PACIFIC OAKS COLLEGE
2003 - 2004 CATALOG
PACIFIC OAKS COLLEGE Pasadena. Northwest. Northern California Non-Profit Org. PACIFIC OAKS COLLEGE U. S. Postage I Pasadena. Northwest- Northern California PAID Mercury Mailing Systems, Inc. 2003 - 2004 CATALOG ttThe'root ofthe word education is educare, offer empowers you to become a highly effective which means to leadforth or to bring out teacher, counselor, administrator or leader in the something which ispotentiallypresent. Real human services profeSSion of your choice. Pacific education.consists in drawing the best out ofyourS(!lj." Oaks prepares teachers to work in elementary Gandhi schools and eady childhood profeSSionals to work with infants, toddlers and preschool children. We prepare marriage and family therapists to work paqificQaksCollege is a unique place. We are the with children and fan1i1ies, with Parti~,:~~on 6n1ycollege on the West Coast solely committed to to the mental healthJl~ Q{i,tbe preParitl~studerttsforcareers in LatlnalLatino cotnffitulity. ~lYC1tlldhq?4~qu~ation. The My vision for Pacific Oaks :$P.~t()ff~G.QaksiS derived College is built upon its existing frWtlQU~;~~Sl~'.~meet,the strength and values. My work is to' ne~~ofy~~g:~)ljJdren and communicate them to a broader their~~q~'recognize audience. As you explore the ea¢hfudiyid~slttliqueness and programs and courses offered Pacific Oaksis an independentin valrie. within this catalogue, keep in stitution oflearning iJ)1l11el1~edby At.~~C~C,··~r •••~ollege mind that your personal devel its Quaker heritagean Approved by the Board ofTrustees December 6th, 1986 Reaffirmed by the Board of TrusteesFebrua~,2001 CONTENTS Letter from the President ...... Inside Front Cover About Pacific Oaks ...... 2 Admission for Degree, Certificate and Teacher Education Programs ...... 6 Financial Aid ...... '...... 10 Academic Programs Degrees, Programs and Specializations ...... 12 General Information Locations and Time Frames ...... 27 Extended Education ...... 29 General Information and Services ...... 29 Libraries ...... 30 Tuition and Fees ...... 32 College Policies ...... 33 Class Descriptions...... 41 Administration and Faculty ...... 58 Board of Trustees ...... 60 Calendar ...... 61 Index...... 63 Alumnaeii Association ...... Inside Back Cover I~hat 11m 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 benefitfrom it tremendously. " Renatta Cooper Director, jones/Prescott Institute Pacific Oaks College • ABOUT PACIFIC OAKS Pacific Oaks is accredited by the Western Associa Note to Pacific Oaks Northwest (Seattle) tion of Schools and Colleges. As a Quaker-founded Students Pacific Oaks College is authorized by institution, Pacific Oaks has traditionally sought in the Washington Higher Education Coordinating its student body: diversity in age and in racial, ethnic, Board and meets the requirements and minimum economic, and social background. Our policies in educational standards established for degree admission and other areas are non-discriminatory granting institutions under the Degree Authorization regarding race, gender, religion, ethnicity, physical Act. Pacific Oaks College is authorized to offer a ability, sexual orientation, or age. B.A. and M.A. in Human Development. In addition, Students may review institutional accreditation it offers a Teacher Education program leading to and/or licenses in the College President's Office at Washington State certification endorsements in 5Westmoreland Place during normal working hours, Elementary K-8 Education. Academic programs of or by contacting WASC at: study at Pacific Oaks College Northwest (PONW) Western Association of Schools and Colleges are approved by the Higher Education 985 Atlantic Ave., Suite 100 Coordinating Board's State Approving Agency for Alameda, CA 94501 the enrollment of persons eligible to receive bene (510) 748-9001 fits under Title 38 and Title 10, U.S. Code. Any person desiring information about the requirements, the act or the applicability of these requirements to the institution may contact the board office at 917 Laketidge Way, P.O. Box 43430, Olympia, WA 98504-3430, Attn: Degree Authorization Agency. Pacific Oaks is in compliance with Title II recording and reporting expec tations. Specific information regarding the Title II Report can be obtained through PONW. Note: This campus will close effective July, 2004. Persons in the Northwest interested in attending Pacific Oaks should consider our Distance Learning program. :;,; :;: ~ Schedules of Classes are published v ~ as follows: ~______-==______-----' g • Spring: Weeklong, Weekday, Weekend and Pacific Oaks' graduating class 0/2002. Online Classes • Summer and Fall: WeekJong, Weekday, Weekend and Online Cla'lses Notice Students will adhere to the requirements Class schedules may be obtained and programs outlined in the catalog of the aca from College Records at (626) 397 demic year in which they're admitted. Students who 1342 or (800) 303-1342. Please call interrupt their programs for five or more years will the Office of Admissions at (626) 397 adhere to the catalog of the academic year in which 1349 or (800) 684-0900 to obtain they're readmitted. admissions information. The requirements, programs, class offerings, fees, poliCies, and all other subjects covered in this pub lication may be changed without notice. Users of this publication should contact Pacific Oaks repre sentatives to learn the current status of matters covered herein. Pacific Oaks assumes no respon sibility for any damages which may be claimed to have resulted from such changes. ABOUT PACIFIC OAKS Pacific Oaks, located on three campuses in Pasadena, Distinguished Achievement in Undergraduate California, Seattle, Washington, and Oakland, California, Education from the American Association of is a unique educational institution offering upper di Colleges and Universities. vision and graduate-level college programs in human The Children's School also has grown to include the development and counseling, teaching credentials, Infant/Toddler, Two-Year-Old, Three-and Four-Year a children's school serving infants through primary Old, Prekindergarten, Kindergarten, Child Care, and age children and their parents, and a sponsored After-School programs. research program supporting applied research in Pacific Oaks' anti-bias commitment applies to all early childhood education. areas of discrimination, including that based upon Three basic concepts underlie the educational race, ethnicity, class, sexual orientation, gender, age philosophy of Pacific Oaks: that growth is a dynamic and physical ability. We expect respect to be shown Our students at the College are and life-long process; that every individual has a towards persons in all categories, both generally fundamental worth; and that each person, no matter and as individuals. Respect, in interactive classes learning to take their place as how young or old, has a unique identity and human drawing on the rich experience of the faculty and highly effective teachers, potential which they contribute to the lives of all students alike, includes honOring the confidentiality those with whom they come in contact. of personal experiences shared in class discussion. administrators and counselors Pacific Oaks was founded as a community edu We ask that all members of the Pacific Oaks com leaders in their field. cation center and nursery school by seven Quaker munity be willing to engage actively in thought, dis families in 1945. The School quickly grew under cussion, and change as we all learn about the nature, the leadership of Molly Morgenroth and Evangeline dynamics and impact of bias and oppression and Our Children's School is teaching Burgess as word spread that there was a place in the ways in which theories, practices and institutions youngsters to be peacemakers, Pasadena where children were valued as individuals. are oppressive. It is important that we be willing to The teacher education aspect of Pacific Oaks grew risk growing and changing together rather than conflict resolvers and decision out of the need to train teachers for the expanding clinging to old theories and practices Simply because makers. They are our future nursery school. Today, over 200 families and 40 they are familiar and comfortable. a well-informed responsible, teachers have joined our inclusive community where For further information about College programs, each individual is provided with an opportunity to please contact: concerned citizenry. learn and contribute in an environment of acceptance. Office of Admissions In 1959, continued expansion led to accredited 5Westmoreland Place B.A. and M.A. degree programs in Human Develop Pasadena, CA 91103 ment. These degrees are granted in Human Develop (626) 397-1349 or (800) 684-0900 ment rather than Education because we believe that For further information about Children's pro a teacher must know the whole life continuum to grams, please contact: understand her/himself and her/his students. Today, Children'S School our programs serve not only educators, but persons 714 West California Boulevard working in other helping professions, including Pasadena, CA 91105 counseling and other human service fields. (626) 397-1363 The style of learning emphasized at Pacific Oaks is unique. In most colleges, a teacher lectures, stu For further information about Extension, please dents take notes and learning is evaluated by exam contact: ination. We have a different approach. Pacific Oaks Extended Education and Community Service students are encouraged to work together and to 5 Westmoreland Place learn from each other. The faculty works with stu Pasadena, CA 91103 dents to help each individual obtain an education (626) 397-1391 that meets personal needs. At Pacific Oaks, the pro cess of learning is valued as much as what is learned. OVERVIEW OF PROGRAMS .... Experiential learning, that is, learning by doing, Pacific Oaks College offers upper division classes is at the heart of Pacific Oaks' curriculum for adults leading to a B.A. degree in Human Development; as well as for children. We believe that both theory courses of study leading to two teaching credentials: and practice are learned through action and inter Multiple Subject Teaching Credential and Education action, and we encourage students to value doing Specialist Credential (MildIModerate Disabilities); as well as talking, reading and writing. In recogni graduate courses leading to two M.A. degrees: tion of or unique teachingllearning pedagogy, Human Development and Marriage, Family and Pacific Oaks received a Special Commendation for Child Counseling; and a Post-Graduate Certificate program. • ABOUT PACIFIC OAKS The B.A. in Human Development offers an up The M.A. in Marriage, Family and Child Counseling per division program focused on young children, expands the students' competencies in counseling their families, and the social contexts in which families with young children, providing students development takes place. Field experience or with the educational qualifications for the California practicum in the Pacific Oaks Children's School is MFT License. Aspecialization in Latino/a Family often a part of the B.A. program. Students interest Studies is offered in a cohort format. ed in public school teaching may become fullyad Pacific Oaks offers two California teaching creden mitted to a credential program upon completion tials: the Preliminary California Multiple Subject of core B.A. requirements. English Learner Credential (elementary) and the Specializations are optional areas of focus Education SpeCialist Credential (MildIModerate) Level which are designed for students who have a spe I and Level II (pending state approval for Level II) . cific interest in one of the areas outlined below. The academic year includes two semesters, Fall Some specializations are available only in Pasadena. and Spring; two tinle frames, Weekday and Weekend; The College offers six specializations at the B.A. several locations; online courses; and a six-week level: Art Education, Child Care, Developmental Summer Session. One week sessions are also offered Education, Early Childhood Education, ECE sub within each semester in Pasadena and Seattle, and specialization in Play, Language and Literacy, in June in Northern California. Human Development and Social Change; Lactation The Pasadena campus of Pacific Oaks is located Consultant and Work with Infants and Toddlers. on three beautiful, tree-shaded sites in the heart of his Students may also, in cooperation with their advi toric Pasadena. The craftsman-style bungalows and sor, design a study program directly meeting their modern office buildings of these campuses provide an needs and interests. idyllic, serene setting for our students. Only a half-mile The Admission By LifelWork Experience admis from Old Town Pasadena, Pacific Oaks is surrounded sions option at the B.A. level offers students an op by cultural resources: the Norton Simon Museum of portunity to document, through presentations and Art, tlle Huntington Library and Art Gallery, the papers, up to 30 units based on their learning from Gamble House and the Pacific Asia Museum. life experiences. The Pacific Oaks Pasadena campus offers class The M.A. in Human Development is offered for es during Fall, Spring and Summer semesters. Our the preparation of leadership personnel in profes convenient evening and weekend class schedules sions serving young children and their families. The make it possible to earn your degree no matter where degree is awarded on the basis of demonstrated com you live in Southern California. As a convenience petence in human development, knowledge of the for those who travel a distance, some weekend social and political contexts of development, com classes are scheduled all day over three weekends munication skills, integration of theory into practice during the semester. In addition, weeklong classes and research. AMaster's project, which is an orig are offered within each semester. inal contribution to knowledge and understanding Pacific Oaks Northwest, located in Seattle, based on field experience, is required for the degree. Washington, offers classes leading to the B.A. and Students interested in public school teaching may M.A. in Human Development, as well as a Teacher enroll Simultaneously in a credential program. Education program. (Not all B.A. and M.A. special The Admission By LifelWork Experience option izations are offered at this site.) Weekend classes at the M.A. level offers students an opportunity to are offered in Seattle and other Northwest sites. document competence equivalent to a B.A. degree Seattle also offers weeklong classes in January and from Pacific Oaks to begin graduate studies. This July and 2-3 Friday classes each year. Note: The must be in conjunction with either the M.A. in Hu Pacific Oaks Northwest campus will be closed ef man Development or the M.A. in Marriage, Family fective July 2004. Persons in the Northwest inter and Child Counseling. ested in degrees from Pacific Oaks should consid The option to do a specialization in the M.A. in er our Distance Learning program. .... Human Development is also available. The special Pacific Oaks Northern California, housed in the izations are: Art Education; Bicultural Development; historic YWCA building in downtown Oakland, of Child Care; Developmental Education; Early Child fers classes leading to the B.A. and M.A. in Human hood Education; Human Development and Social Development. Classes are offered on weekends Change; Work with Infants and Toddlers; Social during the Fall and Spring semesters, with weeklong and Human Services; and Leadership in Education classes offered in June. Two or more classes in and Human Services: AdministrationlSupervision, Col Human Development are also offered each year in lege Teaching/feaching Adults, and Parenti the southern San Joaquin Valley, meeting in Visalia. .. Community Work. Some of the optional speCializations are available at these sites. ABOUT PACIFIC OAKS Pacific Oaks Distance Learning, offering classes CURRICULUM PHILOSOPHY online, extends access to the B.A. and M.A. in The curriculum in Human Development, Marriage, Human Development to students nationwide and Family and Child Counseling, and the Teacher around the world. Most online classes last for 10 Education programs is organized around five areas weeks in fall and spring semesters; 4-week mod in which students are expected to be competent. ules are scheduled in September, January, The competencies are: AprillMay, and June. The classes available at a dis • Understanding of developmental theories. tance are the same classes offered on campus, and • Understanding and valuing diversity, including most specializations are available through an anti-bias approach. Distance Learning. All Distance Learning degree • Ability to inlplement theories and empower others. students must spend a minimum of two weeks in • Ability to communicate with others in a connec classes on any Pacific Oaks campus. tive way. For students interested in seeking the California • Ability to collect, process, and evaluate data Child Development permit, Pacific Oaks has been through research. app~oved as an accredited site to offer high quality curnculum and training opportunities for students Each of these competencies, except research, to qualify for each level of the permit. There are has a required approach class. These classes in six levels to the Permit structure. Normally, bache troduce active learning, as well as subject areas. lor students would enroll in any of the first three Since the approach classes will also help students levels: Child Development Assistant Pennit, Child define their own areas of interest and learning needs, Development Associate Teacher Pennit, or the Child these classes should be taken early in a student's Development Teacher Permit. The last three levels program at Pacific Oaks. may be more appropriate for master's degree stu One level of approach classes is offered for B.A., dents: Child Development Master Teacher Permit M.A., and post-baccalaureate students who enter Child Development Site Supervisor Permit or the' Pacific Oaks with beginning knowledge in a com Child Development Program Director Permit. Pacific petence area. Asecond level of approach classes is offered for M.A. and post-baccalaureate students Martha Clark, Human Development Oaks offers courses and facilitates some experience faculty, ABLE Coordinator. I to help students qualify for the permits. Pacific Oaks ~ho enter Pacific Oaks with advanced knowledge III a competence area. The second level of approach will then review transcripts, course content and direct experience, and recommend candidates for classes may also be used as electives for M.A. and the appropriate permit, usually in combination post-baccalaureate students in most programs. with a degree program. Students interested in the All students must consult with their advisor re Child Development Permit must apply to the pro garding choice of classes when enrolling. The cri gram through the Admissions Office. Students are teria to consider are listed on page 11 for B.A. stu dents and page 15 for M.A. students. requi~ed to meet with their advisor to identify ap proprtate classes to take. Specific course and fieldwork requirements will be outlined in an ad vising session with the assigned advisor.• I "DMISSION FOR DEGREE, CERTIFICATE, PERMIT page 11. HD 298 Assessment ofExperience counts as AND TEACHER EDUCATION PROGRAMS 1unit towards the B.A. It is recommended that students take only HD UNDERGRADUATE ADMISSION 298 Assessment of Experience in their first semes ter whenever possible. Since Assessment of Exper • TRADITIONAL ADMISSION ience counts as 1 unit toward the B.A., students Pacific Oaks offers only upper division courses at the applying for financial aid may not be eligible for undergraduate level. Applicants for the B.A. degree in aid during their first semester. Financial aid will be Human Development must have a minimum of 70 se granted for regular classes, including the Assess mester units of transferable courses from accredited ment class, but not for payment of the documented two- or four-year institutions. In addition, applicants units in the Assessment class. Please consult your must be able to critically analyze literature and situa advisor and financial aid counselor if you are ap tions, and possess strong oral and written expression plying for financial aid. skills. Consideration will be given to the potential to succeed in an experiential academic program. • GENERAL EDUCATION TRANSFER REQUIREMENTS • ADMISSION BY LIFE/WORK EXPERIENCE Transfer requirements for traditional admission to (ABLE) the B.A. degree program include completion of a To be considered for admission to the B.A. through minimum of 70 semester units with a grade of "C" the ABLE option, a student must: or higher (a minimum of 60 units through the ABLE 1. have completed 60 semester units of college option). Only courses taken at colleges and univer credit, including general education requirements, sities accredited by regional commissions will be and completion of high school or GED, accepted. Please check with your transfer center to 2. be 30 years of age or older, see if an articulation agreement is in place to assist 3. have 3 or more years of profeSSional-level work you in selecting acceptable courses for transfer. The in a human services position, and Pacific Oaks Director of Registration and Records 4. have the ability to conceptualize about their expe determines whether or not a course is acceptable. rience and communicate this conceptualization. Applicants short of general education requirements may take CLEP (College Level Exam Program) tests to Students are admitted provisionally by interview and acquire units. Amaximum of 30 units may transfer. z will be considered for full admission upon successful In addition to external transfer opportunities out o completion of the one-unit Assessment of Experience lined above, applicants may transfer Pacific Oaks class and all general education requirements. Extended Education courses to earn a maximum of 30 Assessment of Experience must be taken in the upper division transfer units. This would include first semester in which it is offered follOWing pro Pacific Oaks Drug and Alcohol Studies courses and visional admission. Students not completing the course credit awarded by portfolio assessment through Assessment class may not enroll in further Pacific the national CDA certification program (see page 29) . Oaks course work until the class is completed un Contact the Admissions Office at (626) 397-1349 or less they change to traditional admission. (This re (800) 684-0900 for more information on the above. quires consent of the ABlE Coordinator and a Change of Program filed with the Admissions Office.) Transfer credits need to be in four basic con Students admitted to the BA degree program tent areas as follows: through the ABIE option may demonstrate competency 1. Oral and Written Expression Aminimum of (DC) equivalent to amaximum of 30 DC units through nine semester units including English Composition~ .... Additional courses may include: Creative Writing, oe the assessment process. Documentation requires written :IE and oral analysis of one's work or other life experience. English or American literature, Journalism, Early c.:: Childhood Language Arts, Logic, Critical Thinking, o The documented units are recorded on the trans .... Speech/Communication, Foreign Language (in z cript with appropriate titles and are paid for at the troductory level-lst-2nd semester or Ist-3rd z current assessment fee rate. Units must be paid for o by the completion of the Assessment of Experience quarter), and American Sign Language. class or according to a prearranged payment plan 2. Science and Math Aminimum of nine semester in order to enroll for the following term. units to include at least one course* from Astro B.A. students admitted through the ABLE option nomy, Biology, Chemistry, Physics, Ecology, may accumulate a maximum of 90 transfer and doc Geology, Math (College Algebra or higher), umented competency units. The student is required Physical Anthropology, Physical Geography, to complete 34 units of regular Pacific Oaks course Physiological Psychology, Nutrition, Statistics, work, including all BA degree requirements listed on Symbolic Logic, and Zoology. Additional courses . ADMISSION INFORMATION may include Accounting, Business Math, Applicants may earn up to 76 lower division se Computer Science, First Aid, Math/Science for mester units of classes listed under the four basic ar Children, and Health Education. eas and acceptable electives. Additional upper division units may be awarded up to a maximum of 94 units. 3. Social Sciences Aminimum of nine semester Proof of B.A. degree or completion of 60 trans units including required courses in Introductory ferable semester units is required for all admissions. Psychology* and either Introductory Sociology or Cultural Anthropology*. Additional courses may Options for Earning Additional Transferable Units include: theoretical Early Childhood Educa Applicants who meet all admission transfer require tion/Child Development courses, Political ments and have more than 76 lower division units History, Political Science, Linguistics, Psychology, will be awarded up to 18 additional transferable Social Geography, Sociology, and U.S. History. units if any of the following criteria are met: 4. Humanities and the Arts Aminimum of nine 1. Completed 24 or more units at a four-year col semester units to include at least one course* lege(s), with no distinction made as to upper or from Art History, Foreign Language (Advanced: lower division status: 4th semester or 5th quarter and beyond), Lit 2. Completed at least 18 units (beyond the basic erature, Music Theory or History, Philosophy, general education requirements) in child devel Comparative Religion and Theater History. opment or early childhood education; Additional courses may include: Drama, 3. Completed at least 18 units (beyond the basic Children's Literature, Foreign Language general education requirements) in Psychology, (Intermediate: 3rd semester or 4th quarter), Sociology or Anthropology; Music or Art for Children, Pertormance, Studio Art courses, and Ethnic/Cultural History. 4. Completed at least 15 units in each of three of the four general education content areas: Orw 5. Electives Additional units may be transferred Written Expression, Science/Math, Social Science from Early Childhood Education/Child Develop or Humanities/Arts. ment, Physical Education Activity (4 units maxi mum) or other transferable courses not listed Units in items #2-4 above may be taken at either in areas 1-4 above. a community college or a four-year institution. Amaximum of 94 units may be transferred into Najah S. Shabazzposes with grandson at *A minimum of 3 semester or 4 quarter units will the traditional B.A. degree program. M.A. applicants graduation. meet a specific course requirement. using the ABLE option may transfer only upper di Note: Amaximum of 3 units of early childhood ed vision units beyond 94. ucation/child development courses will be credited Transcript Evaluations toward the 9-unit requirement in content areas 1, Transcript evaluations are available for a fee of $25 2 and 4 above. (which is applicable toward the $55 admission Courses not accepted for transfer include the fol application fee.) Official transcripts should be sent lowing courses: directly from all colleges attended to the Admissions • remedial courses Office, or submitted by the individual in a sealed • applied business courses envelope from the college of origin. • orientation courses Prospective students may request a free trans • sectarian religious courses fer credit estimate based on unofficial transcripts • vocational courses by appointment with an admissions counselor. • library courses Please call (626) 397-1349 or (800) 684-0900 • secretarial courses outside the Los Angeles area. • word/data processing courses If a student has 15 units or more in anyone general education area, and less than nine in an other, three units will be waived in the deficit area. This may be done on a one-time basis only. The Director of Registration and Records is the one who officially makes this transfer. I " GRADUATE ADMISSION Students admitted to the M.A. program through the ABLE option document 30 upper division under • TRADITIONAL ADMISSION graduate units through the assessment process. Applicants for Pacific Oaks graduate degrees, the M.A. In HD 298, the Assessment of Experience course, in Human Development and tlle M.A. in Maniage, students document that their life/work experience Family, Child Counseling, must have an earned B.A. has given them knowledge and skills equivalent to degree from a regionally accredited college or univer a B.A. in Human Development from Pacific Oaks. sity. In addition, applicants must be able to critically analyze literature and situations at agraduate level, Competencies to be demonstrated in the Assessment and possess strong oral and written expression skills. of Experience class are: Consideration will be given to the potential to succeed 1. DC 401 Early Years Theory in an experiential academic program. 2. DC 402 Later Years Theory 3. DC 403 Constraints on Human Development 4. DC 404 Work with Behavioral Data • ADMISSION BY LIFE/WORK EXPERIENCE 5. DC 405 Sensory Experiences (ABLE) 6. DC 406 Working with Adults To be considered for admission to either M.A. de Documented Competency units must be paid for gree through the ABLE option, students must: by the completion of the Assessment of Experience 1. have completed at least two full years (60 semes class or according to a prearranged payment plan in ter units) of college credit, including the required order to enroll for the following term. general education transfer requirements (see Documented Competencies will appear as units page 6), and completion of high school or GED, on the student's transcript. Students do not earn a B.A. degree. The degree requirement is waived on 2. not have a Bachelor's degree, ilie basis of documented experience, and the student 3. be 35 years of age or older, is admitted directly into graduate standing. 4. have five or more years of leadership/profession The total number of Pacific Oaks units that a al-level work experience in a human services M.A. in Human Development student admitted position, assunling increased responsibilities through ABLE must complete to earn his/her de during this time and demonstrating the ability to gree is determined by the following formula: function effectively in a complex setting, # OF UNITS TRANSFERRED MINIMUM # OF UNITS TO 5. demonstrate clear-cut ability to provide leader TO PACIfiC OAKS COMPLETE AT PACIFIC OAKS* ship to a professional field, and/or peers, 60 42 and/or community, 80 39 100 36 z: 6. have the ability to conceptualize and theorize 120 or more 33 o about their work and their understanding of human development and to communicate this *Completion of some specializations within the conceptualization. degree program may require additional units. Com pletion of the M.A. in Marriage, Family and Child Students are admitted provisionally by interview. Counseling degree program will require a minimum They will be considered for full admission upon of 49 units of course work. (Units are in addition successful completion of the one-unit Assessment to the 30 units documented through the Assessment of Experience class and all general education re of Experience class.) quirements. Assessment of Experience must be taken Required graduate units include one unit for during the first semester in which it is offered fol the Assessment of Experience class...... lowing provisional admission. Students not completing Students follow curriculum requirements for cc the Assessment class may not enroll in further Pacific the M.A. degrees and specializations in which they :E GIll:: Oaks course work until the class is completed un are enrolled. o... less they change to B.A. traditional admission. This z: requires consent of the ABLE Coordinator and a • ADMISSION BY FOREIGN BACCALAUREATE z: Change of Program filed with the Admissions Office. o Some Baccalaureates earned in other countries Students admitted via the ABLE option to the are not considered equivalent to a U.S. Bachelor's B.A. must petition the Admissions Committee to degree. Pacific Oaks offers an admission option to change to the M.A. option. Students who are receiv help those students who received only iliree years ing financial aid may face major changes in their of undergraduate degree credit. We will evaluate financial aid award should the petition be ap students' courses to determine what is needed to proved. Any student conSidering such a switch complete our general education requirements. must talk with a Financial Aid counselor before Once those are met and the student has a total of initiating any change. . ADMISSION INFORMATION/TEACHER EDUCATION 120 semester credits, shelhe can begin taking Washington courses in our graduate programs in Human De ABA. is required for admission to our MA./K-8 velopment or Marriage, Family, Child Counseling. Teacher Certification program. For more information regarding these programs, contact the PONW Teacher • GRADUATE ADMISSION FOR PACIFIC OAKS Education Department at (206) 325-7669, ext. 13. B.A. S'rUDENTS Note: This program will not be offered beyond the Pacific Oaks B.A. students applying for a Pacific 2003-2004 Academic Year. Oaks Master's degree must have completed their BA. degree or be fully admitted to the B.A. degree ADMISSION TO THE MFCC PROGRAM program, have applied for graduation through College As part of the admissions process, an admissions inter Records, be enrolled in their final semester, and be view will be scheduled with MFCC faculty. Students are within 6units of completing the BA. degree. provisionally admitted to the program with a review for full admissions following the completion of 18 units. ADMISSION TO TEACHER EDUCATION PROGRAMS ADMISSION TO THE POST GRADUATE California CERTIFICATE PROGRAM Upon application to the Teacher Education ProgrdI11, To apply for admission to the Post Graduate Certificate students choose whether they want the Education Program, applicants must hold a Master's degree Specialist Credential (Mild Moderate) or the Multiple from a regionally accredited institution and work Subject English Learner (MSEL) Teaching Credential in the area of human services. Admission is granted (part-Time Strand or Intensive Strand). Students can based upon the applicant's development of an in also complete both credentials simultaneously. dividual plan to meet tlle areas of competency and Applicants can be admitted to any of the Teacher to meet herlhis own individual interests. Education programs only after the California Basic Educational Skills Test (CBEST) is passed. Until then, applicants are admitted to degree programs only. A INTERNATIONAL STUDENT ADMISSION student may be admitted to the Teacher Education International applicants must have non-U.S. tran Program as a B.A. or M.A. student, as a B.A. student scripts evaluated by the International Education admitted through the ABLE option, or as a post B.A. Research Foundation before the transcripts can be student enrolled only in the credential program. used to determine admission. Order fOffl1s for this Note: Applicants with a California B.A. degree service can be obtained from Admissions and fees in Education may not be admitted to a credential must be paid by the applicant. Ifan evaluation from program by CCTC regulations. a service other than that named above has been Admission to the Preliminary Level I Education done prior to application, check with Admissions Specialist Credential may occur concurrently with to determine whether or not it may be used. either the B.A. or M.A. degree program. To be eli All international applicants for whom English is a gible, applicants must have passed CBEST. Admission second language, with the exception of applicants to the Professional Level II Education Specialist who have an undergraduate degree from an English Credential requires an interview with a Special language university, must take the international Education advisor. The S857 Early Completion option Test of English as a Foreign language (TOEFL) and will be available beginning Fall '03. have the scores sent directly to the Admissions Office. Ascore of 213 or above on Computer-based TOEFL is required for admissions. Scores may be ADMISSION TO THE INTENSIVE STRAND AS AN no more than two years old. INTERN CREDENTIAL CANDIDATE: All international applicants must have an admis To be admitted as an Intern, and to earn an Intern sions interview in person or by phone prior to admis Credential while completing this program, candi sions. The Admissions Office will contact applicants dates must have the follOwing requirements met regarding the interview when the applicant's file is upon admission: complete. International students who are requesting • An earned B.A to transfer from another U.S. institution must submit • CBEST a letter from the international student advisor stating • Subject matter competency through CSET or the student is in good standing with the institution. university waiver Applicants must submit an International Student • Certificate of Clearance (fingerprints) Application and an International Student Finandal • U.S. Constitution Competency Statement and supporting documents in addition to • Evidence of full-time employment in a public the Admissions Application. Contact the Admissions elementary school Office to obtain tllese fornls. International applicants must meet application deadlines. International stu • dents are not eligible for institutional financial aid. PACIFIC OAKS (OLLEGE When an international student is admitted, a FINANCIAL AID letter of admission and an 1-20 form is sent to the Pacific Oaks awards financial aid to admitted degree student. The student must take these to the nearest or credential students in accordance with a federally U.S. Embassy or Consulate in order to receive an established policy based upon the belief that the stu international student visa. This should be done as dent and her/his family are the primary and respon soon as possible to ensure entrance to the U.S. in sible source for funds to meet educational costs. Finan time to matriculate for the student's desired term. cial aid is available to fill the gap between potential Al international students are subject to federal resources (parents' contribution, student's and government regulations. spouse's income, savings, etc.) and expenses. The amount of financial aid is determined by careful eval MATRICULATION POLICY uation of a student's total financial strength, including Students admitted/readmitted for Summer 2002, Fall income, size of family, allowable expenses and assets. 