California Basic Educational Skills Test (CBEST) is deadlines will ensure admissions review for the passed. Astudent may be admitted to the Prelim­ desired semester. Application deadlines are more inary Credential program as a B.A. or M.A. degree flexible for the Northern California and Northwest student, as a B.A. student admitted through the ABlE campuses. Applications not reviewed for the de­ option, or as a post-B.A. student enrolled only in sired term will be reviewed for the following term. the Credential program. Post B.A. students are also admitted to the Professional Clear Credential pro­ gram. Internship applicants must also have passed Washington Teacher the Multiple Subject Assessment for Teachers (MSAT) Education program: February 15 exam. Institutional Grants and Scholarship Admission to the Education Specialist Creden­ Eligibility (SummerlFallJSpring) tial (MildIModerate Disabilities) may occur con­ and Fall priority admission review April 15 currently with either the B.A. or M.A. degree pro­ gram. To be eligible, applicants must have passed Summer Semester: April 15 CBEST. Fall Semester: June 1 Washington Spring Semester: October 1 Applicants to Washington Teacher Education pro­ grams may also concurrently apply to the B.A. or M.A. degree programs. AB.A. is normally required All application materials and the fee must be sub­ for admission to our M.A./K-8 Teacher Certification mitted by the above dates. When possible, the College program; however, a small number of Pacific Oaks will continue to review applications after these B.A. students will be permitted to apply for this pro­ dates. Applicants may expect to be notified of a de­ gram toward the end of the B.A. program. If appli­ cision approximately six weeks after the file is com­ • PACIFIC OAKS COLLEGE

plete. Admissions decisions cannot be appealed. Office at (626) 397-1311 or (800) 699-1311, For an application and/or further information, before the first day of class to make tuition pay­ contact the Admissions Office at (626) 397-1349 ment arrangements. or (800) 684-0900 outside the Los Angeles Area. You must re-apply for financial aid every year. Fi­ nancial Aid applications are available every January. READMISSION Students are strongly encouraged to apply early in Students applying for readmission (those not en­ order to meet the deadlines noted above. rolled for five or more years) must complete all current program requirements and register for a SOURCES OF FINANCIAL AID minimum of 6units. The following is a list of some of the primary sourc­ es of financial aid to students. Information regarding FINANCIAL AID eligibility requirements and application procedures Pacific Oaks awards financial aid to admitted degree are available in the Financial Aid Office. or credential students in accordance with a nation­ ally established policy based upon the belief that the Federal Aid student and her/his family are the primary and re­ Pell Grant Entitlement grant program from the Federal gov­ sponsible source for funds to meet educational costs. ernment for students with high financial need. Students must Financial aid is available to fill the gap between po­ be undergraduates working on their first undergraduate degree. Awards range from $200 to $4,000 per academic tential resources (parents' contribution, student's year. and spouse's income, savings, etc.) and expenses. Supplemental Education Grant Program (SEOG) Grant The amount of financial aid is determined by care­ program for undergraduate students with exceptionally ful evaluation of a student's total financial strength, high financial need. (Priority given to Pell Grant recipients.) including income, size of fam1ly, allowable expens­ Perkins Student Loans 5% long-term repayment program, es and assets. available to students with exceptional need. Awards range Pacific Oaks participates in all applicable Federal from $500 to $3,000 per academic year. Repayment begins 9 months after graduating or termination of at least half­ and State Financial Aid programs, as well as award­ time status, with minimum repayment of $30 per month. ing linuted amounts of privately donated funds. Stu­ Stafford Student Loan Variable rate long-term repayment dents are eligible for Federal funds at Pacific Oaks loan program with 9% interest cap, provided through pri­ College if they: 1) are citizens or permanent resi­ vate lenders such as banks and savings and loan associa­ dents of the United States; 2) are accepted to or in tions. Loan amount is based on student need with a maxi­ good academic standing in a degree program. Stu­ mum of $5,500 (undergraduate) or $8,500 (graduate). Note: Repayment of Stafford Loans does not begin until 6 dents must be enrolled at least half-time (defined months after a student graduates, drops below I/2-time as 6units per semester for undergraduate students status, or leaves school. and 4 units per semester for graduate students) in Unsubsidized Stafford Loans Variable rate loan with cap order to be eligible for aid. There may be addition­ of 9% interest, provided by private lender. Interest accrues al requirements depending upon the specific program. immediately and is payable 60 days after receipt of funds. v z: Note: Aid covers regular coUege classes only. It is not Loan amount is a maximum of $S,OOO/undergraduates e( and $lO,OOO/graduates. Note: Repayment of Stafford Loans z: available for Extended Education classes or for units docu­ .... mented through the ABLE Assessment Process. Aspecial pay­ does not begin until 6 months after a student graduates, drops below II2-time, or leaves school...... ment plan for ABLE charges is available. z: PLUS Loan Variable rate loans with a cap of 10% for the PLUS o Application Deadlines All financial aid forms must .... (Parent Loans for Undergraduate Students) Loan, available e( have been received by the Financial Aid Office by the through private lending institutions. Note: Interest accrues :e following priority deadline dates in order to ensure immediately and repayment begins 60 days after receipt j¥ o.... timely processing of financial aid requests. of funds. z April 15 Priority Deadline for Institutional Grants and Federal Work Study Provides opportunities for part-time employment and is awarded on the basis of need and avail­ z Scholarships o AprilI5 Summer Session ability of employment opportunities. Students can earn up June 1 Fall Semester to $12lhour. These jobs assist in reducing the amount a October 1 Spring Semester student may need to borrow, as well as defray living expens­ (These are also the admission deadlines for Financial Aid es. Awards range from $500 to $3,000 per academic year. Applicants) State Aid APPUCATIONS WILL BE ACCEPTED AFTER THE Cal Grants Established to assist able and financially needy DEADLINE DATE BUT AID CANNOT BE GUARANTEED. undergraduate students who are residents of California. If you miss a deadline, please contact the Business Cal Grants range from $500 to $9,708 and are awarded on the basis of academic achievement and need. DEGREES, PROGRAMS & SPECIALIZATIONS

Pacific Oaks Scholarships Based on a combina­ Financial Aid Satisfactory Progress Policy tion of need and meeting the priority deadline, Renewal applicants for financial aid may not have awards range from $250 to $1,500 per academic more than six units of May Complete or Incomplete year. Students are encouraged to complete the ap­ work and must be making adequate progress to­ plication process by the priority deadline of April ward degree completion per the Satisfactory Pro­ 15. Award recipients must maintain a minimum of gress Policy. Acopy of the Satisfactory Progress 6 units per semester. Policy is available in the Financial Aid Office. Endowed Scholarships No student receiving Incompletes or May Completes in more than two classes will be eligi­ Abmanson Foundation Scholarship ble for aid until these classes are cleared by the Eaton and Beverly Ballard Scholarship instructor and the student provides the Financial Driscoll Clevenger CSF Scholarship Aid Department with appropriate documentation. Rose Engle Scholarship (See Academic Probation, page 33.) James and Elizabeth Greene Scholarship Please contact the Financial Aid Office regarding William Randolph Hearst Scholarship information about specific Financial Aid Programs: Keck College Scholarship 5Westmoreland Place "What first attracted me to Pacific Oaks PiiariolBrown Scholarship Pa.<;adena, California 91103 Sidney Stern Scholarship (626) 397-1350 or (800) 353-1350 was the non-traditional education, the Stauffer College Scholarship Students who do not qualifyfor FinancialAid may stiU have closeness and the small group settings. Wolman Scholarship access to the Tuition Payment Contract with FACTS: Payments of tuition monthly during the semester. Payment in full by end I felt like a person and not a number. Scholarships (Unendowed) of semester. Contact the Business Office for information. But, best ofall, Pacific Oaks valued my Stephen Blood Scholarship Refund Checks George Mayr Foundation Scholarship life experiences. They took into account Students who have been awarded financial aid funds Pacific Oaks Endowment Scholarship in excess of their tuition and fees may request a all the knowledge and skills I had Pacific Oaks Career Incentive Grant refund check to be sent to them. The Pacific Oaks developed and acquired in my life,and Ann Peppers Scholarship College Business Office prepares refund checks gave me creditsfor them through the Pamela Solum Scholarship twice a month. Students must have attended the first Jack Sullivan Scholarship class meeting, paid their entire balance for the se­ ABLE Program. H Jane G. Treister Scholarship mester and have submitted the Refund Request Form Other Outside Sources Students are encouraged to the Business Office in order to receive a check. Tonita Fernandez to investigate outside sources of scholarship assis­ Please refer to the schedule printed on the Refund tance in their community. Many civic, fraternal and Request From for specific date information. Graduate service organizations such as Elks, Soroptimists, Master's Degree Program in Human Kiwanis and Rotary clubs provide scholarships, as ACADEMIC PROGRAMS Development (ABLE) do churches and private corporations. The Financial • B.A., HUMAN DEVELOPMENT DEGREE Aid Office maintains information about some com­ REQUIREMENTS munity resources available to Pacific Oaks students. Aminimum of 124 semester units is required to earn Additional scholarship information can be found the Bachelor's degree in Human Development. A on the Internet or at local public libraries. minimum of 30 of those units must be earned in reg­ Application Process ular Pacific Oaks classes (not Extended Education The following forms are reqUired: course work). These 30 units must include: 1. Pacific Oaks Application for Financial Aid; Competency - Development Students comprehend 2. Complete, accurate and signed FAFSA (free application for and analyze developmental theories: federal student aid). HD 200 Early Childhood Themes and Life Cycle Issues 3. Federal tax return and W2s Competency - Diversity Students value diversity, All applicable forms must be received and ad­ demonstrate commitment to social justice, and an­ mission to degree program confirmed before a alyze the dynanlics of institutional and individual deternlination of financial aid awards may be made. biases and use of power: Students should allow 6-8 weeks for processing of HD 282 Social and Political Contexts of Human Development the FASFA, and an additional 6weeks before noti­ I fication of award by Pacific Oaks. Competency - Communication Students commu­ nicate clearly and effectively. They implement and .. PACIFIC OAKS COLLEGE

analyze individual, dyad and group communications b. One on- or off-site practicum and a second for appropriate audience reception, authenticity, child-focused class with an observation/field and experience of empowerment for self and others: component. (5 hours minimum) Select from ALTERNATE GLISSI~~: these classes or consult with your advisor. HD 231 Communication for Empowerment HD 218 Cognitive Development: How Children Learn HD 309 Communication and the llie Cycle HD 246 Play in Childhood HD 310 Conflict Resolution and Mediation HD 281 Children, Painting, and Clay HD 235 Communication for Empowerment A, B, C HD 396 Contemporary Urban Adolescents Competency - Research Students are able to dis­ HD 420 Art of Observation tinguish between observations and theory (reality HD 474 Intervention Models in Early Childhood and fantasy, data and inferences/assumptions). They SPED 239 The Child with Special Needs can collect verifiable and reliable data, present their findings, and link their research with existing liter­ OR ature in the field. Aresearch paper is required of c. For full-time practicing, experienced teachers all students in lID 200, iftaken as aweekday or week­ of young children in lead teacher or master end class. This satisfies the research requirement. teacher positions: The research paper requirement for those enrolled HD 465 Reflective Teaching Seminar in a weeklong or online section of lID 200 must be and one of the courses listed in "b" met in lID 262 Research Seminar. OR Competency - Implementation Students imple­ d. For students outside Pasadena: ment a philosophy of education reflecting devel­ HD 452 Reflective Teaching opmental theories guided by observation, and evaluate these actions according to results and im­ OR pact on other persons (ethics, values, principles e. For highly experienced teachers of young and empowerment). children whose experience includes super­ HD 400 Working with Children in a Diverse World, or vision of the work of other adults in children's HD 401 Working with Adults, or programs: HD 478 Working with Families in a Diverse World Two classes meeting the criteria in item b. Consent of advisor is required. HD 410 Developmental Education 2. For students not working or planning to work HD 415 Emergent Curriculum in programs serving children directly. HD 200 HD 340 Leadership in Education and lID 400 are required plus: Field Work Component All students should be able to obseIVe and comprehend developmentally appropriate HD 420 Art of Observation (or, with consent of advisor, HD 246 Play in Childhood) practice with children. Professional work with both children and adults requires understanding of child OR development, in theory and in action, as the beginning HD 415 Emergent Curriculum and of life-span human development. Also, students doing a HD 410 Developmental Education practicum at the Childern's School must receive clear­ B.A. CURRICULUM SPECIALIZATIONS ance from the School prior to registration. Admission to a specialization is done through a 1. For students working or planning to work with Program Change after admission to a degree pro­ children, HD 400, HD 410, or HD 415 and one gram and in consultation with the student's advisor. of the following field work options are required. The following optional specializations are offered (Note: Teacher Education students should see \\ithin the BA degree: Art Education, Child Care, advisor for particular program requirements.) Developmental Education, Early Childhood Educa­ .. a. Two practica in Pacific Oaks Children's pro­ tion, ECE sub-specialization in Play, Language and ..."" grams or in an approved off-site location. Literacy, Lactation Consultant, and Work with Infants ac:: Students chOOSing on- or off-site practica en­ and Toddlers. Students may specialize in more than ...c:> roll in the appropriate developmental prac­ one area. Each specialization has its own specific re­ Q ticum seminar. Students, with the approval quirements which are outlined below. Other classes of their advisor, may choose two on-site may be added with approval of the advisor. practica, two off-site practica or one of each. Distance Learning and other outreach locations: seeyour advisorfor alternative courses specific to your location. OR • DEGREES, PROGRAMS & SPECIALIZATIONS "

Art Education The follOWing are required for the child care This specialization is designed for teachers who specialization: wish to concentrate on the language of art and 1. Two field work experiences in approved child care creativity. The graduate will be equipped to teach settings. Documentation of appropriate experience the basics of art to children, design and imple­ in child care may be accepted for one of the field ment culturally diverse developmental curriculum, work experiences with the advisor's approval. and transmit the essential spirit of art as a living 2. At least two of the follOWing classes: form. An arts background is required. HD 218 Cognitive Development: How Children Learn Admission Requirements for Specialization: HD 240 Models and Methods of Parent Involvement • Comprehensive written description of arts background HD 246 Play in Childhood • Submission of portfolio HD 250 Developing Anti-Bias Curriculum: Teaching Our • Demonstration of an art activity with children Values to Our Children • Interview with advisor HD 281 Children, Painting, and Clay HD 285 Development of Bicultural Children Acceptance to the specialization is determined HD 427 Working with Bicultural Children by the faculty advisor. HD 460 Seminars in Bicultural Development and Education HD 464 Community as a Context for Development Basic requirements are: HD 474 Intervention Models in Early Childhood Education

1) lID 467 Foundations of Teaching Art: Releasing the Imagination Advisor: Human Development Faculty 2) At least one of the following classes: Developmental Education This specialization is HD 246 Play in Childhood designed for human services professionals who wish HD 337 Play Language and Literacy to increase their understanding of education in a HD 343 Teaching as Performing Art developmental framework. Basic requirements are: HD 427 Working with Bicultural Children 1. HD 400 Working with Children in a Diverse World, 3) At least one of the following classes: or HD 466 Women in Art HD 410 Developmental Education HD 601 Arts and Social Change or HD 602 Community as Classroom: Forging Connections HD 478 Working with Families in a Diverse World Through the Arts (Alternate classes may be approved by Art Education advisor) 2. At least two of the following classes: 4) Fieldwork: HD 218 Cognitive Development: How Children Learn a. HD 442 Art Studio Practicum (2 units) or HD 246 Play in Childhood HD 603 Art Education: Fieldwork (2 units) HD 285 Development of Bicultural Children b. Previous or present documented (non-art) experience HD 331 Team Building for Early Childhood Educators working with children in a classroom setting with one and Parents or more of the following developmental levels: HD 340 Leadership in Education Infants/toddlers lID 396 Contemporary Urban Adolescents Preschool (2-4) HD 420 The Art of Observation KindergartenJPrimary (4-8) HD 427 Working with Bicultural Children Preadolescent (9-13) HD 464 Community as a Context for Development Adolescent 03-18) HD 471 Implementing Anti-Bias Curriculum HD 474 Intervention Models in Early Childhood Education 5) Exhibit: Other classes may be selected with approval o/your advisor. HD 604 Art Exhibition (1 unit) Distance Leaming and other outreach locations: see.your Note: This program is available in Pasadena only. advisorfor alternative courses specific to.your location. Advisor: Larry Garf, M.A. 3. Prior and/or current experience, which can be Child Care This specialization is designed for those documented, in four of the following developmental who have an interest in full-day child care programs. levels: Areas of further exploration may include: program Infanl'iffoddlers (0--2 years) development and evaluation; parent education and Preschool (2-4) support; and staff development and support. KindergartenJPrimary (4-6) All students in this specialization are required Primary (6-9) Preadolescent (9-13) to complete two field work experiences in a child Adolescent (13-18) care setting. Students may choose a practicum in the Young Adult (18-22) child care program in the Children's School at Pacific Adult (over 21) Oaks or an off-site practicum in ~p. approved site. See advisor regarding the documentation process. Advisor and Fieldwork Superoisor: Human Development Faculty PACIFIC OAKS (OlLEGE

Early Childhood Education This specialization is designed for those who would like to increase their Specialization Core Electives (3 units) understanding of education in a developmental frame­ literacy and representational emphasis: Choose one: work. Students may choose to sub-specialize in lID 220 Sociolinguistics: Issues of Language and Culture Play, Language and literacy. Basic requirements are: HD 228 Children's Literature 1. HD 400 Working with Children in a Diverse World, HD 415 Emergent Curriculum: Reflecting Learner Lives or lID 499 Family Uteracy HD 410 Developmental Education ED 228 Curriculum Development: Bilinguallnstructional Methods or Electives (3-6 units): HD 415 Emergent Curriculum Choose one or two courses from this list (or con­ 2. At least two of the following classes: sult with advisor for other ECE-focused courses): HD 218 Cognitive Development: How Children Learn liD 203 The Earliest Years liD 240 Models and Methods of Parent Involvement lID 240 Models and Methods of Parent Involvement HD 246 Play in Childhood liD 250 Developing Anti-Bias Curriculum liD 250 Developing Anti-Bias Curriculum: Teaching Our Values to Our Children Field Experience at four developmental levels (as liD 285 Development of Bicultural Children specified for ECE specialization). liD 288 Developmental Assessment and Program Planning HD 331 Team Building for Early Childhood Educators Advisors andFieldwork Su.pervisors: Human Development and Parents Faculty; John Nimmo (PONW) HD 337 Play, Language and Literacy Development Lactation Consultant Pacific Oaks will give 10 units liD 420 The Art of Observation z:"" HD 427 Working with Bicultural Children of credit for advanced work completed at the Lac­ o HD 464 Community as a Context for Development tation Institute toward a 34-unit specialization for HD 471 Implementing Anti-Bias Curriculum the B.A. in Human Development. HD 472 Advmced Studies in Implementing Anti-Bias Degree applicants should indicate their intent Curriculum to complete this specialization. Classes at Pacific HD 474 Intervention Models in Early Childhood Education liD 478 Working with Families in a Diverse World Oaks and Lactation Institute may be taken concur­ Other classes may be selected with approval o/your advisor. rently, but the degree credit for the Institute pro­ gran1 will be recorded by Pacific Oaks only at its 3. Prior and/or current experience, which can be doc­ completion on the basis of a competency review umented, in four of the following developmental levels: evaluation sent by the Institute to Pacific Oaks. Infantslfoddlers Two Year Olds For infonnation on the Institute's program, contact: 3 and 4 Year Olds The Lactation Institute 4 and 5 Year Olds 6 to 8 Year Olds 16430 Ventura Blvd., Suite 303 Working with Parents of Young Children Encino, CA 91436 See advisor regarding the dOCUl1umtation process. (818) 995-1913 Advisors: Ellen Shell, M.A., and Chele Marmet, M.A. Early Childhood Education Sub-Specialization: (Lactation Institute); Susan Bernheimer, Ph.D. (Pacific Oaks) PlayI Language and Literacy This course of study is designed for students who Work with Infants and Toddlers There is a grow­ are teachers of children 0-8 and provides an op­ ing demand for professionals who are knowledge­ portunity to concentrate their studies on current able in the developmental needs and issues of young theory and practice regarding the development of children and their parents. This speCialization is de­ literacy skills in young children. literacy develop­ signed for those students who have an interest in ment during early childhood is crucial for later de­ working with infants and toddlers. Parent education, velopment of reading and writing excellence. Research child care, early intervention, and programs for the in this area has increased our understanding of prenatally exposed are examples of the types of set­ the relevant issues and provided new resources to tings where students with this specialization might inform the practice of classroom teachers in early seek employment. Students in this specialization are childhood education. In addition to the undergrad­ encouraged to select practicum experiences in both uate program requirements, the basic requirements educational and clinical environment'). for this sub specialization include: Basic requirements for the specialization are: Specialization Core Courses (6 units) 1. Two practica* (6-8 units) Infant/ToddlerlParent Center HD 307 Writing Our Stories: Reflections on literacy Development Saturday Infant/Toddler Program liD 337 Play, Language and Literacy Development Off-campus practicum in a clinical or residential program DEGREES, PROGRAMS & SPECIALIZATIONS

2. Classes: ment a philosophy of education reflecting develop­ liD 240 Models and Methods of Parent Involvement mental theories guided by observation, and evaluate liD 250 Developing Anti-Bias Curriculum: Teaching Our these actions according to results and impact on Values to Our Children other persons (ethics, values, principles, and HD 254 Authentic Infant-Competent Child, or HD 203 The Earliest Years empowerment) : HD 474 Intervention Models in Early Childhood Education HD 400 Working with Children in a Diverse World (if not taken Advisor: Human Development Faculty at B.A. level), or HD 401 Working with Adults Of not taken at B.A. level), or HD 450 Ecology of Working with Children, or • M.A., HUMAN DEVELOPMENT, HD 478 Working with Families in a Diverse World

DEGREE REQUIREMENTS AI.TERNATE CLASSES Of not taken at the B.A. level): Pacific Oaks offers the interdisciplinary M.A. degree HD 410 Developmental Education in Human Development for the preparation of lea­ HD 415 Emergent Curriculum dership personnel in professions serving young chil­ HD 340 Leadership in Education dren and their families. The degree is awarded on MFT 326 Therapy with Children ED 513 Teaching and Learning in a Diverse World ..'" the basis of demonstrated competence in human :;.. development, communication skills, ability to work Field Work Component: All Pacific Oaks students ·... on bias issues, skill in implementing theories in work should develop competence in observing child be­ .:l with children and/or adults, and research. AMaster's havior and recognizing developmentally appropriate C thesis project, which is an original contribution to w practice. All M.A. speCializations and credential .:l knowledge and understanding based on field experi­ progranls require field work or field experience ap­ ence and data analysis, is required for the MA degree. propriate to the program emphasis. Each program While Pacific Oaks does not encourage students defines the agellevel with which the student should completing a B.A. at the College to move directly into develop competence in implementing developmen­ .. a graduate program, students choosing to do so must tally appropriate practice. M.A. students not special­ ...::i officially apply for graduate standing and be admitted izing may choose one of the field experience options :I .:l to an M.A. degree prior to enrolling in classes. listed under the B.A. program on page 12. C Thirty units of regular Pacific Oaks class work - ... Competency - Communication Students commu­.. (not Extended Education) must be taken to fulfill the ... nicate clearly and effectively. They implement and , requirements for the M.A. in Human Development. :; evaluate individual, dyad and group communications III Specializations at the Master's level may have addi­ for appropriate audience reception, authenticity, and tional unit requirements as outlined below. ·· experience of empowerment for self and others: :I No units can be transferred into the student's M.A. program from other institutions. lID 231 Communication for Empowerment, or lID 232 Communication Skills and Individual Dynamics, or Note: M.A. students who have earned their B.A. lID 235 Communication for Empowerment A, B, C, or ·· degree from Pacific Oaks must still take the courses HD 309 Communication and the Life Cycle, or listed below, or the appropriate alternatives. HD 310 Conflict Resolution and Mediation, or For every Master's program, general or special­ MIT 505 Communication and Counseling Skills, or ized, the follOwing course work must be completed: ED 562 Reflective Seminar Competency - Development Students evaluate Competency - Research Students are able to dis­ developmental theories: Students can creatively tinguish between observations and theory (reality construct their own theories and compare them to and fantru,'Y, data and inferences/assumptions). They existing work: can collect verifiable and reliable data, present their " findings, and link their research with existing litera­ HD 200 Early Childhood Themes and Life Cycle Issues (if not · · taken at the B.A. level), or ture in the field. M.A. students must be able to: pose a burning, researchable question; justify the desire HD 201 Advanced Studies in Human Development, or ,r: ED 508 Human Development and Learning to investigate by placing the question in profesSional, social, and personal context; address issues of diver­ Competency - Diversity Students value diversity, .." sity and anti-bias in the field and in their approach; , demonstrate commitment to social justice and eval­ ( .. uate the dynamics of institutional and individual bi­ collect information, analyze, and syntheSize the find­ , ases and use of power: ings; and evaluate the implications of their findings. Aresearch paper is required of all students in HD 282 Social and Political Contexts of Human Development (if not taken at the B.A. level), or HD 200 or HD 201 when the class is taken as a I HD 360 Advanced Studies in Diversity and Anti-Bias Issues weekday or weekend class. This satisfies the research requirement. If HD 200 is taken in the weeklong or Competency - Implementation Students imple­ PACIFIC OAKS (OLLEGE

online fonnat, the research competency is met by • Submission of portfolio lID 262 Research Seminar, a separate 1unit course. • Demonstration of an art activity with children • Interview with advisor HD 277 Thesis Development All M.A. students are required to take HD 277A, Acceptance to the specialization is detennined B, and C, unless a waiver form is approved by the by the faculty advisor. student's thesis chair. Note: lID 277 sections A, B , and Basic requirements are: Cmust be taken in order. The student may petition to waive one, two, or all three sections of HD 277. 1) HD 467 Foundations ofTeaching Art: Releasing the Imagination fID 299 ThesislMaster's Project 2) At least one of the following classes: HD 246 Play in Childhood Students can apply for Advancement to Candida­ fID 337 Play Language and Uteracy cy after completing at least half of the course work HD 343 Teaching as Performing Art toward the degree and by submitting an approved HD 427 Working with Bicultural Children thesis project proposal. The thesis proposal is writ­ 3) At least one of the following classes: ten as part of the HD 277 Thesis Development class. HD 466 Women in Art After the proposal is approved by the thesis com­ fID 601 Arts and Social Change mittee, the student must complete the Advancement fID 602 Community as Classroom: Forging Connections to Candidacy forms and register for three units of Through the Arts lID 299 Thesis/Master's Project. Students must reg­ (Alternate classes may be approved by Art Education advisor) ister for 0 units the following semester and 0 units 4) Fieldwork: their last semester (3+0+0) to maintain their active a. fID 442 Art Studio Practicum (2 units) or '"z fID 603 Art Education: Fieldwork (2 units) o status for one year. This provides access to commit­ b. Previous or present documented (non-art) experience tee members and facilitates library privileges. If a working with children in a classroom setting with one student needs a second year, she or he would reg­ or more of the foUowing developmental levels: ister for one more unit per tenn for that second Infanl'Y'toddlers year (or any portion thereof.) Preschool (2-4) If a student files a Leave of Absence form any KindergartenlPrimary (4-8) Preadolescent (9-13) time within the first year, when she or he reregisters Adolescent (13-18) it would be for one unit per tenn (essentially making it a second year). Students on Leave of Absence do 5) Exhibit: fID 604 Al1 Exhibition (1 unit) not have the opportunity to work with their thesis committee during the leave nor do they have access Note: This program is available in Pasadena only. Advisor: Larry Garf, M.A. 4 to library services. :E Bicultural Development Demographers predicted ...... M.A. CURRICULUM SPECIALIZATIONS Admission to a specialization is done through a that by the year 2000 people of color would be the '"Z o Program Change after admission to a degree pro­ largest collective segment of this nation's popula­ gram and in consultation with the student's advisor. tion. This is certainly the case in Los Angeles and many other urban centers such as San Francisco .... The following optional specializations are offered 4 within the M.A. degree. Each specialization has its Chicago, Miami, New York and Washington D.C. ....\J own specific requirements, which are outlined be­ These cities and others have school districts where A.. bicultural children comprise 75% of the students '" low. Other classes may be substituted with approval of specialization advisor. enrolled. Institutions wishing to meet the needs of Distance Learning and other outreach locations: seeyour a bicultural populace must be willing to alter their advisorfor alternative courses specific to your location. perceptions and, when necessary, their policies. The Bicultural Development specialization is Art Education designed for those who work with bicultural chil­ This specialization is designed for teachers who dren and/or adults. The program will build on the wish to concentrate on the language of art and skills and experience of the students in the special­ creativity. The graduate will be equipped to teach ization to augment their training to effectively serve the basics of art to children, design and imple­ bicultural children and their families. ment culturally diverse developmental curriculum, The Pacific Oaks philosophy of bicultural devel­ and transmit the essential spirit of art as a living opment incorporates a perspective that views chil­ form. An arts background is required. dren of color in the United States, regardless of the Admission Requirements for Specialization: specific racial and ethnic orientation, as sharing a • Comprehensive written description of arts background " DEGREES, PROGRAMS & SPECIALIZATIONS commonality of experience. The commonality of HD 250 Developing Anti-Bias Curriculum: Teaching Our experience focuses on the fact that children of color Values to Our Children are: 1) raised simultaneously in two distinct cultural HD 285 Development of Bicultural Children HD 308 Women in Administration, or systems which are often in conflict, and 2) subject HD 340 Leadership in Education to a different set of socioeconomic realities than those HD 427 Working with Bicultural Children of mainstream children. As a result, these factors HD 440 Administration of Child Care FaciJities playa major role in the development of bicultural HD 460 Seminars in Bicultural Development and Education HD 464 Community as a Context for Development children and therefore must be understood by those HD 471 Implementing Anti-Bias Curriculum who work in bicultural community settings. 2. Two field work experiences in a child care set­ Bicultural Development class requirements: ting. This may include on- and/or off-site practica. P,\''iADENA: HD 220 Sociolinguistics: Issues of Language and Culture, Documentation of experience may be substituted or for one of these with advisor's approval. HD 427 Working with Bicultural Children Advisor: Human Development Faculty HD 285 Development of Bicultural Children HD 360 Advanced Studies in Diversity and Anti-Bias Issues Developmental Education This specialization is HD 450 Ecology of Working with Children (optional) designed for human services profeSSionals who wish *Students not working with children may design an independ­ to increase their understanding of education in a ent study that will provide a focus on implementation geared developmental framework. Basic requirements are: toward the population on which they wish to focus. 1. HD 400 Working with Children in a Diverse World, or HD 410 Developmental Education, or NORTHWEST: ... HD 220 Sociolinguistics: Issues of Language and Culture HD 450 Ecology of Working with Children :::; HD 285 Development of Bicultural Children c HD 360 Advanced Studies in Diversity and Anti-Bias Issues 2. At least two of the following classes: - l­ e HD 410 Developmental Education, or HD 218 Cognitive Development: How Children Learn .. HD 415 Emergent Curriculum, or HD 246 Play in Childhood HD 340 Leadership in Education, or HD 285 Development of Bicultural Children - HD 450 Ecology of Working with Children HD 331 Team Building for Early Childhood Educators ,".. HD 427 Working with Bicultural Children and Parents .. HD 471 Implementing Anti-Bias Curriculum HD 340 Leadership in Education HD 472 Advanced Studies in Implementing Anti-Bias Curriculum HD 396 Contemporary Urban Adolescents HD 401 Working with Adults - OI'TIONAI.: HD 460 Seminars in Bicultural Development HD 420 The Art of Observation " HD 427 Working with Bicultural Children Advisors: Human Development Faculty (Pasadena); Sharon Cronin, HD 464 Community as a Context for Development Ph.D. (Northwest) HD 474 Intervention Models in Early Childhood Education Note: This specialization is not available in Northern California. 3. Prior and/or current experience, which can be Child Care This specialization is designed for students documented, in four of the follOWing develop­ interested in working in full-day child care programs. mental levels: Areas of further exploration may include: program Infantsffoddlers (0-2 years) development and evaluation; staff development and Preschool (2-4) support; parent education and support; resource man­ KindergartenlPrimary (4-6) agement; and administration of child care programs. Primary (6-9) This specialization is recommended for students Preadolescent (9-13) Adolescent (13-18) interested in teaching, administration of child care Young Adult (18-22) programs, and conSUlting. Adult (over 21) All students in this specialization are required to Advisor: Human Development Faculty complete two field work experiences in child care. Note: See advisor regarding documentation process. One of these may be a practicum in the Pacific Oaks Distance fRaming and other outreach locations: seeyour child care program. The second may be completed advisorfor alternative courses specific to your location. in another appropriate child care setting. Basic re­ Early Childhood Education This speCialization is quirements are: designed for those who wish to increase their un­ 1. At least two of the follOWing classes: derstanding of young children in a developmental HD 218 Cognitive Development: How Children Learn program. The basic requirements are: HD 240 Models and Methods of Parent Involvement 1. HD 400 Working with Children in a Diverse World, or HD 246 Play in Childhood HD 410 Developmental Education, or I PACIFIC OAKS (OLLEGE

