PACIFIC OAKS COLLEGE

1996 - 1997

PACIFIC OAKS College. Children/sSchool. Research Center N , Pacific Oaks Gamble House D D Neighborhood Church D

Walnut St.

Colorado Blvd.

Non-Profit Org. * PACIFIC OAKS u.s. Postage T College. Children's School. ResearchCenter PAID 5 Westmoreland Place Permit Number 1108 PASADENA, CA 91103 Pasadena, CA FROM THE PRESIDENT

Greetings! Our recent celebration of the ;Oth anniversary reconnected us to the enduring values underlying the Pacific Oaks experience. In 1945 the Quakers who founded Pacific Oaks, called those values the "basic testimonies:" community, equality, simplicity and harmony (non-violence). As you explore possibilities within this cata­ logue for your own personal growth, career enhancement, intellectual enrichment and skills development, please remember that our courses and programs have all grown in the soil and light of these values. MISSION STATEMENT Pacific Oaks recognizes that fostering the "basic testimonies" is as"important now as it has ever been. We look to you, our future graduates, Pacific Oaks is an independent to make them live in the world! institution of learning influenced by Pacific Oaks alumni impact the lives of chil­ its Quaker heritage and dedicated to dren through the vision of their leadership in principles of social justice, respect immeasurable ways. We are here to help you for diversity, and the valuing of activate your capacity for leadership and the uniqueness of each person. Its realize the full measure of your personal and primary focus is placed upon all needs professional vision. of young- children and their families, and all those who, in a direct or indirect manner, touch their lives each day. Education at Pacific Oaks includes academic, research, clinical, and community outreach components to develop an understanding of those settings within which a child acts and which, in tum, aHect a child's development. Pacific Oaks promotes educational practices within the institution, profession and public schools that encourage learners to find their own voices, to take stands in the face of opposition, and to exercise competence in collaboration with others.

Approved by the Board o/Trustees December 6th, 1986 Reaffirmed by the Board o/Trustees February 1992 CONTENTS

Letter from President...... Inside Front Cover About Pacific Oaks ...... 3 Academic Programs

Degrees, Programs & Specializations...... 5 General Information

Locations & Time Frames ...... 20 Student Services ...... 23 IIWhat first allraded lIIe to Pacific Tuition and Fees ...... 30 Oaks was the non-traditional educa­ tion. Ireally appreciate the closeness College Policies ...... 31 and the smalJ group settings. Ifeel like Course Descriptions ...... 34 I'm aperson here and not a number. Administration and Faculty ...... 45 But, best ofaU, Pacific Oaks values Board of Trustees ...... 48 my life experiences. They took into account an the knowledge and skills Calendar ...... 49 I had developed and acquired in my Index ...... 52 life, andgave me creditsfor them Alumni Association ...... Inside Back Cover through the ABLE Program. "

Tonita Fernandez

Tonita Fernandez,

student, Masters Degree

Program in Human Development (ABLE) ..".... z ...... z o •v PACIFIC OAKS Pacific Oaks is accredited by the Western Note to Pacific Oaks Northwest (Seattle) Association of Schools and Colleges. As a Students Pacific Oaks College is authorized by Quaker-founded institution, Pacific Oaks has the Washington Higher Education Coordinating traditionally sought in its student body: diversity Board and meets the requirements and minimum in age and in racial, ethnic, economic, and educational standards established for degree­ social background. Our policies in admission granting institutions under the Degree and other areas are non-discriminatory regarding Authorization Act. Pacific Oaks College is race, gender, religion, ethnicity, physical ability, authorized to offer a B.A. and M.A. in Human sexual orientation, or age. Development. In addition, it offers a Teacher Students may review institutional accreditation Education program leading to Washington State and/or licenses in the College President's Office certification endorsements in Elementary K-8 at 5 Westmoreland Place during normal working and Early Childhood (P-3) Education. hours. Any person desiring information about the requirements or the act or the applicability of these requirements to the institution may contact the Board office at 917 Lakeridge Way, P.O. Box 43430, Olympia, WA 98504-3430. Note to Portland Outreach Students This school is a nonprofit corporation authorized by the State of Oregon to offer and confer the academic degrees described herein, follOwing a determination that state academic standards will be satisfied under OAR 583-30. Inquiries concerning the standards or school compli­ ance may be directed to the Oregon Office of Educational Policy and Planning at 225 Winter Street N.E., Salem, OR 97310. Schedules of Classes are published as follows: • January Intensives and Spring • Summer, August Intensives, and Fall Please call the Office of Admissions at (818) 397-1349 or (800) 684-0900 to obtain a schedule or other admissions information.

