PACIFIC OAKS COLLEGE

1998 -1999 CATALOG

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~P A elF leO A K S T Pasadena- Northwest- Northern California Non-Profit Org. ~p A elF leO A K S U.S. Postage T Pasadena- Northwest· Northern California PAID Mercury Mailing Systems, Inc.

1998 -1999 COLLEGE CATALOG

CONTENTS

Letter from the President ...... Inside Front Cover

About Pacific Oaks ...... 2

Academic Programs

Degrees, Programs and Specializations ...... 5

General Information

Locations and Time Frames ...... 21

Student Services ...... 24

Tuition and Fees ...... 32

College Policies ...... 33

Class Descriptions ...... 36

Administration and Faculty ...... 51

Board of Trustees...... 53

Calendar ...... 54

Index ...... 56

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

jaculOJ Pacific Oaks College

I , 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 the institution, Pacific Oaks has traditionally sought in Washington Higher Education Coordinating Board its student body: diversity in age and in racial, eth­ and meets the reqUirements and minimum educa­ nic, economic, and social background. Our policies tional standards established for degree-granting in admission and other areas are non-discrimina­ institutions under the Degree Authorization Act. tory regarding race, gender, religion, ethnicity, Pacific Oaks College is authorized to offer a B.A. physical ability, sexual orientation, or age. and M.A. in Human Development. In addition, it Students may review institutional accreditation 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 Elementary K-8 and Early Childhood (P-3) hours, or by contacting WASC at: Education. Western Association of Schools and Colleges Any person desiring information about the re­ P.O. Box 9990 quirements, the act or the applicability of these re­ Mills College qUirements to the institution may contact the board Oakland, CA 94613-0990 office at 917 Lakeridge Way, P.O. Box 43430, (510) 632-5000 Olympia, WA 98504-3430.

Schedules of Classes are published as follows: • Spring: Weeklong, Weekday, Weekend and Online Classes • Summer and Fall: Weekiong, Weekday, Weekend and Online Classes Please call the Office of Admissions at (626) 397-1349 or (800) 684-0900 to obtain a schedule or admissions information.

Pacific Oaks CollegefaCUlty from all three locations gatheredfor a retreat in Pasadena.

Notice Students will adhere to the requirements and programs outlined in the catalog of the academ­ ic year in which they're admitted. Students who interrupt their programs for five or more years will adhere to the catalog of the academic year in which they're readmitted. The requirements, programs, class offerings, ..... fees, policies, and all other subjects covered in this v C publication may be changed without notice. Users A­ .... of this publication should contact Pacific Oaks rep­ ::::::t resentatives to learn the current status of matters CO ca covered herein. Pacific Oaks assumes no responsi­ C bility for any damages which may be claimed to have resulted from such changes. ABOUT PACifiC OAKS

Pacific Oaks, located on two campuses in Pasadena, all areas of discrimination, including that based California, and Seattle, Washington, is a unique edu­ upon race, ethnicity, class, sexual orientation, gen­ cational institution offering upper division and grad­ der, age and physical ability. We expect respect to uate-level college programs in human development be shown towards persons in all categories, both and counseling, teaching credentials, a children's generally and as individuals. school serving infants through primary age children We ask that all members of the Pacific Oaks and their parents, and a research center supporting community be willing to engage actively in thought, applied research in early childhood education. diSCUSSion, and change as we all learn about the Three basic concepts underlie the educational nature, dynamics and impact of bias and oppres­ philosophy of Pacific Oaks: that growth is a dynam­ sion and the ways in which theories, practices and ic and life-long process; that every individual has a institutions are oppressive. It is important that we Our students at the College are fundamental worth; and that each person, no mat­ be willing to risk growing and changing together ter how young or old, has a unique identity and hu­ rather than clinging to old theories and practices learning to take their place as man potential which they contribute to the lives of simply because they are familiar and comfortable. Idgbly effective teachers, all those with whom they come in contact. For further information about College programs, administrators and counselors ­ Pacific Oaks was founded as a community edu­ please contact: cation center and nursery school by seven Quaker leaders in their field. Office of Admissions families in 1945. The School quickly grew under 5Westmoreland Place the leadership of Molly Morgenroth and Evangeline Pasadena,CA 91103 Our Children's School is teaching Burgess as word spread that there was a place in (626) 397-1349 or (800) 684-0900 Pasadena where children were valued as individu­ youngsters to be peacemakers, For further information about Children's pro­ als. The teacher education aspect of Pacific Oaks conflict resolvers and decision­ grew out of the need to train teachers for the ex­ grams, please contact: panding nursery school. Children's School makers. They are our future ­ In 1959, continued expansion led to accredited 714 West California Boulevard a well-informed responsible, B.A. and M.A. degree programs in Human Develop­ Pasadena, CA 91105 concerned citizenry. ment. These degrees are granted in Human Develop­ (626) 397-1363 ment rather than Education because we believe that For further information about Extension, please a teacher must know the whole life continuum to contact: understand her/himself and her/his students. To­ Community and Continuing Education day, our programs serve not only educators, but 5Westmoreland Place persons working in other helping profeSSions, in­ Pasadena,CA 91103 cluding counseling and other human service fields. (626) 397-1362 The style of learning emphasized at Pacific Oaks is unique. In most colleges, a teacher lectures, stu­ OVERVIEW OF PROGRAMS dents take notes and learning is evaluated byexam­ Pacific Oaks College offers upper division classes ination. We have a different approach. Pacific Oaks leading to a B.A. degree in Human Development; students are encouraged to work together and to courses of study leading to four teaching creden­ learn from each other. The faculty works with stu­ tials: Multiple Subject Teaching Credential and dents to help each individual obtain an education Education SpeCialist Credentials (MildIModerate that meets personal needs. At Pacific Oaks, the pro­ Disabilities, Moderate/Severe Disabilities, and Early cess of learning is valued as much as what is learned. Childhood Special Education); graduate courses Experiential learning, that is, learning by doing, leading to two M.A. degrees: Human Development is at the heart of Pacific Oaks' curriculum for adults and Marriage, Family and Child Counseling; and a as well as for children. We believe that both theory Post-Graduate Certificate 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 ment takes place. Field experience or practicum in the Infant/Toddler, Two-Year-Old, Preschool, the Pacific Oaks Children's School is normally a Kindergarten, Primary, Child Care, and After­ part of the B.A. program. Students interested in School programs. public school teaching may enroll in a credential I Pacific Oaks' anti-bias commitment applies to program upon completion of core BA requirements. ABOUT PACIFIC OAKS

Specializations are optional areas of focus for tials (M1ldIModerate Disabilities, Moderate/Severe B.A. and M.A. students in Human Development. Disabilities and Early Childhood Special Education) , Some specializations are available only in Pasadena. and CLAD (Crosscultural Language and Academic The College offers six specializations at the B.A. Development) and BCLAD (Bilingual Crosscultural level: Child Care, Developmental Education, Early Language and Academic Development) Certification. Childhood Education, Lactation Consultant, Work The Multiple Subject Teaching Credential is with Infants and Toddlers, and Art Education (limi­ structured in two tiers - the Preliminary and the ted to application after admission). Students may also, Professional Clear. The Preliminary Credential is in cooperation with their advisors, design a study effective for a five-year period and is non-renew­ program directly meeting their needs and interests. able. Before expiration, additional course work The Admission By life Experience admissions must be completed to obtain the Clear Credential. option at the B.A. level offers students an opportu­ The Pasadena campus of Pacific Oaks is located nity to document, through presentations and pa­ on four beautiful, tree-shaded sites in the heart of pers, up to 30 units based on their learning from historic Pasadena. The craftsman-style bungalows life experiences. of these campuses provide an idyllic, serene setting The M.A. in Human Development is offered for for our students. Only a half-mile from Old Town the preparation of leadership personnel in profes­ Pasadena, Pacific Oaks is surrounded by cultural sions serving young children and their families. The resources: the Norton Simon Museum of Art, the degree is awarded on the basis of demonstrated com­ Huntington Library and Art Gallery, the Gamble petence in human development, knowledge of the House and the Pacific Asia Museum. social and political contexts of development, com­ The Pacific Oaks Pasadena campus offers class­ munication skills, integration of theory into practice es during Fall, Spring and Summer semesters. Our and research. AMaster's project, which is an origi­ convenient evening and weekend class schedules nal contribution to knowledge and understanding make it possible to earn your degree no matter based on field experience, is required for the degree. where you live in Southern California. As a conve­ Students interested in public school teaching may nience for those who travel a distance, some week­ enroll simultaneously in a credential program. end classes are scheduled all day over three week­ The Admission By life Experience option at the ends during the semester. In addition, weeklong M.A. level offers students an opportunity to docu­ classes are offered within each semester. ment competence equivalent to a B.A. degree from Pacific Oaks Northwest, located in Seattle, Wash­ Pacific Oaks to begin graduate studies. This must ington, offers classes leading to the B.A. and M.A. be in conjunction with either the M.A. in Human in Human Development, as well as the Washington Development or the M.A. in Marriage, Family and State Teaching Certificate. (Not all B.A. and M.A. Child Counseling. specializations are offered at this site.) Weekend The option to do a specialization in the M.A. classes are offered in Seattle and other Northwest program is also available. The specializations are: sites. Seattle also offers weeklong classes in Art Education; Bicultural Development; Child Care; January and July. Developmental Education; Early Childhood Educa­ Pacific Oaks also offers an academic program tion; Lactation Consultant; Work with Infants and in Northern California leading to the B.A. and M.A. Toddlers; Social and Human Services; and Leader­ in Human Development. Classes are offered on ship in Education and Human Services: Administra­ weekends during the Fall and Spring semesters. tion/Supervision, College Teaching/Teaching Adults, Weeklong classes are offered in June. Not all B.A. and Parent/Community Work. and M.A. specializations are available at this site. The M.A. in Marriage, Family and Child Coun­ The academic year includes two semesters, Fall seling expands the students' competencies in coun­ and Spring; two time frames, Weekday and Week­ v seling families with young children, providing stu­ end; several locations; online courses; and an C Q. dents with the educational qualifications for the eight-week Summer Session. One week sessions , ....= California MFCC License. are also offered within each semester in Pasadena, ! ...0 Teacher Education programs are also open to in June in the Bay Area and in January and July in c graduate students not enrolled in the M.A. program. Seattle.• Pacific Oaks offers the California Multiple Subject Teaching Credential and Washington Teacher Cer­ tification (elementary), Special Education Creden­ DEGREES, PROGRAMS & SPECIALIZATIONS CURRICULUM PHILOSOPHY ments may take CLEP (College Level Exam Program) The curriculum in Human Development, Marriage, tests to acquire units. Amaximum of 30 units may Family and Child Counseling, and the Teacher Edu­ transfer. cation programs is organized around five areas in In addition to external transfer opportunities which students are expected to be competent. The outlined above, applicants may transfer Pacific Oaks competencies are: Community and Continuing Education courses to • Understanding of developmental theories. earn a maximum of 30 upper division transfer units. • Understanding and valuing diversity, including This would include Pacific Oaks Drug and Alcohol an anti-bias approach. Studies courses and course credit awarded by port­ • Ability to implement theories and empower others. folio assessment through the national CDA certifi­ • Ability to communicate with others in a connec­ cation program (see page 23). tive way. Contact the Admissions Office at (626) 397-1349 • Ability to collect, process, and evaluate data or (800) 684-0900 for more information on the through research. above. Each of these competencies, except research, Transfer credits need to be in four basic content has a required approach class. These classes intro­ areas as follows: duce active learning, as well as subject areas. Since 1. Oral alld Written Expression Aminimum of the approach classes will also help students define nine semester units including English Composi­ their own areas of interest and learning needs, tion*. Additional courses may include: Creative these classes should be taken early in a student's Writing, English Literature, Journalism, Early program at Pacific Oaks. Childhood Language Arts, Logic, Speech/Com­ One level of approach classes is offered for B.A., munication, Foreign Language (introductory M.A., and post-baccalaureate students who enter level), and American Sign Language. Pacific Oaks with beginning knowledge in a com­ 2. Science and Math Aminimum of nine semester Martha Clark, faculty, Human Development. petence area. Asecond level of approach classes is units to include at least one course* from Astro­ offered for M.A. and post-baccalaureate students nomy, Biology, Chemistry, Physics, Ecology, Geol­ who enter Pacific Oaks with advanced knowledge ogy, Math (College Algebra or higher), Physical in a competence area. The second level of approach Anthropology, Physical Geography, Physiological classes may also be used as electives for M.A. and Psychology, Nutrition, Statistics and Zoology. post-baccalaureate students in most programs. Additional courses may include Business Math, All students must consult with their advisor re­ Computer Science, First Aid, Math/Science for garding choice of classes when enrolling. The cri­ Children, and Health Education. teria to consider are listed on page 6 for B.A. stu­ dents and page 10 for M.A. students. 3. Social Sciel1ces Aminimum of nine semester units including required courses in Introductory TRANSFER REQUIREMENTS FOR THE B.A. Psychology* and either Introductory Sociology DEGREE AND ABLE OPTION FOR THE B.A. AND or Cultural Anthropology*. Additional courses M.A. DEGREES may include: theoretical Early Childhood Educa­ Pacific Oaks offers only upper division and gradu­ tion/Child Development courses, Ethnic Studies, ate level courses. Transfer requirements for adnIis­ Political History, Political Science, Linguistics, sion to the B.A. degree program, and for admission Psychology, Social Geography, Sociology, U.S. to B.A. and M.A. degree programs through the History, and Women's Studies. Admission By Life Experience (ABLE) option in­ 4. Humanities and the Arts Aminimum of nine clude completion of a minimum of 60 semester semester units to include at least one course* units with a grade of "C" or higher. Only courses from Art History, Foreign Language (Advanced: taken at colleges and universities accredited by re­ 4th semester or 5th quarter and beyond), liter­ gional commissions will be accepted. Please check ature, Music Theory or History, Philosophy, Re­ with your transfer center to see if an articulation ligion and Theater History. Additional courses agreement is in place to assist you in selecting ac­ may include: Drama, Children's Literature, ceptable courses for transfer. The Pacific Oaks Foreign Language (Intermediate: 3rd semester Director of Registration and Records determines or 4th quarter), Music or Art for Children, whether or not a course is acceptable. Performance, and Studio Art courses. Applicants short of general education require- PACIFIC OAKS COLLEGE

5. Electives Additional units may be transferred the four general education content areas: from Early Childhood Education/Child Develop­ OraVWritten Expression, SciencelMath, Social ment, Physical Education Activity (4 units maxi­ Science or Humanities/Arts. mum) or other transferable courses not listed in Units in items #2-4 above may be taken at ei­ areas 1-4 above. ther a community college or a four-year institution. *A minimum of 3 semester or 4 quarter units will Amaximum of 94 units may be transferred into meet a specific course requirement. a B.A. degree program. M.A. applicants using the Note: Amaximum of 3l,nits of early childhood ed­ ABLE option may transfer only upper division units ucation/child development courses will be credit­ beyond 94. (See Page 11) ed toward the 9-unit requirement in content areas Transcript Evclluations 1, 2and 4 above. Transcript evaluations are available for a fee of $25 Courses not accepted for transfer include the fol­ (which is applicable toward the $55 admission ap­ lowing courses: plication fee.) Official transcripts should be sent • remedial courses directly from all colleges attended to the Admissions • applied business courses Office, or submitted by the individual in a sealed • orientation courses envelope from the college of origin. • sectarian religious courses Prospective students may request a transfer • vocational courses credit estimate based on unofficial transcripts by • library courses appointment with 211 admissions counselor. Please • secretarial courses call (626) 397-1349 or (800) 684-0900 outside • word/data processing courses the Los Angeles area. .... If a student has 15 units or more in anyone • B.A., HUMAN DEVELOPMENT DEGREE ...z general education area, and less than nine in an­ & REQUIREMENTS Q. other, three units will be waived in the deficit area. Aminimum of 124 semester units is required to o This may be done on a one-time basis only. The ...... earn the Bachelor's degree in Human Development. Director of Registration and Records is the one who ...> Aminimum of 30 of those units must be earned in a offiCially makes this transfer. regular Pacific Oaks classes (not CCE course work). z Applicants may earn up to 76 lower division se­ CI These 30 units must include: & mester units of classes listed under the four basic ::::t ::c areas and acceptable electives. Competency - Development Students compre­ ... Proof of high school graduation, GED certifica­ hend and analyze developmental theories: CI a:Ii tion, B.A. degree or completion of 60 transferable HD 200 Early Childhood Themes and Life Cycle Issues ...... semester units is required for all admissions. z'" Competency - Diversity Students value diversit)l, o .... Options for Earning Additional demonstrate commitment to social justice, and an­ cc Transferable Units alyze the dynamics of institutional and individual N .... Applicants who meet all admission transfer require­ biases and use of power: CI ments and have more than 76 lower division units HD 282 Social and Political Contexts of Human Development ...v Competency - Communication Students commu­ Q. will be awarded up to 18 additional transferable '" units if any of the following criteria are met: nicate clearly and effectively. They implement and analyze individual, dyad and group communications 1. Completed 24 or more units at a four-year col­ for appropriate audience reception, authenticity, lege(s), with no distinction made as to upper or and experience of empowerment for self and others: lower division status: ALTERNATE ClASSES: 2. Completed at least 18 units(beyond the basic HD 231 Communication for Empowennent ... general education requirements) in child devel­ HD 233 Communication and the Ufe Cycle '"... opment or early childhood education; HD 310 Conflict Resolution and Mediation ar:: ...(J) 3. Completed at least 18 units (beyond the basic Competency - Research Students are able to dis­ a general education requirements) in Social Sci­ tinguish between observations and theory (reality ences, specifically, Psychology, Sociology or and fantasy, data and inferences/assumptions). Anthropology; They can collect verifiable and reliable data, pre­ 4. Completed at least 15 units in each of three of sent their findings, and link their research with ex­ DEGREES, PROGRAMS & SPECIALIZATIONS isting literature in the field. Aresearch paper is re­ c. For full-time practiCing, experienced teach­ quired of all students in HD 200 excluding weeklong ers of young children in lead teacher or fonnat. This satisfies the research requirement. (For master teacher positions: Distance Learning students only, if HD 200 is taken HD 465 Reflective Teaching (a two-semester course) in a weeklong format, the required research paper must be done in HD 282.) OR Competency - Implementation Students imple­ d. For highly experienced teachers of young ment a philosophy of education reflecting devel­ children whose experience includes supervi­ opmental theories gUided by observation, and eval­ sion of the work of other adults in children's uate these actions according to results and impact programs: on other persons (ethics, values, principles and Two classes meeting the criteria in item b. Consent empowerment) . of advisor is required. HD 400 Working with Children in aDiverse World, or OR lID 401 Working with Adults ALTERNATE CLASSES: e. For Distance students, an additional option HD 410 Developmental Education is available: Completion of full practicum se­ HD 415 Emergent Curriculum quence in a community college associate de­ HD 340 Leadership in Education gree program. See advisor for Practicum field Work Component All students should be Substitution Petition. able to observe and comprehend developmentally 2. For students not working or planning to work appropliate practice with children. Professional work in programs serving children directly, all three with both children and adults requires understand­ of the follOWing classes may be substituted for ing of child development, in theory and in action, field work with children. Consent of advisor is as the beginning of life-span human development. required. 1. For students working or planning to work with lID 200 Early Childhood Themes and Life Cycles Issues children, HD 400 and one of the following field HD 400 Working With Children in a Diverse World work options are required. (Note: Teacher Edu­ lID 420 Art of Observation or, with consent of advisor, Najab S. Shabazz poses with grandson at graduation. cation students should see advisor for particu­ HD 246 Play in Childhood lar program requirements.) • ADMISSION BY LIfE/WORK EXPERIENCE: a. Two practica in Pacific Oaks Children's pro­ B.A. IN HUMAN DEVELOPMENT grams or in an approved off-site location. To be considered for admission by life/work expe­ Students chOOSing on- or off-site practica en­ rience, a student must: roll in the appropriate developmental prac­ ticum seminar. Students, with the approval 1. Have completed 60 semester units of college of their advisor, may choose two on-site credit, including general education require­ practica, two off-site practica or one of each. ments, and completion of high school or GED, OR 2. be 30 years of age or older, b. One on- or off-site practicum and a second 3. have 3-5 years of profeSSional-level work in a child-focused class with an observation/field human service position, and component. (5 hours minimum) Select from 4. have the ability to conceptualize about their ex­ these classes or consult with your advisor. pelience and communicate this conceptualization. HD 218 Cognitive Development: How Children Learn Students are admitted provisionally by interview. lID 239 The Child with Special Needs They will be considered for full admission upon HD 246 Play in Childhood successful completion of the one-unit Assessment HD 281 Children, Painting, and Clay of Experience class and all general education lID 396 Contemporary Urban Adolescents requirements. HD 420 Art of Observation Assessment of Experience must be taken in the HD 467 Foundations in Art Education first semester in which it is offered follOwing provi­ lID 474 Intervention Models in Early Childhood sional admission. Students not completing the As­ I OR sessment class may not enroll in further Pacific Oaks PACIFIC OAKS (OlLEGE

course work until the class is completed unless they Admission Requirements for Specialization: change to the B.A. admission. (This requires con­ • Admission to B.A. degree program sent of the ABLE program coordinator and a Change • Written application of Program filed with the Admissions office.) • Comprehensive written description of arts background Students admitted to the B.A. degree program • Submission of artwork portfolio through the ABLE option may demonstrate com?e­ • Demonstration of a short art activity with children tency (DC) equivalent to a maximum of 30 DC units • Interview with advisor through the assessment process. Documentation Acceptance to the specialization is determined requires written and oral analysis of one's work or by the faculty advisor. other life experience. The documented units are recorded on the Class requirements, completion of: transcript with appropriate titles and are paid for • Practicum at Children's School or equivalent experience at the current assessment tuition rate. Units must with young children, 1semester • lID 281 Children, Painting, and Clay (may be repeated for be paid for at the completion of the Assessment of credit, with consent of instructoi') Experience class and before enrolling for the fol­ • HD 442 Art Studio Practicum (2-8 unit'), 2semesters) lowing semester. • HD 449 Women in Art Pilar O'Cadiz, Teacher Education faculty B.A. students admitted through the ABLE option • Studio Art Experience member, helped children make a mural. may accumulate a maximum of 90 transfer and Study in at least two of these four disciplines to be documented competency units. The student is re­ documented by transcript and portfolio: quired to complete 34 units of regular Pacific Oaks Vl Z course work, including all BA degree requirements 1. Drawing 3. Sculpture o .... listed on page 6. HD 298 Assessment of Experience 2. Painting 4. Printmaking e( 1 N counts as unit towards the B.A. .... nis recommended that students take only HD Agraduate exhibition is required. (Note: Space e( 298 Assessment of Experience in their first semes­ in this program is extremely limited. This program ....v is available in Pasadena only.) 0.. ter whenever possible. Since Assessment of Experi­ Vl ence counts as 1 unit toward the B.A., students ap­ Specialization Advisor: TBA plying for financial aid may not be eligible for aid Child Care This speCialization is designed for their first semester. Financial aid will be granted for those interested in teaching in full-day child care regular classes, including the Assessment class, but programs and exploring one or more of the follow­ not for payment of the documented units in the As­ ing areas relating to such programs: program de­ sessment class. Please consult your advisor and fi­ velopment and evaluation; parent education and nancial aid counselor if you are applying for finan­ support; and staff development and support. m ...... cial aid. All students in this specialization are required Vl Z to complete two field work experiences in a child o B.A. CURRICULUM SPECIALIZATIONS .... care setting. Students may choose practicum in the cc The following optional specializations are offered child care program in the Children's School at N within the B.A. degree: Art Education, Child Care, Pacific Oaks or an off-site practicum in an approved e(­ Developmental Education, Early Childhood Educa­ site. v.... tion, Lactation Consultant, and Work with Infants 0.. The follOWing are required for the child care Vl and Toddlers. Students may specialize in more specialization: than one area. Each specialization has its own spe­ 1. Two field work experiences in approved child cific requirements which are outlined below. Other care settings. Documentation of appropriate ex­ classes may be added with approval of the advisor. perience in child care may be accepted for one Art Education (Applications for this speCialization will be of the field work experiences with the advisor's considered only after admission to a degree program.) approval. This specialization is designed for teachers who 2. At least two of the following classes: wish to concentrate on the language of art. The HD 218 Cognitive Development: How Children Learn graduate will be able to teach art to students; design HD 240 Models and Methods of Parent Involvement and implement culturally diverse developmental HD 246 Play in Childhood curriculum; and transmit the essential spirit of art HD 250 Developing Anti-Bias Curriculum: Teaching Our Values to Our Children I as a living form. An arts background is required. HD 281 Children, Painting, and Clay HD 285 Development of Bicultural Children DEGREES, PROGRAMS & SPECIALIZATIONS