HD 450 Ecology of Working with Children, or Leadership in Education and Human Services HD 4] 5 Emergent Curriculum This specialization is designed for students in lea­ 2. At least two of the following classes: dership roles who work with adults involved in the HD 218 Cognitive Development: How Children Learn field of early childhood. Students must choose a HD 240 Models and Methods of Parent Involvement sub-specialization (see below), and may choose one HD 246 Play in Childhood or more areas in which to sub-speCialize. Basic HD 250 Developing Anti-Bia..o;; Curriculum: Teaching Our Values to Our Children requirements are: HD 285 Development of Bicultural Children 1. HD 401 Working with Adults, or HD 288 Developmental Assessment ,md Program PI

Sodal and Human Services 2. Classes: This specialization is designed for professionals HD 240 Models and Methods of Parent Involvement working in group homes, adoption agencies, com­ HD 254 Authentic Infant-Competent Child, or HD 203 The Earliest Years munity activism, transitional housing, services for HD 472 Advanced Studies in Implementing Anti-Bias the homeless, child advocacy and in early childhood Curriculum settings with families who need additional support HD 474 Intervention Models in Early Childhood Education services who wish to increase their understanding Advisor: Human Development Faculty and knowledge of family systems, conflict mediation, • M.A. IN MARRIAGE, FAMILY AND community assessment and strategies for working CHILD COUNSELING (MFCC) with groups. (This specialization is offered at the The Marriage, Family, Child Counseling program of­ graduate level only and is available in Pasadena fers a multidisciplinary, inclusive curriculum ba..;;ed and Seattle.) on developmental, psychosocial and family systems Basic Requirements are: theories. There is an emphasis on integrating the 1. HD 478 Working with Families in a Diverse World intrapersonal, interpersonal, family, and institutional 2. At least one of the follOWing Social and Human issues to provide a holistic approach to understand­ Services electives: ing the theory and practice of marriage, family and HD 310 Conflict Resolution and Mediation child therapy. HD 396 Contemporary Urban Adolescent" The program at Pacific Oaks is designed to de­ HD 420 Art of Observation velop counselors with a strong clinicaVcommunity Cheryl GreerJarman, Human Developmentfacul~y member. HD 450 Ecology of Working with Children framework (focus) to practice therapy using a col­ HD 464 Community as a Context for Development HD 474 Intervention Models in ECE laborative model that is respectful of the client's MFf 505 Communication and Counseling Skills values and life experiences. Students are required MFf 253 Child Abuse Assessment and Reporting to critically examine their own attitudes, beliefs, and MFf 374 Alcoholism and Chemical Dependency values to become clinically skilled, culturally com­ MFf 475 Psychopathology of Childhood and Adolescence petent therapists. 3. Clinical Field Experience: '" Please note that though the MA degree is in HD 456 Parent/Community: Fieldwork/Observation (3 unit,,) Marriage, Family and Child Counseling, the clinical 4. At least one of the following diversity electives or training and the professional license is in Marriage an additional Social and Human Services elective and Family Therapy. approved by advisor: Admissions As part of the admissions process, an HD 285 Development of Bicultural Children admissions interview will be scheduled with MFCC HD 360 Advanced Studies in Diversity and Anti-Bias Issues faculty. Students are provisionally admitted to the HD 427 Working with Bicultural Children HD 460 Seminars in Bicultural Development and Education program with a review for full admission following MFf 235 Cross Cultural Mores and Values: Socio- the completion of 18 units. Cultural Environments Program Requirements Prior to registering for Advisors: HUman Development Faculty (P~L"adena); John Nimmo, Ed.D.(Northwest) classes each semester, students are required to meet with their advisor to identify the appropriate classes Work with Infants and Toddlers Programs for to take, to receive information regarding changes in infants, toddlers and their parents are proliferating. the California State Board of Behavioral Sciences This is especially true of programs for young chil­ requirements, and to review their progress. The dren who have been prenatally exposed to drugs MFCC program includes the follOwing components: and alcohol. There is a growing demand for pro­ fessionals knowledgeable in normal developmen­ 1. Pacific Oaks core competency requirements. tal issues, who are able to work in both clinical and Students must complete competencies in: educational environments. Students in the special­ • Understanding of developmental theories ization are encouraged to select practicum experi­ • Understanding and valuing diversity • Ability to implement theories and empower others ences in both types of settings. Basic requirements • Ability to communicate "'lth others in a connective for the specialization are: way, and • Ability to collect, process, and evaluate data through, 1. Two practica* (6-8 units) research ParentlInfantlfoddler Center and/or (See page 15 for alternative core competencies.) Saturday Infantlfoddler Program I Off-Campus Practicum *Journals for practica must be kept with program advisor. PACIFIC OAKS COLLEGE

2. After completing 18 units (selected from the A. Pacific Oaks course work totaling 48 semester units, classes in the list below) and the successful com­ including: I. No less than 12 semester units of course work in the pletion of MFf 505 Communication and Counseling areas of marriage, family, and child counseling, and Skills, each student will obtain recommendations marital and family ~)'stems approaches to treatment. from two core faculty members, one of whom must 2. No less than 6 semester units of supervised clinical be an MFCC core faculty. After the recommendations practicum, including completion of one year of clin­ have been submitted, the student will meet with herl ical placement in an approved setting, concurrent his advisor to review overall performance in the with the practicum seminar. a. Students are eligible for a clinical placement program. After successful completion of tills process, after they have completed 18 units and are fully the student will be fully admitted. All students must admitted. also have completed all college admissions require­ b. The clinical placement must be at one of the v v ments to be fully admitted to the program. Note: following sites: ... 1. a government entity ::IE Students admitted to the M.A. in Marriage, Family, Child Counseling program through the ABLE option 2. a school, college or university C!) 3. a nonprofit or charitable corporation Z cannot enroll in clinical courses until the success­ 4. a licensed health facility (a..'i defined by --I ..... ful completion of the Assessment course. Sections 1250,1250.2,1250.3 of the Health Z'" & Safety Code) :::::t Why is Pacific Oaks unique? CLASS LIST 0 c. Students must follow the protocol for clinical v HD 200 Early Childhood Themes and Life Cycle Issues, or training and can only be placed at approved sites. Q Because we offer: HD 20 I Advanced Studies in Human Development d. It is recommended that students plan on work­ --I HD 282 Social and Political Contexts of Human Development, ::c • small dass sizes ing between 10-20 hours per week for a mini­ v or mum of nine months to one year. Q • evening and weekend classes HD 360 Advanced Studies in Diversity e. Students must collect 150 hours of direct client z HD 400 Working with Children in a Diverse World, or c:c • life/work experience credits contact while enrolled in the practicum seminar. >­ HD 401 Working with Adults, or B. Aminimum of seven hours of training or course work --I • learning online HD 450 Ecology of Working with Children, or in child abuse assessment and reporting. ::IE HD 478 Working with Families in a Diverse World, or c:c C. Aminimum of ten hours of training or course work in ... • individualized faculty attention Mrl' 326 Therapy with Children ... human sexuality...... MFr 221 Theories of MFCC D. Students must complete course work in spousal or C!) • a stimulating learning environment, c:c MFT 225 Professional Ethics and the Law partner abuse a..'isessment, detection and intervention. MfT 267 Psychopatholobl)' of Adulthood, or CI: • a chance to earn your degree in a field This requirement applies to applicants who enter the CI: MFr 475 Psychopathology of Childhood and Adolescence c:c where you can really make a progranl on or after January 1, 1996. MFr 269 Personality Theories and Clinical Intervention ::IE difference. E. HD 277A, B, C Thesis Development z MFT 470 Clinical Theories of Child Development F. HD 299 Master's Thesis Project. A\1l nil' Sn:Cl~;SHIL COMI'I.ETIOi'i OF: CLINICAL TRAINING PROGRAM MFT 505 Communication and Counseling Skills The MFCC Department is committed to providing The M.A. in Marriage, Family, Child Coullseling is an optimal clinical tr:J.ining experience for our a clinical degree. In addition to academic perfor­ graduate students. One of our main objectives is mance, students are expected to demonstrate com­ the careful selection of community agencies whose petencies in the following areas for consideration clinical training programs meet the pedagogical for full admission status: goals and standards of Pacific Oaks College. The I. Capacity for insight, reflection students of the Latinalo Family Studies program 2. Ability to listen effectively and empathically are expected to complete their practicum experi­ 3. Openness to feedback, new ideas and situations ence in one of the approved agencies focusing on 4. Commitment to self-growth the mental health needs of the Latinalo community. 5. Professional behavior in the cla..<;sroom During the degree program, the MFCC Depart­ 3. If the student does not meet the requirements ment, under the mandate and gUidelines of the for full admission after completing a minimum Board of Behavioral Sciences of the State of Californ­ of 18 units, the advisor and Academic Director ia, monitors all clinical trairung experience com­ may counsel the student to change to the M.A. pleted by the students. The hours of supervised in Human Development program. clinical work completed at an agency approved by the MFCC Department count toward the 3,000 clin­ 4. Completion of the Board of Behavioral ical hours that are required by the State of California Sciences (BBS) requirements (Business & for the state licensing exams in Marriage and Fam­ Professions Code Sections 4980.37, 4980.40 ily Therapy. (a) through (d), and 4980.41 (a)(d)(e).) These include: DEGREES, PROGRAMS & SPECIALIZATIONS

Pradicum secutive months. During this period, the student Students must complete a Practicum as part of is required to complete 150 hours of face-to­ their Masters degree requirements. The Practicum face client contact hours. experience is to be completed concurrently and in 3. Concurrent attendance at and completion of the conjunction with the completion of the MFCC courses MFT 224 MFCC Practicum I and MFf Practicum I and II courses (MFf 224 and MFT 226 MFCC Practicum II. 226). The two courses are offered once a year in 4. Satisfactory evaluations from the clinical super­ sequence, in the fall and spring semesters. Students visor at the clinical placement at the end of each may choose to start their Practicum in the second semester or as required by the MFCC Department. or third year of their program. These evaluations are an integral part of the over­ all evaluation and credit that the student will re­ Eligibility requirements to start Pradicum: v ceive for the MFCC Practicum courses, I and II. v 1. Completion of 18 units, including the course BettyJones, Academic Co-Director, ... S. Satisfaction of all clinical and profeSSional ex­ :IE MFT 505 Communication and Counseling Skills. Distance Learning. pectations of the approved community agency 2. Completion of 20 hours of individual personal in the provision of the agreed upon mental therapy with a licensed mental health profession­ health seIVices. al. (These hours have to have been realized after the student has started the masters program.) Post-Pradicum 3. Full admission into the MFCC Department. Upon completion of the mandatory Practicum ex­ 4. Completion of the Clinical Training Orientation perience, a student may choose to continue clinical work in Post-Practicum, either at the same or an­ ::c Course (CTOC). The course is offered once v annually in the spring semester. Students are other community agency approved by the MFCC Q Z required to follow all steps toward clinical place­ Department. CIt ment as per course syllabus and the department's >­ Eligibihty Requirements of Post-Pradicum: -.I clinical training guidelines. The goals of the 1. Completion of Practicum, including the two Clinical Training Orientation Course are: courses: MFT 224 and MFT 226. a. To acquaint students with the clinical training 2. Submission to the Clinical Training Program of regulations of the California Board of Behav­ a completed and signed contract with an approved ioral Sciences and of Pacific Oaks College. agency (Three-Way Agreement of Clinical b. To acquaint students with the various clinical Placement) at least one month prior to the com­ placements approved by the MFCC Department. mencement of the clinical placement. z c. To support students through the process of 3. Registration for the course MFf 228 MFCC Post inteIViewing with various agencies. Practicum I (II, III, etc.). d. To explore issues of professional roles, tasks :IE 4. Consent of Academic Advisor...... and behaviors regarding the MFT Trainee VII 5. Consent of Coordinator of Clinical Training. Z experience. o Requirements for completioll of Post-Practicum ..... 5. Consent of the student's Academic Advisor. CIt 6. Submission to the Clinical Training Program of 1. Attendance and completion of course: MFT 228 N a completed and signed contract with an ap­ MFCC Post-Practicum I (II, III, etc.). proved agency (Three-Way Agreement of 2. Satisfactory evaluation from the clinical super­ Clinical Placement) by June 30 of that year. visor at the clinical placement at the end of the 7. No "May Completes" or "Incompletes" in any semester or as required by the MFCC Department. course already taken. This evaluation is an integral part of the overall evaluation and credit that the student will receive Requirements for completion of Pradicum: for the MFCC Fieldwork course. 1. Satisfactory completion of all the clinical train­ 3. Satisfaction of all clinical and professional ex­ ing requirements as a Marriage and Family Ther­ pectations of the approved community agency apist (MFf) Trainee, under the supervision of a in the provision of the agreed upon mental licensed and trained mental health practitioner health seIVices. in the clinical training program of a mental health community agency approved by the MFCC Therapy for Students Students are required to be Department. in personal psychotherapy for a total of 20 hours 2. The minimum required time for the clinical to qualify for clinical training. Thirty-six hours are placement is twelve hours aweek for twelve con­ a requirement for all students to graduate in the PACIFIC OAKS COLLEGE

MFCC program. To facilitate this process, the MFCC the MFCC Department at (626) 397-1327. department has a referral list of psychotherapists MFCC Continuing Education interested in working with our students at a lower The MFCC Department offers Continuing Education fee. These therapists are from throughout the great­ short courses and workshops in many area.') of clin­ er Los Angeles area. MFCC students are advised to ical theory and practice. Offerings have included: contact their advisor or the clinical coordinator Using Art in Therapy; Working with Obsessive Com­ for referral. pulsive Disorders; Techniques of Gestalt Therapy; Solu­ Intern Registration Upon completion of the M.A. tion Focused Therapy, as well as the Object Relations degree in Marriage, Family and Child Counseling, Therapy series of various courses and workshops. students apply to the BBS for an intern registration These programs are open to the community as v number. As part of the application process, all ap­ well as Pacific Oaks students and alumnae/i. The ...v plicants must submit their fingerprints to the BBS Program is an approved provider of hours for Mar­ :e for a background check. The intern registration riage and Family Therapists and Licensed Clinical packet can be obtained from the MFCC office or by Social Workers for renewal of their professionalli­

--I writing to the BBS at: censes, (Board of Behavioral Science Provider #PCE ... Board of Behavioral Sciences 853). Students and clinical interns who have a li­ '"z 1021 0 Street censed supervisor may use these hours toward their o= v Sacramento, CA 95814 optional experience hours for their licensing re­ a quirements. Contact the MFCC Department for in­ --I There are periodic changes in the BBS regulations. ::c formation on current offerings. v Students are required to meet with their faculty ad­ a IIPacific Oaks prepared me very well for visor each semester to keep infomled of these changes. z Post Master's Training In Clinical Child c my career in early childhood education. Development Students who have completed their >­ Latinola Family Studies Specializa'tion --I Currently there is a crisis in the provision of human Master's in Marriage, Family and Child Counseling at :e The best part was getting to work with Pacific Oaks and want to develop clinical skills in c services in Los Angeles because of the extreme lack ... children at the Children's School while of available biculturaVbilingual professionals to work with young children and their families will be ..... interested in the Clinical Child Development training C!) taking classes. Putting together theory serve our diverse Latino/a families. The Latino/a c Family Studies Specialization in the MFCC program program. cc:: andpractice made a huge difference in cc:: focuses on recruiting, educating and developing The CCD program addresses the need for well­ c :e my being able to walk into rfl;.Y newjob mental health professionals who will be able to trained, culturally sensitive therapists to work with meet the following important objectives: the complexity of problems presented by the diverse Z with confidence. " population of today's children and families. The pro­ c 1. Have a clear, in-depth understanding of the gram will focus on developing competencies in di­ :e ...... specific mental health needs of children and agnosis' developmental assessment, and appropri­ '" Rick Dolsey, BA. ABLE '95 z families in our Chicano/Latina communities. ate interventions in working with children who have o ..... Currently employed by the Board of 2. Possess the necessary cultural and cross-cul­ special needs. There will be an emphasis on under­ c tural sensitivity and clinical competence to ef­ standing the familial and social contexts in whlch N Education, Ftdton County, GA, --I fectively serve this varied population. psychological problems can develop. C as a Pre-K teacher at The training program is open to Pacific Oaks' v 3. Possess the linguistic ability to serve Spanish­ :;::: Seaborn Lee Elementary School. speaking monolingual clients and varying de­ alumnae/i, mental health professionals and teachers grees of bilingualism within families. who have a Master's degree or teaching credential. It is an 18-21 unit program and is offered as continu­ -, I '":e The Latino/a Family Studies Specialization is a ing education through the MFCC Department. Ii c comprehensive M.A. in MFCC degree program with c:.,i cc:: Students will be able to complete the program in one il c:> o a special emphasis on the diverse mental health needs year. Acertificate of completion will be presented at cc:: of LatinolLatina children and families. It is available Q. the end of the training. The classes are as follows: in a cohort group that meets for class in a monthly, HDX 254 Authentic Infant--Competent Child 3 units three-day weekend intensive format. It requires the HDX 285 Development of Bicultural Children 3 units completion of 54 semester units, a clinical training HDX 288 Developmental Assessment and component and a bilingual language component. Program Planning 3 units The project is designed to fully meet the academic MID 239 Clinical Practicum Seminar 3 units SPFDX 239 The Child ·with Special Needs 3 units requirements of the California Board of Behavioral Sciences for the MFf license. For further information If a student is not a Pacific Oaks graduate, she/he wiII be please call Connie Destito, Academic Director of expected to take two additional classes: DEGREES, PROGRAMS & SPECIALIZATIONS

HD 282 Social and Political Contexts of For people holding teacher certification, PONW Human Development 3 units also offers supporting endorsements in ESL, Bilin­ MIT 326 Therapy with Children 3 units gual Education, World Language/Spanish and Early Students may take the CCD classes in conjunction Childhood Education. PONW is presently designing with the MFCC program and upon completion will a Professional Certification program for teachers receive a certificate indicating a Specialization in holding residential certificates. Clinical Child Development. For additional information, please contact Sue Selection for the program is based on comple­ Feldman, Academic Director for Teacher Education tion of an application, a personal interview, review at PONW at (206) 325-7669 ext. 12 of past experience and references. If interested Pasadena: contact the coordinator of the MFCC Continuing The California Multiple Subject Teaching Credential Education Program. is structured in two tiers-the Preliminary and the Professional Clear. The Preliminary Credential is TEACHER EDUCATION PROGRAMS effective for a five-year period and is non-renewable. Northwest: Before expiration, you must complete 30 units of ad­ Pacific Oaks College Northwest (PONW)offers an ditional coursework to obtain the Professional Clear. II-month, full-time elementary teacher education program approved by the Washington State Board of Education. This intensive program is designed for students who would like to complete a teacher education program in one year. Students intern in classrooms during the school day and attend class­ es in the evenings. PONW also offers a part-time ESL and Early Child­ hood Teacher Education program for students who need a flexible class schedule. The BAffFJMA pathway is an option for PONW students to enter the Teacher Education Program. This option allows students to enter the full time Teacher Education Program when they are within 12 units of completing their B.A., with a provisional admittance to the M.A. program in Human Develop­ ment. Upon successful completion of the first 12 units in the Teacher Education Program, the student finishes the B.A. All additional course work is com­ pleted at the M.A. level. BAffFJMA students who complete the Teacher Education Program must complete four additional courses and a thesis to earn the M.A. Degree. PONW offers a part time teacher education pro­ gram that meets the requirements for the Washington State Preschool-Third Grade primary endorsement. This part-time program allows students to pace their program to fit their lives. Courses are offered on weekends during the fall and spring or during Week­ longs in the summer. This part time program is available to B.A. and M.A. students. Students in both programs can earn credit to­ ward their B.A. or M.A. B.A. students must complete Denise Fogelman, alumna, PONWDirector o/Seattle's Village Project. their B.A. to be eligible for certification from the State of Washington. I PACIFIC OAKS COLLEGE

Astudent may enroll in the Preliminary Credential ED 222 Curriculum Development: ReadinglLanguage Arts program as a B.A. or M.A. degree student, as a BA ED 223 Curriculum Workshop: Social Studies and student completing the ABLE option, or a post-B.A. Integrated Arts ED 520, A&B Cognitive Theory into Practice: How student enrolled in the Preliminary or Professional Children Learn and Its Application to Clear Credential program. Holders of this credential Mathematics Instruction teach most frequently at the elementary level, K-5. 2. Field Experiences The Pasadena campus also offers the Level I Practicum and field work experience in a mul­ Education SpeCialist Credential for working with stu­ tilingual setting is a requirement of this credential. dent') with Mild to Moderate disabilities. HD 465 Reflective Teaching (4 units), or The mission of the Pasadena Teacher Education HD 481 Developmental Practicum Seminar: 3-5 Years Program at Pacific Oaks College is to prepare pro­ (4 units), or fessional educators who understand diversity, are HD 482 Developmental Practicum Seminar: 5-8 Years grounded in human development, and value children. (4 units) We believe that Directed Teaching-Two 8-Week Placements • awareness of diversity is integral to an educa­ ED 252 Directed Teaching: Kindergarten, or tional process in which each individual is val­ ED 253 Directed Teaching: Primary, and ED 254 Directed Teaching: Upper Elementary ued for their own identity, culture, language and ability, and where discrimination against Other requirements for application for credential: others is identified and challenged; 1. Passage of California Basic Education Skills Test (CBEST)­ • teachers as well as students must be involved in required for admission. meaningful learning experiences characterized 2. Passage of Multiple Subject Assessment for Teachers (MSAT) by inquiry, reflection, and support; our courses or B.A. with a waiver letter from a state-approved Liberal Studies major-prerequisite for Directed Teaching. model learning environments that take current 3. Passage of Reading Instruction Competence Assessment knowledge about human development into (RICA) account; 4. Class or exam in U.S. Constitution. • to best selVe children in public or private schools, 5. Foreign Language Requirement for CLAD (6 unit') or equivalent.) teachers must learn to integrate constructivist 6. Certificate of Clearance (fingerprints). approaches, standards-based instruction, and 7. B.A. Degree. technology within a challenging and interesting MSAT and Certificate of Clearance results must be .... curriculum. z submitted to the Directed Teaching Coordinator ~ "Teaching as Performing Art" students before Directed Teaching may begin. :: parNcipate in exercises designed to help For additional information, contact the Teacher v children imagine, enact and reflect Education Department in Pasadena (626) 397-1331 ...... '" upon human experiences. PROFESSIONAL CLEAR CREDENTIAL z o CREDENTIAL REQUIREMENTS-PASADENA If you completed your Preliminary Credential and B.A. concurrently at Pacific Oaks, you must com­ Multiple Subied Teaching Credential with plete 30 post-B.A. semester units of study to earn ... Crosscultural Language and Academic cc the Professional Clear Credential. You may meet Development (CLAD) Emphasis: Preliminary .....v this requirement by starting concurrent work toward Q. Credential a Master's degree. (Formal application and admis­ '" A. Human Development Core classes: sion to the Master's degree program is reqUired.) If you completed your Preliminary Credential at HD 200 Early Childhood Themes and Life Cycle Issues HD 231 Communication for Empowerment another institution, you must complete additional HD 282 Sodal and Political Contexts of Human Development coursework, which must include a total of 30 post­ HD 400 Working with Children in a Diverse World B.A. units. At least 16 of these units must be com­ pleted at Pacific Oaks. ... B. Preliminary Credential course requirements '"...... 1. Teacher Education Classes: Professional Clear Credential course requirements: c.:: (!)..... Prerequisite HD 288 Developmental Assessment and Program Planning Q HD 220 Sociolinguistics: Issues of Language and Culture ED 436 Advanced Technology in the Classroom SPED 239 The Child with Special Needs Method.. ED 220 Elementary Curriculum Workshop: Introduction to Developmental Curriculum and Science DEGREES, PROGRAMS & SPECIALIZATIONS