No'tice Students will adhere to the requirements and programs outlined in the catalog of the academic year in which they're admitted. Students who interrupt their programs for five or more years will adhere to the catalog of the academic year in which they're readmitted. The requirements, programs, course offer­ ings, fees, policies, and all other subjects covered in this publication may be changed v without notice. Users of this publication should ... contact Pacific Oaks representatives to learn v cc the current status of matters covered herein. Q. Pacific Oaks assumes no responsibility for any damages which may be claimed to have • resulted from such changes. ABOUT PACIFIC OAKS

Pacific Oaks, located on two campuses in Old, Preschool, Kindergarten, Primary, Child Pasadena, California, and Seattle, Washington, is Care, and After-School Programs. a unique educational institution offering upper Pacific Oaks' anti-bias commitment applies to division and graduate-level college programs in all areas of discrimination, including that based human development, counseling, and teaching upon race, ethnicity, class, sexual orientation, credentials, a children's school serving infants gender, age and physical ability. We expect through primary age children and their parents, respect to be shown towards persons in all and a research center supporting applied categories, both generally and as individuals. research in early childhood education. We ask that all members of the Pacific Oaks Three basic concepts underlie the educational community be willing to engage actively in philosophy of Pacific Oaks: that growth is a thought, discussion, and change as we all learn dynamic and life-long process; that every about the nature, dynamics and impact of bias Our Children's School is individual has a fundamental worth; and that and oppression and the ways in which theories, teaching our youngsters each person, no matter how young or old, has practices and institutions are oppressive. It is a unique identity and human potential which important that we be Willing to risk growing and to be peacemakers, conflict they contribute to the lives of all those with changing together rather than clinging to old resolvers and decision.. whom they come in contact. theories and practices simply because they are makers. They are our Pacific Oaks was founded as a community familiar and comfortable. education center and nursery school by seven For further information about College future - a well-informed Quaker famllies in 1945. The School quickly programs, please contact: responsible, concerned grew under the leadership of Molly Morgenroth and Evangeline Burgess as word spread that there Office of Admissions cit'izenry. was a piace in Pasadena where children were 5 Westmoreland Place valued as individuals. The teacher education Pasadena,CA 91103 aspect of Pacific Oaks grew out of the need to (818) 397-1349 or (800) 684-0900 Our students at the College train teachers for the expanding nursery school. For further information about Children's are learning to take their programs, please contact: In 1959, continued expansion led to place as highly effective accredited B.A. and M.A. degree programs in Children's School Human Development. These degrees are granted 714 West California Boulevard teachers, administrators in Human Development rather than Education Pasadena, CA 91105 and counselors - leaders because we believe that a teacher must know the (818) 397-1363 whole life continuum to understand herlhimself in their field. For further information about Extension, and herlhis students. Today, our programs serve not only educators, but persons working in other please contact: helping profeSSions, including counseling and Community and Continuing Education And, our Research Center is other human service fields. 5 Westmoreland Place addressing and eventually The style of learning emphasized at Pacific Pasadena,CA 91103 Oaks is unique. In most colleges, a teacher (818) 397-1362 resolving critical issues lectures, students take notes and learning is affecting children and OVERVIEW OF PROGRAMS evaluated by examination. We have a different families everywhere. approach. Pacific Oaks students are encouraged PaCific Oaks College offers upper division to work together and to learn from each other. courses leading to a B.A. degree in Human The faculty works with students to help each Development; courses of study leading to three individual obtain an education that meets teaching credentials: Multiple Subject Teaching personal needs. At Pacific Oaks, the process of Credential and Special Education Teaching learning is valued as much as what is learned. Credentials (Learning Handicapped and Severely Experiential learning, that is, learning by Handicapped); graduate courses leading to dOing, is at the heart of Pacific Oaks curriculum two M.A. degrees: Human Development and for adults as well as for children. We believe that Marriage, Family and Child Counseling; and a both theory and practice are learned through Post-Graduate Certificate. action and interaction, and we encourage The B.A. in Human Development offers an students to value doing as well as talking, upper division program focused on young reading and writing. children, their families, and the social contexts in The Children's School also has grown to which development takes place. Field experience II include the InfantJToddler Program, 1\vo-Year- or practicum in the Pacific Oaks Children's ABOUT PACIFIC OAKS