HD 427 Working with Bicultural Children 2. At least two of the following classes: HD 460 Seminars in Bicultural Development and Education HD 218 Cognitive Development: How Children Learn HD 464 Community as a Context for Development HD 240 Models and Methods of Parent Involvement HD 474 Intervention Models in Early Childhood Education HD 246 Play in Childhood Advisor: TBA (Note: This specialization is available in HD 250 Developing Anti-Bias Curriculum: Teaching Our Pasadena only.) Values to Our Children HD 285 Development of Bicultural Children Developmental Educa'tion This specialization is HD 288 Developmental Assessment and Program Planning designed for human services professionals who wish lID 331 Team Building for Early Childhood Educators to increase their understanding of education in a and Parents developmental framework. Basic requirements are: HD 401 Working with Adults 1. HD 400 Working with Children in a Diverse World, HD 420 The Art of Observation or HD 427 Working with Bicultural Children HD 410 Developmental Education HD 464 Community as a Context for Development HD 471 Implementing Anti-Bias Curriculum 2. At least two of the follOwing classes: HD 472 Advanced Studies in Implementing Anti-Bias HD 218 Cognitive Development: How Children Learn Curriculum HD 240 Models and Methods of Parent Involvement HD 474 Intervention Models in Early Childhood Education HD 246 Play in Childhood Other classes may be selected with approval ofyour advisor. HD 254 Authentic Infant-Competent Child HD 285 Development of Bicultural Children 3. Field experience at four developmental levels: HD 310 Conflict Resolution and Mediation Infantsffoddlers HD 331 Team Building for Early Childhood Educators Two Year Olds and Parents 3and 4 Year Oids HD 340 Leadership in Education 4and 5Year OIds HD 369 Contemporary Urban Adolescents 6 to 8 Year Oids HD 401 Working with Adults Working with Parents of Young Children HD 420 The Art of Observation Advisors and Fieldwork Supervisors: TBA (Pasadena); HD 427 Working with Bicultural Children John Nimmo, Ed.D. (Northwest) HD 464 Community as a Context for Development Lactation Consultant Pacific Oaks will give 10 units HD 471 Implementing Anti-Bias Curriculum of credit for advanced work completed at the Lac­ HD 474 Intervention Models in Early Childhood Education Other classes may be selected with approval ofyour advisor. tation Institute toward a 34-unit specialization for the B.A. in Human Development. 3. Field experience at four developmental levels: Degree applicants should indicate their intent Infantsffoddlers (0-2 years) to complete this specialization. Classes at Pacific Preschool (2-4) OalG and Lactation Institute may be taken concur­ KindergartenlPrimary (4-6) Primary (6-9) rently, but the degree credit for the Institute pro­ Preadolescent (9-13) gram will be recorded by Pacific Oaks only at its Adolescent 03-18) completion on the basis of a competency review Young Adult (18-22) evaluation sent by the Institute to Pacific Oaks. Adult (over 21) For infonnation on the Institute's program, contact: AdvisorandFieldwork Supervisor: TBA The Lactation Institute Early Childhood Education This specialization is 16430 Ventura Blvd., Suite 303 designed for teachers who wish to increase their Encino, CA 91436 understanding of education in a developmental (818) 995-1913 framework. Basic requirements are: Advisors: Ellen Shell, M.A., and Chele Marmet, M.A. (Lactation 1. HD 400 Working with Children in a Diverse World, Institute); BettyJones, Ph.D. (Pacific Oaks) or HD 410 Developmental Education Work with Infants and Toddlers There is a grow­ ing demand for professionals who are knowledge­ able in the developmental needs and issues of young children and their parents. Parent education, child care, early intervention, and programs for the prenatally exposed are examples of the types of settings where students with this specialization might seek employment. Students in this special­ I ization are encouraged to select practicum experi­ ences in both educational and clinical environments. PACIFIC OAKS COLLEGE

the basis of documented experience, and the stu­ student and program advisor that itemizes the dent is admitted directly into graduate standing. classes, practica and thesis work to be fulfilled, and The total number of Pacific Oaks units that a a schedule for completion. Acopy of the contract student admitted through ABLE must complete to will be included in the student's academic file. earn his/her degree is determined by the following This program is available in Pasadena only. formula: Advisor: TBA

# OF UNITS TRANSFERRED MINIMUM # OF UNITS 10 10 PACIFIC OAKS COMPLETE AT PACIFIC OAKS'" 60 42 Bicultural Development Demographers are pre­ 80 39 100 36 dicting that by the year 2000 people of color will 1200r more 33 be the largest collective segment of this nation's population. This is already the case in Los Angeles *Completion of some specializations within the and many other urban centers such as San Fran­ M.A. in Human Development degree program will cisco, Chicago, Miami, New York and Washington require additional units. Completion of the M.A. in D.C. These cities and others have school districts Marriage, Family and Child Counseling degree pro­ where bicultural children comprise 75% of the gram will require a minimum of 49 units of course students enrolled. Institutions wishing to meet the work. (Units are in addition to the 30 units docu­ needs of a bicultural populace must be Willing to mented through the Assessment of Experience class.) alter their perceptions and, when necessary, their The required M.A. units include one unit for the ." policies. Z Assessment of Experience class. 0 The Bicultural Development specialization has Students follow curriculum requirements for .... been designed to specifically prepare teachers, so­ c:c the M.A. degrees, program, and specializations in N cial service providers, and Marriage, Family and ... which they are enrolled. c:c Child counselors with the necessary skills and train­ ...v ing to effectively serve bicultural children and their ca.. M.A. CURRICULUM SPECIALIZATIONS ." families. The follOWing optional specializations are offered ;& The Pacific Oaks philosophy of bicultural devel­ within the M.A. degree. Each specialization has its ...= opment incorporates a perspective that views chil­ own specific requirements, which are outlined be­ =V dren of color in the United States, regardless of the DI': low. Other classes may be substituted with approv­ DI': specific racial and ethnic orientation, as sharing a al of specialization advisor. =V commonality of experience. The commonality of Art Education experience focuses on the fact that children of col­ ;:1 c:c i!' ;& (Applications for this specialization will be considered onlyaf­ or are: 1) raised simultaneously in two distinct cul­ II: ...... ter admission to a degree program.) ." tural systems which are often in conflict, and 2) sub­ I; z: 0 This specialization is designed for teachers who wish ject to a different set of socioeconomic realities than .... those of mainstream children. As a result, these c:c to concentrate on the language of art. The graduate ...N will be able to teach, design and implement cultur­ factors playa major role in the development of bi­ c:c ally diverse developmental curriculum, and trans­ cultural children and therefore must be understood V mit the essential spirit of art as a living form. by those who work in bicultural community settings. ...ca.. ." Applicants for the specialization will: Bicultural Development class requirements: oCt 1 hold a B.A. degree, PASADENA: ." 2. be admitted to the M.A. program, lID 220 Sociolinguistics: Issues of Language and Culture, ;& c:c 3. have completed one semester Children'S School practicum or I DI': lID 427 Working with Bicultural Children (,:> or classroom teacher-training, 0 4. submit a written description of art background, and port­ HD 285 Development of Bicultural Children ar: I:l. folio, and HD 360 Advanced Studies in Diversity and Anti-Bias Issues ... 5. have an interview with the specialization advisor. lID 450 Ecology of Working with Children (optional) c:c *Students not working with children may design an indepen­ == Art Education course requirements are under dent study that will provide a focus on implementation geared ==... review. Please consult with the specialization advisor toward the popUlation on which they wish to focus. ifyou are interested in applying, or ifyou have ques­ NORTHWEST: tions about course requirements. The requirements lID 220 SociolingUistics: Issues of Language and Culture outlined in the 1996-97 Catalog are applicable to HD 285 Development of Bicultural Children students currently admitted to the specialization. HD 360 Advanced Studies in Diversity and Anti-Bias Issues There will be a written contract signed by the HD 410 Developmental Education, or DEGREES, PROGRAMS & SPECIALIZATIONS

HD 415 Emergent Curriculum, or 2. At least twl} of the following classes: HD 340 Leadership in Education, or HD 218 COhnitive Development: How Children Learn HD 450 Ecology of Working with Children HD 240 Models and Methods of Parent Involvement HD 427 Working with Bicultural Children HD 246 Play in Childhood HD 47111 Implementing Anti-Bias Curriculum lID 254 Authentic Infant-Competent Child HD 472 Advanced Studies in Implementing Anti-Bias Cuniculum HD 285 Development of Bicultural Children OPTIONAL: HD 310 Conflict Resolution and Mediation HD 460 Seminars in Bicultural Development HD 331 Team Building for Early Childhood Educators Advisors: Renatta Cooper, MA (Pasadena); Sharon Cronin, Ph.D. and Parents (Northwest) HD 340 Leadership in Education Note: This specialization is not available in Northern California. HD 39(, COfllemporary Urban Adolescents HD 401 Working with Adults Child Care This specialization is designed for those HD 420 The Art of Observation interested in exploring one or more of the following HD 427 Working with Bicultural Children areas relating to full-day child care programs: pro­ HD 453 Administration/Supervision: Observation gram development and evaluation; staff development HD 464 Community as a Context for Development HD 474 Intervention Models in Early Childhood Education and support; parent education and support; resource management; and administration of child care pro­ 3. Field experience at four. developmental levels: grams. This specialization is recommended for stu­ Infantslfoddlers (0-2 years) dents interested in teaching, administration of child Preschool (2-4) care programs, and consulting. KindergartenlPrimary (4-6) Primary (6-9) All students in this specialization are required to Preadolescent (9-13) complete two field work experiences in child care. Adolescent (I 3-18) One of these may be a practicum in the Pacific Oaks Young Adult (18-22) child care program. The second may be completed Adult (over 21) in another appropriate child care setting. Basic re­ Practicum at Pacific Oaks Children's School is quirements are: an option. All students completing this specialization 1. At least two classes from: must arrange to spend some time in the Children's HD 218 Cognitive Development: How Children Learn School (or another acceptable setting) for system­ HD 240 Models and Methods of Parent Involvement atic observation, if not for a practicum. HD 246 Play in Childhood Advisor and Fieldwork Supervisor: TBA HD 250 Developing Anti-Bias Curriculum: Teaching Our Values to Our Children Early Childhood Education This specialization is HD 285 Development of Bicultural Children designed for teachers who wish to increase their HD 308 Women in Administration or understanding of education in a developmental HD 340 Leadership in Education framework. Basic requirements are: HD 427 Working with Bicultural Children 1. HD 400 Working with Children in a Diverse World, or HD 440 Administration of Child Care FacHities HD 410 Developmental Education, or HD 460 Seminars in Bicultural Development and Education liD 450 Ecology of Working with Children HD 464 Community as a Context for Development HD 471 Implementing Anti-Bia..'l Curriculum 2. At least two of the follOWing classes: 2. Two field work experiences in a child care set­ HD 218 Cognitive Development: How Children Learn ting. This may include on- and/or off-site practica. HD 240 Models and Methods of Parent Involvement Documentation of experience may be substituted HD 246 Play in Childhood for one of these with advisor's approval. HD 250 Developing Anti-Bias Curriculum: Teaching Our Values to Our Children Advisor: TBA HD 285 Development of Bicultural Children Note: This specialization is available in Pasadena only. HD 288 Developmental Assessment and Program Planning HD 331 Tean: Building for Early Childhood Educators Developmental Education This specialization is and Parents designed for human services professionals who HD 401 Working with Adults wish to increase their understanding of education HD 420 The Art of Observation in a developmental framework. Basic require­ HD 427 Working with Bicultural Children ments are: liD 464 Community as a Context for Development 1. HD 400 Working with Children in a Diverse World, or HD 467 Foundations in Art Education HD 410 Developmental Education, or HD 471 Implementing Anti-Bias Curriculum I HD 450 Ecology of Working with Children HD 472 Advanced Studies in Implementing Anti-Bias I Curriculum HD 474 Intervention Models in Early Childhood Education PACIFIC OAKS COLLEGE

3. Field experience at four developmental levels: HD 450 Ecology of Working with Children Infantslfoddlers HD 460 Seminars in Bicultural Development and Education Two Year Olds HD 472 Advanced Studies in ImpiementingAnti-Bias 3 and 4 Year Olds Curriculum 4 and 5Year Oids HD 474 Intervention Models in Early Childhood Education 6 to 8 Year Olds For other possible options, consult ad\~sor. Working with Parents of Young Children 3. Field work appropriate to the sub-specializations Field experience requirement can be satisfied listed below: through practicum at the Children's School or off­ 1. Administration/Supernsion site. Competency in four developmental levels, for HD 453 Administration/Supernsion: Field Work experienced professionals only, can be document­ (2-3 units) and ed through the ECE Field Proficiency process. See HD 453 Administration/Supernsion: Observation (1-2 units) advisor for information. 2. College Teaching/feaching Adults Advisors andFieldwork Superoisors: TBA (Pasadena); John HD 454 College Teaching/feaching Adults: Field Work Nimmo, Ed.D. (Northwest) (2-3 units) and Lactation Consultant Pacific Oaks will give 10 units HD 454 College Teaching/feaching Adults: Observation (1-2 units) of credit for advanced work completed at the Lac­ 3. Parent/Community Work tation Institute toward a 34-unit specialization for HD 456 Parent/Community Work: Field Work the M.A. in Human Development. Degree applicants (2-3 units) and should indicate their intent to complete this special­ HD 456 Parent/Community Work: Observation (1-2 units) z'" ization. Classes at Pacific Oaks and Lactation Insti­ o tute may be taken concurrently, but the degree credit Note: Astudent may register for one unit of field­ for the Institute program will be recorded by Pacific work at a time, but a total of two units is required. Oaks only at its completion on the basis of a com­ Field work in these three areas may be combined petency review evaluation sent by the Institute to for a generic specialization in Leadership in Educa­ Pacific Oaks. tion and Human Services, with permission of advisor. For information on the Institute's program, contact: Prerequisites: To register for Field Work, the The Lactation Institute student must have a job or arrange an internship/ 16430 Ventura Blvd., Suite 303 apprenticeship, which enables her/him to take a Encino, CA 91436 responsible role in working with adults. Credit is (818) 995-1913 based upon 45 hours per unit of field work and Advisors: Ellen Shell, M.A., and Chele Marmet, M.A. (Lactation journal keeping. Credit for observation in each cc Institute); Betty Jones, Ph.D. (Pacific Oaks) sub-specialization is based upon 45 hours per unit :e of observation and reading...... Leadership in Education and Human Services Most students will participate in a concurrent z'" This specialization is designed for students in lead­ o seminar offered online or on campus. Seminar hours .... ership roles who work with adults involved in the cc field of early childhood. It offers a choice of three count toward the total. N sub-specializations (see below). Students may choose Advisors and Fieldwork Superoisors: Renatta Cooper, M.A. .... (Parent/Community Work, College Teachingffeaching Adults, CC one or more areas in which to sub-specialize. Basic v Pasadena); BettyJones, Ph.D.; (College Teachingffeaching .... requirements are: A.. Adults, Distance Learning); ReGena Booze, M.A. (Parent/Com­ '" 1. HD 401 Working with Adults, or munity Work, Administration/Supernsion, Pasadena); Barbara HD 340 Leadership in Education Daniels, Ed.D. (College Teaching/Teaching Adults and Admin­ istration/Supernsion, Northwest). 2. For each area of sub-specialization, at least one of the following classes: Social and Human Services HD 240 Models and Methods of Parent Involvement HD 308 Women in Administration This specialization is designed for professionals ... HD 310 Conflict Resolution and Mediation working in group homes, adoption agencies, com­ ....'" HD 331 Team Building for Early Childhood Educators munity activism, transitional housing, services for ac: and Parents the homeless, child advocacy and in early child­ C.... HD 340 Leadership in Education Q hood settings with families who need additional HD 360 Advanced Studies in Diversity support services who wish to increase their under­ HD 396 Contemporary Urban Adolescents HD 401 Working with Adults standing and knowledge of family systems, conflict HD 410 Developmental Education mediation, community assessment and strategies HD 415 Emergent Curriculum for working with groups. (This specialization is of­ DEGREES, PROGRAMS & SPECIALIZATIONS fered at the graduate level and is available in • M.A. IN MARRIAGE, FAMILY AND Pasadena and Seattle.) CHILD COUNSELING (MFCC) Basic Requirements are: The field of mental health is changing and the future 1. HD 478 Working with Families in a Diverse World will provide increased opportunities for therapists who can respond to the multiple needs of families 2. At least two of the following Social and Human Services electives: and communities. The Marriage, Family, Child Coun­ seling program offers a multidisciplinary, inclusive HD 253 Child Abuse Assessment and Reporting HD 310 Conflict Resolution and Mediation curriculum based on developmental, psychosocial HD 374 Alcoholism and Chemical Dependency and family systems theories. There is an emphasis HD 396 Contemporary Urban Adolescents on integrating the intrapersonal, interpersonal, HD 403 Psychopathology of Childhood and Adolescence family, and institutional issues to provide a holistic HD 420 Art of Observation approach to understanding the theory and practice HD 450 Ecology of Working with Children HD 464 Community as a Context for Development of marriage, family and child therapy. HD 474 Intervention Models in ECE The program at Pacific Oaks is designed to de­ HD 505 Communication and Counseling Skills velop counselors with a strong clinical!community 3. Clinical Field Experience: framework (focus) to practice therapy using a col­ laborative model that is respectful of the client's From left, Dorothy Garcia, faculty and HD 456 Parent/Community Fieldwork and Observation values and life experiences. Students are required Connie Destito, Director, MFCC Program. 4. At least one of the following diversity electives: to critically examine their own attitudes, beliefs, HD 235 Cross Cultural Mores and Values: and values to become clinically skilled, culturally Socio-Cultural Environments competent therapists. HD 285 Development of Bicultural Children HD 360 Advanced Studies in Diversity and Anti-Bias Issues Admissions ABachelor's degree from an accred­ HD 427 Working with Bicultural Children ited institution or eligibility for admission through HD 460 Seminars in Bicultural Development and Education ABLE option is required for admission to the Master'S in MFCC program. As part of the admissions process, Work with Infants and Toddlers Programs for an admissions interview will be scheduled with a infants, toddlers and their parents are proliferating. MFCC faculty advisor. Students are provisionally This is especially true of programs for young chil­ admitted to the program with a review for full ad­ dren who have been prenatally exposed to drugs mission following the completion of 18 units. and alcohol. There is a growing demand for pro­ Program Requirements Prior to registering for fessionals knowledgeable in normal developmental classes each semester, students are required to meet issues, who are able to work in both clinical and with their advisor to identify the appropriate class­ educational environments. Students in the special­ es to take, to receive information regarding changes ization are encouraged to select practicum experi­ in the BBS requirements, and to review their pro­ ences in both types of settings. Basic requirements gress. The MFCC program includes the follOWing for specialization are: component.,: 1. Two practica* (6-8 units) ParentlInfantlfoddler Center and/or 1. Pacific Oaks core competency requirements. Saturday Infantlfoddler Program Students must complete competencies in: Off-Campus Practicum • Understanding of developmental theories *Journals for practica must be kept with program advisor. • Understanding and valUing diverSity • Ability to implement theories and empower others 2. Classes: • Ability to communicate with others in a connective way, HD 240 Models and Methods of Parent Involvement and HD 254 Authentic Infant-Competent Child • Ability to collect, process, and evaluate data through HD 472 Advanced Studies in Implementing Anti-Bias research Curriculum 2. After completing 18 units (selected from the HD 474 Intervention Models in Early Childhood Education classes in the list below) and the successful com­ Advisor: Renatta Cooper, M.A. pletion of HD 505 Communication and Counseling Note: This specialization is available in Pasadena only. Skills, each student will obtain recommendations from two faculty members, one of whom must be an MFCC core faculty (or MFCC adjunct faculty with approval from advisor) and one must be a Human Development core faculty. After the PACIFIC OAKS COLLEGE

recommendations have been submitted, the student a. Students are eligible for a clinical placement af­ will meet with herlhis advisor to review overall ter they have completed 18 units and are fully admitted. performance in the program. After successful com­ b. The clinical placement must be at one of the pletion of this process, the student will be fully ad­ following sites: mitted. Note: Students admitted to the M.A. in 1. agovernment entity Marriage, Family, Child Counseling program through 2. a school, college or university the ABLE option cannot enroll in clinical courses 3. a nonprofit or charitable corporation until the successful completion of the Assessment 4. a licensed health facility (as defined by Sections 1250, 1250.2, 1250.3 of the Health course. They must also have completed all college &Safety Code) admissions requirements to be fully admitted to c. Students must follow the protocol for clinical the department. training and can only be placed at approved sites. d. It is recommended that students plan on work­ CLASS LIST ing between 10-20 hours per week for a mini­ HD 200 Early Childhood Themes and Ufe Cycle Issues, or mum of nine months to one year. HD 201 Advanced Studies in Human Development e. Students must collect 150 hours of direct client HD 282 Social and Political Contexts of Human Development, contact while enrolled in the practicum seminar. or B. Aminimum of seven hours of training or course work HD 360 Advanced Studies in Diversity in child abuse assessment and reporting. HD 221 Theories of MFCC C. Aminimum of ten hours of training or course work in HD 225 Professional Ethics and the Law human sexuality. HD 267 Psychopathology of Adulthood, or D. Students must complete course work in spousal or HD 403 Psychopathology of Childhood and Adolescence partner abuse assessment, detection and intervention. HD 269 Personality Theories and Clinical Intervention This requirement applies to applicants who enter the HD 470 Clinical Theories of Child Development program on or after January 1, 1996. HD 500 Introduction to Trauma E. Master'S Thesis AND THE SUCCESSFUL COMPLETION OF: Clinical Placement Protocol This protocol has been HD 505 Communication and Counseling Skills developed to facilitate the process of selecting a The written recommendations will include an eval­ clinical placement that is consistent with the stan­ uation of the student in the following areas: dards of the Pacific Oaks MFCC program. The place­ ment sites must meet the BBS regulations and PO v • Ability to listen objectively v criteria for an appropriate MFCC training experience. ... • Ability to empathize with others :IE • Ability to separate own issues from those of others The clinical training experience is a vital part of z • Responsiveness to feedback the student's professional development that requires • Openness to new ideas and situations er: a firm commitment to the agency site/program. The • Demonstration of understanding and application of diversi­ application and selection process is important and :IE ty from an anti-bias perspective ...... should be approached with a profeSSional attitude '"z o 3. If the student does not meet the requirements in a timely manner. I­ for full admission after completing a minimum The protocol has been designed to ensure this er: N of 18 units, the advisor and Program Director process and address the individual needs of each may counsel the student to change to the M.A. in student. Each student will be expected to follow Human Development program. these procedures. 4. Completion of the Board of Behavioral Sciences Eligibility for Clil1ical Placement is based on the (BBS) requirements (Business & Professions following criteria: Code Sections 4980.37, 4980.40 (a) through 1. Students must be fully admitted to the (d), and 4980.41 (a) (d) (e).) These include: MFCC program. A. Pacific Oaks course work totaling 48 semester units, 2. Students must have successfully com­ including: 1. No less than 12 semester units of course work in pleted HD 505 Communication and the areas of marriage, family, and child counseling, Counseling Skills class. and marital and family systems approaches to treatment. Students will begin the application and selection 2. No less than 6 semester units of supervised clinical process in the Spring semester and complete the practicum, including completion of one year of clin­ process by June before they can enroll in the prac­ ical placement in an approved setting, concurrent ticum classes, beginning the following Fall semester. with the practicum seminar. DEGREES. PROGRAMS & SPECIALIZATIONS

Therapy for Students The MFCC department requirements of the California Board of Behavioral strongly encourages the students in the Master's Sciences for the MFCC license. For further informa­ program to be in their own personal therapy while tion please call Connie Destito, Academic Director in the graduate program. To facilitate tWs process, of the MFCC Department at (626) 397-1327. the MFCC department has a referral list of carefully Post Master's Training In Clinical Child selected psychotherapists interested in working Development (Community and Continuing with our students at a lower fee. These therapists Education) Students who have completed their are from throughout the greater Los Angeles area. Master's in Marriage, Family and Child Counseling at MFCC students are advised to contact their advisor Pacific Oaks and want to develop clinical skills in or the clinical coordinator for referral. work with young children and their families will be Intern Registration Upon completion of the M.A. interested in the Clinical Child Development train­ degree in Marriage, Family and Child Counseling, ing program. students apply to the BBS for an intern registration The CCD program addresses the need for well­ number. The intern registration packet can be ob­ trained, culturally sensitive therapists to work with tained from the MFCC office or by writing to the the complexity of problems presented by the diverse BBS at: population of today's children and families. The pro­ Board of Behavioral Sciences gram will focus on developing competencies in di­ 1021 0 Street agnosis, developmental assessment, and appropri­ Sacramento, CA 95814 ate interventions in working with children who have special needs. There will be an emphasis on under­ There are periodic changes in the BBS regula­ standing the familial and social contexts in which tions. Students are required to meet with their fac­ psychological problems can develop. Ulty advisor each semester to keep informed of The training program is open to Pacific Oaks' these changes. alumni, mental health profeSSionals and teachers Latino/a Family Study Proiect who have a Master's degree or teaching credential. Currently there is a crisis in the provision of human It is an 18-21 unit program and is offered as con­ services in Los Angles because of the extreme lack tinuing education through Community and Contin­ of available biculturaVbilingual professionals to uing Education. Students will be able to complete serve our diverse Latino/a families. The Latino/a the program in one year. Acertificate of completion Family Study Project in the MFCC Department focus­ will be presented at the end of the training. The class­ es on recruiting, educating and developing mental es are as follows: health professionals who will be able to meet the HDX 254 Authentic Infant-Competent Child 3 units follOwing important objectives: HDX 239 Clinical Practicum Seminar 3 units HDX 285 Development of Bicultural Children 3 units 1. Have a clear, in-depth understanding of the HDX 288 Developmental Assessment and specific mental health needs of children and Program Planning 3 units families in our Chicano/Latina communities. Sp Ed 239 The Child with Special Needs 3 units 2. Possess the necessary cultural and cross-cul­ If a student is not a Pacific Oaks graduate, she/he will be ex­ pected to take two additional classes: tural sensitivity and clinical competence to ef­ HD 282 Social and Political Contexts of fectively serve this varied population. Human Development 3units 3. Possess the linguistic ability to serve Sparush­ HD 326 Therapy with Children 3 units speaking monolingual clients and varying de­ Students may take the CCD classes in conjunction grees of bilingualism within families. with the MFCC program and upon completion will The Latino/a Family Study Project is a full-scale receive a certificate indicating a Specialization in M.A. in MFCC degree program with a special em­ Clinical Child Development. phasis on the diverse mental health needs of Latino/ Selection for the program is based on comple­ Chicana children and families. It is available in a tion of an application, a personal interview, review cohort group that meets for class in a monthly, of past experience and references. If interested three-day weekend intensive format. It requires the' contact the director, MFCC Program. completion of 54 semester units, a clinical training component and a bilingual language component. The project is designed to fully meet the academic • PACIFIC OAKS COLLEGE ".