Additional requirements: Teacher Education Methods Classes 1. Health Education: Nutrition; AlcohollSubstance Abuse ED 220 Elementary Curriculum Work<;hop: Introduction to 2. CPR Training: Infant, Child and Adult Developmental Curriculum &Science ED 222 Curriculum Development: ReadinglLanguage Arts It is highly recommended that the credential pro­ ED 223 Curriculum Development: Social Studies and gram be completed in five years. Integrated Arts INTERNSHIP PROGRAM ED 520, A&B Cognitive Theory into Practice: How Children Learn &Its Application to the Mathematics This intensive 30-unit program offers students the Instruction opportunity to receive a Professional Clear HD 228 Developmental Assessment & Program Planning Credential in 14 months (June through August of the following year). To be considered for admis­ SPecial Education Classes sion, the student must have a B.A. from an accred­ SPED 239 The Child with Special Needs ited college, and have passed the CBEST and MSAT SPED 240 Practicum: Children/Adolescents/Adults with (or B.A. with a waiver from a state-approved Special Needs Liberal Studies major) exams. SPED 241 Assistive Technology for Students with Disabilities Other requirements during the program: SPED 242 Behavior Intervention: Program Planning for 1. Passage of Reading Instruction Competence Children with Special Needs Assessment (RICA). SPED 243 Instructing the Student with Learning and Behavior 2. Class or exam in U.S. Constitution. Challenges 3. Foreign Language requirement for the CLAD SPED 246 The Role of Assessment in Developing Compliant IEPs emphasis, 6 semester units or equivalent. SPED 247 Collaboration and Consultation Skills for Special 4. Health Education: Nutrition; AlcohoVSubstance Educators Abuse. 5. CPR Training: Infant, Child, and Adult. Directed Teaching-Public School Note: Students with an earned B.A. from Pacific SPED 257 Directed Teaching: MildIModerate Disabilities Oaks are not eligible for admission to the Internship program. For optional CLAD Certificate: HD 220 Sociolinguistics EDUCATION SPECIALIST CREDENTIAL PROGRAM: ED 228 Bilingual Instructional Methods MILD/MODERATE DISABILITIES, LEVEL I Foreign Language requirement (6 semester units or equivalent) This program offers the Preliminary Level I Educa­ tion Specialist Credential: MildIModerate disabili­ Note: To earn a MSTC Preliminary Credential, add HD 220 ties credential, which authorizes teaching of indi­ SOCiolinguistics and one Directed Teaching: Kindergarten, viduals ages 5-22 with specific learning Primary or Upper Elementary. disabilities, mental retardation, other health im­ pairments, or emotional disturbance. Note: Teacher candidates who complete the Level I Education Specialist Credential have five years from the date of issuance to clear the credential and obtain the Level II Credential. (The Level II program is currently under development.) This credential may be earned concurrently with the B.A. or M.A. degree, a B.A. degree through ABLE admissions, or as a post-B.A. stu­ dent enrolled only in the Credential program. Passage of CBEST is required for admission. The MSAT exam (or B.A. with a waiver letter from a state-approved Liberal Studies major) must be passed prior to Directed Teaching. The program requires the Human Development core classes (page 11 or 15) in addition to those requirements I listed below. It also includes non-course require­ ments. (See "Other Requirements," page 24.) PACIFIC OAKS COLLEGE

• POST GRADUATE CERTIFICATE and specializations are available through the week­ Pacific Oaks offers a Post Graduate Certificate for end format. Advanced Study in Human Development, Advanced The B.A. and M.A. courses of study, generally, Study in Early Childhood Education, Advanced may be completed by attending weekends only, ex­ Study in Bicultural Development, Advanced Study cept for field experience and student teaching. Mar­ in Leadership in Education & Human Services, or riage, Family, Child Counseling and Teacher Edu­ Advanced Study in Social & Human Services. cation Program requirements are typically not This program is open to human services pro­ available on weekends. fessionals who already hold a Master's degree from Specializations which may be completed byattend­ an accredited institution and wish to participate in ing mostly weekend courses are: the Pacific Oaks learning process. Admission is granted based upon the student's development of • Child Care an individual plan to meet the areas of competency • Developmental Education and to meet the student's own individual interests. • Early Childhood Education The certificate will be awarded after an assessment • Work with Infants and Toddlers of the candidate's competence in the five areas re­ • Leadership in Education and Human Services: quired by Pacific Oaks (Development, Diversity, Administration/Supervision Communication, Research, and Implementation) . College TeachingITeaching Adults The certificate is awarded based upon the assess­ Parent/Community Work ment and completion of 15 units of course work. • Bicultural Development Assessment of competence and program planning will be conducted by the program advisor. These Programs where less than 50% of the classes may units may be taken in Pasadena or Seattle or through be taken in weekend courses are: any Pacific Oaks Distance Learning option. • Art Education Distance Learning and other outreach locations: see your • Lactation Consultant advisorfor alternative advisor specific to your location. • Marriage, Family and Child Counseling (MFCC) Program Advisor: Betty Jones, Ph.D. • Teacher Education/Credential Programs Pasadena Summer Session begins in June and LOCATIONS AND TIME FRAMES ends in July or early August. The six week session Pacific Oaks College offers classes in Pasadena, includes weeklong and evening classes Monday­ California, at Pacific Oaks Northwest (PONW) in Friday and weekend classes. The B.A., Credentials, Seattle, Washington, at Pacific Oaks Northern M.A. in Human Development, and some M.A. spe­ California (PONC) in Oakland and Visalia, and cializations may be completed by primarily attend­ through Distance Learning online. ing summers. Depending upon the number of units required, it may take from two to four summers to PACIFIC OAKS PASADENA complete a degree. All degree, program and specialization requirements Three unit classes are offered twice a week on are offered on the Pasadena campus during fall and two alternate days for three hours and 45 minutes spring semesters. Some degree and program re­ per day over a six-week term. Most classes are of­ quirements are available during summer session. fered from 5:00-8:45 p.m. Check with your advisor. Weekend classes are also offered during The fall semester begins in early September and Summer Session. ends mid-December (15 weeks). The spring semes­ Weeklong classes are offered each term, typi­ ter begins in January and ends near the end of May cally early in the semester. Weeklong classes are (16 weeks including one week Spring break). Each usually scheduled from 8:30 a.m. - 4:30 p.m., and class is offered in three hour blocks once a week run from Monday through Friday. Reading and with a few exceptions. Most classes are scheduled writing assignments are required prior to the first from 4:00 to 6:45 p.m. or 7:00 to 9:45 p.m. Some day of class. Early registration is required. one-unit classes are offered as weekend workshops. Field experience and student teaching are typically scheduled mornings and afternoons. Some classes will be offered on three full week­ ends (Saturday/Sunday) and some will be offered six full Saturdays or Sundays. All degrees, programs, DEGREES, PROGRAMS & SPECIALIZATIONS

PACIFIC OAKS NORTHWEST PACIFIC OAKS NORTHERN CALIFORNIA Pacific Oaks' branch campus in the Seattle area Pacific Oaks Northern California offers classes offers classes toward the M.A. and B.A. in Human leading to the B.A. and M.A. in Human Development. Development and a teacher certification program. Weekend classes are offered in Oakland during the Fall and Spring semesters and weeklong classes Human Development For the B.A. and M.A. in Hu­ are held in June and August. Avariety of classes are man Development, all required classes and aselection offered each year, including all approach classes of elective classes are available in the Seattle area. and several electives. All Northern California stu­ Seven or more classes are offered on weekends dents also take one or more classes in Pasadena, with fall, spring, and summer. Additional classes, including the number dependent on the student's program and Assessment of Experience (for ABLE students) and preference. practicum options for B.A. students are offered as Two or more classes are also offered each year needed. Two or three Friday classes are offered each in the southern San Joaquin Valley, meeting in year. Weeklong classes are offered in January, July Visalia in Fall and Spring. and August. (For course offerings for credential Most students enroll part-time and extend their students, see Teacher Education below). program over two or more years. However, it is Most students are enrolled part-time and extend possible to accelerate the program by combining their program over 2-3 years. However, it is pos­ Northern California classes with classes in Pasa­ sible to accelerate the program by combining North­ dena, Pacific Oaks Northwest, and/or online class­ west classes with Pasadena classes, independent es. Some of the optional specializations for the study or online classes. B.A. and M.A. in Human Development are available Northwest Human Development Program: in Northern California. Please contact the Academic Wei U-Chen, Ph.D., Academic Director Director for further information. Louise Derman-Sparks, Human Pacific Oaks Northwest Developmentfaculty and author with Northern California Human Development Program: Anti-Bias 1403 34th Avenue theA.B.C. Task Force of Curriculum: Tools for Empowering Young Seattle, WA 98122 Academic Director Children. (206) 325-7669, ext. 11 1515 Webster Street Oakland, CA 94612 Teacher Education Pacific Oaks Northwest offers a (510) 622-8130 VI full-tinIe, II-month graduate program approved by ::.::: Northern California Faculty: < the Washington State Board of Education. Upon Karen Cardell o completion of the Teacher Education program, Paige Parker \.I~ ;:;:z graduate students need only three additional class­ - a:: DISTANCE LEARNING \.1 0 es and a thesis to complete their M.A. in Human < ... Pacific Oaks Distance Learning, offering classes 0.._ Development. This program has a separate appli­ ...... ­ online, enrolls students nationwide and around VI

Pacific Oaks' alternate time frames and loca­ EXTENDED EDUCATION tions enable students at any distance to plan indi­ As a complement to regular classes, Extended vidualized degree programs. Weekend classes Education (EE) offers courses in Pasadena in the (meeting monthly) are available at all locations. area of teacher education. The Marriage, Family Weeklong classes are offered in Pasadena (during and Child Counseling program also offers continu­ all terms), Northern California (June), and Seattle ing education opportunities through Extended (during all terms). Pasadena offers Weeklong, Education. Other continuing education opportu­ Weekday and Weekend classes during the Summer nities are available in Seattle and may be available Session as well as in Fall and Spring. Online class­ soon in Northern California. Typically, classes of­ es are scheduled in Fall and Spring semesters, and fered for extended education or extension credit students log on at any time of day or night. are held during weekends and evenings. Distan(e Learning Program Padfi( Oaks College Credit for CDA Credentials. BettyJones and Laila Aaen, Academic Co-Directors Pacific Oaks offers up to 30 upper division semes­ Pacific Oaks College ter units to qualified individuals who have earned 5Westmoreland Place Pasadena CA 911 03 the CDA credential by the portfolio assessment (626) 397-1320 or (800) 613-0300 method (before June 1992) or Home Visitor. For z [email protected] or [email protected] information on fees and requirements, contact the o EE office. ~ Distan(e Learnil1g Fa(ulty cC LailaAaen Credit for Approved Training Programs. ~ ReGena Booze, graduate and Human Sue Bawale ~ Developmentfaculty member chats with Individuals who have completed RIE (Resources Debra Jenkins Q student before the annual Burgess for Infant Educarers) or High/Scope TOT (Trainer BettyJones ~ Lecture, a tradition since 1968. Judy Magee of Trainers) training programs may be eligible for ....z: credit through Pacific Oaks CCE. For information ~ ....>< COOPERATIVE PROGRAMS on fees and requirements, contact the CCE office...... Co:) Ladation Insl'itute Pacific Oaks degree credit Open Enrollment. Most classes listed in the current z: based on competency review is available to students Pacific Oaks College Schedule of Classes are open z: ac: completing the Lactation Institute's Lactation Con­ to the pll blic on a space-available basis. Individuals cC ...... sultant Program. See "Lactation Consultant" under may enroll in a class for Extension credit provided: B.A. and M.A. Specializations on pages 14 and 18. 1) individual has a high school diploma or equiva­ lent, 2) there is space available at the first meeting, The Early Childhood Consortium 3) individual has met class prerequisites, and 4) The national Early Childhood Consortium brings Q individual obtains instructor approval. For further together four pioneering colleges-Bank Street ...... information, contact the appropriate academic de­ V'I College of Education in New York, Erikson Insti­ z: partment. o tute in Chicago, Wheelock College in Boston, and ~

GENERAL INFORMATION AND SERVICES priate arrangements. Note: Students who do not require accommodations do not need to make OFFICE HOURS Most College offices are open their disabilities known. 8:30 a.m.-4:30 p.m., Monday-Friday. Admissions, College Records and Financial Aid offices are open Accommodation Request Procedures 8:30 a.m.-6:00 p.m., Monday-Thursday and 1. Students at all Pacific Oaks sites who are re­ 8:30 a.m.-4:30 p.m. on Friday. All are closed week­ questing disability accommodations must com­ ends and holidays except as posted. It is best to call plete an accommodation request form and sub­ and make an appointment before driving to campus mit current documentation of their disability (no to visit an office. older than three years) to the Student Success Office located on the Pasadena Campus. (Note: ADVISING Pacific Oaks does not provide diagnostic serv­ Pacific Oaks students are responsible for being fa­ ices.) Upon receipt of the required materials, miliar with this Catalog and the requiremenL~ for the Student Success Director will contact the their degrees and programs. All students will be student initiating the request and review the assigned an advisor upon admission. Students are next steps in the process. required to meet with their advisor regularly to re­ view their academic progress and standing.

CHANGE OF ADVISOR ANDJOR CAMPUS Students may request a change of advisor when they are unable to resolve communication problems with their current advisor. Students must make an effort to resolve any issues before requesting a change. Astu­ dent may ask the Academic Director or the Student Success Director to assist in this process, ifthey choose. Change of Advisor/Campus request fonns are avail­ able from the Admissions Office. The fonn must be completed by the student and signed by the current ad­ visor. Forms should be submitted to the Academic Director of your department or program. If the re­ quest is granted, the Academic Director will assign a new advisor and send the form to Admissions who will inform the appropriate parties. Students wishing to change their campus must submit to the Admissions Office a Change of Advisor/ Campus form signed by their Academic Director v... or Dean. Admissions will notify the student of their ~ 2. The accommodation request and documenta­ :> new advisor assigned as a result of the change in iCII tion will be reviewed by the Student Success IIPadfic Oaks reveals many paths to the ~ campus. Director and a determination made as to the c Students who request a program change may knowledge which grows teachers who Z nature and extent of accommodations that will

B. PONW and PONC students: Accommodations database services. to be provided will be coordinated by the des­ Books and other materials for required and re­ ignated disability coordinator at each site in commended course-related reading are made avail­ consultation with the Student Success Director. able through the "reserve" section of the library. 5. As appropriate and with the permission of the Acquisitions for the collection are made based student, individual faculty will be informed of on faculty and student recommendations as well the need for accommodations to be made and as valuable review sources. Users are encouraged the nature of the accommodation. Information to offer suggestions. about the nature of the student's disability will As part of its services the library offers formal not be released by the Student Success Office bibliographic instruction as a required component or the disability coordinators at the individual of one of the core classes. Bibliographic instruction sites. is also available through a number of the other clas­ Any questions regarding accommodations or the ses offered at the discretion of the instructor. The process for receiving assistance should be directed librarians also provide assistance in specialized re­ to the Student Success Director at (626) 397-1338. search and other reference services. Interlibrary loan services and online database searches are CAREER PLANNING available through the library as well. The Student Success Office assists students in clar­ It is necessary to have a current Student LD. card ifying career goals and objectives, exploring career (available in the Business Office) to check out li­ opportunities and enhancing their job search tech­ brary materials. Students who are on an official niques. Career guidance resources and services Leave of Absence may purchase a library guest card, include: career advising, employment listings and which is good for one year. Please contact the transferable skills assessment. Anumber of semi­ Library for hours of operation at (626) 397-1355. nars and workshops are prOvided on such topicS Children'sLibrary, California Blvd. Site The as assertiveness training, interviewing techniques, Children's Library, located on the Children's School resume preparation, time management, decision­ campus in La Lorna House, houses a small collection making and self-esteem development. of juvenile books as well as AV materials. The par­ ents of the Children's School have been dedicated LIBRARIES in their support of the Library and efforts are cur­ Andrew Norman Library, Westmoreland Pla(e rently under way to plan and redesign a "Chil­ Site The Andrew Norman Library on the Westmore­ dren's Library for the 21st Century." Plans include land campus supports the degree programs of an expanded collection for the children, particu­ Pacific Oaks and independent faculty research. The larly in anti-bias literacy materials, appropriate collection emphasizes early childhood education computer resources for children and adults, and a and curriculum development, human development, parent resource center. family systems and therapy, and child care. Mater­ ials are purchased which reflect our commitment ARCHIVES to examine issues of racism, sexism, homophobia, The Marianne Wolman Archives is housed at the ability, etc. These books, videos, and audio tapes Westmoreland Place site adjacent to the library...... are meant to supplement the college curriculum at The main purpose of the archives is to preserve z the undergraduate through graduate levels. and make available primary source material per­ o The collection, which numbers over 17,000 ti­ taining to professionals who worked in the field of tles, reflects not only current research, but also in­ early childhood from the tum of the century onward. cludes a Historical Collection including readers from The archives also serves as a repository of documents the 1800s and many seminal works in the field of relating to the history of Pacific Oaks College and early childhood. The Friends' Collection, dating back Children's SchooL The Archives is open byappoint­ to the mid-1800s, documents the beliefs and tradi­ ment only and is available for use by researchers, tions of the Society of Friends. including faculty and students, by special permission. In addition, the library subscribes to 100 peri­ Appointments may be made by contacting the odicals and indices in early education, adult edu­ Library at (626) 397-1355 or an archives volun­ cation, human development, family therapy, and teer at (626) 397-1393. the related social sciences. We have access to hun­ dreds of other periodical titles through our online GENERAL INFORMATION

SPONSORED PROGRAMS EARLY CHILDHOOD EQUITY ALLIANCE The Sponsored Programs Department coordinates The Early Childhood Equity Alliance (ECEA) is a the Title Vproject, action research projects and national n'~t.work of people working towards equi­ grants that support program quality improvement ty and justice for all young children, families and and new approaches to serving children and fami­ communities by linking together, organizing in lo­ lies throughout the state. Projects are carried out cal communities, and expanding knowledge for by Pacific Oaks faculty and staff. For further infor­ social change. mation, please contact the Office of Advancement The Early Childhood Equity Alliance is housed at (626) .397-1324. at Pacific Oaks College Northwest. The Bernard van Leer and A.L. Mailman Foundations have gen­ JONES/PRESCOTT INSTITUTE, HIXON CENTER erously funded infrastructure development. The FOR EARLY CHILDHOOD EDUCATION New Tudor and Peppercorn Foundations are gen­ The JoneslPrescott Institute began as a vision of erously supportIng the Teaching LJmoja Research Carolyn Denham, the seventh President of Pacific Initiative and developing a process for supporting Oaks College. Her desire to redefine Pacific Oaks' local activist groups. leadership role in the national dialogue about ear­ ECEA envisions a world which shares resources "Pacific Oaks provided me with a better ly childhood education led to the establishment of equitably for children, families and communities understanding of group dynamics and the Institute as a place to develop and carry out in­ to create safe places where all novative programs and initiatives that reflect the most human behavior. And it really sharpened current thinking in early childhood education and • feel that they belong, have all aspects of their m'y interest in teaching. n parent training. To address these issues, the Insti­ identify affirmed, tute has established the following goals: • learn from each other across cultural boundaries, 1. To define best practices which lead to desired Ken Nakaba, Chair, • actively address biased behavior through outcomes in early childhood education programs open communication and Willingness to Department ofland'lcape Architecture, with focus on developmental approaches to grow and College ofEnvironmental Design, learning • work together to challenge and change insti­ Cal POl;! Pomona. 2. To build a well-prepared cadre of early child­ tutionalized forms of bias. hood professionals who can successfully imple­ ment high quality programs for children This vision includes an early childhood care and 3. To empower parents to become advocates in education system that is responsive and reflective the lives of their children and to provide them of all children, families and communities. The with tools for participating effectively in their Early Childhood Equity Alliance will serve as a children's development and learning hub-linking and connecting people allover the country and around the world who work collec­ 4. To foster new community linkages for the im­ tively to bring this vision into being. provement of early childhood education and to participate in existing partnerships For more information or to become an ally, please 5. To promote wider access to Pacific Oaks contact: College and its programs. Early Childhood Equity Alliance 1403 34th Avenue The Institute is currently involved in developing Seattle WA 98122 and marketing a parent education curriculum. (206) 32~-4744 For more information about the Institute and its Fax: (206) 324-2383 programs, please contact Renatta Cooper, Institute [email protected] Director at (626) 397-1305. Website launch in the summer of 2002 at www.rootsforchange.net

I PACIFIC OAKS COLLEGE

2002-2003 TUITION AND FEES Business Office Fees Tuition/per unit $575 Late Payment Fee $10 Tuition/Cohort per year $16,300 Charge for returned checks $20 Application Fee for Admission $55 Payment plan enrollment fee $25/semester or Application fee for readmission $45/year (absent 5 or more years) $55 Missed Payment Fee $25 Re-entry fee $30 Finance charge (per month on unpaid Late registration fee $25 balances and on payment plans) 1 112% Late transaction fee (per transaction) $30 Fees subject to change without notice. Fees are non-refund­ Student Services fee (per semester) $30 able. All funds owed the College must be paid when due. Any Online Fee (per semester) $60 student whose account is past due may be refused registration Petition waiver fee $30 privileges until the account is settled. Transcripts and diplo­ Interlibrary loan transaction fee $1+ mas will not be released until all bills have been paid. library card (guest) per year $35 Credential Services (Le., CL 469, credential application) are Library card (student not currently enrolled) $10 not available until all bills have been paid. Prospective student's official transcript evaluation Payment plans are only available through "FACTS" and are (applicable to application fee) $25 subject to the enrollment fee. For more information, contact Application fee for non-matriculating students $30 the Business Office: (626) 397-1311 or (800) 699-1311. Student teaching fee: (for directed teaching) $160 Assessment of experience STUDENT SERVICES FEE (ABLE option-l unit course fee) $575 All students enrolling in Spring, Summer or Fall B.A. per unit (upper division) $120 M.A. (B.A. equivalency) fee $3,600 will be charged a Student Service Fee of $30. This Materials fee (per class) $15-50 fee covers such services as orientation, outreach, Change of Program fee $15 Student Success, student sponsored events and Extension credit for College course (per unit)" $160 commencement activities. Non-matriculating stu­ Child Development Permit Processing Fee dents are exempt from this fee. (per level) $10 Graduation Fees TUITION REFUND SCHEDULE B.A. $40 Drop slips, signed by advisor and received in Col­ M.A. $65 Multiple Subject Credential-Preliminary $20 lege Records will have the following refund sched­ Multiple Subject Credential-Professional Clear $20 ule applied to them: Education Specialist Credential $20 Within the add/drop period 100% Late application for Graduation $40 After the add/drop period 0% Personal copy of thesis (optional) $25 Note: Students who do not attend a class and who Transcript Fees do not officially drop the class will be charged P.O. TranSCript $10 for the class. P.O. Emergency Transcript (one day service) $20 Students are advised that if they received Finan­ Other Schools/each (credential students only, Q z: when sent for licensing purposes) $10 cial Aid and would be due a refund in accordance cc EE Transcript $5 with the above schedule, any refund due would be z: o EE Rush Transcript $15 returned to the Financial Aid Programs rather than .... Teacher Educatioll Fees to the student according to the follOWing: (Contact Teacher Education Department for The portion of a refund or overpayment to be ...... cerc Credential Application fees) returned to the Title IV programs is the lesser of z: U.S. Constitution Exam $35 o either the amount of Title IV aid (minus work .... Health Education Competence study earnings) received for the payment period cc A. Alcohol and Substance Abuse $35 :IS B. Nutrition $35 or the amount obtained by multiplying the institu­ 0:: o... Emergency Permit Renewal (Form CL 469) $10 tional refund by the appropriate fraction. z: Credential Processing $35 Children's School Pracficum -cc 0:: Fingerprint clearance through FBI and Child Abuse Index IoU z: through California Department ofJustice'" $93 IoU c,:) Note: Teacher Education students doing an off-site practicum must contact the Teacher Education Office regarding finger­ print clearance. '" Contact Children's School Administrator for forms. (OLLEGE POLICIES

COLLEGE POLICIES financial aid/scholarship applications. Students must submit documented proof of the requirement with CLASS NUMBERING SYSTEM their request to the Provost's office. All classes are open to all students, except as noted Satisfactory (S) This grade is given when a student has suc­ in this catalog. With the exception of ED (Education), cessfully completed all class requirements. MFf (Marriage, Family and Child Counseling) and May Complete (Me) A May Complete enables a student who Sp Ed (Special Education), all classes have the HD has completed a substantial amount of work for a class to sat­ (Human Development) prefix. Class numbering does isfy the remaining requirements for passing that class within a not indicate class level. All classes give upper divi­ specific time and according to specific requirements determined by the class instructor. Students have up to one month prior to sion and/or graduate credit, except DC 192, DC the end of the semester following the term in which a May 401-406, and HD 097, HD 098 and HD 099. For Complete was given (until the end of either April or November) the B.A. at Pacific Oaks, "CD," "DC" and Extension in order to submit any written work required to satisfy the courses give upper division credit. completion of the class. If the May Complete requirements are Classes may not be repeatedfor additional credit except as not satisfied by the end of the semester follOwing the term in noted in individual class descriptions. which the MC was assigned, a gmde of Permanent Incomplete will be given. (See May Complete Policy on page 35.) CLASS WAIVER PROCESS Pennanent Incomplete (I) Studenl~ will receive a Perman­ Certain required classes in the Pacific Oaks curricu­ ent Incomplete when: they have received a May Complete and the contmct period has elapsed without successful completion lum may be waived by students who meet specific of the contracted work; or the instructor determines that a criteria. Processes currently exist for waiver of the May Complete is not warranted. In both instances full payment following requirement: for the class is required. To receive credit for the class, it will 1. Thesis Development (HD 277, Part Aand/or Band/or C) be necessary to register and pay for the class again. Requirements met by waiver do not appear on the Evaluation Delayed (ED) Astudent will receive an Evalua­ tion Delayed when the instructor has not submitted an evaluation. transcript. Students may still be responsible for the The College will take necessary steps to insure that evaluations units associated with the waived requirement. Waiv­ are received in a timely manner; however, students should also er forms and instructions can be obtained from take responsibility to follow up with the instructors. College Records or academic advisors. The appro­ Work in Progress (WP) Work in Progress is given when a val process begins with the academic advisors. Please student is enrolled in a class, Independent Study or Master's consult with your advisor to determine eligibility Project which extends beyond one semester. to attempt a class waiver. ACADEMIC PROBATION EVALUATIONS Students with 7units or more of "May Complete" or Pacific Oaks views goal-setting and evaluation as "Incomplete" will be placed on academic proba­ part of a shared learning process in which instruc­ tion and given one semester in which to rectify the tors and students are both actively involved. For situation. The student will be given written notice this reason, Pacific Oaks does not issue letter grades of the probationary status along with the actions as a means of evaluation. Evaluation is by written needed to remove the probation. Acopy of the no­ statement in which the instructor and student have tice will be sent to the student's advisor and the in­ had direct input. These written narrative evaluations structors of the courses in question. become part of the student's transcript. Students remain eligible for financial aid dur­ Evaluations often include information in re­ ing the one semester of academic probation. If the sponse to the following questions: student does not reduce the "MC" or "I" units to 6 1) Did the student engage intellectually with the class material? or less by the end of the semester of probation, the student will not be eligible to register or re­ 2) Did the student engage affectively with the class material? ceive financial aid until such time as this criterion 3) Was the student skilled in written communication? is reached. Students on probation can enroll only 4) How did the student participate in the dialogue process if they are retaking a course in which they re­ and in class discussions? ceived an "I." Students can repeat "I" courses on­ 5) What is the student's ability to implement the class material in her/his own classroom or job? ly twice. Inability to successfully complete core or program requirements may prevent a student from 6) Did the student demonstrate appropriate level(s) of competence? graduating. Narrative evaluations can be translated into letter Students who receive one "May Complete" or. grades for students who request a letter grade or "Incomplete" will be sent a copy of the policy so grade point average for gradu~!e applications or that they are aware of the possible consequences of receiving more than one such evaluation. PACIFIC OAKS COLLEGE

LEAVE OF ABSENCE All requests should include the following infor­ Situations may arise that require a student to take mation: Name(s) while in attendance at Pacific Oaks; time off from their studies. Students who find them­ signature of student; social security number; date selves in this situation need to file a "Request For of birth; complete address of where transClipt Leave of Absence" form prior to the end of the should be sent; class completed; and dates of atten­ first semester of leave. ALeave of Absence can be dance, if known. An Extended Education transcript extended for up to one year. costs $5 per copy. ($15 for a Rush transcript.) DUring a Leave of Absence a student can re-en­ Note: Transcripts will not be issued to students who have an roll at anytime before their leave expires. Once outstanding balance on their account or who owe Library fees. five years have passed since the last enrollment, a student will be required to apply for readmission. ADD/DROP POLICY Students who are using loans to fund their edu­ Students are responsible for dropping classes in cation must be mindful that there is a six-month which they no longer desire to be enrolled. Drop grace period before repayment of loans must be­ forms must be signed by the advisor and submit­ gin. ALeave of Absence does not prevent loans from ted to College Records prior to the AddJDrop coming due. Not enrolling for one semester means Deadline published in the Schedule of Courses. that approximately four months of the six-month Deadline is usually: grace period will be used and a student's loan will Weekday Classes: end of second week of term come due two months after graduation. Any leave Weekend Classes: two weeks after first weekend longer than six months does mean that loans Weeklong Classes: Second class session come due immediately after that six-month grace Online classes: follow the Weekday schedule period is over regardless of the date of graduation. unless otherwise notified. If a student does not return as scheduled, the college must change herlhis status within 60 days Any refund due to a student will be in accordance to "Withdrawn," with an effective date of the last with the refund schedule (see page 32). date of attendance. CHANGE OF RE-ENTRY FEE DEGREE/PROGRAM/SPECIALIZATION Ifa student is not continuously enrolled and does not Students wishing to add, drop or change their de­ take an official Leave of Absence, she1te must pay a re­ gree, program and/or speCialization, must com­ entry fee upon return in order to be an active student. plete a change of program form in the Admissions Office and pay a change of program fee. One fee is TRANSCRIPT REQUESTS charged per date of transaction. The fee is waived Atranscript of College work costs $10 per copy. for students enrolled in their first term. please allow five-ten working days for processing a college transcript request. An emergency college ELIGIBILITY FOR REGISTRATION & transcript may be requested for a $20 per copy fee. COMMENCEMENT Please allow one working day for processing. All re­ Students must submit a Graduation Application to quests for College transcripts should be addressed to: College Records during the last semester of their College Records program. College Records will then do a "grad. Pacific Oaks College check" to insure that all degree or program re­ 5Westmoreland Place quirements have been completed. For student"! Pasadena, CA 91103 planning to participate in Commencement cere­ All requests should include the following infomla­ monies, the Graduation Application must be submit­ tion: Name(s) while in attendance at pacific <:YJks; sig­ ted by March 1. In order to participate in nature of student; social security number, phone num­ Commencement, students must be fully admitted ber; date of birth; complete address where transcript and have no outstanding coursework. In addition, it should be sent; and dates of attendance, if known. is the policy of Pacific Oaks College and Children's All requests for EE (Extension) transcripts School that no student is eligible to register or par­ should be addressed to: ticipate in commencement until any and all outstand­ Extended Education ing balances owed to the institution from a previous Pacific Oaks College semester have been paid in full. The Business Office 5 Westmoreland Place must also verifY that payment in full has been received. Pasadena, CA 91103 GENERAL INFORMATION