2002 and Spring 2003 will be governed by this catalog. Pacific Oaks participates in all applicable Federal and State Financial Aid programs, as well as award NON-MATRICULATING STUDENT STATUS ing limited amounts of privately donated funds. Stu College classes may be taken on a space available dents are eligible for Federal funds at Pacific Oaks basis. Apply as a non-matriculating student by con College if they: 1) are citizens or pennanent resi tacting the Admissions Office at (626) 397-1349 or dents of the United States; 2) are accepted to or in (800) 684-0900. Applicants must be high school good academic standing in a degree program. Stu graduates or have aGED. dents must be enrolled at least half-time (defined as 6units per semester for undergraduate students APPLICATION DEADLINES and 4 units per semester for graduate students) in Meeting the following application and financial aid order to be eligible for aid. There may be addition deadlines will ensure admissions review for the al requirements depending upon the specific program. desired semester. Application deadlines are more Note: Aid covers regular college classes only. It is not available for Extended Education classes or for units docu flexible for the Northern California campus. mented through the ABLE Assessment Process. Aspecial pay Applications not reviewed for the desired term will ment plan for ABLE charges is available. be reviewed for the following term. Application Deadlines All financial aid fonns must Institutional Grants and Scholarship have been received by the Financial Aid Office by the Eligibility (SummerlFalVSpring) follOwing priority deadline dates in order to ensure and Fall priority admission review April 15 timely processing of financial aid requests. April 15 Summer Session Summer Semester: April 15 April 15 Fall Semester October I Spring Semester Fall Semester: June 1 (These are also the admission deadlines for Financial Aid Q Spring Semester: October 1 Applicants) e All application materials and the fee must be sub APPLICATIONS WILL BE ACCEPTED AFTER THE e - mitted by the above dates. When possible, the College DEADLINE DATE BUT INSTITlmONAL SCHOLARSHIP v z: will AID CANNOT BE GUARANTEED. If you miss a dead e continue to review applications after these z dates. Applicants may expect to be notified of a de line, please contact the Business Office at (626) ... cision appro~ately six weeks after the file is com 397-1311 or (800) 699-1311, before the first day ...... plete. Admissions decisions cannot be appealed. of class to make tuition payment arrangements. z o For an application and/or further information, You must re-apply for financial aid every year. Fi l contact the Admissions Office at (626) 397-1349 e nancial Aid applications are available every January. :& or (800) 684-0900 outside the Los Angeles Area. Students are strongly encouraged to apply early in 0:: ...o order to meet the deadlines noted above. z READMISSION Students applying for readmission (those not en z SOURCES OF FINANCIAL AID o rolled for five or more years) must complete all The follOwing is a list of some of the primary sourc current program requirements and register for a es of financial aid to students. Information regarding :& minimum of 6 units. eligibility requirements and application procedures I = are available in the Financial Aid Office. Federal Aid Pelt Grant Entitlement grant program from the Federal gov .. ernment for students with high financial need Students must I be undergraduates working on their first undergraduate de gree. Awards range from $200 to $4,000 per academic year. I J FINANCIAL AID Supplemental Education Grant Program (SEOG) Grant Unendowed Scholarships program for undergraduate students with exceptionally Stephen Blood Scholarship (PONW students only) high financial need. (Priority given to Pell Grant recipients.) George Mayr Foundation Scholarship Perkins Student Loans 5% long-term repayment program Pacific Oaks Career Incentive Grants available to students with exceptional need. Awards range Ann Peppers Scholarship from $500 to $3,000 per academic year. Repayment begins 9 months after graduating or termination of at least half Fletcher Jones Foundation Scholarships time status, ,",ith minimum repayment of $30 per month. Parsons Scholarship Stafford Student Loan Variable rate long-term repayment Other Outside Sources Students are encouraged loan program ,",ith 8.75% interest cap, provided through private lenders such as banks, credit unions, and savings to investigate outside sources of scholarship assis and loan associations. Loan amount is based on student tance in their community. Many civic, fraternal and need with a maximum of $5,500 (undergraduate) or service organizations such as Elks, Soroptimists, $8,500 (graduate). Note: Repayment of Stafford Loans Kiwanis and Rotary clubs provide scholarships, as does not begin until 6 months after a student graduates, drops below II2-time status, or leaves school. Interest is do churches and private corporations. The Financial paid by the Federal government while student is in school. Aid Office maintains information about some com Unsubsidized Stafford Loans Variable rate loan with cap of munity resources available to Pacific Oaks students. 8.75% interest, provided by private lender such as banks, Additional scholarship information can be found credit unions, and savings and loan associations. Interest ac on the Internet or at local public libraries. crues immediately and is payable 60 days after receipt of fi "What first attraded me to Pacific Oaks nal disbursement. Loan amount is a maximum of Pacific Oaks Financial Aid Application Process $5,OOO/undergraduates and $IO,OOO/graduates. Note: The following forms are required: was the non-traditional education, the Repayment of Stafford Loans does not begin until 6 months after a student graduates, drops below II2-time, or leaves 1. Pacific Oaks College 2003-2004 Financial Aid Application closeness and the small group settings. school. 2. Completed and signed FAFSA I felt like aperson and not a number. PLUS Loan Variable rate loans with a cap of 10% for the PLUS (Free Application for Federal Student Aid) (Parent Loans for Undergraduate Students) Loan, available 3. 2002 Federal Income Tax Return But, best ofall, Pacific Oaks valued my through private lending institutions. Note: Interest accrues immediately and repayment begins 60 days after receipt lifo experiences. They took into account of the last disbursement of funds. All forms must be received and an admitted status to a degree program confirmed before an award letter will Federal Work Study Provides opportunities for part-time em· all the knowledge and skiDs I had ployment and is awarded on the basis of need and avail be generated. Students should allow 4-6 weeks for the ability of employment opportunities. Students can earn from Department of Education to process the FAFSA and an developed andacquired in my lifo,and $9 to $12/hour. These jobs assist in reducing the amount a additional 4-6 weeks before receiving an award letter gave me creditsfor them through the student may need to borrow, as well as defray living expens packet from the Pacific Oaks Financial Aid Office. es. Awards range from $3,000 to $5,000 per academic year. ABLE Program. " State Aid Financial Aid Satisfadory Academic Progress Policy The federal government requires that colleges de Cal Grants Established to assist able and financially needy undergraduate students who are reSidents of California. velop and enforce an institutional system to monitor Tonita Fernandez Cal Grants range from $500 to $9,708 and are awarded the academic progress of financial aid reCipients on the basis of academic achievement and need. and mandates that aid recipients be making satis Graduate factory academic progress in order to maintain fi Master's Degree Program in Human PACIFIC OAKS SCHOLARSHIPS nancial aid eligibility. These standards may be dif Our institutional scholarships are awarded to stu ferent than the academic standards required to Development (ABLE) dents based on need, scholarship aVailability, and remain in the program, to advance to candidacy, or range of $250-$3,000 per academic year. While to earn a degree or certificate. Where differences there is no supplemental application to process to exist, the standards set forth in this policy shall be apply and qualify for these funds, students must sued to determine eligibility for participation in stu first complete their financial aid applications by dent financial aid programs at Pacific Oaks College. the aforementioned deadlines. Award recipients also must maintain a minimum of 4 units per se Pacific Oaks College has developed the standards mester (graduate students) and 6 units per semes described in this policy. Students who meet or ex ter (undergraduate students) to preserve eligibility ceed these standards are said to be making for our institutional scholarships. Satisfactory Academic Progress. Students who are not meeting these standards will be considered: Endowed Scholarships • On financial aid probation (or warning) Ahmanson Foundation Scholarship status, or Eaton and Beverly Ballard Scholarship James and Elizabeth Greene Scholarship • Ineligible to receive student financial aid William Randolph Hearst Scholarship based on failure to demonstrate satisfactory Keck College Scholarship academic progress. Stauffer College Scholarship The academic progress of aid applicants is reviewed on Jane G. Treister Scholarship ayearly basis. Pacific Oaks College's standards of aca Pacific Oaks Endowment Scholarship demic progress can fall into two categories: qualitative and quantitative. These categories are defined below. • PACIFIC OAKS (OllEGE Qualitative Standards ACADEMIC PROGRAMS To be eligible for financial aid, a student may not have more than six units of May Complete or • B.A., HUMAN DEVELOPMENT DEGREE Incomplete work on herlills transcript. If a stu REQUIREMENTS dent has more than six units of May Complete or Aminimum of 124 semester units is required to earn Incomplete work, they will be placed on financial the Bachelor's degree in Human Development. A aid probation for one semester to give them the minimum of 30 of tll0se units must be earned in reg opportunity to makeup the work. The student will ular Pacific Oaks classes (not Extended Education be eligible for financial aid for the semester that course work). These 30 units must include: they are on probation. If a student has to retake a Competency - Development Students comprehend course to fulfill the makeup coursework, they may and analyze developmental theories: register again for that course, however, it will not count towards the minimum number of units re HD 200 Early Childhood Themes and Life Cycle Issues quired for financial aid eligibility. If the student Competency - Diversity Students value diversity, does not fulfill the required make-up coursework, demonstrate commitment to social justice, and an ....~ they will cease to be eligible for financial aid in alyze the dynamics of institutional and individual z subsequent semesters until the work is completed biases and use of power: and their May Completes/lncompletes are revised. HD 282 Social and Political Contexts of Human Development Quantitative Standards Competency - Communication Students commu Additionally, students must complete their educa nicate clearly and effectively. They implement and tional objectives within reasonable periods of time. analyze individual, dyad and group communications .... To accommodate all students and their schedules, air: for appropriate audience reception, authenticity, c.!).... the reasonable period is measured not chronologi and experience of empowennent for self and others: Q cally, but by semester units earned. Students who .... are not Significantly meeting the number of unit~ to Z HD 231 Communication for Empowerment .... earn their stated degree/certificate will be consid :IE HD 309 Communication and the Life Cycle A.. ered ineligible to received student financial aid as HD 310 Conflict Resolution and Mediation o ..... sistance for failure to maintajn satisfactory progress. HD 235 Communication for Empowerment A, B, C ....> Maximum Time Frames Competency - Research Students are able to dis Q Ma\imum unUs LrllRth of program l.cllgth of program Z tinguish between observations and theory (reality Degree to complele DrRree Fulilimr in semesters 112 time in scmr,tcrs cc Program alPacine Oaks t'alllSpring enmUment FalllSpring mrolhnl·nt and fantasy, data and inferences/assumptions). They :IE ::::::. BA can collect verifiable and reliable data, present their :c IIA ABLE IltVCredl findings, and link their research with existing liter MSTC'Special 11 Cred J2 ature in the field. Aresearch paper is required of CD MA 8 ...... MAlCwl/ all students in lID 200, iftaken as aweekday or week ~ MSTClSPl'Ciai 16 z MAlMltCC 12 end class. This satisfies the research requirement. o MNlJS Cohort The research paper requirement for those enrolled .... MAAmE IJ cc MA ABLElMFCC tq in a weeklong or online section of lID 200 must be N MSTClJlHcrn 12 .MSTCIlntern/MA I(l met in lID 262 Research Seminar. • may increase due 10 spcCJaJi7A.tions Competency - Implementation Students imple Students who do not qualify/or Financial Aid may still have ment a philosophy of education reflecting devel access to the Tuition Payment Contract with FACTS: opmental theories gUided by observation, and Payments of tuition monthly during the semester. Payment in full bv end of semester. Please contact the Business Office for evaluate these actions according to results and im more'information. pact on other persons (ethics, values, principles and empowerment). Refund Checks HD 400 Working with Children in a Diverse World, or Students who have been awarded financial aid funds in HD 401 Working with Adults, or excess of their tllition and fees may request a refund HD 478 Working with Families in a Diverse World check to be sent to them. The Pacific Oaks College AJ.mlt'llATE CL\S.~r:s: Business Office prepares refund checks three times a HD 410 Developmental Education month. Students must have attended the first class HD 415 Emergent Curriculum meeting, and paid their entire balance for the semes HD 340 Leadership in Education ter in order to receive a check. Checks are processed on the 10th, 20th and last day of each month. Field Work Component All students sh~uld be able to observe and comprehend developmentally appropriate practice with children. Professional work with both • DEGREES, PROGRAMS & SPECIALIZATIONS children and adults requires understanding of child 2. For students not working or planning to work development, in theory and in action, as the beginning in programs serving children directly. HD 200 of life-span human development. Note: students doing and HD 400 are required plUS: apracticum at the Children's School must receive HD 420 Art of Observation (or, with consent of advisor, clearance from the School prior to registrntion. HD 246 Play in Childhood) 1. For students working or planning to work with OR children, HD 400, HD 410, or HD 415 and one HD 415 Emergent Curriculum and of the following field work options are required. HD 410 Developmental Education (Note: Teacher Education students should see advisor for particular program requirements.) B.A. CURRICULUM SPECIALIZATIONS a. Two practica in Pacific Oaks Children's pro Admission to a specialization is done through a grams or in an approved off-site location. Program Change after admission to a degree pro Students chOOSing on- or off-site practica en gram and in consultation with the student's advisor. roll in the appropriate developmental prac The following optional specializations are offered ticum seminar. Students, with the approval within the B.A. degree: Art Education, Child Care, of their advisor, may choose two on-site Developmental Education, Early Childhood Educa practica, two off-site practica or one of each. tion, ECE sub-specialization in Play, Language and titeracy, Human Development and Social Change, lID 480 Developmental Practicwn Seminar: 0-3 Years, or and Work with Infants and Toddlers. Students may lID 481 Developmental Practicwn Seminar: 3-5 Years, or specialize in more than one area. Each specialization lID 482 Developmental Practicum Seminar: 5-8 Years has its own specific requirements which are outlined OR below. Other classes may be added with approval of the advisor. b. One on- or off-site practicum and a second Distance Learning and other outreach locations: seeyour child-focused class with an observation/field advisorfor alternative courses specific to your Incation. component. (5 hours minimum) Select from these classes or consult with your advisor. Art Education This specialization is designed for teachers who HD 218 Cognitive Development: How Children Learn wish to concentrate on the language of art and lID 246 Play in Childhood creativity. The graduate will be equipped to teach HD 396 Contemporary Urban Adolescenl<; the basics of art to children, design and imple lID 420 Art of Observation ment culturally diverse developmental cUfl1culul11, lID 467 Foundations ofTeaching Art Releasing the Imagination and transmit the essential spirit of art as a living HD 474 Intervention Models in Early Childhood form. An arts background is required. HD 480 Developmental Practicum Seminar: 0-3 Years, or Admission Requirements for Specialization: HD 481 Developmental Practicum Seminar: 3-5 Years, or • Comprehensive written description of arts background HD 482 Developmental Practicum Seminar: 5-8 Years • Submission of portfolio SPED 239 The Child with Special Needs • Demonstration of an art activity with children • Interview with advisor OR Acceptance to the specialization is determined c. For full-time practicing, experienced teachers by the faculty advisor. of young children in lead teacher or master Basic requirements are: teacher positions: 1) HD 467 Foundations ofTeaching Art: Releasing the Imagination HD 465 Reflective Teaching Seminar and one of the courses listed in "b" 2) At least one of the following classes: HD 246 Play in Childhood OR HD 337 Play, Language and Literacy Development HD 343 Teaching as Performing Art d. For students outside Pasadena: HD 427 Working with Bicultural Children HD 452 Reflective Teaching 3) At least one of the following classes: OR HD 466 Women in Art HD 601 Arts and Social Change e. For highly experienced teachers of young HD 602 Community as Classroom: Forging Connections children whose experience includes super Through the Arts vision of the work of other adults in children's (Alternate classes may be approved by Art Education advisor) programs: 4) Fieldwork: I a. HD 442 Art Studio Practicum (2 units) or Two classes meeting the criteria in item b. HD 603 Art Education: Fieldwork (2 units) Consent of advisor is required. PACIFIC OAKS COLLEGE b. Previous or present documented (non~art) experience Basic requirements are: working with children in a classroom setting with one 1. HD 400 Working with Children in a Diverse World, or more of the following developmental levels: or Infants/toddlers HD 410 Developmental Education Preschool (2-4) or KindergartenlPrimary (4-8) HD 478 Working with Families in a Diverse World Preadolescent (9-13) Adolescent (13-18) 2. At least two of the following classes: 5) Exhibit: HD 218 Cognitive Development: How Children Learn HD 604 Art Exhibition (1 unit) HD 246 Play in Childhood Note: This program is available in Pasadena only. HD 285 Development of Bicultural Children Advisor: Larry Garf, M.A. HD 331 Team Building for Early Childhood Educators and Parents HD 340 Leadership in Education Child Care This specialization is designed for those HD 396 Contemporary Urban Adolescents who have an interest in full-day child care programs. HD 420 The Art of Observation Areas of further exploration may include: program HD 427 Working with Bicultural Children development and evaluation; parent education and HD 464 Community as a Context for Development HD 471 Implementing Anti~Bias Curriculum support; and staff development and support. HD 474 Intervention Models in Early Childhood Education All students in this specialization are required Other classes may be selected with approval ofyour advisor. to complete two field work experiences in a child Distance Learning and other outreach locations: seeyour care setting. Students may choose a practicum in the advisorfor alternative courses specific to your location. child care program in the Children's School at Pacific 3. Prior and/or current experience, which can be Vl Oaks or an off-site practicum in an approved site. Z documented, in four of the following developmental o The following are required for the child care levels: Infantslfoddlers (0-2 years) specialization: Preschool (2-4) 1. Two field work experiences in approved child care KindergartenIPrimary (4-6) settings. Documentation of appropriate experience Primary (6-9) in child care may be accepted for one of the field Preadolescent (9-13) Adolescent (13-18) work experiences with the advisor's approval. Young Adult (18-22) 2. At least two of the follOwing classes: Adult (over 21) HD 218 Cognitive Development: How Children Learn The following guidelines apply to the required HD 240 Models and Methods of Family/School Collaboration documented experience at each of the four devel HD 246 Play in Childhood opmentallevels: HD 250 Developing Anti-Bias Curriculum: Teaching Our Values to Our Children a. Direct work at any level should equal a mini HD 285 Development of Bicultural Children mum of 135 hours HD 427 Working with Bicultural Children • A minimum of 100 hours paid or volunteer CD ...... HD 460 Seminars in Bicultural Development and Education experience in a single setting Vl HD 464 Community as a Context for Development Z Experience at any level should stretch over a o HD 467 Foundations ofTeaching Art: Releasing the Imagination .... HD 474 Intervention Models in Early Childhood Education minimum of 3 months ...... CC Advisor: Human Development Faculty • The above requirements can also be met -' through 3 units of Pacific Oaks' Reflective CC Developmental Education This specialization is de TeachinglPracticum with children at each leveL v signed for human services professionals who wish to au b. Experience should be primarily in culturally D incr~ their understanding of education in a develop Vl relevant anti-bias, developmentallyappropri mental framework In order to be eligible for admis ate settings and include work with diverse sion to the Developmental Education specialization, a children, families and settings. student must have prior-to-degree experience at 4 de • Amajority of the experience should be in velopmentallevels (either documented or met through group settings. aprevious practicum) and/or have a plan to meet • Experience should include work in obselVa these requirements during the degree. In addition: tion, group work, one-on-one work, and cur • at least 2levels must be met prior to admission riculum development and inlplementation. to the specialization by the end of the first year c. The follOwing 3 options exist for meeting the or coursework (either through P.O. practicum requirements of a single level of experience: options or by documenting work experience). 1. Documentation of a successful practicum • at least one fieldwork experience must be com at another college pleted and documented during the student's de 2. Completion of 3 units of Reflective gree program regardless of prior experience. TeachinglPracticum at Pacific Oaks See Experience below (#3). 3. Written documentation of experience OR DEGREES, PROGRAMS & SPECIALIZATIONS through dialogue with the advisor (to The following guidelines apply to the required gether with any supporting documenta documented experience at each of the four devel tion deemed necessary) using Pacific opmentallevels: Oaks' guidelines. a. Direct work at any level should equal a mini Please see the advisor for additional information. mum of 135 hours Advisor and Fieldwork Supervisor: Human Development Faculty • Aminimum of 100 hours paid or volun Early ChiIcIIood Education This specialization is de teer experience in a single setting signed for those who would like to increase their under • Experience at any level should stretch standing of education in adevelopmental framework over a minimum of 3 months Students may choose to sub-specialize in Play, language • The above requirements can also be met through 3 units of Pacific Oaks' Reflective and literacy. In order to be eligible for admission to the TeachinglPracticum with children at each Early Childhood Education specialization, as student leveL must have prior-to-degree experience at 4developmen b. Experience should be primarily in culturally tal levels (either documented or met through aprevious relevant anti-bias, developmentally appropri practicum) and/or have aplan to meet these require ate settings and include work with diverse ments during the degree. In addition: children, families and settings. • at least 2 levels must be met prior to admission • Amajority of the experience should be in to the specialization, by the end of the first year group settings. of coursework (either through P.O. practicum • Experience should include work in observa options or by documenting work experience). tion, group work, one-on-one work, and cur • at least one fieldwork experience must be com riculum development and implementation. '"z pleted and documented during the student's de c. The following 3 options exist for meeting the o gree program regardless of prior experience. requirements of a single level of experience: .... See Experience below. e 1. Documentation of a successful practicum ...N Basic requirements are: at another college e 1. HD 400 Working with Children in a Diverse World, 2. Completion of 3 units of Reflective or TeachinglPracticum at Pacific Oaks HD 410 Developmental Education 3. Written documentation of experience OR or through dialogue with the advisor (to HD 415 Emergent Curriculum gether with any supporting documenta 2. At least two of the following classes: tion deemed necessary) using Pacific HD 218 Cognitive Development: How Children Learn Oaks' guidelines. HD 240 Models and Methods of FamilylSchool Collaboration Please see the advisor for additional information. HD 246 Play in Childhood See advisor regarding the documentation process. e HD 250 Developing Anti-Bias Curriculum: Teaching Our Values to Our Children Early Childhood Education Sub-Specialization: ...... - HD 285 Development of Bicultural Children Play, Language and Literacy '"z o HD 288 Developmental Assessment and Program Planning This course of study is designed for students who .... HD 331 Team Building for Early Childhood Educators are teachers of children 0-8 and provides an op e and Parents portunity to concentrate their studies on current N HD 337 Play, Language and literacy Development ...e Art theory and practice regarding the development of HD 420 The of Observation v HD 427 Working with Bicultural Children literacy skills in young children. Literacy develop ... ~ HD 464 Community as a Context for Development ment during early childhood is crucial for later de '" HD 471 Implementing Anti-Bias Curriculum velopment of reading and writing excellence. Research HD 472 Advanced Studies in Implementing Anti-Bias in this area has increased our understanding of Curriculum the relevant issues and provided new resources to HD 474 Intervention Models in Early Childhood Education infOffil the practice of classroom teachers in early HD 478 Working with Families in a Diverse World childhood education. In addition to the undergrad Other closses may be selected with approval ofyour advisor. uate program requirements, the basic requirements 3. Prior and/or current experience, which can be doc for this sub specialization include: umented, in four of the follOwing developmentalleve1s: Specialization Core Courses (6 units) Infantslfoddlers Two Year Olds HD 307 Writing Our Stories: Reflections on literacy Development 3 and 4 Year Olds HD 337 Play, Language and Literacy Development 4 and 5Year Olds Specialization Core Electives (3 units) 6 to 8 Year Olds IE Working with Parents of Young Children Literacy and representational emphasis: Choose one: HD 220 Sociolinguistics: Issues of Language and Culture PACIFIC OAKS COLLEGE lID 228 Children's Uterature lID 415 Emergent Curriculum: Reflecting Learner Lives HD 499 Familv Uteracv ED 228 Curricclum Devclopment Bilingual Instructional Methods Electives (3-6 units): Choose one or two courses from this list (or con sult with advisor for other ECE-focused courses): HD 203 The Earliest Years HD 240 Models and Methods of Family/School Collaboration HD 250 Developing Anti-Bias Curriculum Field Experience at four developmental levels (as specified for ECE specialization). Advisors and Fieldwork Supervisors: Human Development Faculty Human Development and Social Change This spe cialization is for individuals who wish to acquire Greg Tanaka, Human Development the skills to create large scale social change. The faculty membel' belief explored in this course of study is that one's own personal growth and the act of evoking posi working with infants and toddlers. Parent education, tive social change are interconnected processes child care, early intervention, and programs for the and particularly so during times of national or prenatally exposed are examples of the types of set '"z global stress. Students in this specialization will tings where students with this specialization might o learn how to collaboratively design and implement seek employment. Students in this specialization are l e change in an organization, school or community, encouraged to select practicum experiences in both ..... and in society at large by making processes more educational and clinical environments. participatory. Storytelling, dreaming, the arts, Basic reqUirements for the specialization are: grant writing, action research, use of budgets and timelines, and autonomous community building 1. Two practica* (6-8 units) InfantJToddlerlParent Center are anlOng the methods and mediums employed. Saturday InfantJToddler Program No prior experience in any of the above areas is Off-campus practicum in a clinical or residential program required. The basic course requirements are: 2. Classes: 1. Required Theory Class: lID 240 Models and Methods of FamilylSchool Collaboration HD 381 Human Development and Social Change HD 250 Developing Anti-Bias Curriculum: Teaching Our e Values to Our Children HD 254 Authentic Infant-Competent Child, or CD 2. One of the following fieldwork courses: ...... lID 203 The Earliest Years lID 380 Children'S Autobiographical Narratives as Social HD 474 Intervention Models in Early Childhood Education '"z Justice Curriculum, or o Advisor: Human Development Faculty l HD 383 Participatory Action Research, or e..... HD 464 Community as a Context for Development ..... • M.A., HUMAN DEVELOPMENT, e 3. One of the following courses evaluating issues DEGREE REQUIREMENTS ...\wi of power: Pacific Oaks offers the interdisciplinary M.A. degree A.. '" HD 273 Education for Critical Consciousness, or in Human Development for the preparation of lea lID 360 Advanced Studies in Diversity and Anti-Bias dership personnel in professions serving young chil Issues, or dren and their families. The degree is awarded on HD 396 Contemporary Urban Adolescents, or lID 477 Anti-Bias Work with Adults, or the basis of demonstrated competence in human lID 499 Special Topics: Dewey, Vygotsky and Freire, or development, communication skills, ability to work lID 601 Arts and Social Change, or on bias issues, skill in implementing theories in work HD 602 The Community as Classroom: Forging with drildren and/or adults, and research. AMaster's Connections through the Arts thesis project, which is an original contribution to Advisors: Cindy Cruz, Greg Tanaka, Olga Winbush (Pasadena) knowledge and understanding based on field experi ence and data analysis, is required for the M.A. degree. Work with Infants and Toddlers There is a grow Students choosing to continue their Pacific Oaks ing demand for professionals who are knowledge education at the graduate level must officially apply able in the developmental needs and issues of young for graduate standing and be admitted to an M.A. de children and their parents. This specialization is de gree prior to enrolling in classes. signed for those students who have an interest in DEGREES, PROGRAMS & SPECIALIZATIONS Thirty units of regular Pacific Oaks class work Competency - Communication Students commu (not Extended Education) must be taken to fulfill the nicate clearly and effectively. They implement and requirements for the M.A. in Human Development. evaluate individual, dyad and group communications Specializations at the Master's level may have addi for appropriate audience reception, authenticity, and tional unit requirements as outlined below. experience of empowerment for self and others: No units can be transferred into the student's HD 231 Communication for Empowerment, or M.A. program from other institutions. HD 232 Communication Skills and Individual Dynamics, or Note: M.A. students who have earned their B.A. HD 235 Communication for Empowerment A, B, C, or HD 309 Communication and the Life Cycle, or degree from Pacific Oaks must still take the courses HD 310 Contlict Resolution and Mediation, or listed below, or the appropriate alternatives. MFf 505 Communication and Counseling Skills, or For every Master's program, general or special ED 562 Reflective Seminar ized, the following course work must be completed: Competency - Research Students are able to dis Competency - Development Students evaluate tinguish between observations and theory (reality developmental tlJeories: Students can creatively and fantasy, data and inferences/assumptions). They construct their own theories and compare them to can collect verifiable and reliable data, present their existing work: findings, and link their researclJ with existing litera HD 200 Early Childhood Themes and Life Cycle Issues (if not ture in the field. M.A. students must be able to: pose taken at the B.A. level), or a burning, researchable question; justify the desire HD 201 Advanced Studies in Human Development, or to investigate by placing the question in profeSSional, ED 508 Human Development and Learning social, and personal context; address issues of diver Competency - Diversity Students value diversity, sity and anti-bias in the field and in their approach; demonstrate commitment to social justice and eval collect infonnation, analyze, and synulesize the find uate the dynamics of institutional and individual bi ings; and evaluate the implications of their findings. ases and use of power: Aresearch paper is required of all students in HD 282 Social and Political Contexts of Human Development HD 200 or HD 201 when the class is taken as a .... (if not taken at the B.A. level), or weekday or weekend class. This satisfies the research ...z HD 360 Advanced Studies in Diversity and Anti-Bias Issues :e requirement. If HD 200 is taken in the weeklong or D Competency -Implemental'ion Students impleonline fonnat, the research competency is met by o ...--' ment a philosophy of education reflecting develop HD 262 Research Seminar, a separate 1unit course. ...> mental theories guided by observation, and evaluate HD 277 Thesis Development Q these actions according to results and impact on Z All M.A. students are required to take HD 277A, e other persons (ethics, values, principles, and B, and C, unless a waiver form is approved by the :e empowerment) : ::::t student's thesis chair. Note: HD 277 sections A, B, ~ll1d ::c HD 400 Working with Children in a Diverse World (if not taken at B.A. level), or Cmust be taken in order. The student may petition e HD 401 Working with Adults (if not taken at B.A. level), or to waive one, two, or all three sections of HD 277. ,:e HD 427 Working with Bicultural Children HD 299 ThesislMaster's Project HD 450 Ecology of Working with Children, or '"z o HD 478 Working with Families in a Diverse World Students can apply for Advancement to Candida .... AJ.TERNArt: ClASSES (if not taken at the SA level): cy after completing at least half of the course work e HD 410 Developmental Education toward the degree and by submitting an approved N --' HD 415 Emergent Curriculum thesis project proposal. The thesis proposal is writ e HD 340 Leadership in Education ten as part of the HD 277 Thesis Development class. ...v MIT 326 Therapy with Children G.. ED 513 Teaching and Learning in a Diverse World After the proposal is approved by the thesis com '" mittee, the student must complete the Advancement Field Work Component: All Pacific Oaks students to Candidacy forms and register for thre~ units of should develop competence in observing child be havior and recognizing developmentally appropriate HD 299 ThesislMaster's Project. Students must reg practice. All M.A. specializations and credential ister for 0 units the following semester and 0 units programs require field work or field experience ap their last semester (3+0+0) to maintain their active propriate to the program emphasis. Each program status for one year. This provides access to commit defines the age/level with which the student should tee members and facilitates library privileges. If a develop competence in implementing developmen student needs a second year, she or he would reg tally appropriate practice. M.A. students not special ister for one more unit per term for that second izing may choose one of the field experience options year (or any portion thereof.) listed under the B.A. program on page 12. If a student files a Leave of Absence fonn any time within the first year, when she or he reregisters II it would be for one unit per term (essentially making PACIFIC OAKS COLLEGE it a second year). Students on Leave of Absence do 5) Exhibit: not have the opportunity to work with their thesis HD 604 Art Exhibition (1 unit) committee during the leave nor do they have access Note: This program is available in Pasadena only. to library services. Advisor: Larry Garf, M.A. Bicultural Development According to demogra M.A. CURRICULUM SPECIALIZATIONS phers people of color are fast becoming the Admission to a specialization is done through a largest collective segment of the U.S.'s population. Program Change after admission to a degree pro This is certainly the case in Los Angeles and many gram and in consultation with the student's advisor. other urban centers such as San Francisco, Chicago, The follOwing optional specializations are offered Miami, New York and Washington D.C. These within the M.A. degree. Each specialization has its cities and others have school districts where bicul own specific requirements, which are outlined be tural children comprise 75% of the students en low. Other classes may be substituted with approval rolled. Institutions wishing to meet the needs of a of specialization advisor. bicultural populace must be willing to alter their Distance Learning and other outreach locations: seeyour perceptions and, when necessary, their policies. advisorfor alternative courses specific to your location. The Bicultural Development specialization is designed for those who work with bicultural chil Art Education dren and/or adults. The program will build on the This specialization is designed for teachers who skills and experience of the students in the special wish to concentrate on the language of art and ization to augment their training to effectively serve creativity. The graduate will be equipped to teach bicultural children and their families. '"z the basics of art to children, design and imple The Pacific Oaks philosophy of bicultural devel o .... ment culturally diverse developmental curriculum, opment incorporates a perspective that views chil cc and transmit the essential spirit of art as a living dren of color in the United States, regardless of the N ... form. An arts background is required. specific racial and ethnic orientation, as sharing a CC Admission Requirements for Specialization: commonality of experience. The commonality of ...v • Comprehensive written description of arts background experience focuses on the fact that children of color A.. • Submission of portfolio are: 1) raised simultaneously in two distinct cultural '" • Demonstration of an art activity with children • Interview with advisor systems which are often in conflict, and 2) subject to a different set of socioeconomic realities than those Acceptance to the specialization is determined of mainstream children. As a result, these factors by the faculty advisor. playa major role in the development of bicultural Basic requirements are: children and therefore must be understood by those who work in bicultural community settings. 