TEACHER EDUCATION/CREDENTIAL PROGRAMS Preliminary Credential course requirements Pacific Oaks Northwest offers afull-time, ten-month (If not previously completed at Pacific Oaks): graduate program approved by the Washington • Teacher Education Classes HD 218 Cognitive Development: How Children Learn State Board of Education which leads to teacher Ed 220 Elementary Curriculum Workshop: Introduction certification with endorsements in Elementary Ed­ to Developmental Curriculum and Science ucation and Early Childhood Education. Upon com­ Ed 221 Curriculum Development: Mathematics pletion of the certification program, students need Ed 222 Curriculum Development: ReadinglLanguage Arts only three additional classes and a thesis to com­ Ed 223 Cumculum Workshop: Social Studies and Integrated Arts, or plete their M.A. in Human Development. Ed 242 Teaching as Perfonrung Art Pacific Oaks, Pasadena, offers the California Multiple Subject Teaching Credential under the Ryan Field Experience HD 442 Children's Art Studio Practicum and Seminar Act, which authorizes the holder to teach in a self­ HD 465 Reflective Teaching or contained classroom, preschool through twelfth HD 481 Developmental Practicum Seminar: 3-5 Years grade. It is primarily considered an elementary HD 482 Developmental Practicum Seminar: 5-8 Years school teaching credential, kindergarten through Directed Teaching-Public School sixth grade. Ed 252 Directed Teaching: Kindergarten, or The Multiple Subject Teaching Credential may Ed 253 Directed Teaching: Primary, and ..... only be earned on the Pacific Oaks Pasadena campus. Ed 254 Directed Teaching: Upper Elementary , cc ~,.. l>,,.~c;..J..~ 1~,~4\ .... *Before registration, apply prior to s\!mester iiiWliiCliail1itted ....z • MULTIPLE SUBJECT TEACHING CREDENTIAL: teaching is planned. See Field Placement Coordinator for di­ ....Q PRELIMINARY CREDENTIAL rected teaching application and deadlines. CIII: • Completion of the California Basic Education Skills Test V The California Multiple Subject Teaching Credential is structured in two tiers-the Preliminary and the (CBEST), Multiple Subjects Assessment for Teachers (MSAT) and Reading Instruction Competence Assessment Professional Clear. The Preliminary credential is (RICA) must be documented prior to registration. effective for a five-year period and is non-renewable. • Class or Exam in United States Constitution Before expiration, you must complete additional • Class or Exam in Audio-Visual course work to obtain the Professional Clear. Astudent may enroll in the preliminary creden­ • Completion of a Bachelor's degree with either: tial program as a B.A. or M.A. degree student, as a 1. AState approved diversified Liberal Arts studies major from a designated Liberal Studies waiver program. Pacific Oaks B.A. student using the ABLE option, or as a post-B.A...... does not offer this major; it may be transferred from anoth­ A. student enrolled only in the preliminary credential er college or university, or .... program. Holders of this credential teach most fre­ 2. Any other major and a passing score on the MSAT in the ::::t quentlyat the elementary and early childhood leveL content area exercises (English, Social Studies, Literature, :e ...... Fine Arts, Science and Math) . Ion Program prerequisite classes Z o HD 200 Early Childhood Themes and Life Cycle Issues CBEST and MSAT and Certificate of Clearance HD 231 Communication for Empowerment results must be submitted to the Field Placement HD 282 Social and Political Contexts of Human Development Coordinator before placement in Directed Teach­ HD 400 Working with Children ing in public schools may be processed. Note: Options to or advanced versions of above class can be Twenty-four (24) additional units are required taken with consent of advisor as follows: to earn the Professional Clear Credential. • HD 201 Advanced Studies in Human Development (M.A. only) option for HD 200 Crosscultural Language and Academic Development .HD 310 Conflict Resolution and Mediation, or (CLAD) Emphasis This emphasis requires all of .HD 232 Communication Skills and Individual Dynamics­ the MSTC coursework and prerequisites plus: options for HD 231 HD 220 Sociolinguistics: Issues of Language and Culture .HD 360 Advanced Studies in Diversity and Anti-Bias Issues (MA only)-option for HD 282 *In order to receive CLAD certification, the State of California .. requires 6 semester or nine quarter units of college course­ Ion .HD450 Ecology of Working with Children (M.A. only)­ .... option for HD 400 work in aforeign language. These courses are available CIII: through other local college or extension programs. Ie,:) Bilingual Crosscultural Language and Academic Development (BCLAD) Emphasis This emphasis requires all of the MSTC coursework and prerequi­ sites plus: DEGREES, PROGRAMS & SPECIALIZATIONS lID 220 Sociolinguistics: Issues of Language and Culture Students will be admitted provisionally until they ED 228 Curriculum Development: Bilingual Instructional have passed the MSAT exam. FOrty students will Methods begin and end this program in a cohort model. For BCLAD course requirements at Pacific Oaks also more information, please call (626) 397-2535 or require six semester or nine quarter units of college 2532. coursework in the identified language of Spanish Education Specialist Credential Program This or its equivalency. Please see the Teacher Education program offers students three options: MildIMod­ Office for more information. erate Disabilities, Moderate/Severe Disabilities and Apracticum/field work experience in a bilin­ Early Childhood Special Education. These creden­ guallcrosscultural setting is also a requirement of tials no longer require the Multiple Subject Creden­ this emphasis. tial. The CLAD emphasis is included in all three Students admitted in the Spring of 1997 and Education Specialist Credentials. thereafter, are automatically admitted into either Coordinator o/Education Specialist Credential Programs: CLAD or BCLAD. Verification of foreign language Virginia Kennedy, Ph.D. units must be submitted prior to the submission of the credential application or certificate. Education Specialist Credential in Mild/Moderate Disabilities. This credential may be earned con­ Professional Clear Credential Ifyou completed currently with the B.A. degree or post B.A. Students your Preliminary Credential and B.A. concurrently must have passed the CBEST prior to registering for at Pacific Oaks, you must complete 24 post B.A. se­ Cheryl Greerjarman, Collegefaculty any education courses and the MSAT prior to Direct­ member. mester units of study to earn the Professional Clear ed Teaching. The program includes the Pacific Oaks credential. You may meet this requirement by start­ core courses in addition to those requirements ing concurrent work toward a master's degree listed below. Demonstration of U.S. Constitution (formal application and admission to the Master's competency is an additional credential requirement. are required). Ifyou completed your Preliminary Credential at PRELIMINARY LEVEL I another institution, you must complete additional MULTIPLE SUBJECf REQUIREMENTS ED 220 Elementary Curriculum Workshop: Introduction to course work which must include a total of 24 post Developmental Curriculum and Science baccalaureate units of which six semester or nine ED 221 Curriculum Workshop: Mathematics quarter units may be applied from another institu­ ED 222 Curriculum Workshop: Reading and Language Arts tion. At least 16 of the 24 semester units must be ED 223 Curriculum Workshop: Social Studies and completed at Pacific Oaks. Integrated Arts CLAD REQUIREMENTS Professional Clear Credential course requirements HD 220 Sociolinguistics: Issues of Language and Culture (If not previously completed at Pacific Oaks): plus foreign language requirement lID 200 Early Childhood Themes and life Cycle Issues, or HD 201 Advanced Studies in Human Development SPECIAL EDUCATION REQUIREMENTS HD 231 Communication for Empowerment HD 218 Cognitive Development: How Children Learn HD 282 Social and Political Contexts of Human Development HD 288 Developmental Assessment and Program Planning HD 400 Working with Children in a Diverse World HD 482 Developmental Practicum Seminar: 5-8 Years or Practicum in Pacific Oaks Children's School, or equivalent HD 465 Reflective Teaching Seminar Ed 435 Technology in the Classroom HD 475 Psychopathology of Childhood and Adolescence or Sp Ed 239 The Child with Special Needs* HD 240 Models and Methods of Parent Involvement HD 288 Developmental Assessment and Program Planning* SPED 239 The Child with Special Needs Health Education* SPED 243 Instructing the Student with Learning and AlcohoVSubstance Abuse Behavior Challenges Nutrition and CPR SPED 257 Directed Teaching: MildIModerate Disabilities Total Units Must Equal 24 To earn a MSTC Preliminary Level add one *State-mandated classes which must be included in the program Directed Teaching in general education. Internship Program Education Specialist Creden'lial in Moderate/Severe This program offers students the opportunity to re­ Disabilities. This credential may be earned con­ ceive aClear Credential in 14 months (summer to currently with the B.A. degree or post B.A. Students summer). To be considered for this progranl, the must have passed the CBEST prior to registering for prospective student must have a B.A. from an ac­ any education course and the MSAT prior to Directed credited college and have passed the CBEST exam. Teaching. The program includes Pacific Oaks core • PACIFIC OAKS COLLEGE

courses in addition to the program requirements This program is open to human services profes­ list below. Competence in U.S. Constitution is an sionals who already hold a Master's degree from additional credential requirement. an accredited institution and wish to participate in the Pacific Oaks learning process. Admission is PRELIMINARY LEVEL I MULTIPLE SUBJECT REQlJlREMENTS granted based upon the student's development of ED 220 Elementary Curriculum Workshop: Introduction to an individual plan to meet the areas of competency Developmental Curriculum and Science and to meet the student's own individual interests. ED 221 Curriculum Workshop: Mathematics The certificate will be awarded after an assessment ED 222 Curriculum Workshop: Reading and Language Arts of the candidate's competence in the five areas re­ ED 223 Curriculum Workshop: Social Studies and quired by Pacific Oaks (Development, Social and Integrated Arts Political Contexts of Human Development, Commun­ ClAD REQl1IREMENTS ication, Research, and Implementation). The cer­ HD 220 Sociolinguistics: Issues ofLanguage and Culture plus foreign language requirement tificate is awarded based upon the assessment and completion of 15 units of course work. Assessment SPECIAL EDUCATION REQl1IREMENTS of competence and program planning will be con­ HD 218 Cognitive Development: How Children Learn ducted by the program advisor. These units may be HD 288 Developmental Assessment and Program Planning taken in Pasadena or through any Pacific Oaks Dis­ Why is Pacific Oaks unique? HD 482 Developmental Practicum Seminar: 5-8 Years or HD 465 Reflective Teaching Seminar tance Learning option. Because we oHer: HD 475 Psychopathology of Childhood and Adolescence or ProgramAdvisor: BettyJones, Ph.D. HD 240 Models and Methods of Parent Involvement • small class sizes SPED 239 The Child with Special Needs PROGRAMSjSPECIALIZATIONSjEMPHASES • evening and weekend classes SPED 244 Instructing the Student with Severe Disabilities SPED 258 Directed Teaching: Moderate/Severe Disabilities (UNDER DEVELOPMENT) • life/work experience credits Several new programs, specializations and/or em­ To earn a MSTC Preliminary Level, add one Direct­ phases are currently being designed for implemen­ • learning online ed Teaching in general education. tation in 1999-2000. Included are the follOwing: • individualiIed faculty attention Edu(al'ion Spedalist Credential in Early Childhood Spedalizations Specialization for Teachers and • a beautiful, serene campus, and Spedal Edu(ation. This credential may be earned Therapists Working with Children Affected by Vio­ concurrently with a B.A. degree or post B.A. Stud­ • achance to earn your degree in a lence. (Three tracks: Marriage, Family and Child field where you can really make a ents must have passed the CBEST prior to registering Counseling, Early Childhood Education or Teacher diHerence. for any education courses. The program includes Education, Continuing Education) Contact: Director, the Pacific Oaks core courses in addition to the pro­ MFCC (626) 397-1327 (for MFCC) and Director, gram requirements listed below. Competency in U.S. Teacher Education (626) 397-1331. Constitution is an additional credential requirement. Emphases Early Childhood Emphasis for Multiple PRELIMINARY LEVEL I Subject Teaching Credential. Contact: Teacher SPECIAL EDUCATION REQllIREMENTS Education Department (626) 397-1331. HD 218 Cognitive Development: How Children Learn or HD 203 The Earliest Years HD 240 Models and Methods of Parent Involvement PASADENA WEEKDAY COLLEGE HD 288 Developmental Assessment and Program Planning or All degree, program and specialization requirements HD 420 The Art of Observation are offered on the Pasadena campus during fall HD 337 Play, Language and Literacy Development or and spring semesters. Some degree and program HD 246 Play in Childhood requirements are available during summer session. HD 480 Developmental Practicum Seminar: 0-3 Years or t­ Check with your advisor. ea: HD 481 Developmental Practicum Seminar: 3-5 Years or :E HD 465 Reflective Teaching Seminar The fall semester begins in early September and &:II:: C) SPED 239 The Child with Special Needs or ends mid-December (15 weeks), The spring semes­ ...z SPED 474 The Young Child with Special Needs ter begins in January and ends near the end of May ..... SPED 245 Early Childhood Special Education Curricula (16 weeks including one week Spring break). Each c:c and Methods &:II:: class is offered in three hour blocks once a week loW SPED 259 Directed Teaching: Early Childhood Special Education Z with a few exceptions. Most classes are scheduled • POST GRADUATE CERTIFICATE from 4:00 to 6:45 p.m. or 7:00 to 9:45 p.m. Some one-unit classes are offered as weekend workshops, Pacific Oaks offers a Post Graduate Certificate for and a few classes may be offered from 1:00 to 3:45 Advanced Study in Human Development or Advanced p.m. Field experience and student teaching are Study in Early Childhood Education. scheduled mornings and afternoons. GENERAL INFORMATION

PASADENA WEEKEND COllEGE sue more than nine units of college work through Some classes will be offered on three full weekends Weeklong classes, submit a written request to your (Saturday/Sunday) and some will be offered six full advisor. The advisor will make a decision based Saturdays or Sundays. All these degrees, progranls, upon your performance in other classes. and specializations are also available through the College's Weekday programs. DISTANCE lEARNING The B.A. and M.A. courses of study, generally, For students outside the Los Angeles metropoli­ may be completed by attending weekends only, ex­ tan area, Pacific Oaks offers classes through: cept for field experience and student teaching. • Pacific Oaks Northwest (branch campus) SpeCializations, which may be completed by attend­ • Pacific Oaks Northern California ing mostly Weekend College, are: • Pacific Oaks Online Pacific Oaks distance programs are designed Bettyjones, Distance Learning • Child Care Coordinator. • Developmental Education primarily for M.A. students. However, B.A. students • Early Childhood Education may find that the programs meet their needs if (1) they are mature, self-directed learners, (2) they • Work with Infants and Toddlers are strongly attracted by Pacific Oaks' emphasis on • Leadership in Education and Human Services: young children and families, and (3) they are look­ Administration/Supervision ing for a part-time program to be integrated with College Teaching/Teaching Adults work and personal life. Parent/Community Work In the Northwest and Northern California, class­ Bicultural Development es are offered on weekends in Fall and Spring, and Programs where less than 50% of the classes may as summerWeeklongs in June andJuly. Online be taken in Weekend College are: classes are offered in Fall and Spring. • Art Education Northern California and Online students must • Lactation Consultant take one or more classes on the Pasadena campus, • Marriage, Family and Child Counseling (MFCC) depending on their program. Professional classes • Special Education Credential for Marriage, Famlly and Child Counseling and for California Teacher Certification are offered only in PASADENA SUMMER SESSION Pasadena. Pacific Oaks Northwest offers Washing­ Pasadena Summer Session begins in June and ton Teacher Certification. Classes may vary by loca­ ends in July or early August. The eight week session tion; not all specializations are offered at all locations. includes weeklong and evening classes Monday­ Friday and weekend classes. The B.A., Credentials, PACIFIC OAKS NORTHWEST M.A. in Human Development, and some M.A. spe­ Debra Sullivan, Ed.D, Campus Dean cializations may be completed by primarily attend­ ing summers. Depending upon the number of units Pacific Oaks' branch campus in the Seattle area of­ required, it may take from two to four summers to fers classes toward the M.A. and B.A. in Human complete a degree. Development and a teacher certification progranl. Three unit classes are offered twice a week on Human Development For the B.A. and M.A. in Hu­ two alternate days for two hours and 45 minutes per man Development, all required classes and a selec­ day. Most classes are offered from 5:00-7:45 p.m. tion of elective classes are available in the Seattle Weekend classes are also offered during area. Summer Session. Seven or more classes are offered on weekends fall, spring, and summer. Additional classes, includ­ PASADENA WEEKlONG CLASSES ing Assessment of Experience (for ABLE students) Weeklong classes are offered each term, typically and practicum options for B.A. students are offered early in the semester. Weeklong classes are usually as needed. Two or three Weeklong classes are of­ scheduled from 8:30 a.m. -4:30 p.m., and run fered in January and 4-5 Weeklong classes are of­ from Monday through Friday. Reading and writing­ fered in July. (For course offerings for credential assignments are required prior to the first day of students, see Teacher Education below). class. Early registration is required. Most students are enrolled part-time and extend Pasadena students may use nine units of Week­ I their program over 2-3 years. However, it is possi- long work toward their degree. Ifyou wish to pur- • PACIFIC OAKS COLLEGE

ble to accelerate the program by combining North­ Visalia in fall and spring. west classes with Pasadena classes, independent Most students enroll part-time and extend their study or online classes. program over several years. However, it is possible to accelerate the program by combining Northenl Northwest Human Development Program.Director: California classes with classes in Pasadena, Pacific ~. D&b.~ S....L\,JQ..I\ Pacific Oaks Northwest Oaks Northwest, and/or online classes. Some 1403 34th Avenue speCializations for the B.A. and M.A. in Human De­ Seattle, WA 98122 velopment are not available in Northern California. (206) 325-7669, ext. 11 Please contact the Academic Director for further As a service to Oregon and southern Washington information. students, outreach classes are offered in the Van­ Northern California Human Development Program: couver/Portland area on weekends during the aca­ Gretchen Brooke, Academic Director demic year. One class each semester, including 1783 Terrace Drive electives and some requirements, will be offered Belmont CA 94002 for as long as enrollment justifies. (650) 594-4815 Teacher Education Pacific Oaks Northwest offers a PACIFIC OAKS ONLINE full-time, ten-month graduate program approved Computer-mediated instruction is available to by the Washington State Board of Education which Pacific Oaks students at any distance. Students living leads to teacher certification with endorsements in more than 100 miles from Pacific Oaks have prior­ Elementary Education and Early Childhood Educa­ ity in online classes. Students must have access to a "Pacific Oaks prepared me very well for tion. Upon completion of the certification pro­ computer with a modem; orientation to online gram, students need only three additional classes my career in early childhood education. learning precedes classes. Classes are offered in and a thesis to complete their M.A. in Human fall and spring semesters. The bestpart was getting to work with Development. AB.A. is prerequisite to admission. children at the Children's School while This program has a separate application process PLANNING AT ADISTANCE and admissions are limited. The 12 additional units Pacific Oaks' alternate time frames and locations taking classes. Putting together theory required for the M.A. in Human Development may enable students at any distance to plan individual­ and practice made a huge difference in be completed at the Northwest branch campus, in ized degree programs. Weekend classes (meeting my being able to walk into my newjob Pasadena, or in other distance learning locations. monthly) are available at all locations; Weeklong courses are offered in Pasadena (during all tenns) , with confidence. }} Northwest Teacher Education Program Director: Merrilee Runyon, M.A. (Acting Director) Northern California (June) and Seattle (January Pacific Oaks Northwest and July) . (See page 50 for sequence of approach ... 1403 34th Avenue classes offered in the Weeklong fonnat). Pasadena :IE .... Rick Dotsey, BA. ABLE '95 Seattle, WA 98122 offers Weeklong, Weekday and Weekend classes (206) 325-7669, ext. 12 Currently employed by the Board of during the summer Session. Online classes are scheduled in fall and spring semesters, and stu­ '"z: Education, Fulton County, GA, Pacific Oaks Northwest Faculty: o .... Sharon Cronin, Ph.D. dents log on at any time of day or night. Aminimum cc as a Pre-K teacher at Barbara Daniels, Ed.D. of 6-9 units on campus is included in any degree v John Nimmo, Ed.D. o Seaborn Lee Elementary School. program. .... Zakiya Stewart, Ed.D...... z Distance Learning Coordinator: o .... PACIFIC OAKS NORTHERN CALIFORNIA BettyJones, Ph.D. cc Pacific Oaks Northern California offers classes lead­ Pacific Oaks College :IE 5Westmoreland Place GI: ing to the B.A. and M.A. in Human Development. o.... Weekend classes are offered during the Fall and Pasadena, CA 91103 z Spring semesters and weeklong classes are held in (626) 397-1320 or (800) 613-0300 .... June. Eight or more classes are offered each year, cc COOPERATIVE PROGRAMS ...GI: including all approach classes in a two year cycle, ...Z and a variety of electives. All Northern Califonlia Lactation Institute Pacific Oaks degree credit t:) students also take one or more classes in Pasadena, based on competency review is available to students with the number dependent on the student's program. completing the Lactation Institute's Lactation Con­ Two or more classes are also offered each year sultant Program. See "Lactation Consultant" under in the southern San Joaquin Valley, meeting in B.A. and M.A. Specializations on pages 9and 14. GENERAL INFORMATION

COMMUNITY AND CONTINUING EDUCATION Open Ellrollm·ent Most classes listed in the current Community and Continuing Education (CCE) pro­ Pacific Oak'i College Schedule of Classes are open vides an opportunity to earn up to 30 upper division to the pUblic. Individuals may enroll in a class as a units of transfer credit toward a B.A. degree at non-matriculating student for CCE credit if the fol­ Pacific Oaks College. In most cases, units earned lowing conditions are met: space is available at the through CCE can be applied toward the general ed­ first class meeting; student meet<; class prerequisites; ucation requirement for admission to the college and the instructor approves. For further informa­ and may be applied as electives toward the B.A. de­ tion, contact CCE gree. CCE classes cannot substitute for the last 30 CCE also offers credit for selected training pro­ units for the B.A., which must be taken in regular grams, workshops and conferences such as those Pacific Oaks College classes, nor can they be ap­ offered by Far West Labs, several Montessori pro­ plied toward the Pacific Oaks M.A. degrees. grams, RIE, High Scope and the Computer Using Community and Continuing Education offers Educators (CUE) Conference. classes in collaboration with a variety of public and Classes for new professionals in teaching are al­ private educational and human service agencies in so offered. For further information, contact: Northern and Southern California. Designed to meet Community and Continuing Education the needs of working early childhood professionals, SWestmoreland Place, these classes are held during weekends and even­ Pasadena, CA 91103 ings at work sites and other convenient locations. (626) 397-1362 • Classes offered include: child development and curriculum to meet academic requirements under Title 22 and Title 5; parenting; and administration and supervision of early childhood programs. Child Development Associates Pacific Oaks College continues to offer up to 30 upper division semester units to qualified individuals who have earned the CDA credential by the portfolio assessment method (before June 1992) and have completed at least 60 semester units of college. The amount of credit awarded is based on an evaluation of the applicant's profile and college transcripts. Afee is charged for evaluation. To apply, contact the Community and Continuing Education Department.