This policy does not exclude students on payment 7. Payuition and fees in full or develop a payment plan on plans. Students on payment plans can only register or before the first day of the term. Students who have after their last payment is made to and noted by the made no financial arrangements will be asked to with­ dra\1' from class(es). Business Office. Payment plans should be complet­ 8. Meet aU payment deadlines in a timely manner. If they ed by November 30th for the Fall semester and are not met, in addition to being asked to withdraw April 30th for the Spring semester. from current class(es), student'i will be unable to obtain transcript'i, diplomas or certificates, and will be denied MAY COMPLETE POLICY future payment plans. Students may incur legal fees and substantial finance charges. AMay Complete is only available to students who 9. Follow up on understandings and agreements with the have completed a substantial amount of work re­ student services offices and faculty. quired for aparticular class. Instructors are responsible lO. Adhere to standards of confidentiality regarding infor­ for notifying students that a May Complete is being mation shared by classmates and instructors during awarded. Faculty will discuss remaining class require­ class discussions. ments with the student involved and agree upon the l1. Students who believe they have followed directions, have mel deadlines, and who still have a problem with one or criteria for satisfactory completion of the class. A more student services offices or instructors, should con­ written contract will then be issued, setting out the tact the Student Success Director who will act as a facili­ conditions for successfully completing the class. tator in resolving the problem. Faculty are responsible for making arrangements 12. Keep copies of all transactions, records and receipts. with other instructors in those cases where repeating These copies will verifY transactions in the event a docu­ ment has been misplaced or if there is a disagreement the class is a component of the May Complete con­ 13. Submit change of name, address, or phone number to tract. Evaluations for May Completes are submitted, College Records in writing with supporting documents following the same time line for classes conducted (court order, drivers license, or other form of positive during the term in which the MC is completed. identification). Name changes apply to permanent student If written work is required to complete the files (but not their contents) and computer records; men­ cla.')s, this must be submitted to the class instructor tions of your previous name as it appears throughout your narrative evaluations, which are part of your official at least one month prior to the end of the semester transcript record, are not changed. following the one in which the May Complete is 14. Requests for a change of program or canlpus must be given [i.e., the end of April (for Fall classes) or submitted to the Admissions Office. Notification \vill be November (for Spring/Summer classes) J. provided when it is approved or denied. Instructors may set an earlier deadline if they wish. l5. It is the student's responsibility to check office hours before driving to Pacific Oaks. It is recommended that Students who fail to meet the conditions of the May snldent'i call offices or faculty before driving to the campus. Complete contract will automatically receive a 16. Park in designated areas only. Please refer to the Student Permanent Incomplete. Handbook for additional information. Students with seven or more units of May Com­ I". All Pacific Oaks College students are asked to be willing plete may not register for the following term until to engage actively in thinking, discussion, and change as those classes have been completed. we ail learn about the nature, dynamics and impact of bias and oppression, and the ways in which theories, prac­ tices and institutions are oppressive. It is important that STUDENT RIGHTS AND RESPONSIBILITIES we all be willing to risk growing and changing together, Each student is responsible for the following: rather than clinging to old theories and practices simply 1. Read the Catalog and Schedule of Classes. They contain because they are familiar and comfortable. all of the information needed to facilitate smooth plan­ 18. Pacific Oaks College's anti-bias commitment applies to ning. Questions are encouraged. all areas of discrimination, including those based on 2. Submit official transcripts to the Admissions Office when race, etlmicity, class, sexual orientatioIl, gender, age, transfer coursework has been completed, whether cours­ disability. Respect is expected to be shown toward per­ es are for completion of entry requirements or addition­ sons in all categories, both generally and as individuals. al transfer credit. It is eachl student's responsibility to approach interac­ 3. Register for classes in keeping with registration deadlines. tions and diversity openly, and to act from one's cen­ 4. Complete drops, adds, and changes of class by the pub­ tered, adult compassionate self. lished deadlines (see AddJDrop, page 34). 5. Make an appointment to see your advisor who must Sign all registration forms each time you register or change your schedule. Students unsure about who ad­ vises them should contact the Admissions Office. 6. Apply for aid, finalize number of units for the semester, and sign their financial aid check in the business office I by the published deadlines in the schedule, catalog, and other distributed announcements. PACIFIC OAKS COLLEGE

CHILDREN IN THE CLASSROOM with admission). Acopying fee may be assessed. The Pacific Oaks mission statement reflects a com­ Within the Pacific Oaks community, only those mitment to meeting the needs of children and fam­ members, individually or collectively, acting in the ilies. In keeping with our mission, we actively and student's educational interest are allowed access knowingly recruit students who have family and to student educational records, except when infor­ other obligations. We expect that parents will mation is required by: judicial order; state or fed­ make arrangements for child care off campus. The eral agents in connection with audit or evaluation administration, faculty and staff of the college un­ of federal legal requirements; for financial aid re­ derstand that situations may arise where student's quirements; an accrediting organization; organiza­ child care arrangements fall through. When such a tions conducting educational studies, provided the situation arises, the student is asked to notify the studies will not permit personal identification. In­ instructor in advance to discuss whether the pres­ formation released from Pacific Oaks College will ence of the child can be accommodated within the state that no other party shall have access without context of the classroom setting. the written consent of the student. Any information The personal care of the child (feeding, diaper­ regarding students that is not personally identifiable ing, etc.) should be handled discreetly and in such may be released at the discretion of the Provost a way as to not interfere with the ongoing work of and/or Dean of Student Services. the class. If, in the view of the instructor, the edu­ Students may challenge the contents of their cational process of the class is being disrupted, the educational records on the grounds that they are student may be asked to remove the child from the inaccurate, misleading, or otherwise inappropriate, classroom. Students who have concerns about the by discussing their problems informally with the policy and/or its implementation should discuss Director of Registration and Records. Ifstudent their concerns with the student and/or instructor and Director agree, records will be amended. If involved. Ifthe matter cannot be resolved at that agreement is not reached, a statement of challenge level, the matter may be referred to the Dean of should be submitted in writing to the Provost or Student Services for review. Dean of Student Services, who will review the com­ It is the College's hope that all adults at Pacific plaint and take necessary action. Oaks will grow in their appreciation of and tolerance At its discretion, the institution may provide for the presence of children in their environments, Directory Information in accordance with the pro­ despite the complexity that children may produce vision of the Act. Directory Information includes: in an academic setting. As students of human de­ student name, address, telephone number, date and velopment, we expect that problems will occur; our place of birth, major field of study, units currently aim is not to eliminate the problems, but to become enrolled, dates of attendance, degrees and awards skillful problem-solvers. The presence of differences received, and previous educational agencies or in­ v (in age, culture, language, ability, lifestyle and val­ stitutions attended by the student. Requests for non­ disclosure must be filed with College Records at ues) in any group adds to its potential for conflict­ the beginning of each academic year (within the and for the growth of all its members-and offers first two weeks of the semester) and remain in ef­ us experience in collegial conflict resolution. fect for one year. Students may make written requests for non-disclosure of information at two levels: 1) PRIVACY RIGHTS Phone and address only, or 2) non-disclosure of Pacific Oaks College recognizes and conforms to any information (this level of confidentiality would the regulations set in accordance with the Family result in a response to any inquiries about you that Educational Rights and Privacy Act of 1974 (The "Pacific Oaks has no information about that indi­ Buckley Amendment). Students have access to their vidual." You would need to provide a wlitten release records, with the exception of those considered to anyone, including loan companies and employ­ confidential under the Act. Students may make an ers, who might need verification of your status at appointment to view their records in the College Pacific Oaks.) It is Pacific Oaks' policy that failure Records Office during regular business hours. Files on the part of any student to request withholding may not be removed from that office. Students may of Directory Information indicates individual ap­ obtain copies of their records, except, again, those proval for disclosure. covered under the Act (i.e., copy of the academic For a copy of the Family Educational Rights and record for which a financial "hold" exists; transcript Privacy Act contact: The Family Educational Rights or an original or source document existing elsewhere; and Privacy Office, Department of Education, confidential letters/recommendations associated Switzer Building, Washington, D.C. 20202 GENERAL INFORMATION

STUDENT CONDUCT 2. Submission or rejection of the conduct is Behavior: Students enrolled in the college are ex­ used as a basis for academic evaluation or pected to conduct themselves in a manner compat­ employment decision; ible with the College's function as an educational 3. Harassment interferes with an individual's ed­ institution. Behavior that is disruptive and/or inter­ ucational or work performance or crtates an feres with the educational process is disrespectful intimidating, hostile, or offensive learning or of the rights of others and is not acceptable. working environment. Confidentiality: Classes at Pacific Oaks are inter­ Harassing conduct may take many forms, including active, drawing on the rich experiences of faculty but not limited to slurs, jokes, statements, pictures, and student alike. Often in the course of these dis­ gestures, or cartoons regarding an individual's sex, cussions, information of a personal or potentially sexual orientation, race, color, national origin, an­ damaging nature is shared. It is the expectation of cestry, reUgion, age gender, physical or mental dis­ the college that such information will remain con­ ability, genetic information or characteristics, veter­ fidential, allowing all to share freely without fear an status, or any other condition or characteristic of disclosure outside the classroom. Breaches of protected by federal, state or local laws. confidentiality damage the building of community Sexual Harassment and trust and are not acceptable. Sexual harassment is one specific type of harass­ Academic Integrity: Academic dishonesty (ie. ment. It is prohibited by Pacific Oak" policy, as cheating, forgery, plagiarism) depreciates the well as federal and state law. Pacific Oaks is com­ learning experience. It is fundamental that students mitted to providing a workplace and learning envi­ contribute to the ideal of academic integrity and ronment free of sexual harassment, which in­ accept individual responsibility for their work. cludes harassment based on gender, pregnancy, For all of the above: In most instances accusa­ childbirth or related medical conditions. Sexual tions are based on evidence which is not contested harassment may include explicit sexual proposi­ by the accused student. The incidents shall be re­ tions, sexual innuendoes, suggestive comments, solved between the parties involved and a written sexually-oriented kidding, joking, teasing or prac­ report will be filed in the student's permanent tical jokes, jokes about gender specific traits, of­ folder so that any future incidents may be referred fensive or obscene language or gestures, displays to the Provost or Dean of Student Services. of offensive or obscene printed visual material, Major violations may result in disciplinary action, and physical contact of a sexual nature. up to and including dismissal from the College. Who May File a Complaint: Any student, staff or HARASSMENT POLICY faculty member, independent contractors or non­ .. The Student Rights and Responsibilities outlined on employee member may report an incident of sexu­ \ page 35 echo Pacific Oaks' strong commitment to al or other unlawful harassment against any other t. creating and maintaining an environment free from member of the College Community who is believed to any type of unlawful discrimination. However, the have violated the policy. College recognizes the need to establish a more de­ fined policy regarding harassment. Harassment is How to File a Complaint: An informal complaint destructive to the mission of the institution and will alleging a violation of the harassment policy may not be tolerated. The following is the College policy be brought to any appropriate member of the for harassment complaints. Because of the impor­ College community. Examples of designated staff tance of this policy, it is everyone's responsibility to members of the College community wOllld be: Su­ bring such matters to the attention of proper per­ perviSor, Provost, Dean of Student Services and sonnel as qUickly as possible so that prompt, effec­ Staff Relations, Academic Directors, Student tive action can be taken. Pacific Oaks cannot act on Success Director or Personnel Director. Aperson matters of which it is unaware. wishing to make a harassment complaint has the following options: Harassing Conduct Harassment includes verbal, physical and visual a. Informal resolution of the complaint by speak­ conduct that creates an intimidating, offensive, or ing to or writing a letter to the alleged harass­ hostile learning or working environment. Such er; or by addreSSing the alleged harasser with conduct constitutes unlawful harassment when: the assistance of the designated staff member I of the College community if agreed upon by 1. Submission to the conduct is made either an implicit or explicit condition of employment; said member. PACIFIC OAKS (OlLEGE

b. By filing a formal complaint with the Personnel Formal Complaint: The complainant may elect to Director. file a formal complaint at any time. Formal com­ Informal Complaints: If a person wishes to pursue plaints are to be filed with the Personnel Director. informal resolution of the complaint, the following The filing of a formal complaint requires that the procedures are relevant: person believed to be in violation of the policy be notified of the allegations. The Personnel Director a. The designated staff member of the College will be responsible for the investigation with the community pursuing the complaint with the com­ assistance of the department(s) involved. This in­ plainant will notify the Personnel Director in vestigation will include, but not be limited to, inter­ writing promptly as to the existence of the views with the complainant and the alleged offend­ complaint and will provide a summary of the al­ er. If the complaint is directed toward the Personnel legations. If the complaint involves the Director, the Dean of Student Services will be respon­ Personnel Director, the Dean of Student sible for the investigation. The purpose of the investi­ Services should be notified. gation is to establish whether there is a reasonable b. In the informal complaint procedure, the per­ basis that the alleged violation(s) of the harass­ son initially receiving the complaint will inform ment policy has occurred. The Personnel Director the complainant of the pertinent considerations will interview the complainant, the alleged offend­ involved, such as: er, and witnesses believed to have pertinent or fac­ 1. the details of the complaint process; tual knowledge of the allegation. The possible out­ 2. the issues involved in the complaint; comes of the investigation are: 3. possible resolutions; a. a finding that there is a reasonable basis that 4. proviSions in the policy for protection of the the violation occurred; complainant's confidentiality within the pa­ ranleters required of the investigation, need b. a finding that there is no reasonable basis that for truthfulness, keeping complainant informed the allegation occurred; ofprogress, action requested from complainant; c. a finding that the evidence is not conclusive 5. provisions in the policy for protection of the one way or the other. alleged offender's confidentiality within the Every reasonable attempt will be made to conclude parameters required of the investigation, the investigation in an expeditious manner. When need for truthfulness, right to be notified of the investigation determines that there was a rea­ any formal complaint; sonable basis that a violation occurred the College 6. the fact that a decision to proceed informally at will take appropriate action. Examples of appro­ this time does not prevent the filing of a formal priate actions include, but are not limited to: v complaint at some later time. It must be recog­ -.I nized, however, that a lengthy period of time a. written notice in personnel file; o A. between an alleged occurrence and an investi­ b. reassignment of complainant; gation makes fact-finding extremely difficult. c. reassignment of person who is in violation of c. Every reasonable attempt will be made to handle o the policy; v an informal complaint in an expeditious manner...... d. dismissal of person who is in violation of policy. d. At any time during the process of the complaint, the designated person handling the complaint In the event the investigation reveals no reasonable may refer the complainant to or request assis­ basis that the allegation occurred, the complainant tance from the Personnel Director. Otherwise may pursue options outside the College such as filing the person handling the complaint will work a complaint with the California Department of Fair with those involved until all parties are satisfied. Employment and Housing (DFEH) , the federal Equal Employment Opportunity Commission (EEOC), or e. The designated person handling the complaint by seeking private legal representation. The DFEH will notify the Personnel Director of the results may be contacted at 2000 "0" Street, #120, of the informal complaint procedure in writing Sacramento, CA 95814-5212, (916) 445-9918. The as soon as possible. EEOC may be contacted at 1801 "L" Street NW, f. Where resolution is not possible, the complain­ Washington, DC, 20507, (800) 669-4000. Ifthe ant has the option of filing a formal or informal complainant or the accused is not satisfied with the complaint with the Personnel Director. outcome of the formal complaint process, either · GENERAL INFORMATION

party may ask the Provost or Dean of Student sion to resolve the complaint. Services to review the matter. The ProvostlDean will The decision of the ProvostlDean will be final. act in an expeditious manner as possible. Appeals or formal hearings to the president or board of trustees will not be provided. The Provost! STUDENT COMPLAINT PROCEDURES Dean will inform the president of the decision. Students who feel they have a complaint relating to an action by a member of the college community PROCEDURES REGARDING EVALUATIONS: have the following procedure available: No complaints requesting a class evaluation review When a student has a complaint, slhe is encour­ will be considered after one semester from the date aged first to consult with the person involved before of issue of that evaluation. Student complaints re­ initiating the complaint. Hthe student determines lated to grades will be reviewed as follows: that the complaint may be handled more appropri­ Students are encouraged to consult with the in­ ately without the person's involvement, slhe may structor before initiating a grade review process as consult with herlhis advisor to assist in determining outlined in this procedure. the reasonable course of action, or the student may The student will provide the evaluation received contact the head of the appropriate department, or in the course, together with the reason for the com­ the designated complaints officer, Pat Meda, Student plaint, specifying as accurately as possible all per­ Success Director. (PONW students should contact tinent performance indicators and attendance data, Tilman Smith, PONW Student Services Coordinator.) if applicable. This information will be filed in writ­ When complaints filed with the head of the de­ ing with the designated complaints officer. The partment have not been resolved, the student may complaints officer will forward the complaint to bring the complaint to designated complaints offi­ the department head and to the course instructor cer (see above) for further action. for instructor's review and possible adjustment. The designated complaints officer will discuss The course instructor will return herlhis deci­ the concerns outlined by the student and the op­ sion in writing indicating the basis on which the tions available for resolution. Should the student decision was made and include the current evalu­ elect to proceed with a formal complaint, the con­ ation written for the student, the evaluation criteria cerns must be outlined in writing, specifying the for the course, performance indicators, and atten­ complaint, identifying dates and person(s) involved dance data, ifapplicable, achieved by student in that as accurately as possible, and indicate what result(s) course. The decision is transmitted to the student that slhe is seeking. The formal written complaint through the complaints officer with whom the com­ will be forwarded by the deSignated complaints of­ plaint was initially filed. ficer within ten instructional days to the person(s) Ordinarily, the above process of review should named in the complaint and to the appropriate de­ be sufficient, but if the student feels there were ex­ partment head for a response within ten instruc­ tenuating circumstances, a conference may be re­ tional days. quested with the Academic Director, the course Should the written response not resolve the instructor, and the complaints officer. The confer­ complaint, then the deSignated complaints officer ence will investigate the circumstances of perform­ will convene a conference with all parties concerned ance in the course and determine appropriate adjust­ within ten instructional days, for the purpose of ments if warranted. achieving a resolution of the complaint. Since the evaluation of course proficiency is The complaints officer will keep all written exclUSively within the province of the instructor(s) statements, transcripts, minutes, and resolutions for a particular course, any adjustments or grade associated with the complaint as part of the confi­ changes may be initiated only by that instructor(s), dential files of the campus. or under proven extenuating circumstances, by If the conference resolutions do not satisfy the the chief academic officer. complainant, the designated complaints officer will notify the ProvostlDean and forward the complaint APPEAL PROCEDURE for resolution. The ProvostlDean will review the Astudent may appeal a staff, faculty, or adminis­ minutes, transcripts, and other pertinent state­ trative decision in writing. Informal efforts to re­ ments and discuss the complaint with the parties solve the matter must be undertaken first. These involved. If complaints filed with lile ProvostlDean should include (1) meeting with the party with whom I have not been resolved, shelhe will issue a deci­ you disagree and (2) discussing the situation with the Student Success Director. • PACIFIC OAKS COLLEGE .

If the informal processes do not resolve the sit­ SPECIAL ASSISTANCE FOR CHEMICAL DEPENDENO uation, the student may choose from one of two The 1986 Higher Education Amendments include formal appeal processes: the administrative appeal a stipulation that schools and colleges take action process or the appeals committee process. (Note: to prevent alcohol and drug addiction on their cam­ Admissions decisions cannot be appealed.) puses. This is in response to national research 1. Administrative Appeal Process showing that drug use and alcohol abuse are high a. The student appeals in writing to the supervisor of the party among the traditional college age population. in the dispute. (Ifit is a staJf member, the appeal goes to the An alcohol and chemical dependency treatment Department Director. Ifit is a faculty member, the appeal referral list is available in the office of the MFCC goes to the Academic Director. If the dispute is with the Program Director. In addition, the College offers, Academic Director or Department Director, move to "b.") The written appeal should outline the steps taken to date, as part of its MFCC program, a weekend workshop the extent and nature of conversations with the person with on chemical dependency. The workshop is open whom the student disagrees and what outcome the student to all members of the Pacific Oaks community. Stu­ is seeking. This appeal is to be submitted within 14 calendar dents may enroll for either extension or college days of the conclusion of the informal appeals process. credit. See the Schedule of Classes for fees. b. If the Department/Academic Director's decision is not ac­ Pacific Oaks prohibits the unlawful possession, ceptable to the student, sheJhe may appeal to the Provost (for faculty/academiC matters) or the Dean of Student use, or distribution of drugs and alcohol by students Services (for student services matters) in writing within 14 or employees on College property, or as any part days of the Department/Academic Director's decision. The of institutional activities. ProvostIDean will review the entire appeal process and de­ An individual who is determined to be impaired termine ifa different decision is warranted. The Provost/ or who becomes impaired (impaired meaning that Dean's decision will be communicated to the student in writing within 10 calendar days of receipt of the written ap­ the individual's normal physical or mental abilities peal. The decision of the ProvostIDean is final. No appeals have been detrimentally affected by the use of sub­ to the President or Board of Trustees will be provided. stances) while on College property is guilty of a c. The timeline outlined in this procedure may be extended major violation of institution policy and is subject in extenuating circumstances by the Provost/Dean, with to severe disciplinary action. Severe disciplinary concurrence of all parties. action can include suspension, dismissal, or other 2. Appeals Committee Process a. If the appeal does not lead to a satisfactory solution, the penalty deemed to be appropriate under the circum­ student may appeal, in writing within 14 calendar days, to stance. Use, possession, transfer, or sale of any il­ the Faculty Appeals Committee (via the Provost's Office). legal substance on College property is prohibited The written appeal should outline the steps taken to date, and violators are subject to severe disciplinary action the extent and nature of conversations with the person with including the notification of appropriate authorities. whom the student disagrees and what outcome the student This policy is distributed annually to all students is seeking. The Faculty Appeals Committee is composed of three people: a faculty member nominated by the student, and employees pursuant to Public Law 101-226 a faculty member nominated by the person with whom the (The Drug-Free Schools and Communities Act student disagrees, and the Chair of the Faculty Appeal" Amendment of 1989). \wi .... Committee. (Ifthe disagreement is with the Chair, another Pacific Oaks will regularly review the terms of o person acceptable to both the student and the other party a.. this policy to: will he appOinted chair.) The Committee will convene to A. Determine its effectiveness; C) review the student's appeal. The student will he notified, in .... writing, of the time and place of the meeting and will be in­ B. Implement changes, as needed, and C. Ensure that sanctions are consistently reinforced. -o vited to attend. The student may hring any witnesses (ex­ \wi cluding legal counsel)that might be relevant and will ver­ ...... bally present herMs case to the Committee. l11e Committee VETERANS POLICIES Z takes the appeal under advisement, reaches a decision and This institution will conduct an evaluation of the o .... communicates that decision to the student, in writing, veteran's or eligible person's previous education e within 10 calendar days of the meeting. and training, grant appropriate credit, shorten the :IE b. If dIe Faculty Appeals Committee's decision is not acceptable ar:: veteran's or eligible person's duration of the course o to the student, sheJhe may appeal to the Provost (for fac­ .... Ulty/academic matters), or the Dean of Student Services proportionately and notify the Veteran's Adminis­ z tration and student accordingly. .... (for student services matters) in writing within 14 calen­ e dar days of receipt of the Faculty Appeals Committee deci­ Aveteran or eligible person who obtains a grade ....,ar:: sion. The Provost/Dean will review the entire appeal point defiCiency below an overall "B" average and ....,z process and determine if a different decision is warrant­ accumulates more than 6 units of "May Complete" C) ed. The Provost/Dean's decision will be communicated to or "Incomplete" will have her/his veteran'S bene­ the student in writing within 10 calendar days of receipt of the written appeal. The decision is final. fits terminated. Aveteran or eligible person may c. The timeline outlined in this procedure may be extended not register for additional classes until such time in extenuating circumstances by the Chair of the Faculty Ap­ as the "MC"s have been removed.• peals Committee or the Provost/Dean, with concurrence of all parties involved. PACIFIC OAKS COLLEGE