1) lID 467 Foundations of Teaching Art: Releasing the Imagination Bicultural Development class requirements: 2) At least one of the following classes: Core classes (15 units required): HD 246 Play in Childhood Development Core Competency class (see page 17) HD 337 Play Language and Literacy Communication Core Competency class (see page 17) .... HD 343 Teaching as Performing Art HD 282 Social and Political Contexts of Human Development CC N HD 427 Working with Bicultural Children HD 277 ABC Thesis Development ... HD 299 Thesis/Master's Project CC 3) At least one of the follOwing classes: ...v HD 466 Women in Art Specialization Requirements (all of the following): A.. HD 601 Arts and Social Change HD 220 Sociolinguistics: Issues of Language and Culture '" HD 602 Community as Classroom: Forging Connections HD 285 Development of Bicultural Children Through the Arts HD 360 Advanced Studies in Diversity and Anti-Bias Issues (Alternate classes may be approved by Art Education advisor) HD 427 Working with Bicultural Children (meets Core Implementation requirement) 4) Fieldwork: HD 452 Reflective Teaching*, or a. HD 442 Art Studio Practicum (2 units) or HD 465 Reflective Teaching Seminar* HD 603 Art Education: Fieldwork (2 units) *Fieldwork in a bicultural setting is required. b. Previous or present documented (non-art) experience working with children in a classroom setting with one OPTIONAl.: HD 228 Bilingual Instructional Methods or more of the follOwing developmental levels: (CBEST passage required) Infants/toddlers Preschool (2-4) HD 460 Seminars in Bicultural Development KindergartenlPrimary (4-8) Advisors: Human Development Faculty (Pasadena); Sharon Cronin, Preadolescent (9-13) Ph.D. (Northwest); Paige Parker (Northern California) Adolescent (13-18) Note: This specialization is not available in Northern California. DEGREES, PROGRAMS & SPECIALIZATIONS Child Care This ~m is designed for studrots in 2. At least two of the follOWing classes: terested in working in fu1l-day child care programs. Areas HD 218 Cognitive Development: How Children Learn of further exploration may include: program develop HD 246 Play in Childhood ment and evaluation; staff development and support; var HD 285 Development of Bicultural Children HD 331 Team Building for Early Childhood Educators ent and support; reiOUfCe martagffilent; and ad rourntion and Parents IIIinistra1ion of child care programs. This specialization is HD 340 Leadership in Education recommended for students interested in teaching, ad HD 396 Contemporary Urban Adolescents ministration of child care prograll1S, and consulting. HD 401 Working with Adults All students in this specialization are required to HD 420 The Art of Observation complete two field work experiences in child care. HD 427 Working with Bicultural Children One of these may be a practicum in the Pacific Oaks HD 464 Community as a Context for Development child care program. The second may be completed HD 474 Intervention Models in Early Childhood Education in another appropriate child care setting. Basic re 3. Prior and/or current experience, which can be quirements are: documented, in four of the follOwing develop 1. At least two of the follOwing classes: mental levels: HD 218 Cognitive Development: How Children Learn Infantslfoddlers (0-2 years) HD 240 Models and Methods of FamilylSchool Collaboration Preschool (2-4) HD 246 Play in Childhood KindergartenlPrimary (4-6) HD 250 Developing Anti-Bias Curriculum: Teaching Our Primary (6-9) Values to Our Children Preadolescent (9-13) Adolescent (13-18) Cheryl Greerjarman, Human HD 285 Development of Bicultural Children Developmentfaculty member. HD 308 Women in Administration, or Young Adult (18-22) Adult (over 21) '"z HD 340 Leadership in Education o HD 427 Working with Bicultural Children The follOwing guidelines apply to the required .... ee HD 440 Administration of Child Care Facilities documented experience at each of the four devel N HD 460 Seminars in Bicultural Development and Education opmentallevels: HD 464 Community as a Context for Development -ee a. Direct work at any level should equal a mini v HD 471 Implementing Anti-Bias Curriculum WI mum of 135 hours A.. 2. Two field work experiences in a child care set • Aminimum of 100 hours paid or volun '" ting. This may include on- and/or off-site practica. teer experience in a single setting Documentation of experience may be substituted • Experience at any level should stretch for one of these with advisor's approval. over a minimum of 3 months Advisor: Human Development Faculty • The above requirements can also be met Developmental Education This specialization is through 3units of Pacific Oaks' Reflective designed for human services professionals who wish TeachinglPracticum with children at each level. ee to increase their understanding of education in a 15 developmental framework In order to be eligible b. Experience should be primarily in culturally ...... relevant anti-bias, developmentally appropri '"z for admission to the Developmental Education o specialization, a student must have prior-to-degree ate settings and include work with diverse .... children, families and settings. ee experience at 4 developmental levels (either docu N mented or met through a previous practicum) • Amajority of the experience should be in group settings. -ee and/or have a plan to meet these requirements v during the degree. In addition: • Experience should include work in obser ... vation, group work, one-on-one work, and A.. • at least 2 levels must be met prior to admis '" sion to the specialization, by the end of the curriculum development and implementa first year of coursework (either through P.O. tion. practicum options or by documenting work c. The following 3 options exist for meeting the experience) . requirements of a single level of experience: • at least one fieldwork experience must be 1. Documentation of a successful practicum at another college completed and documented during the stu ... 2. Completion of 3 units of Reflective dent's degree program regardless of prior ex '"WI TeachinglPracticum at Pacific Oaks ... perience. See Experience below. all:: 3. Written documentation of experience OR t::> Basic requirements are: ... through dialogue with the advisor (to Q 1. HD 400 Working with Children in a Diverse World, or gether with any supporting documenta HD 410 Developmental Education, or tion deemed necessary) using Pacific HD 450 Ecology of Working with Children Oaks' guidelines. • PACIFIC OAKS COLLEGE Please see the advisor for additional information. a. Direct work at any level should equal a mini Advisor: Human Development Facu1ty mum of 135 hours Distance warning and other outreach locations: seeyour • Aminimum of 100 hours paid or volun advisorfor alternative courses specific to your location. teer experience in a single setting Early Childhood Edu(ation This specialization is de • Experience at any level should stretch signed for those who wish to increase their under over a minimum of 3months standing of young children in a developmental pro • The above requirements can also be met gram. In order to be eligible for admission to the through 3units of Pacific Oaks' Retlective Early Childhood Education specialization, a student TeachingtPracticum with children at each level. must have prior-to-degree experience at 4 develop b. Experience should be primarily in culturally mental levels (either documented or met through a relevant anti-bias, developmentally appropri previous practicum) and/or have a plan to meet ate settings and include work with diverse these requirements during the degree. In addition: children, families and settings. • at least 2 levels must be met prior to admis • Amajority of the experience should be in sion to the specialization, by the end of the group settings. first year of coursework (either through P.O. • Experience should include work in obselVa practicum options or by documenting work tion, group work, one-on-one work, and cur experience) . riculum development and implementation. Why is Pacific Oaks unique? • at least one fieldwork experience must be c. The following 3 options exist for meeting the Because we offer: completed and documented during the stu requirements of a single level of experience: dent's degree program regardless of prior ex 1. Documentation of a successful practicum '" • small class sizes z perience. at another college o .... • evening and weekend classes See Experience below. The basic requirements are: 2. Completion of 3 units of Reflective cc 1. HD 400 Working with Children in a Diverse World, or TeachinglPracticum at Pacific Oaks N • life/work experience credits HD 410 Developmental Education, or 3. Written documentation of experience OR -I HD 450 Ecology of Working with Children, or cc • learning online through dialogue with the advisor (together HD 415 Emergent Curriculum with any supporting documentation deemed :: • individualized faculty attention 2. At least two of the follOwing classes: necessary) using Pacific Oaks' guidelines. :IE • a stimulating learning environment, HD 218 Cognitive Development: How Children Learn Please see the advisor for additional information. HD 240 Models and Methods of Family/School Collaboration Advisors and Fieldwork Supervisors: Human Development :;; • a chance to earn your degree in a field HD 246 Play in Childhood Faculty "" where you can really make a HD 250 Developing Anti-Bias Curriculum: Teaching Our :; difference. Values to Our Children Human Development and Social Change This spe ==» HD 285 Development of Bicultural Children cialization is for individuals who wish to acquire "" HD 288 Developmental Assessment and Program Planning CC the skills to create large scale social change. The HD 331 Team Building for Early Childhood Educators belief explored in this course of study is that one's :IE and Parents ...... own personal growth and the act of evoking posi HD 337 Play, Language and Literacy Development '"z tive social change are interconnected processes o HD 401 Working with Adults .... HD 420 The Art of Observation and particularly so during times of national or cc HD 427 Working with Bicultural Children global stress. Students in this speCialization will N -I HD 464 Community as a Context for Development learn how to collaboratively design and implement cc HD 467 Foundations in Art Education change in an organization, school or community ...."" HD 471 Implementing Anti-Bias Curriculum I and in society at large by making processes more A. HD 472 Advanced Studies in Implementing Anti-Bias participatory. Storytelling, dreaming, the arts, '" Curriculum HD 474 Intervention Models in Early Childhood Education grant writing, action research, use of budgets and HD 478 Working with Families in a Diverse World timelines, and autonomous community building are among the methods and mediums employed. 3. Prior and/or current experience, which can be No prior experience in any of the above areas is documented, in four of the following develop required. The basic course requirements are: mental levels: ... Infantsffoddlers 1. Required Theory Class: ....'" Two Year Olds HD 381 Human Development and Social Change a.:: CD 3 and 4 Year Olds .... 4 and 5Year Olds 2. One of the following fieldwork courses: Q 6 to 8 Year Olds HD 380 Children'S Autobiographical Narratives as Social Working with Parents of Young Children Justice Curriculum, or The following guidelines apply to the required HD 383 Participatory Action Research, or documented experience at each of the four devel HD 464 Community as a Context for Development opmentallevels: 3. One of the following courses evaluating issues of power: DEGREES, PROGRAMS & SPECIALIZATIONS 4. For the ParenVCommunity Work sub-speciali zation, at least one of the following classes: HD 240 Models and Methods of FamilylSchool Collaboration HD 331 Team Building for Early Childhood Educators and Parents HD 474 Intervention Models in Earlv Childhood Education AND . HD 456 Parent/Community Work: Observation (1-2 units) HD 456 Parent/Community Work: Fieldwork (2-3 units) Note: a student may register for one unit of field work at a time, but a total of three units is required. Prerequisites: To register for Fieldwork, the student must have a job or arrange an internship/ Bettyjones, Academic Co-Director, apprenticeship, which enables her/him to take a Distance Learning. responsible role in working with adults. Credit is based upon 45 hours per unit of field work and journal keeping. Credit for observation in each sub-specialization is based upon 45 hours per unit Connie Destito, Academic Director, of observation and reading. MFCC Most students will participate in a concurrent seminar offered online or on campus. HD 273 Education for Critical Consciousness, or Advisors and Fieldwork Supervisors: Human Development HD 360 Advanced Studies in Diversity and Anti-Bias Faculty; BettyJones, Ph.D. (College Teachingffeaching Adults, '"z Issues, or o Distance Learning). HD 396 Contemporary Urban Adolescents, or HD 477 Anti-Bias Work with Adults, or Distance Learning and other outreach locations: seeyour advisorfor alternative courses specific to your location. HD 499 Special Topics: Dewey, Vygotsky and Freire, or ..... cc HD 601 Arts and Social Change, or Social and Human Services v HD 602 The Community as Classroom: Forging ... This specialization is designed for professionals Do.. Connections through the Arts working in group homes, adoption agencies, com '" Advisors: Cindy Cruz, Greg Tanaka, Olga Winbush (Pasadena) munity activism, transitional housing, services for Leadership in Education and Human Services the homeless, child advocacy and in early childhood This specialization is designed for students in lea settings with families who need additional support dership roles who work with adults involved in the services who wish to increase their understanding field of early childhood. Students must choose a and knowledge of family systems, conflict mediation, sub-specialization (see below), and may choose one community assessment and strategies for working cc or more areas in which to sub-specialize. Basic with groups. (This specialization is offered at the :fiE requirements are: graduate level only and is available in Pasadena ...... and Seattle.) z'" 1. HD 401 Working with Adults, or o HD 340 Leadership in Education Basic Requirements are: cc~ 2. For the Administration/Supervision sub-special 1. HD 478 Working with Families in a Diverse World N ization, at least one of the following classes: ..... HD 308 Women in Administration 2. At least one of the follOwing Social and Human cc HD 360 Advanced Studies in Diversity Services electives: ...v HD 474 Intervention Models in Early Childhood Education, HD 310 Conflict Resolution and Mediation a.. AND HD 396 Contemporary t:rban Adolescents '" HD 453 Administf"dtionlSupervision: Observation (1-2 units) HD 420 Art of Observation HD 453 Administration/Supervision: Fieldwork (2-3 units) HD 450 Ecology of Working with Children HD 464 Community as a Context for Development 3. For the College Teachinglfeaching Adults sub HD 474 Intervention Models in ECE specialization, at least one of the follOwing classes: MFf 505 Communication and Counseling Skills HD 360 Advanced Studies in Diversity MFT 253 Child Abuse Assessment and Reporting HD 410 Developmental Education MFT 374 Alcoholism and Chemical Dependency , HD 415 Emergent Curriculum MFf 475 Psychopathology of Childhood and Adolescence ... '" HD 472 Advanced Studies in Implementing Anti-Bias ... 3. Clinical Field Experience: CIIC Curriculum <.:I AND HD 456 Parent/Community: Fieldwork/Observation (3 units) ... Q HD 454 College Teachingffeaching Adults: Observation 4. At least one of the following diverSity electives or (1-2 units) an additional Social and Human Services elective HD 454 College TeachinglTeaching Adults: Fieldwork approved by advisor: (2-3 units) HD 285 Development of Bicultural Children HD 360 Advanced Studies in Diversity and Anti-Bias Issues • PACIFIC OAKS (OlLEGE HD 427 Working with Bicultural Children *Please note that though the M.A. degree is in HD 460 Seminars in Bicultural Development and Education Marriage, Family and Child Counseling, the related MFf 235 Cross Cultural Mores and Values: Socio- Cultural Environments clinical training and profeSSional licenses are in Advisors: Human Development Faculty (Pasadena) Marriage and Family Therapy. Work with Infants and Toddlers Programs for Admissions As part of the admissions process, an infants, toddlers and their parents are proliferating. admissions interview will be scheduled with MFCC This is especially true of programs for young chil faculty. Students are provisionally admitted to the dren who have been prenatally exposed to drugs program with a review for full admission follOwing and alcohol. There is a growing demand for pro the completion of 18 units. fessionals knowledgeable in normal developmen Program Requirenlents Prior to registering for tal issues, who are able to work in both clinical and classes each semester, students are required to meet -u educational environments. Students in the special .....u with their advisor to identify the appropriate classes IE ization are encouraged to select practicum experi to take, to receive infomlation regarding changes in ences in both types of settings. Basic requirements the California State Board of Behavioral Sciences for the specialization are: requirements, and to review their progress. The ...... 1. Two practica* (6-8 units) MFCC program includes the following components: '"Z ParentlInfanUToddler Center and/or :I 1. The MFCC Department adheres fully to the five o Saturday InfanUToddler Program u Off-Campus Practicum main Pacific Oaks competencies, as these are ...Q *Journals for practica must be kept with program advisor. defined and implemented within the scope of ::z: mental health theory and practice: u 2. Classes: HD 240 Models and Methods of Family/School Involvement Diversity Q "Pacific Oaks prepared me very well for z HD 254 Authentic Infant-Competent Child, or Development c:c HD 203 The Earliest Years >- my career in early childhood education. Communication ... HD 472 Advanced Studies in Implementing Anti-Bias Implementation IE The bestpart was getting to work with Curriculum Research c:c HD 474 Intervention Models in Early Childhood Education ..... children at the Children's School while Advisor: Human Development Faculty In addition, the MFCC Department adheres to two .... other competencies specific to the needs of the <.:) taking classes. Putting together theory • M.A. IN MARRIAGE, FAMILY AND CHILD c:c COUNSELING (MFCC) AND LATINA/LATINO mental health profeSSion, as defined by the laws ar::: andpractice made a huge difference in and regulations of the State of California and as ar::: FAMILY STUDIES SPECIALIZATION (LFS) c:c circumscribed by the professional standards of the IE my being able to walk into my newjob The Marriage, Family and Child Counseling mental health profession: Program is a unique educational masters program Z with confidence. JJ Clinical (mental health theory and practice) for developing clinically skilled, culturally compe c:c Professional (public role and behavior) tent child and family therapists. It offers a multi IE ...... diSciplinary, inclusive curriculum based on devel According to the above paranleters, the MFCC pro '" Rick Dolsey, BA. ABLE '95 Z opmental, psychodynamic and family systems gram coursework addresses the above seven com o .... Currently employed by the Board of theories and practice. Integrated throughout its petencies as follows: c:c curriculum is a commitment to understanding the N Education, Fulton County, GA, Diversity: 6 units ... lived experience of both clients and practitioner, MFf 235 Cross Cultural Mores and Values (3 units) C as a Pre-K teacher at the power of culture, oppression and society on Mri 242 The Interface of Society and Human Development the developmental process, and the impact of (3 units) :: Seaborn Lee Ekmentary School. one's social political context on the developing '" mind and behavior. Development: 6 units MFf 269 Personality Theories and Related Psychological Testing The MFCC department's emphasis on intraper (3 units) sonal, interpersonal, family and institutional issues MFT 470 Clinical Theories of Child Development (3 units) provides a holistic approach to understanding the theory and practice of marriage, family and child Communication: 5 units therapy. The progranl at Pacific Oaks respects the MFT 323 Group Therapy (2 units) unique learning styles of the individual and prac MFf 505 Communication and Counseling Skills (3 units) tices a relational model of learning that is dynam Implementation: 7 units ic, engaging, respectful and transformational. MFT 320 Domestic Violence (1 unit) Faculty and students are partners in the learning MFT 326 Therapy with Children (3 units) community. Students are expected and mentored . Mff 473 Clinical Skills in Family Therapy (3 units) towards critically examining their own attitudes, Research: 6 units beliefs and values to become clinically skilled and Mri 321 Research DeSign and Methods (2 units) culturally competent therapists. MFT 322 Thesis Proposal (2 units) MFT 399 Master's Thesis Completion (2 units) , DEGREES , PROGRAMS & SPECIALIZATIONS Clinical: 10 units 5. Aminimum of seven contact hours of training or MFT 221 Theories of MFCC (3 units) coursework in child abuse assessment and reporting 267 Psychopathology of Adulthood (3 units), or 6. Aminimum of 10 contact hours of training or MFf 475 Psychopathology of the Child and Adolescence (3 units) coursework in human sexuality 7. Specific instruction in alcoholism and other chemical MFf 471 Psychopharmacology (2 units) substance dependency MFf 472 Substance Abuse, the Individual and Family 8. 15 contact hours of course work in spousal or part Dynamics (2 units) ner abuse assessment, detection and intervention 9. Aminimum of two semester units in a survey Professional: 8 units course in psychological testing MFf 224 Practicum I (3 units) 10. Aminimum of two semester units in a survey MFf 225 Professional Laws and Ethics (2 units) course in psychopharmacology MFf 226 Practicum II (2 units) MFf 228 Summer Practicum (1 unit) CLINICAL TRAINING PROGRAM 2. After completing 18 units (selected from the The MFCC Department is committed to prOviding classes in the list below) and the successful com an optimal clinical training experience for our pletion of MFf 505 Communication and Counseling graduate students. One of our main objectives is Skills, each student will obtain recommendations the careful selection of community agencies whose from two core faculty members, one of whom must clinical training programs meet the pedagogical ...... be an MFCC core faculty. After the recommendations goals and standards of Pacific Oaks College. The '"Z :::::t have been submitted, the student will meet with her/ students of the Latina/o Family Studies program o his advisor to review overall performance in the are expected to complete their practicum experi v program. After successful completion of this process, ence in one of the approved agencies focusing on ...C. the student will be fully admitted. All students must the mental health needs of the Latina/o community. :c v also have completed all college admissions require During the degree program, the MFCC Depart C. ments to be fully admitted to the program. Note: ment, under the mandate and guidelines of the Z cc Students admitted to the M.A. in Marriage, Family, Board of Behavioral Sciences of the State of Californ > Child Counseling program through the ABLE option ia, monitors all clinical training experience com ... IE cannot enroll in clinical courses until the success pleted by the students. The hours of supervised cc ful completion of the Assessment course. clinical work completed at an agency approved by ...... the MFCC Department count toward the 3,000 clin .... The M.A. in Marriage, Family, and Child Counseling Co:) ical hours that are required by the State of California cc is a clinical degree. In addition to academic perfor for the state licenSing exams in Marriage and Fam ar: mance, students are expected to demonstrate com ar: ily Therapy. cc petencies in the following areas for consideration IE for full admission status: Pradicum z 1. Capacity for insight, reflection Students must complete a Practicum as part of cc 2. Ability to listen effectively and empathically their Masters degree requirements. The Practicum 3. Openness to feedback, new ideas and situations IE experience is to be completed concurrently and in ...... 4. Commitment to self-growth 5. ProfeSSional behavior in the classroom conjunction with the completion of the following '"z classes in this order: o 3. If the student does not meet the requirements l MIT 228 Summer Practicum (l unit) cc for full admission after completing a minimum N of 18 units, the advisor and Academic Director MFf 224 MFCC Practicum (3 units) ... MFf 226 MFCC Practicurn (2 units) cc may counsel the student to change to the M.A. ....v in Human Development program. These three courses are offered once ayear, only, a.. and must be taken in sequence starting with the '" 4. The M.A. in MFCC satisfies all of the require summer semester. Students may choose to start their ments of the Board of Behavioral Sciences Practicum, if they have met all eligibility require (BBS) (Business & Professions Code Sections ments, during the second or third year of the pro 4980.37,4980.39,4980.40, and 4980.41.) gram. It is highly advisable that students do not plan These include: A. Pacific Oaks course work totaling 48 semester units, to take the practicum courses concurrently with including: working on their Master's Thesis, as this will create a 1. No less than 12 semester units of course work in the huge workload, especially for those who will be areas of marriage, family, and child counseling, and working full time during their graduate studies. marital and family systems approaches to treatment. 2. 6semester units of supervised practicum, including Eligibility requirements to start Pradicum: completion of one year of clinical placement in an ap 1. Completion of 18 units, including the course proved setting, concurrent with the practicum seminar. 3. 150 hours of face-to-face experience counseling in MFT 505 Communication and Counseling Skills. dividuals, couples, families or groups 2. Completion of 20 hours of individual personal 4. Atwo semester course in California law and profes therapy with a licensed mental health profession • sional ethics PACIFIC OAKS (OLLEGE aL (These hours have to have been realized after a requirement for all students to graduate in the the student has started the masters program.) MFCC program. To facilitate this process, the MFCC 3. Full admission into the MFCC Department. department has a referral list of psychotherapists 4. Completion of the Clinical Training Orientation interested in working with our students at a lower Course (CTOC). The course is offered once fee. These therapists are from throughout the great annually in the spring semester. Students are er Los Angeles area. MFCC students are advised to required to follow all steps toward clinical place contact their advisor or the clinical coordinator ment as per course syllabus and the department's for referral. clinical training guidelines. The goals of the Clinical Training Orientation Course are: Intern Registration Upon completion of the M.A. a. To acquaint students with the clinical training degree in Marriage, Family and Child Counseling, students apply to the Board of Behavioral Sciences v regulations of the California Board of Behav ...v ioral Sciences and of Pacific Oaks College. for an intern registration number. As part of the ap :e b. To acquaint students with the various clinical plication process, all applicants must submit their placements approved by the MFCC Department. fingerprints to the BBS for a background check. c. To support students through the process of The Intern registration packet can be obtained from interviewing with various agencies. the office of the Clinical Training Program or by ac d. To explore issues of professional roles, tasks cessing the Internet website of the Board of and behaviors regarding the MYf Trainee Behavioral Sciences at: http://www.bbs.ca.govand experience. then clicking on Forms and Publications. 5. Consent of the student's Academic Advisor. There are periodic changes in the BBS regulations. ::c 6. Submission to the Clinical Training Progranl of v Students are required to stay up-to-date with all BBS a completed and signed contract with an ap Q regulations and changes by frequently logging onto Z proved agency (Three-Way Agreement of cc the website and accessing all necessary information. )ow Clinical Placement) by June 30 of that year. ... 7. Completion of all prior coursework. Latinoja Family Studies Specialization :e Currently there is a crisis in the provision of human cc ... Requirements for completion of Pradicum: services in Los Angeles because of the extreme lack 1. Satisfactory completion of all the clinical training of available biculturallbilingual profeSSionals to requirements as aMarriage and Family Therapist serve our diverse Latino/a families. The Latino/a (MFT) Trainee, under the supervision of alicensed Family Studies Specialization in the MFCC program and trained mental health practitioner in the clini focuses on recruiting, educating and developing cal training program ofamental health community mental health professionals who will be able to agency approved by the MFCC Department. meet the follOwing important objectives: "Teaching as PerformingArt" students 2. The minimum required time for the clinical cc participate in exercises designed to help placement is twelve hours a week for twelve con 1. Have a clear, in-depth understanding of the :e children imagine, enact and reflect specific mental health needs of children and :;:;- upon human experiences. secutive months. During this period, the student z is required to complete 150 hours of face-to families in our ChicanoiLatina communities. o .... face client contact hours. 2. Possess the necessary cultural and cross-cul cc 3. Concurrent attendance at and completion of the tural sensitivity and clinical competence to ef N courses MFf 228 Summer Practium, MFf 224 fectively serve this varied population. MFCC Practicum I, and MYf 226 MFCC 3. Possess the linguistic ability to serve Spanish Practicum II. speaking monolingual clients and varying de 4. Satisfactory evaluations from the clinical super grees of bilingualism within families. visor at the clinical placement at the end of each semester or as required by the MFCC Department. The Latino/a Family Studies Specialization is a These evaluations are an integral part of the over comprehensive M.A. in MFCC degree program with all evaluation and credit that the student will re a special emphasis on the diverse mental health needs ceive for all three Practicum courses: MFf 228, of LatinolLatina children and families. It is available MYf 224, and MFf 226. in a cohort group that meets for class in six (6), ... V\ 5. Satisfaction of all clinical and professional ex three-day weekend intensive format each semester. ... It requires the completion of 54 semester units, a CII: pectations of the approved community agency ...Co!) in the provision of the agreed upon mental clinical training component and a bilingual lan ell health services. guage component. The project is designed to fully meet the academic requirements of the California Therapy for Students Students are required to be .Board of Behavioral Sciences for the MFf license. in personal psychotherapy for a total of 20 hours Additional required coursework to complete the 54 to qualify for clinical training. Thirty-six hours are unit specialization include: DEGREES, PROGRAMS & SPECIALIZATIONS MFT 501 Latina/Latino History and Culture Pasadena: MFT 502 LatinaiLatino Family Systems Note: This program is pending state approval and MFT 503 LatinaiLatino Psychology is subject to minor changes. See program advisor For further information please call Connie Destito, for details and updates. Academic Director of the MFCC Department at The Preliminary Multiple Subject English Learner (626) 397-1327. Teaching Credential (MSEL) offered at Pacific Oaks is the first level of atwo-level credential. Candidates com MFCC Continuing Edu(ation plete the second level through an Induction program in The MFCC Department offers Continuing Education their district of employment. The Preliminary creden short courses and workshops in many areas of clin tial qualifies candidates to teach K-12 multiple subjects ical theory and practice. Offerings have included: in self-contained classrooms. Pacific Oaks also offers Using Art in Therapy; Working with Obsessive Com Preliminary level I and Professional Level IT Education pWsive Disorders; Techniques ofGestalt Therapy; Solu Specialist Credential which qualifies candidates to tion Focused Therapy, as well as the Object Relations teach students with mild to moderate disabilities in Therapy series of various courses and workshops. grades K-12. Students may only enroll in the level IT These programs are open to the community as Education Specialist Credential when they are em well as Pacific Oaks students and alumnae/i. The ployed with a Level ICredential. Program is an approved provider of hours for Mar Astudent may enroll in the Teacher Education riage and Family Therapists and Licensed Clinical Program as a B.A. or M.A. degree student, as a Social Workers for renewal of their professionalli B.A. student admitted through the ABLE option, or censes, (Board of Behavioral Science Provider #PCE as a post-B.A. student enrolled only in the creden 853). Students and clinical interns who have a li tial program censed supervisor may use these hours toward their The mission of the Pasadena Teacher Education optional experience hours for their licensing re Program at Pacific Oaks College is to prepare pro quirements. fessional educators who understand diverSity, are grounded in human development, and value c11ildren. TEACHER EDUCAliON PROGRAMS We believe that Northwest: • awareness of diversity is integral to an educa z: C Pacific Oaks College Northwest (PONW) offers an tional process in which each individual is val II-month, full-time elementary teacher education ued for their own identity, culture, language program approved by the Washington State Board and ability, and where discrimination against of Education. This intensive program is designed others is identified and challenged; for students who would like to complete a teacher • teachers as well as students must be involved in education program in one year. Students intern in meaningful learning experiences characterized classrooms during the school day and attend class by inquiry, reflection, and suppo11; our courses es in the evenings. model learning environments that take current The BAtfFJMA pathway is an option for PONW knowledge about human development into students to enter the Teacher Education Program. account; ... This option allows students to enter the full time CI • to best serve children in public or private schools, ... Teacher Education Program when they are within teachers must learn to integrate constructivist - 12 units of completing their B.A., with a provisional approaches, standards-based instruction, and -c admittance to the M.A. program in Human Develop w. technology within a challenging and interesting Q'" ment. Upon successful completion of the first 12 curriculum. units in the Teacher Education Progran1, the student '" finishes the B.A. All additional course work is com For additional information, contact the Teacher II :Ii pleted at the M.A. level. BAtfFJMA students who Education Department in Pasadena (626) 397-1331. c ar complete the Teacher Education Program must c.:: complete four additional courses and a thesis to C Q earn the M.A. Degree. Q For additional information, please contact PONW at (206) 325-7669 ext. 12. Note: This pro gram will not be offered beyond the 2003-2004 academic year. • PACIFIC OAKS COLLEGE CREDENTIAL REQUIREMENTS EDUCATION SPECIALIST CREDENTIAL Non-course Requirements for all Credential Programs: (MILD/MODERATE) B.A. degree or higher Certificate of Clearance (fingerprints) In this program, candidates earn the Preliminary Level U.S. constitution Competency Iand Professional Level IT credentials, which author .... ize teaching of individuals ages 5-22 with mild to z Negative TB Test ..... California Basic Educational Skills Test moderate disabilities. Teacher candidates who com .....Cl plete the Levell credential have five years from the l1:li: (CBEST) passed V date of issuance to complete the Level IT credential. .... California Subject Examinations for Teachers ...'" (CSET) passed (Candidates earning Education A. Level I Credential Requirements - 47 units: ee Specialist Credential only can take a SSAT exam HD 200 Early Chlldhood Themes and Ufecycle Issues (3 units) instead of the CSET. See Advisor for details.) HD 231 Communication for Empowerment (3 units) Reading Instruction Competency Assessment HD 282 Social and Political Contexl<; of Human Development (3 units) (RICA) passed z HD 400 working with Children in a Diverse World (3 units) o ED 520 A& BCognitive Development and mathematics in .... a Diverse Classroom (6 units) ee MULTIPLE SUBJECT ENGLISH LEARNER v TEACHING CREDENTIAL ED 524 A& BLanguage and literacy in a Diverse Classroom (6 units) Q= ..... Note: The program is in the process of re-accredi ED 531 Introduction to Urban School (2 units) ...... tation by the CCTC and may be subject to minor SPED 239 The Child with Special Needs (3 units) ee changes. Please see advisor for details and updates. SPED 240 Practicum (two i-unit sections with 25 hours .... observation/participation during each) Z ..... A. Part-Time Strand: SPED 242 Behavior Intervention and Program Planning .....Q 42 units + 3 Extension units for Children with Special Needs (3 units) D:: SPED 243 Instructing Students with Mild to Moderate V 7 semesters Disabilities (4 units) Co:) CBEST passed before starting Z SPED 247 Collaboration and Consultation Skills for ::c B. Intensive Strand: Special Educators (3 Units) v SPED 257 Directed Teaching: Mild/Moderate Disabilities ee 42 units + 3 Extension units ..... (6 units) .... 5 semesters .... v CBEST passed before starting B. Level II Credential Requirements - 17 units ..... Prerequisites: ...,. C. Requirements for Both Strands: CD Possession of a Level I Education Specialist = ED 099 Introduction to the Teacher Education Program .....'" (1 unit) Credential (MildIModerate) ... ED 225 Integrated Thematic Instruction: Science, Social Verification of full-time employment in a A. .... Studies and the Arts () units) public or non-public school teaching stu ... ED 252-4 Directed Teaching 11lacement and Seminar «(, units· not required for Interns) dents with mild/moderate disabilities :IE= ...... ED 504 An Anti-Bias Approach to the Inclusive Classroom Course Requirements: (3 units) '"Z SPED 300 Induction Seminar A: Developing an Induction ED 520 A& BCognitive Development and MathematiCS in o Plan (2 units) a Diverse Classroom (6 units) .... SPED 301 Induction Seminar B: Evaluating the Induction ee ED 524 A& BL.mguage and Literacy in a Diverse N Plan (2 units) Classroom (6 units) SPED 302 Issues in Special Education (3 units) ... ED 531 Introduction to Lrhan School (2 units) ee SPED 303 Special Education law (3 units) HD 200 Earlv childhood TIlemes .U1d Ijfecyde Issues (3 units) v SPED 304 Advanced Strategies for Teaching Students with ..... HD 282 and Political Contexts of Human A. So~ial Mild/Moderate Disabilities (4 units) '" Development (3 unit.,) SPED 305 Assistive Technology and Transition 321 HD Communication for Empowerment (3 units) (3 units previously SPED 241) HD 400 Working with Children in a Diverse World (3 units) HD 452 Reflective Teaching Onune ( three I-unit sections, Additional Requirements Prior to widl 25 hours observation/participation during each) Recommendation for Level II Credential: EDEX 820.0 Healthy children and Classroom communities (3 Extension units) • At least 2 years of verified successful full-time employment in a public or non-public school, ... D. Intern Program: '"..... teaching student<; with mild!moderate disabilities ..... 