School is normally a part of the B.A. Program. Multiple Subject Teaching Credential and Students interested in public school teaching may Washington Teacher Certification (elementary), enroll in a credential program upon completion Special Education Credentials (Learning of core B.A. requirements. Handicapped, Severely Handicapped, and The College offers six specializations at the Resource Specialist) and CLAD Certification. B.A. level: Child Care, Developmental Education, The Multiple Subject Teaching Credential is Early Childhood Education, Lactation Consultant, structured in two tiers - the Preliminary and Work with Infants and Toddlers, and Art the Professional Clear. The Preliminary Credential Education (limited to application after admis­ is effective for a five-year period and is non­ sion). Students may also, in cooperation with renewable. Before expiration, additional their advisors, design a study program directly course work must be completed to obtain the meeting their needs and interests. Clear Credential. The Admission By life Experience admissions The Pasadena Campus of Pacific Oaks is option at the B.A. level offers students an oppor­ located on three beautiful, tree-shaded sites in tunity to document, through presentations and the heart of historic Pasadena. The craftsman­ papers, up to 30 units based on their learning style bungalows of these campuses provide an from life experiences. idyllic, serene setting for our students. Only a The M.A. in Human Development is offered half-mile from Old Town Pasadena, Pacific Oaks for the preparation of leadership personnel in is surrounded by cultural resources: the Norton professions seIVing young children and their Simon Museum of Art, the Huntington library families. The degree is awarded on the basis and Art Gallery, the Gamble House and the of demonstrated competence in human develop­ Pacific Asia Museum. ment, knowledge of the social and political The Pacific Oaks Pasadena Campus offers contexts of development, communication skills, classes during Fall, Spring and Summer semes­ and research. Amaster's project, which is an ters. Our convenient evening and weekend class original contribution to knowledge and under­ schedule makes it possible to earn your degree standing based on field experience, is required no matter where you live in Southern California. for the degree. Students interested in public As a convenience for those who travel a distance, school teaching may enroll Simultaneously in a some weekend classes are scheduled all day credential program. over three weekends during the semester. The Admission By life Experience option at Intensives are week-long classes offered in the M.A. level offers students an opportunity to January and August. document competence equivalent to a B.A. Pacific Oaks Northwest, located in Seattle, degree from Pacific Oaks to begin graduate Washington, offers classes leading to the B.A. studies. This program must be in conjunction and M.A. in Human Development, as well as the with either the M.A. in Human Development Washington State Teaching Certificate. (Not all or the M.A. in Marriage, Family and B.A. and M.A. specializations are offered at this Child Counseling. site.) Weekend classes are offered in Seattle and The option to do a specialization in the M.A. Portland, Oregon. Seattle also offers week-long program is also available. The specializations intensive classes in July. are: Child Care; Art Education; Bicultural Pacific Oaks also offers academic programs in Development; Developmental Education; Early Northern California. Students may earn a B.A. or Childhood Education; Lactation Consultant; M.A. in Human Development on weekends in Work with Infants and Toddlers; Leadership in the Fall and Spring terms. Week-long intensive Education and Human SeIVices: Administration! classes are offered in late June. (Not all B.A. and v ..... Supervision, College Teachinglfeaching Adults, M.A. specializations are available at this site). and Parent/Community Work. The academic year includes two semesters, The M.A. in Marriage, Family and Child Fall and Spring; two time frames, Weekday and Counseling expands the students' competencies Weekend; several locations; and a six week in counseling families with young children, summer session. One week intensive sessions are providing students with the educational also offered in January and August in Pasadena, in qualifications for the California MFCC license. June in the Bay Area and in JunelJuly in Seattle. Teacher