EDUCATION major theories that support reading and art and the rest of the curriculum. Topics writing instruction in the K-5 classroom. in social studies and science will be ap­ ED 220 3 UNITS Emphasis is on incorporating state Frame­ proached through hands-on learning, ELEMENTARY CURRICULUM works and Standards into a program critical thinking, and using the commu­ WORKSHOP: INTRODUCTION TO that also draws on children's real-life nity as a real-world text. Additionally, par­ DEVELOPMENTAL CURRICULUM experiences and knowledge about lan­ ticipants will have opportunities to ex­ AND SCIENCE guage. In a learning environment that amine standard texts, curricula and Students participate as hands-on learn­ parallels that of a dynamic elementary materials used in public schools, and to ers in an exploration of curriculum the­ school cla.<;sroom, students will explore analyze the impact of biases and mis­ ory and practice. Basic principles of sci­ reading and language arts through read­ conceptions on children's learning. By ence discovery learning are presented as ings, discussions, activities, observations, creating at least one thematic unit, par­ a vehicle for understanding and imple­ and reflection. Key topics include the read­ tiCipants will demonstrate their knowl­ menting an interactive curriculum. Stu­ ing process, phonemiC awareness and edge of these content areas and their abil­ dents build a framework for curriculum phoniCS, second language acquisition ity to infuse the curriculum with creativity development through experimentation and SDAIE strategies, elements of a bal­ and meaning to optimize student l{Yarning. with materials, cla..;;sroom organization anced reading program including gUid­ This course is open to Pasadena In­ and management, and educational and ed reading and the writing process, les­ tern cohort only. social issues. Concepts of the open class­ son planning, student assessments, and room, individuali7.ed curriculum, the teach­ children's literature. This course re­ ED 228 3 UNITS er-as-Iearner, and critical thinking will quires at lea.'it eight hours of classroom CURRICULUM DEVELOPMENT: be discussed and modeled. observation and participation. BILINGUAL INSTRUCTIONAL Special emphasis is placed on the Prerequisites: CBEST, lID 520 Cognitive MHHODS inclusion of English language learners Theory Into Practice or equivalent course­ This class is designed to provide a frame­ through Specially Designed Academic work in theories of cognitive develop­ work for instruction of children whose Instruction in English (SDAIE) strategies ment, and liD 220 SOCiolinguistics. primary language is one other than Eng­ as they access core curriculum. lish. Constructivist paradigms will be uti­ Prerequisite: CBEST, lID 520 Cognitive ED 223 3 UNITS lized to provide relevant theoretical and Theory into Practice or equivalent CURRICULUM DEVELOPMENT: SOCIAL practical information related to bilingual course work in theories of cognitive de­ STUDIES AND THE INTEGRATED ARTS instructional methods with a goal of devel­ velopment and lID 220 Sociolinguistics. Students, as teachersllearners, will cre­ opment of cultural competence and cul­ ate a conceptual framework for K-5 tural respect for young learners growing ED 221 3 UNITS Social Studies that weaves together lan­ up in a bilingual world. This class meets CURRICULUM DEVELOPMENT: guage arts, drama, literature, music, the requirements for CLAD Certification. MATHEMATICS dance, and visual arts as integral parts An integrative approach to elementary of an exploration of the historical and ED 252 4 UNITS mathematics curriculum, from expetien­ sociocultural forces that shape our DIRECTED TEACHING: KINDERGARTEN tial concrete manipulation to abstract lives. Students will be introduced to state Student teachers work in a public ele­ symbolization and concept development. Frameworks and Standards, and will ex­ mentary school kindergarten ClAD The purpose is to connect theory and plore ways to integrate the Social Studies classroom for a placement of approxi­ practice within a climate of excitement, curriculum across subject areas. Stu­ mately 300 hours. Beginning by teach­ freedom, openne~'i and ease. Participants dents will create a thematic unit that ing in only two content areas per day, will explore the elements of physical and demonstrates their ability to think cre­ the student teacher gradually advances psychosocial environments, cla.<;sroom atively, plan instruction, utilize school to a two-week complete take-over in management, curriculum materials, and and community resources, and integrate which he/she is in charge of both cur­ learning activities as they create their own the Arts. Emphasis will be placed on the ricular planning and implementation, as frameworks for developmentally appro­ inclusion of English language learners well as discipline and management. The priate, child-centered curricula. Par­ through Specially Designed Academic practicum is accompanied by a seminar ticipants will experience the joy of dis­ Instruction in English (SDAlE) to help which all student teachers attend. Topics covery, the satisfaction of learning new them access content area knowledge. include discipline/classroom management, skills, and the challenge of committing to This course requires at lea.<;t two hours cooperative learning, the effective teach­ the processes of imagination and inner of classroom observation. er, research, discussion skills, higher or­ growth. Emphasis will be placed on the der thinking skills, holistic teaching strate­ Prerequisites: lID 520 Cognitive Theory gies, lesson planning, dealing with stress, inclusion of English language learners Into Practice or equivalent coursework through Specially Designed Academic In­ parent-teacher interaction, the first week in theories of cognitive development, of school, substitute teaching, testing and struction in English (SDAIE) to help HD 228 Social and Political Contexts of them access content area knowledge. other issues. Students complete various Human Development, and lID 220 Socio­ assignments for the seminar, including This course requires at least two hours of linguistics. classroom observation. audio and video tapes, journals, peer coach­ ED 225 3 UNITS ing, observations, lesson plans in all Prerequisite: CBEST, HD 520 Cognitive INTEGRATED THEMATIC content areas and an instructional unit. Theory into Practice or equivalent INSTRUCTION: SCIENCE, SOCIAL Prerequisite: Successful completion of course work in theories of cognitive de­ STUDIES AND INTEGRATED ARTS velopment and HD 220 SOciolinguistics. all coursework, CBEST, MSAT and Cer­ This course integrates the requirements tificate of Clearance. ED 222 3 UNITS of ED 220 Introduction to Developmen­ CURRICULUM DEVELOPMENT: tal Curriculum and Science and ED 223 ED 253 4 UNITS I READING AND LANGUAGE ARTS Social Studies and Integrated Arts. In this DIRECTED TEACHING: PRIMARY This course offers an introduction to read­ class participants will explore the rela­ Student teachers work in grades 1,2 or 3 ing and writing processes, and to the tionship between science, social studies, at a public elementary school in a ClAD PACIFIC OAKS COLLEGE

placement of approximately 300 hours. ED 435 3 UNITS ED 501 3 UNITS Beginning by teaching in only two content TECHNOLOGY IN THE CLASSROOM REINVENTING TEACHING I: areas per day, the student teacher gradual­ Acomprehensive technology class for ed­ LEARNING ENVIRONMENTS, ly advances to a two-week complete take­ ucators which introduces teachers to the CLASSROOM MANAGEMENT AND over in which he/she is in charge of both applications of computers in education ASSESSMENT curricular planning and implementation, settings and fulfills the California comput­ In this class, participants examine their as well as diSCipline and management. The er education requirement for the Profes­ beliefs and assumptions about teaching practicum is accompanied by a seminar sional Clear Credential. Hands-on training and learning in order to develop a solid which all student teachers attend. Topics and instruction include work on com­ philosophical framework. This begins with include discipline/classroom management, puters and CD-ROMs, and Internet re­ an analysis of their learning histories and cooperative learning, the effective teacher, sources. Educational software, computer educational experiences. By understand­ research, discussion skills, higher order issues and use of computers in the class­ ing that learning is the intersection be­ thinking skills, holistic teaching strategies, room will be discussed using construc­ tween the teacher, herlhis students, and lesson planning, dealing with stress, par­ tivist and educational technology theory. the learning environment, participants will ent-teacher interaction, the first week of learn to create classroom communities school, substitute teaching, testing and oth­ ED 436 3 UNITS that foster the social, emotional and ac­ er issues. Student.;; complete various as­ ADVANCED TECHNOLOGY IN THE ademic development of their students. signments for the seminar, including audio CLASSROOM Emphasis will be placed on developing and video tapes, journals, peer coaching, The purpose of this class is to develop and maintaining positive rapport with observations, lesson plans in all content ar­ candidates' knowledge of computer soft­ students, using mUltiple assessment tools ware and classroom technology applica­ eas and an instructional unit. to inform instructional practice, and build­ tions. The class will also explore effective ing on children's strengths and interests. Prerequisite: Successful completion of models for using technology with special all coursework, CBEST, MSAT and Cer­ needs and culturally diverse students. This course is open to Pasadena Intern tificate of Clearance. Because most candidates will already be cohort on(y. ED 254 4 UNITS working as teachers with Preliminary ED 502 1 UNIT DIRECTED TEACHING: Credentials, they will be required to im­ REINVENTING TEACHING II: UPPER ELEMENTARY plement computer-based instruction in CURRICULUM DESIGN AND Student teachers work in grades 4,5, or their own classrooms. They will also be IMPLEMENTATION 6 at a public elementary school in a required to observe other teachers and to This course focuses on successful plan­ CLAD placement of approximately 300 be observed themselves. Key competen­ ning for diverse student needs, interests hours. Beginning by teaching in only cies include personal use of technology and learning styles. Participants will pre­ two content areas per day, the student for analyzing data; communicating/pre­ pare at least one thematic unit and sev­ teacher gradually advances to a two­ senting via electronic media; interacting eral lesson plans that include goals, week complete take-over in which he/she and collaborating via computer-based objectives, strategies, materials and as­ is in charge of both curricular planning tools; familiarity with available resources sessment plans that are well-defined and and implementation, as well as disci­ in classrooms, librJries, computer labs, coordinated with each other. pline and management. The practicum and district and county media centers; in­ volvement in school site technology ef­ This course is open to Pasadena Intern is accompanied by a seminar which all cohort only. student teachers attend. Topics include forts; and use of technology to assess stu­ discipline/classroom management, co­ dent learning and to proVide feedback for ED 503 1UNIT '"z operative learning, the effective teacher, students and their parents. REINVENTING TEACHING III: o research, discussion skills, higher order Prerequisite: Basic computer proficien­ TECHNOLOGY IN THE CLASSROOM thinking skills, holistic teaching strat­ cy as determined through admissions This course introduces teachers to the egies, lesson planning, dealing with stress, questionnaire or advisor; all require­ applications of computers in educational parent teacher interaction, the first week ments for a Preliminary Credential, or settings and fulfills the California Comput­ of school, substitute teaching, testing and Preliminary Credential applied for. er Education requirement for the Profes­ other issues. Students complete various ED 500 1 UNIT sional Clear Credential. Participants will '" assignments for the seminar, including develop strategies for using technology CIC'" DIRECTED TEACHING .... audio and video tapes, journals, peer coach­ as a learning tool. Through hands-on v Interns participate in a supervised place­ ...... ing, observations, lesson plans in all ment in a primary or intermediate class­ training, they will investigate education­ Z al software, productivity software, and in­ o content areas and an instructional unit. room in a djverse public school setting. Prerequisite: Successful completion of This is a four-week placement in which ternet resources. The course will integrate .... technology across the curriculum and CIC all coursework, CBEST, MSAT and Cer­ Interns will receive weekly supervisory :e explore theoretical issues of education­ DI: tificate of Clearance. visits. The directed teaching experience o is accompanied by a weekly seminar. al technology. .... ED 292 1-3 UNITS z This course is open to Pasadena Intern INDEPENDENT S'fUDY Discussion topics include collaborative planning, classroom management, as­ cohort only. .... Available for students in the Credential CIC sessment, cooperative learning, and DI: program(s) to meet some individual com­ m~4 3~ITS ...... parent-teacher interaction. Z petency and/or program requirements. REINVENTING TEACHING IV: ...... This course is open to Pasadena Intern INCLUDING THE CHILD WITH SPECIAL c,:) An independent study contract signed by the faculty supervisor is required at the cohort only. NEEDS AND IMPLEMENTING time of registration. Classes offered at ANTI-BIAS CURRICULUM Pacific Oaks may not be taken for inde­ This course integrates the reqUirements pendent study. please consult the Sched­ for SPED 239 The Child with Special Needs ule of Classes for registration deadlines. and HD 471 Implementing Anti-Bias Cur­ PACIFIC OAKS COLLEGE riculum. This class fulfills the Special establishing classroom tone. This semi­ and socio-cultural contexts and biases, Education requirement for the Profession­ nar addresses issues of culture, diverslty whole language, language experience, in­ al Clear Credential. In this course, par­ and power in the classroom, including tegrated phoniCS, individuallL')sessment ticipants develop an ~nderstanding of the cultural and learning needs of tile of language skills, and the role of the dra­ how biases impact students, teachers, ESL, bilingual and bicultural student. In­ matic arts and lTIusic in language devel­ classrooms and schools. In light of this, terns are expected to reflect upon the cul­ opment. Developing a framework for each participant demonstrates compati­ tural root<; of their current perspectives, to learning that incorporates life experi­ bility with and the ability to teach students develop a theoretical and practical under­ ence as a source of oral and written who are different from themselves. These standing of anti-bias work in confronting language wiU he emphaSized. include differences in ethnicity, culture, the "isms" of contemporary society through ED S23 1-3 UNITS family, gender, ability, development and curriculum, attention to learning styles CURRICULUM DEVELOPMENT: SOCIAL socioeconomic status. Emphasis will be and acknowledgment of their authority STUDIES AND INTEGRATED ARTS placed on instructional strategies for role as teachers. Students, as teachers/learners, will cre­ working with student'! with special needs. This course is the equimlel1t ofHD 400 for PO/I.;'W Teacher Education interns. ate a conceptual framework for K-5 So­ This course is open to Pasadena Intern cial Studies that weaves together langu­ cohort only. ED S20 3 UNITS age arts, drama, literature, music, dance ED S08 3 UNITS COGNITIVE THEORY INTO PRACTICE: and visual arts as integral parts of an HUMAN DEVELOPMENT HOW CHILDREN LEARN AND ITS exploration of the historical and socio­ AND LEARNING APPLICATION TO MATHEMATICS cultural forces that shape our lives. Stu­ This course provides intems with an ov­ INSTRUCTION, AAND B dent'! will be introduced to state Frame­ erview of theories, research and knowl­ This course integrates the requirements works and Standards, and will explore Lorraine Lima, Pacific Oaks alumna. edge of human development and learn­ for HD 218 Cognitive Development: How ways to integrate the Sodal Studies cur­ ing across the life span, with a particular Children Learn and ED 221 Curriculum riculum across subject areas. Students focus on critical pedagogy and the school­ Development: Mathematics. TillS class fo­ will create a thematic lInit that demon­ age years. Through the works of Darder, cuses on the theoretical :U1d practical as­ strates their ability to think creatively, Erikson, Freire, Gay, Gardner, Gilligan, pecl') of teaching mathematics. In keep­ plan instruction, utilize school and com­ Hale, Kohlberg, Piaget, Ramirez and ing with the cognitive theories of Piaget munity resources and integrate the Arts. Castaneda, Vygotsky and others, interns and VygoL'!ky, emphasis will be placed on Emphasis will be placed on the in­ explore aspect'! of physical, cultural, so­ the implications of a constmctivist theo­ clusion of English language learners cial, ethnic identity and intellectual growth ry in terms of the role of the teacher, the through Specially Designed Academic In­ and development. We begin with self­ classroom environment, and student learn­ struction in English (SDAIE) Strategies to knowledge as we reflect on our own ing. Participants will therefore actively ap­ help them access core content are-A knowl­ cultural identity and life-span develop­ ply cognitive theoretical content to math­ edge. The course requires at least two ment issues. Theoretical knowledge of the ematics instruction. This course uses the hours of classroom observation. NCTM standards for the teaching and issues and behaviors at each age will be liD 520 Cognitive Theory learning of mathematics as a framework Prerequisites: covered and bridged with practical class­ into Practice or eqUivalent coursework for creating developmentally appropri­ room application. The course will also in theories of cognitive development and ate, learning-centered curriculum. support the development of observation HD 282 Social and Pol itical Contexts of skills and formal and informal assess­ ED S21 2 UNITS Human Development and HD 220 Socio­ ment strategies related to the ongOing INTEGRATED MATH/SCIENCE linguistics (may be taken concurrently). identity, intellectual, social, linguistic and CURRICULUM Note: The I-unit section of this course physical development of the leamer from This seminar course is a model of de­ is only available to students enrolled in a transformative learning and culturally velopmental curriculum integration and the Pasadena Internship program. democratic perspective. Observing and creative learning environments. Empha­ supporting the learners' development of sis will be placed on integrAtive approach­ ED 524 3 UNITS cultural negotiation and cultural demo­ es to elementary mathematics curriculum LITERACY 'rHEORY INTO PRACTICE, cracy skills are included in this class. from experiential concrete manipulation AAND B: HOW CHILDREN BECOME w This course is the equivalent ofHD 200 v to abstract symbolization and concept LlnRATE AND ITS APPLICATION TO e for PONW Teacher Education interns. development. The goal is to connect LANGUAGE ARTS INSTRUCTION. - theory and practice, engaging the child's ...."" ED S13 3 UNITS This two-semester six-unit course ful­ ;; TEACHING AND LEARNING IN natural CUliosity of mathematical patterns fills the requirements for ED 222 Curri­ c ADIVERSE WORLD and relationships. Students will explore culum Development: Reading and Lan­ l-- elements of physical and psycbosoci(tl guage Arts and HD 220 Sociolinguistics. e Interns learn to observe and identify key ~ characteristics of a successful teaching! environments, classroom management, This course focuses on the theoretical C learning environment. Attention is given manipulative math curriculum materi­ and practical aspects of teaching read­ C to the basic philosophies of education als, and learning activities. Students will ing, writing, speaking and listening to which underlie current theoretical mod­ be introduced to basic principles of sci­ elementary students in a diverse class­ ence and scientific inquiry as a way of room. It also focuses on the development els of the classroom. These models are c examined in detail from historical and understanding and implementing theory of language within the social context and functional perspectives. Interns explore and practice of interactive curriculum. its implication as one of the most pow­ erful transmitters of culture. The unique ways to integrate tllese approaches in de­ ED S22 2 UNITS needs of English language learners will veloping appropriate curriculum, effec­ INTEGRATED ART/LITERACY/ be addressed throughout the course. Key tive management systems, assessment LANGUAGE ACQUISITION issues include primary and second lan­ tools and classroom design and structure. Explores theories and practices in teach­ guage acquisition, the role of language in Interns explore the role of the teacher in ing reading and writing: literacy issues • CLASS DESCRIPTIONS

learning, enrichment versus deficit mod­ to Spanish language learners the social norms and the social political els of schooling, bilinguaI/ESL educa­ 4. Teaching subject content in English context of urban schools. Students will tion, and analysis of classroom discourse. to English language learners be expected to apply their knowledge This course meets a CLAD requirement 5. Teaching subject content in Spanish from other courses to critically reflect on in California. to native Spanish speakers their development as teachers. This class is available to the Pasadena 6. Teaching subject content in English ED530 ASection Aof this class will offer Internship Cohort only. to native English speakers orientation and advising opportunities 7. Teaching in a dual language program for the preschool through third grade ED 525 3 UNITS 8. Advocating on behalf of English lan­ COGNITIVE THEORY INTO PRACTICE: teacher education program. Students will guage learners meet other P-3 students and talk about ECE MATH, SOENCE AND TECHNOLOGY These competencies may be demon­ CURRICULUM their program plans and how they see strated in a full time or part time intern­ themselves progreSSing through the pro­ Trevor Dobbs, MFCCfaculty member. This class focuses on theoretical and practi­ ship placement in which the intern has cal aspects of teaching math, science, and gram. Students will also be oriented to the opportunity to work with at least six public school primary classrooms. technology in the ECE classroom with an em­ English language learners. phasis on constructivist and developmental Students will visit four diverse schools. This course is available to PONW Students will participate in a variety of theory. Students will actively apply cognitive Teacber Education interns only. theory to mathematics, science, and technol­ ethnographic and reflective asSignments ogy ~culum development and assess­ ED 528 3 UNITS to help them develop an understanding ment with attention to state standard.,. Issues CURRICULUM DEVELOPMENT: of primary educational settings. related to Ihe socio-cultural context of math­ BILINGUAL INSTRUCTIONAL METHODS ED530B Section Bof this class will contin­ ematics, science, and technology are inte­ This class is designed to provide a £rame­ ue to meet in aseminar to examine the his­ grated into the course content. Students will work for instruction of children whose tory and social and political foundations of deepen their own math, science, and tech­ primary language is one other than Eng­ public schooling in a democracy and dIe nology competency as they practice curricu­ lish. Constructivist paradigms will be uti­ state and federal laws governing education. lum development and assessment for the lized to provide relevant theoretical and ED530C Section Cof this class \,,;11 pro­ classroom. Emphasis placed on math, sci­ practical information related to bilingual vide the structure of students to construct ence, and K."Chnology as aprocess of seeking instructional memods wim a goal of devel­ their culminating portfolio. Students will answers to que:.1ions about phenomena opment of cultural competence and cul­ create and present a portfolio highlight­ through experiential methods. Students will tural respect for young learners growing ing their positive impact on student prepare and facilitate open-ended activities up in a bilingual world. learning. The portfolio process will in­ with children. This class is designed to en­ ED 529 3 UNITS clude four steps: Introduction to able students to feel joy in teaching math, sci­ Portfolios, preliminary review of evi­ ence, and technology. BILINGUAL/BICULTURAL ECE INSTRUCTIONAL METHODS dence, peer review of portfolio and fac­ Ulty review of portfolio. ED 526 3 UNITS This class is designed to provide a frame­ ECE CLASSROOMS AS ACONTEXT work for teaching young children whose ED 531 2 UNITS FOR DEVELOPMENT primary language is one omer than INIRODUCTION TO URBAN SCHOOL This class will focus on creating deliber­ English as well as teaching a second lan­ Interns observe a variety of public school ately inclusive classroom environments guage to English speaking children. It will environment'), focusing on the culture and characterized by belonging, social re­ cover relevant theoretical and practical in­ politics of school institutions and di­ sponsibility, citizenship, and anti-bias '"z formation related to bilingual early child­ verse models of classroom practice, and o practices. Students will explore Social hood methods wim a goal of development participate in related discussion semi­ Studies through constructivist models of of cultural competence and respect for nars. Schools are chosen to highlight cur­ pedagogy and assessment dIat emphasize young learners grm"ing up in a bilingual rent educational issues and trends. The cultural relevancy and meaning making world. The emphaSis is on the develop­ focus of the seminars is on educational by learners. Students will develop specif­ ment of a language plan, selecting options structure and governance; school profes­ ic planning methods (lessons, units and for organizing language usage (time, sionals and the law; student and paren­ '" projects) that support an emergent, in­ schedule, teacher, or classroom based tal rights and responsibilities; profes­ '"ea: depth study approach while being ac­ models) , and responding to me linguistic sional ethics and the law; school reform ... countable to state requirement., for pub­ \J and cultural backgrounds of children and and trends in teacher evaluation...... lic school. Students will also become Z their fanillies in curriculum planning. This course is available to PONW o fanilliar with me dynamic tension created Cultural Transmission mrough song­ Teacher Education interns only. .... by me structures ~f public schooling and games and fingerplays will be a central ea: me personal needs of children. m~3 3~m IE component of this class. Expect regular a::: CURRICULUM DEVELOPMENT: o ED 527 3 UNITS demonstrations, high level interactions, LANGUAGE AND LITERACY ..... BILINGUAL INTERNSHIP and opportunities to practice in simula­ z This year-long seminar introduces in­ Students interested in earning a support­ tions, presentations, and role-plays. terns to the essential aspects of an inte­ ...ea: ing endorsement in Bilingual (Spanish! ED 530 1 UNIT EACH grative, developmental literacy program ....a::: English) Education will need to demon­ THE CULTURE OF SCHOOLS, A, B, C which includes reading, writing, speak­ z strate competence in me follOwing areas ing and listening. Interns explore a vari­ .... The Culture of Schools is designed to C!) in order to successfully complete a ety of theories of language development support students in their journey into Bilingual (Spanish/English) internship. a well as approaches to the teaching of 1. Teaching Spanish to Spanish language Primary School teaching. The Culture of Schools Seminars take a reflective and an literacy skills in order to develop class­ learners room practices that enable all children 2. Teaching English to English language ethnographic approach to becoming a teacher. Students ",;11 be introduced to to become competent, effective users of learners language in all of its forms. Particular at- 3. Teaching subject content in Spanish the professional ethics of public schools, PACIFIC OAKS COLLEGE

tention is placed on the learning needs al phenomena by using hands-on ies and creative learning environments of children whose first language is not experiences. Interns participate in in a hands-on interactive format. In­ English in order to support their litera­ activities from several curriculum terns build a framework for curricu­ cy development in both English and the sources. They prepare and facilitate lum development and implementa­ home language. In addition, socio-cultur­ open-ended science activities in the tion through exploration of theory, al contexts and biases as they relate to lan­ classroom where their students in­ role playing, materials, organization, guage and literacy development are vestigate a topic, debrief their obser­ management and educational issues. explored and integrated into the devel­ vations and are able to revisit the Classroom work and readings include opment of instructional strategies. In­ topiC. Interns wiu develop a working the concepts of developmentally ap­ terns will develop a working understand­ understanding of the state guidelines propriate practice, learning styles and ing of state learning goals (EALRs) in (EALRs) in science as well as a vari­ the multiple intelligences. Interns ex­ Reading, Writing and Communication as ety of assessment strategies. Addition­ plore a variety of ways to integrate well as a variety of assessment process­ al issues such a social and cultural various content areas into curricu­ es developed to measure student growth contexts, biases, effective question­ lum planning. and instructional effectiveness. The in­ ing strategies and room organization e. Health and Physical Education: terns will complete the seminar by artic­ will be considered in terms of strength­ Through a series of workshops, stu­ ulating their philosophy of literacy de­ ening the presentation of science les­ dents are introduced to the role of velopment as well as methods and sons. Finally, this seminar is designed health and physical education in the strategies they intend to use in their to enable interns to feel comfortable elementary classroom. Issues such a own classrooms. teaching science, to develop a broad child abuse, sexuality education, nu­ This course is available to PONW vision of what can be considered sci­ trition and substance abuse are ad­ Teacher Education interns on(y. ence, and to integrate science topics dressed. across the curriculum. This course is available to POIVW ED 544 3 UNITS b. Social Studies: Interns will utilize es­ Teacher Education interns only. CURRICULUM DEVELOPMENT: sential concepts and principles of so­ MATHEMATICS ED 547 3 UNITS cial studies to design developmentally IMAGINATION AND CULTURAL This seminar is based on the curriculum appropriate curriculum that is mean­ EXPRESSION IN THE CLASSROOM standards of the National Council of ingful, relevant and interesting to stu­ In this seminar students will explore the Teachers of Mathematics as well as state dents. Aworking understanding of the creative process through art, music and learning goals (EALRs) in mathematics. state learning goals (FAIRs) and a vari­ Theory and practice are interwoven to es­ drama. The emphasis will be on the arts ety of assessment methods will be de­ as communication, as reflection of cul­ tablish an understanding of mathematics veloped. Readings and discussions will based on a problem-solving approach to ture and history, and as a tool for com­ focus on approaches that provide op­ munity building and integrating all as­ mathematics instruction. Developmental portunities for children to IC'JITI in a theory, observations of children, informa­ variety of settings, that involve interns pects of the curriculum. tion regarding learning styles, multiple in­ in doing in-depth investigations of top­ This course is available to PONW telligences and cognitive science provide ics of interest to them, and that are Teacher Education interns only. a framework for the development of ap­ culturally relevant to the personal and ED 551 3 UNITS propriate mathematical experiences. social needs of the leamer. DIREC-rED TEACHING: PRESCHOOL Interns broaden their own understanding c. Technology: Exposure to and prac­ Students participate in a 14 week super­ of number concepts, pattern, statistics tice with the latest classroom technolo­ and probability, geometry, and spatial vised part time internship in a diverse gies including the Internet and World preschool setting. Students take pro­ sense, measurement and logical thinking Wide Web is a key focus of this course. through activities which develop concepts gressive responsibility for planning and Issues relating to the appropriate use teaching. Students must successfully from the concrete manipulative-based of technology at various developmental level through the stages to abstract under­ complete at least two weeks of inde­ levels, classroom management, cur­ pendent teaching during which lime standing and symbolization. The selection riculum integration and access and eq­ of appropriate materials and activities they take full responsibility for all the uity are also addressed. Interns work instructional and non-instructional which will build strong conceptual under­ extenSively with Apple Macintosh and standing is stressed. Issues related to so­ tasks each day, day after day, for at least Apple lIE computers to explore nu­ two consecutive weeks. cio-cultural contexts and biases are inte­ merous software titles in Math and grated into the constructive, active Language Arts and to develop strategies Students enrolled in a directed teaching learning environments. The role of. as­ for using computers for word process­ internship will need to demonstrate sessment will be addressed through ob­ ing, problem-solving, skills develop­ competence in the following areas: servation, discussion and information re­ ment and coopemtive learning. Interns 1. Teaching English to English language garding the use of problem-solving tasks also work with portable Alpha Smart learners and portfolios of work. keyboards, camcorders, VCRs, tego This course is the equivalent o/ED 221 2. Teaching subject content in English togo kits, and graphics and database to English language learners for PONW Teacher Education interns. programs to investigate the powerful 3. Supporting student's first language potential of these tools for both teach­ ED 545 4 UNITS development CURRICULUM DEVELOPMENT ers and children. More basic technolo­ a. Science: Introduces interns to the gies including 16 mm film projectors, 4. Advocating on behalf of English lan­ constructivist approach to teaching overheads and opaque projectors are guage learners science. Emphasis is placed on under­ also explored. 5. Assessing stages of language acquisi­ standing science as a process of seek­ d. Integrating the Curriculum: This tion and planning appropriate curricu­ I ing answers to questions about natur- seminar presents development of in­ lum and instruction for students at dif­ tegrated curriculum, thematic stud­ CLASS DESCRIPTIONS

ferent stages of language development discovery, reflections are utilized in or­ psychosocial and cognitive theories, the 6. Work with families of students der to familiarize students with skills to participants will add and integrate theo­ enhance their engagement with course retical and personal knowledge of growth This course is required for PONW P-3 concepts, dynamics and material. during the life cycle and the interaction interns and atJailable only in PONW. between the contexts of development and HD 098 0 UNITS psychological development. We will ex­ ED 553 4 UNITS GRADUAU COMPOSmON WORKSHOP DIRECTED TEACHING: PRIMARY amine our own developmental paths and Primarily an enrichment writing class, lilis look at choices made and options taken Students participate in a full time super­ course will enable students to acquire clear or rejected. Aresearch project fOCUSing vised internship in a primary classroom and concise, yet illustrative and powerful on a developmental issue is required. in a school with a diverse student body. skills to express themselves vitally through The class will emphasize develop­ This course also includes a reflective dIe written word. Whether in weekly reflec­ ment in adulthood. seminar that meets for two hours every tion papers, joumals, critical analyses, or other week throughout the term. Students when writing more technical papers such Prerequisitesfor HD 201: are expected to solo teach for a minimum as research papers and, inevitably for 1. All of the following: of three weeks as a part of this 14 week some, the Thesis, tllis class will, through a. MA or post baccalaureate student internship. Solo teaching includes all the many written exercises, allow students to b. Knowledge of Erik Erikson's planning, curriculum development and understand some basic strategies which theory and other psychosocial teaching day after day week after week for ."ill then unleash tlleir own innate and un­ theories at least three weeks. Solo teaching in­ tapped written cormmmication abilities. c. Knowledge of cognitive theories cludes taking full responsibility for all in­ d. Ability to observe and interpret structional and non-instructional tasks. Not available for degree credit. data e. Ability to reflect on one's own Students must demonstrate consistent HD 099 0 UNITS competence in all nine areas of the and others' life development and WRITING FOR THE INFORMATION AGE process or Pacific Oak-; hvaluation tool and the Acquire writing skills which will empow­ Washington State Pedagogy Assessment 2. M.A. or post-baccalaureate student, er you to think clearly and share your and previous completion of HD 200. tool in order to complete this internship. thought,) wilil others. This class will guide Not open to B.A. Students. ED 554 6-8 UNITS students in replacing old, negative fears DIRECTED TEACHING: INTERMEDIATE and attitudes about writing with vital, pos­ Note: Students who take lID 201 as a week­ Students participate in a supervised place­ itive behavior which will lead to person­ long or online class must also take HD 262 ment in an intermediate setting. One of al, educational and professional success. Research Seminar to meet the research com­ the two required placements must be in Students learn to view mistakes as learn­ petency requirement. a classroom of ethnic, lingUistic, cultural ing experiences and "failures" as step­ HD 203 3 UNITS and economic diversity. ping stones to dynamic goal achievement. THE EARLIEST YEARS This course is available to PONW Open to all registered students who need Focus on the significance of earliest child­ Teacher Education interns on()I. assistance with writing skills development. hood, from birth to age three, in the hu­ ED 562 1 UNIT Not atJailablefor degree credit. man life cycle, with emphasis on trust REFLECTIVE SEMINAR and autonomy, sensory-motor explora­ HD 200 3 UNITS This seminar provides students in the tions, and the beginning of language and EARLY CHILDHOOD 'fHEMES AND play. This course will examine the range PONW Teacher Education program with LIFE CYCLE ISSUES '" an opportunity to discuss and problem­ of typical and atypical development in z Each stage of life poses a task to be ac­ o solve issues, concems and successes that diverse cultural contexts in the preschool complished. These tasks appear as a chal­ arise in their placements. Students will years. Observation of child behavior from lenge and bring the chance for growth, also develop and strengthen those com­ the perspective of its meanings for the but also afear of failure and discomforting child will be included. Students will de­ munication skills necessary to be an ef­ diseqUilibrium. Themes which begin in fective teacher. These include: active lis­ velop skill in designing culturally rele­ early childhood-attachment, separa­ tening; active and appropliate engagement vant and inclusive home and group care tion, autonomy, accomplishment and fail­ in groups as participant, facilitator and! environments for optimum development ure--recur later in the life cycle. Aware­ or leader; cross-cultural awareness and of caring relationships and learning. ness of their beginnings and knowledge competence; and critical thinking in of psychosocial developmental theories HD 213 3 UNITS written and oral communication. enables adults to be aware of the resolu­ EVALUATING ENVIRONMENTS AND This course is available to PONW tion of these themes in their own lives, as PLANNING FOR CHANGE .... Teacher Education interns only. ee well as in children's lives. This cJa'\.S requires The goal of this class is to teach people :IE who are responsible for children and chil­ ICIII: extensive reading and a research project o HUMAN DEVELOPMENT which meets the research competency. dren's programs to analyze environmental ..... dimensions and to examine the range of z Note: Students who take HD 200 as HD097 oUNITS a weeklong or online class must also take environmental variables that govern the INTRODUCTION TO HD 262 Research Seminar to meet the behavior of children and staff. PACIFIC OAKS PEDAGOGY research competency requirement. There will be opportunities to ob­ z Aweekend workshop designed to pro­ serve at Pacific Oaks and in other settings .... vide an overview of Pacific Oaks Peda­ HD 201 3 UNITS and to problem solve by altering the en­ c.!) gogy with special attention to (1) partic­ ADVANCED STUDIES IN HUMAN vironment. This class is recommended ipation, (2) critical thinking, (3) writing, DEVELOPMENT for those anticipating doing a practicum and (4) presentations. The implemen­ This class explores in depth how themes in the Spring semester. By arrangement, tation of Pacific Oaks' mission state­ which begin in early childhood recur this class may give credit for Adnlinistra­ ment throughout the curriculum is also later in the life cycle. Building on knowl­ tion/Supervision of Child Care Programs. reviewed. Opportunities for exploration, edge of Erik Erikson's theory and other PACIFIC OAKS (OLLEGE