36 units + 3 Extension units • 3 units or eqUivalent elective D:: Co:) 4 semesters ..... • Professional Portfolio Q Interns may join either strand. • Individual Induction Plan Entrance requirements are: • Exit Interview Full-time employment in apublic elementary school • EDEX 820.0 Healthy Children ahd Classroom CBEST and CSET passed, Communities (2 Extension units) AB.A. from an accredited institution • CPR: Infant/Child!Adult Fingerprints and U.S. Constitution competency DEGREES, PROGRAMS & SPECIALIZATIONS To add a Multiple Subject English Learner The B.A. and M.A. courses of study, generally, Teaching Credential: may be completed by attending weekends only, ex One Directed Teaching placement in a public cept for field experience and student teaching. Mar .... elementary school. riage, Family, Child Counseling and Teacher Edu ...'" cation Program requirements are typically not ....::::c== ar: • POST GRADUATE CERTIFICATE available on weekends. o Z Pacific Oaks offers a Post Graduate Certificate for Specializations which may be completed by attend Advanced Study in Human Development, Advanced ing mostly weekend courses are: Study in Early Childhood Education, Advanced Study in Bicultural Development, Advanced Study • Child Care in Leadership in Education & Human Services, or • Developmental Education Advanced Study in Social &Human Services. • Early Childhood Education This program is open to human services pro • Work with Infants and Toddlers fessionals who already hold a Master's degree from • Leadership in Education and Human Services: an accredited institution and wish to participate in Administration/Supervision the Pacific Oaks learning process. Admission is College TeachinglTeaching Adults granted based upon the student's development of ParenVCommunity Work an individual plan to meet the areas of competency • Bicultural Development and to meet the student's own individual interests. The certificate will be awarded after an assessment Programs where less than 50% of the classes may of the candidate's competence in the five areas re be taken in weekend courses are: quired by Pacific Oaks (Development, Diversity, • Art Education Communication, Research, and Implementation). • Marriage, Family and Child Counseling (MFCC) The certificate is awarded based upon the assess • Teacher Education/Credential Programs Louise Derman-Sparks, Human ...... ment and completion of 15 units of course work. DevelopmentfaCUlty and author with cc Pasadena Summer Session begins in June and v Assessment of competence and program planning ends in July or early August. The six week session the A.B.C. Task Force ofAnti-Bias Curriculum: Tools for Empowering Young w will be conducted by the program advisor. These includes weeklong and evening classes Monday .... units may be taken in on campus and/or online. Children. ar: Friday and weekend classes. The B.A., Credentials, ...v M.A. in Human Development, and some M.A. spe LOCATIONS AND TIME FRAMES cializations may be completed by primarily attend Pacific Oaks College offers classes in Pasadena, ing summers. Depending upon the number of units California, at Pacific Oaks Northwest (PONW) in required, it may take from two to four summers to Seattle, Washington, at Pacific Oaks Northern complete a degree. .... California (PONC) in Oakland and Visalia, and Three unit classes are offered twice a week on o'" through Distance Learning online. two alternate days for three hours and 45 minutes a.. per day over a six-week term. Most classes are of "' '"z PACIFIC OAKS PASADENA fered from 5:00-8:45 p.m. o All degree, program and specialization requirements Weekend classes are also offered during .... cc are offered on the Pasadena campus dming fall and Summer Session...... spring semesters. Some degree and program re Weeklong classes are offered each term, typi cc quirements are available during summer session. cally early in the semester. Weeklong classes are ...v Check with your advisor. usually scheduled from 8:30 a.m. - 4:30 p.m., and a.. The fall semester begins in early September and run from Monday through Friday. Reading and '" ends mid-December (15 weeks). The spring semes writing assignments are required prior to the first ter begins in January and ends near the end of May day of class. Early registration is required. '(16 weeks including one week Spring break). Each class is offered in three hour blocks once a week PACIFIC OAKS NORTHWEST with a few exceptions. Most classes are scheduled 4:00 to 6:45 p.m. or 7:00 to 9:45 p.m. Some Note: The Pacific Oaks Northwest campus will .. close in July 2004. Persons in the Northwest who ·;onp-11tl1t classes are offered as weekend workshops. ...'" Field experience and student teaching are typically are interested in a Pacific Oaks degree should ;sclledll1ed mornings and afternoons. consider our Distance Learning Program. Some classes will be offered on three full week Pacific Oaks' branch campus in the Seattle area .ends (Saturday/Sunday) and some will be offered offers classes toward the M.A. and B.A. in Human six full Saturdays or Sundays. All degrees, programs, Development and a teacher certification program. speCializations are available through the week format. • PACIFIC OAKS COLLEGE Human Developnlent For the B.A. and M.A. in Hu Two or more classes are also offered each year man Development, all required classes and aselection in the southern San Joaquin Valley, meeting in of elective classes are available in the Seattle area. Visalia in Fall and Spring. Seven or more classes are offered on weekends Most students enroll part-time and extend their fall, spring, and summer. Additional classes, including program over two or more years. However, it is Assessment of Experience (for ABLE students) and possible to accelerate the program by combining practicum options for B.A. students are offered as Northern California classes with classes in Pasa needed. Two or three Friday classes are offered each dena, Pacific Oaks Northwest, and/or online class year. Weeklong classes are offered in January, July es. Some of the optional specializations for the and August. (For course offerings for credential B.A. and M.A. in Human Development are available students, see Teacher Education below). in Northern California. Please contact the office for Most students are enrolled part-time and extend further information. their program over 2-3 years. However, it is pos Northern Cardornia Human Development Program: sible to accelerate the program by combining North Pacific Oaks Northern California west classes with Pasadena classes, independent 1515 Webster Street .... study or online classes. Oakland, CA 94612 v (510) 622-8130 Z c:c Northwest Human Development Program: .... Veronica Barrers, Interim Academic Director Northern California Fa(ulty: Vl Pacific Oaks Northwest Gretchen Brooke Q ...... 1403 34th Avenue Karen Cardell c:c Paige Parker z ReGena Booze, graduate and Human Seattle, WA 98122 (206) 325-7669, ext. 11 ac:: Developmentfaculty member chats with Southern San Joaquin Valley (Visalia): ~ student before the annual Burgess Tea(lier Edu(ation Pacific Oaks Northwest offers a Karen Cardell ... Lecture, a tradition since 1968. 16121 Mustang Dr. c:c full-time, II-month graduate program approved by v the Washington State Board of Education. Upon Springville, CA 93265 Z (559) 539-0231 ....ac:: completion of the Teacher Education program, ....:c graduate students need only three additional class DISTANCE LEARNING ac:: es and a thesis to complete their M.A. in Human Pacific Oaks Distance Learning, offering classes o Z Development. This program has a separate appli online, enrolls students nationwide and around cation process. The additional units required for the world. Most online classes last for 10 weeks in the M.A. in Human Development may be completed fall and spring semesters; 4-week modules are at the Northwest branch campus, in Pasadena, or in scheduled in September, January, ApriVMay, and ... other distance learning locations. Note: this program June. Approximately 20 classes are online each se v will not be offered after the 2003-2004 academic year. mester; these classes are the same as those offered c:c A.. on campus. Most specializations are available ...... Northwest Tea(her Edu(a'l'ion Program: Vl through Distance Learning. Programs available Z Tilman Smith, Academic Director o Pacific Oaks Northwest online are: .... 1403 34th Avenue B.A., Human Development c:c N Seattle, WA 98122 M.A., Human Development (206) 325-7669, ext. 12 c:c... Postgraduate Certificate in Human ....v Padfi( Oaks Northwest Fa(ulty: Development or Early Childhood Education A.. Veronica Barrera Vl All degree students take at least two classes (6 Sharon Cronin Fran Davidson units) on a Pacific Oaks campus, for a minimum Leticia Nieto of two weeks during their program. Zakiya Stewart Computer-mediated instruction is available to Pacific Oaks students at any distance. Online ori PACIFIC OAKS NORTHERN CALIFORNIA entation precedes classes, which are offered in Pacific Oaks Northern California offers classes lead Fall and Spring semesters. ing to the BA and MA in Human Development. Pacific Oaks' alternate time frames and loca Weekend classes are offered in Oakland during the tions enable students at any distance to plan indi Fall and SPling semesters and weeklong classes are vidualized degree programs. Weekend classes held in June. Avariety of classes are offered each (meeting monthly) are available at all locations. year, including all approach classes and several elec Weeklong classes are offered in Pasadena (dming tives. All Northern California students are encouraged all terms), Northern California (Summer), and to take one or more cIasses in Pasadena, with the num Seattle (Summer). Pasadena offers Weeklong, ber dependent on the student's progrnm and preference. Weekday and Weekend classes during the Summer GENERAL INFORMATION Session as well as in Fall and Spring. Online class For further information: es are scheduled in Fall and Spring semesters, and Extended Education students log on at any time of day or night. 5Westmoreland Place Pasadena CA 91103 Distance Learning Program (626) 397-1391 BettyJones and Laila Aaen, Academic Co-Directors FAX: (626) 583-6032 Pacific Oaks College 5Westmoreland Place GENERAL INFORMATION AND SERVICES Pasadena CA 91103 (626) 397-1320 or (800) 613-0300 OFFICE HOURS Most College offices are open [email protected] or [email protected] 8:30 a.m.-4:30 p.m., Monday-Friday. Admissions, Distance Learning Faculty College Records and Financial Aid offices are open "Padfic Oaks reveals many paths to the LailaAaen 8:30 a.m.-6:00 p.m., Monday-Thursday and Sue Bawale 8:30 a.m.-4:30 p.m. on Friday. All are closed week knowledge which grows teachers who Debra Jenkins ends and holidays except as posted. It is best to call truly value children. I deeply appreciate BettyJones and make an appointment before driving to campus Judy Magee to visit an office. the unique experience ofthe credential COOPERATIVE PROGRAMS program which has greatly enhanced my ADVISING The Early Childhood Consortium Pacific Oaks students are responsible for being fa professional career. " The national Early Childhood Consortium brings nIDiar with this Catalog and the requirements for together four pioneering colleges-Bank Street their degrees and programs. All students will be College of Education in New York, Erikson Institute assigned an advisor upon admission. Students are Rosi Pollard in Chicago, Wheelock College in Boston, and Pacific required to meet with their advisor regularly to re Oaks College-in a variety of collaborative activities view their academic progress and standing. including conferences, publications, and teaching and learning. With advisor approval, a student at CHANGE OF ADVISOR ANDJOR CAMPUS any of the colleges may include study at another Students may request a change of advisor when they Consortium college in herlhis degree program. are unable to resolve communication problems with their current advisor. Students must make an effort EXTENDED EDUCATION :z to resolve any issues before requesting a change. Astu C As a complement to regular classes, Extended dent may ask the Academic Director or the Student Education (EE) offers courses in Pasadena in the Success Director to assist in this process, if they choose. area of teacher education. The Marriage, FanIily Change of Advisor/Campus request forms are avail and Child Counseling program also offers continu able from the Admissions Office. The form must be ...Q ing education opportunities through Extended completed by the student and signed by the current ad Q :z Education. Other continuing education opportuni visor. Forms should be submitted to the Academic ...... ties are available in Northern California. Typically, Director of your department or program. Ifthe re ...>< classes offered for extended education or exten quest is granted, the Academic Director will assign a ...... sion credit are held during weekends and new advisor and send the form to Admissions who ...v"" evenings. will inform the appropriate parties. > a.:: Pacific Oaks College Credit for CDA Credennals. Students wishing to change their campus must ... submit to the Admissions Office aChange ofAdvisor/ "" Pacific Oaks offers up to 30 upper division semester Q :z units to qualified individuals who have earned the Campus form signed by their Academic Director or cc CDA credential by the portfolio assessment method Dean. Admissions will notify the student of their new :z C (before June 1992) or Home Visitor. For informa advisor assigned as a result of the change in campus. .... Students who request a program change may cc tion on fees and requirements, contact the EE office. :IE be aSSigned a new advisor through the Admissions a.:: Credit for Approved Training Programs. Office. (See: Change of Degree, Program, or Spe ...o Individuals who have completed RIE (Resources cialization, page 34.) z for Infant Educarers) or High/Scope TOT (Trainer of Trainers) training programs may be eligible for credit through Pacific Oaks CCE. For information on fees and requirements, contact the CCE office. 11 PACIFIC OAKS COLLEGE ACCOMMODATIONS FOR STUDENTS Any questions regarding accommodations or the WITH SPECIAL NEEDS process for receiving assistance should be directed Pacific Oaks is committed to providing program to the Student Success Director at (626) 397-1338. accessibility to all students. Students seeking ac commodations for documented physical and/or STUDENT RESOURCE CENTER academic challenges must self-identify themselves The Student Resource Center provides resources, to the Student Success Office prior to the beginning services, and enable student to build academic and of classes. Last minute requests may not be accom professional skills. The Center can assist students in modated due to insufficient time to make appro planning, organizing and writing papers, developing priate arrangements. Note: Students who do not study skills and learning test taking strategies. The require accommodations do not need to make Center also provides assistance with resume writing, their disabilities known. time management, job search techniques and career planning. Acomputer lab is available in the Center Accommodation Request Procedures which students can use for word processing, Internet 1. Students at all Pacific Oaks sites who are re and e-mail access, and employment searches. In ad questing disability accommodations must com dition, the Center provides career and study strategy plete an accommodation request form and sub workshops throughout the school year. Students can mit current documentation of their disability (no also utilize the Center's mini-library that houses both older than three years) to the Student Success career and writing reference books. Office located on the Pasadena Campus. (Note: Pacific Oaks does not provide diagnostic serv CAREER PLANNING ices.) Upon receipt of the required materials, The Student Resource Center assists students in clar the Student Success Director will contact the ifying career goals and objectives, exploring career student initiating the request and review the opportunities and enhancing their job search tech next steps in the process. niques. Workshops are provided on such topics as 2. The accommodation request and documenta interviewing techniques, resume preparation, and tion will be reviewed by the Student Success time management. Additional career guidance serv Director and a determination made as to the ices are provided by the Student Success Offices. nature and extent of accommodations that will be provided. The student will be notified in LIBRARIES writing of the accommodations and the next Andrew Norman Library, Westmoreland Place step for obtaining those accommodations. Site The Andrew Norman Library on the Westmore 3. Students for whom accommodations have been land campus supports the degree programs of granted must contact the Student Success Pacific Oaks and independent faculty research. The Director no later than the second week of each collection emphasizes early childhood education semester to discuss their accommodation needs and curriculum development, human development, for that semester. family systems and therapy, and child care. Mater 4. Specific accommodations will be arranged as ials are purchased which reflect our commitment follows: to examine issues of racism, sexism, homophobia, A. Pasadena students: Accommodations to be ability, etc. These books, videos, and audio tapes provided will be coordinated directly with the ..... are meant to supplement the college curriculum at Student Success Director. the undergraduate through graduate levels...... B. PONW and PONC students: Accommodations :z The collection, which numbers over 17,000 ti C to be prOvided will be coordinated by the des tles, reflects not only current research, but also in .... ignated disability coordinator at each site in e cludes a Historical Collection including readers from =e consultation with the Student Success Director. the 1800s and many seminal works in the field of AI: 5. As appropriate and with the permission of the c..... early childhood. The Friends' Collection, dating back :z student, individual faculty will be informed of the to the mid-1800s, documents the beliefs and tradi need for accommodations to be made and the tions of the Society of Friends. nature of the accommodation. Information In addition, the library subscribes to 100 peri about the nature of the student's disability will odicals and indices in early education, adult edu not be released by the Student Success Office or cation, human development, family therapy, and the disability coordinators at the individual sites. the related social sciences. We have access to hun dreds of other periodical titles through our online database services. Books and other materials for required and re GENERAL INFORMATION commended course-related reading are made avail by Pacific Oaks faculty and staff. For further infor able through the "reserve" section of the library. mation, please contact the Office of Advancement Acquisitions for the collection are made based at (626) 397-1324. on faculty and student recommendations as well as valuable review sources. Users are encouraged JONES/PRESCOTT INSTITUTE, HIXON CENTER to offer suggestions. FOR EARLY CHILDHOOD EDUCATION As part of its services the library offers formal The JoneslPrescott Institute began as a vision of bibliographic instruction as a required component Carolyn Denham, the seventh President of Pacific of one of the core classes. Bibliographic instruction Oaks College. Her desire to redefine Pacific Oaks' is also available through a number of the other clas leadership role in the national dialogue about ear ses offered at the discretion of the instructor. The ly childhood education led to the establishment of librarians also provide assistance in specialized re the Institute as a place to develop and carry out in search and other reference services. Interlibrary novative programs and initiatives that reflect the most loan services and online database searches are current thinking in early childhood education and available through the library as well. parent training. To address these issues, the Insti It is necessary to have a current Student I.D. card tute has established the follOwing goals: (available in the Business Office) to check out li "Pacific Oaks provided me with a better brary materials. Students who are on an official 1. To define best practices which lead to desired understanding of group dynamics and Leave of Absence may purchase a library guest card, outcomes in early childhood education programs which is good for one year. Please contact the with focus on developmental approaches to human behavior. And it reall:y sharpened Library for hours of operation at (626) 397-1355. learning ...... rtl.y interest in teaching. " :I 2. To build a well-prepared cadre of early child .... Children'5 Library, California Blvd. Site The .... Children's Library, located on the Children's School hood professionals who can successfully imple V'; ment high quality programs for children z campus in La Lorna House, houses a small collection Ken Nakaba, Chair, .... of juvenile books as well as AV materials. The par .... 3. To empower parents to become advocates in Department ofLandscape Architecture, o ents of the Children's School have been dedicated v the lives of their children and to provide them V'; in their support of the Library and efforts are cur College ofEnvironmental Design, ... with tools for participating effectively in their ar::: rently under way to plan and redesign a "Chil 0 children's development and learning Cal Pol:y Pomona...... dren's Library for the 21st Century." Plans include ....V'; an expanded collection for the children, particu 4. To foster new community linkages for the im z o larly in anti-bias literacy materials, appropriate provement of early childhood education and to computer resources for children and adults, and a participate in existing partnerships parent resource center. 5. To promote wider access to Pacific Oaks ARCHIVES College and its programs. The Marianne Wolman Archives is housed at the The Institute is currently involved in developing Westmoreland Place site adjacent to the library. and marketing a parent education curriculum. The main purpose of the archives is to preserve and make available primary source material per For more infornlation about the Institute and its taining to profeSSionals who worked in the field of programs, please contact Renatta Cooper, Institute early childhood from the tum of the century onward. Director at (626) 397-1305. The archives also serves as a repository of documents EARLY CHILDHOOD EQUITY ALLIANCE ...... relating to the history of Pacific Oaks College and The Early Childhood Equity Alliance (ECEA) is a na z Children's School. The Archives is open byappoint o tional network of people working towards equity and .... ment only and is available for use by researchers, justice for all young children, families and communi c:c including faculty and students, by special pennission. ::IE ties by linking together, organizing in local communi ICIII::: Appointments may be made by contacting the o ties, and expanding knowledge for social change. ... Library at (626) 397-1355 or an archives volun z The Early Childhood Equity Alliance is housed teerat (626) 397-1393. at Pacific Oaks College Northwest. The Bernard c:c -ICIII::: van Leer and A.L. Mailman Foundations have gen .... Z SPONSORED PROGRAMS erously funded infrastructure development. The .... c:» The Sponsored Programs Department coordinates New Tudor and Peppercorn Foundations are gen the Title Vproject, action research projects and erously supporting the Teaching Umoja Research grants that support program quality improvement Initiative and developing a process for supporting and new approaches to serving children and fami local activist groups. lies throughout the state. Projects are carried out ECEA envisions a world which shares resources PACIFIC OAKS COLLEGE equitably for children, families and communities Transcript Fees to create safe places where all P.O. TranSCript $10 - feel that they belong, have all aspects of their P.O. Emergency Transcript (one day service) $20 identify affirmed, Other Schools/each (credential students only, -learn from each other across cultural when sent for licensing purposes) $10 boundaries, EE Transcript $5 - actively address biased behavior through open EE Rush Transcript $15 communication and willingness to grow and Teacher Education Fees - work together to challenge and change insti (Contact Teacher Education Department for tutionalized forms of bias. CCTC Credential Application fees) This vision includes an early childhood care and U.S. Constitution Exam $35 Health Education Competence education system that is responsive and reflective A. Alcohol and Substance Abuse $35 of all children, families and communities. The B. Nutrition $35 Early Childhood Equity Alliance will serve as a Emergency Permit Renewal (Form CL 469) $10 hub-linking and connecting people all over the Credential Processing $35 country and around the world who work collec Children's School Practicunl tively to bring this vision into being. Fingerprint clearance through FBI and Child Abuse Index through California Department ofjustice* $93 For more information or to become an ally, please Note: Teacher Education students doing an off-site practicum contact: must contact the Teacher Education Office regarding finger Early Childhood Equity Alliance print clearance. 1403 34th Avenue * Contact Children's School Administrator for forms. Seattle WA 98122 (206) 324-4744 Business Office Fees Late Payment Fee $10 Fax: (206) 324-2383 Charge for returned checks $20 [email protected] Payment plan enrollment fee $25/semester or $45/year 2003-2004 TUITION AND FEES Missed Payment Fee $25 Tuition/per unit $600 Finance charge (per month on unpaid Tuition/Cohort per year $16,300 balances and on payment plans) 1 112% Application Fee for Admission $55 Fees subject to change without notice. Fees are non-refund Application fee for readmission able. All funds owed the College must be paid when due. Any (absent 5or more years) $55 student whose account is past due may be refused registration Re-entry fee $30 privileges until the account is settled. Transcripts and diplo Late registration fee $25 mas will not be released until all bills have been paid. ..,. Late transaction fee (per transaction) $30 Credential Services (Le., CL 469, credential application) are ..... Student Services fee (per semester) $30 not available until all bills have been paid...... Online Fee (per semester) $60 Payment plans are only available through "FACTS" and are .... subject to the enrollment fee. For more information, contacl Q Petition waiver fee $30 z Interlibrary loan transaction fee $1+ the Business Office: (626) 397-1311 or (800) 699-1311. oC Library card (guest) per year $35 z Library card (student not currently enrolled) $10 0 STUDENT SERVICES FEE .... Prospective student's official transcript evaluation All students enrolling in Spring, Summer or Fall will be (applicable to application fee) =» $25 .... Application fee for non-matriculating students $30 charged aStudent SeMce Fee of $30. 'This fee covers ...... Student teaching fee: (for directed teaching) $160 such selVices a~ orientation, outreach, Student Success, z Assessment of experience student sponsored events and commencement activities. 0 (ABLE option-l unit course fee) $600 Non-matriculating students are exempt from this fee. .... B.A. per unit (upper division) $125 oC :IE M.A. (B.A. eqUivalency) fee $3,750 a:: Materials fee (per class) $15-50 TUITION .....0 Change of Program fee $15 Tuition is due on the payment deadline or first day z Extension credit for College course (per unit) $170 of class, whichever comes first. All students must Child Development Permit Processing Fee oC (per level) $10 complete a Payment Election Form. Tuition must -a:: be paid according to the payment plan elected...... Graduation Fees .....z Co!) B.A. $40 M.A. $65 TUITION REFUND SCHEDULE Multiple Subject Credential-Preliminary $20 Drop slips, Signed by advisor and received in Col Multiple Subject Credential-Professional Clear $20 lege Records will have the following refund sched Education Specialist Credential $20 ule applied to them: Late application for Graduation $40 Within the add/drop period 100'1, Personal copy of thesis (optional) $25 After the add/drop period 0'1, (OLLEGE POLICIES Note: Students who do not attend a class and who sponse to the follOwing questions: do not officially drop the class will be charged 1) Did the snldent engage intellectually with the class material? for the class. 2) Did the student engage affectively with the class material? Students are advised that if they received Finan 3) Was the student skilled in written communication? cial Aid and would be due a refund in accordance 4) How did the student participate in the dialogue process with the above schedule, any refund due would be and in class discussions? returned to the Financial Aid Programs rather than 5) What is the student's ability to implement the class to the student according to the following: material in her/his own classroom or job? The portion of a refund or overpayment to be 6) Did the student demonstrate appropriate level(s) of returned to the Title N programs is the lesser of competence? either the amount of Title N aid (minus work Narrative evaluations can be translated into letter study earnings) received for the payment period grades for students who request a letter grade or or the amount obtained by multiplying the institu grade point average for graduate applications or tional refund by the appropriate fraction. financial aid/scholarship applications. Students must submit documented proof of the reqUirement with COLLEGE POLICIES their request to the Provost's office. Satisfactory (S) This grade is given when a student has suc CLASS NUMBERING SYSTEM cessfully completed all class requirements. All classes are open to all students, except as noted May Complete (MC) AMay Complete enables a student who has completed a substantial amount of work for a class to sat in this catalog. With the exception of ED (Education), isfy the remaining requirements for passing that class within a MFT (Marriage, Family and Child Counseling) and specific time and according to specific requirements detenmned Sp Ed (Special Education), all classes have the HD by the class instructor. Studenl<; have up to one month prior to (Human Development) prefix. Class numbering does the end of the semester following the term in which a May Complete was given (until the end of either April or November) not indicate class leveL All classes give upper divi in order to submit any written work required to satisfy the sion and/or graduate credit, except DC 192, DC completion of the class. If the May Complete requiremenl<; are 401-406, and HD 097, HD 098 and HD 099. For not satisfied by the end of the semester follOWing the term in the B.A. at Pacific Oaks, "CD," "DC" and Extension which the MC was assigned, agrade of Permanent Incomplete courses give upper division credit. will be given. (See May Complete Policy on page 35.) Classes may not be repeatedfor additional credit except as Pennanent Incomplete (I) Students will receive a Perman noted in individual class descriptions. ent Incomplete when: they have received a May Complete and the contract period has elapsed without successful completion of the contracted work; or the instructor determines that a CLASS WAIVER PROCESS May Complete is not warranted. In both instances full payment Certain required classes in the Pacific Oaks curricu for the class is required. To receive credit for the class, it will lum may be waived by students who meet specific be necessary to register and pay for the class again. criteria. Processes currently exist for waiver of the Evaluation Delayed (ED) Astudent will receive an Evalua following requirement: tion Delayed when the instructor has not submitted an evaluation. The College will take necessary steps to insure that evaluations 1. Thesis Development (HD 277) Part Aand/or Band/or C) are received in a timely manner; however, students should also take responsibility to follow up with the instructors. o Requirements met by waiver do not appear on the A.. transcript. Students may still be responsible for the Work in Progress (WP) Work in Progress is given when a ..... units associated with the waived requirement. Waiv student is enrolled in a class, Independent Study or Master's .....c:> Project which extends beyond one semester. .... er fonus and instructions can be obtained from o College Records or academic advisors. The appro ACADEMIC PROBAliON v val process begins with the academic advisors. Please ...... Students with 7 units or more of "May Complete" or z consult with your advisor to determine eligibility "Incomplete" will be placed on academic proba o to attempt a class waiver. .... tion and given one semester in which to rectify the cc situation. The student will be given written notice :IE EVALUATIONS ICIII: of the probationary status along with the actions o Pacific Oaks views goal-setting and evaluation as .... needed to remove the probation. Acopy of the no z part of a shared learning process in which instruc tice will be sent to the student's advisor and the in tors and students are both actively involved. For structors of the courses in question. this reason, Pacific Oaks does not issue letter grades Students remain eligible for financial aid during as a means of evaluation. Evaluation is by written the one semester of academic probation. If the stu statement in which the instructor and student have dent does not reduce the "MC" or "I" units to 6 or had direct input. These written narrative evaluations less by the end of the semester of probation, the stu become part of the student's transcript. dent will not be eligible to register or receive Evaluations often include information in re financial aid until such time as this criterion is • PACIFIC OAKS COllEGE reached. Students on probation can enroll only if they All requests should include the follOwing informa are retaking a course in Wf jch they received an "I." tion: Narne(s) while in attendance at Pacific Oaks; sig Students can repeat "1" courses only twice. Inability nature of student; social security number; phone num to successfully complete core or program require ber; date of birth; complete address where transcript ments may prevent a student from graduating. should be sent; and dates of attendance, if known. Students who receive one "May Complete" or All requests for EE (Extension) transcripts "Incomplete" will be sent a copy of the policy so should be addressed to: that they are aware of the possible consequences Extended Education of receiving more than one such evaluation. Pacific Oaks College 5 Westmoreland Place Pasadena, CA 91103 LEAVE Of ABSENCE Situations may arise that require a student to take All request" should include the following infor time off from their studies. Students who find them mation: Name(s) while in attendance at Pacific Oaks; selves in this situation need to file a "Request For signature of student; social security number; date Leave of Absence" form prior to the end of the of birth; complete address of where transcript first semester of leave. ALeave of Absence can be should be sent; class completed; and dates of atten extended for up to one year. dance, if known. An Extended Education transcript Note: If a Leave of Absence is requested for a costs $5 per copy. ($15 for a Rush transcript.) term in which a student is currently enrolled, an Note: Transcripts will not be issued to students who have an AddIDrop form must accompany the Leave of outstanding balance on their account or who owe library fees. Absence Request. During a Leave of Absence a student can re-en ADD/DROP POLICY roll at anytime before their leave expires. Once Students are responsible for dropping classes in five years have passed since the last enrollment, a which they no longer desire to be enrolled. Drop student will be required to apply for readmission. forms must be signed by the advisor and submit Students who are using loans to fund their edu ted to College Records prior to the AddlDrop cation must be mindful that there is a six-month Deadline published in the Schedule of Courses. grace period before repayment of loans must be gin. ALeave of Absence does not prevent loans from Deadline is usually: cOming due. Not enrolling for one semester means Weekday Classes: end of second week of term that approximately four months of the six-month Weekend Classes: two weeks after first weekend grace period will be used and a student's loan will Weeklong Classes: Second class session corne due two months after graduation. Any leave Online classes: follow the Weekday schedule unless otherwise notified. longer than six months does mean that loans come due immediately after that six-month grace Any refund due to a student will be in accordance period is over regardless of the date of graduation. with the refund schedule (see page 32). If a student does not return as scheduled, the college must change her/his status within 60 days ..... PROGRAM CHANGE PROCEDURES o to "Withdrawn," with an effective date of the last After discussing a change with herlhis faculty advisor, ... date of attendance. > the student submits a completed Program Change ...ct foml to Admission indicating the degree/program, ..... RE-ENTRY FEE etc. to be added, dropped or changed. A$15 fee ...... Ifa student is not continuously enrolled and does not must accompany the form if the student is beyond the z o take an official Le-~lVe of Absence, sheJhe must pay a re first term of enrollment. Only Admissions Office per entry fee upon return in order to be an active student. sonnel may waive the fee. TRANSCRIPT REQUESTS Specific Changes Atranscript of College work costs $10 per copy. 1. Specializations. Admissions will send an email to Please allow five-ten working days for processing a the faculty advisor requesting approval for the college transcript request. An emergency college change. The student, faculty advisor/academic transcript may be requested for a $20 per copy fee. department will be notified when the change has Plea)e allow one working day for processing. All re been effected. Admission to the Art Education quests for College transcript) should be addressed to: specialization requires a questionnaire and an in College Records terview with the advisor, Larry Garf., Pacific Oaks College 2. Cohorts. Students wanting a change from self- 5 Westmorehmd Place paced to cohort or cohort to self-paced must file a Pasadena, CA 91103 program change. Admissions will send an email to the faculty advisor/department director requesting GENERAL INFORMATION approval for the change. The student, faculty advi check" to insure that all degree or program re sor/academic department will be notified when the quirements have been completed. For students change has been entered in the computer. planning to participate in Commencement cere 3. Credentials. Student seeking admission to a cre monies, the Graduation Application must be submit dential program must submit the form and a ted by March 1. In order to participate in passing CBEST score to Admissions. For students Commencement, snldents must be fully admitted who have been interviewed and are being advised and have no outstanding coursework. In addition, it by Teacher Education (TEP) , Admissions will for is the policy of Pacific Oaks College and Children's ward copies of the form to the student and TEP School that no student is eligible to register or par notifying them that the student has been admitted tiCipate in commencement until any and all outstand to the appropriate credential. Students who are ing balances owed to the institution from a previous advised by Human Development faculty will also semester have been paid in fulL The Business Office need to submit the TEP Questionnaire and CBEST must also verify that payment in full has been received. score with the Program Change form. The stu This policy does not exclude students on payment dent's file will be sent to TEP and the student will plans. Students on payment plans can only register be interviewed. The student, TEP, and the current after their last payment is made to and noted by the advisor will be notified of the program change Business Office. Payment plans should be complet and a TEP faculty will then advise. ed by November 30th for the Fall semester and 4. ABLE 1) Students wishing to change from tradi April 30th for the Spring semester. tional admission to admission by the ABLE option must submit an ABLE questionnaire, justification MAY COMPLETE POLICY for the change to be made after admissions, and a AMay Complete is only available to students who letter of support from herlhis advisor. The have completed a substantial amount of work re Admissions Committee will review the request and, quired for a particular class. Instructors are responsible if approved, the student will be interviewed by an for notifying students that a May Complete is being ABLE advisor. Admission will notify the student and awarded. Faculty will discuss remaining class require current advisor of the decision. The ABLE advisor ments with the student involved and agree upon the will then advise until Assessment is completed. 