Denise Fogelman, alumna, PONWDirector ofSeattle's Village Project. I PACIFIC OAKS COLLEGE

OFFICE HOURS Most College offices are open with their current advisor. Students must make an 8:30 a.m.-4:30 p.m., Monaay-Friday. Admissions, effort to resolve any issues before requesting achange. College Records and Financial Aid offices are open Astudent may ask the Academic Director or the 8:30 a.m.-6:00 p.m., Monday-Thursday and Student Success Director to assist in this process, if 8:30 a.m.-4:30 p.m. on Friday. All are closed week­ they choose. Change of Advisor request forms are ends and holidays except as posted. It is best to call available from the Admissions Office. The form must and make an appointment before driving to campus be completed by the student and signed by the current to visit an office. advisor. Forms should be submitted to the Academ­ ic Director of your department or program. If the ADMISSIONS FOR DEGREE, CERTIFICATE request is granted, the Academic Director will assign AND CREDENTIAL PROGRAMS a new advisor and inform the appropriate parties. In order to be assured of an admissions review for Students who request a program or specializa­ the semester you wish to enroll in, you will need to tion change will be assigned a new advisor through meet the following application deadlines: the Admissions Office. (See: Change of Degree, 98-99 Institutional Program, or Specialization, page 34.) Scholarship Eligibility: April 15 Fall Semester: July 1 ACCOMMODATIONS FOR STUDENTS Spring Semester: November 1 WITH DISABILITIES Summer Semester: April 15 Pacific Oaks College is committed to providing program accessibility to all students. Students with (These are also the deadlines for financial aid ap­ documented physical and/or academic challenges plicants.) are encouraged to identify their needs to the Student All application materials and the fee must be Success Office in a timely manner so that accom­ submitted to the Admissions Office by the above modations can be arranged. dates. Applicants may expect to be notified of a decision approximately four weeks after your file is FINANCIAL AID completed. Pacific Oaks awards financial aid to admitted degree When possible, the College will continue to re­ or credential students in accordance with a nation­ view applications after these dates. Ifyou are not ally established policy based upon the belief that reviewed for the semester you request, your appli­ the student and her/his family are the primary and cation will be considered for admission in the sub­ responsible source for funds to meet educational "Teaching as PeiformingArt" students sequent semester. costs. Financial aid is available to fill the gap be­ participate in exercises designed to help For an application and/or further information, tween potential resources (parents' contribution, children imagine, enact and reflect contact the Admissions Office at (626) 397-1349 student's and spouse's income, savings, etc.) and upon human experiences. or (800) 684-0900. expenses. The amount of financial aid is deter­ mined by careful evaluation of a student's total fi­ ""z READMISSION o nancial strength, including income, size of family, Students applying for readmission (those not en­ allowable expenses and assets. rolled for five or more years) must complete all Pacific Oaks participates in all applicable Federal :E c current program requirements and register for a Financial Aid programs, as well as awarding limited e ...... minimum of 6 units. amounts of privately donated funds. Students are z o eligible for Federal funds at Pacific Oaks College if t­ ADVISING e they: 1) are citizens or permanent residents of the ::E Pacific Oaks students are responsible for being fa­ United States; 2) are accepted to or in good acade­ l:1li: miliar with this Catalog and the requirements for o..... mic standing in a degree program. Students must ,z their degrees and programs. All student "'ill be as­ be enrolled at least half-time (defined as 6 units Signed an advisor upon admission. Students are re­ per semester for undergraduate students and 4 units quired to meet with their advisor regularly to re­ per semester for graduate students) in order to be view their academic progress and standing. eligible for aid. There may be additional require­ ments depending upon the specific program. CHANGE OF ADVISOR Note: Aid covers regular college classes onlJ. It is not Students may request a change of advisor when available for Extension classes or for Unil'i documented they are unable to resolve communication problems through the ABLE Assessment Process. GENERAL INFORMATION

Application Deadlines All financial aid forms must Federal Worh Study Provides opportunities for part-time have been received by the Financial Aid Office by emplojment and is awarded on the basis of need and aVailability of employment opportunities. Students can earn the following priority deadline dates in order to up to $12lhour. These jobs assist in reducing the amount ensure timely processing of financial aid requests. a student may need to borrow, as well as defray living expens­ April 15 Priority Deadline for Institutional Grants and es. Awards range from $500 to $5,000 per academic year. Scholarships April 15 Summer Session State Aid July 1 Fall and Spring Semester Cal Grants Established to assist able and financially needy November I Spring Semester only undergraduate students who are residents of California. (These are also the admission deadlines for Financial Aid Cal Grants range from $500 to $8,000 and are awarded on Applicants) the basis of .'lcademic achievement and need. It should be remembered that early submission of Pacific Oaks Scholarships Based on a combina­ forms will insure greater probability of adequate tion of need and merit, awards range from $250 to funding of financial need. $2,000 per academic year. Students are encouraged to complete the application process by the priority Carole Sharpe, Director ofAdvanCing deadline of April 15. Award reCipients must main­ Careers in Child Development (ACCD), SOURCES OF FINANCIAL AID a research project ofthe College. The follOwing is alist of some of the primary sourc­ tain a minimum of 6 units per semester. es of financial aid to students. Information regard­ Endowed Scholarships ing eligibility requirements and application proce­ Driscoll Clevenger CSF Scholarship'" dures are available in the Financial Aid Office. Rose Engle Scholarship* For outstanding students with Federal Aid promise in the field of early childhood/special education. Pell Grant Entitlement grant progranl from the Federal gov­ William Randolph Hearst Scholarship For financially ernment for students with high financial need. Students must disadvantaged minority students who are single heads of be undergraduates working on their first undergraduate household. degree. Awards range from $250 to $2,470 per academic Keck College Scholarship For student,; enrolled fulltime at year. college. Supplemental Education Grant Program (SEOG) Grant Pi lariolBrown Scholarship* program for undergraduate students with exceptionally Sidney Stem Scholarship* high financial need. (Priority given to Pell Grant recipients.) Stauffer College Scholarship Based on scholarship excel­ Perkins Student Loans 5% long-term repayment program lence. Awarded to students in top percentage of class. available to students with exceptional need with maximum of $3,000/undergraduates and $5,000/graduates. Repay­ Wolman Scholarship* ment begins 9 months after graduating or termination of Named Scholarships (Unendowed) at least half-time status, with minimum repayment of $30 George Mayr Foundation Scholarship* For students who per month. are resident,; of California who are deserving, needy and Stafford Student Loan Variable rate long-term repayment worthy of financial aid. loan program with 9% interest cap, provided through pri­ Pacific Oaks Endowment Scholarship For students en­ vate lenders such as banks and savings and loan associa­ rolled in the college. Award based on finanCial need. tions. Loan amount is based on student need with a maxi­ mum of $5,500/undergraduates and $8,500/graduates. Pacific Oaks Career Incentive Grant For students en­ Note: Repayment of Stafford Loans does not begin until rolled in specific programs or as pan of specific cohort 6 months after a student graduates, drops below ll2-time groups. status, or leaves school. Fullen Smith Foundation* For a minority student who is Unsubsidized Stafford Loans Variable rate loan with cap the first in herlhis immediate family to attend a four-year of 9% interest, provided by private lender. Interest accrues college. immediately and is payable 60 days after receipt of funds. *Availablefor Pasadena students only. Loan amount is a maximum of $5,000/undergraduates and $lO,OOO/graduales. Note: Repayment of Stafford Loans Other Outside Sources Students are encouraged does not begin until 6 months after a student graduates, to investigate outside sources of scholarship assis­ drops below II2-time, or leaves school. tance in their community. Many civic, fraternal and PLUS Loan Variable rate loans with a cap of 10% for the PLUS service organizations such as Elks, Soroptimists, (Parent Loans for Undergraduate Students) Loan, available Kiwanis and Rotary clubs provide scholarships, as through private lending institutions. Note: Interest accrues do churches and private corporations. The Financial immediately and repayment begins 60 days after receipt of Aid Office maintains information about some com­ funds. munity resources available to Pacific Oaks students. • PACIFIC OAKS COLLEGE ~ Appli(ation Process There are many special collections housed in The following forms are required: the Andrew Norman library. The Friends' Collection, 1. Pacific Oaks Application for Financial Aid; dating back to the mid-1800s, documents the be­ 2. Financial Aid Transcripts from each school attended; liefs and traditions of the Society of Friends. Award­ 3. Submit the Free Federal Application for Financial Aid winning juvenile books and other books of "dis­ (FASFA) tinction" comprise the Children's Historical and Critical Collections. These collections span 200 All applicable forms must be submitted and ad­ years of publishing, with the Historical Collection mission to degree program confirmed before a de­ including many readers from the 1800s as well as termination of financial aid awards may be made. many seminal works in the field of early childhood. Students should allow 6-8 weeks for processing of In addition, the library subscribes to approxi­ the FASFA, and an additional 6weeks before notifi­ mately 120 periodicals and indices in early educa­ cation of award by Pacific Oaks. tion, adult education, human development, family Financial Aid Satisfactory Progress Report therapy, and the related social sciences. We have Renewal applicants for financial aid may not have access to hundreds of other periodical titles through more than six units of May Complete or Incomplete our online database services and ERIC and Psyc-lit work and should be making adequate progress to­ on CD-ROM. ward degree completion per the Satisfactory Pro­ The library also houses a growing collection of gress Policy. Acopy of the Satisfactory Progress audiovisual materials and equipment. Books and Policy is available in the Financial Aid Office. other materials for required and recommended It is the student's responsibility to provide the course-related reading are made available through Financial Aid Office with proof of completion of the "reserve" section of the library. Incompletes. No students receiving Incompletes in Acquisitions for the collection are made based more than two classes will be eligible for aid until on faculty and student recommendations as well as these classes are cleared by the instructor and the valuable review sources. Users are encouraged to student provides the Financial Aid Department with offer suggestions. appropriate documentation. As part of its services the library offers formal Please contact the Financial Aid Office regarding bibliographic instruction as a required component Scott Zimmer, Assistant librarian, information about specific Financial Aid Programs: of one of the core classes. Bibliographic instruction Andrew Norman Library. 5Westmoreland Place is also available through a number of the other Pasadena, California 91103 classes offered at the discretion of the instructor. (626) 397-1350 or (800) 353-1350 The librarians also provide assistance in specialized Students who do not qualifyfor FinancialAid may still have research and other reference services. Interlibrary access to the Tuition Payment Contract with Pacific Oaks loan services and on-line database searches are Business Office: Payments of tuition monthly during the se­ mester. Payment in full by end of semester. available through the library as well. It is necessary to have a current Student I.D. LIBRARIES card (aVailable in Business Office) to check out li­ brary materials. Students who are on an official Andrew Norman Library, Westmoreland Pla(e Leave of Absence may purchase alibrary guest card, The Andrew Norman library on the Westmore­ Site which is good for one year. During the semester, land campus supports the degree programs of library hours are Mondays through Thursdays, Pacific Oaks and independent faculty research. The 10:00 a.m. to 10:00 p.m.; Fridays, 8:30 a.m. to in-depth emphases of the collection are in early 4:30 p.m.; Saturdays, 10 a.m. to 4 p.m.; Sundays, childhood education and curriculum development, 11 a.m. to 4 p.m. Closed holidays. human development, family systems and therapy, and child care. Materials are purchased which re­ Children's Library, California Blvd. Site The flect our commitment to examine issues of racism, Children's library, located on the Children's School sexism, homophobia, ability, etc. These books, campus, houses a small collection of juvenile books videos, and audiotapes are meant to supplement as well as AV materials. The library has just moved the college curriculum at the undergraduate through into a newly renovated space in La Lorna Yard. The graduate levels. The collection, which numbers over parents of the Children'S School have been dedicat­ 18,500 titles, reflects not only current research, ed in their support of the library and efforts are but also includes a historical perspective of early currently underway to plan and redesign a "Chil­ childhood. dren's Library for the 21st Century." Plans include • GENERAL INFORMATION

an expanded collection for the children, particu­ 8. Follow up on understandings and agreements with the larly in anti-bias literacy materials, appropriate student services offices and faculty. computer resources for children and adults, and a 9. Students who believe they have followed directions, have met deadlines, and who still have a problem with one or parent resource center. more student services offices or instructors, should con­ tact the Student Success Director who will act as a facili­ ARCHIVES tator in resolving the problem. The Marianne Wolman Archives is housed at the 10. Keep copies of all transactions, records and receipts. Westmoreland Place site adjacent to the library. These copies will verify transactions in the event a docu­ ment has been misplaced or if there is a disagreement. The main purpose of the archives is to preserve 11. Students are responsible for checking their mailbox at and make available primary source material per­ regular intervals. taining to professionals who worked in the field of 12. Submit change of name, address, or phone number to early childhood from the tum of the century onward. College Records in writing with supporting documents The archives also serves as a repository of documents (court order, drivers license, or other form of positive relating to the history of Pacific Oaks College and identification) . Name changes apply to permanent student files (but not their contents) and computer records; men­ Children's SchooL The Archives is open byappoint­ tions of your previous name as it appears throughout ment only and is available for use by researchers, your narrative evaluations, which are part of your official including faculty and students, by special permission. transcript record, are not changed. Appointments may be made by contacting the 13. Requests for a change of program must be submitted to head librarian at (626) 397-1355 or an archives the Admissions Office. Notification will be provided when it is approved. volunteer at (626) 397-1393. 14. It is the student's responsibility to check office hours be­ fore driving to Pacific Oaks. It is recommended that stu­ RESEARCH CENTER dents call offices, faculty or the bookstore before driving The Pacific Oaks Research Center coordinates ac­ to the campus. louise Derman-Sparks, faculty and tion research projects carried out by faculty and 15. Park in designated areas only. Please refer to the Student author with the A.B. C. Task Force of staff, and practical outcomes that support quality Handbook for additional information. Anti-Bias Curriculum: Tools for 16. All Pacific Oaks College students are asked to be willing Empowering Young Children. improvement and new approaches to serving chil­ to engage actively in thinking, diSCUSSion, and change as dren and families. The Research Center in located we allleam about the nature, dynamics and impact of bias at 65 South Grand Avenue, Pasadena. For further and oppression, and the ways in which theories, practices information, please contact the Coordinator of and institutions are oppressive. It is important that we all Grants and Contracts at (626) 397-1315 or 1389. be willing to risk growing and changing together, rather than clinging to old theories and practices simply because they are familiar and comfortable. STUDENT RIGHTS AND RESPONSIBILITIES 17. Pacific Oaks College's anti-bias commitment applies to all Each student is responsible for the following: areas of discrimination, including those based on race, 1. Read the Catalog and Schedule of Classes. They contain ethnicity, class, sexual orientation, gender, age, disability. all of the information needed to facilitate smooth plan­ Respect is expected to be shown toward persons in all ning. Questions are encouraged. categories, both generally, and as individuals. It is each 2. Register for classes as soon as the Schedule is published. student's responsibility to approach interactions and di­ 3. Complete drops, adds, and changes of class by the pub­ versity openly, and to act from one's centered, adult com­ lished deadlines (see AddlDrop, page 34). passionate self. 4. Make an appointment to see their advisor who must sign all registration forms each time you register or change CHILDREN IN THE CLASSROOM your schedule. Students unsure about who advises them should contact the Admissions Office. The Pacific Oaks mission statement reflects a com­ 5. Apply for aid, finalize number of units for the semester, mitment to meeting the needs of children and fam­ and sign their financial aid check in the business office by ilies. In keeping with our miSSion, we actively and the published deadlines in schedule, catalog, and other knOwingly recruit students who have family and distributed announcements. other obligations. Given this, the administration, 6. Pay tuition and fees in full or development of a payment faculty and staff of the college understand that situ­ plan is required before first class session. Students who have made no financial arrangements will be asked to ations may arise where a student will need to bring withdraw from class(es). an infant or young child to class. When such a situ­ 7. Meet all payment deadlines in a timely manner. If they are ation arises, the student is asked to notify the in­ not met, in addition to being asked to withdraw from cur­ structor in advance, ifpossible, so that the pres­ rent class(es), students will be unable to obtain tran­ ence of the child can be accommodated within the sCripts, diplomas or certificates, will be denied future payment plans. Students may incur legal fees and sub­ context of the classroom setting. I stantial finance charges. PACIFIC OAKS COLLEGE

The personal care of the child (feeding, diaper­ state that no other party shall have access without ing, etc.) should be handled discreetly and in such the written consent of the student. Any information a way as to not interfere with the ongoing work of regarding students that is not personally identifiable the class. If, in the view of the instructor, the edu­ may be released at the discretion of the Academic cational process of the class is being disrupted, the Vice President and/or Dean of Student Services. student may be asked to remove the child from the Students may challenge the contents of their ed­ classroom. Students who have concerns about the ucational records on the grounds that they are in­ policy and/or its implementation should discuss accurate, misleading, or otherwise inappropriate, their concerns with the student and/or instructor by discussing their problems informally with the involved. If the matter cannot be resolved at that Director of Registration and Records. Ifstudent level, the matter may be referred to the Dean of and Director agree, records will be amended. If Student Services for review. agreement is not reached, a statement of challenge It is the College's hope that all adults at Pacific should be submitted in writing to the Academic Chikki Sugama, exchange student with Oaks will grow in their appreciation of and toler­ Vice President or Dean of Student Services, who Otani College,Japan. ance for the presence of cWldren in their environ­ will review the complaint and take necessary action. ments, despite the complexity that cWldren may At its discretion, the institution may provide produce in an academic setting. As students of hu­ Directory Information in accordance with the pro­ man development, we expect that problems will vision of the Act. Directory Information includes: occur; our aim is not to eliminate the problems, student name, address, telephone number, date but to become skillful problem-solvers. The pres­ and place of birth, major field of study, units cur­ ence of differences (in age, culture, language, abil­ rently enrolled, dates of attendance, degrees and ity, lifestyle and values) in any group adds to its po­ awards received, and previous educational agencies tential for conflict-and for the growth of all its or institutions attended by the student. Requests members-and offers us experience in collegial for non-disclosure must be filed with College Rec­ conflict resolution. ords at the beginning of each academic year (with­ in the first two weeks of the semester) and remain PRIVACY RIGHTS in effect for one year. Students may make written requests for non-disclosure of information at two Pacific Oaks College recognizes and conforms to levels: 1) Phone and address only, or 2) non-dis­ the regulations set in accordance with the Family closure of any information (this level of confiden­ Educational Rights and Privacy Act of 1974 (The tiality would result in a response to any inquiries Buckley Amendment). Students have access to about you that "Pacific Oaks has no information their records, with the exception of those consid­ about that individual." You would need to provide ered confidential under the Act. Students may make awritten release to anyone, including loan compa­ an appointment to view their records in the College nies and employers, who might need verification of Records Office during regular business hours. Files your status at Pacific Oaks.) It is Pacific Oaks' poli­ may not be removed from that office. Students may cy that failure on the part of any student to request obtain copies of their records, except, again, those withholding of Directory Information indicates in­ covered under the Act (i.e., copy of the academic dividual approval for disclosure. record for wWch afinancial "hold" exists; transcript For a copy of the Family Educational Rights and ar:: ofan original or source document existing elsewhere; a.. Privacy Act contact: The Family Educational Rights ...... confidential letters/recommendations associated and Privacy Office, Department of Education, Switzer Z o with admission). Acopying fee may be assessed. Building, Washington, D.C. 20202 to­ c:r:: WitWn the Pacific Oaks community, only those :IS members, individually or collectively, acting in the ar:: STUDENT CONDUCT ....o student's educational interest are allowed access Students enrolled in the college are expected to .' z to student educational records, except when infor­ conduct themselves in a manner compatible with ..... mation is required by: judicial order; state or fed­ c:r:: the College's function as an educational institution. ....ar:: eral agents in connection with audit or evaluation Behavior that is disruptive and/or interferes with ....z of federal legal requirements; for financial aid re­ the educational process is disrespectful of the rights c:> quirements; an accrediting organization; organiza­ of others and is not acceptable. tions conducting educational studies, provided the Academic dishonesty (ie. cheating, forgery, pla­ studies will not permit personal identification. In­ giarism) depreciates the learning experience and formation released from Pacific Oaks College will may be grounds for dismissal. It is fundamental GENERAL INFORMATION

that students contribute to the ideal of academic members of the College community would be: integrity and accept individual responsibility for Supervisor, Academic Vice PreSident, Dean of Stu­ their work. dent Services, Coordinator of Student Success or In most instances accusations are based on evi­ Personnel Manager. Aperson wishing to make a sex­ dence which is not contested by the accused student. ual harassment complaint has the following options: The incidents shall be resolved between the parties involved and a written report will be filed in the stu­ dent's permanent folder so that any future incidents may be referred to the Academic Vice President.

SEXUAL HARASSMENT POLICY The Student Rights and Responsibilities outlined on page 27 echo Pacific Oaks' strong commitment to creating and maintaining an environment free from any type of discrimination. However, the col­ lege recognizes the need to establish a more de­ fined policy regarding sexual harassment. Sexual harassment is destructive to the mission of the in­ stitution and will not be tolerated. The following is the College policy for sexual harassment com­ plaints. Because of the importance of this policy, it is everyone's responsibility to bring such matters to the attention of proper personnel as quickly as possible so that prompt, effective action can be taken. Pacific Oaks cannot act on matters of which it is unaware.

Sexual Harassment Defined: Sexual harassment, a. Informal resolution of the complaint by speak­ IIPacific Oaks reveals many paths to the exploitation, or intimidation consists of noncon­ ing directly with the person believed to be in vi­ sensual sexual advances, requests for sexual fa­ olation of the policy; or by addressing the per­ knowledge which grows teachers who vors, or other verbal or physical contact when: son believed to be in violation of the policy with truly value children. I deeply appreciate the assistance of the appropriate member of the a. submission to such conduct is made explicitly the unique experience ofthe credential College community if agreed upon by said or implicitly a term of admission, academic member. program which has greatly enhanced my standing or employment; b. By filing a formal complaint with the Personnel professional career. b. submission to or rejection of such conduct is Manager. used as the basis for academic evaluation or employment decision; Informal Complaints: If a person wishes to pursue BostPollard infonnal resolution of the complaint, the following c. such conduct has the purpose or effect of un­ procedures are relevant: reasonably interfering with an individual's edu­ cational or work performance, or of creating a a. The appropriate member of the College com­ hostile, offensive or intimidating environment munity pursuing the complaint with the com­ for learning or working. plainant will notify the Personnel Manager in writing as soon as possible as to the existence Who May File a Complaint: Any student, staff or of the complaint and will provide a summary of faculty member may bring a complaint of sexual the allegations. If the complaint involves the harassment against any other member of the Personnel Manager, the President should be College Community who is believed to have violat­ notified. ed the policy. b. In the informal complaint procedure, the per­ How to File a Complaint: .An informal complaint son initially receiving the complaint will inform alleging aviolation of the sexual harassment policy the complainant of the pertinent considerations may be brought to any appropriate member of the involved, such as: I College community. Examples of appropriate • TUITION AND FEES ~ '11-94 1J18M&.TUITION AND FEES child Abuse Index check through: Tuition (per unit-6 units or less) $475 • California Department ofJustice $15 Tuition (per unit-7 units or more) $450 Note: Teacher Education students doing an off-site practicum Admission Application Fee $55 must contact the Teacher Education Office regarding finger­ Application fee for readmission print clearance. (absent 5or more years) $55 Re-entry fee $30 Business Office Fees Late registration fee $25 Late Payment Fee $10 Late transaction fee (per transaction) $30 Charge for returned checks $20 Student activity fee (per semester) $30 Finance charge (per month on unpaid Petition waiver fee $30 balances and on payment plans) 1 1/2% Interlibrary loan transaction fee $1+ Placement Center (Contact Teacher Education Office) Library card (guest) per year $35 Setting up placement file $30 Library card (student not currently enrolled) $10 Prospective student's transcript evaluation Fees subject to change without notice. Fees are non-refundable. (applicable to application fee) $25 All funds owed the College must be paid when due. Any student ~pplication fee for non-matriculating students $30 whose account is past due may be refused registration privi­ Student teaching fee: per unit (for directed teaching) $40 leges until the account is settled. Transcripts and diplomas Assessment of experience will not be released until all bills have been paid. Credential (ABLE option-l unit course fee) $475 Services (ex. CL 469, credential application) are not available B.A. per unit (upper division) $100 until all bills have been paid. M.A. (B.A. equivalency) fee $3000 Materials fee (per class) $15-50 STUDENT SERVICES FEE Change of Program fee $15 All students enrolling in spring, summer or fall will Extension credit for College course (per unit) $125 be charged a Student Service Fee of $30. This fee Graduation Fees covers such services as orientation, outreach, Stu­ B.A. $40 dent Success, student council and commencement M.A. $65 activities. Non-matriculating students are exempt Multiple Subject Credential-Preliminary $40 from this fee. Multiple Subject Credential-Professional Clear $40 Special Education Credential $40 Late application for Graduation $40 TUITION REFUND SCHEDULE Personal copy of thesis (optional) $20 Drop slips, signed by advisor and received in Col­ lege Records will have the following refund sched­ Transcript Fees P.o. Transcript $10 ule applied to them: Within the add/drop period 100% P.O. Emergency Transcript (one day service) $20 After the add/drop period 0% Other Schools/each (credential students only, when sent for licensing purposes) $10 Note: Students who do not attend a class and who '".... CCE Transcript $5 ...... do not officially drop the class will be charged for Q Credential Fees the class. Z cC (See Teacher Education Department for Students are advised that ifthey received Finan­ z: Credential Application fees) cial Aid and would be due a refund in accordance <:) MSAT exam score processing $30 with the above schedule, any refund due would be .... Duplicate of lost document $30 ....= U.S. Constitution Exam $30 returned to the Financial Aid Programs rather than ...... Health Education Competence to the student according to the follOwing: z <:) A. Alcohol and Substance Abuse $30 The portion of a refund or overpayment to be .... B. Nutrition $30 returned to the Title N programs is the lesser of ei­ cC A.V. Competence Workshop $35 IE ther the amount of Title N aid (minus work study &::III: CPR Training-American Red Cross certification $35 <:) earnings) received for the payment period or the ... Emergency Credential Renewal (Form CL 469) $10 z: amount obtained by mUltiplying the institutional Children's School Pradicum refund by the appropriate fraction. cc Fingerprint processing through: -&::III: .... • California Department ofJustice $24 Z .... • FBI (for students who have resided '-!) in California less than two years) $24 .. COLLEGE POLICIES