Education programs are also open to II graduate students not enrolled in the M.A. program. Pacific Oaks offers the California • DEGREES, PROGRAMS & SPECIALIZATIONS CURRICULUM PHILOSOPHY Courses need to be in four basic areas The curriculum in Human Development, as follows: Marriage, Family and Child Counseling, and the 1. Oral and Written Expression Aminimum Teacher Education Programs is organized around of nine semester units including English five areas in which students are expected to be Composition. Other courses may include Creative competent. The competencies are: Writing, Debate, English literature, Journalism, Nursery School Language Arts (3 units maxi­ • Understanding of developmental theories. mum), linguistics, Logic, Oral Interpretation • Understanding and valuing diversity, and Speech. including an anti-bias approach. • Ability to implement theories and 2. Sdence and Math Aminimum of nine semes­ empower others. ter units, and at least three units must be taken • Ability to communicate with others in a from a math or science department. Courses may connective way. include Astronomy, Biology, Business Math, • Ability to collect, process, and evaluate data Calculus, Chemistry, Computer Science, Physics, through research. Ecology, First Aid, Geology, Health Education, Each of these competencies, except research, Math (College Algebra or higher), Nutrition, has a required approach class. These classes Physical Anthropology, Physical Geography, introduce active learning, as well as subject Physiological Psychology, Statistics (Mathematics) areas. Since the approach classes will also help and Zoology. students define their own areas of interest and 3. Sodal Science Aminimum of nine semester learning needs, these classes should be taken units including required courses in Introductory early in a student's program at Pacific Oaks. Psychology and either Introductory Sociology One level of approach classes is offered for or Cultural Anthropology. Additional courses B.A., M.A., and post-baccalaureate students who ....~ may include: Early Childhood Education Courses z: enter Pacific Oaks with beginning knowledge in a (theoretical), Ethnic Studies, Political History, .... competence area. Asecond level of approach Political Science, Psycholinguistics, Psychology, ....-= classes is offered for M.A. and post-baccalaureate r:III: Social Geography, Sociology, Statistics, U.S. = students who enter Pacific Oaks with advanced History and Women's Studies. CI.... knowledge in a competence area. The second r:III: level of approach classes may also be used as 4. Humanities and the Arts Aminimum of six r:III: units from Art History, Foreign Language ...... electives for M.A. and post-baccalaureate ~ students in most programs. (Advanced: 4th semester or 5th quarter and z: beyond), History, literature, Music Theory or e All students must consult with their advisor ....r:III: History, Philosophy, Religion, or Theatre History...... regarding choice of classes when enrolling. ~ Plus three more units from the above or from z: The criteria to consider are listed on page 6 o for B.A. students and page 10 for M.A. students. Acting Courses, Children's literature, Foreign .... Language (Intermediate: 3rd semester or e TRANSFER REQUIREMENTS FOR THE B.A., 4th quarter), Music or Art for Children, MusiC ...,N B.A. ABLE, AND M.A. ABLE DEGREES Lessons or Performance, Studio Art Courses. e PaCific Oaks offers only upper division and 5. Electives Additional units may be trans­ graduate level courses. Transfer requirements ferred from Early Childhood Education, Foreign for admission to the B.A. degree program, Language (introductory level), Physical Education and for admission to B.A. and M.A. degree Activity (maximum 4 semester units) or other progrd111S through the Admission By Life transferable courses not listed in areas Experience (ABLE) option include completion 1 - 4 above. of not less than 60 semester units with a grade Courses not accepted for transfer: of "C" or higher. Only courses taken at colleges and universities accredited by regional commis­ • applied Business courses • orientation courses sions will be accepted. Please check with • sectarian Religious courses your transfer center to see if an Articulation • remedial courses Agreement is in place to assist you in selecting • occupational courses acceptable courses for transfer. The Pacific Oaks • library courses Registrar determines whether or not a course • secretarial courses II is acceptable. PACIFIC OAKS COLLEGE