2) criteria for satisfactory completion of the class. A All requests for changes between degrees (B.A. or written contract will then be issued, setting out the MA) within the ABLE admission option will be re conditions for successfully completing the class. viewed by the ABLE Coordinator and the ABLE Faculty are responsible for making arrangements Advisor. The decision will be communicated to the with other instructors in those cases where repeating student by the ABLE Coordinator or Admissions. the class is a component of the May Complete con No student may enroll in HD 298 Assessment of tract. Evaluations for May Completes are submitted, -' Experience until the change has been approved. following the same time line for classes conducted o A. 5. MAIHD to MFCC. M.A. students wishing to during the term in which the MC is completed...... change to the MFCC degree must submit the If written work is required to complete the ...... -' MFCC Questionnaire along with the Program class, this must be submitted to the class instructor A. :e Change form to Admissions. The student's file at least one month prior to the end of the semester o will be sent to the MFCC Department and the following the one in which the May Complete is v > student will be interviewed. The student and the given [Le., the end of April (for Fall classes) or e Departments will be notified of the program November (for Spring/Summer classes)]. :e change and an MFCC faculty will then advise. Instructors may set an earlier deadline if they wish. z 6. MFCC to MMID. MFCC students wishing to Students who fail to meet the conditions of the May o change to the MMID degree must have an exit in Complete contract will automatically receive a .... e terview with the advisor and then submit a Permanent Incomplete. :e Program Change form to Admissions. The stu Students with seven or more units of May Com a::: .....o dent's file will be sent to the Human Development plete may not register for the following term until z Department and the student will be reviewed. The those classes have been completed. student and the departments will be notified of the e-' a::: program change and a HD faculty will then advise. STUDENT RIGHTS AND RESPONSIBIU'riES ..... z..... Each student is responsible for the following: c:> BILITY FOR REGISTRATION & 1. Read the Catalog and Schedule of Classes. They contain NCEMENT all of the information needed to facilitate smooth plan ning. Questions are encouraged. must submit a Graduation Application to 2. Submit official transcripts to the Admissions Office when Records during the last semester of their transfer coursework ha."i been completed, whether cours 'LV~L4111. College Records will then do a "grad. es are for completion of entry requirements or addition PACIFIC OAKS COLLEGE al transfer credit. The Pacific Oaks mission statement reflects a com 3. Register for classes in keeping with registration deadlines. mitment to meeting the needs of children and fam 4. Complete drops, adds, and changes of class by the pub lished deadlines (see Ad c. Harassment interferes with an individual's the parameters required of the investiga educational or work performance or creates tion, need for truthfulness, keeping com an intimidating, hostile, or offensive learning plainant informed of progress, action re or working environment. quested from the complainant; • provisions in the policy for protection of Harassing conduct may take many forms, including the alleged offender'S confidentiality with but not limited to slurs, jokes, statements, pictures, in the parameters required of the investi~ gestures, or cartoons regarding an individual's sex, gation, need for truthfulness, right to be sexual orientation, race, color, national origin, an~ notified of any complaint. cestry, religion, age, gender, physical or mental The investigation will include, but not be limited disability, genetic information or characteristics, to, interviews with the complainant and the alleged veteran status, or any other condition or character~ offender. The purpose of the investigation is to estab istic protected by federal, state or local laws. I; lish whether there is a reasonable basis that the al 1, Sexual Harassment leged violation(s) of the harassment policy occurred. J ! ~ Sexual harassment is one specific type of harassment. The Human Resources Director will interview j: J It is prohibited by Pacific Oaks policy, as well as fed~ the complainant, the alleged offender and witness I eral and state law. Pacific Oaks is committed to pro believed to have pertinent or factual knowledge of ~ I viding a workplace and learning environment free of the allegation. The complaint will be investigated sexual harassment. Sexual harassment may include in the most confidential manner possible. Every ;;, explicit sexual propositions, sexual innuendoes, sug reasonable attempt will be made to handle a com ~.. : plaint in an expeditious manner. ~ gestive comments, sexually-oriented kidding, joking, t teasing or practical jokes, jokes about specific gen The possible outcomes of the investigation are: E' :~ der, traits, offensive or obscene language or gestures, • a finding that there is a reasonable basis displays of offensive or obscene printed visual materi~ that the violation occurred; al, and physical contact of a sexual nature. • a finding that there is no reasonable basis & By law, all reports of harassment must be in that the allegation occurred; vestigated and appropriate action must be taken. • a finding that the evidence is not conclu sive one way or the other Who May File a Complaint When the investigation determines that there is I Any student, staff, faculty member, or independent reasonable basis that a violation occurred, the I:{! contractor may report an incident of sexual or f. College will take appropriate action. Examples of !I.~' I other unlawful harassment against any other mem appropriate actions for Pacific Oaks students and ~l:!! ber of the College community who is believed to employees include, but are not limited to: 1-' have violated the policy. • written notice in personnel or permanent 1'-'k rl How to File a Complaint academic file; ...'" Acomplaint alleging a violation of the harassment • reassignment of the person who is in vio v lation of the policy; If --' or sexual harassment policy may be brought to any ;' 0 • dismissal of the person who is in violation ;!~' " appropriate member of the College community. Examples of deSignated persons within the College of the policy ~; ~ ~~ .... community would be: Human Resources Director, Ifthe complainant or the accused is not satisfied l --' with the outcome of the complaint process, either par i:l' C; Provost, Dean of Student Services, Student Success fi' v Director, Academic Directors, or supervisors. In all ty may request the Dean of Student Services to review ~If ...... cases, except if the complaint is against the Human the matter. The Dean of Student Services will act in as Resources Director, the Human Resource Director expeditious a manner as possible. The complainant ~r ~ must be notified immediately by the deSignated staff may also pursue options outside of the College, such !ilf :; member, and will investigate the complaint. Ifthe as filing a complaint with the California Department of complaint involves the Human Resources Director, Fair Employment and HOUSing (DFEH) or the federal the Dean of Student Services should be notified. Equal Employment Opportunity Commission (EEOC). In the complaint procedure, the Human DFEH may be contacted at 200 "0" Street, #120, Ii ~ Resources Director will inform the complainant of Sacramento CA 95814-5212 or by telephone at (916) the pertinent considerations involved, such as: 445-9918.1be EEOC can be contacted at 1801"L" • the details of the complaint process; Street, Northwest, Washington, D.C. 20507 or at • the issues involved in the complaint; (800) 669-4000. • possible resolutions; ~~:. • prOvisions in the policy for protection of STUDENT COMPLAINT PROCEDURES the complainant's confidentiality within Students who feel they have a complaint relating to GENERAL INFORMATION an action by a member of the college community lated to grades will be reviewed as follows: have the following procedure available: Students are encouraged to consult with the in When a student has a complaint, slhe is encour structor before initiating a grade review process as aged first to consult with the person involved before outlined in this procedure. initiating the complaint. If the student determines The student will provide the evaluation received that the complaint may be handled more appropri in the course, together with the reason for the com ately without the person's involvement, slhe may plaint, specifying as accurately as possible all per consult with herlhis advisor to assist in determining tinent performance indicators and attendance data, the reasonable course of action, or the student may if applicable. This information will be filed in writ contact the head of the appropriate department, or ing with the designated complaints officer. The the designated complaints officer, Pat Meda, Student complaints officer will forward the complaint to Success Director. (PONW students should contact the department head and to the course instructor Tilman Smith, PONW Student Services Coordinator.) for instructor's review and possible adjustment. When complaints filed with the head of the de The course instructor will return herlhis deci partment have not been resolved, the student may sion in writing indicating the basis on which the bring the complaint to designated complaints offi decision was made and include the current evalu cer (see above) for further action. ation written for the student, the evaluation criteria The designated complaints officer will discuss for the course, performance indicators, and atten the concerns outlined by the student and the op dance data, if applicable, achieved by student in that tions available for resolution. Should the student course. The decision is transmitted to the student elect to proceed with a formal complaint, the con through the complaints officer with whom the com cerns must be outlined in writing, specifying the plaint was initially filed. complaint, identifying dates and person(s) involved Ordinarily, the above process of review should as accurately as possible, and indicate what result(s) be sufficient, but if the student feels there were ex that slhe is seeking. The formal written complaint tenuating circumstances, a conference may be re will be forwarded by the designated complaints of quested with the Academic Director, the course ficer within ten instructional days to the person(s) instructor, and the complaints officer. The confer named in the complaint and to the appropriate de ence will investigate the circumstances of perform partment head for a response within ten instruc ance in the course and detemline appropriate adjust tional days. ments if warranted. Should the written response not resolve the Since the evaluation of course proficiency is complaint, then the designated complaints officer exclusively within the province of the instructor(s) will convene a conference with all parties concerned for a particular course, any adjustments or grade within ten instructional days, for the purpose of changes may be initiated only by that instructor(s), achieving a resolution of the complaint. or under proven extenuating circumstances, by The complaints officer will keep all written the chief academic officer. statements, transcripts, minutes, and resolutions associated with the complaint as part of the confi APPEAL PROCEDURE dential ftles of the campus. Astudent may appeal a staff, faculty, or adminis .... If the conference resolutions do not satisfy the trative decision in writing. Infomlal efforts to re .....ce complainant, the designated complaints officer will A solve the matter must be undertaken first. These A notify the Provost/Dean and forward the complaint should include (1) meeting with the party with whom ce for resolution. The Provost/Dean will review the you disagree and (2) discussing the situation with ...... z minutes, transcripts, and other pertinent state the Student Success Director. Note: Admissions de o ments and discuss the complaint with the parties cisions may not be appealed. .... ce involved. If complaints filed with the Provost/Dean If the informal processes do not resolve the sit :IE have not been resolved, shelhe will issue a deci uation, the student may choose from one of two D::: o..... sion to resolve the complaint. formal appeal processes: the administrative appeal z The decision of the Provost/Dean will be final. process or the appeals committee process. (Note: .... Appeals or formal hearings to the president or Admissions decisions cannot be appealed.) ce .....D::: board of trustees will not be provided. The Provost! 1. Administrative Appeal Process Dean will inform the president of the decision...... Z a. The student appeals in writing to the supervisor of the party c.:> in the dispute. (If it is astaff member, the appeal goes to the PROCEDURES REGARDING EVALUATIONS: Department Director. Ifit is a faculty member, the appeal No complaints requesting a class evaluation review goes to the Academic Director. If the dispute is with the Academic Director or Department Director, move to "b.") will be considered after one semester from the date The written appeal should outline the steps taken to date, of issue of that evaluation. Student complaints re the extent and nature of conversations with the person with GENERAL INFORMATION whom the smdent disagrees and what outcome the smdent department. In addition, the college offers 2 is seeking. This appeal is to be submitted within 14 calendar courses in substance abuse, one offered by the days of the conclusion of the infOimal appeals process. MFCC department for students and college credit, b. If the Department/Academic Director's decision is not ac and one offered by the Extended Education de ceptable to the smdent, sheJhe may appeal to the Provost partment for the community/staff and students (for faculty/academic matters) or the Dean of Smdent who can enroll for continuing education credit. Services (for smdent services matters) in writing within 14 Pacific Oaks prohibits the unlawful posseSSion, days of the Department/Academic Director's decision. The use, or distribution of dmgs and alcohol by students ProvostlDean will review the entire appeal process and de or employees on College property, or as any part termine if a different decision is warranted. The Provost/ Dean's decision will be communicated to the student in of institutional activities. writing within 10 calendar days of receipt of the written ap An individual who is determined to be impaired peal. The decision of the ProvostlDean is final. No appeals or who becomes impaired (impaired meaning that to the President or Board of Trustees will be provided. the individual's normal physical or mental abilities c. The timeline outlined in this procedure may be extended have been detrimentally affected by the use of sub in extenuating circumstances by the ProvostlDean, with stances) while on College property is guilty of a concurrence of all parties. 2. Appeals Committee Process major violation of institution policy and is subject a. If the appeal does not lead to a satisfactory solution, the to severe disciplinary action. Severe disciplinary smdent may appeal, in writing within 14 calendar days, to action can include suspension, dismissal, or other the Faculty Appeals Committee (via the Provost's Office). penalty deemed to be appropriate under the circum The written appeal should outline the steps taken to date, stance. Use, possession, transfer, or sale of any il the extent and namre of conversations \vith the person with whom the smdent disagrees and what outcome the smdent legal substance on College property is prohibited is seeking. The Faculty Appeals Committee is composed of and violators are subject to severe disciplinary action three people: a faculty member nominated by the smdent, including the notification of appropriate authorities. a faculty member nominated by the person with whom the This policy is distributed annually to all students student disagrees, and the Chair of the Faculty Appeals and employees pursuant to Public Law 101-226 Committee. (Ifthe disagreement is with the Chair, another (The Dmg-Free Schools and Communities Act person acceptable to both the smdent and the other party will be appointed chair.) The Committee will convene to Amendment of 1989). review the student's appeal. The student will be notified, in Pacific Oaks will regularly review the terms of writing, of the time and place of the meeting and will be in this policy to: vited to attend. The student may bring any witnesses (ex A. Determine its effectiveness; eluding legal counsel)that might be relevant and will ver B. Implement changes, a"! needed, and bally present herMs case to the Committee. The Committee C. Ensure that sanctions are conSistently reinforced. takes the appeal under advisement, reaches a decision and communicates that decision to the student, in writing, VETERANS POLICIES \vithin 10 calendar days of the meeting. This institution will conduct an evaluation of the b. Ifthe Faculty Appeals Committee's decision is not acceptable to the smdent, she/he may appeal to the Provost (for fac veteran's or eligible person's previous education ulty/academic matters), or the Dean of Student Services and training, grant appropriate credit, shorten the (for student services matters) in writing within 14 calen veteran's or eligible person's duration of the course dar days of receipt of the Faculty Appeals Committee deci proportionately and notify the Veteran's Adminis sion. The ProvosllDean will review the entire appeal tration and student accordingly. process and determine if a different decision is warrant ed. The ProvostlDean's decision will be communicated to Aveteran or eligible person who obtains a grade the smdent in writing within 10 calendar days of receipt of point deficiency below an overall "8" average and the written appeal. The decision is final. accumulates more than 6 units of "May Complete" c. The timeline outlined in this procedure may be extended or "Incomplete" will have her/his veteran's bene in extenuating circumstances by the Chair of the Faculty Ap fits terminated. Aveteran or eligible person may peals Committee or the ProvostlDean, with concurrence not register for additional classes until such time of all parties involved. as the "MC"s have been removed.• SPECIAL ASSISTANCE FOR CHEMICAL DEPENDENCY The 1986 Higher Education Amendments include a stipulation that schools and colleges take action to prevent alcohol and dmg addiction on their cam puses. This is in response to national research shOwing that dmg use and alcohol abuse are high among the traditional college age population. An alcohol and chemical dependency treatment referral list is available in the office of the MFCC PACIFIC OAKS COLLEGE EDUCATION ED 223 3 UNITS ED 252 6 UNITS CURRICULUM DEVELOPMENT: SOCIAL DIRECTED TEACHING: KINDERGARTEN ED 099 1 UNIT STUDIES AND THE INTEGRATED ARTS Student teachers work in a public ele INTRODUCTION TO THE TEACHER Students, as teachersllearners, will cre mentary school kindergarten classroom EDUCATION PROGRAM ate a conceptual framework for K-5 for a placement of approximately 15 This seminar provides an overview or an Social Studies that weaves together lan weeks. Beginning by teaching in only orientation to the Teacher Education guage arts, drama, literature, music, two content areas per day, the student program and the requirements that lead dance, and visual arts as integral parts teacher gradually advances to a two to a preliminary credential. Presentation of an exploration of the historical and week complete take-over in which of the Teacher Performance Expectations sociocultural forces that shape our he/she is in charge of both curricular and Teacher performance Assessments lives. Students will be introduced to state planning and implementation, as well as will be emphasized. Students are intro Frameworks and Standards, and will ex diScipline and management. The duced to the portfolio development and plore ways to integrate the Social Studies practicum is accompanied by a seminar assessment process that monitors their curriculum across subject areas. Stu which all student teachers attend. Topics progress in successfully completing the dents will create a thematic unit that include discipline/classroom managemen~ preliminary credential. demonstrates their ability to think cre cooperative learning, the effective teach atively, plan instruction, utilize school er, research, discussion skills, higher or ED 220 3 UNITS and community resources, and integrate der thinking skills, holistic teaching strate ELEMENTARY CURRICULUM the Arts. Emphasis will be placed on the gies, lesson planning, dealing with stress, WORKSHOP: INTRODUCTION TO inclusion of English language learners parent-teacher interaction, the first week DEVELOPMENTAL CURRICULUM through Specially Designed Academic of school, substitute teaching, testing and AND SCIENCE Instruction in English (SDAIE) to help other issues. Students complete various Students participate as hands-on learn them access content area knowledge. aSSignments for the seminar, including ers in an exploration of curriculum the This course requires at least two hours audio and video tapes, joU111als, peer coach ory and practice. Basic principles of sci of classroom observation. ing, observations, lesson plans in all ence discovery learning are presented as content areas and an instructional unit. a vehicle for understanding and imple ED 225 3 UNITS Prerequisite: Successful completion of menting an interactive curriculum. Stu INTEGRATED THEMATIC all coursework, CBEST, CSET and Certif dents build a framework for curriculum INSTRUCTION: SCIENCE, SOCIAL icate of Clearance. development through experimentation STUDIES AND THE ARTS with materials, classroom organization Students, as teachersllearners, will ex ED 253 6 UNITS and management, and educational and plore the concept of using science, social DIRECTED TEACHING: PRIMARY social issues. Concepts of the open class studies, and the visual and performing arts Student teachers work in grades 1, 2 or 3 room, individualized curriculum, the teach as a frame for the rest of the curriculum. at a public elementary school for approxi er-as-Iearner, and critical thinking will Topics in social studies and science will mately 15 weeks. Beginning by teaching in be discussed and modeled. be approached through hands-on learn only two content areas per day, the student Special emphasis is placed on the ing, critical thinking, and using the com teacher gradually advances to a two-week inclusion of English language learners munity as a real-world text. Students will complete take-over in which he/she is in through Specially Designed Academic be introduced to state frameworks and charge of both curricular planning and im Instruction in English (SDAIE) strategies standards and will create a thematic unit plementation, as well as diSCipline and as they access core curriculum. that demonstrates their ability to think cre management. The practicum is accompa atively, plan instruction, utilize school and nied by a seminar which all student teach ers attend. Topics include discipline/class ED 222 3 UNITS community resources, and integrate all '"z CURRICULUM DEVELOPMENT: curricular areas. Additionally, participants room management, cooperative learning, o READING AND LANGUAGE ARTS will have opportunities to examine stan the effective teacher, research, discussion .... This course offers an introduction to read dard texts, curricula and materials used in skills, higher order thinking skills, holistic D teaching strategies, lesson planning, deal ar: ing and writing processes, and to the public schools, and to analyze the impact v major theories that support reading and of biases and misconceptions on chil ing with stress, parent-teacher interaction, ...'" instruction in the K-5 classroom. dren's learning. Emphasis will be placed the first week of school, substitute teach Cl is on incorporating state Frame on the inclusion of English language ing, testing and other issues. Students com plete various assignments for the seminar, '" and Standards into a program learners and children with special needs. '"e that also draws on children's real-life including audio and "ideo tapes, journals, v experiences and knowledge about lan ED 228 3 UNITS peer coaching, observations, lesson plans ...... - guage. In a learning environment that CURRICULUM DEVELOPMENT: in all content areas and an instructional Z parallels that of a dynamic elementary BILINGUAL INSTRUCTIONAL unit. ....o school classroom, students will explore METHODS Prerequisite: Successful completion of e reading and language arts through read This class is designed to provide aframe all coursework, CBEST, CSET and Certif :& work for instruction of children whose ar: diSCUSSions, activities, observations, icate of Clearance. o reflection. Key topics include the read primary language is one other than Eng ..... process, phonemic awareness and lish. Constructivist paradigms will be uti ED 254 4 UNITS z , second language acquisition lized to provide relevant theoretical and DIRECTED 'rEACHING: strategies, elements of a bal practical information related to bilingual UPPER ELEMENTARY - e ar: reading program including guid instructional methods with agoal of devel Student teachers work in grades 4, 5, or ... z reading and the writing process, les opment of cultural competence and cul 6 at a public elementary school in a ... planning, student assessments, and tural respect for young learners growing placement of approximately 15 weeks. o 's literature. This course re up in a bilingual world. This class meets Beginning by teaching in only two con at least eight hours of classroom the requirements for CJAD Certification. tent areas per day, the student teacher ;QDs:erv mentation, as well as discipline and versity and inclusion. The socio-political the cultural and learning needs of the management. The practicum is accom context of today's public schools provides ESL, bilingual and bicultural student. In panied by a seminar which all student the basis for examining issues of institu terns are expected to reflect upon the cru teachers attend. Topics include disci tional oppreSSion of students who have tural roots of their current perspectives, to pline/classroom management, coopera differences in gender, race, cruture, abili develop a theoretical and practical under tive learning, the effective teacher, re ties and class, and the impact that these standing of anti-bias work in confronting search, discussion skills, higher order practices have on our students' success the "isms" of contemporary society through thinking skills, holistic teaching strat and failure in the classroom. Participants curriculum, attention to learning styles egies, lesson planning, dealing with stress, will learn how to develop and implement and acknowledgment of their authority parent teacher interaction, the first week anti-bias curricruum and instructional role as teachers. of school, substitute teaching, testing and strategies that include all students in the This course is the equivalent ofHD 400 other issues. Students complete various school community. Accommodations for for PONW Teacher Education interns. assignments for the seminar, including at-risk students and students with special audio and video tapes, journals, peer coach needs will be explored by examining ED 520 A&B 6 UNITS ing, observations, lesson plans in all classroom environment, learning styles, COGNITIVE DEVELOPMENT AND content areas and an instructional unit. and school district policy. MATHEMATICS IN ADIVERSE Prerequisite: Successful completion of CLASSROOM all coursework, CBEST, CSET and Certif ED 508 3 UNITS This two-semester six-unit course focuses icate of Clearance. HUMAN DEVELOPMENT on the theoretical and practical aspects of AND LEARNING ED 292 1-3 UNITS teaching mathematics to elementary stu This course provides interns with an ov dents in a diverse classroom. In keeping INDEPENDENT STUDY erview of theories, research and knowl with the cognitive theories of Piaget, Available for students in the Credential edge of human development and learn Vygotsky, brain research, and Gardner, program(s) to meet some individual com ing across the life span, with a particular emphasis will be placed on the implica petency and/or program requirements. focus on critical pedagogy and the school tions of a constructivist theory in terms of An independent study contract signed age years. Through the works of Darder, the role of the teacher, the classroom en by the facruty supervisor is required at the Erikson, Freire, Gay, Gardner, Gilligan, vironment and student learning. time of registration. Classes offered at Hale, Kohlberg, Piaget, Ramirez and Participants will therefore actively apply Pacific Oaks may not be taken for inde Castaneda, Vygotsky and others, interns cognitive theoretical content to mathe pendent study. Please consult the Sched explore aspects of physical, cultural, so matics instruction, The unique needs of ule of Classes for registration deadlines. cial, ethnic identity and intellectual growth English language learners and children and development. We begin with self ED 436 3 UNITS with special needs will be addressed knowledge as we reflect on our own throughout the course. This course uses ADVANCED TECHNOLOGY IN THE cultural identity and life-span develop the NCTM standards for the teaching and CLASSROOM ment issues. Theoretical knowledge of the learning of mathematics as a framework The purpose of this class is to develop issues and behaviors at each age will be for creating developmentally appropriate, candidates' knowledge of computer soft covered and bridged with practical class learning-centered curricruum. ware and classroom technology applica room application. The course will also tions. The class will also explore effective support the development of observation ED 521 2 UNITS models for using technology with special skills and formal and informal assess INTEGRATED MATH/SCIENCE needs and culturally diverse students. ment strategies related to the ongoing CURRICULUM Because most candidates will already be identity, intellectual, social, linguistic and This seminar course is a model of de working as teachers with Prelimlnary physical development of the learner from velopmental curriculum integration and :z"" Credentials, they will be required to im a transformative learning and culturally creative learning environments. Empha o plement computer-based instruction in democratic perspective. Observing and sis will be placed on integrative approach their own classrooms. They will also be supporting the learners' development of es to elementary mathematics curriculum required to obselVe other teachers and to cultural negotiation and cultural demo from experiential concrete manipulation be observed themselves. Key competen cracy skills are included in this class. to abstract symbolization and concept cies include personal use of technology This course is the equivalent ofHD 200 development. The goal is to connect for analyzing data; communicating/pre for PONW Teacher Education interns. theory and practice, engaging the child's "" senting via electronic media; interacting natural curiosity of mathematical patterns ""e and collaborating via computer-based -' ED 513 3 UNITS and relationships. Students will explore v tools; famlliarity with available resources TEACHING AND LEARNING IN ...... elements of physical and psychosocial :z in classrooms, libraries, computer labs, ADIVERSE WORLD environments, classroom management, o and district and county media centers; in Interns learn to observe and identify key manipulative math curriculum materi .... volvement in school site technology ef characteristics of a successful teaching! als, and learning activities. Students will e forts; and use of technology to assess stu :E learning environment. Attention is given be introduced to basic principles of sci a:: dent learning and to provide feedback for to the basic philosophies of education ence and scientific inquiry as a way of o ... students and their parents. which underlie current theoretical mod understanding and implementing theory :z Prerequisite: Basic computer proficien els of the classroom. These models are and practice of interactive curriculum. cy as determined through admissions examined in detail from historical and questionnaire or advisor; all require functional perspectives. Interns explore ED 522 2 UNITS ments for a Preliminary Credential, or ways to integrate these approaches in de INTEGRATED ART/LITERACY/ Preliminary Credential applied for. veloping appropriate curriculum, effec LANGUAGE ACQUISITION tive management systems, assessment Explores theories and practices in teach ED 504 3 UNITS tools and classroom design and structure. ing reading and writing: literacy issues AN ANTI-BIAS APPROACH TO THE Interns explore the role of the teacher in and socio-cultural contexts and bia.'ies, INCLUSIVE CLASSROOM establishing classroom tone. This semi whole language, language experience, in In this course participants explore the cru nar addresses issues of culture, diversity tegrated phOnics, individual assessment ture of schools from a perspective of di and power in the classroom, including p'J\ ( I FI ( 0 A K S (0 LL EG E of language skills, and the role of the dra ED 525 3 UNITS These competencies may be demon matic arts and music in language devel COGNITIVE IHEORY INTO PRAOICE: strated in a full time or part time intern opment. Developing a framework for ECE MATH, SCIENCE AND UCHNOLOGY ship placement in which the intern has learning that incorporates life experi CURRICULUM the opportunity to work with at least six ence as a source of oral and written This class focuses on theoretical and practi English language learners. language will be emphasized. cal aspects of teaching math, science, and This course is available to PONW technology in the ECE classroom with an em Teacher Education interns only. ED 523 1-3 UNITS phasis on constructivist and developmental CURRICULUM DEVELOPMENT: SOCIAL theory. Students will actively apply cognitive ED 528 3 UNITS STUDIES AND INTEGRATED ARTS theory to mathematics, science, and technol CURRICULUM DEVELOPMENT: Students, as teachersilearners, will cre ogy curriculum development and assess BllINGUALINSTRUOIONAL METHODS ate a conceptual framework for K-5 So ment with attention to state standards. Issues This class is designed to provide a frame cial Studies that weaves together langu relared to the socio-cultural context of math work for instruction of children whose age arts, drama, literature, music, dance ematics, science, and technology are inte primary language is one other than Eng and visual arts as integral parts of an grated into the course content. Students will lish. Constructivist paradigms will be uti exploration of the historical and socio deepen their own math, science, and tech lized to provide relevant theoretical and cultural forces that shape our lives. Stu nology competency as they practice curricu practical information related to bilingual dents will be introduced to state Frame lum development and assessment for the instructional methods with a goal of devel works and Standards, and will explore classroom. Emphasis placed on math, sci opment of cultural competence and cul ways to integrate the Social Studies cur ence, and teclmology as aprocess of seeking tural respect for young learners growing riculum across subject areas. Students answers to questions about phenomena up in a bilingual world. will create a thematic unit that demon through experiential methods. Students will Lorraine Lima, Pacific Oaks alumna. strates their ability to think creatively, prepare and facilitate open-ended activities ED 529 3 UNITS plan instruction, utilize school and com with children. This class is designed to en BILINGUAL/BICULTURAL ECE munity resources and integrate the Arts. able student" to feel joy in teaching math, sci INSIRUCTIONAL METHODS Emphasis will be placed on the in ence, and technology. This class is designed to provide a frame clusion of English language learners work for teaching young children whose through Specially Designed Academic In ED 526 3 UNITS primary language is one other than struction in English (SDAIE) Strategies to ECE CLASSROOMS AS ACONTEXT English as well as teaching a second lan help them access core content area knowl FOR DEVElOPMENT guage to English speaking children. It Vfill edge. The course requires at least two This class will focus on creating deliber cover relevant theoretical and practical in hours of classroom observation. ately inclusive classroom environments fonnation related to bilingual early child Prerequisites: lID 520 Cognitive Theory characterized by belonging, social re hood methods with a goal of development into Practice or eqUivalent coursework sponsibility, citizenship, and anti-bias of cultural competence and respect for in theories of cognitive development and practices. Students will explore Social young learners growing up in a bilingual HD 282 Social and Political Contexts of Studies through constructivist models of world. The emphasis is on the develop Human Development and lID 220 Socio pedagogy and assessment that emphasize ment of a language plan, selecting options linguistics (may be taken concurrently). cultural relevancy and meaning making for organizing language usage (time, by learners. Students will develop specif schedule, teacher, or classroom based ED 524 A& B 6 UNITS ic planning methods (lessons, units and models), and responding to the linguistic LANGUAGE AND lITERAa IN A projects) that support an emergent, in and cultural backgrounds of children and depth study approach while being ac their families in curriculum planning. DIVERSE CLASSROOM countable to state requirements for pub This two-semester six-unit course focuses Cultural Transmission through song '"z lic school. Students will also become games and fingerplays Vfill be a central o on the historical, theoretical and practical familiar with the dynamic tension created aspects of teaching reading, writing, component of this class. Expect regular by the structures of public schooling and demonstrations, high level interactions, speaking, and listening to elementary stu the personal needs of children. dents in a diverse classroom. Emphasis is and opportunities to practice in simula tions, presentations, and role-plays. on incorporating state Frameworks and ED 527 3l1NITS Standards into a program that also draws BILINGUAL INTERNSHIP on children's real-life experiences and ED 530 1 UNIT EACH Students interested in earning a support knowledge about language. In a language THE CULTURE OF SCHOOLS, A, B, C ing endorsement in Bilingual (Spanish! environment that parallels that of a dy The Culture of Schools is designed to English) Education will need to demon namic elementary school classroom, stu support students in their journey into strate competence in the follOwing areas dents will explore reading and language Prinlary School teaching. The Culture of in order to successfully complete a Schools Seminars take a reflective and an arts through readings, diSCUSSions, activi Bilingual (Spanish/English) internship. .... ties, observations, and reflection. The ethnographic approach to becoming a cc 1. Teaching Spanish to Spanish language :IE unique needs of English language learn teacher. Students will be introduced to learners ClII:: ers and children with special needs will the professional ethics of public schools, o 2. Teaching English to English language be addressed throughout the course. Key the social norms and the social political learners z topics include the reading process, context of urban schools. Students will 3. Teaching subject content in Spanish phonemic awareness and phOniCS, pri be expected to apply their knowledge to Spanish language learners mary and second language acquisition, from other courses to critically reflect on 4. Teaching subject content in English the role of language in learning, SDAIE their development as teachers. to English language learners strategies, elements of a balanced reading 5. Teaching subject content in Spanish ED530 ASection Aof this class will offer program including guided reading and to native Spanish speakers orientation and advising opportunities the writing process, lesson planning, in 6 Teaching subject content in English for the preschool through third grade clUSion, student assessments, children's to native English speakers teacher education program. Students will literature, enrichment versus deficit mod II 7. Teaching