CLASS NUMBERING SYSTEM Oaks. The advisor will assist the student in deter­ All classes are open to all students, except as noted mining the age group appropriate to the petition and in this catalog. With the exception of ED (Education), in identifying the faculty who will need to review CD (Child Development) and Sp Ed (Special Edu­ the petition. cation) all classes have the HD (Human Develop­ ment) prefix. Class numbering does not indicate EVALUATIONS class level. All classes are considered graduate lev­ Pacific Oaks views goal-setting and evaluation as el, except DC 192, DC 401-406, and HD 098 and part of a shared learning process in which instruc­ HD 099. tors and students are both actively involved. For Classes may not be repeatedfor additional credit except as this reason, Pacific Oaks does not issue letter grades noted in individual class descriptions. as a means of evaluation. Evaluation is by written statement in which the instructor and student have CLASS WAIVER PROCESS had direct input. These written narrative evalua­ Certain required classes in the Pacific Oaks cur­ tions become part of the student's transcript. riculum may be waived by students who meet spe­ Evaluations often include information in re­ cific criteria. Processes currently exist for waiver sponse to the following questions: of the following requirement: 1) Did the student engage intellectually with the class 1. Thesis Development (HD 277, Part Aand/or Band/or C) material? 2) Did the student engage affectivelywith the class material? Requirements met by waiver do not appear on the 3) Was the student skilled in written communication? transcript. Waiver forms and instructions can be 4) How did the student participate in the dialogue process obtained from College Records or academic advi­ and in class discussions? sors. The approval process begins with the acade­ 5) What is the student's ability to implement the class mic advisors. Please consult with your advisor to material in her/his own classroom or job? Menlee Runyan, ActingDirector of 6) Did the student demonstrate appropriate levelCs) of Teacher Education at Pacific Oaks determine eligibility to attempt a class waiver. competence? College Northwest. CLASS PETITION PROCESS The satisfactorily completed course work of an Certain requirements in the Pacific Oaks curricu­ admitted student in good standing represents the lum may be met by petition by students who meet eqUivalent of an overall "8" average or better. Writ­ specific criteria. ten evaluations can be translated into grades for Requirements met by approved petition are students who submit documented proof from grad­ posted to the transcript with zero (0) units and a uate institutions or financial aid scholarships to grade of "PT" (credit by petition). Petition forms which they are applying stating they will accept let­ and detailed instructions can be obtained from ter grades only. Requests for letter grades should be College Records or academic advisors. The peti­ sent to the Academic Vice President's Office with tion approval process begins with your academic required documentation. advisor. Please consult with your advisor to deter­ Satisfactory (S) This grade is given when a student has suc­ mine eligibility to attempt a petition. cessfully completed all class requirements. Petition processes currently exist for the follow­ Petition (PI') Requirement satisfied by petition. Student has demonstrated satisfactory knowledge of class content through ing requirements: petition process. Public School Directed Teaching Petition Process May Complete (MC) AMay Complete enables a student Successful completion of two Public School Direc­ who has completed a substantial amount of work for a class to ted Teaching experiences is required by the Cali­ satisfy the remaining requirements for passing that class with­ in a specific time and according to specific requirements de­ fornia State Commission on Teacher Credentialing termined by the class instructor. Students have up to one month for a Multiple Subjects Teaching Credential. Peti­ prior to the end of the semester following the term in which a tioning a second Directed Teaching is allowed only May Complete was given (until the end of either April or No­ if a student has shown exceptional competence in vember) in order to submit any written work required to satis­ completing the First Directed Teaching in a Public fy the completion of the class. Ifthe May Complete requirements School setting and has demonstrated competence are not satisfied by the end of the semester following the term in which the MC was assigned, a grade of Permanent Incomplete through a petition portfolio. Waiver of a second Di­ will be given. (See May Complete Policy on page 35.) rected Teaching is never automatic! The petition Pennanent Incomplete (I) Students will receive a Perman­ process takes time. It is critical that ~tudents thor­ ent Incomplete when: they have received a May Complete and I oughly understand the process and ask for clarifi­ the contract period has elapsed without successful completion cation at the beginning of their studies at Pacific of the contracted work; or the instructor determines that a PACIFIC OAKS COLLEGE

May Complete is not warranted. In both instances full pay­ tendance, if known. ACommunity and Continuing ment for the class is required. To receive credit for the class, it Education transcript costs $5 per copy. will be necessary to register and pay for the class again. Note: Transcripts will not be issued to students who have an Evaluation Delayed (ED) Astudent will receive an Evalua­ outstanding balance on their account or who owe Library fees. tion Delayed when the instructor has not submitted an evalua­ tion. The College will take necessary steps to insure that evalu­ ations are received in a timely manner; however, students ADD/DROP POLICY should also take responsibility to follow up with the instructors. Students are responsible for dropping classes in Work in Progress (WP) Work in Progress is given when a which they no longer desire to be enrolled. Drop student is enrolled in a class, Independent Study or Master's forms must be signed by advisor and submitted to Project which extends beyond one semester. College Records prior to the AddlDrop Deadline published in the Schedule of Courses. LEAVE OF ABSENCE Deadline is usually: Request for Leave of Absence forms are to be filled Weekday Classes: end of second week of term out by students and are available in the Schedule of Weekend Classes: two weeks after first weekend Classes and in College Records. The completed Weeklong Classes: Second class session Leave of Absence form or letter of notification is Online classes: follow the Weekday schedule un­ returned to College Records. Students are expected less otherwise notified. to maintain continuous registration. Students who drop out for a semester or longer without a Leave Any refund due to a student will be in accor­ of Absence will be required to pay a re-entry fee. dance with the refund schedule (see page 32). After five years of absence, students must apply for readmiSSion, including payment of the application CHANGE OF DEGREE/ fee. PROGRAM/SPECIALIZATION Students wishing to add, drop or change their de­ TRANSCRIPT REQUESTS gree, program and/or specialization, must com­ Atranscript of College work costs $10 per copy. plete a change of program form in the Admissions Please allow five-ten working days for processing a Office and pay a change of program fee. One fee is college transcript request. An emergency college charged per date of transaction. The fee is waived transcript may be requested for a $20 per copy fee. for students enrolled in their first term. Please allow one working day for processing. All requests for College transcripts should be addressed ELIGIBILITY FOR REGISTRATION & to: COMMENCEMENT College Records It is the policy of Pacific Oaks College and Children's Pacific Oaks College School that no student is eligible to register or par­ '".... 5Westmoreland Place ticipate in commencement until any and all outstand­ .... Pasadena,CA 91103 ing balances owed to the institution from a previous o A. All requests should include the follOwing infor­ semester have been paid in full. The Business Office .... mation: Name(s) while in attendance at Pacific must also verify that payment in full has been received. ....Co:) .... Oaks; signature of student; social security number; This policy does not exclude students on payment o date of birth; complete address where transcript plans. Students on payment plans can only register v ...... should be sent; any prior transcript requests; and after their last payment is made to and noted by the z o dates of attendance, if known. Business Office. Payment plans should be complet­ All requests for CCE (Extension) transcripts ed by November 30th for the Fall semester and should be addressed to: April 30th for the Spring semester. Community and Continuing Education Pacific Oaks College USE OF WEEKLONG CLASSES 5Westmoreland Place FOR DEGREE PROGRAMS .... Pasadena,CA 91103 C Students may use up to nine (9) units ofWeeklong ....&:III:: Z.... All requests should include the following infor­ classes toward their degree. Student wishing to ap­ Co:) mation: Name(s) while in attendance at Pacific Oaks; ply more than nine units of college work through Signature of student; social security number; date Weeklongs must submit a written request to her/ of birth; complete address of where transcript his advisor. The advisor will make a decision based should be sent; class completed; and dates of at­ upon the student's performance in other classes. GENERAL INFORMATION

MAY COMPLETE POLICY AMay Complete is only available to students who have completed a substantial amount of work re­ quired for a particular class. Instructors are res­ ponsible for notifying students that a May Complete is being awarded. Faculty will discuss remaining class requirements with the student involved and agree upon the criteria for satisfactory completion of the class. Awritten contract will then be issued, setting out the conditions for successfully complet­ ing the class. Faculty are responsible for making arrangements with other instructors in those cases where repeating the class is a component of the May Complete contract. Evaluations for May Completes are submitted, following the same time line for class­ es conducted during the term in which the MC is completed. Ifwritten work is required to complete the class, this must be submitted to the class instructor at least one month prior to the end of the semester follow­ ing the one in which the May Complete is given [Le., the end of April (for Fall/January classes) or November (for Spring/Summer/August classes)]. Instructors may set an earlier deadline ifthey wish. Students who fail to meet the conditions of the May Complete contract will automatically receive a Permanent Incomplete. Students with six or more units of May Complete may not register for the following term until those classes have been completed.

VETERANS POLICIES This institution will conduct an evaluation of the veteran's or eligible person's previous education and training, grant appropriate credit, shorten the veteran's or eligible person's duration of the course proportionately and notify the Veteran's Adminis­ tration and student accordingly. Aveteran or eligible person who obtains a grade point deficiency below an overall "B" average and accumulates more than 6 units of "May Complete" or "Incomplete" will have her/his veteran's bene­ fits terminated. Aveteran or eligible person may not register for additional classes until such time as the "MC"s have been removed.• CLASS DESCRIPTIONS

EDUCAl'ION ED 222 3 UNITS of racism, sexism, and sexual stereotyp­ CURRICULUM DEVELOPMENT: ing, classism, and physical disabilities ED 220 3 UNITS READING AND LANGUAGE ARTS on children's learning. The relationship ELEMENTARY CURRICULUM This class offers an introduction to the between social studies curriculum and WORKSHOP: INTRODUCTION TO essential a'ipects of an integrative, devel­ education for critical thinking will be ac­ DEVELOPMENTAL CURRICULUM opmental reading and language arts pro­ tively explored through hands-on activi­ AND SCIENCE gram for the elementary (K-45) classroom. ties, dialogue and debate, group and in­ Students participate as hands-on learn­ Emphasis is on developing a framework dividual projects, discussion of current ers in an exploration of curriculum the­ for learning that incorporates realtife issues in education, and the use of film ory and practice. Basic principles of sci­ experience as a source of oral and writ­ and video. This class will also count for ence and discovery-learning an: presented ten language. In a creative, exciting envi­ credit in Humanities, Psychomotor Ac­ as a vehicle for understanding and im­ ronment, students will learn to plan and tivities, and Audio-Visual Methods and plementing an interactive curriculum. implement a transitional readingllan­ Materials. Students build a framework for curricu­ guage arts progr.un using both tradition­ Prerequisites: HD 218 Cognitive Devel­ lum development through experimenta­ al and innovative approaches to serve a opment: How Children Learn or equiva­ tion with materials, classroom organiza­ diverse population. Drawing on the works lent course work in theories of cognitive tion and management, and educational of Ashton-Warner, Paulo Freire, Frank development, and HD 282 Social and and social issues. Concepts of the open Smith, Donald Graves, and others, the Political Contexts of Human Development, classroom, individualized curriculum, the class explores theories and practices in or HD 360 Advanced Studies in Diversity teacher-as-learner, and critical thinking the teaching of reading and writing; lit­ (or equivalent course work in anti-bias will be discussed and modeled. eracy issues, and soc'o-cultural contexts and bicultural issues), and Ed 220 Ele­ Prerequisite: HD 218 Cognitive Develop­ and biases; whole language, language mentaryCurriculum Workshop: Introduc­ ment: How Children Learn or equivalent experience and integrated phonics; jour­ tion to Developmental Curriculum and course work in theories of cognitive de­ nal writing; reading for meaning and crit­ Science (may be taken concurrently). ical thinking; individual assessment of lan­ velopment. Current work with children in elemen­ guage skills; the role of dramatics and tary school settings is strongly rec­ music in language development; and how ommended ED 221 3 UNITS to implement literature-based curricul­ CURRICULUM DEVELOPMENT: um. Special emphasis is placed on work­ ED 228 3 UNITS MATHEMATICS ing with bilingual students and students CURRICULUM DEVELOPMENT: An integrative approach to elementary with limited English proficiency. Guest BILINGUAL INSTRUCTIONAL mathematics curriculum, from experien­ speakers and films will complement METHODS tial concrete manipulation to abstract workshop activities and discussion. This class is designed to provide frame­ symbolization and concept development. Prerequisites: HD 218 Cognitive Devel­ work for instruction of children whose The purpose is to connect theory and opment: How Children Learn or equiv­ primary language is one other than practice within a climate of excitement, alent course work in theories of cog­ English. Constructivist paradigms will be freedom, openness and ease. Participanl'i nitive development and Ed 220 Elementary utilized to provide relevant theoretical will explore the elements of physical and Curriculum Workshop: Introduction to and practical information related to bi­ psychosocial environments, classroom Developmental Curriculum and Science lingual instructional methods with a goal management, curriculum materials, and (may be taken concurrently). of development of cultural competence learning activities as they create their and cultural respect for young learners Current work tl'ith children in elemen­ own franlcworks for developmentally ap­ growing up in a bilingual world. This tary school settings is strongly recom­ propriate, child-centered curricula. Par­ class meets the requirements for BCLAD mended. ticipants will experience the joy of dis­ Certification. covery, the satisfaction of learning new ED 223 3 UNITS '" skills, and the challenge of committing CURRICULUM DEVELOPMENT: '"c:c to the processes of imagination and in­ SOCIAL STUDIES AND v ...... ­ ner gmMh. INTEGRATED ARTS :z Q Prerequisites: HD 218 Cognitive Devel­ Students, as teachers/learners, will cre­ ... opment: How Children Learn or equi­ ate a conceptual framework for elemen­ c:c valent course work in theories of cog­ tary social studies that weaves together :IE ac: nitive development and Ed 220 Element.ary language arts, drama, literature, music, .....Q Curriculum Workshop: Introduction to dance, and visual arts as integral parts of :z Developmental Curriculum and Science an exploration of the historical and so­ (may be taken concurrently). cio-cultural forces that shape our lives. c:c -ac: Focuses on critical inquiry and coopera­ .... tive learning, using oral history, journal :z .... writing, and the community as ways to to:) approach social studies content. Exam­ ines standard and "multi-cultural" texts, materials, and curricula used in public schools, as well as alternative materials, which will be used to analyze the impact GENERAL INFORMATION

ED 242 3 UNITS teachers attend. Topics include diSCipline ED 435 3 UNITS TEACHING AS PERFORMING ART classroom management, cooperative leam­ TECHNOLOGY IN THE CLASSROOM Participants explore creative drama as ing, the effective teacher, research, dis· Acomprehensive technology class for an improvisational, non-exhibitionai, pro­ cussion skills, higher order thinking skills, educators which introduces teachers to cess-centered fonn of expression in which holistic teaching strategies. lesson plan­ the applications of computers in educa­ students are guided by a leader to imag­ ning, dealing with stress, parent-teacher tion settings and fulfills the California ine, enact, and reflect upon human ex­ interaction, the first week of school, sub­ Computer Education requirement for periences. The purpose is to provide an stitute teaching, testing and other issues. the Professional Clear Credential. Hands­ alternative approach to teaching social Students complete various assignments on training and instruction include work studies and integrated arts which open for dIe seminar, including audio and video on computers and CD-ROMs, education­ children's minds, stimulate their imagi­ tapes, journals, peer coaching, observa­ al software, computer issues, and use of nations and language abilities, and spark tions, lesson plans in all content areas computers in the classroom. their enthusiasm for continued personal and an instructional unit. development and discovery. This class ED 508 3 UNITS Prerequisite: Full admission to a cre­ HUMAN DEVELOPMENT may also serve as a practical gUide for dential program. classroom teachers, recreational lead­ AND LEARNING ers, and others who want to initiate cre­ ED 254 4 UNITS TIus course proVides interns \\1th an over­ ative drama activities in a variety of sub­ DIRECTED TEACHING: UPPER view of theories, research and knowle­ ject areas and need help in getting ELEMENTARY dge of human development and learning started. Student teachers work in grades 4,5. or across the life span, with a particular fo­ 6 at a public elementary school for a cus on critical pedagogy ith stress, parent-teacher for dIe seminar, including audio and video a transformative learning and culturally .." interaction, the first week of school, sub­ democratic perspective. Observing and c tapes, journals, peer coaching, observa­ I­ stitute teaching, testing and other issues. tions, lesson plans in all content areas supporting the learners' development of r: Students complete various assignments and an instructional unit. cultural negotiation and cultural democ­ r: for the seminar, including audio and vid­ racy skills are included in this class. PrerequisUe: Full admission to a cre­ .." eo tapes, journals, peer coaching, obser­ This course is the eqUivalent of HD ,.. dential program. vations, lesson plans in all content areas 200 for PONW Teacher Education in­ and an instructional unit. ED 292 1-3 UNITS terns. - Prerequisite: Full admission to a cre­ INDEPENDENT STUDY ..." dential program. Available for students in the Credential .. program(s) to meet some individual com­ c ED 253 4 UNITS petency and/or program requirements. ; DIRECTED TEACHING: PRIMARY An independent study contract signed by :: Student teachers work in grades 1, 2 or the faculty supervisor is required at the r: 3 at a public elementary school for a ..C time of registration. Classes offered at :: placement of approximately 300 hours. Pacific Oaks may not be taken for inde­ Beginning by teaching in only two con­ pendent study. Please consult the Sched­ tent areas per day, the student teacher ule of Classes for registration deadlines. ..r: gradually advances to a two-week com­ .­ plete take-over in which he/she is in .. charge of both curricular planning and implementation, as well as discipline and management. The practicum is accom­ I panied by a seminar which all student PACIfiC OAKS COLLEGE

ED S13 3 UNITS language in all of its forms. Particular at­ ED S4S 4 UNITS TEACHING AND LEARNING IN tention is placed on the learning needs CURRICULUM DEVELOPMENT ADIVERSE WORLD of children whose first language is not a. Science: Introduces interns to the Interns learn to observe and identify key English in order to support their literacy constructivist approach to teaching characteristics of a successful teaching! development in both English and the home science. Emphasis is placed on un­ learning environment. Attention is given language. In addition, socio-cultural con­ derstanding science as a process of to the basic philosophies of education texts and biases as they relate to lan­ seeking answers to questions about which underlie current theoretical mod­ guage and literacy development are ex­ natural phenomena by using hands­ els of the classroom. These models are plored and integrated into the development on experiences. Interns participate examined in detail from historical and of instructional strategies. Interns will in activities from several curriculum functional perspectives. Interns explore develop aworking understanding of state sources. They prepare and facilitate ways to integrate these approaches in learning goals (EALRs) in Reading, Writ­ open-ended science activities in the developing appropriate curriculum, ef­ ing and Communication as well as a va­ classroom where their students in­ fective management systems, assessment riety of assessment processes developed vestigate a topic, debrief their obser­ tools and classroom design and struc­ to measure student growth and instruc­ vations and are able to revisit the top­ ture. Interns explore the role of the teach­ tional effectiveness. The interns will com­ ic. Interns will develop a working er in establishing classroom tone. This plete the seminar by articulating their understanding of the state guidelines seminar addresses issues of culture, di­ philosophy of literacy development as (EALRs) in science as well as a vari­ versity and power in the classroom, in­ well as methods and strategies they in­ ety of assessment strategies. Addition­ cluding the cultural and learning needs tend to use in their own classrooms. al issues such a social and cultural of the ESL, bilingual and bicultural stu­ This course is available to PONW contexts, biases, effective question­ dent. Interns are expected to reflect up­ Teacher Education interns only. ing strategies and room organization on the cultural roots of their current will be considered in terms of ED S44 3 UNITS perspectives, to develop a theoretical and CURRICULUM DEVELOPMENT: strengthening the presentation of sci­ practical understanding of anti-bias work MATHEMATICS ence lessons. Finally, this seminar is in confronting the "isms" of contempo­ designed to enable interns to feel com­ This seminar is based on the curriculum rary society through curriculum, atten­ fortable teaching science, to develop standards of the National Council of tion to learning styles and acknowledg­ a broad vision of what can be consid­ Teachers of Mathematics as well as state ment of their authority role as teachers. ered science, and to integrate sci­ learning goals (EALRs) in mathematics. This course is the equivalent of HD ence topics across the curriculum. Theory and practice are interwoven to 400 for PONW Teacher Education in­ b. Social Studies: Interns will utilize establish an understanding of mathema­ Trevor Dobbs, faculty, MFCC Department. terns. essential concepts and principles of tics based on a problem-solving approach social studies to design developmen­ ED S31 3 UNITS to mathematics instruction. Development­ tally appropriate curriculum that is al theory, observations of children, in­ INTRODUCnON TO PUBLIC SCHOOL meaningful, relevant and interesting Interns observe avariety of public school formation regarding learning styles, mul­ to students. Aworking understand­ environments, focusing on the culture tiple intelligences and cognitive science ing of the state learning goals (EALRs) and politics of school institutions and di­ provide a framework for the develop­ and a variety of assessment methods verse models of classroom practice, and ment of appropriate mathematical expe­ will be developed. Readings and dis­ '"z participate in related discussion semi­ riences. Interns broaden their own o cussions will focus on approaches nars. Schools are chosen to highlight cur­ understanding of number concepts, pat­ that provide opportunities for chil­ rent educational issues and trends. The tern, statistics and probability, geome­ dren to learn in a variety of settings, focus of the seminars is on educational try, and spatial sense, measurement and that involve interns in doing in-depth structure and governance; school pro­ logical thinking through activities which investigations of topics of interest to fessionals and the law; student and par­ develop concepts from the concrete ma­ them, and that are culturally relevant ental rights and responsibilities; profes­ nipulative-based level through the stages to the personal and social needs of '" sional ethics and the law; school reform to abstract understanding and symbol­ '"e the learner. -I and trends in teacher evaluation. ization. The selection of appropriate ma­ v c. Technology: Exposure to and prac­ ...... This course is available to PONW terials and activities which will build Z tice with the latest classroom tech­ o Teacher Education interns only. strong conceptual understanding is nologies including the Internet and .... stressed. Issues related to socio-cultural e World Wide Web is a key focus of this ED S43 3 UNITS contexts and biases are integrated into IE course. Issues relating to the appro­ Dr: CURRICULUM DEVELOPMENT: the constructive, active learning envi­ o priate use of technology at various LANGUAGE AND LITERACY ronments. The role of assessment will be .... developmental levels, classroom man­ z This year-long seminar introduces in­ addressed through observation, discus­ terns to the essential aspects of an inte­ agement, curriculum integration and -I sion and information regarding the use e grative, developmental literacy program access and equity are also addressed. Dr: of problem-solVing tasks and portfolios loW Interns work extenSively with Apple which includes reading, writing, speak­ of work. Z Macintosh and Apple lIE computers loW ing and listening. Interns explore a vari­ This course is the equivalent of ED c.:> to explore numerous software titles ety of theories of language development 221 for PONW Teacher Education in­ in Math and Language Arts and to de­ a well as approaches to the teaching of terns. literacy skills in order to develop class­ velop strategies for using computers room practices that enable all children for word processing, problem-solv­ to become competent, effective users of ing, skills development and coopera­ GENERAL INFORMATION

tive learning. Interns also work with ED 554 3-4 UNITS HD 200 3 UNITS portable Alpha Smart keyboards, cam­ DIRECTED TEACHING: INTERMEDIATE EARLY CHILDHOOD THEMES AND corders, VCRs, Lego Logo kits, and Interns participate in asupervised place­ LIFE CYCLE ISSUES graphics and database programs to ment in an intermediate setting. One of Each stage of life poses a task to be ac­ investigate the powerful potential of the two required placements must be in complished. These tasks appear as achal­ these tools for both teachers and a classroom of ethnic, linguistic, cultur­ lenge and bring the chance for growth, children. More basic technologies in­ al and economic diverSity. but also afear of failure and discomforting cluding 16 mm film projectors, over­ This course is available to PONW disequilibrium. Themes which begin in heads and opaque projectors are al­ Teacher Education interns only. early childhood-attachment, separa­ so explored. tion, autonomy, accomplishment and fail­ ED 562 1UNIT d. Integrating the Curriculum: This ure-recur later in the life cycle. Aware­ REFLEalVE SEMINAR seminar presents development of in­ ness of their beginnings and knowledge Interns meet weekly in small groups to tegrated curriculum, thematic stud­ of psychosocial developmental theories discuss issues and problems that arise in ies and creative learning environments enables adults to be aware of the resolu­ their field placements. Specific attention in a hands-on interactive format. tion of these themes in their own lives, is given to assessing and interpreting Interns build a framework for cur­ as well as in children's lives. This class children's behavior and classroom man­ riculum development and implemen­ requires extensive reading and a research agement. tation through exploration of theory, project which meets the research com­ This course is available to PONW role playing, materials, organization, petency. management and educational issues. Teacher Education interns only. Classroom work and readings include HD 201 3 UNITS the concepts of developmentally ap­ HUMAN DEVELOPMENT ADVANCED STUDIES IN HUMAN propriate practice, learning styles DEVELOPMENT HD 098 0 UNITS and the multiple intelligences. Interns This class explores in depth how themes GRADUATE COMPOSITION explore a variety of ways to integrate which begin in early childhood recur WORKSHOP various content areas into curricu­ later in the life cycle. Building on knowl­ edge of Erik Erikson's theory and other lum planning. Primarily an enrichment writing class, psychosocial and cognitive theories, the e. Health and Physical Education: this course will enable students to ac­ participants will add and integrate theo­ Through a series of workshops, stu­ quire clear and concise, yet illustrative retical and personal knowledge of growth dents are introduced to the role of and powerful skills to express themselves during the life cycle and the interaction health and physical education in the vitally through the written word. Wheth­ between the contexts of development and elementary classroom. Issues such a er in weekly reflection papers, journals, psychological development. We will ex­ child abuse, sexuality education, nu­ critical analyses, or when writing more amine our own developmental paths and trition and substance abuse are ad­ technical papers such as research pa­ look at choices made and options taken dressed. pers and, inevitably for some, the Thesis, or rejected. Aresearch project focusing This course is available to PONW this class will, through many written ex­ on a developmental issue is required. Teacher Education interns only. erCiSes, allow students to understand some The class will emphasize development in basic strategies which will then unleash ED 547 2 UNITS adulthood. IMAGINATION AND CULTURAL their own innate and un-tapped written EXPRESSION IN THE CLASSROOM communication abilities. PrerequiSites/or HD 201: In this seminar interns will explore the 1. All of the follOwing: HD099 oUNITS a. M.A. or post baccalaureate creative process through art, music and WRITING FOR THE drama. The emphasis will be on the arts student INFORMATION AGE b. Knowledge of Erik Erikson's as communication, as reflection of cul­ Acquire writing skills which will empow­ ture and history, and as a tool for com­ theory and other psychosocial er you to think clearly and share your theories munity building and integrating all as­ thoughts with others. This class will guide pects of the curriculum. c. Knowledge of cognitive theories students in replacing old, negative fears d. Ability to observe and interpret This course is available to PONW and attitudes about writing with vital, pos­ Teacher Education interns only. data itive behavior which will lead to person­ e. Ability to reflect on one's own ED 553 3-4 lINITS al, educational and professional success. and others' life development and DIRECTED TEACHING: PRIMARY Students learn to view mistakes as learn­ processor Interns participate in a supervised place­ ing experiences and "failures" as step­ 2. M.A. or post-baccalaureate student, ment in a primary (K-3) setting. One of ping stones to dynamic goal achievement. and previous completion of HD 200. Open to all registered students who need the two required placements must be in Not open to B.A. Students. a classroom of ethnic, linguistic, cultur­ assistance with writing skills development. al and economic diverSity. Not available for degree credit. This course is the equivalent of ED 253 for PONW Teacher Education interns. I PACIFIC OAKS COLLEGE