HD 218 3 UNITS tion. They will exanline the impact of their HD 240 3 UNITS COGNITIVE DEVELOPMENT: values and biases on communication MODELS AND METHODS OF PARENT HOW CHILDREN LEARN across cultural, racial, class and gender INVOLVEMENT An active investigation of the implica­ lines. Students study the many avenues for par­ tions of cognitive developmental theory ent involvement within preschool and HD 232 3 UNITS for early childhood education and the elementary programs, both direct class­ COMMUNICATION SKILLS AND elementary classroom. Objectives of the room participation and program sup­ class include: 1) acquisition of understand­ INDIVIDUAL DYNAMICS port activities. Cultural and socioeconom­ ing of basic constructivist theories, pri­ In spite of the fact that we spend a great ic factors, the realities of working and deal of our time with others, rarely do marily those of Piaget and Vygotsky; 2) Single-parent families, and variations exploration of the cultural and develop­ we have an opportunity to see ourselves among program types are considered. mental perspectives of cognitive theory; clearly as we interact with others. The ca­ This class meets the three-unit Home, and 3) application of theory to the diverse pacity to see ourselves clearly in social School and Community requirement for educational needs of children. Emphasis interactions is the nucleus of our empa­ state licensing for Early Childhood Edu­ thy and the basis of the helping process. v.ill be placed on the implications of con­ cation/School Director. structivist theory in terms of the role of Hence, knowledge of ourselves is, in­ the teacher, the classroom environment, deed, very valuable, in that it leads into HD246 3 UNITS the worlds of other people. The focus of PLAY IN CHILDHOOD and the curriculum. Cynthia Holloway (left), Human the present class is largely experiential, An exploration of playas a human ad­ HD 220 3 UNITS with a central objective being the im­ aptive function with a distinct develop­ Development program assistant, and SOCIOLINGUISTICS: ISSUES OF provement of our communications skills mental course, beginning in infancy and Lori Yonemitsu, program assistant and LANGUAGE AND CULTURE and the use of ourselves in positive ways varying in content and mode from cul­ certification officer with the Teacher Focuses on the development of language in interactions. Students will have the op­ ture to culture. Emphasis will be placed Education Program, work together on a within the social context and its impli­ portunity to learn about themselves by on the ability to observe children's play project at the Seattle campus. cations as one of the most powerful sharing their thoughts, ideas and feel­ and to make use of these observations transmitters of culture. The role of langu­ ings with group members. Avariety of in planning for a child; the importance age as a tool of social domination or li­ techniques will be used to assist us in of the physical emironment; and the set­ beration will be explored. Emphasis will our learning and growing. Among these ting up of environments for play that will be placed upon issues of bilingualism and will be active listening, re-framing, role­ engage children in using the skills that literacy as they relate to the proces..<; of bi­ playing and socio-drama. Context-build­ are prerequisites for academic learning. cultural development in American soci­ ing for mutual understanding will be an Cultural and gender issues and ways to ety; on analyzing primary and second lan­ ongoing component of the class. support cultural expression and non-sex­ guage acquisition; and on instruction of ist play opportunities will be considered. HD 235A 1UNIT bilingual learners. This course meet<; one Although our focus will be on early years, COMMUNICATION FOR we will address the integrative and trans­ of the CLAD requirements in California EMPOWERMENT: ONUNE and a bilingual and/or ESL endorsement formative function of playas it contrib­ What is the impact of the online format requirement in Washington. utes to the lives of individuals through­ on interpersonal communication? How out the life span. HD 228 3 UNITS can existing skills be applied and adapt­ CHILDREN'S LITERATURE ed to improve the effectiveness of online HD 250 3 UNITS Required for this class is a willingness communication? DEVELOPING ANTI-BIAS Note: Communication for Empowerment V'I to be both adult and child as we explore CURRICULUM: TEACHING OUR Z and examine the impact of books upon is offered in this modular format online. VALlIES TO OUR CHILDREN o young minds. We will create positive and HD 235B 1UNIT This class will introduce foundational memorable curriculum experiences for COMMUNICATION fOR concepts, models and rationale for devel­ children by group exposure to a wide EMPOWERMENT: IN THE LIFE CYCLE oping anti-bias curriculum, with a partic­ variety of children's books and methods. Engagement with developmental stages ular focus on early childhood education We will explore when and how to use can be enhanced or diminished by com­ and developmentally appropriate prac­ books and language to meet specific needs, tice. Attitudes and behaviors towards oth­ V'I munication dynamics. Students will ex­ V'I and how to create an environment that plore the impact of effective communi­ ers in the areas of gender, race, culture,

parents' and carers' needs; what i~, an and proposal material. Students must pre­ learning. Students will be encouraged to "educarer;" how, what, and when do in­ sent a draft proposal for review to com­ critically analyze observational tech­ fants Ie-am; how, what, and when to teach; plete this section. niques, developmental assessments, stan­ effects of environments ranging from This class may not be audited. dardized tests, teacher-made tests, and neglectful to over-stimulating. Instruction alternative a..<;sessments. Students will as­ Prerequisite: HD 277Aor HD 277B, or wiu include lectures and discussions. sess one child with avariety of instruments waiver. Students \\-ill observe envirorunent<; where and develop a plan of action to meet the infants are reared; discussion and eval­ HD 282 3 UNITS child's strengths and weaknesses. uations will follow. SOCIAL AND POLITICAL CONTEXTS OF HD 292 1-3 UNITS HD262 1UNIT HUMAN DEVELOPMENT INDEPENDENT STUDY The diverse social and political contexts RESEARCH SEMINAR Independent study requires that a of our society affect the socialization of Students will learn about the process of student design a project of one to six the individual and his/her understanding writing a research paper, develop a re­ months duration and find a faculty su­ of human development. This class exam­ search question, examine the literature pervisor. An independent study contract ines attitudes toward gender, class, race/ relevant to their question, and explore signed by the faculty supervisor is re­ various ways of colJecting and analyzing ethnicity, disability and sexual orienta­ quired prior to registration. Classes offered tion, along with the historical contexts data. Offered as an option for meeting at Pacific Oaks may not be taken for in­ the research competency for a Pacific within which specific theories of human dependent study. Please refer to the Sched­ development were created. Students are Oaks degree or for work on a self-se­ ule of Classes for registration deadlines. lected project. challenged to examine these influences on their own grow1h and perceptions of HD 298 1 UNIT Note: Required of student<; who take lID human behavior, to define their person­ ASSESSMENT OF EXPERIENCE 200 Early Childhood Themes and Life al ethics within the context of contempo­ This class is designed for mature students Cycle Issues or lID 201 Advanced Studies rary society, and to search for creative with professional experience in a human in Human Development in a Weekiong professional responses to inequality and development-related field who seek to or Online format. bias. Avariety of methods, including ex­ apply for special admission to either the HD 273 3 UNITS periential activities, small group discus­ Pacific Oaks B.A. or M.A. program. This EDUCATION FOR CRITICAL sion, weekly writing, reading, and mini­ Life Experience Seminar will proVide an CONSCIOUSNESS lectures are utilized. opportunity for mutual advising and evaluation in working out the documen­ Paulo Freire taught adults in Brazil; Sylvia 3 UNITS HD 285 tation of experience and the plan for a Ashton Warner taught children in New DEVELOPMENT OF program at Pacific Oaks. Zealand. Both taught oppressed popula­ BICULTURAL CHILDREN tions and believed that people learn Prerequisite: Admission to B.A. or M.A. This class will specifically focus on a program through ABLE option. through what they are passionate about. framework of bicultural development as Their work will be read and discussed it compares with monocultural develop­ HD 299 0-3 UNITS along with that of other theorists who mental theories. The pertinent issues and THESIS/MASTER'S PROJECT have similar beliefs about such issues as major social-ecological influences that Required registl"tltion for all students com­ moral development, relationships and play an important role in shaping the de­ pleting a thesis or project in the semes­ literacy/curriculum. velopment of bicultural children will be ter the thesis is completed. Registration HD 277A 1 UNIT explored. CuJture and cognition, bilingual­ is also required for all students working '"z o THESIS DEVELOPMENT ism, the biculturation process, and cultur­ on a thesis or project, who are NOT cur­ Students wiII develop and refine their al psychological dynamics as they relate rently enrolled in HD 277. Three units thesis topic while developing an under­ to personality and development and iden­ are required for the first registration in standing of the element,; of both a formal tity formation will be examined. An over­ HD 299 and zero units per semester for proposal and thesis, including litcl"ature view of the current literature in the field two semesters at which point the thesis! review, methodoloh'Y and data analysis. will also be discussed. project is submitted. Students who have not completed the thesi&lproject at the end '" This class may not be audited. HD 288 3 UNITS of three terms must enrolJ in one unit per '"..::c DEVELOPMENTAL ASSESSMENT term until completion. -v HD 277B 1 UNIT AND PROGRAM PLANNING ...... THESIS DEVELOPMENT Prerequisite: An Advancement to Can­ Z This course is designed to explore the o Students will continue development of their uses of a..'isessment to enrich teachers' didacy form signed by the Thesis Chair­ .... methodology while having the opportun­ understanding of their students and to person on file in College Records. ..::c ity to initiate literature searches, provide :e guide in instructional planning, which HD 307 3 UNITS IX and obtain feedback on their methodol­ meets the individual learning needs of a o ogy and instruments. Students must be able WRITING OUR STORIES: REFLEOIONS .... diverse classroom. The goals of this ON LITERACY DEVELOPMENT z to produce a draft of a proposal to com­ course are to provide learning experi­ plete this section of the class successfully. Pacific Oaks students bring a breadth of ences, which will increase the student's diverse life experience to the college. They This class may not be audited. understanding of, :md ability in, the fol­ learn through telling and writing their Prerequisite: HD 277A, or waiver. lowing areas: establishing and commu­ stories about these experiences and de­ nicating learning goals for all students; velop in-depth knowledge through reflect­ HD 277C 1UNIT involving and gUiding all students in as­ ing on them with others. To be effective THESIS DEVELOPMENT sessing their own learning; using the re­ in facilitating young childrbn's beginning Students wilJ learn to organize their sults of assessments to gUide instruc­ writing, teachers must have experiences writing, develop themes, review technical tion; and collecting and using multiple themselves with writing. They must mod­ '''riting skills and practice editing thesis sources of information to assess student el literacy behaviors, by writing where PACIFIC OAKS COLLEGE children can see, scribing children's words, The class will focus on the techniqrcs pected to reflect upon their own prac­ and representing children's play in writ­ and models for contliet resolution, me­ tice and values, to observe other adults ing. Writing Our Stories will bridge be­ diation, and creative problem-solving in working with children and their families tween the kind of writing that people various contlict areas, including the family, or with other adults, and to explore the may be comfortable with before they en­ the school, and the workplace. Tech­ integration of values into practice. tered the program with writing that en­ niques for effective communication, brain­ courages people to express their own storming and cooperative group decisioIl­ HD 343 3 UNITS culture through writing. Students will making will be explored. Communicating TEACHING AS PERFORMING ART practice reflecting on this writing with across cultures, and bias awareness is­ Participants explore creative drama as others to discover how they bl'came lit­ sues will be explored within aU content an improvisational, non-exhibitional, pro­ erate writers, and what their stories can areas. Class format will include discus­ cess-centered form of expression in which tell them about what they have learned sion, lecture, reading, writing, demon­ student., are guided by a leader to imag­ from their experiences. stration and role playing. ine, enact, and reflect upon human experi­ ences. The purpose is to provide an altern­ Taka Nomura, member ofthe first faculty HD 308 3 UNITS HD 331 3 UNITS ative approach to teaching social studies in 1945, Pacific Oaks Friends Scbool, at WOMEN IN ADMINISTRATION TEAM BUILDING FOR EARLY and integrated arts which opens children's a recent visit to tbe Cbildren 's School Designed to help women pursue a car­ CHILDHOOD EDUCATORS AND PARENTS minds, stimulates their imaginations and eer in administration, and to explore the Designed for administrators, teachers. language abilities, and sparks their enthu­ political and social forces that affect deci­ staff, and parents to create an effective sia..,m for continued personal develop­ sion making, understand the importance team which values working together with ment and discovery. This c1a.",s may also of style and image, develop networking mutual respect. Among the issues ad­ serve as a practical gUide for classroom techniques, learn effective communica­ dressed will be: 1) including parents as teachers, recreational leaders, and oth­ tion skills and examine sexual harass­ members of the team working for the ers who want to initiate creative drama ment. Student., will develop cla..;;s projects, growth and support of the children; 2) activities in a variety of subject areas and conduct interviews, examine and compare developing clear communication, writ­ need help in getting started. research findings, and participate in mi­ ten and oral, formal and informal and ni-seminars, as well as evaluale various 3) exploring experiences of power and HD 360 3 LlNITS class guest speakers. By arrangement, this powerlessness among people with di­ ADVANCED STUDIES IN DIVERSITY class may give credit for Administrationl verse roles, perceptions, and histories. AND ANTI-BIAS ISSUES An in-depth, critical examination of the Supervision of Child Care Programs. Questions will include: What can YOll do from where you are? Whal is your re­ impact of institutional oppression on IlU­ sponsibility when you are caught in the man service programs for children and adults and the Significance of cultural and HD 309 3 UNITS middle of a problem? How can you deal with issues that are not clear? How can political contexts on individual develop­ COMMUNICATION AND THE LIFE cyaE ment and learning. Snldents will sttldy new Aclass about life cycles and communica­ you enable people to deal directly with others? This is an equivalent class for research and melhods for working with tion concept.,. It is a goal of this class to en­ bicultural children and adults. and devel­ hance understanding of the interconnected HD 240, Models & Methods of Parent Involvement, with permission of advisor. op skills for doing anti-bias human serv­ and interdependent component., of com­ ice work and advocacy. Format is a grad­ munication and tasks of various life cycle HD 331 3 UNITS uate seminar individualized to the changes. W11ether it's an infant learning PLAY, LANGUAGE AND participants' interests and issues. Stud­ about trust, an older adult learning to ad­ LITERACY DEVELOPMENT ents are expected to engage in develop­ just to physical and mental changes, or any How do young children develop the skills ing their own theoretical and method­ c of the many stages in between, we all have they need to grow lip competent in a liter­ ological framework for bicultural and -l- a vital need to communicate with one an­ ate society-language, dramatic play, us­ anti-bias work. I: other. Focusing on specific life cycle stages I: ing tools and materials to represent their Prerequisitesfor HD 360: and how attention to communication can experience, and reading? An examination .. I. All of the following: .. facilitate engagement with the task of that of the development of symbolic beha\liors , stage will provide valuable information for and the role of adult.;; in supporting chil­ a. M.A. or post-baccalaureate student personal and professional relationships. dren's play, language ~Uld literacy. b. Experience working on issues Communication and life cycle issues will Students wiII examine developmentally regarding sexism, racism, - be addressed in a holistic way, looking at " appropriate curriculum and a..;;sessment classism, and disability the needs of bodl parties as well as the so­ design for diverse literacy learners. c. Demonstrated commitment to ( cial context of interactions. I­- HD 340 3 UNITS social justice . HD 310 3 UNITS lEADERSHIP IN EDUCATION d. Understanding of the dynamics ., CONFLla RESOLUTION AND This class is a seminar for professionals: of institutional :md individual bi­ ..( MEDIATION in leadership situations who work in ear­ a..;;es and use of power, or This class is designed for human service ly childhood education and other human professionals, including teachers, educa­ 2. M.A. or post-baccalaureate student service professions. Theoretical empha­ and previous completion of HD 282. tional administrators, and marriage and sis is on educational issues in contem­ family counselors, who work with chil­ porary society. Topics include: working ef­ Not available to B.A. sludcnt~. dren, adolescent'i, and families. Partici­ fectively with diverse colleagues and HD 396 3 UNITS pants will examine the nature of human families; program development .md ad­ CONTEMPORARY URBAN ADOLESCENTS conflict and effective strategies for con­ ministration; strategies for facilitating em­ This class will focus on several issues flict resolution, and will explore meth­ powerment, responsibility and advoca­ that affect the quality of life of adoles­ I ods for developing programs which pro­ cy; adult supervision; and professional cents in urban areas. Subjects for study mote the peaceful resolution of conflict. growth and survival. Students will be ex­ CLASS DESCRIPTIONS

wiIJ include: unemploymentlundelem­ sues concerning programming, super­ ployment; gangs and other peer pressures; vision of staff, and providing on-going early sexuality; teen pregnancy: AIDS HD 415 3 UNITS growth and training of staff. We will dis­ and other sexually trdnsmitted diseases; EMERGENT CURRICULUM: cuss the skills and techniques necessary and drugs. We will examine these topicS REFLECl'ING LEARNER LIVES to administer a variety of early childhood from a developmental perspective and vis­ Emergent curriculum is a values based education programs, including preschool it programs that are addressing them. approach to teaching and learning which and day care. Such issues as budgeting, focuses on who the students are, dleir so­ record keeping, authority, communica­ HD 400 3 UNITS cio-cultural context and current issues, tion and creativity will be discussed. WORKING WITH CHILDREN IN A in order to shape "what happens" in an DIVERSE WORLD educational setting. Decision-making about HD442 2 UNITS This class examines the developmental curriculum should be negotiated by those CHILDREN'S ART SIUDIO PRAalCUM needs of children and the different assump­ who know the learners best. In this ap­ AND SEMINAR tions which underlie developmental and proach, the focus is on the community Student') will work directly with children constructivist approaches to working with that teachers and learners create and in­ ages two to seven years in the Children's children. It includes an exploration of the volve in their lives together. Art Studio, supervised by resident artist; uses of interpersonal power in settings In this class, students will explore learn age-appropriate art curriculum us­ where adults and children encounter C'JCh sources of emergent curriculum, power ing various media, and apply skills and other, opportunities to observe children dynamics, the balance between advanced knowledge in directed teaching. Includ­ in a variety of contexts, and the exami­ planning and spontaneity, and issues of ed are the art of preparing and hanging nation and development of effective facil­ cultural relevancy and accountability. Par­ exhibitions, ceramic kiln firing, documen­ itative strategies for teaching counseling, ticipants will be required to actively en­ ting and cataloguing children's art for parenting, and social and educational gage in their own classroom in teacher the Pacific Oaks Permanent Collection. change. Emphasis will be on valuing diver­ roles that are central to the emergent mr­ Written and photo-documentation are re­ sity and respecting the individual; active riculum process--observatlon, analysis, quired. Enrollment is limited. Consent experiential learning; interaction be­ collaboration, research and documen­ of instructor required. Teacher Education tween theory and practice; and the im­ tation. Implication for learners of all ages students, please consult your advisor. pact of social contexts on oneself

Not available to B.A. students. Not available to B.A. students. Prerequisite: Permission of Advisor. Prerequisite: Permission of Advisor. HD 467 3 UNITS HD 4530 1-2 UNITS HD 460 3 UNITS FOUNDATIONS OF TEACHING ART: ADMINISTRATION/SUPERVISION: SEMINARS IN BICULTURAL RELEASING THE IMAGINATION OBSERVATION DEVELOPMENT AND EDUCAIION Numerous studies show that students who Observation of one or more persons These seminars are designed to focus on are exposed to a creative and nurturing whose work, the culture in which it takes bicultural development and its implica­ art program are also more likely to excel in all areas of school. you have always place, and whose style of dealing with their tion for educators and human service pro­ H considered yourself to be "art work is of interest to the student. Stud­ fessionals working in bilingual and/or phobi~" but have the desire to use art techniques ents function as observers, rather than as bicultural communities. The seminars will in your classroom, this course is de­ participants, in daily processes. Permis­ be constructed on identified needs in the signed to empower you-and your stu­ sion of the individual(s) being observed bicultural specialization and the areas dents. We will explore art theory as well as is required. Credit is based on 45 hours of interest of faculty members who will hands-on art making. Beginning with an per unit of observation and reading. be teaching the course. Each weekend examination of the nature of creativity, the will be a contained "mini class." Snldents Not available to B.A. students. class \vill evolve into practical, hands-on may take one or all three weekends. Spe­ Prerequisite: Permission of Advisor. techniques and concepts that can be put cific topics will be listed in the class sched­ into immediate use. Areas of study will in­ HD 454F 1-3 UNITS ule when the class is to be offered. clude printmaking, sculpture, cartooning, COLLEGE TEACHING/TEACHING approachable and achievable drawing tech­ ADULTS: FIELD WORK HD 464 3 UNITS niques, working with charcoal, pastels, wat­ Requires that students be either employed COMMUNITY AS ACONTEXT ercolors, use of unorthodox materials, etc. JIMy experiences here at PONW have as the teacher of a college class, or be in­ FOR DEVELOPMENT Children develop as unique individuals volved in an internship/team teaching HD468 2 UNITS been exhilarating. The friends and in the context of complex communities. arrangement which enables them to take GRADUATE SEMINAR IN Growth and identity are influenced by the colleagues I have met will be with me a responsible role co-teaching in a col­ ART EDUCATION social dynamics and interactions of the lege class. Credit is based on 45 hours per This seminar will provide Master's can­ diverse families and cultural institutions forever. I have enjoyed the diverse unit of field work and journal keeping. didates with an opportunity to pursue in­ in which children live. This class focus­ depdl those areas of interest to which they population Seattle has to offer in its Not available to B.A. students. es on theoretical and practical aspects have been drawn during their course of PrereqUisite: Permission of Advisor. of building, reflecting, and including school system. )J study. Through reading and dialogue, par­ "community" in early childhood and pri­ ticipants will sharpen their focus on the is­ HD 4540 1-2 UNITS mary classrooms. Students will be ex­ sues of art education they find most chal­ COLLEGE TEACHING/TEACHING pected to create strategies which use the lenging. Participants are expected to be ADULTS: OBSERVATION child's community to enhance learning conversant with art theories and to work Observation in one or a variety of col­ and build a sense of belonging. This class Beatrice Gordon toward evolving their own philosophy of lege classes, with special attention to in­ will explore community-building as an art education. Snldy topics will include: Student structional process and strategies. Credit avenue to examine and promote cultur­ is based on 45 hours per unit of obser­ the relationship of the artist to society; cross­ al competence and advocacy for children. MA. Human Development vation and reading. culrural and culture-specific artwork; school as an agent of change and/or socializa­ Not available to B.A. students. HD 465 3-4 UNITS REFLEalVE TEACHING SEMINAR tion; the economics of art; and making space Prerequisite: Permission of Advisor. Reflection on one's own practice with chil­ for adults' and children's art. We will create HD 4S6F 1-3 UNITS dren and analysis of the implementation a personal statement of our beliefs over the PARENT/COMMUNITY WORK: of developmental theory. Self observation, course of the semester. FIELDWORK being observed by others, and observing Open to graduate students only. Requires that students have a job or in­ at other sites are all required. Class open ternship/apprenticeship, which enables to full-time, experienced teachers of young HD469 3 UNITS them to take responsibility for work with children only. ADULT DEVELOPMENT: parents. Credit is based on 45 hours per Prerequisite: Consent of advisor, and cur­ MISSION AND VISION unit of field work and journal keeping. rent full-time employment as a lead We construct mission and vision in our Not available to B.A. students. teacher with young children. lives through the developmental tasks we encounter. In tum, mission and vision in­ Prerequisite: Permission of Advisor. HD 466 3 UNITS form our life choices in deep and mean­ HD 4560 1-2 UNITS WOMEN IN ART ingful ways. Together, we will examine PARENT/COMMUNITY WORK: Ahands-on series of art experiences by, the emergence and development of mean­ OBSERVATION for and about women. We will discover ing in the adult years through our own as Observation of one or more persons and practice our own forms as we become well as others' stories. acquainted with the forms created by wo­ whose work, the culture in which it takes HD 471 3 UNITS place, and whose style of dealing with men artists from every continent. We will explore the relationships between the tra­ IMPLEMENTING ANTI-BIAS their work is of interest to the student. CURRICULUM Students function as observers, rather than ditional art forms and contemporary art Designed for educators with some experi­ as participants, in daily processes. Per­ forms. We will apply these findings to ence in anti-bias curriculum, this class mission of the individual(s) being ob­ the art education of our children. Atten­ dance at one museum or gallery show of will synthesize national standards, state served is required. Credit is based on 45 frameworks and district courses of study hours per unit of observation and re-ading. women's work and a written review will be required. with a developmental, anti-bias philoso- CLASS DESCRIPTIONS