in a dual language program meet other P-3 students and talk about els of schooling, bilinguallESL education, 8. Advocating on behalf of English lan their program plans and how they see and analysis of classroom discourse. guage learners themselves progressing through the pro- • (LASS DESCRIPTIONS gram. Students will also be oriented to and strategies they intend to use in their ence, and to integrate science topics public school primary classrooms. own classrooms. across the curriculum. Students will visit four diverse schools. This course is available to PONW b. Social Studies: Interns will utilize es Students will participate in a variety of Teacher Education interns only. sential concepts and principles of $D ethnographic and reflective assignments cial studies to design developmentally to help them develop an understanding ED 544 3 UNITS appropriate curriculum that is mean of primary educational settings. CURRICULUM DEVELOPMENT: ingful, relevant and interesting to stu ED530B Section Bof this class will contin MATHEMA1'ICS dents. Aworking understanding of the ue to meet in a seminar to examine the his This seminar is based on the curriculum state learning goals (EALRs) and a vari tory and social and political foundations of standards of the National Council of ety of assessment methods will be de public schooling in a democracy and the Teachers of Mathematics as well as state veloped. Readings and discussions will state and federal laws governing education. learning goals (EALRs) in mathematics. focus on approaches that provide op Theory and practice are interwoven to es portunities for children to learn in a Trevor Dobbs, MFCCfaculty member. ED530C Section Cof this class will pro tablish an understanding of mathematics variety of settings, that involve interns vide the structure of students to construct based on a problem-solving approach to in doing in-depth investigations of top their culminating portfolio. Students will mathematics instruction. Developmental ics of interest to them, and that are create and present a portfolio highlight theory, observations of children, informa culturally relevant to the personal and ing their positive impact on student tion regarding learning styles, multiple in social needs of the leamer. learning. The portfolio process will in telligences and cognitive science provide c. Technology: Exposure to and prac clude four steps: Introduction to a framework for the development of ap tice with the latest classroom technolo Portfolios, preliminary review of evi propriate mathematical experiences. gies including the Internet and World dence' peer review of portfolio and fac Interns broaden their own understanding Wide Web is a key focus of this course. ulty review of portfolio. of number concepts, pattern, statistics Issues relating to the appropriate use and probability, geometry, and spatial of technology at various developmental ED 531 2 UNITS sense, measurement and logical thinking levels, classroom management, cur INTRODUCIION TO URBAN SCHOOL through activities which develop concepts riculum integration and access and eq Interns observe a variety of public school from the concrete manipulative-based uity are also addressed. Interns work environments, fOCUSing on the culture and level through the stages to abstract under extenSively with Apple Macintosh and polities of school institutions and di standing and symbolization. The selection Apple lIE computers to explore nu verse models of classroom practice, and of appropriate materials and activities merous software titles in Math and participate in related discussion semi which will build strong conceptual under Language Arts and to develop strategies nars. Schools are chosen to highlight cur standing is stressed. Issues related to so for using computers for word process rent educational issues and trends. The cio-cultural contexts and biases are inte ing, problem-solving, skills develop focus of the seminars is on educational grated into the constructive, active ment and cooperative learning. Interns structure and governance; school profes learning environments. The role of as also work with portable Alpha Smart sionals and the law; student and paren sessment will be addressed through ob keyboards, camcorders, VCRs, Lego tal rights and responsibilities; profes servation, discussion and information re Logo kits, and graphics and database sional ethics and the law; school reform garding the use of problem-solving tasks programs to investigate the powerful and trends in teacher evaluation. and portfolios of work. potential of these tools for both teach ers and children. More basic technolo ED 543 3 UNITS This course is the equivalent ofED 221 for PONW Teacher Education interns. gies including 16 mm film projectors, CURRICULUM DEVELOPMENT: overheads and opaque projectors are LANGUAGE AND LITERACY ED 545 4 UNITS also explored. This year-long seminar introduces interns CURRICULUM DEVELOPMENT d. Integrating the Curriculum: This to the essential aspects of an integrative, a. Science: Introduces interns to the seminar presents development of in developmental literacy program which in constructivist approach to teaching tegrated curriculum, thematic stud cludes reading, writing, speaking and lis science. Emphasis is placed on under ies and creative learning environments tening. Interns explore avariety of theories standing science as a process of seek in a hands-on interactive format. In of language development a well as ap ing answers to questions about natur terns build a framework for curricu proaches to the teaching of literacy skills in al phenomena by using hands-on lum development and implementa order to develop classroom practices that experiences. Interns participate in tion through exploration of theory, enable all children to become competent, activities from several curriculum role playing, materials, organization, effective users of language in all of its sources. They prepare and facilitate management and educational issues. forms. Particular attention is placed on the open-ended science activities in the Classroom work and readings include learning needs of children whose first lan classroom where their students in the concepts of developmentally ap guage is not English in order to support vestigate a topic, debrief their obser propriate practice, learning styles and their literacy development in both English vations and are able to revisit the the multiple intelligences. Interns ex and the home language. In addition, socio topiC. Interns will develop a working plore a variety of ways to integrate cultural contexts and biases as they relate understanding of the state guidelines various content areas into curricu to language and literacy development are (EALRs) in science as well as a vari lum planning. explored and integrated into the develop ety of assessment strategies. Addition e. Health and Physical Education: ment ofinstructional strategies. Interns will al issues such a social and cultural Through a series of workshops, stu develop a working understanding of state contexts, biases, effective question dents are introduced to the role of learning goals (EArns) in Reading, Writing ing strategies and room organization health and physical education in the and Communication as well as avariety of will be considered in terms of strength elementary classroom. Issues such a assessment processes developed to meas ening the presentation of science les child abuse, sexuality education, nu ure student growth and instructional effec sons. Finally, this seminar is designed trition and substance abuse are ad tiveness. The interns will complete the to enable interns to feel comfortable dressed. seminar by articulating their philosophy of teaching science, to develop a broad literacy development as well as methods This course is available to PONW vision of what can be considered sci Teacher Education interns only. PACIFIC OAKS COLLEGE ED 547 3 UNITS ED 554 6-8 UNITS diseqUilibrium. Themes which begin in IMAGINATION AND CULTURAL DIREC'rED TEACHING: INTERMEDIATE early childhood-attachment, separa EXPRESSION IN THE CLASSROOM Students participate in a supervised place tion, autonomy, accomplishment and fail In this seminar students will explore the ment in an intermediate setting. One of ure-recur later in the life cycle. Aware creative process through art, music and the two required placements must be in ness of their beginnings and knowledge drama. The emphasis will be on the arts a classroom of ethnic, linguistic, cultural of psychosocial developmental theories as communication, as reflection of cul and economic diverSity. enables adults to be aware of the resolu ture and history, and as a tool for com This course is available to PONW tion of these themes in their own lives, as munity building and integrating all as Teacher Education interns only. well as in children's lives. This class requires pects of the curriculum. extensive reading and a research project This course is available to PONW ED 562 ) UNIT which meets the research competency. Teacher Education interns only. REFLEOIVE SEMINAR Note: Students who take lID 200 as a This seminar provides students in the weeklong or online class must also take ED 55) 3 UNITS PONW Teacher Education program with lID 262 Research Seminar to meet the re DIREaED TEACHING: PRESCHOOL an opportunity to discuss and problem search competency requirement. Students participate in a 14 week super solve issues, concerns and successes that arise in their placements. Students will HD 20) 3 UNITS vised part time internship in a diverse ADVANCED STUDIES IN HUMAN preschool setting. Students take pro also develop and strengthen those com munication skills necessary to be an ef DEVELOPMENT gressive responsibility for planning and This class explores in depth how themes teaching. Students must successfully fective teacher. These include: active lis tening; active and appropriate engagement which begin in early childhood recur complete at least two weeks of inde later in the life cycle. Building on knowl pendent teaching during which time in groups as participant, facilitator and! or leader; cross-cultural awareness and edge of Erik Erikson's theory and other they take full responsibility for all the psychosocial and cognitive theOries, the instructional and non-instructional competence; and critical thinking in written and oral communication. participants will add and integrate theo tasks each day, day after day, for at least retical and personal knowledge of growth two consecutive weeks. This course is available to PONW during the life cycle and the interaction Students enrolled in a directed teaching Teacher Education interns only. between the contexts of development and internship will need to demonstrate psychological development. We will ex competence in the following areas: amine our own developmental paths and 1. Teaching English to English language look at choices made and options taken learners HUMAN DEVELOPMENT or rejected. Aresearch project focusing on a developmental issue is required. 2. Teaching subject content in English The class will emphasize develop to English language learners HD 095 0 UNITS ADVANCE TO CANDIDACY SUPPORT ment in adulthood. 3. Supporting student's first language This class is for students who have taken Prerequisitesfor HD 201: development HD 277 Thesis Development and have 1. All of the follOwing: 4. Advocating on behalf of English lan not yet advanced to candidacy. Structure a. M.A. or post baccalaureate student guage learners of this class will include one weekend b. Knowledge of Erik Erikson's 5. Assessing stages of language acquisi class and regularly scheduled opportuni theory and other psychosocial tion and planning appropriate curricu ties for meeting with the instructor. theories lum and instruction for students at dif Focus of this class is to provide support, c. Knowledge of cognitive theories ferent stages of language development expertise, information and encourage d. Ability to observe and interpret ""z data 6. Work with families of students ment for students in the thesis proposal o process. Students are preparing them e. Ability to reflect on one's own This course is requiredfor PONW P-3 selves to advance to candidacy. and others'life development and interns and available only in PONW. process or HD 091 0 UNITS 2. M.A. or post-baccalaureate student, ED 553 4 UNITS INTRODUCTION TO and previous completion of lID 200. DIREaED TEACHING: PRIMARY PACIFIC OAKS PEDAGOGY Not open to EA. Students. Students participate in a full time super Aweekend workshop designed to pro Note: Students who take IID 201 as aweek vised internship in a primary classroom vide an overview of PaCific Oaks Peda long or online class must also take HD 262 in a school with a diverse student body. gogy with special attention to (1) partic Research Seminar to meet the research com ipation, (2) critical thinking, (3) writing, This course also includes a reflective petency requirement. seminar that meets for two hours every and (4) presentations. The implemen other week throughout the term. Students tation of Pacific Oaks' mission state HD 203 3 lINITS are expected to solo teach for a minimum ment throughout the curriculum is also of three weeks as a part of this 14 week reviewed. Opportunities for exploration, THE EARLIEST YEARS Focus on the significance of earliest child internship. Solo teaching includes all the discovery, reflections are utilized in or hood, from birth to age three, in the hu planning, curriculum development and der to familiarize students with skills to teaching day after day week after week for enhance their engagement with course man life cycle, with emphasis on trust ... and autonomy, sensory-motor explora cC at least three weeks. Solo teaching in concepts, dynamics and material. tions, and the beginning of language and a.= cludes taking full responsibility for all in .... will Z structional and non-instructional tasks. HD 200 3 UNITS play. This course examine the range .... of typical and atypical development in Co:) Students must demonstrate consistent EARLY CHILDHOOD THEMES AND diverse cultural contexts in the preschool competence in all nine areas of the LIFE CYCLE ISSUES Pacific Oaks Evaluation tool and the Each stage of life poses a task to be ac years. Observation of child behavior from the perspective of its meanings for the Washington State Pedagogy Assessment complished. These tasks appear as a chal tool in order to complete this internship. lenge and bring the chance for growth, child will be included. Students will de ..but also afear of failure and discomforting velop skill in designing culturally rele ~?:.. • ~~: • CLASS DESCRIPTIONS vant and inclusive home and group care liberation. Areas of emphasis will include HD 232 3 UNITS environments for optimum development the histOrical, psychological and cogni COMMUNICATION SKILLS AND of caring relationships and learning. tive factors of language development. INDIVIDUAL DYNAMICS Particular emphasis will be placed upon In spite of the fact that we spend a great HD 213 3 UNITS issues of bilingualism and literacy as they deal of our time with others, rarely do EVALUATING ENVIRONMENTS AND relate to the process of bicultural devel we have an opportunity to see ourselves PLANNING FOR CHANGE opment in the Continental U.S. society. clearly as we interact with others. The ca The goal of this class is to teach people pacity to see ourselves clearly in social who are responsible for children and chil A: ISSUES OF LANGUAGE AND CULTURE interactions is the nucleus of our empa dren's programs to analyze environmental A: BICULTURAL/BILINGUAL IDENTITY thy and the basis of the helping process. dimensions and to examine the range of DEVELOPMENT Hence, knowledge of ourselves is, in environmental variables that govern the Cultural response patterns and develop deed, very valuable, in that it leads into behavior of children and staff. ment of bicultural identity. Becoming the worlds of other people. The focus of There will be opportunities to ob bilingual. Impact of systemic oppres the present class is largely experiential, serve at Pacific Oaks and in other settings sion on development. with a central objective being the im and to problem solve by altering the en provement of our communications skills vironment. This class is recommended B: ISSUES OF LANGUAGE AND CULTURE and the use of ourselves in positive ways for those anticipating doing a practicum B: LANGUAGE AND CULTURAL in interactions. Students will have the op in the Spring semester. By arrangement, MEANING portunity to learn about themselves by this class may give credit for Administra Language acquisition and communicative sharing their thoughts, ideas and feel tion/Supervision of Child Care Programs. behaviors within the sociocultural con ings with group members. Avariety of techniques will be used to assist us in HD 218 3 UNITS text. Transmission of culture through language. our learning and growing. Among these COGNITIVE DEVELOPMENT: will be active listening, re-framing, role HOW CHILDREN LEARN playing and socio-drama. Context-build An active investigation of the implica C: ISSUES OF LANGUAGE AND CULTURE C: TEACHING BICULTURAL AND ing for mutual understanding will be an tions of cognitive developmental theory ongoing component of the class. for early childhood education and the BILINGUAL LEARNERS elementary classroom. Objectives of the Strategies for incorporating the dynam HD 235A 1UNIT ics of cultural diverSity within the class class include: 1) acquisition of understand COMMUNICATION FOR room environment. ing of basic constructivist theories, pri EMPOWERMENT: ONLINE marily those of Piaget and Vygotsky; 2) Note: All three sections oHID 225 must be What is the impact of the online format exploration of the cultural and develop completed to satisfy core requirements. on interpersonal communication? How mental perspectives of cognitive theory; can existing skills be applied and adapt HD228 3 UNITS and 3) application of theory to the diverse ed to improve the effectiveness of online educational needs of children. EmphasiS CHILDREN'S LITERATURE communication? will be placed on the implications of con Required for this class is a willingness structivist theory in terms of the role of to be both adult and child as we explore Note: Communication for Empowerment the teacher, the classroom environment, and examine the impact of books upon is offered in this modular format online. and the curriculum. young minds. We will create positive and Note: All three sections of HD 235 must memorable curriculum experiences for be completed to satisfy core requirement. HD 220 3 UNITS children by group exposure to a wide SOCIOLINGUISTICS: ISSUES OF variety of children's books and methods. HD 235B 1 UNIT ""z LANGUAGE AND CULTURE We will explore when and how to use COMMUNICATION FOR o Focuses on the development of language books and language to meet specific needs, EMPOWERMENT: IN THE LIFE CYCLE within the social context and its impli and how to create an environment that Engagement with developmental stages cations as one of the most powerful encourages a magical encounter between can be enhanced or diminished by com transmitters of culture. The role of langu children and literacy. munication dynamics. Students will ex age as a tool of social domination or li pore the impact of effective communi beration will be explored. Emphasis will HD 231 3 UNITS cation on specific life cycle issues. be placed upon issues of bilingualism and COMMUNICATION FOR EMPOWERMENT Note: Communication for Empowerment literacy as they relate to the process of bi is offered in this modular format online. cultural development in American soci This class will empower students to make ety; on analyzing primary and second lan connections with other people. Four areas Note: All three sections of HD 235 must guage acquisition; and on instruction of of communication will be addressed: ac be completed to satisfy core requirement. .... bilingual learners. This course meets one tive listening for meaning; fluent con cc of the CLAD requirements in California cise and organized writing; active, appro HD 235C 1 UNIT :IS and a bilingual and/or ESL endorsement priate, and engaging group facilitation COMMUNICATION FOR all: o requirement in Washington. and leadership; and articulate, organized EMPOWERMENT: IN CUnURE ..... verbal communication and presentation One of the most challenging issues we face z HD 225 ABC 1UNIT of self. In addition, students will develop in cross-cultural communication is the po ..... ISSUES OF LANGUAGE AND CULTURE and strengthen their ability to think crit tential for misunderstanding and the need cc to move from an ethnocentric orientation all: A, B, C ically, integrating the subjective and ob .... jective, in all the areas of communica to the place of cultural equity. Students will Z These modular courses will focus on the .... tion. They will examine the impact of their examine proxemics, kinesics and paralan C development of language within the so cial and political context and its implica values and biases on communication guage along with power dynamics. tions as one of the most powerful trans across cultural, racial, class and gender Note: Communication for Empowerment mitters of culture. The modules within lines. is offered in this modular format online this course will focus on the role of lan .Note: All three sections of HD 235 must guage as a tool of social domination or be completed to satisfy core requirement. P"ACIFI( OAKS COLLEGE HD 240 3 UNITS neglectful to over-stimulating. Instruction HD 282 3 UNITS MODELS AND METHODS OF will include lectures and discussions. SOCIAL AND POLITICAL CONTEXTS OF FAMILY/SCHOOL COLLABORATION Students will observe environments where HUMAN DEVELOPMENT Students study the many avenues for par infants are reared; discussion and eval The diverse social and political contexts ent involvement within preschool and uations will follow. of our society affect the socialization of elementary programs, both direct class the individual and his/her understanding room participation and program sup HD 262 1 UNIT of human development. This class exam port activities. Cultural and socioeconom RESEARCH SEMINAR ines attitudes toward gender, class, race/ ic factors, the realities of working and Students will learn about the process of ethnicity, disability and sexual orienta single-parent families, and variations writing a research paper, develop a re tion, along with the historical contexts among program types are considered. search question, examine the literature within which specific theories of human This class meets the three-unit Home, relevant to their question, and explore development were created. Students are School and Community requirement for various ways of collecting and analyzing challenged to examine these influences state licensing for Early Childhood Edu data. Offered as an option for meeting on their own growth and perceptions of cationlSchool Director. the research competency for a Pacific human behavior, to define their person Oaks degree or for work on a self-se al ethics within the context of contempo HD 246 3 UNITS lected project. rary society, and to search for creative PLAY IN CHILDHOOD Note: Required of students who take HD professional responses to inequality and An exploration of play as ahuman adaptive 200 Early Childhood Themes and Life bias. Avariety of methods, including ex Cynthia Holloway (left), Human function with a distinct developmental Cycle Issues or HD 201 Advanced Studies periential activities, small group discus Development program assistant, and course, beginning in infancy and varying in in Human Development in a Weeklong sion, weekly writing, reading, and mini Lori Yonemitsu, program assistant and content and mode from culture to culture. or Online format. lectures are utilized. certification officer with the Teacher Emphasis will be placed on the ability to ob serve children's play and to make use of HD 273 3 UNITS HD 285 3 UNITS Education Program, work together on a these observations in planning for a child; EDUCATION FOR CRITICAL DEVELOPMENT OF project at the Seattle campus. the importance of the physical environment; CONSCIOUSNESS BICUnURAL CHILDREN and the setting up of environments for play Paulo Freire taught adults in Brazil; Sylvia This class will specifically focus on a that will engage children in using the skills Ashton Warner taught children in New framework of bicultural development as that are prerequisites for academic leaming. Zealand. Both taught oppressed popula it compares with monocultural develop Cultural and gender issues and ways to sup tions and believed that people learn mental theories. The pertinent issues and port cultural expression and non-sexist play through what they are passionate about. major social-ecological influences that opportunities will be considered. Although Their work will be read and discussed play an important role in shaping the de our forus will be on early years, we will ad along with that of other theorists who velopment of bicultural children will be dress the integrative and transformative have similar beliefs about such issues as explored. Culture and cognition, bilingual .function of playas it contributes to the lives moral development, relationships and ism, the biculturation process, and cultur ofindividuals throughout the life span. literacy/curriculum. al psychological dynamics as they relate to personality and development and iden HD 250 3 UNITS HD 277A 1UNIT tity formation will be examined. An over DEVELOPING ANTI-BIAS THESIS DEVELOPMENT view of the current literature in the field CURRICULUM: TEACHING OUR Students will develop and refine their will also be discussed. VALUES TO OUR CHILDREN thesis topic while developing an under This class will introduce foundational standing of the elements of both a formal HD 288 3 UNITS concepts, models and rationale for devel proposal and theSiS, including literature DEVELOPMENTAL ASSESSMENT anti-bias curriculum, with a partic- review, methodology and data analysis. '"z AND PROGRAM PLANNING o focus on early childhood education This class may not be audited. This course is designed to explore the developmentally appropriate prac uses of assessment to enrich teachers' Attitudes and behaviors towards oth- HD 277B 1UNIT understanding of their students and to the areas of gender, race, culture, THESIS DEVELOPMENT gUide in instructional planning, which and class will be addressed. Other Students will continue development of their meets the individual learning needs of a will include: developmental is- methodology while having the opportun diverse classroom. The goals of this curriculum models, analysis of re ity to initiate literature searches, provide course are to provide learning experi $QUlfces/materi,l.I.s and beginning advoca and obtain feedback on their methodol ences, which will increase the student's The importance ofself-introspection ogy and instruments. Students must be able understanding of, and ability in, the fol critical thinking will be stressed. to produce a draft of a proposal to com lOWing areas: establishing and commu hl!t1ere(lUis#e: HD 400 or permission of plete this section of the class successfully. nicating learning goals for all students; This class may not be audited. involving and guiding all students in as l sessing their own learning; using the re cc Prerequisite: HD 277A, or waiver. :IE 3 UNITS sults of assessments to guide instruc ar::: o OTHE:NTICINFANT.... HD 277C 1UNIT tion; and collecting and using multiple [)MPI:TFNT CHILD 'rHESIS DEVELOPMENT sources of information to assess student Z content will consist of analyses of Students will learn to organize their learning. Students will be encouraged to approaches to infant-rearing with writing, develop themes, review technical critically analyze observational tech emphasis on the Pikler methods. writing skills and practice editing thesis niques, developmental assessments, stan will include: sensory-motor de and proposal material. Students must pre dardized tests, teacher-made tests, and manipulation, human rela sent a draft proposal for review to com alternative assessments. Students will as and problem solving; infants', plete this section. sess one child with avariety of instruments and develop a plan of action to meet the , and carers' needs; what is an TillS class may not be audited. ," how, what, and when do in child's strengths and weaknesses. II . learn; how, what, and when to teach; Prerequisite: HD 277A or HD 277B, or of environments ranging from waiver. CLASS DESCRIPTIONS HD292 1-3 UNITS erate writers, and what their stories can HD 331 3l1NITS INDEPENDENT STUDY tell them about what they have learned TEAM BUILDING FOR EARLY Independent study requires that a from their experiences. CHILDHOOD EDUCATORS AND PARENTS student design a project of one to six Designed for administrators, teachers, months duration and find a faculty su HD 308 3 UNITS staff, and parents to create an effective pervisor. An independent study contract WOMEN IN ADMINISTRATION team which values working together with signed by the faculty supervisor is re Designed to help women pursue a car mutual respect. Among the issues ad quired prior to registration. Classes offered eer in administration, and to explore the dressed will be: 1) including parents as at Pacific Oaks may not be taken for in political and social forces that affect deci members of the team working for the dependent study. Please refer to the Sched sion making, understand the importance growth and support of the children; 2) ule of Classes for registration deadlines. of style and image, develop networking developing clear communication, writ techniques, learn effective communica ten and oral, formal and informal and HD 298 1UNIT tion skills and examine sexual harass 3) exploring experiences of power and ASSESSMENT OF EXPERIENCE ment. Students will develop class projects, powerlessness among people with di This class is designed for mature students conduct interviews, examine and compare verse roles, perceptions, and histories. with professional experience in a human research findings, and participate in mi Questions will include: What can you do development-related field who seek to ni-seminars, as well as evaluate various from where you are? What is your re apply for special admission to either the class guest speakers. By arrangement, this sponsibility when you are caught in the Pacific Oaks B.A. or M.A. program. This class may give credit for Administration/ middle of a problem? How can you deal life Experience Seminar will provide an Supervision of Child Care Programs. with issues that are not clear? How can opportunity for mutual advising and you enable people to deal directly with evaluation in working out the documen HD 309 3 UNITS COMMUNICAnON AND THE LIFE aCLE others? This is an equivalent class for tation of experience and the plan for a HD 240, Models & Methods of program at Pacific Oaks. Aclass about life cycles and communica tion concepts. It is agoal of this class to en Family/School Collaboration, with Prerequisite: Admission to B.A. or M.A. hance understanding of the interconnected permission of advisor. program through ABLE option. and interdependent components of com HD 337 3 UNITS HD 299 0-3 UNITS munication and tasks of various life cycle PLAY, LANGUAGE AND THESIS/MASTER'S PROJEO changes. Whether it's an infant learning LITERACY DEVELOPMENT Required registration for all students com about trust, an older adult learning to ad How do young children develop the skills pleting a thesis or project in the semes just to physical and mental changes, or any they need to grow up competent in aliter of the many stages in between, we all have ter the thesis is completed. Registration ate SOciety-language, dramatic play, us is also required for all students working a vital need to communicate with one an ing tools and materials to represent their other. Focusing on specific life cycle stages on a thesis or project, who are NOT cur experience, and reading? An examination and how attention to communication can rently enrolled in HD 277. Three units of the development of symbolic behaviors facilitate engagement with the task of that are required for the first registration in and the role of adults in supporting chil stage will provide valuable infonnation for HD 299 and zero units per semester for dren's play, language and literacy. two semesters at which point the thesis/ personal and profesSional relationships. Students will examine developmentally project is submitted. Students who have Communication and life cycle issues will appropriate curriculum and assessment not completed the thesis/project at the end be addressed in a holistic way, looking at design for diverse literacy learners. the needs of both parties as well as the so of three tenns must enroll in one unit per tenn until completion. cial context of interactions. HD 340 3 UNITS LEADERSHIP IN EDUCATION Vt Prerequisite: An Advancement to Can HD 310 3 UNITS Z This class is a seminar for professionals o didacy fonn signed by the Thesis Chair CONFLIO RESOLUTION AND in leadership situations who work in ear person on file in College Records. MEDIATION ly childhood education and other human This class is deSigned for human service HD 307 3 UNITS service professions. Theoretical empha profesSionals, including teachers, educa sis is on educational issues in contem WRITING OUR STORIES: REFLEC1'IONS tional administrators, and marriage and porary society. Topics include: working ef ON LlTERAa DEVELOPMENT family counselors, who work with chil fectively with diverse colleagues and Vt Pacific Oaks students bring a breadth of dren, adolescents, and families. Partici Vt families; program development and ad e diverse life experience to the college. pants will examine the nature of human ministration; strategies for facilitating em They learn through telling and writing conflict and effective strategies for con v powerment, responsibility and advoca ...... - their stories about these experiences flict resolution, and will explore meth cy; adult supervision; and professional Z and develop in-depth knowledge ods for developing programs which pro o growth and survival. Students will be ex .... through reflecting on them with others. mote the peaceful resolution of conflict. pected to reflect upon their own prac e To be effective in facilitating young chil The class will focus on the techniques tice and values, to observe other adults dren's beginning writing, teachers must and models for conflict resolution, me working with children and their families •D:: have experiences themselves with writ o diation, and creative problem-solving in or with other adults, and to explore the .... ing. They must model literacy behav various conflict areas, including the family, integration of values into practice. z iors, by writing where children can see, the school, and the workplace. Tech scribing children's words, and repre niques for effective communication, brain HD 343 3 UNITS -e senting children's play in writing. storming and cooperative group decision TEACHING AS PERFORMING ART D:: .... Writing Our Stories will bridge between making will be explored. Communicating Participants explore creative drama as Z the kind of writing that people may be across cultures, and bias awareness is an improvisational, non-exhibitional, pro comfortable with before they entered sues will be explored within all content cess-centered form of expression in which the program with writing that encour areas. Class format will include discus students are guided by a leader to imag ages people to express their own cul sion, lecture, reading, writing, demon ine, enact, and reflect upon human experi ture through writing. Students will prac stration and role playing. ences. The purpose is to provide an altern tice reflecting on this writing with ative approach to teaching social studies others to discover how they became lit and integrated arts which opens children's PACIFIC OAKS (OlLEGE minds, stimulates their imaginations and classroom communities, which emerge being visited upon a country's big bUSiness, language abilities, and sparks their enthu from the context of their lives. Through government, education, arts or other sodal siasm for continued personal develop the sharing of autobiographical narra systems, one's own personal development ment and discovery. This class may also tives, adults and children gain an im will be linked increasingly to the act of evok serve as a practical guide for classroom portant entrance into one another's cul ing positive social change to make society teachers, recreational leaders, and oth tural lives and through that entrance better. Under this hypothesis, individuals will ers who want to initiate creative drama they are able to create realistic inclusive need to participate personally in collabora activities in a variety of subject areas and communities. This course will explore tive efforts to construct new socially just need help in getting started. using children's narratives as a means models and practices for schools, demo of developing anti-bias/culturally inclu cratic institutions, and community and arts HD 360 3 UNITS sive curriculum which supports chil organizations ifthey are to become whole as ADVANCED STUDIES IN DIVERSITY dren's development in terms of being individuals and by the same token, in or AND ANTI-BIAS ISSUES advocates for social change. This der to evoke such change, one must come An in-depth, critical examination of the course will involve observations in the to better know and understand oneseH. impact of institutional oppression on hu field as well as participants collecting Taka N()tnura, member ofthefirst faculty man service programs for children and and documenting children's narratives. HD 396 3 UNITS in 1945, Pacific Oaks Friends School, at adults and the significance of cultural and These narratives will be used to create CONTEMPORARY URBAN ADOLESCENTS a recent visit to the Children's School. political contexts on individual develop anti-bia.";culturally inclusive curriculum This class will focus on several issues ment and learning. Students will study new and the building of participatory class that affect the quality of life of adoles research and methods for working with room communities which empower cents in urban areas. Subjects for study bicultural children and adults, and devel children in the development as social will include: unemployment/underem op skills for doing anti-bia.