HD203 3 JNITS HD 220 3 UNITS HD 225 2 UNITS THE EARLIEST YEARS SOCIOLINGUISTICS: ISSUES OF PROFESSIONAL ETHICS Focus on the significance of earliest child­ LANGUAGE AND CULTURE AND THE LAW hood, from birth to age three, in the hu­ Focuses on the development of language The class reviews the following areas: man life cycle, with emphasis on trust within the social context and its implica­ 1. Contemporary professional ethics and and autonomy, sensory-motor explora­ tions as one of the most powerful trans­ statutory, regulatory, and decisional tions, and the beginning of language and mitters of culture. The role of language laws that delineate the profession's play. This course will examine the range as a tool of social domination or libera­ scope of practice; of typical and atypical development in tion will be explored. Emphasis will be diverse cultural contexts in the preschool placed upon issues of bilingualism and 2. The therapeutic, clinical, and practi­ years. Observation of child behavior from literacy as they relate to the process of cal considerations involved in the leg­ the perspective of its meanings for the bicultural development in Anlerican so­ al and ethical practice of marriage, child will be induded. Students will de­ ciety; on analyzing primary and second family, and child counseling, includ­ velop skill in designing culturally rele­ language acquisition; and on instruction ing family law; vant and inclusive home and group care of bilingual learners. This course meets l Spousal or partner abuse, detection, environments for optimum development a ClAD reqUirement in California and a and intervention. of caring relationships and learning. bilingual and/or ESL endorsement re­ 4. The current legal patterns and trends quirement in Washington. HD 213 3UNITS in the mental health profeSSion; EVALUATING ENVIRONMENTS AND HD 221 3 UNITS 5. The psychotherapist/patient privilege, PLANNING FOR CHANGE THEORIES OF MARRIAGE, FAMILY confidentiality, including issues related The goal of this class is to teach people AND CHILD COUNSiLiNG to a patient being dangerous to self or who are responsible for children and This class will review the major psycho­ others and the treatment of minors with children's programs to analyze environ­ therapeutic approaches in marriage, fam­ and without parental consent; ReGena Booze, Collegefaculty. mental dimensions and to examine the ily and child counseling. There will be a 6. Arecognition and exploration of the range of environmental variables that focus on interpersonal theories, family relationship between a practitioner's govern the behavior of children and staff. systems theories, and feminist theory sense of self and human values and his There wiH be opportunities to ob­ and how each informs work with individ­ or her professional behavior and ethics. selile at Pacific Oaks and in other set­ uals, couples, families, and chlldren. The This class meets the requirements for tings and to problem solve by altering class will present an inclusive framework, the California MFCC license. the environment. This class is recom­ so that studenL'i develop competency work­ mended for those antiCipating doing a ing with bicultural populations. HD226 3 UNITS practicum in the Spring semester. By HD224 3 UNITS MFCC PRACTICUM II arrangement, this class may give credit MFCC PRACTICUM I This class is developmental in its ap­ for Administration/Supelilision of Child This class is developmental in its ap­ proach combining supervision issues that Care Programs. proach combining supervision issues that arise in clinical placement with theoreti­ cal issues studied in class. Various psycho­ HD 218 3 UNITS arise in clinical placement with the­ therapeutic techniques will be examined COGNITIVE DEVELOPMENT: oretical issues studied in class. Various and clinical skills in intake evaluation, HOW CHILDREN LEARN psychotherapeutic techniques will be ex­ '"z assessment, diagnosis and treatment will o An active investigation of the implica­ amined and clinical skills in intake evalua­ be developed. This class will monitor and tions of cognitive developmental theory tion, assessment, diagnosis and treatment support the students' experience in clin­ for early childhood education and the will be developed. This class will moni­ ical placement and will study issues of elementary classroom. Objectives of the tor and support the students' experience counler/transference, spousal abuse as­ cla<;s include: 1) acquiSition of understand­ in clinical placement and will study is­ sessment and treatment, intelilentions ing of basic constructivist theories, pri­ sues of counter/transference, spousal with various types of crises, ongoing treat­ marily those of Piaget and Vygotsky: 2) abuse assessment and treatment, inter­ ment and termination. An understanding exploration of the cultural and develop­ ventions with various types of crises and of the impact of social, racial, cultural, mental perspectives of cognitive theory; ongoing treatment and termination. An gender and sexual orientation issues in and 3) application of theory to the di­ understanding of the impact of social, psychotherapy will be promoted. The class verse educational needs of children. Em­ racial, cultural, gender and sexual ori­ .... ,vill also examine a wide variety of ethi­ .e phasis will be placed on the implications entation issues in psychotherapy will be :IE cal, professional and personal issues that of constructivist theory in terms of the promoted. The class will also examine a ac::: impact the mental health profeSSional in o role of the teacher, the classroom envi­ wide variety of ethical, professional and ... the pursuit of the profession within the z ronment, and the curriculum. personal issues that impact the mental health profeSSional in the pursuit of the market reality of present day health care profession within the market reality of systems. present day health care systems. • GENERAL INFORMATION >

HD 228 3 UNITS HD233 3 UNITS of the whole person, the following topics CHILDREN'S LITERATURE COMMUNICATION AND are addressed: anatomy, physiology, com­ Required for this class is a willingness to THE I.IFE CYCLE munication, sex therapy, sexuality in be both adult and child as we explore Aclass about life cycles and communi­ childhood and other life cycle periods, and examine the impact of books upon cation concepts. It is a goal of this class and suggested books for clients and young minds. We will create positive and to enhance understanding of the intercon­ their children. memorable curriculum experiences for nected and interdependent components This class is designed to meet the re­ children by group exposure to a wide of communication and tasks of various quirement for the California MFCC license. variety of children's books and methods. life cycle changes. Whether it's an infant We will explore when and how to use learning about trust, an older adult learn­ HD240 3 UNITS books and language to meet specific ing to adjust to physical and mental chang­ MODELS AND METHODS OF PARENT needs, and how to create an environ­ es, or any of the many stages in between, INVOLVEMENT ment dlat encourages a magical encount­ we all have a vital need to communicate Students study the many avenues for par­ er between children and literacy. with one another. Focusing on specific ent involvement within preschool and el­ life cycle stages and how attention to ementary programs, both direct class­ HD 231 3 UNITS communication can facilitate engagement room participation and program support COMMUNICATION FOR activities. Cultural and socioeconomic with the task of that stage will provide William Ayers, 1998 Burgess Lecturer. EMPOWERMENT valuable information for personal and factors, the realities of working and sin­ This class will empower students to make professional relationships. Communication gle-parent fanlilies, and variations among connections with other people. Four and life style issues will be addressed in program types are considered. This class areas of communication will be ad­ a holistic way, looking at the needs of meets the three-unit Home, School and dressed: active listening for meaning; both parties as well as the social context Community requirement for state licens­ fluent concise and organized writing; ac­ of interactions. ing for Early Childhood Education/School tive, appropriate, and engaging group fa­ Director. cilitation and leadership; and articulate, HD 235 3 UNITS organized verbal communication and pre­ CROSS-CULTURAL MORES AND HD246 3 UNITS sentation of self. In addition, students VALUES: SOCIO/CULTURAL PLAY IN CHILDHOOD will develop and strengthen their ability ENVIRONMENTS An exploration of playas a human adap­ to think critically, integrating the subjec­ This class is designed to consider and tive function with a distinct developmen­ tive and objective, in all the areas of com­ present a conceptual framework for re­ tal course, beginning in infancy and munication. They will examine the im­ view and incorporation of sociocultural varying in content and mode from cul­ pact of their values and biases on factors into clinical and communication ture to culture. Emphasis will be placed communication across cultural, racial, theories and practices. Specific cultural on the ability to observe children's play class and gender lines. content (with emphasis on family histo­ and to make use of these observations in ry, structures, dynamics, values, mores, planning for a child; the importance of HD 232 3 UNITS adaptive strengths, and coping styles) and the physical environment; and the set­ COMMUNICATION SKILLS AND socio-political constraints on human de­ ting up of environments for play that will INDIVIDUAL DYNAMICS velopment (\vith emphasis on racism and engage children in using the skills that In spite of the fact that we spend a great normative value psychology) will be ex­ are prerequisites for academic learning. deal of our time with others, rarely do amined. The importance of racial/ethnic Cultural and gender issues and ways to we have an opportunity to see ourselves identity is highlighted as the core of one's support cultural expression and non­ clearly as we interact with others. The self-identity, the framework which has sexist play opportunities will be con­ capacity to see ourselves clearly in social shaped personality, and the basis for un­ sidered. Although our focus will be on interactions is the nucleus of our empa­ derstanding diagnostic assessment, treat­ early years, we will address the in­ thy and the basis of the helping process. ment goals and the realizations of success­ tegrative and transformative function of Hence, knowledge of ourselves is, in­ ful interrelations. The objective of the class playas it contributes to the lives of indi­ deed, very valuable, in that it leads into is to develop knowledge of and an openness viduals throughout the life span. the worlds of other people. The focus of and sensitivity to the cultural differences. the present class is largely experiential, with a central objective being the im­ Prerequisite: HD 282, Social and Polit­ provement of our communications skills ical Contexts of Human Development and the use of ourselves in positive ways and/or HD 360, Advanced Studies in in interactions. Students will have the Diversity. opportunity to learn about themselves by HD 237 3 UNITS sharing their thoughts, ideas and feelings HUMAN SEXUALITY AND SEXISM with group members. Avariety of tech­ This class focuses on the professional niques will be used to assist us in our and personal aspects of human sexuali­ learning and growing. Among these will ty. The class will explore various issues be active listening, re-framing, role­ including the development of a working playing and socio-drama. Context-build­ vocabulary of appropriate language and ing for mutual understanding will be 3l' a knowledge of procedures that enable ongoing component of the class. people to feel more at ease discussing I sex. Because sexuality is an integral part PACIFIC OAKS COLLEGE

HD 250 3 UNITS HD262 1UNIT HD 273 3 UNITS DEVELOPING ANn-BIAS RESEARCH SEMINAR EDUCATION FOR CRITICAL CURRICULUM: TEACHING OUR This class concerns the logic of inquiry: CONSCIOUSNESS VALUES TO OUR CHILDREN defining terms, shaping a problem into Paulo Freire taught adults in Brazil; (Prerequisite: HD 400 or permission the form of an answerable question, and Sylvia Ashton Warner taught children in ofinstructor.) the answering of the "so what?" when in­ New Zealand. Both taught oppressed pop­ formation is assembled. For B.A. students ulations and believed that people learn This class will introduce foundational this class must be taken in conjunction through what they are passionate about. concepts, models and rationale for de­ with a class that requires a research pro­ Their work will be read and discussed veloping anti-bias curriculum, with a ject. This requirement is noted in class along with that of other theorists who particular focus on early childhood edu­ descriptions. The instructor of the class have similar beliefs about such issues as cation and developmentally appropriate requiring the project will sign that the moral development, relationships and practice. Attitudes and behaviors towards research requirement has been com­ literacy/curriculum. others in the areas of gender, race, cul­ pleted. ture, abilities and class will be addressed. HD 274 2 UNITS Other content will include: developmen­ HD267 3 UNITS THEORIES AND APPLICATIONS OF tal issues, curriculum models, analysis PSYCHOPATHOLOGY OF PSYCHOLOGICAL TESTING of resources/materials and beginning ad­ ADULTHOOD This class considers the strategies and vocacy tools. The importance of self-in­ Ageneral view of the various definitions procedures involved in making decisions trospection and critical thinking will be and forms of psychopathology is pre­ about people in a multi-cultural society. stressed. sented in a historical, sociopolitical and Theories of measurements and assess­ cross-cultural perspective. The purpose ments, standardized testing and psycho­ HD 253 1UNIT and history of various diagnostic systems logical tests will be examined. Moral and CHILD ABUSE ASSESSMENT will be discussed. Using the DSM IV as the ethical issues involved in decision-making AND REPORTING main paradigm, some of the most preva­ will be an important focus of this class. This workshop includes the study of the lent psychopathologies of our culture will assessment and method of reporting sex­ be explored. The purpose and usage of HD 277A 1UNIT ual assault, general neglect, severe ne­ DSM IV will be studied. Focus will be on THESIS DEVELOPMENT glect, willful cruelty or unjustifiable pun­ building a cognitive diagnostic compe­ Students will develop and refine their ishment, corporal punishment or injury tence of, as well as an effective under­ thesis topic while developing an under­ and abuse in out-of-home care. Physical standing and comfort with, the various standing of the elements of both a formal and behavioral indicators of abuse, crisis mental health disorders. Attention will proposal and thesis, including literature counseling techniques, community re­ also be given to etiology, epidemiology review, methodology and data analysis. sources, rights and responsibilities of re­ and treatment, including chemotherapy. porting, consequences of failure to re­ HD 277B 1UNIT Some of the main psychiatriC testing tools port, caring for a child's needs after THESIS DEVELOPMENT will be examined. report is made, and implications and Students will continue development of their methods of treatment for children and HD 269 3 UNITS methodology while having the opportun­ adults are also included. PERSONALITY 'fHEORIES AND ity to initiate literature searches, provide CLINICAL INTERVENTION and obtain feedback on their methodol­ This class provides training requirement ogy and instruments. Students must be able for the California MFCC license. This class is designed to explore the var­ ious personality theories and study their to produce a draft of a proposal to com­ HD 254 2-3 UNITS logical conclusions in psychotherapy. plete this section of the class successfully. AUTHENl"IC INFANT­ Therefore, each theory will be followed Prerequisite: HD 277A, or waiver. COMPETENT CHILD by clinical case diSCUSSions, usually cho­ HD 277C 1UNIT Class content will consist of analyses of sen from that theorist's writing. In cases ~ THESIS DEVELOPMENT ~ diverse approaches to infant-rearing where testing material or research tech­ e Students will learn to organize their writ­ with special emphasiS on the PUder meth­ niques were developed from theory, study v ing, develop themes, review technical writ­ ...... - ods. Topics will include: sensory-motor of these materials will replace clinical ing skills and practice editing thesis and z: development, manipulation, human re­ material. Active student participation and o proposal material. Students must present .... lationships and problem solving; infants', preparation is essential. e parents' and carers' needs; what is an a draft proposal for review to complete This class proVides training requirement :IE "educarer"; how, what, and when do in­ this section. a.: for the California MFCC license. ....o fants learn; how, what, and when to teach; This class may not be audited. z: effects of environments ranging from ne­ Prerequisite: HD 277A, or waiver. glectful to over-stimulating. Instruction cC -a.: will include lectures and discussions. ... Students will observe environments where z: ... infants are reared; discussion and eval­ c,:) uations will follow. Films (including the unique Loczy movies) and other audio­ visual materials which are available only through Mrs. Gerber will be shown. GENERAL INFORMATION

HD 281 3 UNITS HD 285 3 UNITS HD 299 1-3 UNITS CHILDREN, PAINTING AND CLAY DEVELOPMENT OF THESIS/MASTER'S PROJEO The class focuses on two levels of learn­ BICULTURAL CHILDREN Required registration for all students ing within a diverse art history frame­ This class will specifically focus on a completing a thesis or project in the se­ work: 1) students will work in a context framework of bicultural development as mester the thesis is completed. Registra­ which pennits private exploration of their it compares with monocultural develop­ tion is also required for all students work­ own creative process; and 2) students mental theories. The pertinent issues and ing on a thesis or project, who are NOT will apply this knowledge of the creative major SOcial-ecological influences that currently enrolled in HD 277. Three units process to provide successful art experi­ play an important role in shaping the de­ are required for the first registration in ences for children two to twelve (2-12) velopment of bicultural children will be HD 299 and one unit per semester there­ years of age. explored. Culture and cognition, bilingual­ after until the thesis/project is submitted. The class is comprised of art exper­ ism, the biculturation process, and cul­ Prerequisite: An Advancement to Candi­ iences in nine media: collage, assemb­ tural psychological dynamics as they re­ dacy form signed by the Thesis Chairper­ Taka Nomura, member ofthefirstfacUlty lage, drawing, painting with water color, late to personality and development and son on file in College Records. in 1945, Pacific Oaks Friends School, at tempera and fabric dyes, simple book identity formation will be examined. An a recent visit to the Children's School. construction and paper sculpture, ceram­ overview of the current literature in the HD 308 3 UNITS ics and glazing, mask making, mobiles field will also be discussed. WOMEN IN ADMINISTRATION and stabiles. Students explore ways to in­ Designed to help women pursue a car­ tegrate these experiences into the class­ HD 288 3 UNITS eer in administration, and to explore the room. Discussions of children's art de­ DEVELOPMENTAL ASSESSMENT AND political and social forces that affect de­ velopment and art education are included PROGRAM PLANNING cision making, understand the impor­ in the class. Students attend and review An examination of the uses of a..~sess­ tance of style and image, develop net­ one museum or gallery exhibit. ment to enrich our knowledge of chil­ working techniques, learn effective dren and guide the planning of education communication skills and examine sex­ Class may be repeated for credit up to a and interventions for them. Observational maximum of 6 units. ual harassment. Students will develop techniques, standardized tests, informal class projects, conduct interviews, ex­ HD 282 3 UNITS assessment measures, developmental as­ amine and compare research findings, SOCIAL AND POLITICAL CONTEXTS OF sessments, and alternatives to current and participate in mini-seminars, as well HUMAN DEVELOPMENT testing practices will be discussed. Stu­ as evaluate various class guest speakers. The diverse social and political contexts dents will be asked to assess one child By arrangement, this class may give of our society affect the socialization of and plan a program to meet the child's credit for Administration/Supervision of the individual and his/her understand­ needs. Child Care Programs. ing of human development. This class ex­ HD 292 1-3 UNITS HD 310 3 UNITS amines attitudes toward gender, class, INDEPENDENT STUDY race/ethnicity, disability and sexual ori­ CONFLIO RESOLUTION AND Independent study requires that a MEDIATION entation, along with the historical con­ student design a project of one to six texts within which specific theories of This class is designed for human service months duration and find a faculty su­ profeSSionals, including teachers, edu­ human development were created. Stu­ pervisor. An independent study contract dents are challenged to examine these cational administrators, and marriage and signed by the faculty supervisor is re­ family counselors, who work with chil­ influences on their own growth and per­ quired prior to registration. Classes of­ ceptions of human behaVior, to define dren, adolescents, and families. Partici­ fered at Pacific Oaks may not be taken pants will examine the nature of human their personal ethics within the context for independent study. Please refer to the of contemporary society, and to search conflict and effective strategies for con­ Schedule of Classes for registration dead­ flict resolution, and will explore meth­ (or creative professional responses to lines. inequality and bias. Avariety of methods, ods for developing programs which pro­ including experiential activities, small HD 298 1lINIT mote the peaceful resolution of conflict. group discussion, weekly writing, read­ ASSESSMENT OF EXPERIENCE The class will focus on the techniques ing, and mini-lectures are utilized. This class is designed for mature stu­ and models for conflict resolution, me­ dents with professional experience in a diation, and creative problem-solving in ::;a c human development-related field who various conflict areas, including the family, the school, and the workplace. ;: seek to waive some undergraduate re­ c qUirements and apply for special admis­ Techniques for effective communication, I brainstorming and cooperative group a sion to either the Pacific Oaks B.A. or C deciSion-making will be explored. Com­ IW M.A. program. This Life Experience Sem­ :; inar will provide an opportunity for mu­ municating across cultures, and bias tual advising and evaluation in working awareness issues will be explored within c 11:1 out the documentation of experience all content areas. Class format will in­ ... clude discussion, lecture, reading, writ­ :; and the plan for a program at Pacific IW ing, demonstration and role playing. Oaks. ~ Prerequisite: Admission to B.A. or M.A. program through ABLE option. • PACIFIC OAKS COLLEGE

HD323 3 UNITS enable people to deal directly with oth­ b. Experience working on issues re­ GROUP THERAPY ers? This is an equivalent class for HD garding sexism, racism, classism, The What, Where, When, Why, Who and 240, Models & Methods of Parent In­ and disability How of working with groups as a coun­ volvement, with permiSSion of advisor. c. Demonstrated commitment to seling modality. An examination of group HD 337 3 UNITS social justice practice with individuals, families, ado­ PLAY, LANGUAGE AND d. Understanding of the dynamics lescents and children. Alook at the wide LITERACY DEVELOPMENT of institutional and individual bi­ range of populations and problems for How do young children develop the skills ases and use of power, or which group work has become a thera­ they need to grow up competent in a lit­ py of choice. The class will begin to an­ 2. M.A. or post-baccalaureate student erate society-language, dramatic play, swer the question of how one can be­ and previous completion of HD 282. using tools and materials to represent come a safe, secure, and successful group Not available to B.A. students. their experience, and reading? An exam­ practitioner. ination of the development of symbolic HD 374 'I UNIT HD 326 3 UNITS behaviors and the role of adults in sup­ ALCOHOLISM AND CHEMICAL THERAPY WITH CHILDREN porting children's play, language and lit­ DEPENDENCY (Prerequisite: HD 470-Clinical eracy. (Offered on Weekends) Theories ofChild Development) HD 340 3 UNITS An overview of alcohoVdrug abuse and This class will provide an overview of the LEADERSHIP IN EDUCATION its related disorders within the family knowledge base and an introduction to This class is a seminar for profeSSionals unit. Therapeutic issues associated with the clinical skills of child therapy. The in leadership situations who work in chemical dependency as it relates to public and private mental health systems, early childhood education and other hu­ physical, emotional and sexual abuse will levels of care, range of child therapy set­ man service professions. Theoretical em­ be examined, along with various tech­ tings, and barriers to access will be dis­ phasiS is on educational issues in con­ niques for intervention. Dependency and cussed. An understanding of migration, temporary society. Topics include: working co-dependency, essential requirements class, cross-cultural and intra-cultural effectively with diverse colleagues and necessary for recovery, and the function variations in normative child and family families; program development and ad­ of a strong aftercare program will all be functioning will be integrated with the ministration; strategies for facilitating explored. development of child evaluation and treat­ empowerment, responsibility and advo­ This class meets the requirement for the ment skills. Multiple theoretical perspec­ cacy; and profeSSional growth and sur­ California MFCC license. tives of child therapy will be considered. vival. Students will be expected to reflect The major childhood disorders will be upon their own practice and values, to HD 396 3 UNITS reviewed and applied to specific case ma­ observe other adults working with chil­ CONTEMPORARY URBAN terial. The range of modalities utilized in dren and their families or with other ADOLESCENTS child therapy will be explored with spe­ adults, and to explore the integration of This class will focus on several issues cial emphasis on the use of play therapy. values into practice. that affect the quality of life of adoles­ Clinical assessment and treatment of the cents in urban areas. Subjects for study child in socio-cultural context will be HD 360 3 UNITS will include: unemployment/underem­ V'I ADVANCED STUDIES IN DIVERSITY ployment; gangs and other peer pres­ Z the focus of practice skills development. o Clinical issues in child therapy with spe­ AND ANTI-BIAS ISSUES sures; early sexuality; teen pregnancy; cial populations will be presented. An in-depth, critical examination of the AIDS and other sexually transmitted dis­ impact of institutional oppressions on eases; and drugs. We will examine these HD 331 3 UNITS human service programs for children topics from a developmental perspective TEAM BUILDING fOR EARLY and adults and the Significance of cultur­ and visit programs that are addressing CHILDHOOD EDUCATORS AND al and political contexts on individual them. PARENTS development and learning. Students will Designed for administrators, teachers, study new research and methods for staff, and parents to create an effective working with bi-cultural children and team which values working together with adults, and develop skills for doing anti­ .... mutual respect. Among the issues ad­ bias human service work and advocacy. cc dressed will be: 1) including parents as Format is a graduate seminar individual­ IE members of the team working for the ized to the participants' interests and is­ CII: ....o growth and support of the children; 2) sues. Students are expected to engage in z developing clear communication, writ­ developing their own theoretical and ten and oral, formal and informal and methodological framework for bicultur­ 3) exploring experiences of power and al and anti-bias work. powerlessness among people with di­ Prerequisitesfor HD 360: verse roles, perceptions, and histories. 1. All ofthe following: Questions will include: What can you do from where you are? What is your re­ a. M.A. or post-baccalaureate sponsibility when you are caught in the student middle of a problem? How can you deal with issues that are not clear? How can you • GENERAL INFORMATION &