phy. Developing interdisciplinary curricu­ viewing strategies and methods will be families. Students will explore and prac­ hun, critically analyzing current instruction­ explored. Recommended for students en­ tice techniques for the observation and al practices and infusion of an anti-bias gaging in completion of or interested in recording of behavior and writing devel­ curriculum into all content area..;; are the engaging in a qualitative master's thesis. opmental summaries, examine environ­ main objectives for this class. This is the ments for young children and plan, im­ "how to" class for putting anti-bias cur­ HD 477 3 UNITS plement, and evaluate developmentally riculum into action in the classroom. ANTI-BIAS CURRICULUM WITH ADUI.TS appropriate, culturally relevant, anti-bias We will explore: (a) the pedagogical prin­ experiences for infants, toddlers, and I-Early Childhood Education ciples, strategies and activities for pro­ II-Elementary Education twos. Students will also explore team moting anti-bias education with E.C.E. stu­ teaching, examine program issues, and Prerequisite: HD 400, lID 282 or expe­ dents, staff, parents and other caregivers; rience. consider the social and political aspects (b) the issues, obstacles and developmen­ of group care. HD 472 3 UNITS tal journey adults travel when engaged Students spend 12 hours/week (3 ADVANCED STUDIES IN IMPLEMENTING in anti-bias education; and (c) the knowl­ units) or 16 hours/week (4 units)in ANTI-BIAS CURRICULUM edge base, skills and dispositions required placement. Teacher Education students This class is designed for students who of anti-bias education trainers. Class meth­ consult with your advisor. are interested in strategic planning, in­ ods include experiential activities, reflec­ tive discussions, mini-lectures, reading Students planning to do their stitutional changes, and skills for working practicum at the Children's School must with adults within an anti-bias frame­ and writing. Students must have a work­ John Nimmo, Pacific Oaks College ing knowledge of anti-bias curriculum. receive clearance from the Children's alumnus and PONWfaculty member. work. Class format will include discus­ School prior to registering. sions, interactive activities utilizing case Completion of HD 282, Social and Politi­ cal Contexts of Human Development, is studies and poliCies, readings and writ­ HD 481 3-4 UNITS strongly recommended. ten assignments. Students are expected DEVELOPMENTAL PRAarCUM to engage with each other in critical an­ HD 478 3 UNITS SEMINAR: 3-5 YEARS alysis of educational practices and soci­ WORKING WITH FAMILIES IN This seminar is designed for students etal obstacles to deepen their theoretical ADIVERSE WORLD placed in Pacific Oaks' Preschool and knowledge and to define levels and mod­ This class is designed for educators, coun­ Child Care programs, and off-site practi­ els of advocacy work. An action project selors and other human services pro­ ca. Discussions will include developmen­ will be required. fessionals who work with families di­ tal issues, curriculum, differences in Prerequisite: HD 282 or 360, or per­ rectly or as allies for their young children scheduling for half-day vs. full-day pro­ mission of instructor. and adolescents. We will examine the psy­ grams, parental support, and group care HD 474 3 UNITS chosocial developmental stages/tasks of issues. The seminar will incorporate ob­ INTERVENTION MODELS IN EARLY families, the critical importance of cul­ serving and recording techniques, devel­ CHILDHOOD EDUCATION ture/ethnic traditions, values and beliefs opment and implementation of anti-bias, This class will focus on the social, emo­ and how these all affect our relationship culturally relevant curriculum, environ­ tional, and developmental needs of young as advocates. Learning objectives will in­ mental analysis, and will explore the re­ children who are deemed at risk for a clude utilizing culturally sensitive meth­ lationship between theory and practice. variety of rea.<;()ns; family dysfunction, child ods to assess family needs, designing and Students will be expected to articulate the abuse, neglect, and prenatal drug expo­ implementing supportive social service difference between half-day pre-school sure. Issues and practice involved in work­ and community structures, developing ap­ programs and full-day child care pro­ grams. Students spend 12 hours/week (3 '"z ing with children and families, models propriate interventions and promoting o of respite, residential and family reunifi­ effective communication and interaction units) or 16 hourslweek (4 units) in place­ cation programs will be examined, as will within the family and between the fami­ ment. Teacher Education students con­ their theoretical premises. The class will ly, school, social service agency, or oth­ sult your advisor. visit programs that represent models of er professionals. Within this context, stu­ Students planning to do their successful intervention and reunification. dents will develop strategies to be more practicum at the Children's School must This class replaces HD 249, successful individual, interpersonal and receive clearance from the Children's institutional change agents. The empha­ School prior to registering. '" Preventative Intervention for Infants & '"cc the Very Young, and HD 475, Working sis will be on active, experiential learn­ ... HD 482 3-4 UNITS v with Drug-Affected Infants, Toddlers & ing, interaction between theory and prac­ ...... tice, and the impact of social, ethnic, DEVELOPMENTAL PRACl'ICUM Z Their Families. It is a required class for SEMINAR: YEARS o the Infant! gender and class contexts on ourselves, 5-8 .... Toddler specialization, and an approved and our work with children and families . This seminar is designed for students cc placed in the Pacific Oaks Children's elective for the Early Childhood and De­ :e HD 480 3 UNITS School or in off-site kindergarten or ICII:: velopmental Education specializations. ....o DEVELOPMENTAL PRACTICUM primary programs. Based on child-cen­ z HD476 3 UNITS SEMINAR: 0-3 YEARS tered theory and best practices, life ex­ ... QUALITATIVE METHODS This seminar is designed to provide an periences and the developmental needs cc This class is designed to teach students opportunity for students placed in Pacific of individual children are the corner­ ICII:: Oaks' programs for children infant through loW the underl}ing prinCiples, theoretical ap­ stones of curriculum for this age range Z age three, and off-site practica to discuss loW proaches and applied skills of qualitative and consequently, for the seminar. Both c:> research by focusing on formulating re­ relevant issues. The seminar will explore cognitive and affective growth are ad­ search questions, gathering data, categor­ the relationship between theory and prac­ dressed by both the core curriculum and izing, coding and analyzing collected in­ tice in programs for children under three practicum deSign, which includes hands­ formation in preparation for documenting years of age, examine developmental is­ on activities in the areas of science and and presenting research. Ethnography, sues, teacher/care giver roles, and the math (such as blocks, math manipula­ narrative analysis, case study and inter- relationship between group care and tives, gardening, and cooking); language PACIFIC OAKS COLLEGE arts (dictation of stories, poetry, visual, courages exploration and discovery. Cur­ will present an inclusive framework, so and three-dimensional arts, journals, riculum will include visits to studios of lo­ that students develop competency working and books); and social development cal artists, who will explore technical with bicultural populations. (families, lifelines, and the exploration of application in the arts through avariety of the neighborhood and community) . media. As part of the course, students will MFT 224 3 UNITS Additionally, attention is particularly participate in a field trip of their own and MfCC PRAalCUM I directed to the wide range of readiness develop a project based on the experience. Tills class is developmental in its approach, in this age group and the resulting impli­ combining supervision issues that arise HD 603 2-4 UNITS cations for the emergence of the foun­ in clinical placement with theoretical is­ ART EDUCATION: FIELDWORK dations of the academic skills (reading, sues studied in class. Various psychothera­ writing, arithmetic). The curriculum bal­ Students are required to spend a specif­ peutic techniques will be examined and ances teacher-initiated with child-initiat­ ic number of hours in a minimum of two clinical skills in intake evaluation, assess­ different settings during the course of the ed activities, demonstrating that the child ment, diagnosis and treatment will be de­ and the adult are active partners in semester. Responsibilities of the student veloped. This class will monitor and sup­ 111USt include planning, implementation learning. port the students' experience in clinical Observing children, practicing the and documentation of an art curricu­ placement and will study issues of coun­ writing of developmental summaries, ar­ lum. Each student will create a portfolio ter/transference, spousal abuse assessment ticulating the challenges of an integrat­ that includes documentation of commu­ and treatment, interventions with various ed CUrriculum, working with mainstream­ nication in four arts disciplines; com­ types of crises and ongoing treatment munication and mastery in at least one ing experiences, involving parents, and and termination. An understanding of the learning about environmental education art form; development and presentation impact of social, racial, cultural, gender are major component') of the practicum. of basic analyses of works of art fr0111 and sexu,u orientation issues in psycho­ The antibias perspective is woven into informed stmctural, historical and cul­ therapy will be promoted. The class will the curriculum that includes a focus on tural perspectives; and the relation of VM­ also examine a wide variety of ethical, pro­ conflict resolution and issues of inclusion, ious types of arts knowledge and skills fessional and personal issues that impact respect and diversity in the classroom. within and across disciplines. Students the mental health professional in the pur­ Students spend 12 hours/week (3 will gain an informed acquaintance with suit of the profeSSion within the market units) or 16 hours/week (4 units) in exemplary works of art from a variety of reality of present day health care sys­ placement cultures and historical periods and from terns. combinations of those perspectives; and Students planning to do their MFT 225 2 UNITS practicum at the Children's School must derive their own knowledge, beliefs and values for making personal and profes­ PROFESSIONAL ETHICS receive clearance from the Children's AND THE LAW School prior to registering. sional artistic decisions. Students will also acquire a well-grounded understanding The class reviews the follOWing areas: HD499 1-3 UNITS of the nature, value and meaning of the 1. Contemporary professional ethics and SPECIAL TOPICS: mis as part of their own humanity. statutory, regulatory, and decisional laws Special interest classes. See current Students are required to complete that delineate the profeSSion's scope Schedule of Classes for specific descrip­ at least one fieldwork experience and could of practice; tlon(s). be expected to complete two. The spe­ cialization advisor would determine this 2. The therapeutic, clinical, and practi­ HD 601 3 UNITS based on the student's experience and cal considerations involved in the leg­ ARTS AND SOCIAL CHANGE program goals. al and ethical practice of marriage, Treatment of societal issues in art a.'i well family, and child counseling, includ­ as art education. Topics will include art HD604 1 UNIT ing family law; a.'i an anti-bias tool, the inclusive potential ART EXHIBITION 3. Spousal or partner abuse, detection, of art, and art a.'i a political statement. In the course graduate students will phm and intervention. and prepare for display, 15-20 selected HD 602 3 UNITS pieces of project work, integrating ac­ 4. The current legal patterns and trends THE COMMUNITY AS CLASSROOM: cessible and affordable techniques and in the mental health profeSSion; FORGING CONNECTIONS THROUGH methods; design and distribute exhibition 5. The psychotherapist/patient privilege, THE ARTS materials; and submit a portfolio of the confidentiality, including issues relat­ Every community ha.'i a wealth of people, exhibition along with a naIT'Jtive about the ed to a patient being dangerous to places and organizations on which school'i, process for the permanent collection. self or others and the treatment of min­ human service agencies and other insti­ ors with and without parental consent; tutions can draw to enrich the quality of MARRIAGE, FAMILY & 6. Arecognition and exploration of the care, education and opportunities to COll­ CHILD COUNSELING relationship between a practitioner's struct meaningful experiences. Incor­ sense of self and human values and his porating scholarship and methodologies MFT 221 3 UNITS or her professional behavior and ethics. from visual and performing arts, folk­ THEORIES OF MARRIAGE, FAMilY This class meets the requirements for lore, oral history and intergenerational AND CHILD COUNSELING the California MIT license. programs, this course viC\V'S field trips and This class will review the major psycho­ site visits by artists and local residents therapeutic approaches in marriage, fam­ MFT 226 3 UNITS as being at the heart of the human serv­ ily and child counseling. There will be a MFCC PRAalCUM II ices rather than enrichment activities. focus on interpersonal theories, family This class is developmental in its ap­ The course \vill explore ways to integrate systems theories, and feminist theory and proach combining supervision issues that the rich resources of local communities how each informs work with individuals, arise in clinical placement \l;ith theoretical I into classrooms and institutions that en­ couples, families, and children. The class issues studied in da.'is. Various psychother­ • CLASS DESCRIPTIONS .

apeutic techniques will be examined ories and pmctices. Specific cultural con­ will be discussed. Using the DSM IV as and clinical skills in intake evaluation, as­ tent (with emphasis on family history, the main paradigm, some of the most sessment, diagnosis and treatment will structures, dynamics, values, mores, ad­ prevalent psychopathologies of our cul­ be developed. This class will monitor and aptive strengths, and coping styles) and ture \vill be explored. The purpose and us­ support the students' experience in clin­ socio-political constraints on human de­ age of DSM IV will be studied. Focus ical placement and will study issues of velopment (with emphasis on mcism and will be on building a cognitive diagnos­ counter/transference, spousal abuse as­ normative value psychology) will be ex­ tic competence of, as well as an effective sessment and treatment, interventions amined. The importance of racial/ethnic understanding and comfort with, the with various types of crises, ongoing treat­ identity is highlighted as the core of one's various mental health disorders. Atten­ ment and termination. An understanding self-identity, the framework which has tion will also be given to etiology, epi­ of the impact of social, racial, cultural, shaped personality, and the basis for un­ demiology and treatment, including gender and sexual orientation issues in derstanding diagnostic assessment, treat­ chemotherapy. Some of the main psychi­ psychothempy will be promoted. The class ment goals and the realizations of success­ atric testing tools will be examined. will also examine a wide variety of ethi­ ful interrelations. The objective of the class cal, professional and personal issues that is to develop knowledge of and an openness MFT 269 3 UNITS impact the mental health professional in and sensitivity to the cultural differences. PERSONALITY THEORIES AND CLINICAL INTERVENTION the pursuit of the profession within the Prerequisite: lID 282, Social and Political market reality of present day health care This class is designed to explore the var­ Kevin McKeague, student at PONW. Contexts of Human Development and/or systems. ious personality theories and study their lID 360, Advanced Studies in Diversity. logical conclusions in psychotherapy. MFT 228 I, (II, III) 1UNIT MFT 231 3 UNITS Therefore, each theory will be followed POST PRACTICUM I (II, III) HUMAN SEXUALITY AND SEXISM by clinical case discussions, usually chos­ This class is developmental in its ap­ This class focuses on the professional and en from that theorist's writing. In cases proach combining supervision issues personal aspects of human sexuality. where testing material or research tech­ that arise in clinical placement with The class will explore various issues in­ niques were developed from theory, case discussion issues as these are ex­ cluding the development of a working vo­ study of these materials will replace clin­ plored and analyzed in the oral exami­ cabulary of appropriate language and a ical material. Active student participation nations for the MFf license of the State knowledge of procedures that enable and preparation is essential. of California. The class has several people to feel more at ease discussing This class provides training require­ goals: 1) Monitor the clinical placement sex. Because sexuality is an integral part ment for the California MFf license. experience of students who have com­ of the whole person, the follOWing top­ plete their Practicum I and II require­ ics are addressed: anatomy, physiology, MFT 214 2 UNITS ments, and are pursuing more super­ communication, sex thempy, sexuality in THEORIES AND APPLICATIONS OF vised hours toward their licensure childhood and other life cycle periods, PSYCHOLOGICAL TESTING needs; 2) Support the students in their and suggested books for clients and their This class considers the strategies and work at the agency, as they further de­ children. procedures involved in making decisions velop their clinical skills and inhabit the about people in a multi-cultural society. role of Marriage and Family Therapist This class is designed to meet the re­ Theories of measurements and assess­ Trainees; 3) Teach students the skills of quirement for the California MI:i license. ments, standardized testing and psycho­ case discussion and evaluation, using MFT 253 1UNIT logical tests will be examined. Moral and the process and criteria of the MFf oral ethical issues involved in deciSion-making V\ CHILD ABUSE ASSESSMENT Z examinations of the State of California. AND REPORTING will be an important focus of this class. o These evaluation criteria include initial This workshop includes the study of the assessment, crisis intervention, diagno­ MFT292 1-3 UNITS assessment and method of reporting sex­ INDEPENDENT STUDY sis, treatment planning, cross-cultural ual assault, general neglect, severe neg­ competence, legal and ethical issues, lect, willful cruelty or unjustifiable pun­ Independent Study requires that a stu­ and various clinical interventions, using ishment, corporal punishment or injury dent design a project of one to six a variety of theoretical perspectives; and months duration and find a faculty su­ V\ and abuse in out-of-home care. Physical V\ 4) Assist students in the further devel­ pervisor. An independent study contract e and behavioral indicators of abuse, crisis opment of clinical skills, appropriate counseling techniques, community re­ signed by the faculty supervisor is re­ v profeSSional stances and increased quired prior to registration. Classes of­ -...... sources, rights and responsibilities of re­ Z competence in the examination skills to fered at Pacific Oaks may not be taken o porting, consequences of failure to re­ .... be tested at the MFf licensing exams. port, caring for achild's needs after report for Independent StUdy. Please refer to e Prerequisites: Completion of Mff 224 is made, and implications and methods the Schedule of Classes for registration =e MFCC Practicum I and Mff 226 MFCC deadlines. a::: of treatment for children and adults are ....o Practicum II, as well as a MFf Trainee also included. MFT 323 3 UNITS z contract with a clinical placement ap­ This class provides training require­ GROUP THERAPY proved by the MFCC Department. ment for the California MFf license. The What, Where, When, Why, Who and How of working with groups as a coun­ MFT 235 3 UNITS MFT 261 3 UNITS CROSS-CULTURAL MORES AND seling modality. An examination of group PSYCHOPATHOLOGY OF ADULTHOOD practice with individuals, families, ado­ VALUES: SOCIO/ CULTURAL Ageneral view of the various definitions ENVIRONMENTS lescents and children. Alook at the wide and forms of psychopathology is pre­ range of populations and problems for This class is designed to consider and pre­ sented in a historical, sociopolitical and sent a conceptual fmmework for re\1ew which group work has become a thera­ cross-cultural perspective. The purpose py of choice. The class will begin to an­ and incorporation of sociocultural fac­ and history of various diagnostic systems tors into clinical and communication the­ swer the question of how one can be­ PACIFIC OAKS COLLEGE come a safe, secure, and successful group consist of reading and discussion, as­ will exanline the effects of secondary trau­ practitioner. signed observation of children, modeling ma that the helpers of victims experience. and role playing, and viewing of films. Ais a prerequisite for B. MFT 326 3 UNITS THERAPY WITH CHILDREN MFT 473 3 UNITS MFT 501 3 UNITS This class will provide an overview of CLINICAL SKILLS IN LATINOjA HISTORY AND CULTURE the knowledge base and an introduction FAMILY THERAPY The topics in this course include the to the clinical skills of child therapy. This is a class for advanced students fo­ histories of Latino/a ethnic groups in their The public and private mental health sys­ cusing on the clinical aspects in the prac­ native countries and their histories tems, levels of care, range of child ther­ tice of family therapy. It will provide a within the United States. Histories of im­ apy settings, and barriers to access will brief overview of family therapy and will migration, socio-economic conditions, be discussed. An understanding of mi­ concentrate on the experiential learning classism and racism, and political issues gration, class, cross-cultural and intra­ of basic family therapy skills. This class will be discussed. Traditions, oral histo­ cultural variations in normative child is designed to provide students with di­ ries, literature, and the arts will be used and family functioning will be integrated rect experiences of the family therapy as a way to further examine the docu­ with the development of child evaluation milieu in the initial session/treatment al­ mentation of history and its influence on and treatment skills. Multiple theoretical liance phase of therapy via observation the culture and variations in behavior. perspectives of child therapy will be con­ and role play; assist in the development MFT 502 3 UNITS sidered. The major childhood disorders of a working knowledge of the clinical LATINOjA FAMILY SYSTEMS will be reviewed and applied to specific skills of family interview, joining, prob­ This course will examine family systems case material. The range of modalities lem fonnulation, treatment contract, and and how Latino/a families are affected by utilized in child therapy will be explored family case presentation; further the stu­ their experiences in the United States. with special emphasis on the use of play dents' awareness of and appreciation for The varied constellation of families in­ therapy. Clinical assessment and treat­ the multiple psychosocial factors which cluding the monocultural traditional fam­ ment of the child in socio-cultural con­ impact families in treatment; and con­ ily stmcture, as well as the emerging bicul­ text will be the focus of practice skills tribute to the development of a personal turalJbiracial fanilly stmcture, are among development. Clinical issues in child ther­ conceptualization of the process of psy­ those to be studied. Issues, such as accul­ apy with special populations will be chotherapy. turation and generation, class, changing presented. Prerequisite: MFf 221-Theories of values and beliefs, gender roles, language, Prerequisite: MFf 470--Clinical TIleories Marriage, Family and Child Counseling. religion, spirituality, within group dis­ of Child Development. MFT 475 3 UNITS crimination, the effects of immigration PSYCHOPATHOLOGY OF and status, health care, myths, taboos, and MFT 374 1 UNIT traditions will be included in developing ALCOHOLISM AND CHEMICAL CHILDHOOD AND ADOLESCENCE This class will examine the psychopath­ a framework in which to understand DEPENDENCY Latino/a families. An overview of alcoholldmg abuse and it'> ology of infancy, childhood and adoles­ related disorders within the family unit. cence within a biopsychological, devel­ MFT 503 3 UNITS Therapeutic issues associated with chemi­ opmental, sociopolitical and family LATINOjA PSYCHOLOGY systems perspective. It will address chal­ cal dependency as it relates to physical, This course will study issues related to emotional and sexual abuse will be exam­ lenges that children, adolescents and the development of the self and issues re­ ined, along with various techniques for in­ their families face that require direct lated to the mental health profession. Eth­ tervention. Dependency and co-depend­ and speCialized mental health and social nic and self-identity development will be ency, essential requirements necessary services alongside the appropriate educa­ examined as well as the development of for recovery, and the function of a strong tional services. This is an interdiscipli­ self in a collectivist culture. TIle strengths aftercare program will all be explored. nary class with an emphasis on facilita­ of the cultural traditions/practices will ting intimate understanding, communication be examined in understanding the devel­ This class meets the requirement for the and collaboration mnong the cIa..'>s partici­ opment of one's self worth, as well as the California MFf license. pants of the three professions of Educa­ effects of discrimination, acculturation and Offered on Weekends tion, Human Development and Marriage, bicultural ex-periences. Mestizo/a Psychol­ Family and Child Counseling in the serv­ ogy and Native Health Models and their MFT 470 3 UNITS ice of children, adolescents and their application are an integral part of the CLINICAL THEORIES OF CHILD families. course. Culturally sensitive theories, as­ DEVELOPMENT sessment and treatment models, cultural MFT 500 1-2 UNITS Designed to provide the student with a bias in assessment and testing, and ra­ INTRODUOION TO TRAUMA, basic understanding of clinical issues re­ cism in the mental health professions AANDB garding how the child grows. Class will will be included. integrate the physical, social, emotional This class is an introduction to clinical and cognitive aspects of growth and de­ victimology, trauma theory and practice MFT 505 3 UNITS velopment and how they manifest in­ for people working in a clinical setting COMMUNICATION AND trapsychically and interpersonally. The­ of victims of trauma and interpersonal COUNSELING SKILLS oretical material will include elements violence. The impact of trauma on the This is an introductory class in develop­ of ego psychology, object relations, self developmental process throughout the ing basic interview/communication skills psychology, attachment theory, and in­ life cycle will be examined. The first half for use in interpersonal relationships, fant and child research. Readings will be of the class will focus on the prevalence working with students and parents in taken from the writings of Freud, Klein. and culture of violence in America. In the educational settings, and an emphasis on Balaint, Winnicott, Bick, Sarnoff, Mah­ second half of the class, various treat­ the counseling relationship. This class ler, Bowlby, Kohut, Erikson, Piaget and ment approaches for children and adults is designed to tr'Jin the student to see one­ Stern among others. Learning tasks will will be examined. Additionally, the class self in social interactions in light of one's CLASS DESCRIPTIONS

social/cultural/ethnic context, and to be STUDENTS WITH DISABILITIES (Fifteen hours of fieldwork/observation able to communicate to others clearly, This course will present an overview of as­ is required at two different age levels.) effectively and cross-culturally. There will sistive technology (AT) and address a vari­ Curriculum planning, related to state and be a strong emphasis on the skills of ac­ ety of SUbtopics, including current legisla­ local standards, will be discussed with an tive listening, consisting of the skills of tion, funding, assessment, resources, and emphasis on accommodating learners empathy, clarification, reflection of feel­ categories of AT devices. Participants will and modification of materials. Teacher ings, confrontation, as well as others. This learn about adV'ancements in assistive tech­ candidates will use the Internet and re­ will empower the student to function in nologies and services that can be applied search findings to review methods cur­ the helper role of facilitator and counselor. to support a person \vith a disability to rently found in effective classrooms, in­ reach individual academic and daily living cluding IEP writing, planning for tran­ SPECIAL EDUCATION goals. Emphasis will be on working with sition, and coordination of services. students who have learning, cognitive, SPED 239 3 UNITS communication and sensory disabilities SPED 244 3 UNITS THE CHILD WITH SPECIAL NEEDS: that cause difficulties in academics, memo­ INSTRUCTING STUDENTS WITH AN INTERDISCIPLINARY PERSPECTIVE ry, organization, communication, self-help, MODERATE TO SEVERE DISABILITIES This course addressed the design of in­ This course is designed to explore the movement, hearing, and vision. Teacher struction and selection of curriculum context of culture and anti-bias issues candidates will have the opportunity to materials for students and young adults related to educating children and ado­ work with alternate keyboards; talking cal­ with moderate to severe disabilities, in­ lescents with special needs in both in­ culators; speech recognition, word predic­ cluding those with low incidence dis­ clusive and more restrictive settings. tion, and semantic mapping software; For purposes of enhancing the teacher's switch-actiV'Jted software, speech synthesiz­ abilities. The focus will be on meeting the educational, emotional, and social effectiveness in the classroom, the fol­ ers, and touch screens. Note: This course needs of students with autism, emotion­ lowing areas will be addressed: will be taught off-site at one or more al disturbance and multiple disabilities 1. Knowledge of, and sensitivity toward, schools where avariety of AT is available. people with disabilities in an Inclusive Class, the Resource 2. Knowledge of federal/state mandates SPED 242 2 UNITS Room or a Special Day Class setting, for educating students with disabilities; BEHAVIOR INTERVENTION AND Class work will include observing and learning from practicing special educa­ 3. Identification and screening of a child PROGRAM PLANING FOR STUDENTS tion teachers. (Fifteen hours of field­ with special needs; WITH SPECIAL NEEDS work/observation is required at two dif­ 4. Involvement of parents in the process This course explores the relationship be­ of meeting student need,,; tween teacher behavior, academic task ferent age levels.) Curriculum 5. Collabomtion with other professionals and classroom environment in encourag­ planning, related to state and local stan­ to identify appropriate interventions; ing and discouraging student self esteem, dards, will be discussed with an empha­ 6. Application of methods used to mod­ behavior and achievement. Four models sis on accommodating learners, modifi­ cation of materials, and use of ify the curriculum and accommodate of behavior management will be discussed various learning styles; and from a social systems perspective: psycho­ technology which emphasize communi­ 7. Accessing educational and communi­ d}TIamic, behavioral, environmental, and cation, movement, self-help skills, etc. ty resources such as assistive technol­ constructivist. Analysis of behavior will be Teacher candidates will use the internet and research findings to review meth­ ogy, career and vocational education. discussed in relation to antecedents and consequences of target behaviors as high­ ods currently found in effective class­ SPED 240 3 UNITS lighted by a case study approach. Teacher rooms, including IEP writing, planning '"z PRACTICUM: candidates will develop skills in designing for transition, and coordination of serv­ o CHILDREN/ADOLESCENTS/ADULTS whole class management systems, as well ices. WITH SPECIAL NEEDS as individualized programs (positive be­ SPED 245 3 UNITS havior support plans) consisting of data A supervised field experience that pro­ EARLY CHILDHOOD SPECIAL EDUCAnON vides teacher candidates with an introduc­ collection on target behaviors, identifica­ alRRlalLUM AND METHODS tory experience working with different age tion of replacement behaviors with specif­ This course is designed to develop un­ groups and different service delivery op­ ic behavioral goals and objectives, and ap­ derstandings of service delivery systems '" tions in the area of special education. propriate reinforcement strategies. '"c:c that provide early intervention services (Note: a minimum of 75 hours of field v SPED 243 3 UNITS to infants, toddlers, and preschoolers ...... - work is required.) The accompanying with special needs or risk conditions. Z seminar meets bi-weekly to discuss issues INSIRUCTING S'rUDENTS WITH MILD o The course is designed to proVide par­ related to special education, including TO MODERATE DISABILITIES ticipants with opportunities to observe .... special education laws, teacher and par­ This course addresses the design of in­ c:c multidisciplinary service provision in :e ent collaboration, service delivery models, struction and selection of curriculum CI: early intervention services, and to allow support services, curriculum and instruc­ materials for students and young adults o students to critically analyze the effec­ ... tion, assistive technology, and transition. with mild to moderate disabilities. The z tiveness and degree of family-centered Teachers candidates journal their obser­ focus will be on meeting the educational, focus that programs have as they relate vations and reflections about best pmc­ emotional and social need" of students to young children and families. The tices to use in the hi-weekly discussions. with learning disabilities, behavior prob­ course provides information and re­ This class may be waived based on lems and developmental disabilities in an search on public policy and legislation assessment ofexperience. Inclusive Class, the Resource Room or a special Day Class setting. Class work will related to early intervention at the local, SPED 241 2 UNITS include observing and learning from state and national level. The course also ASSIS1'IVE TECHNOLOGY FOR practicing special education teachers. addresses the design of intervention and PACIFIC OAKS COLLEGE instruction for children from birth to 5 3. Planning and implementing appro­ Available for students in the Education in home-based, center-based, and in­ priate individualized instructional Specialist Credential program(s) to meet clusion programs. programs, including transition plans; some individual competency and/or pro­ gram requirements. An independent study SPED 246 2 UNITS 4. PrOviding a supportive climate for growth in interpersonal relationships; contract signed by the faculty supervisor THE ROLE OF ASSESSMENT IN is required at the time of registration. DEVELOPING COMPLIANT IEPS 5. Evaluating children's progress and Classes offered at Pacific Oaks may not The course examines principles and tech­ program effectiveness with a variety be taken for independent study. Please niques for assessing academic and behav­ of assessment approaches; and consult the Schedule of Classes for reg­ ioral progress towards meeting the goals 6. Developing an effective classroom istration deadlines. and objects for the individualized educa­ management plan, including individ­ tion program (IEP) for students with ual Positive Behavior Support Plans, SPED 474 3 UNITS mild, moderate, and severe disabilities. as appropriate. THE YOUNG CHILD WITH Emphasis will be placed on collecting da­ SPECIAL NEEDS ta from many sources, both formal and SPED 258 4 UNITS Students will engage in discussions, ac­ informal, and accurately interpreting as­ DIREaED TEACHING: tivities and observations pertaining to sessment results for students, including MODERATE/SEVERE DISABILITIES the key theories, philosophies and pro­ those who are culturally and linguistically Directed Teaching is a 16-week student grams that have supported the develop­ diverse. Teacher candidates will develop teaching experience in a Special Day ment of early childhood special educa­ skills in writing concise descriptions of Class or program for students or young tion. Relevant federal and state laws and students' present levels of performance, adults with moderate/severe disabilities. regulations and local policies will be as well as goals and objectives that are The practicum is accompanied by a analyzed. Best practices in early child­ achievable and measurable. Compliant seminar which meets at regular inter­ hood special education and major char­ IEPs will be discussed for students over vals to discuss experiences with other acteristics, etiologies and effective inter­ fourteen years of age. student teachers, and to refine skills in vention approaches for young children the follOwing areas: with special needs will be emphasized. SPED 247 3 UNITS COLLABORATION AND 1. Ability to deSign, adapt and modify SPED 560 2 UNITS COMMUNICATION SKILLS FOR curricula into functional, everyday IHE CHILD WITH SPECIAL NEEDS SPECIAL EDUCATORS experiences; This seminar covers major educational This course explores the spectrum of in­ 2. Collaboration with families and other issues and current trends for exception­ terpersonal and interactive learning professionals to coordinate services; al children ages three through fourteen years. Emphasis focuses on Public Law skills required of the special educator. 3. Planning and implementing appro­ 94-142 and the Individuals with Disabil­ Emphasis will be placed on effective priate individualized instructional ities Act (IDEA) as they relate to school communication strategies with students programs, including transition plans; with disabilities, their families, and other services for students identified as slow, 4. Providing a supportive climate and school or agency professionals. disabled and gifted learners, as well as creating opportunities for growth in Teacher candidates will learn how to effective classroom practices to meet interpersonal relationships; collaborate with other IEP team mem­ the needs of all learners. Interns study bers to develop, implement and evaluate 5. Ability to use safe techniques, spe­ and discuss the following topics: history individual student programs, including cialized health care and adaptive of special education; litigation which in­ transition plans. Counseling strategies equipment/technology; fluenced special education; legal as­ to enhance the parent professional part­ 6. Evaluating children's progress and pects (rights of the identified disabled): nership will be discussed. Issues of program effectiveness with a variety characteristics of the exceptionalities; conflict resolution, mediation, crisis of assessment approaches; and placement issues (IEP); inclusion and in­ management, and advocacy for students structional methodologies to enhance aca­ 7. Developing an effective classroom demic, social, emotional and behavioral and their families will be explored. management plan, including individ­ Cross-cultural issues, including bilingual success of identified studenK ual Positive Behavior Support Plans, This course is available to PONW and bicultural considerations will be in­ as appropriate. tegrated throughout the course. Teacher Education interns only. SPED 259 4 UNITS SPED 257 4 UNITS DIREC'fED TEACHING: DIREaED TEACHING: EARLY CHILDHOOD SPECIAL MILD/MODERATE DISABILITIES EDUCATION Directed Teaching is a 16-week student This is a one-semester experience which teaching experience in a Special Day includes two placements: one in a pro­ Class or program for students or young gram for infants and toddlers and their adults with mild/moderate disabilities. families; and one in a preschool pro­ The practicum is accompanied by a gram that includes children with disabil­ seminar which meets at regular inter­ ities. Students will conduct a.<;sessments, vals to discuss experiences with other and plan, implement, and evaluate in­ student teachers, and to refine skills in terventions for the children in the pro­ the following areas: gram, under the supervision of a site­ 1. Ability to adapt and modify core cur­ based supervisor and a college supervisor riculum to ensure student learning; with expertise in this age group. I Collaboration with families and other SPED 292 1-3 UNITS profeSSionals to coordinate services; INDEPENDENT STUDY ADMINISTRATION AND FACULTY