-, human serv change agents. ployment; gangs and other peer pressures; ice work and advocacy. Format is a grad early sexuality; teen pregnancy; AIDS uate seminar individualized to the HD 381 3 UNITS and other sexually transmitted diseases; participants' interests and issues. Stud HUMAN DEVELOPMENT AND SOCIAL and drugs. We will examine these topics ents are expected to engage in develop CHANGE from a developmental perspective and vis ing their own theoretical and method This course will examine the impor it programs that are addressing them. ological framework for bicultural and tance of promoting positive social anti-bias work. HD 400 3 UNITS change in times of national stress. WORKING WITH CHILDREN IN A Prerequisitesfor HD 360: Exploring the connection between one's DIVERSE WORLD 1. All of the follOwing: own personal growth and the act of This class examines the developmental evoking actual change, students will a M.A. or post-baccalaureate student needs of children and the different as learn useful techniques based in story b. Experience working on issues sumptions which underlie developmental telling, art, performance, and action re and constructi"ist approaches to working regarding sexism, racism, search. Readings will be assigned from classism, and disability with children. It includes an exploration feminist theory, cultural studies, critical of the uses of interpersonal power in set c. Demonstrated commitment to race theory, participatory democracy, tings where adults and children encounter social justice and other frameworks for social each other, opportunities to observe change. To put their new thinking into d. Understanding of the dynamics children in a variety of contexts, and the of institutional and individual bi action, each student will design a proj examination and development of effective ases and use of power, or ect proposing actual change at an or facilitative strategies for teaching, counsel ganization, school, community or gov ing, parenting, and social and educational 2. M.A. or post-baccalaureate student ernment agency. If a student already has and previous completion of HD 282. change. Emphasis will be on valuing diver '"z an ongoing project addressing social sity and respecting the individual; active o Not available to B.A. students. change, this course can be sued to im experiential learning; interaction between .... A. prove that paper. Group discussion will theory and practice; and the impact of so HD 380 3 UNITS be a key component of this class. DC: cial contexts on oneself and others. V CHILDREN'S AUTOBIOGRAPHICAL '"..... NARRATIVES AS SOCIAL JUSTICE HD 383 3 UNITS HD 401 3 lINITS g CURRICULUM PARTICIPATORY ACTION RESEARCH WORKING WITH ADULTS This course is a methods course designed '" The roots of social change within chil Students are introduced to a rationale '" HD 410 3l1NITS settings. Particular emphasis will be placed HD 453 1-5 UNITS DEVElOPMENTAL EDUCATION on integrating the principles of bicultur ADMINISTRA1'ION/SUPERVISION: This class examines traditions that under al development into the practical appli FIELDWORK/OBSERVATION lie a developmental, experiential, open cation of an effective educational approach. (1-3 Fieldwork units; 1-2 Observation structured approach to education; one's units) own values and the values reflected in HD 440 3 UNITS ADMINIS'fRA'nON OF CHILD CARE FIELDWORK requires that students have a school programs and practices; the role job or internship/apprenticeship which en FACILITIES of education as a tool of oppression and ables them to take responsibility in admin This class will identify approaches and liberation for different groups in society; istration and/or supervision, Credit is techniques for working with parents, is and personal and political strategies for based on 45 hours per unit of fieldwork, sues concerning programming, super educational change. Issues and trends in journal keeping and seminar participation. vision of staff, and providing on-gOing early childhood education are considered OBSERVATION focuses on more or more growth and training of staff. We will dis from a developmental, cross-cultural per persons whose work, the culture in which it cuss the skills and techniques necessary spective. Implications for older children takes place, and whose style of dealing with to administer a variety of early childhood and adult learners will also be explored. their work is of interest to the student education programs, including preschool Students fimdion as obseivers, rather than as and day care. Such issues as budgeting, HD 415 3 UNITS partidpants, in daily processes. Pennission of record keeping, authority, communica EMERGENT CURRICULUM: the individual(s) being obSCIVed is required tion and creativity will be discussed. REFLECTING LEARNER LIVES Credit is based on 45 hours per unit ofobser Emergent curriculum is a values based vation, reading, and seminar participation. approach to teaching and learning which HD 442 2 UNITS focuses on who the students are, their so CHILDREN'S ART STUDIO PRACTICUM Available to BA student upon discretion of cio-cultural context and current issues, AND SEMINAR advisor. in order to shape "what happens" in an Students will work directly with children educational setting. Decision-making about ages two to seven years in the Children's HD 454 1-5 UNITS curriculum should be negotiated by those Art Studio, supervised by resident artist; COLLEGE TEACHING/TEACHING who know the learners best. In this ap learn age-appropriate art curriculum us ADULTS: FIELDWORK/OBSERVATION proach, the focus is on the community ing various media, and apply skills and (1-3 Fieldwork units; 1-2 Observation that teachers and learners create and in knowledge in directed teaching. Includ units) volve in their lives together. ed are the art of preparing and hanging FIELDWORK requires that students be ei In this class, students will explore exhibitions, ceramic kiln firing, documen ther employed as the teacher of a college sources of emergent curriculum, power ting and cataloguing children's art for class, or be involved in another suitable dynamics, the balance between advanced the Pacific Oaks Permanent Collection. adult teaching arrangement which enables planning and spontaneity, and issues of Written and photo-documentation are re them to take a responsible role co-teach cultural relevancy and accountability. Par quired. Enrollment is limited. Consent ing or working with other adults in that ticipants will be required to activelyen of instructor required. Teacher Education teaching arrangement. Credit is based on gage in their own classroom in teacher students, please consult your advisor. 45 hours per unit of fieldwork, journal keeping and seminar participation. roles that are central to the emergent cur HD450 3 UNITS riculum process--observation, analysis, OBSERVATION in one or a variety of col ECOLOGY OF WORKING lege classes, with special attention to in collaboration, research and documen WITH CHILDREN tation. Implication for learners of all ages structional process and strategies. Credit This class is an in-depth examination of will be conSidered, with a focus on the is based on 45 hours per unit of observa educational and therapeutic practices us early childhood classroom. tion, reading, and seminar participation. '"z ing ecological and historical perspectives. o The content of the class is individualized, Available to BA student upon discretion of HD 420 3 UNITS advisor. THE ART OF OBSERVAIION built upon the interests and issues of stu Observation is a basic teaching and as dents. This class will examine the dynamic interaction between practice, reflection HD 456 1-5 UNITS sessment tool in early childhood education PARENT/COMMUNITY WORK: and a necessary skill in the field of counsel and theory, and include close attention to FIELDWORK/OBSERVATION ing. When you observe a child: What do you the impact of diversity and cross-cultural (1-3 Fieldwork units; 1-2 Observation see? What do you look for and why? How issues on our work with children. Through units) do you interpret what you are seeing? How critical thinking, data analysis and review FIELDWORK requires that students have do you translate what you have observed in of the literature, students will be expected a job or internship/apprenticeship which to goals for intervention? Participants will to develop their own theoretical and enables them to take responsibility for observe children and adults, share and methodological framework for working work with parents or other adults in an evaluate frameworks for observation, and with children and adults in adiverse world. .... approved community, family or social CI: get feedback on observational skills. Not available toB.A. students. IE service setting. Credit is based on 45 GIl: hours per unit of fieldwork, journal o HD 427 3 UNITS HD452 1-3 UNITS ..... WORKING WITH BICULTURAL keeping and seminar participation. z REFLEalVE TEACHING OBSERVATION focuses on one or more CHILDREN This class reqUires that students have a Focuses on the methodological issues as persons whose work, the culture in which job or internship/apprenticeship which it takes place, and whose style of dealing they relate to effectively working with bi involves them in ongoing work with chil cultural children. Learning theory and with their work is of interest to the stu dren. Credit is based on 45 hours per dent. Students function as observers, motivational concepts based upon re unit of fieldwork, reflective journal keep search with bicognitive children will be rather than as participants, in daily ing and online seminar participation, processes. Pennission of the individual(s) examined. Bicultural curriculum and bi Not offered in Pasadena. lingual program components will be dis being observed is required. Credit is cussed. Students will be required to par based on 45 hours per unit of observa ticipate in several on-site classroom tion, reading, and seminar participation. observations in bicultural and bilingual Available to BA student upon discretion of advisor. PACIFIC OAKS COLLEGE ND 460 1-3 UNITS in all areas of school. Ifyou have always HD 472 3 UNITS SEMINARS IN BICULTURAL considered yourself to be "art phobic" ADVANCED STUDIES IN IMPLEMENTING DEVELOPMENT AND EDUCATION but have the desire to use art techniques ANTI-BIAS CURRICULUM in your classroom, this course is de These seminars are designed to focus on This class is designed for students who signed to empower you-and your stu bicultural development and its implica are interested in strategic planning, in dents. We will explore art theory as well as tion for educators and human service pro stitutional changes, and skills for working hands-on art making. Beginning with an fessionals working in bilingual and/or with adults within an anti-bias frame examination of the nature of creativity, the bicultural communities. The seminars will work. Class format will include discus class will evolve into practical, hands-on be constructed on identified needs in the sions, interactive activities utiliZing case techniques and concepts that can be put bicultural specialization and the areas studies and policies, readings and writ into immediate use. Areas of study will in of interest of faculty members who will ten assignments. Students are expected clude printmaking, sculpture, cartooning, be teaching the course. Each weekend to engage with each other in critical an approachable and achievable drawing tech will be a contained "mini class." Students alysis of educational practices and soci niques, working with charcoal, pastels, w..u may take one or all three weekends. Spe etal obstacles to deepen their Uleoretical ercolors, use of unorthodox materials, etc. cific topics will be listed in the class sched knowledge and to define levels and mod ule when the class is to be offered. els of advocacy work. An action project HD 468 2 UNITS will be required. HD 464 3 UNITS GRADUATE SEMINAR IN Prerequisite: HD 282 or 360, or per COMMUNITY AS ACONTEXT ART EDUCATION mission of instructor. FOR DEVELOPMENT This seminar will provide Master's can didates with an opportunity to pursue in Children develop as unique individuals HD 474 3 UNITS depth those areas of interest to which they in the context of complex communities. INTERVENTION MODELS IN EARLY have been drawn during their course of Growth and identity are influenced by the CHilDHOOD EDUCATION liMy experiences here at PONW have study. Through reading and dialogue, par social dynamics and interactions of the This class will focus on the social, emo ticipant') will sharpen their focus on the is diverse families and cultural institutions tional, and developmental needs of young been exhilarating. The friends and sues of art education they find most chal in which children live. This class focus children who are deemed at risk for a lenging. Participants are expected to be es on theoretical and practical aspects variety of reasons; family dysfunction, child colleagues I have met will be with me conversant with art theories and to work of building, reflecting, and including abuse, neglect, and prenatal drug expo toward evolving their own philosophy of forever. I hmJe enjoyed the diverse "community" in early childhood and pri sure. Issues and practice involved in work art education. Study topiCS will include: mary classrooms. Students will be ex ing with children and families, models the relationship of the artist to society; cross population Seattle has to offer in its pected to create strategies which use the of respite, residential and family reunifi cultural and culb.lre-specific artwork; school child's community to enhance learning cation programs will be examined, as will as an agent of change and/or socializa school system. " and build a sense of belonging. This class their theoretical premises. The class will tion; the economics of art; and making space will explore community-building as an visit programs that represent models of for adults' and children's art. We will create avenue to examine and promote cultur successful intervention and reunification. a personal statement of our beliefs over Ule al competence and advocacy for children. This class replaces HD 249, course of the semester. Preventative Intervention for Infants & Beatrice Gordon HD 465 3-4 UNITS Open to graduate students on(v. the Very Young, and HD 475, Working REFLECTIVE TEACHING SEMINAR with Drug-Affected Infants, Toddlers & Student Reflection on one's own practice with dill HD 469 3 UNITS Their Families. It is a required class for dren and analysis of the implementation ADULT DEVELOPMENT: the Infant/Toddler specialization, and M.A. Human Development of developmental theory. Self observation, MISSION AND VISION an approved elective for the Early Child being observed by others, and observing We construct mission and vision in our hood and Developmental Education V\ Z at other sites are all required. Class open lives through the developmental ta.'iks we specializations. C to full-lime, experienced teachers of young encounter. In tum, mission and vision in HD476 3 UNITS children only. form our life choices in deep and mean QUALITATIVE METHODS Prerequisite: Consent of advisor, and cur ingful ways. Together, we will examine the emergence and development of mean This class is designed to teach students rent full-time employment as a lead the underlying principles, theoretical ap teacher with young children. ing in the adult years through our own as weU as others' stories. proaches and applied skills of qualitative HD466 3 UNITS research by focusing on formulating re WOMEN IN ART HD 471 3 UNITS search questions, gathering data, categor izing, coding and analyzing collected in ,.,. Ahands-on series of art experiences by, IMPLEMENTING ANTI-BIAS ...... for and about women. We will discover CURRICULUM fonnation in preparation for documenting z and practice our own forms as we become Designed for educators \\ of anti-bias education trainers. ClaiS metll Students planning to do their ing experiences, involving parents, and ods include experiential activitie:;, reflec practicum at the Children's School must learning about environmental education tive discussions, mini-lectures, reading receive clearance from the Children's are major components of the practicum. and writing. Students must have a work School prior to registering. The antibias perspective is woven into ing knowledge of anti-bias curriculum. the curriculum that includes a focus on Completion of HD 282, Social and Politi HD 481 3-4 UNITS conflict resolution and issues of inclusion, cal Contexts of Human Development, is DEVELOPMENTAL PRACTICUM respect and diversity in the classroom. strongly recommended. SEMINAR: 3-5 YEARS Students spend 12 hours/week (3 This seminar is designed for students units) or 16 hours/week (4 units) in HD 478 3 UNITS placed in Pacific Oaks' Preschool and placement. WORKING WITH FAMILIES IN Child Care programs, and off-site practi Students planning to do their ADIVERSE WORLD ca. Discussions will include developmen practicum at the Children's School must This class is designed for educators, coun tal issues, curriculum, differences in receive clearance from the Children'S selors and other human services pro scheduling for half-day vs. full-day pro School prior to registering. fessionals who work with families di graIlls, parental support, and group care rectly or as allies for their young children issues. The seminar will incorporate ob HD499 1-3 UNITS and adolescents. We will examine the psy serving and recording techniques, devel SPECIAL TOPICS: chosocial developmental stages/tasks of opment and implementation of anti-bias, Special interest classes. See current families, the critical importance of cul culturally relevant curriculum, environ Schedule of Classes for specific descrip john Nimmo, Pacific Oaks College ture/ethnic traditions, values and beliefs mental analysis, md will explore the re tlon(s). and how these all affect our relationship alumnus. lationship between theOl1' md practice. as advocates. Learning objectives will in Students '\vill be expected to articulate the HD 601 3 UNITS clude utilizing culturally sensitive meth difference between half-day pre-school ARTS AND SOCIAL CHANGE ods to assess family needs, designing and programs and full-day child care pro Treatment of societal issues in art as well implementing supportive social service graIlls. Student-; spend 12 hours/week (3 as art education. Topics will include art and community structures, developing ap units) or 16 hourslweek (4 units) in place as an anti-bias tool, the inclusive potential propriate interventions and promoti ng ment. Teacher Education students con of art, and art as a political statement. effective communication and interaction sult your advisor. within the family and between the fami Students planning to do their HD 602 3 lINITS ly, school, social service agency, or oth practicum at the Children's School must THE COMMUNITY AS CLASSROOM: er professionals. Within this context, stu receive clearance from the Children's FORGING CONNECTIONS THROUGH dents will develop strategies to be more School prior to registering. THE ARTS successful individual, interpersonal and Every community has a wealth of people, institutional change agents. The empha HD 482 3-4 UNITS places and organizations on which schools, sis will be on active, experiential learn DEVELOPMENTAL PRACTICUM human service agencies and other insti ing, interaction between theory and prac SEMINAR: 5-8 YEARS tutions can draw to enrich the quality of tice, and the impact of social, ethnic, This seminar is designed for students care, education and opportunities to con gender and class contexts on ourselves, placed in the Pacific Oaks Children's struct meaningful experiences. Incor and our work with children and families. School or in off-site kindergarten or pOf'tlting scholarship and methodologies primary programs. Based on child-cen from visual and performing arts, folk HD 480 3 UNITS tered theory and best practices, life ex lore, oral history and intergenerational DEVELOPMENTAL PRACTICUM periences and the developmental needs programs, this course views field trips md SEMINAR: 0-3 YEARS site visits by artists and local residents '"z of individual children are the corner o This seminar is designed to prOVide an stones of curriculum for this age range as being at the heart of the human serv opportunity for studenl'i placed in Pacific and consequently, for the seminar. Both ices rather than enrichment activities. Oaks' programs for children infant tlrrough cognitive and affective growth are ad The course will explore ways to integrate age thn.'e, and off-site practica to discuss dressed by both lhe core curriculum and the rich resources of local communities relevant issues. The seminar will explore practicum deSign, which includes hands into classrooms and institutions that en the relationship between theory and prac on activities in the areas of science and cOtlrages exploration and discovery. Cur tice in prograIllS for children under three math (such as blocks, math manipula riculum will include visil'i to studios of lo '" years of age, examine developmental is tives, gardening, and cooking); language cal artists, who will explore technical '"cc ..... sues, teacher/care giver roles. and the arts (dictation of stories, poetry, visual, application in the arts through avariety of v relationship between group care and ...... and three-dimensional arts, journals, media. As part of the course, students will Z fanlilies. Students will explore ,md prac and books); and social development participate in a field trip of their own and o tice techniques for the observation and (families, lifelines, aad the exploration of develop a project based on the experience. .... recording of behavior and writing devel cc the neighborhood and community) . IE opmental summaries, examine environ Additionally, attention is particularly HD 603 2-4 UNITS ments for young children and plan. im directed to the wide range of readiness ART EDUCATION: FIELDWORK plement, and evaluate developmentally in this age group and the resulting impli Students are required to spend a specif appropriate, culturally relevant, anti-bias cations for the emergence of the founda ic number of hours in a minimum of two experiences for infants, toddlers, and tions of the academic skills (reading, writ different settings during the course of the twos. Students will also explore team ing, arithmetic). The curriculum balances semester. Responsibilities of the student teaching, examine program issues, and teacher-initiated with child-initiated ac must include planning, implementation consider the social and political aspects tivities, demonstrating that the child and and documentation of an art curricu of group care. the adult are active partners in learning. lum. Each student will create a portfolio Students spend 12 hours/week (3 Observing children, practicing the that includes dOUlmentation of commu units) or 16 hours/week (4 units)in writing of developmental summaries, ar nication in four arts disciplines; com placement. Teacher Education st~ldents ticulating the challenges of an integrat munication and mastery in at least one consult with your advisor. ed curriculum, working with mainstreaIll art form; development and presentation PACIFIC OAKS COLLEGE of basic analyses of works of art from fessional and personal issues that impact and supervisors at the clinical place informed structural, historical and cul the mental health professional in the pur ment. Initiating first client contact, mak tural perspectives; and the relation of var suit of the profession within the market ing an early diagnostic assessment, and ious types of arts knowledge and skills reality of present day health care systems. establishing an effective therapeutic re within and across disciplines. Students lationship with a mental health client. will gain an informed acquaintance with MFT 225 2 UNITS exemplary works of art from a variety of PROFESSIONAL ETHICS AND THE LAW MFT 235 3 UNITS cultures and historical periods and from The class reviews the following areas: CROSS-CULTlIRAL MORES AND VALUES: combinations of those perspectives; and 1. Contemporary professional ethics and SOCIO /CULTURAL ENVIRONMENTS derive their own knowledge, beliefs and statutory, regulatory, and decisional laws This class is designed to consider and pre values for making personal and profes that delineate the profeSSion's scope sent a conceptual framework for review sional artistic decisions. Students will also of practice; and incorporation of sociocultural fac acquire a well-grounded understanding tors into clinical and communication the 2. The therapeutic, clinical, and practi of the nature, value and meaning of the ories and practices. Specific cultural con cal considerations involved in the leg arts as part of their own humanity. tent (with emphasis on family history, al and ethical practice of marriage, Students are required to complete at structures, dynamics, values, mores, ad family, and child counseling, includ least one fieldwork experience and could be aptive strengths, and coping styles) and ing family law; expected to complete two. The specializa sOcio-political constraints on human de tion advisor would determine this based on 3. Spousal or partner abuse, detection, velopment (with emphasis on racism and the student's experience and program goals. and intervention. normative value psychology) will be ex 4. The current legal patterns and trends amined. The importance of racial/ethnic HD604 1 UNIT in the mental health profession; identity is highlighted as the core of one's ART EXHIBITION 5. The psychotherapist/patient privilege, self-identity, the framework which has In the course graduate students will plan shaped personality, and the basis for un and prepare for display, 15-20 selected confidentiality, including issues relat ed to a patient being dangerous to derstanding diagnostic assessment, treat pieces of project work, integrating ac ment goals and the realizations of success cessible and affordable techniques and self or others and the treatment of min ors with and without parental consent; ful interrelations. 'Ole objective of the class methods; design and distribute exhibition is to develop knowledge of and an openness materials; and submit a portfolio of the 6. Arecognition and exploration of the and sensitivity to the cultural differences. exhibition along with a narrative about the relationship between a practitioner's Prerequisite: MIT 242 The Interlace of process for the permanent collection. sense of self and human values and his or her professional behavior and ethics. Society and Human Development and/or HD 360, Advanced Studies in Diversity. This class meets the requirement~ for MARRIAGE, FAMILY & the California MFf license. MFT 237 3 UNITS HUMAN SEXUALITY AND SEXISM CHILD COUNSELING MFT 226 3 UNITS This class focuses on the professional and MFCC PRAOICUM II MFT 221 3 UNITS personal aspects of human sexuality. The This class is developmental in its ap class will explore various issues including THEORIES OF MARRIAGE, FAMilY proach combining supervision issues that the development of a working vocabulary AND CHILD COUNSELING arise in clinical placement with theoretical of appropriate language and a knowledge This class will review the major psycho issues studied in class. Various psychother of procedures that enable people to feel therapeutic approaches in marriage, fam apeutic techniques will be examined more at ease discussing sex. Because sex ily and child counseling. There will be a and clinical skills in intake evaluation, as uality is an integral part of the whole per focus on interpersonal theories, family '"z sessment, diagnosis and treatment will son, the following topiCS are addressed: c systems theories, and feminist theory and be developed. This class will monitor and anatomy, physiology, communication, sex how each informs work with individuals, support the students' experience in clin therapy, sexuality in childhood and other couples, families, and children. The class ical placement and will study issues of life cycle periods, and suggested book~ for will present an inclusive framework, so counter/transference, spousal abuse as clients and their children. that students develop competency working sessment and treatment, interventions with bicultural populations. with various types of crises, ongoing treat This class is designed to meet the re ment and termination. An understanding qUirement for the California MFf license. MFT 224 3 UNITS of the impact of social, racial, cultural, MFCC PRAOICUM I gender and sexual orientation issues in MFT 242 3 UNITS This class is developmental in its approach, psychotherapy will be promoted. The class IHE INTERFACE OF SOCIETY AND combining supervision issues that arise in will also examine a wide variety of ethi HUMAN DEVELOPMENT clinical placement with theoretical issues cal, professional and personal issues that This course integrates a variety of theo t studied in class. Various psychotherapeutic impact the mental health profeSSional in ries of human development, with a vari CJ techniques will be examined and clinical ::IE the pursuit of the profession within the ety of societal issues, forces and dynam CII: skills in intake evalUation, assessment, diag market reality of present day health care ics, including politics, economics, ...c no~is and treatment will be developed. This systems. globalization, race, culture, gender, z class will monitor and support the stu class, sex, sexual orientation, physical dents' experience in clinical placement MFT 228 1 UNIT or mental ability, privilege and oppres and will study issues of coun SUMMER PRACTICUM sion. Using the class participants' lived ter/transference, spousal abuse assessment This course provides the initial basic experiences and critical thinking, along and treatment, interventions with various skills that are needed when starting side classic and contemporary texts, the types of crises and ongoing treatment and clinical training. Included in the content course will explore if, how, and to what termination. An understanding of the im of the class are the follOWing areas of extent, society impacts, influences or pact of social, racial, cultural, gender and inquiry: profeSSional role as a Marriage shapes human development, identity sexual orientation issues in psychother and Family Therapist Trainee (MFT and life chOices, and in turn becomes a apy will be promoted. The class will also Trainee) and relationships with peers possible significant factor in the devel examine a wide variety of ethical, pro- opment of mental health stressors, is • CLASS DESCRIPTIONS sues, symptoms and needs in individu MFT 274 2 UNITS an outline and partial draft of the als and families. This class will develop THEORIES AND APPLICATIONS OF Literature Review Chapter, and a Pilot skills that promote civic empowerment PSYCHOLOGICAL TESTING Study of the Methodology. and responsibility in individuals and This class considers the strategies and Prerequisite: MFT 321 Research Methods that enhance and promote social procedures involved in making decisions change, as well as develop basic re about people in a multi-cultural society. MFT 323 3 LIN ITS search skills in addressing relevant so Theories of measurements and assess GROUP THERAPY cietal concerns. ments, standardized testing and psycho The What, Where, When, Why, Who and logical tests will be examined. Moral and How of working with groups as a coun MFT 253 I UNIT ethical issues involved in decision-making seling modality. An examination of group CHILD ABUSE ASSESSMENT will be an important focus of this class. practice with individuals, families, ado AND REPOR1'ING lescents and children. Alook at the wide This workshop includes the study of the MFT 292 1-3 UNITS range of populations and problems for assessment and method of reporting sex INDEPENDENT STUDY which group work has become a thera ual assault, general neglect, severe neg Independent Study requires that a student py of choice. The class will begin to an lect, willful cruelty or unjustifiable pun design a project of one to six months du swer the question of how one can be ishment, corporal punishment or injury ration and find a faculty supervisor. An in come a safe, secure, and successful group and abuse in out-of-home care. Physical dependent study contract signed by the practitioner. and behavioral indicators of abuse, crisis faculty supervisor is required prior to MFT 221 Theories ofMFCC, Kevin McKeague, student at PONW. counseling techniques, community re Prerequisite: registration. Classes offered at Pacific MFT 269 Personality Theories and Clinical sources, rights and responsibilities of re Oaks may not be taken for Independent Intervention, and MFT 505 Conununication porting, consequences of failure to re Study. Please refer to the Schedule of and Counseling Skills. port, caring for a child's needs after report Classes for registration deadlines. is made, and implications and methods MFT 326 3 UNITS of treatment for children and adults are MFT 320 I UNIT THERAPY WITH CHILDREN also included. DOMESIIC VIOLENCE This class will provide an overview of the This class provides training require The impact of domestic violence on the knowledge base and an introduction to ment for the California MIT license. individual, the family and family life will the clinical skills of child therapy. The be examined. The types of domestic vio public and private mental health systems, MFT 267 3 UNITS lence will be presented in this class with levels of care, range of child therapy set PSYCHOPATHOLOGY OF ADULTHOOD special emphasis in understanding the tings, and barriers to access will be dis Ageneral view of the various definitions trauma to the developing mind of chil cussed. An understanding of migration, and forms of psychopathology is pre dren and to the mental health of the vic class, cross-cultural and intra-cultural sented in a historical, sociopolitical and tim and family. Culture and gender con variations in normative child and family cross-cultural perspective. The purpose siderations and implications for functioning will be integrated with the and history of various diagnostic systems treatment will be discussed, in addition development of child evaluation and treat \viII be discussed. Using the DSM N as to the legal responsibilities for the men ment skills. Multiple theoretical perspec the main paradigm, some of the most tal health practitioner. tives of child therapy will be considered. prevalent psychopathologies of our cul The major childhood disorders will be ture will be explored. The purpose and us MFT 321 2l1NITS reviewed and applied to specific case ma age of DSM IV will be studied. Focus RESEARCH DESIGN AND METHODS terial. The range of modalities utilized in will be on building a cognitive diagnos The goal of this two unit course is to ac child therapy will be explored with spe tic competence of, as well as an effective quaint the beginning research student cial emphasis on the use of play therapy. '"z understanding and comfort with, the with a variety of research paradigms and Clinical assessment and treatment of the o various mental health disorders. Atten methods, both qualitative and quantita child in socio-cultural context will be .... tion will also be given to etiology, epi a.. tive, useful in pursuing clinically relevant the focus of practice skills development. demiology and treatment, including CII: and competent research in the human Clinical issues in child therapy with spe v chemotherapy. Some of the main psychi cial populations will be presented. ...'" atric testing tools will be examined. sciences, within the multicultural and di o verse sociopolitical context of our society. Prerequisite: MFT 470-Clinical 'fueories MFT 269 3 UNITS Avariety of such methods will be studied, of Child Development. PERSONALITY THEORIES AND explored and tried in simulated research CLINICAL INTERVENTION tasks, with a focus on the particular MFT 374 1 lINIT This class is designed to explore the var needs of the mental health research/prac ALCOHOLISM AND CHEMICAL ious personality theories and study their titioner. Basic skills in reading, under DEPENDENa .... logical conclusions in psychotherapy. standing and assessing research literature An overview of alcohoVdrug abuse and its cc: Therefore, each theory will be followed will also be developed. related disorders within the family unit. :e by clinical case discussions, usually chos Therapeutic issues associated with chemi CII: o en from that theorist's writing. In cases MFT 322 2 UNITS cal dependency as it relates to physical, ..... THESIS PROPOSAL z where testing material or research tech emotional and sexual abuse will be exam niques were developed from theory, 'fue goal of this course is to help the grad ined, along with various techniques for in study ofthese materials will replace clin uate student choose an appropriate thesis tervention. Dependency and co-depend ical material. Active student participation topic, frame the research question to fit ency, essential requirement'i necessary and preparation is essential. the developmental needs and goals of the for recovery, and the function of a strong Masters Thesis and complete the Masters aftercare program will all be explored. This cla...-;s provides training require Thesis Proposal. The course is designed to ment for the California MIT license. This class meets the requirement for the address the research needs of the emerg California MIT license. ing mental health professional. 