HD 400 3 UNITS HD 410 3 UNITS HD 427 3 UNITS WORKING WITH CHILDREN IN A DEVELOPMENTAL EDUCATION WORKING WITH BICULTURAL DIVERSE WORLD This class examines traditions that un­ CHILDREN This class examines the developmental derlie adevelopmental, experiential, open­ Focuses on the methodolOgical issues as needs of children and the different as­ structured approach to education; one's they relate to effectively working with bi­ sumptions which underlie developmen­ own values and the values reflected in cultural children. Learning theory and tal and constructivist approaches to work­ school programs and practices; the role motivational concepts based upon re­ ing with children. Itincludes an exploration of education as a tool of oppression and search with bicognitive children will be of the uses of interpersonal power in liberation for different groups in society; examined. Bicultural curriculum and bi­ settings where adults and children en­ and personal and political strategies for lingual program components will be dis­ counter each other, opportunities to ob­ educational change. Issues and trends in cussed. Students will be required to par­ serve children in a variety of contexts, early childhood education are consid­ ticipate in several on-site classroom and the examination and development of ered from a developmental, cross-cul­ observations in bicultural and bilingual effective facilitative strategies for teach­ tural perspective. Implications for older settings. Particular emphasis will be placed ing counseling, parenting, and social and children and adult learners will also be on integrating the principles of bicultur­ educational change. Emphasis will be on explored. al development into the practical appli­ valuing diversity and respecting the indi­ cation ofan effective educational approach. vidual; active experientallearning; inter­ HD 41 S 3 UNITS EMERGENT CURRICULUM: Meets concurrently with HD 416, Pract­ action between theory and practice; and icum: Bicultural Development. the impact of social contexts on oneself REFLEOING LEARNER LIVES Emergent curriculum is a values based and others. HD440 3 UNITS liMy experiences here at PONW have approach to teaching and learning which ADMINISTRATION OF CHILD CARE HD 401 3 UNITS focuses on who the students are, their FACILITIES been exhilarating. Thefriends and WORKING WITH ADULTS socio-cultural context and current issues, This class will identify approaches and colleagues I have met will be with me Students are introduced to a rationale in order to shape "what happens" in an techniques for working with parents, is­ and methodology for working with adults educational setting. Decision-making about sues concerning programming, super­ forever. I have enjoyed the diverse in educational, therapeutic and other hu­ curriculum should be negotiated by those vision of staff, and providing on-going man service settings. Emphasis is on: val­ who know the learners best. In this ap­ growth and training of staff. We will dis­ population Seattk has to oJfor in its uing diversity and respecting individu­ proach, the focus is on the community cuss the skills and techniques necessary school system. " als; active, experiental learning; the that teacher and learners create and in­ to administer a variety of early childhood interaction between theory and practice; volve in their lives together. education programs, including preschool and the impact of social context on our­ In this class, students will explore and day care. Such issues as budgeting, selves and others. Students will use ob­ sources of emergent curriculum, power record keeping, authority, communica­ servation to enhance their understanding dynamics, the balance between advanced tion and creativity will be discussed. Beatrice Gordon of the challenges inherent in working planning and spontaneity, and issues of Student with adults. They will develop strategies cultural relevancy and accountability. HD 442 3 UNITS to facilitate adult empowerment and learn Participants will be required to actively CHILDREN'S ART STUDIO PRACTICUM M.A. Human Development to advocate responsibly in diverse settings. engage in their own classroom in teach­ AND SEMINAR er roles that are central to the emergent Students will work directly with children HD 403 3 UNITS curriculum process--observation, anal­ ages two to nine years in the Children's PSYCHOPATHOLOGY OF ysiS, collaboration, research and docu­ Art Studio, supervised by resident artist; CHILDHOOD AND ADOLESCENCE mentation. Implication for learners of learn age-appropriate art curriculum This class will examine the psychopath­ all ages will be conSidered, with a focus using various media, and apply skills and ology of infancy, childhood and adoles­ on the early childhood classroom. knowledge in directed teaching. Includ­ cence within a biopsychological, devel­ ed are the art of preparing and hanging opmental, sociopolitical and family HD 420 3 UNITS exhibitions, ceramic kiln firing, documen­ systems perspective. It will address chal­ THE ART OF OBSERVAnON ting and cataloguing children's art for lenges that children, adolescents and Observation is a basic teaching and as­ the Pacific Oaks Permanent Collection. their families face that require direct and sessment tool in early childhood edu­ Written and photo-documentation are specialized mental health and social ser­ cation and a necessary skill in the field required. Enrollment is limited. Consent vices alongside the appropriate educa­ of counseling. When you observe a child: of instructor required. Teacher Education tional services. It will be taught by MFCC What do you see? What do you look for students, please consult your advisor. faculty for students of all three depart­ and why? How do you interpret what you May be repeated for credit up to a ments of PO. This is an interdisciplinary are seeing? How do you translate what maximum of 8 units. class with an emphasis on facilitating in­ you have observed into goals for inter­ timate understanding, communication and vention? Participants will observe chil­ collaboration among the class partici­ dren and adults, share and evaluate pants of the three professions of Educa­ frameworks for observation, and get feed­ tion, Human Development and Marriage, back on observational skills. Family and Child Counseling in the serv­ ice of children, adolescents and their families. I PACIFIC OAKS COLLEGE

HD450 3 UNITS HD 454 1-2 UNITS HD 460 3 UNITS ECOLOGY OF WORKING COLLEGE TEACHING/TEACHING SEMINARS IN BICULTURAL WITH CHILDREN ADULTS: OBSERVATION DEVELOPMENT AND EDUCATION This class is an in-depth examination of Observation in one or a variety of col­ (Offered Weekends in Pasadena and educational and therapeutic practices lege classes, with special attention to in­ Seattle) using ecological and historic perspec­ structional process and strategies. Credit tives. The content of the class in individ­ is based on 45 hours per unit of obser­ These seminars are designed to focus on ualized, built upon the interests and is­ vation and reading. bicultural development and its impli­ cation for educators and human service sues of students. This class will examine NOT AVAIlABLE TO B.A. STUDENTS. the dynamic interaction between prac­ professionals working in bilingual and/or Prerequisite: Permission of Advisor. tice, reflection and theory, and include bicultural communities. The seminars will close attention to the impact of diversity HD 456 1-3 UNITS be constructed on identified needs in the and cross-cultural issues on our work PARENT/COMMUNITY WORK: bicultural specialization and the areas of with children. Through critical thinking, FIELDWORK interest of faculty members who will be teaching the course. Each weekend will data analysis and review of the literature, Requires that students have a job or in­ be acontained "mini class." Students may students will be expected to develop their ternship/apprenticeship, which enables take one or all three weekends. Specific own theoretical and methodological them to take responsibility for work with topics will be listed in the class schedule John Nimmo, Pacific Oaks College framework for working with children parents. Credit is based on 45 hours per when the class is to be offered. alumnus and PONWfaculty member. and adults in adiverse world. unit of field work and journal keeping. Not available to B.A. students. NOT AVAIlABLE TO B.A. STUDENTS. HD 464 3 UNITS HD 453 1-3 UNITS Prerequisite: Permission of Advisor. COMMUNITY AS ACONTEXT ADMINISTRATION/SUPERVISION: FOR DEVELOPMENT FIELDWORK HD 456 1-2 UNITS Children develop as unique individuals Requires that students have a job or in­ PARENT/COMMUNITY WORK: in the context of complex communities. ternship/apprenticeship, which enables OBSERVATION Growth and identity are influenced by them to take responsibility in adminis­ Observation of one or more persons the social dynamics and interactions of tration andlor supervision. Credit is based whose work, the culture in which it takes the diverse families and cultural institu­ on 45 hours per unit of field work and place, and whose style of dealing with tions in which children live. This class journal keeping. their work is of interest to the student. focuses on theoretical and practical as­ Students function as observers, rather pects of building, reflecting, and includ­ NOT AVAIlABLE TO B.A. STDDENTS. than as participants, in daily processes. ing "community" in early childhood and Prerequisite: Permission of Advisor. Permission of the individual(s) being ob­ primary classrooms. Students will be ex­ served is required. Credit is based on 45 pected to create strategies which use the HD 453 1-2 UNITS hours per unit of observation and reading. child's community to enhance learning ADMINISTRATION/SUPERVISION: and build a sense of belonging. This class OBSERVATION NOT AVAILABLE TO B.A. STUDENTS. will explore community-building as an Observation of one or more persons Prerequisite: Permission of Advisor. avenue to examine and promote cultural whose work, the culture in which it takes HD 458D 1-3 UNITS competence and advocacy for children. c.n place, and whose style of dealing with z: REFLECTIVE TEACHING: FIELDWORK their work is of interest to the student. HD 465 3-4 UNITS o This class requires that students have a Students function as observers, rather than REFLECTIVE TEACHING SEMINAR job or internship/apprenticeship which as participants, in daily processes. Per­ Reflection on one's own practice with mission of the individual(s) being ob­ involves them in ongoing work with chil­ dren. Credit is based on 45 hours per children and analysis of the implementa­ served is required. Credit is ba.<;ed on 45 tion of developmental theory. Self obser­ unit of fieldwork, reflective journal keep­ hours per unit of observation and reading. vation, being observed by others, and c.n ing and online seminar participation. observing at other sites are all required. c.n NOT AVAIlABLE TO B.A. STUDENTS. Open to Distance Learners only. cc Class open to full-time, experienced teach­ v Prerequisite: Permission of Advisor...... - HD 458D 1-2 UNITS ers of young children only. z: HD 454 1-3 UNITS REFLECl'IVE TEACHING: o Prerequisite: Consent of adVisor, and .... COLLEGE TEACHINGj'rEACHING OBSERVATION current full-time employment as a lead cc ADULTS: FIELD WORK Observation of children and teachers in teacher with young children. IE ar:: Requires that students be either employed one or more classrooms, with particular .....o as the teacher of a college class, or be attention to the implementation of devel­ z: involved in an internship/team teaching opmental theory. Credit is based on 45 arrangement which enables them to take hours per unit of observation, reading a responsible role co-teaching in a col­ and online seminar participation. Open lege class. Credit is ba.<;ed on 45 hours to Distance Learners only. per unit of field work and journal keeping. NOT AVAIlABLE TO B.A. STUDENTS. Prerequisite: Permission of Advisor. GENERAL INFORMATION

HD466 3 UNITS HD469 3 UNITS HD 472 3 UNITS WOMEN IN ART ADULT DEVELOPMENT: ADVANCED STUDIES IN Ahands-on series of art experiences by, MISSION AND VISION IMPLEMENTING ANTI-BIAS for and about women. We will discover We construct mission and vision in our CURRICULUM and practice our own forms as we be­ lives through the developmental tasks (Prerequisite: HD 282 or 360, or per­ come acquainted with the forms created we encounter. In tum, mission and vi­ mission ofinstructor.) by women artists from every continent. sion inform our life choices in deep and This class is designed for students who We will explore the relationships between meaningful ways. Together, we will ex­ are interested in strategic planning, in­ the traditional art forms and contempo­ amine the emergence and development stitutional changes, and skills for working rary art forms. We will apply these find­ of meaning in the adult years through with adults within an anti-bias frame­ ings to the art education of our children. our own as well as other' stories. work. Class format will include discus­ Attendance at one museum or gallery show sions, interactive activities utilizing case of women's work and a written review HD 470 3 UNITS studies and policies, readings and writ­ will be required. CLINICAL THEORIES OF CHILD DEVELOPMENT ten assignments. Students are expected HD 467 2 UNITS Designed to provide the student with a to engage with each other in critical an­ FOUNDATIONS IN ART EDUCA1'ION basic understanding of clinical issues re­ alysis of educational practices and soci­ We will explore art theory and art-mak­ garding how the child grows. Class will etal obstacles to deepen their theoretical ing in a historical context. An integral integrate the physical, social, emotional knowledge and to define levels and mod­ part of this exploration will be to devel­ and cognitive aspects of growth and de­ els of advocacy work. An action project op a sensitivity to the issues of ethnicity, velopment and how they manifest in­ will be required. culture and diversity in the arts. We will trapsychically and interpersonally. The­ HD473 3 UNITS examine the intersection of children's art, oretical material will include elements CLINICAL SKILLS IN the school environment, our diverse com­ of ego psychology, object relations, self FAMILY THERAPY munity resources and ourselves as adult psychology, attachment theory, and in­ learners. Requirements include: obser­ fant and child research. Readings will be (Prerequisite: HD 221-Theories of vations; an art curriculum journal; pho­ taken from the writings of Freud, Klein, Marriage, Family andChild Counseling) to-documentation; viewing and review­ Balaint, Winnicott, Bick, Sarnoff, Mah­ This is a class for advanced students fo­ ing one Los Angeles area community art ler, Bowlby, Kohut, Erikson, Piaget and cusing on the clinical aspects in the prac­ event. Students will have the opportunity Stem among others. Learning tasks will tice of family therapy. It will provide a to explore their creativity in art-making, consist of reading and discussion, as­ brief overview of family therapy and will individually and as a group. signed observation of children, model­ concentrate on the experientallearning ing and role playing, and viewing of films. of basic family therapy skills. This class HD468 2 UNITS is designed to provide students with di­ GRADUATE SEMINAR IN HD 471 3 UNITS rect experiences of the family therapy ART EDUCA'fION IMPLEMENTING ANTI-BIAS milieu in the initial session/treatment al­ This seminar will provide Master's can­ CURRICULUM liance phase of therapy via observation didates with an opportunity to pursue in­ (Prerequisite: HD 400, HD 282 or ex­ and role play; assist in the development depth those areas of interest to which perience.) of a working knowledge of the clinical they have been drawn during their course DeSigned for educators with some ex­ skills of family interview, joining, prob­ of study. Through reading and dialogue, perience in anti-bias curriculum, this lem formulation, treatment contract, and participants will sharpen their focus on class will synthesize national standards, family case presentation; further the stu­ the issues of art education they find most state frameworks and district courses of dents' awareness of and appreciation for challenging. Participants are expected to study with a developmental, anti-bias the multiple psychosocial factors which be conversant with art theories and to philosophy. Developing interdisciplinary impact families in treatment; and con­ work toward evolving their own philoso­ curriculum, critically analyzing current tribute to the development of a personal phy of art education. Study topics will in­ instructional practices and infusion of conceptualization of the process of psy­ clude: the relationship of the artist to so­ an anti-bias curriculum into all content chotherapy. ciety; cross-cultural and culture-specific areas are the main objectives for this artwork; school as an agent of change class. This is the "how to" class for put­ and/or socialization; the economics of ting anti-bias curriculum into action in art; and making space for adults' and chil­ the classroom. dren's art. We will create a personal state­ ment of our beliefs over the course of I-Early Childhood Education the semester. II-Elementary Education

I • PACIFIC OAKS COLLEGE '

HD 474 3 UNITS HD 478 3 UNITS HD481 INTERVENTION MODELS IN EARLY WORKING WITH FAMILIES IN DEVELOPMENTAL PRACTICUM CHILDHOOD EDUCATION ADIVERSE WORLD SEMINAR: 3-5 YEARS This class will focus on the social, emo­ This class is designed for educators, This seminar is designed for students tional, and developmental needs of young counselors and other human services placed in Pacific Oaks' Preschool and children who are deemed at risk for a professionals who work with families di­ Child Care, and off-site practica. Discus­ variety of reasons; family dysfunction, child rectly or as allies for their young chil­ sions will include developmental issues, abuse, neglect, and prenatal drug expo­ dren and adolescents. We will examine curriculum, differences in scheduling sure. Issues and practice involved in work­ the psychosocial developmental stages! for half-day vs. full-day programs, par­ ing with children and families, models of tasks of families, the critical importance ental support, and group care issues. The respite, residential and family reunifica­ of culture/ethnic traditions, values and seminar will incorporate observing and tion programs will be examined, as will beliefs and how these all affect our rela­ recording techniques, development and their theoretical premises. The class will tionship as advocates. Learning objec­ implementation of anti-bias, culturally visit programs that represent models of tives will include utilizing culturally sen­ relevant curriculum, environmental an­ successful intervention and reunifica­ sitive methods to assess family needs, alysis, and will explore the relationship tion. designing and implementing supportive between theory and practice. Students will social sen1ce and community structures, be expected to articulate the difference Gary Karaica, student at PONW. This class replaces HD 249, Preventitive Intervention for Infants & the Very Young, developing appropriate interventions and between half-day pre-school programs and HD 475, Working with Drug-Affect­ promoting effective communication and and full-day child care programs. Stu­ ed Infants, Toddlers & Their Families. It interaction within the family and bet­ dents spend 12 hours/week in placement. is a required class for the Infant/Toddler ween the family, school, social sen1ce Teacher Education students consult your speCialization, and an approved elective agency, or other profeSSionals. Within this advisor. context, students will develop strategies for the Early Childhood and Develop­ HD482 mental Education specializations. to be more successful individual, inter­ personal and institutional change agents. DEVELOPMENTAL PRACTICUM HD 476 3 UNITS The emphasis will be on active, experi­ SEMINAR: 5-8 YEARS QUALITAl'lVE METHODS entiallearning, interaction between the­ This seminar is designed for students This class is designed to teach students ory and practice, and the impact of so­ placed in the Pacific Oaks Children'S the underlying principles, theoretical ap­ cial, ethniC, gender and class contexts School or in off-site kindergarten or pri­ proaches and applied skills of qualitative on ourselves, and our work with chil­ mary programs. Based on child-centered research by focusing on formulating re­ dren and families. theory and best practices, life experienc­ search questions, gathering data, categor­ es and the developmental needs of indi­ izing, coding and analyzing collected in­ HD480 vidual children are the cornerstones of formation in preparation for documenting DEVELOPMENTAL PRACTICUM curriculum for this age range and con­ and presenting research. Ethnography, SEMINAR: 0-3 YEARS sequently, for the seminar. Both cogni­ narrative analysis, case study and inter­ This seminar is designed to provide an tive and affective growth are addressed viewing strategies and methods will be opportunity for students placed in Pacific by both the core curriculum and practi­ explored. Recommended for students en­ Oaks' InfantlToddler, Two Year Yard, Boat cum design, which includes hands-on Yard/Child Care, and off-site practica to UlI gaging in completion of or interested in activities in the areas of science and math z: discuss relevant issues. The seminar will (such as blocks, math manipulatives, o engaging in a qualitative master's thesis. explore the relationship between theory gardening, and cooking); language arts HD 477 3 UNITS and practice in programs for children (dictation of stories, poetry, visual, and ANTI-BIAS CURRICULUM under three years of age, examine devel­ three-dimensional arts, journals, and WITH ADULTS opmental issues, teacher/care giver roles, books); and social development (families, We will explore: (a) the pedagogical prin­ and the relationship between group care lifelines, and the exploration of the neigh­ ciples, strategies and activities for pro­ and families. Students will explore and borhood and community). moting anti-bias education with E.C.E. practice techniques for the observation Additionally, attention is particularly students, staff, parents and other care­ and recording of behavior and writing directed to the wide range of readiness givers; (b) the issues, obstacles and de­ developmental summaries, examine en­ in this age group and the resulting impli­ velopmental journey adults travel when vironments for young children and plan, cations for the emergence of the founda­ engaged in anti-bias education; and (c) implement, and evaluate developmental­ lions of the academic skills (reading, writ­ the knowledge base, skills and disposi­ ly appropriate, culturally relevant, anti­ ing, arithmetic). The curriculum balances tions required of anti-bias education train­ bias experiences for infants, toddlers, teacher-initiated with child-initiated ac­ ers. Class methods include experiential and twos. Students will also explore team tivities, demonstrating that the child and activities, reflective discussions, mini­ teaching, examine program issues, and the adult are active partners in learning. lectures, reading and writing. Students consider the social and political aspects Observing children, practicing the must have a working knowlede of anti­ of group care. writing of developmental summaries, ar­ bias curriculum. Completion of HD 282, Students spend 12 hours/week in place­ ticulating the challenges of an integrated Social and Political Contexts of Human ment. Teacher Education students con­ curriculum, working with mainstream­ Development, is strongly recommended. sult with your advisor. ing experiences, involving parents, and learning about environmental education are major components of the practicum. The antibias perspective is woven into • GENERAL INFORMATION "

the curriculum that includes a focus on SPECIAL EDUCATION currently found in effective classrooms. conflict resolution and issues of inclusion, Meets concurrently with SpEd 243. respect and diversity in the classroom. SP ED 239 3 UNITS THE CHILD WITH SPECIAL NEEDS: SP ED 245 3 UNITS HD499 AN INTERDISCIPLINARY PERSPECTIVE EARLY CHILDHOOD SPECIAL SPECIAL TOPICS: 1-3 lINITS This class is designed to explore a wide EDUCATION CURRICULA AND Special interest classes. See current Sched­ variety of bio-psychosocial perspectives METHODS ule of Classes for specific description (s). concerning the growth and development This course is designed to develop un­ derstandings of assessment and early HD 500 1UNIT of children. For the purpose of increas­ ing the profeSSional's skills, knowledge intervention services for infants, toddler INTRODUCTION TO TRAUMA and preschool-age children, with dis­ This class is an introduction to clinical and sensitivity with children, the follow­ ing areas will be addressed: abling or at risk conditions. victimology, trauma theory and practice Students learn to infuse developmen­ for people working in a clinical setting 1. Identifying and screening of a child tally approximate practice into early in­ of victims of trauma and interpersonal with special needs, tervention. The course is designed to pro­ violence. The impact of trauma on the 2. Involving parents and others in the vide participants with opportunities to developmental process throughout the process of recognizing needs, observe multidisciplinary service provi­ life cycle will be examined. The first half 3. Seeking appropriate help for the sion, and to apply a family-centered fo­ of the class will focus on the prevalence child and family, cus. Best practices in early childhood and culture of violence in America. In and special education will be explored. the second half of the class, various treat­ 4. Working with other professionals to ment approaches for children and adults identify appropriate intervention SP ED 251 4 UNITS will be exmained. Additionally, the class methods, and DIRECTED TEACHING: will examine the effects of secondary 5. Developing strategies for follow MILD/MODERATE DISABILITIES trauma that the helpers of victims expe­ through in the learning setting. Teaching in special classrooms for the rience. Students will be encouraged to critically learning handicapped, or in mainstream analyze evaluation and intervention meth­ settings. Learning and demonstrating HD 505 2-3 UNITS teaching skills in working with excep­ COMMUNICATION AND ods of a variety of professional disci­ plines that work with children and fami­ tional children, their families and other COUNSELING SKILLS professional. Planning and implement­ This is an introductory class in develop­ lies. Criteria for assessing utility and effectiveness of methodologies will be ing appropriate individualized instruc­ ing basic interview/communication skills tional programs. providing a supportive for use in interpersonal relationships, examined. Issues of career and vocation­ al education will be considered. climate for growth in interpersonal rela­ working with students and parents in ed­ tionships. Evaluation of children's pro­ ucational settings, and an emphasis on SP ED 243 2 UNITS gress and program effectiveness. All stu­ the counseling relationship. This class is INSTRUCTING CHILDREN WITH dents in Directed Teaching must attend designed to train the student to see one­ LEARNING AND BEHAVIOR the Directed Teaching Seminar. self in social interactions in light of one's CHALLENGES social/cultural/ethnic context, and to be Prerequisite: Full admission to the Spe­ Addresses the design of instruction and cial Education Credential Program. able to communicate to others clearly, selection of curriculum materials for effectively and cross-culturally. There will children with learning handicaps. Meet­ SP ED 258 4 UNITS be a strong emphasis on the skills of ac­ ing the educational, emotional, and so­ DIRECTED TEACHING: tive listening, consisting of the skills of cial needs of children with learning dis­ MODERATE/SEVERE DISABILI1'IES empathy, clarification, reflection of feel­ orders and emotional problems will be Teaching in special classrooms for the ings, confrontation, as well as others. This the focus. Class work will include ob­ severely handicapped. Learning and dem­ will empower the student to function in serving and learning from practicing onstrating teaching skills in working the helper role offacilitator and counselor. special education teachers. Students will with exceptional children, their families learn to use research findings about and other profesSional persons. Planning methods currently found in effective class­ and implementing appropriate individu­ rooms. Meets concurrently with SpEd 244. alized instructional programs in motiva­ tional as well as least-restrictive environ­ SP ED 244 2 UNITS ments. PrOviding a supportive climate for INSTRUCTING CHILDREN growth in interpersonal relationships. WITH SEVERE DISABILITIES Evaluation of recording and reporting Addresses the design of instruction and on children's progress and program ef­ selection of curriculum materials for fectiveness. All students in Directed Teach­ children with severe handicaps. Meeting ing must attend the Directed Teaching the educational, emotional, and social Seminar. needs of children with developmental Prerequisite: Full admission to the Spe­ and emotional problems will be the fo­ cial Education Credential Program. cus. Class work will include observing and learning from practicing special ed­ ucation teachers. Students will learn to I use research findings about methods PACIFIC OAKS COLLEGE