ADMINISTRATION David Chavez Dino Koutsolioutsos Visiting Faculty MFCC; Ph.D. (ABO), Pacifica Gr.lduate Institute. Carolyn H. Denham, Ph.D., University of California, Berkeley, Clinical M.A., Loyola Mal)ffiount University, Counseling Ph.D., President Psychology. M.A., University of California, Berkeley, Psychology. Clinical Psychology. A.B., Harvard University. Wei Li-Chen Renatta Cooper, Martha Clark Academic Director Human M.A., Director, JoneslPrescott M.A., PaCific Oaks College, Human Development. Development, PONW Institute B.A., Pacific Oaks College, Human Development. Ph.D., University of IllinOiS, Champaign-Urbana, Sharon Cronin Early Childhood Education. M.Ed., University of Susan Hunter Hancock, Ph.D., University of Washington, BiculturallBilinguai IllinOiS, Champaign-Urbana, Early Childhood M.S., Dean, Student Services and Studies. M.A., Pacific Oaks College, Human Education. B.Ed., Najing Normal University, China, Staff Relations Development. B.A, University of Washington, Bilingual Preschool Education. Bicultural Studies. Judith Magee Sandra Klasky, Cynthia Cruz M.A., Pacific Oaks College, Human Development. Ph.D., Vice President, Advancement M.Ed., University of CalifOrnia, Los Angeles, Education. B.A., University of California, Davis, Psychology. Susan Kusiak, B.A, Scripps College, Utenlture. Certificate, University Jessie Montes of London, Westfield College, Uterature and Theater. Assistant to the President and M.A., Claremont Graduate University, Education, Director, Board Relations Louise Derman-Sparks Multiple Subject Teaching Credential. B.A., M.A., University of Michigan, Early Childhood and California State Polytechnic University, Pomona, Elementary Education. B.A., Brooklyn College, Corinne McGuigan, Uberal Studies. Ph.D., Provost American Uterature & History. Preschool, Early Elementary and Special Education Teaching Credentials. Leticia Nieto Psy.D., Ryokan College, Clinical Psychology. M.A., Gayle Perry-Nunley, Connie Destito Director, Personnel Azusa Pacific University. Student Affairs and Human Academic Director, MFCC Development. B.A., George Fox College, Psychology. M.S.W., University of California, Los Angeles, Social Jane Rosenberg, John Nimmo HThe people at Padfic Oaks were there Work. B.A., California State University, Los Angeles, M.A., Director, Children's School Sociology. Licensed Clinical Social Worker, State of Ed.D., University of Massachusetts, Early Childhood California. Education and Development, M.A., Pacific Oaks for me and helped me find a way to Juan Vargas, College, Human Development. B.Ed., Southern M.A., Chief Financial and Trevor Dobbs Australia College of Advanced Education, Early fulfill my dream. My greatest Administrative Officer Ph.D., Newport Psychoanalytic Institute, Tustin, CA. Childhood Education. Diploma ofTeaching, Brisbane M.A., Fuller Theological Seminary, Marriage and College of Advanced Education, Elementary and satiifaction is knowing I am able Family Counseling. B.A., Pepperdine University. Early Childhood Education. FACULTY Sue Feldman Paige Parker to help people create a foundation Academic Director Laila Aaen M.A., California School of Professional Psychology. Teacher Education, PONW on which they can build the rest Academic Co-Director M.A. Stanford University, Communications. M,A., M.A., Pacific Oaks College, Human Development, Bank Street College of Education, Early Childhood Distance Learning Washington Teacher Certification. M.A, The evergreen Education. B.A., Howard University, Education. Ph.D., The Wright Institute in Berkeley, Psychology. oftheir lives. " State University, Developmenial Psychology. Rebecca Rojas )I­ M.A., University of Wisconsin, SOCiology. B.A., .... Carthage College, SoCiology. Larry Garf Ph.D., University of Southern California, Counseling --' M.A., Pacific Oak.~ College, Human Development. Psychology. M.A. Pepperdine University, P~'Ychology. Robin Annstrong-Hugg =v B.A., State University of New York at New Paltz. B.A., California State UniverSity, Long Beach, Music Mi Hyung-lee Ph.D., The American University, Special Education. eI: Therapy...... M.A., Eastern Michigan University, Emotional Cheryl Greer Jarman Counselor-in-Training Zakiya Stewart .:::a Disturbance. B.A., Eastern Michigan University, Social M.A., Pacific Oaks College, Human Development z B.A., PaCific Oaks College, Human Development. Ed.D., Seattle University. M.A., University of Chicago. Work. California Multiple Subject Teaching eI: Glendale College Prelintinary Multiple Subject Teaching Credential, B.A., Loyola University. Credential, Le-arning Handicapped Credential; Z Pacific Oaks College. Debra Sullivan, Campus Dean, PONW o Alumna, Pacific Oaks College Severely Handicapped Credential, Resource Specialist Cynthia Grutzik Ed.D., Seattle University, Educational Leadership. Credential, Preliminary Administrative Services Academic Director M.A., Seattle University, Curriculum and Instruction. Credential. Teacher Education, Pasadena B.A., University of Washington, Cultural Anthropology. Sue Bawale Ph.D., University of California, Los Angeles, Greg Tanaka Ed.D., Teachers College, Columbia University, z Education. M.A., University of Arizona, Language, Ph.D., University of California, Los Angeles, Curriculum & TeachinglEarly Childhood Education. :IE Reading and Culture. B.A., Westmont College. Education. M.A.T., New MeXico State University, .:::a M.Ed., Teachers College, Columbia University, EducationlDiversified Studies Elementary Education/E..'iL. B.A., Williams College, eI: Curriculum & Teaching. M.A., Teachers College, I ...... Toni Guajardo-Gonzalez Psychology/Child Development. Z Columbia University, Early Childhood Education. o Visiting Faculty Olga Winbush B.A., Tufts University, Child Study. Multiple Subject Ph.D., California School of Professional Psychology. Ph.D., University of California, Los Angeles, .... Teaching Credential, University of California. Irvine. eI: M.S., California State University, Los Angeles, Education. M.A., Pacific Oaks College, Human :IE Susan Bernheimer Psychology. B.A., California Slate University, Los Development. B.A., University of California, Los ac:: Ph.D .• Claremont Graduate University, Education. Angeles, Speech Pathology/Audiology. Angeles, Sociology. o ..... M.A., California State University, Northridge, Debra Jenkins z Educational Psychology/Early Childhood Education. M.A. Pacific Oaks College, Human Development. B.A. Padfi( Oaks Adiund Fa(ulty B.A., University of California, Los Angeles, Social (ABLE), Pacific Oaks College, Human Development. Marcela Abadi Anthropology. A.A.S., Clark College, Early Childhood Education. M.A., Pacific Oaks College, Human Development. ReGena Booze BettyJones Washington Teacher Certification, Pacific Oaks PhD., Fielding Institute, Human Development. Academic Co-Director College. M.A., Pacific Oaks College, Human Development. Distance Learning DaudiAbe B.A., California State University, Hayward, Sociology. Ph.D., University of Southern California, Sociology. M.A., Pacific Oaks College, Human Development Karen Cardell M.A., Whinier College, Sociology. M.A., University B.A., University of Santa Clara. of Wisconsin, Child Development. B.A., College of M.A., Pacific fr.lks College, Human Development. the Pacific, Psychology. Standard Teaching Credt'lltial, Laura Alvarez Elementary and Early Childhood. M.F.A., San Francisco Art Institute. A1tierista, Reggio, Italy. B.A., University of California, Santa Cruz, Fine Art. PACIFIC OAKS COLLEGE

Senta Amos-Greene Mary L. Foulke Katie Kissinger M.A., CaliforniaSllite University, Northridge, Early Ed.D" Teachers College, Columbia University and M,A" Pacific Oaks College, Human Development. Childhood Special Education, B,A" California State Union Theological Seminary, Religion, Education, B.A., Marylhurst College, Social Science, University, Northridge, Child Development. M.Div" Union Theological Seminary B,A" Earlham Kim Kmetz College, Psychology. Diane Pasillas Araujo ~IJ!CC; M.S., California State University, Los Angeles, M.P.A., California State University, Northridge, Public William Franklin Psychology. B.A., UCL\, Psychology. Administration, B,A., California Slate University, Los Ph.D., Stanford University, P~l'chological Studies in Judith Kunitz Angeles, Education/Child and Adolescent Development. M.A., Pacific Oaks College, Human Development. Maria R. Barillas M.A" CSU, Northridge, Educational Psychology. B.A" CS[J, Hayward. B.A" CSU, N011hridge, Psychology. MA, California SIa1c University, Los Angeles, Education. Gary Larkin B.A., California State University, Los Angeles. Sp.mish Anna Gaiter M,S" M.A., National University, Special Education, Literature, Liberal Studies, MA, California State University, Los Angeles, Education Counseling Psychology, B.A., Ramapo College, Art. g,A., California Slate University, Los Angeles, Lynn Beebe Nancy Lissaman M.Ed., Seattle University, Multicultural Education. M.A.. Pacific Oak~ College, Human Development. Carol Blake Nickie Godfrey B.A" Stanford [Jniversity, History. M.A., California State University, Northridge, Ph.D., California Gmduate Institute of ProfL'Ssional Dee Dee Lonon Psychology, Clinical Psychology, M,A" California Edl1cational Psycho\Oh'¥, CounselingiGuid:mce. B.A., University of California, Los Angeles, Sociology. M.S., Pepperdine [niversity, Educational Grdduate Institute of Professionall'sychology, Administration and Policy Planning. B,A., University Psychology. M.F.A., UClA. B.A., UClA. Jennifer Gong of SouthC111 California, Psychology. Sloan Fellow, Rand Graduate Institute, Public Policy. Donna Buchanan Esperanza Martell M.A., Pacific Oaks College, lluman Development. M.P,A., !Iarvard University, Public Administration. Collegefounder Margaret Yarrow visited ItA" University of California, Berkeley, Sociology, M,S, IIunter College, B,A" City University of New BA., Loyola Marymount University, Sociology. York the Children'S School in May of1998. Certificate, Richmond College, Kensington, London, Janet Gonzalez-Mena Dee Dee Mascarenas Sociology. M,A., Pacific Oak~ College, Human Development. B.A" U.c., Davis, English, Extension Credential M,A" California .'amily Study Center, B,A., Courtney Bullock University of Southern California, Psychology. M.A. Pepperdine UniverSity, Education, B,A" San Program, [J,C., Santa CmI, Judith Matson Francisco State University, Nne ArL~. Dorothy Granger Ph,D., Fielding Institute, Human and Organizational Ph.D" National UniverSity, Clinic;~ psychology, Susan Byers M.A., Pacific Oaks (:oilege, Hum;l1l Development. M,A., Pacific Oaks College, lIuman Development. Systems, M.S., Simmons College, l.ibrary and B,A., Pacific Oak~ College, Human Development. B.A., The Evergreen State College, Liberal Ms. l11fonnalion Science, M.A., Governors State University, Women's Studies. A,B" Indiana University, English, Patricia McDonald Martha Carr Patricia Gray M.A. (Thesis pending), Pacific Oak~ College, M.A., Pacific Oaks College, MFCC. B.A. (ABLE), Human Development. B.A., Weste11l Washington Pacific Oaks College, Human Development. M.A" Pacific Oaks College. B.A., California State University, Los Angeles. [niversity, Margie Carter Caroline Green James W. Mikell M,A., Pacific Oaks College, Human Development. M.A., Pacific Oaks College, Human Dc'VClopmcnt. B,S., Northwestern University, I'limary Education, M.A.. Adams State College, Speci:d Education, IU" Arizona State University, Education. [J,A., Pacific O'Jk, College, !luman Development. Christine Chavez Certificate, Cedars Sinai Hospital, Clinic:u Child M.A., Northern Alizona l'niversity, TESOL. B.A.. Ed Greene Development. U.c., Santa Barhara, IJnguistics. Ph, D., Indiana State University, Child Development! Early Learning. M,A., Py. Marsha Peralta Oaks College, Human Development. B.A., University David Jacobs M.A., Pacific Oaks College, !iuman Development. of Washington, English and Education. Ed.D., Nova University, Early.md Middle Childhood B.A., C:l.lifornia~'1ate University, Sacr.unl'l1to, I'sychology. Katherine del Monte Education. B.A., Alabama State University, Lulaellen Pilgrim M.A., Pacific Oaks College, Human Development. Art!Social Studies, M.S., University of Utall, Educational Psychology B.A., San Diego State University,journalism, Marlyn James and Counseling. B,S" [t:lh St:lte [Jniversity, Elementary Kathleen Evans M.A., Pacific Oak, College, I-iuman Development. Educatioll, M.A., Pacific Oaks, Human Development. U.A., Pacific Oak, College, Human Development Phoebe Ray Tonita Fernandez Parker Johnson M.M., Eastman School of Music. B.M" Peabody M.A., Pacific Oaks College, Human Development. M.Ed" Harvard [niversity, Education, B,A" WiUiams Conservatory of Music, B.A., University of La Verne. College, SOCiology, African Americ,m Studies. Elizabeth Kay Stritzel Rencken Karen Fite Suzanne Duarte Jones M.A" Pacific Oak, College, Human Development, J.D" Loyola Law school. M,A" Georgetown M,A., Pacific Oaks College, Humanlk'Velo[}ment. Specializing in Early Childhood Education. B,A., University, English. B.A" Pomona College, English ItA., lJniversity of California, Santa Cruz. University of Arizona, Tuc.';on, Education and Creative Writing. Sharon Kirkpatrick Gretchen Reynolds M,A" Pacific Oaks College, Human Development, Ph.D" Claremont Graduate School, Education. I teadership in Education. M,S., Bank Street CoJlege, Education, B.A., Wibon College, Psychology. Teaching certification in elementary education. FACULTY, TRUSTEES AND FOUNDERS

Terryl Ross Scott Winn Peter Pannell Ph.D, University of Washington. M.s., Syracuse M.S.W., University of Washington. Terry Roberts University, Public Relations. B.A., Eastern Washington Tyron Woods University, Government, Commercial Recreation. M.S., Arizona State University, Justice Studies B.A., Annette Serrurier Merrilee Runyan Wesleyan University, Social Studies. Marisa Silver M.A., Claremont Graduate lniversity. M.A., ABS, M~ary Worthington LIOS/City University. M.A., Pacific Oak.< College, Human Development Nicholas Stonnington Caron M. Salazar B,A., Pacific Oalts College, Human Development. Ned Sutro M.A., Pacific Oaks College, Human Developmenl. Christina Wright j. Donald Thomas B.A., CSU, Long Beach, Human Development. Ph.D" New York University. M,S., Bank Street Riley K. Smith College of Education. A.B., Vas~;ar College. Stephen Torres M.A., Trinity University, Education. Barbara Yasui Dana Treister Tilman Smith M.Ed., University OfW:l~hillglon, Early Childhood M.A., Pacific Oaks College, Human Development Education. B.A., Stanford llniversity, Psychology. jeannie Vaughn B.A., University of Colorado. IlislOrvlFrench. Ed Woodsome Washington TC'aching Credenual. Faculty Members Emeritae Amre Youness HeidiJ. Steinberger Carroll Borland-Parten Elena Phleger, Chair, Board ofTrustees, M.A., Bank Street College, Early Childhood and D,Ed., Fielding Institute, MA, California State Elementary Education. B.A., State University of t\ew University at Los Angell'S. Early Childhood Education. Ex-Officio with one ofher sons. York, College :.It Old WestbuIi·. Finance. B,A., Pacific Oak~ College, Uuman Development. Mary Blodgett, Children's School Parent Fiona Stewart "Core Certificate" Uniwrsit)· of California at I.os Trevor Dobbs, College Faculty M,A" Pacific Oaks College, lIuman Development Angeles. Nursery School Education. A.A., University Lisa Matthiessen, Children'S School B.S., Cornell University, Human Development and of California at Berkeley, Spee~h ArK California Parent Familv Studies. Special Education Teaching Credential. California General Elemenlary Teaching Kimberly Pollard, College Staff Elaine Stockton M,A., Pacific Oaks College, Human Development. Mio Polifroni Yolande Treuscorff, Children's School Child Development Associate and Early Childhood M.A., Pacific Oak, College and Claremont Graduate Teacher Education Cer1ificate. School, Human Development. Graduate work, School Belen Viramontes, College Student of Social Service, LJniverslly or Olicago. B.A., University Joseph T. Sundeen of Chicago, Social Service Administration, M,A., LC, Los Angeles, Anthropoloh'Y B.A" Mentors v. Columbia University, Ilistory. Elizabeth Prescott ar:: M.A., Los Angeles Stale College, Psychology. B.A, Marvin Hoffenberg .... Beatrice Sweeney Q Universily of Denver, Social Science.~ and M.A" Pacific Oaks C'.oilcge, Human DeveJopment. B,A" Asenath "Kennie" Young Z Mathematics. University of Alaska-Southeast, Early Childhood =o Education, Molly Scudder Life Trustees .... M.A., Goddard College. ILt, Nursery Training Q Ruth Tavlin Schoo] at Boston (Tufts L:niversity). Ray Cortines Z M.A., California t'amily Studit'S Center, Marriage, Marjory Dickinson oC Family, Olild Counsenng. BA and &'Condary Tt~aching ....v. Credential, University of California, Los Angeles, BOARD OF TRUSTEES Adelaide Hixon .... History, Licensed MFCC Counselor. .... Elena Phleger, Chair Elizabeth Purcell v. Nadiyah Taylor Betty Williams =ar:: M.A., Pacific Oaks College, Human Development. Thomas Nugent, Vice Chair B.A., MacalisterCollt'ge, Psvchology. .... jeffrey Prater, Vice Chair .... Eli7.abeth Tertell o PACIFIC OAKS FOUNDERS M.Ed., University of Illinois, Instructional Angelica Clark, Secretary Q ar:: I.eadership. B.S., Southern Illinois Universit)'. Early Gary BirkenbeueL Treasurer Molly* and Edwin* Morgenroth oC Childhood, Human Development. I)osigradllate o Certificate, Pacific Oaks College. Carolyn H. Denham, President, Marian* and Edwin* Sanders .. ex-offiCio Stacy Thompson Jean* and William* Taylor >­ M,S" r-;ationaJ University, Srecia! Education. \1S . .... Claremont Graduate University, Education B.s., Alice* and John* Way Susan Uo Arcaris -=....., California State 1'()I~lechnic University, Pomona, Marguerite* and Phillip Wells oC Anthropology Ann Barrett .... Margaret and Clarence* Yarrow ...... Laurie Todd Thoma..'> Baxter z M,A., Pacific Oaks College. Human Development. Asenath and Robert* Young o B.S., Portland State l.'niversity, llistory. Richard Berry .... "deceased cC Judith Tolley Susan Caldwell :.E M.A., Pacific Oaks College, MFCC. ar:: Marlene Canter o Nikola Trumbo M.A., Pacific Oaks College, Human Developnwnt Thomas Batcheller Cox z: B.A" llniversity of Colorado, Faye Davidson Cindy Vals cC - M.A., Claremont Graduate university, Bill Ewing ....ar:: z Silvia Voorhees Joan Fauvre .... ph,D" University of Washington, Leadership and Priscilla Gamb c::» Policy Studies. MA., CaJifornia Stlte liniversil~', Fresno. Special Education. B.A., California State Luis Herrera University, Fresno, Education. Phaedra Ledbetter Quita Waters M.A., Pacific Oaks College, Human Development. Dawn O'Donnell B.A., Pacific Oak~ College, Human Development. PACIFIC OAKS COLLEGE

SUMMER 2002 April S-19 ...... Summer Advising Period April S-May 3...... Summer Registration Period April 30 ...... Deadline: Registration for Summer and Fall Directed Teaching April 15 ...... Deadline: Summer Financial Aid Application Priority Deadline: Summer Financial Aid Application for 200212003 Academic Year May 3...... Deadline: Summer Registration (Late fee applies after this date) May 27 ...... Holiday (Memorial Day) June 1 ...... Summer Session Begins* Summer Weekend Pasadena Classes Begin June 24 ...... Summer Weekday Pasadena Classes Begin June 24 ...... Children's School Practicum Orientation June 25 ...... Children's School Practica Begin July 4...... Holiday (Independence Day) July S...... Deadline: Registration for Independent Study and Master's Thesis In the Elizabeth E. Herrick Courtyard July 31 ...... Summer Semester Ends*

FALL 2002 AprilS-19 ...... Fall Advising Period AprilS-June 14...... Fall Registration April 30 ...... Deadline: Fall Directed Teaching April 15 ...... Deadline: Summer Financial Aid Application Priority Deadline: Financial Aid Application for 200212003 Academic Year June 1 ...... Deadline: Fall Financial Aid Application August 1 ...... Fall Session Begins* July I-August 2 ...... New Student Advising Period August 2...... Deadline: New Student Registration August 5 ...... Fall Weeklong Classes Begin September 2...... Holiday (Labor Day) September 3 ...... Fall WeekdaylWeekend Classes Begin September 6 ...... Children'S School Practica Orientation September 10 ...... Children's School Practica Begin September 16 ...... Holiday (Yom Kippur) October 11 ...... Deadline: Registration for Independent Study and Master's Thesis November 11 ...... Holiday (Veteran's Day) November 15 ...... Deadline: Registtation for Spring Directed Teaching November 2S-29 ...... Holiday (Thanksgiving) December 23-January 3, 2003 ...... Faculty and Student Winter Break December 24-25 ...... Holiday (Christmas)

11tl("ilotYIh"".. 31, 200I-January I, 2003 ...... Holiday (New Year's) .\.I)€:ceIIlber 31 ...... Fall Session Ends* I

Class Schedule for your site to obtain specific dates and times for classes. SPRING 2003 October 1, 2002 ...... Deadline: Spring Financial Aid Application November 4-15,2002 ...... Spring Advising Period November 4-December 2,2002 ...... Spring Registration Period December 2, 2002 ...... Deadline: Spring Registration (Late fee applies after this date) January 1...... Spring Semester Begins* January 2 ...... Financial Aid Applications for 2003-2004 available January 6 ...... Spring Weeklong Classes Begin January 6-10 ...... New Student Advising Period January 10 ...... Deadline: New Student Registration (Late fee applies after this date) January 20 ...... Holiday (Martin Luther King, Jr. Day) January 24 ...... Children's School Practica Orientation January 25 ...... Spring WeekdaylWeekend Classes Begin January 27 ...... Children's School Practica Begin February 17 ...... Holiday (Presidents' Day) March 3 ...... Deadline: Application for Spring Graduation March 10 ...... Deadline: Registration for Independent Study and Master's Thesis April 14-18 ...... Spring Break April 18 ...... Holiday (Good Friday) May 18 ...... Comlnencement May 26 ...... Holiday (Memorial Day) May 31 ...... Spring Semester Ends*

See Class Schedule for your site to obtain specific dates and times for classes.

.... e( :IE a::: o z

,\'tudents enjo.J'ing the Summer Outreach Luncheon. IN 0 EX

About Pacific Oaks ...... 2 Graduate Admission ...... 8 Academic Probation...... 33 Harassment Policy ...... 37 Accommodations for Students Infants and Toddlers ...... 14, 19 with Special Needs ...... 29 Internship Program ...... 25 Add/Drop Policy ...... 34 Jones/Prescott Institute ...... 31 Administration ...... 58 Lactation Consultant...... 14, 18 Admission for Degree, Certificate, Permit Latino/a Fanilly Studies Specialization ...... 22 and Teacher Education Programs ...... 6 Leadership in Education Advising ...... 29 & Human Services ...... 18 Alumnae/i Association ...... Inside Back Cover Leave of Absence ...... 34 Appeal Procedure ...... 39 Libraries ...... 30 Archives...... 30 Locations and Time Frames ...... 26 Art Education ...... 13, 16 M.A., ABLE option ...... 8 B.A., ABLE option...... 6 M.A. Curriculum Specializations ...... 16 B.A. Curriculum Specializations ...... 12 M.A. Human Development Requirements ..... 15 B.A. Human Development Requirements ..... 11 M.A. in Marriage, Family and Bicultural Development ...... 16 Child Counseling...... 19 May Complete Policy ...... 35 Board of Trustees ...... 60 Alumna Dena Waleo. Calendar ...... 61 MFCC Continuing Education ...... 22 Career Planning ...... 30 Mission Statement ...... Inside Front Cover Change of Advisor and/or Campus ...... 29 Multiple Subject Teaching Credential ...... 24 Change of DegreelProgramlSpecialization .... 34 Office Hours ...... 29 Chemical Dependency ...... 40 Overview of Programs ...... 3 Child Care ...... 13, 17 Pacific Oaks Northwest ...... 27 Children in the Classroom ...... 36 Pacific Oaks Northern California ...... 27 CLAD Emphasis ...... 24 Pacific Oaks Online ...... 27 Class Descriptions ...... 41 Pacific Oaks Pasadena ...... 26 Class Numbering System ...... 33 Play, Language and Literacy Sub-specialization...... 14 Class Waiver Process ...... 33 Post Graduate Certificate ...... 26 Clinical Child Development ...... 22 Post Master's Training in College Policies ...... 33 Clinical Child Development ...... 22 Cooperative Programs ...... 28 Privacy Rights ...... 36 Curriculum Philosophy ...... 5 Professional Clear Credential ...... Degrees, Programs and Specializations ...... 11 Sexual Harassment...... 37 Developmental Education ...... 13, 17 Social and Human Services ...... 19 Distance Learning ...... 27 Sponsored Programs ...... 31 Early Childhood Consortium ...... 28 Student Complaint Procedures ...... 39 Early Childhood Education...... 14, 17 Student Conduct...... 37 Early Childhood Equity Alliance ...... 31 Student Rights and Responsibilities ...... 35 Education Specialist Credential ...... 25 Teacher Education Programs ...... 23 Eligibility for Registration and Transcript Requests ...... 34 Commencement ...... 34 Transfer Requirements ...... 6 Extended Education ...... 28 Tuition and Fees ...... 32 Evaluations ...... 33 Tuition Refund Schedule ...... 32 Faculty ...... 58 Undergraduate Admission ...... 6 Financial Aid ...... 10 Veterans Policies ...... 40 I General Information and Services ...... 29 Work With Infants and Toddlers ...... 14, 19