'fue Thesis Proposal will include initial drafts of the Offered on Weekends Introduction and Methodology chapters, PACIFIC OAKS (OlLEGE MFT 399 0-2 UNITS with alcoholism and substance abuse in violence. The impact of trauma on the MASTER'S IHESIS COMPlEIION relation to culture, gender, interpersonal developmental process throughout the In this ultimate segment of the Master's and family dynamics will be examined. life cycle will be examined. The first half Thesis process, the mental health re Childhood and adolescent developmental of the clao;s will focus on the prevalence search student forms the Master's Thesis issues in relation to families and sub and culture of violence in America. In the Committee, receives approval. for stance abuse will be presented. The neu second half of the class, various treat Advancement Candidacy, and completes rolOgical effects of psychoactive drugs on ment approaches for children and adults the Thesis with the Committee's guid the brain and how these biological will be examined. Additionally, the class ance, support and approval.This in changes impact affect, mood and behav will examine the effects of secondary trau cludes both limited class time and inde ior will be explored. This course will ex ma that the helpers of victims experience. pendent study. The two units provide amine both theory and clinical practice. Ais a prerequisite for B. Thesis Committee availability for 2 con MFf requirement for graduation; regis secutive semesters after which the stu tration preference given to MFf students. MFT 501 3 UNITS dent must register for 1 unit of MFf 399 Prerequisites: MFr 221 Theories of LATINO/A HISTORY AND CULTURE each subsequent semester until comple MFCC and MFf 269 Personality Theories The topics in this course include the tion. and Clinical IntelVention histories of Latino/a ethnic groups in their native countries and their histories Prerequisite: Completion of MFf 321 MFT 413 3 UNITS within the United States. Histories of im Research Methods and MFf 322 Thesis migration, socio-economic conditions, Proposal CLINICAL SKILLS IN FAMILY THERAPY This is a class for advanced students fo classism and racism, and political issues MFT 410 3 UNITS cusing on the clinical aspects in the prac will be discussed. Traditions, oral histo CLINICAL THEORIES OF CHilD tice of family therapy. It will provide a ries, literature, and the arts will be used DEVELOPMENT brief oveIView of family therapy and will as a way to further examine the docu Designed to provide the student with a concentrate on the experiential learning mentation of history and its influence on basic understanding of clinical issues re of basic family therapy skills. This class is the culture and variations in behavior. garding how the child grows. Class will designed to provide students with direct integrate the physical, social, emotional experiences of the family therapy milieu MFT 502 3 UNITS and cognitive aspects of growth and de in the initial session/treatment alliance LATiNO/A FAMILY SYSTEMS velopment and how they manifest in phase of therapy via obselVation and role This course will examine family systems trapsychically and interpersonally. The play; assist in the development of a work and how Latino/a families are affected by oretical material will include elements ing knowledge of the clinical skills of their experiences in the United States. of ego psychology, object relations, self family inteIView, joining, problem formu The varied constellation of families in psychology, attachment theory, and in lation, treatment contract, and family case cluding the monocultur.ll traditional fam fant and child research. Readings will be presentation; further the students' aware ily structure, as well as the emerging bicul taken from the writings of Freud, Klein, ness of and appreciation for the multiple turaVbiracial family structure, are among Balaint, Winnicott, Bick, Sarnoff, Mah psychosocial factors which impact fami those to be studied. Issues, such as accul ler, Bowlby, Kohut, Erikson, Piaget and lies in treatment; and contribute to the turation and generation, class, changing Stern among others. Learning tasks will development of a personal conceptualiza values and beliefs, gender roles, language, consist of reading and discussion, as tion of the process of psychotherapy. religion, spirituality, within group dis crimination, the effects of immigration signed obselVation of children, modeling Prerequisite: Ml'i 221-Theories of and role playing, and viewing of films. Marriage, Family and Child Counseling. and status, health care, myths, taboos, and traditions will be included in developing Prerequisite: MFf 242 The Interface of a framework in which to understand Society and Human Development. MFT 415 3 UNITS PSYCHOPAIHOLOGY OF Latino/a families. CHILDHOOD AND ADOLESCENCE MFT 411 2 UNITS MFT 503 3 UNITS This class will examine the psychopath PSYCHOPHARMACOLOGY LATINO/A PSYCHOLOGY This course provides an oveIView of clin ology of infancy, childhood and adoles cence within a biopsychological, develop This course will study issues related to the ical psychopharmacology for the gradu development of the self and issues related mental, sociopolitical and family systems ate student in clinical training. It focuses to the mental health profession. Ethnic and perspective. It will address challenges on the use of psychiatric medications for self-identity development will be examined that children, adolescents and their fami specific mental health disorders, diag as well as the development of self in a col lies face that require direct and special nostic issues, and treatment plans, as lectivist culture. The strengths of the cultur ized mental health and social seIVices well as addressing cultural differentials al traditions/practices will be examined in alongside the appropriate educational in assessment. The course explores bio understanding the development of one's seIVices. This is an interdiSCiplinary class logical etiologies and addresses the ex self worth, as well as the effects of discrimi with an emphasis on facilitating intimate tent and impact of side effects in the life nation, acculturation and bicultural experi understanding, communication and col of the client. It prepares the MFf Trainee ences. Mestlzo/a Psychology and Native laboration among the class participants of to act as profeSSional support to the psy Health Models and their application are an the three professions of Education, Hu chiatrist/client dyad. integral part of the course. Culturally sensi man Development and Marriage, Family tive theories, assessment and treatment and Child Counseling in the seIVice of MFT 412 2 UNITS models, cultural bias in assessment and children, adolescents and their families. SUBSTANCE ABUSE, THE INDIVIDUAL, testing, and racism in the mental health AND FAMILY DYNAMICS MFT 500 1-2 UNITS professions will be included This course will introduce the student to INTRODUOION TO TRAUMA, the scope and depth of substance abuse AANDB MFT 50S 3 UNITS and dependence ao; a biochemical and This class is an introduction to clinical COMMUNICATION AND psychological addiction and its impact victimology, trauma theory and practice COUNSELING SKILLS I on the individual and the family. for people working in a clinical setting This is an introductory class in develop Pathogenic sources, therapeutic issues of victims of trauma and interpersonal ing basic inteIView/communication skills and treatment intelVentions associated for use in interpersonal relationships, CLASS DESCRIPTIONS working with students and parents in SPED 242 3 UNITS ent professional partnership will be dis educational settings, and an emphasis on BEHAVIOR INTERVENTION AND cussed. Issues of conflict resolution me the counseling relationship. This class PROGRAM PLANING FOR STUDENTS diation, crisis management, and adv~cacy is designed to train the student to see one WITH SPECIAL NEEDS for students and their families will be ex self in social interactions in light of one's This course explores the relationship be plored. Cross-cultural issues, including sociaVculturaVethnic context, and to be tween teacher behavior, academic task bilingual and bicultural considerations able to communicate to others clearly, and classroom environment in encourag \ViU be integrated throughout the course. effectively and cross-culturally. There will ing and discouraging student self esteem, SPED 257 6 UNITS be a strong emphasis on the skills of ac behavior and achievement. Four models tive listening, consisting of the skills of DIRECTED TEACHING: of behavior management will be discussed MILD/MODERATE DISABILITIES empathy, clarification, reflection of feel from a social systems perspective: psycho Directed Teaching is a 16-week student ings, confrontation, as well as others. This dynamic, behavioral,environmentU,and teaching experience in a Special Day will empower the student to function in constructivist. Analysis of behavior will be Class or program for student., or young the helper role of facilitator and counselor. discussed in relation to antecedents and adults with mild/moderate disabilities. consequences of target behaviors as high The practicum is accompanied by a lighted by a case study approach. Teacher seminar which meets at regular inter candidates will develop skills in designing SPECIAL EDUCAliON vals to discuss experiences with other whole class management systems, as well student teachers, and to refine skills in as individualized programs (positive be SPED 239 3 UNITS the following areas: havior support plans) consisting of data THE CHILD WITH SPECIAL NEEDS: 1. Ability to adapt and modify core cur collection on target behaviOrs, identifica AN INTERDISCIPLINARY PERSPECTIVE riculum to ensure student learning; tion of replacement behaviors with specif This course is designed to explore the 2. Collaboration with families and other ic behavioral goals and objectives, and ap context of culture and anti-bias issues profeSSionals to coordinate services' propriate reinforcement strategies. related to educating children and ado 3. Planning and implementing appr~ lescents with special needs in both in SPED 243 4 UNITS priate individualized instructional clusive and more restrictive settings. ASSESSING AND INSTRUCTING programs, including transition plans; For purposes of enhanCing the teacher's 4. Providing a supportive climate for effectiveness in the classroom, the fol STUDENTS WITH MILD TO MODERATE DISABILITIES growth in interpersonal relationships; lowing areas will be addressed: 5. Evaluating children's progress and 1. Knowledge of, and sensitivity toward This course examines principles and tech niques for assessing academic progress program effectiveness with a variety people with disabilities' , of assessment approaches; and 2. Knowledge of federaVstate mandates and addresses the design of instruction and selection of curriculum materials for stu 6. Developing an effective classroom for educating students with disabilities; management plan, including individ 3. Identification and screening of a child dents and young adults with mild to moder ate disabilities. Class work will include ob ual Positive Behavior Support Plans, with special needs; as appropriate. 4. Involvement of parents in the process serving and learning from prJ.Cticing of meeting student needs; special education teachers. (Fifteen hours SPED 292 1-3 UNITS 5. Collaboration with other professionals of fieldwork/observation is required at two INDEPENDENT STUDY to identify appropriate interventions; different age levels.) Emphasis will be Available for students in the Education 6. Application of methods used to mod placed on collecting data from many Specialist Credential program(s) to meet ify the curriculum and accommodate sources, and accurately interpreting assess some individual competency and/or pro various learning styles; and ment result<; for students including those gram requirements. An independent study who are culturally and linguistically diverse. ""z 7. Accessing educational and communi contract signed by the faculty supervisor o ty resources such as assistive technol Curriculum planning, related to state and is required at the time of registration. ogy, career and vocational education. local standards, will be discussed with a fo Classes offered at Pacific Oaks may not cus on accommodating learners and modi be taken for independent study. Please SPED 240 2 UNITS fYing materials. Teacher candidates will de consult the Schedule of Classes for reg PRACTICUM: velop skills in writing concise descriptions istration deadlines. CH ILDRENIADOLESCENTSI ADULTS of students' present levels of performance, WI'rH SPECIAL NEEDS goals and objectives that are achievable and SPED 300 2 UNITS "" A supervised field experience that pro measurable, and both individual and group INDUCTION SEMINAR A: DEVELOp· ""cc lesson plans. Compliant IEPs will be dis vides teacher candidates with an introduc ING AN INDUCTION PLAN v-- tory experience working with different age cussed over fourteen years of age, " This seminar provides guidance, support Z groups and different service delivery op o SPED 247 3 UNITS and assistance to beginning special edu tions in the area of special education. cators working on their Professional .... (Note: a minimum of 75 hours of field COLLABORATION AND cc COMMUNICAl'ION SKILLS FOR Level II Induction Plan (lIP). Candidates Ii work is required.) The accompanying reflect on their current practice in the QI': seminar meets bi-weekly to discuss issues SPECIAL EDUCATORS classroom and assess their strengths and o related to special education, including This course explores the spectrum of in Woo needs based on the state and national z special education laws, teacher and par terpersonal and interactive learning skills standards for he profession. Individual ent collaboration, service delivery models, required of the special educator. profeSSional development goals are es support services, curriculum and instruc Emphasis will be placed on effective com tablished collaboratively with the school tion, assistive technology, and transition. munication strategies with students with district's support provider and the col Teachers candidates journal their obser disabilities, their fanlilies, and other lege advisor. The strategies to achieve vations and reflections about best prac school or agency profeSSionals. Teacher these goals become an action plan that tices to use in the bi-weekly discussions. candidates will learn how to collaborate This class may be waived based on with other IEP tcam members to develop, outlines the requirements and opportu assessment ofexperience. implement and evaluate individual student nities for coursework, support and pro progranls, including transition plans. fessional development. These opportuni counseling strategies to enhance the par ties offer candidates the chance to OLLEGE pursue specific topics which reflect their SPED 304 4 UNITS SPED 560 2 UNITS own interests and values. ADVANCED STRATEGIES FOR TEACH.. THE CHILD WITH SPECIAL NEEDS Note: The lIP requires an additional ING STUDENTS WITH MILD/MODER This seminar covers major educational 3-unlt elective course or 45 hours of ATE DISABILITIES issues and current trends for exception non-college activities as options for This course will focus on three dynamic al children ages three through fourteen professional development which much aspects of successful teaching practice: years. Emphasis focuses on Public Law have prior approval as part of the lIP. assessment, instruction, and behavior 94-142 and the Individuals with Disabil This course was formerly SPED 248. management, in relation to creating ities Act (IDEA) as they relate to school classroom communities which reflect services for students identified as slow disabled and gifted learners, as well ~ SPED 301 2 UNITS the complex interaction between the student, the teacher, and the environ effective classroom practices to meet INDUCTION SEMINAR B: EVALUAT the n~eds of all learners. Interns study ING THE INDUCTION PLAN ment. Advanced collaboration and con sultation skills will be woven through and dISCUSS the following topics: history This seminar facilitates the implementa of special education; litigation which in tion and documentation efforts of the out all three topics. Personal reflections and case studies will be used in design fluenced special education; legal as candidate in attaining the goals they es pects (rights of the identified disabled): tablished for themselves in their ing instructional strategies which are both cognitive and affective, and which characteristics of the exceptionalities; Individualized Induction Plan (liP) and placement issues (IEP); inclusion and in compiling evidence that demonstrates encourage active engagement in the learning process. Evaluating instruc structional methodolOgies to enhance aca ~astery of each of the Level II competen demiC, social, emotional and behavioral tional practices will also be covered. cies an standards. '1b.e outcome becomes success of identified students. the Level II Professional Portfolio, which Two Saturday Labs are required to practice and demonstrate advanced This course is available to PONW is reviewed during an exit interview at the Teacher Education interns only. end of the Level II program. The portfo strategies, which are culturally compe lio includes, but is not limited to, a per tent, in effectively communicating as sonal mission statement, reflections on sessment results and facilitating IEPIITP practice, and artifacts from the candi meetings with parents and teachers. date's learning experiences. This course was formerly SPED 251. This course was formerly SPED 249. SPED 305 3 UNITS SPED 302 3 UNITS ASSISTIVE TECHNOLOGY &TRANSITION APPLIED ISSUES IN SPECIAL EDUCA This course addresses a variety of subtopics, including current legislation TION funding, assessment, resources and In this course, Level II candidates dis cur~ riculum related to assistive technology cuss current challenges and controver (AT) and transition to adulthood. sies in the field of special education, re Candidates will learn about advancements flect on various positions, options and in technologies and services that can sup emotions of each, and research addi port a person with a disability to reach in tional perspectives. The reflection and ~~dual academic, employnIent and daily critical thinking involved in discussing livmg goals. Candidates will develop skills these issues will deepen understanding in administering assistive technology and of the realities inherent in teaching stu vocational assessments, and will develop dents who are often marginalized by the appropriate goals and lessons for student majority culture, and introduce new success in school-related or post-second perspectives which will, in turn, gUide ary tasks. Emphasis will be on working actions and decisions in actual practice with students who have learning, cognitive, i~ the field. Topics include social jus communication and sensory disabilities tice, advocacy, inclusion, least restric that cause difficulties in academics, memo tive environment, over-representation ry, organi1ati.on, communication, self-help, of students of color, standardized as movemen~ hearing and vision.This course sessment, and transitional services. was formerly SPED 241. This course was formerly SPED 253. SPED 474 3 UNITS SPED 303 3 UNITS THE YOUNG GlILD WITH SPEOAL NEEDS SPECIAL EDUCATION LAW Students will engage in discussions, ac This course provides a historical and so tivities and observations pertaining to ciopolitical perspective of the legal man the key theOries, philosophies and pro dates for eqUity in special education, as grams that have supported the develop well as an examination of the current le ment of early childhood special educa gal, policy and leadership issues which tion. Relevant federal and state laws and impact best practices in both the school regulations and local policies will be :md the social services systems. Topics analyzed. Best practices in early child mclude the review of integral laws and hood special education and major char litigation, court cases, policy documents, acteristics, etiologies and effective inter legal procedures, empowerment of par vention approaches for young children ent~ ~d guardians in understanding with special needs will be emphasized. their ngllts, and profeSSional ethics relat I ed to the provision of services to students With disabilities and their families. This course was formerly SPED 250. ADMINISTRATION AND FACULTY ADMINISTRATION ReGena Booze Toni Guajardo-Gonzalez Academic Co-Director, Human Development, Visiting Faculty Carolyn H. Denham, Pasadena. Ph.D., Fielding Institute, Human Ph.D., California School of Professional Psychology. Ph.D., President Development and Organizational Systems. M.A., M.S., California State University, Los Angeles, Pacific Oaks College, Human Development. B.A., Psychology. B.A., California State University, Los Renatta Cooper, California State University, Hayward, Sociology. Angeles, Speech Pathology/Audiology. M.A., Director, JoneslPrescott Gretchen Brooke Debra jenkins Institute Visiting Faculty M.A. Pacific Oaks College, Human Development. B.A. M.A., Pacific Oaks College, Human Development (ABLE), Pacific Oaks College, Human Development. A.A.S., Clark College, Early Childhood Education. Cindy Croft, Karen Cardell M.A., Chief Financial and 8ettyjones M.A., Pacific Oaks College, Human Development. Administrative Officer Academic Co-Director Martha Clark Distance Leaming Susan Hunter Hancock, M.A., Pacific Oaks College, Human Development. Ph.D., University of Southern CalifOrnia, Sociology. M.S., Dean, Student Services and B.A., Pacific Oaks College, Human Development. M.A., Whittier College, Sociology. M.A., University Staff Relations Sharon Cronin of Wisconsin, Child Development. B.A., College of Bilingual P-3 Grant Program the Pacific, Psychology. Standard Teaching Credential, Susan Kusiak, Elementary and Early Childhood. Assistant to the President and Director, PONW Director, Board Relations Ph.D., University of Washington, BlculturaJ/Bilinguai Dino Koutsolioutsos Studies. M.A., Pacific Oaks College, Human MFCC; Ph.D. (ABD) , Pacifica Graduate Institute. Pamela McClure, Development. B.A., University of Wa.<;hington, Bilingual M.A., Loyola Marymount University, Counseling M.A., Vice President, Advancement Bicultural Studies. Psychology. Corinne McGuigan, Cynthia Cruz judith Magee Ph.D., Provost M.Ed., University of CalifOrnia, Los Angeles, Education. M.A., Pacific Oaks College, Human Development. B.A., Scripps College, Uteramre. Certificate, University B.A., University of California, Davis, Psychology. Jane Rosenberg, of I.ondon, Westfield College, Uteramre and Theater. Jessie Montes M.A., Director, Children's School UThe people at Pacific Oaks were there Fran Davidson M.A., Claremont Graduate University, Education, for me and helped me find a way to Visiting Faculty Multiple Subject Teaching Credential. B.A., FACULTY M.A., Pacific Oaks College, Human Development; California State PolytechniC University, Pomona, fulfill my dream. jlly greatest A.A.S., Seattle Central Community College, Early Uberal Studies. LailaAaen Childhood Education, Preschool Emphasis; Leticia Nieto Academic Co-Director Medical Record Ubrary Science Degree, Royal satiifaction is knowing / am able Columbian Hospital, University of British Columbia. Psy.D., Ryokan College, Ctinical Psychology. M.A., Distance Learning Azusa Pacific University, Smdent Affairs and Human to help people create a foundation Ph.D., The Wright Institute in Berkeley, Psychology. Louise Dennan~Sparks Development. BA., George Fox College, Psychology. M.A., University of Wisconsin, SOCiology. B.A., M.A., University of Michigan, Early Childhood and Carthage College, Sociology. Elementary Education. B.A., Brooklyn College, Paige Parker on which they can build the rest M.A., California School of Professional Psychology. Robin Armstrong-Hugg American titerature & History. Preschool, Early Elementary and Special Education Teaching Credentials. M.A. Stanford University, Communications. M.A., oftheir lives. " Ph.D., The American University, Special Education. Bank Street College of Education, Early Childhood M.A., Eastern Michigan University, Emotional Connie Destito Education. B.A., Howard UniverSity, Education. Academic Director, MFCC Disturbance. B.A., Eastern Michigan UniverSity, Social Rebecca Rojas M.S.W., University of California, Los Angeles, Social Work. California Multiple Subject Teaching Ph.D., University of Southern California, Counseling Afi Hyung-lee Work. B.A., California State University, Los Angeles, Credential, Leaming Handicapped Credential; Psychology. M.A. Pepperdine University, Psychology. Sociology. Ucensed Clinical Social Worker, State of Severely Handicapped Credential, Resource Specialist B.A., California State University, Long Beach, Music Q Counselor-in-Training California. Credential, Preliminary Administrative Services Therapy. Z Trevor Dobbs Glendale College Credential. Tilman Smith Ph.D., Newport Psychoanalytic Institute, Tustin, ('A. ""'"Z Veronica Barrera Acting Academic Director, Teacher o Alumna, Pacific Oaks College M.A., Fuller Theological Seminary, Marriage and Interim Director, Human Development Family Counseling. B.A., Pepperdine University. Education Program, PONW M.A., Pacific Oaks College, Human Development; POl.\'W Visiting Faculty Kathy Fuller B.A. University of Colorado, History, French; M.A., PaCific Oaks College, Human Development; M.A., California State UniverSity, Northridge, Washington Teacher Certification. B.A., Evergreen State College, History of Flementary Education with emphasis on Early z Marginalized Communities; Teacher Certification, Childhood; B.A. E., University of Northern Colorado Zakiya Stewart Ed.D., Seattle University. MA., University of Chicago. Northeastern illinois University, Secondary. Elementary Education, Spe~ial Education. ' :IS B.A., Loyola University. Q Sue Bawale LarryGarf Joseph T. Sundeen ...... Ed.D., Teachers College, Columbia University, M.A., Pacific Oaks College, Human Development. ""'" Academic Co-Director, Human z Curriculum &Teaching/Early Childhood Education. B.A., State University of New York at New Paltz. o Development, Pasadena M.Ed., Teachers College, Columbia University, Cheryl Greerjarman Ph.D., University of California, I.os Angeles, .... M.A., Pacific Oaks College, Human Development Curriculum & Teaching. M.A., Teachers College, Anthropology; M.A., University of California, Los ""'" B.A., Pacific Oaks College, Uuman Development. :IS Columbia University, Early Childhood Education. Angeles, Anthropology; B.A., Columbia University, a.:: Preliminary Multiple Subject Teaching Credential, B.A., Tufts University, Child Study. Multiple Subject History o Pacific Oaks College. ... Teaching Credential, University of California, Inine. Greg Tanaka z Cynthia Grutzik Susan Bernheimer Ph.D., University of California, Los Angeles, Academic Director Ph.D., Claremont Graduate University, Education. Education. M.A.T., New Mexico State University, Teacher Education, Pasadena M.A., California State UniverSity, Northridge, Elementary Education/ESL. B.A., Williams College, Educational PsychologylEarly Childhood Education. Ph.D., University of California, Los Angeles, Psychology/Child Dl'Velopment. B,A., University of California, Los Angeles, Social Education. M.A., University of Arizona, Language, Anthropology. Reading and Culture. B.A., Westmont College, Olga Winbush Ph.D., University of California, Los Angeles, EducationIDiversified Studies Education. M.A., PaCific Oaks College, Human Development. B.A., University of California, Los Angeles, Sociology. PACIFIC OAKS (OLLEGE Pacific Oaks Adiunct Faculty Lisa Crim Kim Kmetz M.Ed., James Madison University, Early Childhood MFCC; M.S., California State University, Los Angeles, Marcela Abadi Education; B.S., James Madison Lniversity, Early Psychology. B.A., UCI.A, Psychology. M.A., Pacific Oaks College, Human Development. Childhood Education. Washington Teacher Certification, Pacific Oaks Judith Kunitz College. Mayet Dalila M.A., Pacific Oaks College, Human Development. B.A., University of Washington B.A., CSU, Hayward. Daudi Abe M.A., Pacific Oaks College, Human Development. Sharon Davisson Gary Larkin B.A., University of Santa Clara. M.A., Pacific Oaks College, Human Development; M.S., M.A., National University, Special Education, B.A., California State University, Chico, SOciology. CounseUng Psychology. B.A., Ramapo College, Art. Laura Alvarez M.F.A., San Francisco Art Institute. A1tierista, Katherine del Monte Theressa Lenear Reggio, Italy. B.A., University of California, S,Ulta M.A., Pacific Oaks College, Human Development. M.A., Pacific Oaks College, Human Development; Cruz, Fine Art. B.A., San Diego State University, Journalism. B.A., Pacific Oaks College, Human Development; A.A., Alaska Methodist University, Child Senta Amos-Greene Development Associate; Professional M.A., California State University, t>;orthridge, Early Sue Feldman VocationaVfechnical Teaching Certificate. Childhood Special Education. B.A., California State M.A. PaCific Oaks College, Human Development; University, Northridge, Child Development. M.A., Evergreen State University, Developmental Esperanza Martell M.S. Hunter College, B.A., City University of New York Paul Angers Psychology; Washington Teacher Certification. M.A., Pacific Oaks College, Human Development Karen Fite Judith Matson Ph.D., National University, CUnical Psychology. Diane Pasillas Araujo ].0., Loyola Law School. M.A., Georgetown University, EngUsh. B.A., Pomona College, EngUsh M.A., Pacific Oaks College, Human Development. M.P.A., California State University, Northridge, PubUc B.A., Pacific Oaks College, Human Development. CoUege founder Margaret Yarrow visited Administration. B.A., California State University, Los and Creative Writing. Angeles. William Franklin Jocelyn Myres the Children'S School in May of199B. Ph.D., stanford University, Psychological Studies in B.A., California State University, Hayward, Lynn Beebe Elementary Education, Black Studies. M.Ed., Seattle University. Education/Child and Adolescent Development. M.A., CSU, Northridge, Educational Psychology. Joan Newcomb Julie Bisson B.A., CSU, Northridge, Psychology. M.S.T.C., Pacific Oaks College. M.F.A., University of M.A., Pacific Oaks College, Human Development; Shana Frazin Wa~hington, Seattle, Ceramics. B.F.A., University of B.S., University of Connecticut, Human lllinois, Urbana, Fine Arts. . Development and Family Relations. M.A., Pacific Oaks College, Human Development; B.A., University of California, Los Angeles; Judith Nygren Carol Blake California Multiple Subject Teaching Credential. MA., George Washington University, Early OUldhoodl Ph.D., California Graduate Institute of Professional Special Education. B.A., Smith College. Psychology, Clinical Psychology. M.A., California Nickie Godfrey Graduate Institute of Professional Psychology, M.A., California State University, Northridge, Sara Packer Psychology. M.F.A., UClA. B.A., UClA. Educational Psychology, CounseUngiGuidance. M.A., Pacific Oaks College, Human Development. B.A., University of California, los Angeles, Sociology. Margot Boyer Marsha Peralta M.A. Goddard College, Creative Writing; B.A., Catherine Goins M.A., Pacific Oaks College, Human Development. Evergreen State College, Interdisciplinary Studies. M.A., Pacific Oaks College, Human Development; B.A., California State University, Sacramento, B.A., California State University, Sacramento, Child Psychology. Pat Bryning Development. M.S., San Diego State University, Child Development Ann Phillips and Family Relations; B.A. Macalestel' College, Janet Gonzalez-Mena M.A., Saint Martin's College, CounscUng Spanish, Secondary Education. M.A., PaCific Oaks College, Human Development. Psychology; B.A., Evergreen State College. B.A., U.c., Davis, English. Extension Credential Lulaellen Pilgrim Donna Buchanan Program, U.c., Santa Cruz. M.A., Pacific Oaks College, Human Development. M.S., University of Utah, Educational Psychology B.A., Loyola Marymount University, Sociology. Patricia Gray and CounseUng. B.S., Ulall Stale University, Elementary Certificate, Richmond College, Kensington, London, M.A., Pacific Oaks College. B.A., California State Education. Sociology. University, Los Angeles. Elizabeth Kay Stritzel Rencken Courtney Bullock Caroline Green M.A., Pacific Oaks College, Human Development, M.A. Pepperdine University, Education. B.A., San M.A., Adams State College, Special Education. B.A., Specializing in Early Childhood Education. B.A., Francisco State University, Fine Arts. Arizona State University, Education. University of Arizona, Tucson, Education. Martha Carr Ruth Anne Hammond Gretchen Reynolds M.A., Pacific Oaks College, MFCC. B.A. (ABLE), M.A., Pacific Oaks College, Human Development. Ph.D., Claremont Graduate School, Education. Pacific Oaks College, Human Development. Certificate, Emmi PUder Methodological Institute, M.S., BIUlk Street College, Education. B.A., Wilson Budapest. B.A., Southern Methodist University, Fine College, Psychology. Teaching certification in Margie Carter Arts. elementary education. M.A., Pacific Oaks College, Human Development. B.S., Northwestem University, Primary Education. DebraHori Theresa Rochambeau M.A., California State University, Los Angeles, M.A., Pacific Oaks College, Human Development Karen Caruso Special Education; B.A. Occidental College, M.A. Antioch University, Psychology; M. Ed., Riley K. Smith Psychology; Certificate in Assistive Technology M.A., Trinity University, Education. University of California, (.os Angeles, Administrative Application. Studies; B.F.A., University of Hartford Art School; Tilman Smith National Board ofTe-Jching Standards, 2000. Brenda Ingram M.A., Pacific Oaks College, Human Development. M.S.W., California State University, Sacramento. David Chavez B.A., University of Colorado, HistorylFrench. BA., University of California, Los Angeles, Psychology. Washington Teaching Credential. Ph.D. University of California, Berkeley, CUnical Psychology; M.A., University of California, Berkeley, Marlyn James Heidi J. Steinberger Clinical Psychology; A.B., Harvard University. M.A., Pacific Oaks College, Human Development. M.A., Bank Street College, Early Childhood and B.A., Pacific Oaks College, Human Development Teresa Cook Elementary Education. B.A., State University of New M.Ed., University of Southern California, College Suzanne Duarte Jones York, College at Old Westbury, Finance. M.A., Pacific Oaks College, Human Development. Student Personnel Services. B.A., University of La Fiona Stewart Verne, PoUtical Science. B.A., University of California, Santa Cruz. M.A., PaCific oaks College, Human Development. Bruce Cowan Katie Kissinger B.S., CorneU University, Human Development and M.s.w., University of California, Los Angeles. B.A., M.A., Pacific Oaks College, Human Development. Fanlily Studies. B.A., Marylhurst College, Social Science. California State University, i.os Angeles. • FACULTY, TRUSTEES AND FOUNDERS Beatrice Sweeney BOARD OF TRUSTEES Ex-Officio MA, Pacific Oaks College, Human Development BA, University of Alaska-Southeast, Early Childhood Elena Phleger, Chair Cindy Cruz, College faculty Education. Dana Treister, Vice Chair Lucinda Edwards, Nadiyah Taylor Julio Ramires, Vice Chair Children's School Teacher M.A., Pacific Oaks College, Human Development. Brent Hinson, College Student B.A., Macalister College, Psychology. Jeannie Vaughn, Secretary Elizabeth Tertell Tom Nugent, Treasurer Jackie Mayo, Children's School Parent M.Ed., University of Illinois, Instructional Carolyn H. Denham, President, Kimberly Pollard, College Staff Leadership. B.S., Southern Ulinois UniverSity, Early ex-offiCiO Janet Thomas, Children's School Parent Childhood, Human Development. Postgraduate Certificate, Pacific Oaks College. Mentors Laurie Todd Thomas Baxter M.A., Pacific Oaks College, Human Development. Richard Berry Marvin Hoffenberg B.S., Portland State University, History. Asenath "Kennie" Young Judith Tolley Gary Birkenbeul M.A., Pacific Oaks College, MFCC. Robert Brown Life Trustees Elena Phleger, Chair, Board ofTrustees, Nikola Trumbo Marlene Canter Ann and Olin Barrett M.A., Pacific Oaks College. Human Development. with one ofher sons. B.A., University of ColorJ.do. Thomas Batcheller Cox Ray Cortines Chaquita Waters Faye Davidson Adelaide Hixon M.A., Pacific Oaks College, Human Development. B.A., Pacific Oaks College, Human Development. Joan Fauvre Jack Scott Betty Williams Sue Femino Betty Williams M.A., University of Washington, Social Work; BA Priscilla Gamb Vanderbilt University, Psychology. Mary Worthington Luis Herrera PACIFIC OAKS FOUNDERS M.A., Pacific Oaks College, Human Development. Phaedra Ledbetter Molly* and Edwin* Morgenroth B.A., Pacific Oaks College, Human Development. Peter Pannell Christina Wright Marian* and Edwin* Sanders CII::'" Ph.D., New York University. M.S., Bank Street Terry Roberts Jean* and William* Taylor ... College of Education, A.B., Vassar College. Q Annette Serrurier Alice* and John* Way Z Nanette Wylde :: M.A., PaCific Oaks College. Human Development Marisa Silver <:) Marguerite* and Phillip Wells .... Nicholas Stonnington Faculty Members Emeritae Margaret and Clarence* Yarrow Stephen Torres Carroll Borland-Parten Asenath and Robert* Young D.Ed., Fielding Institute. M.A., California State Donna Vacarino University at Ins Angeles, Early Childhood Education. * deceased B.A., PaCific Oaks College, Human Development. Ed Woodsome, Jr. "Core Certificate" University of California at Los Amre Youness Angeles. Nursery School Education. A.A., University of Calilornia at Berkeley, Speech Arts. California .... Special Education Teaching Credential. California <:) General Elementary Teaching Q CII:: Mio Polifroni c:c M.A., PaCific Oaks College and Claremont Graduate <:) School, Human Development Graduate work. School I11I:II of Social Service, University of Chicago. B.A., University > of Chicago, Social Service Administration. t- Elizabeth Prescott :: -v M.A., Los Angeles State College, Psychology. B.A., c:c University of Denver, Sodal Sciences and w...... Mathematics. Z Molly Scudder <:) M.A., Goddard College. B.A.. Nursery Training School at Boston (Tufts University). PACIFIC OAKS COLLEGE SUMMER 2003 March 31-Aprilll...... Summer Advising Period March 31-May 2 ...... Summer Registration Period April 11 ...... Deadline: Registration for Summer and Fall Directed Teaching April 15 ...... Deadline: SummerlFall Financial Aid Application Priority Deadline: Summer Financial Aid Application for 200312004 Academic Year May 2...... Deadline: Summer Registration (Late fee applies after this date) May 26 ...... Holiday (Memorial Day) June 1 ...... Summer Session Begins* Summer Weekend Pasadena Classes Begin June 23 ...... Summer Weekday Pasadena Classes Begin June 23 ...... Children's School Practicum Orientation June 24 ...... Children's School Practica Begin July 4...... Holiday (Independence Day) July 7...... Deadline: Registration for Independent Study and Master's Thesis In the Elizabeth E. Herrick Courtyard July 31 ...... Summer Semester Ends* FALL 2003 March 31-April11 and June 2-13 ...... Fall Advising Period March 31-June 13 ...... Fall Registration April 11 ...... Deadline: Fall Directed Teaching April 15 ...... ~ ...... Deadline: Fall Financial Aid Application Priority Deadline: Financial Aid Application for 200312004 Academic Year August 1 ...... Fall Session Begins* June 3D-August 1...... New Student Advising Period August 1...... Deadline: New Student Registration August 4 ...... Fall Weeklong Classes Begin September 1...... Holiday (Labor Day) September 2 ...... Fall WeekdaylWeekend Classes Begin September 5 ...... Children's School Practica Olientation September 8 ...... Children's School Practica Begin October 6 ...... Holiday (Yom Kippur) October 10 ...... Deadline: Registration for Independent Study and Master's Thesis November 11 ...... Holiday (Veteran's Day) November 14 ...... Deadline: Registration for Spring Directed Teaching November 27-28 ...... Holiday (Thanksgiving) December 22, 2003-January 2,2004...... Faculty and Student Winter Break December 24-25 ...... Holiday (Christmas) December 31, 2003-January 1, 2004 ...... Holiday (New Year's) December 31 ...... Fall Session Ends* I See Class Schedule for your site to obtain specific dates and times for classes. CALENDAR SPRING 2004 October 1, 2003 ...... Deadline: Spring Financial Aid Application November 3-14, 2003 ...... Spring Advising Period November 17-December 1, 2003 ...... Spring Registration Period December 1, 2003 ...... Deadline: Spring Registration (Late fee applies after this date) January 1 ...... Spring Semester Begins* January 5 ...... Financial Aid Applications for 2004-2005 available January 5 ...... Spring Weeklong Classes Begin January 5-9 ...... New Student Advising Period January 9 ...... Deadline: New Student Registration (Late fee applies after this date) January 19 ...... Holiday (Martin Luther King, Jr. Day) January 23 ...... Children's School Practica Orientation January 24 ...... Spring WeekdaylWeekend Classes Begin January 26 ...... Children's School Practica Begin February 16 ...... Holiday (Presidents' Day) March 1...... Deadline: Application for Spring Graduation March 10 ...... Deadline: Registration for Independent Study and Master's Thesis April 5-9 ...... Spring Break April 9...... Holiday (Good Friday) May 23 ...... Commencement May 31 ...... Holiday (Memorial Day) May 31 ...... Spring Semester Ends* * See Class Schedule for your site to obtain specific dates and times for classes. CI:: cc Cl ... z cc -U I ...... Z o l cc :IE CI:: o.... z cc -...CI:: ...Z (!) Students enjo)ling the Summer Outreach Luncheon. INDEX About Pacific Oaks ...... 2 Human Development and Social Change .. 16, 20 Academic Probation...... 33 Infants and Toddlers ...... 16, 22 Accommodations for Students Internship Program ...... 26 with Special Needs ...... 30 JoneslPrescott Institute ...... 31 AddlDrop Policy ...... 34 Latina/o Family Studies Specialization ...... 24 Administration ...... 58 Leadership in Education Admission for Degree, Certificate, Permit & Human Services...... 21 and Teacher Education Progranls ...... 6 Leave of Absence ...... 34 Advising ...... 29 Libraries ...... 30 Alumnae/i Association ...... Inside Back Cover Locations and Time Frames ...... 27 Appeal Procedure ...... 39 M.A., ABLE option ...... 8 Archives...... 31 M.A. Curriculum Specializations ...... 18 Art Education ...... 13, 18 M.A. Human Development Requirements ..... 16 B.A., ABLE option ...... 6 M.A. in Marriage, Family and B.A. Curriculum Specializations ...... 13 Child Counseling...... 22 B.A. Human Development Requirements ..... 12 May Complete Policy ...... 35 Bicultural Development...... 18 MFCC Continuing Education ...... 25 Board of Trustees ...... 60 Mission Statement ...... Inside Front Cover Alumna Dena Waleo. Calendar ...... 61 Multiple Subject Teaching Credential ...... 26 Career Planning ...... 30 Office Hours ...... 29 Change of Advisor and/or Campus ...... 29 Overview of Programs ...... 3 Chemical Dependency ...... 40 Pacific Oaks Distance Learning ...... 28 Child Care ...... 14, 19 Pacific Oaks Northern California ...... 28 Children in the Classroom ...... 36 Pacific Oaks Northwest ...... 27 Class Descriptions ...... 41 Pacific Oaks Pasadena ...... 27 Class Numbering System ...... 33 Play, Language and Literacy Class Waiver Process ...... 33 Sub-specialization ...... 15 College Policies ...... 33 Post Graduate Certificate ...... 27 Cooperative Programs ...... 29 Privacy Rights ...... 36 Curriculum Philosophy ...... 5 Program Change Procedures ...... 34 Degrees, Programs and Specializations ...... 12 Sexual Harassment...... 37 Developmental Education ...... 14, 19 Social and Human Services ...... 21 Distance Learning ...... 28 Sponsored Programs ...... 31 Early Childhood Consortium ...... 29 Student Complaint Procedures ...... 38 Early Childhood Education ...... 15,20 Student Conduct...... 37 Early Childhood Equity Alliance ...... 31 Student Resource Center ...... 30 Education Specialist Credential ...... 26 Student Rights and Responsibilities ...... 35 Eligibility for Registration and Teacher Education Programs...... 25 Commencement ...... 35 Transcript Requests ...... 34 Extended Education ...... 29 Transfer Requirements ...... 6 Evaluations ...... 33 Tuition and Fees ...... 32 Faculty ...... 58 Tuition Refund Schedule ...... 32 Financial Aid ...... 10 Undergraduate Admission ...... 6 General Information and Services ...... 29 Veterans Policies ...... 40 Graduate Admission ...... 8 Work With Infants and Toddlers ...... 16, 22 I Harassment Policy ...... 37 PACIFIC OAKS ALUMNAE/I ASSOCIATION liMy time at Pacific Oaks was much more than a traditional education for me. Instead, it engaged all of me in an extraordinary personaljourney in which I was challenged to process my classroom learning so it became meaningful day to day. Igained not only a wealth ofinformation, but a much broader perspective as a human being and in my relationships with others... My teachers were supportive, giving, demanding, constructive, and empowering. Every class became ajourney ofself exploration. " Sue Thompson, MFCC graduate ofPacific Oaks, is Assistant Director and Volunteer Coordinatorfor CourtAppOinted SpecialAdvocates (C4Stt).