SP ED 259 4 UNITS SP ED 430 3 UNITS WEEKLONG CLASS SCHEDULE DIRECTED TEACHING: EARLY CHILD­ RESOURCE SPECIALIST Students living at a distance who need to HOOD SPECIAL EDUCATION SEMINAR/FIELD WORK II meet approach class requirements through This is aone-semester experience which This class discusses the roles and res­ weeklong classes may find this tentative includes two placements: one in a pro­ ponsibilities of Resource Specialists when schedule useful in planning their pro­ gram for infants and toddlers and their consulting and collaborating with regu­ grams. This plan is subject to change; families; and one in a preschool program lar education professionals and with par­ consult your advisor for up-to-date in­ that includes children with disabilities. ents. The various functions of the Re­ formation and for complete course of­ Students will conduct assessments, and source Specialist will be examined; the ferings. plan, implement, and evaluate interven­ consulting function, the coordinating func­ Only approach classes are listed here. tions for the children in the program, tion, the staff development function, and Electives are also offered in weeklong under the supervision of a Site-based su­ the parent education function. For stu­ class periods. pervisor and a college supervisor with dents in the Resource Specialist Certifi­ expertise in this age group. cate Program. Pasadena SP ED 292 1-3 UNITS SP ED 474 3 UNITS Weeklong Classes INDEPENDENT STUDY THE YOUNG CHILD WITH 1998 AUGUST (Fall) Available for students in the Special SPECIAL NEEDS HD 282 Social and Political Contexts Education Credential program(s) to meet Students will engage in discussions, ac­ Communication Alternative some individual competency amVor prog­ tivities and observations pertaining to the ram requirements. An independent study key theories, philosophies and programs 1999 JANUARY (Spring) contract signed by the faculty supervisor that have supported the development of Implementation Alternative is required at the time of registration. early childhood special education. Rele­ Communication Alternative Classes offered at Pacific Oaks may not vant federal and state laws and regula­ 1999 AUGUST (Fall) be taken for independent study. Please tions and local policies will be analyzed. HD 200 Life Cycle Issues consult the Schedule of Classes for regis­ Best practices in early childhood special tration deadlines. education and major characteristics, eti­ Pacific Northwest ologies and effective intervention approach­ Weeklong Classes SP ED 428 3 UNITS es for young children with special needs RESOURCE SPECIALIST will be emphasized. 1997 JULY (Summer) SEMINAR/FIELD WORK I HD 282 Social and Political Contexts The skills and knowledge needed to SP ED 560 2 UNITS HD 231 Communication for function as an effective Resource Spe­ THE CHILD WITH SPECIAL NEEDS Empowerment cialist are the focus of this class. We will This seminar covers major educational investigate the processes of assessment, issues and current trends for exceptional 1998 JULY (Summer) planning, teaching, and evaluation through children ages three through fourteen HD 200 Life Cycle Issues fieldwork, reading, and discussion. Stu­ years. Emphasis focuses on Public Law HD 282 Social and Political Contexts dents will observe and participate in 94-142 and the Individuals with Disabil­ HD 231 Communication for field study with special education and ities Act (IDEA) as they relate to school Empowerment '"z regular education pupils. services for students identified as slow, 1999 (see 1998) o disabled and gifted learners, as well as effective classroom practices to meet the Northern Califomia needs of all learners. Interns study and Weeklong Classes discuss the following topics: history of special education; litigation which influ­ 1997 JUNE (Summer) enced special education; legal aspects HD 401 Working with Adults (rights of the identified disabled): char­ 1998 JUNE (Summer) acteristics of the exceptionalities; place­ HD 410 Developmental Education ment issues (IEP); inclusion and instruc­ tional methodolOgies to enhance academic, 1999 .... social, emotional and behavioral success To be announced c of identified students. Ii! ac: This course is available to PONW ....o Teacher Education interns only. z

Debra SuUivan, Campus Dean, PONW. ADMINISTRATION AND FACULTY

ADMINISTRATION Connie Destito Merrilee Brooks Runyan, M.S.W., University of CalifOrnia, (.os Angeles, Social Visiting Faculty, PONW Carolyn H. Denham, Work. B.A., California State University, Los Angeles, M.A., ASS, Leadership Institute/City University, Ph.D., President Sociology. Licensed Clinical Social Worker, State of Organizational Development. M.A., Claremont California. Graduate School, Education. Secondary Teaching Mark Schulman, Credential, Cameron State College. B.A., Stanford Ph.D., Academic Vice President Trevor Dobbs University, History. M.A., Fuller Theological Seminary, Marriage and Adrienne DeVine, Family Counseling. B.A., Pepperdine University. Mark Schulman, Director, Internal Affairs Academic Vice President Dorothy Garcia Ph.D., The Union Institute. M.S., Indiana UniverSity. Susan Hunter Hancock, M.A., Pacific Oaks College, Human Development. B.A., Antioch College. M.S., Dean, Student Services B.A., Mills College, Multi-Disciplinary Studies. Zakiya Stewart Patrick Scott, Dorothy Granger Ed.D., Seattle University. M.A., University of Chicago. Director of Development Ph.D., Fielding Institute, Human and Organizational B.A., Loyola University. Systems. M.S., Simmons College, Library and Yolanda L. Torres, Information Science. M.A., Governors State Debra Sullivan, Campus Dean, PONW M.A., Director, Children's School University, Women's Studies. A.B., Indiana Ed.D., Seattle University, Educational Leadership. University, English. M.A., Seattle University, Curriculum and Instruction. Angela Warling, B.A., University of Washington,Cultural Anthropology. Controller Cheryl GreerJannan M.A., Pacific Oaks College, Human Development Yolanda L. Torres, B.A., Pacific Oaks College, Human Development. Director Children's School FACULTY Preliminary Multiple Subject Teaching Credential, M.A., Pacific Oaks College, Human Development. Pacific Oaks College. B.A., California State University, Los Angeles, Art. LailaAaen Ph.D., The Wright Institute in Berkeley, Psychology. BettyJones Pacific Oaks Adiund Faculty M.A., University ofW/sconsin, Sociology. B.A., Ph.D., University of Southern California, Sociology. "The people at Pacific Oaks were there Carthage College, Sociology. M.A., Whittier College, Sociology. M.A., University Marcela Abadi of Wisconsin, Child Development. B.A., College of M.A., Pacific oaks College, Human Development. for me and helped me find a way to ReGena Booze the Pacific, Psychology. Standard Teaching Credential, Washington Teacher Certification, Pacific Oaks M.A., Pacific Oaks College, Human Development. Elementary and Early Childhood. College. fulfill my dream. My greatest B.A., California State UniverSity, Hayward, SOciology. Virginia Kennedy Makungu Akinyela satisfaction is knowing Iam able Gretchen Brooke Ph.D., University of Southern California, Special M.A., Pacific Oaks College, Human Development. M.A., Pacific Oaks College, Human Development. Education. M.S., University of Southern California, B.A., California State University, Northridge, to help people create afoundation Special Education. B.A., State University of New Gayle Burns Journalism. York, Music. on which they can build the rest M.A., California State University, Los Angeles, Bonnie Annstrong Education. B.S., Syracuse University, Communications. Dino Koutsolioutsos M.A., Pacific Oaks College, Human Development. MFCC; ph.D. (ABO), Pacifica Graduate Institute. oftheir lives, " James Cantor M.A., Loyola Marymount University, Counseling Robin Annstrong-Hugg Ph.D., University of California, Los Angeles, Teacher Psychology. Ph.D., The American University, Special Education. Education. M.Ed., University of California, Los M.A., Ea.'itern Michigan University, Emotional Angeles, Administrative Studies in Education. B.A., Leticia Nieto, Visiting Faculty, PONW Disturbance. B.A., Eastern Michigan University, Mi Hyung-lee University of califOrnia, San Diego, History. Multiple Psy.D., Ryokan College, Clinical Psychology. M.A., Social Work. Subject Teaching Credential, Professional Teaching Azusa Pacific UniverSity, Student Affairs and Human Counselor-in- Training Credential, Professional Clear Administrative Service Development. B.A., George Fox College, Psychology. Carol Blake Credential. Ph.D., California Graduate Institute of Professional Glendale College John Nimmo Psychology, Clinical Psychology. M.A., California Martha Clark Ed. D., University of Massachusetts, Early Childhood Graduate Institute of Professional Psychology, Alumna, Pacific Oaks College M.A., Pacific Oaks College, Human Development. Education and Development, M.A., pacific Oaks Psychology. M.F.A., UCLA. B.A., UCLA. B.A., Pacific Oaks College, Human Development. College, Human Development. B.Ed., Southern Australia College of Advanced Education, Early Judy Bordin Renatta Cooper Childhood Education. Diploma of Teaching, Brisbane Ph.D., Fielding Institute, Human Development. M.A., Pacific oaks College, Human Development. College of Advanced Education, Elementary and M.A., Pacific Oaks College, Human Development. B.S., Towson State University, Early Childhood Early Childhood Educalion. B.A., California State University, Chico, Child Education. Multiple Subject Teaching Credential. Development. Community College Teaching Maria del Pilar O'Cadiz Credential. Standard California Elementary Sharon Cronin Ph.D., University of California, Los Angeles, Social Ph.D., University of Washington, BiculturaIJBilingual Teaching Credential. Early Childhood Education Sciences and Comparative Education. M.A., Specialist Teaching Credential. Studies. M.A., Pacific Oaks College, Human University of CalifOrnia, Los Angeles, Latin American Development. B.A., University ofWashington,Bilingual Studies. M.Ed., University of California, Los Angeles, Jarratt Brunson Bicultural Studies. Administration, Curriculum and Teaching Studies. M.A., University of Chicago. B.A., University of B.A., Oberlin College, Latin American Studies and Barbara Daniels Wisconsin. Spanish. Ed.D., Seattle University, Leadership. M.A., Pacific Susan Byers Oaks College, Human Development. B.A., University Deborah Owens, M.A., Pacific Oaks College, Human Development. of Washington, English and Education. Dean ofAcademic Services B.A., The Evergreen Stale College, Liberal Arts. Louise Dennan-Sparks M.S., University of California at Davis, Child Development. B.S., University of California at Davis, Margie Carter M.A., University of Michigan, Early Childhood and Human Development. M.A., Paci6c Oaks College, Human Development. Elementary Education. B.A., Brooklyn College, B.S., Northwestern University, Primary Education. American Literature & History. Preschool, Early Rebecca Rojas Elementary and Special Education Teaching Ph.D., University of Southern CalifOrnia, Counseling PmnCarter Credentials. Psychology. M.A. Pepperdine University, Psychology. M.S., Indiana University. I B.A., California State University, Long Beach, Music Therapy. PACIFIC OAKS COllEGE

SueChoi Magda Gerber Jean Mills Ed.D., Teachers College, Columbia University, Graduate Teacher College Diploma, Budapest, MA, California State University, Los Angeles. B.A., Curriculum & Teaching/Early Childhood Education. Hungary, Infancy and Early Childhood Education. California State University. A.A., Pasadena City College. M.Ed., Teachers College, Columbia University, Graduate Diploma, Notre Dame Sion, Budapest, Curriculum &Teaching. M.A., Teachers College, Hungary, Language Arts. Graduate Diploma, SorboIl1le, Ruth Monroe Columbia University, Early Childhood Education. Paris, Language Arts. M,A., Pacific Oaks College, Human Development. B.A., Tuft~ University, Child Study. Multiple Subject BA, Pepperdine University. Teaching Credential, University of California, Irvine. Karen Gourd Ph.D. cand" University of Washington, Judith Morris Bruce Cowan M.A., California Graduate Institute. B.A., Goucher M.S.W., University of California, Los Angeles. B.A., Patricia Gray College. California State University, Los Angeles. M,A., Pacific Oaks College. B.A., California State University, Los Angeles. Joan Newcomb Mae Pendleton Cowan M.S.T.C., Pacific Oaks College. M.F.A., University of Ph.D., University of Southern California, Educational Caroline Green Washington, Seattle, Ceramics. B.F.A., University of Psychology, Early Childhood Education, Drama. M.A., Adams State College, Special Education, B.A., Illinois, Urbana, Fine Arts, M.S., Mount SI. Mary's College, Administration and Arizona State University, Education. Judith Nygren Supervision. M.S., Mount SI. Mary's College, Urban Roberta Green M.A., George Wa.shington University, Early Education and Minority Group Studies. B.S" Tuskegee Ph.D., California Institute for Clinical Social Work, Childhood/Special Education. B,A., Sntith College. Institute, Social Studies. California Community Psychodynamic Diagnosis and Treatment/Industrial College Supervisor and Instructor life Credentials. Social Work. M.A., University of Southern California Susan Paull Standard Teaching Credential. General Elementary B.A., University of California, I.os Angeles, M.A, (ABLE), Pacific Oaks College, Human life Diploma. Certificate of Specialist Teacher in Development. A.S., Lane Community College, Early Reading. Early Childhood Education Specialist. Ruth Anne Hammond Childhood Education. M.A" Pacific Oaks College, Human Development. David Curtius B.F,A., Southern Methodist University, Dance. Carol Ann Phillips M,A" Pacific Oaks College, Marriage, Family, Child M,A., California State University, Los Angeles. B.A., Counseling. B,A" California State University, Los Dorothy Hays Grant New York University. A.A.S" Nursery Education, Angeles, Japanese. M.A., Pacific Oaks College, Marriage, Fandly, Child Cobleskill, New York. Counseling. B.A., California State University, I.os Collegefounder Margaret Yarrow visited Ardella Dailey Angeles, English. California Standard Teaching Lulaellen Pilgrim M.A., San Francisco State University, Special Education the Children's School in May of199B. Credential, M.S., University of Utah, Educational Psychology and Early Childhood Education, B,A., City University and Counseling. B.S., Utah State University, Elementary of New York, Sociolob'Y. Early Childhood Teaching Merna Hecht Education. Credential. Special Education Teaching Credential, M,A" University of Washington. Community College Teaching Credential. Pamela Powell Brenda Ingram Ed.D., Nova University, Adntinistration in Education. Don Davis M,S.W., California State University, Sacranlento. M.A., California State University, Los Angeles, Ph.D., California School of Professional Psychology, BA., University of California, Los Angeles, Psychology. Adntinistration in Education. M.A. California State Clinical Psychology, M.A" B.A., California State University, Los Angeles, Elementary University, Fresno, Psychology, Debra Jenkins Education/Reading Specialist. B.A., Kentucky State M,A, Pacific Oaks College, Human Development, College, Elementary EducationlPsychology. Barbara De Hart B.A. (ABLE), Pacific Oaks College, Human Ed.D, University of California, Los Angeles, Development. A.A.S., Clark College, Early Julie Powers Executive Career Leadership. M.A., University of Childhood Education. M.A., Pacific Oaks College, Human Development. California, I.os Angeles, Education. B.A. Bradford B.S., University of Arizona, Child Development & College, Humanities, California Clear Credential. Katie Kissinger Family Relations. Q M.A., Pacific Oaks College, Human Development. :z Phyllis Doyle B.A., Marylhurst College, Social Science. Elizabeth Kay Stritzel Rencken cc Ph.D., University of WashingtOll, M.A., Pacific Oaks College, Human Development, :z Kim Kmetz SpeCializing in Early Childhood Education. B.A., Kathy Egawa o MFCC; M.S., California State University, Los Angeles, University of Arizona, Tucson, Education. Ph.D., Indiana University. Psychology. B.A., UCLA, Psychology. Robert Rencken Joan Engman Wei Li-Chen ~t.Ed., University of Arizona, Counseling. M.S., M,A" Pacific Oaks College, Human Development. Ph.D., University of IllinOiS, Champaign-Urbana, University of Arizona, Child Development. B.A., B,S., California State University at Los Angeles, z Early Childhood Education. M.Ed., University of Rutgers-The State University, Psychology. Nursing, MFCC, R.N, IE Illinois, Champaign-Urbana, Early Childhood Education. B.Ed., Najing Normal University, China, Gretchen Reynolds Q Kathleen Evans cc Preschool Education. Ph.D., Claremont Graduate School, Education. M.A" Pacific Oaks, Human Developmenl...... M,S., Bank Street College, Education. B.A" Wilson :z Elsa Lonon o Robert Fitch College, Psychology. Teaching certification in M.S., Pepperdine University.B.A., University of M.A., B.A., California State University, Los Angeles, elementary education. .... Southern California. cc Clinical-Abnormal Psychology, IE JoAnn Riecke Judith Magee r:IIIi: Shana Frazin M.A., University of Washington. o M.A., Pacific Oaks College, Human Development. .... M.A., Pacific Oaks College, Multiple Subject Teaching B,A" University of California, Davis, Psychology, Terry) Ross :z Credential. B.A., University of California, Los Angeles, M.S., Syracuse University, Public Relations, B,A., Jane Meade-Roberts Anna Gaiter Eastern Washington University, Government, M.A., Pacific Oaks College, Human Development. M.A., California State University, lo.., Angeles, Education Commercial Recreation. B.A, and Teaching Credential, California State B.A., California State University, I.os Angeles, University, Northridge, History, Tilman Smith Multicultural Education. M.A., Pacific Oaks College, Human Development. Jan Miller B.A., University of Colorado, HislorylFrench. M.S., Bank Street College of Education, Education. Washington Teaching Credential. California Standard Teaching Credential. New York State Permanent Certificate. Randy Stocker M.A. (thesis pending), Pacific Oaks College, Human Development. ADMINISTRATION AND FACULTY

Elaine Stockton BOARD OF TRUSTEES Dorothy Matthiessen M.A., Pacific Oaks College, Human Development. ChUd Development Associate and Early Childhood Alan Kumamoto, Chair Kathryn Nack Education Certificate. Katherine B. Schwarzenbach, Thomas Nugent Ruth Tavlin Vice Chair Elena Phleger M.A., California Family Studies Center, Marriage, Walter]. Milner, Vice Chair Jeffrey Prater Family, Child Counseling. BA and Secondary Teaching Credential, University or California, Los Angeles, Gary Birkenbeuel, Treasurer Andrea Rabinowitz History. licensed MFCC Counselor. Susan Caldwell, Secretary Jack Scott Laurie Todd J. Donald Thomas M.A., Pacific Oaks College, Human Development. B.S., Portland State University, History. Susan Lio Arcaris Yoland Trevino Ann Barrett Silvia Voorhees Leon Woods ph.D., University or Washington, Leadership and Tom Baxter Ex-Officio Policy Studies. M.A., California State University, Thomas Batcheller Cox Fresno, Special Education. B.A., California State Carolyn H. Denham Alan Kumamoto, Chair, Board of University, Fresno, Education. John Crowley Susan Pickering Trustees. Neal Wrightson Joan Fauvre M.A., Teachers College, Columbia University. Priscilla Gamb Mentors California Multiple Subject Teaching Credential. B.A., California State University, Sonoma. Katharine Harrington Marvin Hoffenberg

Barbara Yasui Graeme Henderson Asenath "Kennie" Young M.Ed., University of Washington, Early Childhood Education. B.A., Stanford University, Psychology. Margaret Heritage Life Trustees Dennis Hernandez Lori Yonemitsu Marjory Dickinson M.Ed., Universiiy of Hawaii, Manoa. Adelaide Hixon Elizabeth Purcell Lorraine Lima Betty Williams Faculty Members Emeritae Carroll Borland-Parten D.Ed., Fielding Institute, M.A., California State PACifiC OAKS fOUNDERS University at Los Angeles, EarlyChlldhood Education. B.A., Pacific Oaks College, Human Development. Molly* and Edwin* Morgenroth Marguerite* and Phillip Wells "Core Certificate" Universiiy or California at Los Angeles. Nursery School Education. A.A., University Marian* and Edwin* Sanders Margaret and Clarence* Yarrow of California at Berkeley, Speech Arts. California Jean* and William* Taylor Asenath and Robert Young Special Education Teaching Credential. California General Elementary Teaching Alice* and John* Way "'deceased Mio Polifroni M.A., Pacific Oaks College and Claremont Graduate c School, Human Development. Graduate work, School Z of Social Service, University of Chicago. BA, University tel of Chicago, Social Service Administration. Z c: Elizabeth Prescott M.A., I.os Angeles State College, Psychology. BA, University of Denver, Social Sciences and Matllematics.

Molly Scudder :z M.A., Goddard College. B.A., Nursery Training :E School at Boston (Tufts University). c c...... :2 ,..c: c. :IE ell ..c: :z

c iCII w :; w Co! 1998 Pacific Oaks College graduates. • CALENDAR

SUMMER 1998 March 20...... Deadline: Registration for Summer Directed Teaching April 13 - May 1 ...... Summer Registration Period April 15 ...... Deadline: Application for Admission Deadline: Financial Aid Application (Summer, SummerlFall, SummerlFall/Spring) May 1 ...... Deadline: Summer Registration (Late fee applies after this date) May 26 ...... Holiday (Memorial Day) June 1 ...... Summer Session Begins June 22 ...... Children's School Practicum Orientation June 23 ...... Children's School Practicum Begins July 3...... Holiday (Independence Day) July 10 ...... Deadline: Registration for Independent Study and Master's Thesis July 31 ...... Summer Session Ends

HScholarships help make it possible for FALL 1998 families of varied lifestyles to ioin the April 13 -July 1...... Fall Registration Period June 2 ...... Deadline: Registration for Fall Directed Teaching Children's School. This diversity July 1 ...... Deadline: Application for Admission enhances our emergent curriculum Deadline: Financial Aid Application (Fall, Fall/Spring) which is based on anti-bias and conflict Fall Registration (Weeklong and Traditional) resolution. OUr goal is to help raise (Late fee applies after this date) July 31 ...... Deadline: Registration for Traditional Fall Classes only children who can go into the world with (Late fee applies after this date) confidence, and share their values, in a August 1 ...... Fall ~emester Begins diverse and sometimes difficult world. " August 3 ...... Fall Weeklong Classes Begin September 3...... Children's School Practicum Orientation September 7...... Holiday (Labor Day) September 8 ...... Traditional Fall Classes Begin Yolanda Torres Children's School Practicum Begins Director, Children's School September 30 ...... Holiday (Yom Kippur) October 16 ...... Deadline: Registration for Independent Study and Master's Thesis November 11 ...... Holiday (Veteran's Day) November 26 27 ...... Holiday (Thanksgiving) ICII: C December 18 - January 1, 1999 ...... Faculty and Student Winter Break a ...,z December 24 - 25 ...... Holiday (Christmas) c December 31 ...... Fall Semester Ends -v ...... December 31,1998 - January 1,1999 ...... Holiday (New Year's) Z C) ..... SPRING 1999 c :& November 1,1998...... Deadline: Application for Admission c:w: ...C) Deadline: Financial Aid Application (Spring 1999) z November 1-December 17, 1998 ...... Spring Registration Period

c November 13, 1998 ...... Deadline: Registration for Spring Directed Teaching -c:w: ..., December 17, 1998 ...... Deadline: Spring Registration (Week Long and Traditional) ...,z (Late fee applies after this date) o December 31,1998 - January 1,1999 ...... Holiday (New Year's) January 1 ...... Spring Semester Begins January 4 ...... Spring Weeklong Classes Begin Financial Aid Applications for 1999-2000 available CALENDAR

January 8 ...... Deadline: Registration for Spring Traditional Classes only (Late fee applies after this date) January 18 ...... Holiday (Martin Luther King, Jr.) January 30 ...... Spring Traditional Classes Begin February 15 ...... Holiday (Presidents' Day) March 1 ...... Deadline: Application for May Commencement (Late fee applies after this date) March 13 ...... Deadline: Registration for Independent Study and Master's Thesis March 29 - April 2...... Spring Break April 2 ...... Holiday (Good Friday) May 23 ...... Commencement May 31 ...... Holiday (Memorial Day) Spring Semester Ends •

Students enjoying the Summer Outreach Luncheon. I IN DEX

About Pacific Oaks ...... 2 Lactation Consultant...... 9, 14 Accommodations for Students Leadership in Education...... 14 with Disabilities ...... 24 Leave of Absence ...... 34 AddJDrop ...... 34 Libraries ...... 26 Administration ...... 51 Locations and Time frames ...... 20 Admissions ...... 24 M.A., ABLE option...... 11 Advising ...... 24 M.A. Curriculum Specializations ...... 12 Alumni Association ...... Inside Back Cover M.A. Human Development Requirements ..... 10 Appeal Procedure...... 30 M.A. in Marriage, Family and Archives ...... 27 Child Counseling ...... 15 Art Education ...... 8, 12 May Complete Policy ...... 35 B.A., ABLE option ...... 7 AlumnaDena Wa/cO, Coordinatorof Mission Statement ...... Inside Front Cover Recmitment, checks out what is new at B.A. Curriculum Specializations...... 8 the College Bookstore in Pasadena. Multiple Subject Teaching Credential ...... 17 B/CLAD Emphasis ...... 18 Office Hours ...... 24 B.A. Human Development Requirements...... 6 Bicultural Development ...... 12 Overview of Programs ...... 3 Board of Trustees ...... 53 Post Graduate Certificate ...... 20 Calendar ...... 54 Post Master's Training in Chemical Dependency ...... 31 Clinical Child Development ...... 17 Child Care ...... 8, 13 Privacy Rights...... 28 Children in the Classroom ...... 27 Professional Clear Credential ...... 19 Class Descriptions ...... 36 Program/Specialization Change ...... 34 Class Numbering System ...... 33 Research Center ...... 27 Class Petition Process...... 33 Sexual Harrassment ...... 29 Class Waiver Process ...... 33 Special Education Credential ...... 19 Clinical Child Development ...... 17 Student Conduct ...... 28 College Policies ...... 33 Student Rights and Responsibilities ...... 27 Community and Continuing Education...... 22 Student Services Information ...... 24 Curriculum Philosophy ...... 5 I Teacher Education/Credential Programs ..... 17 f Degrees, Programs and Specializations ...... 6 f Transcript Requests ...... 34 Developmental Education ...... 8, 13 ! Transfer Requirements...... 5 Distance Learning...... 21 Tuition and Fees ...... 32 I Early Childhood Education ...... 9, 13 Tuition Refund Schedule ...... 32 Eligibility for Registration and I Use ofWeeklong Classes I ~ Commencement ...... 34 ( Q for Degree Programs...... 34 f Z Evaluations ...... 33 Faculty ...... 51 Veterans Policies ...... 35 .. Financial Aid ...... 24 Weeklong Class Schedule ...... 50 I i Infants and Toddlers ...... 9,15 Work With Infants and Toddlers ...... 9, 15