Ha student has 15 units or more in anyone Options for Earning Transferable Units Toward general education area, and less than nine in B.A., B.A. ABLE, and M.A. ABLE Degrees another, three units will be waived in the deficit Applicants who have completed, or who are area. This may be done on a one-time basis in the process of completing, the 60 units of only. The Registrar is the one who officially general education requirements may transfer makes this transfer; however, the advisor may Pacific Oaks Extension classes to earn a make this recommendation. maximum of 30 upper division transfer units. Applicants may earn up to 76 lower division Applicants who have successfully completed semester units of courses listed under the four the Pacific Oaks Extension Drug and Alcohol basic areas and acceptable electives. Studies Program (DAP) may transfer in the 30 Proof of high school graduation, GED units earned in DAP towards the B.A. and M.A. certification, B.A. degree or completion of degrees. The 30 upper division units will fulfill 60 transferable semester units is required some of the required general education units for all admissions. (6 in Math/Science, 15 in Social Science, 3 in Humanities, 6 as elective units.) Options for Earning Addi'lional Transferable Applicants short of general education Units Applicants who meet all ABLE admission requirements may take CLEP (College Level requirements and have more than 76 lower Exam Program) tests to acquire units. Transfer division units will be awarded up to 18 additional credit for CLEP will not be awarded beyond transferable units if any of the follOwing criteria 76 units. are met: Contact the Admissions Office for more 1. completed 24 or more units at a four-year information on the above options. college(s), with no distinction made as to Hthe applicant has completed the national upper or lower division status; CDA certification program through portfolio '".... 2. completed at least 18 units (beyond the assessment, up to 30 upper division units can be :z.... basic general education requirements) in transferred into a program without payment of :I... early childhood education; tuition. There is a fee for having CDA work c:IIIC evaluated for units. Contact the Community and :::::I 3. completed at least 18 units (beyond the a.... basic general education requirements) in Continuing Education Department Office at c:IIIC Social Sciences, specifically, Psychology, (818) 397-1362 for more information (also see ...... c:IIIC Sociology or Anthropology; page 22). :z'" 4. completed at least 15 units in each of three • B.A., HUMAN DEVELOPMENT cc of the four general education content areas: ....c:IIIC DEGREE REQUIREMENTS OraJ/Written Expression, ScienceiMath, Aminimum of 124 semester units is ":z'" Social Science or Humanities/Arts. o required to earn the Bachelor's degree in .... Units in items #2-4 above may be taken at Human Development. Aminimum of 30 of cc N either a community college or a four-year those units must be earned in regular Pacific institution. Oaks classes (this includes Outreach course Amaximum of 94 units may be transferred work). These 30 units must include: into a B.A degree program. M.A. applicants using Competency - Development Students the ABLE option may transfer only upper division comprehend and analyze developmental units beyond 94. theories: Transcript evaluations are available for a lID 200 Early Childhood Themes & fee of $25 (which is applicable toward the tife Cycle Issues $55 admission application fee). Official Competency - Diversity Students value transcripts should be sent directly from all diversity, demonstrate commitment to social .. colleges attended to the Admissions Office, or justice, and analyze the dynamics of institutional '".... hand carried by the student in a sealed envelope c:IIIC and individual bases and use of power: .., from the college of origin. ... lID 282 Social & Political Contexts of Q Students may request a transfer credit estimate based on unofficial transcripts by appointment Human Development with the Admissions Office. Competency - Communication Students II communicate clearly and effectively. They implement and analyze individual, dyad and ACADEMIC PROGRAMS group communications for appropriate audi­ minimum) Select from these courses or ence reception, authenticity, and experience of consult with your advisor. empowerment for self and others: HD 218 Cognitive Development: How Children Learn HD 231 Communication for Empowerment HD 239 The Child with Special Needs HD 246 Play in Childhood Competency - Research Students are able HD 281 Children, Painting, and Clay to distinguish between observations and theory HD 396 Contemporary Urban Adolescence HD 420 Art of Observation (reality and fantasy, data and inferences! assump­ HD 467 Foundations in Art Education tions). They can collect verifiable and reliable HD 474 Intervention Models in Early Childhood data, present their findings, and link their OR research with existing literature in the field. A research paper is required of all students in c. For full-time practicing, experienced HD 200 when the course is taken during Fall, teachers of young children in lead teacher Spring and Summer semesters. This satisfies the or master teacher positions: research requirement. If HD 200 is taken during HD 465 Reflective Teaching (a two-semester course) an Intensive, the required research paper must OR be done in HD 282. d. For highly experienced teachers of Competency ~ Implementation Students young children whose experience includes implement a philosophy of education reflecting supervision of the work of other adults in developmental theories guided by observation, children's programs: and evaluate these actions according to results 1\vo courses meeting the criteria in item b. and impact on other persons (ethics, values, Consent of advisor is required. principles and empowerment). OR ... HD 400 Working with Children in a Diverse World, or z HD 401Working with Adults e. For Distance students, an additional option .... IE EQl:1VALENT COURSES: is available: Completion of full practicum a.. HD 410 Developmental Education o sequence in a community college associate ....-I HD 415 Emergent Curriculum degree program. See advisor for Practicum > HD 340 Leadership in Education .... Substitution Petition. .::::. z Field work compol1ent All students should be 2. For students not working or planning to c able to observe and comprehend developmentally IE work in programs serving children directly, = appropriate practice with children. Professional all three of the following courses may be ::c. work with both children and adults requires substituted for field work with children. c understanding of child development, in theory Consent of advisor is reqUired...... and in action, as the beginning of life-span V\ HD 200 Early Childhood Themes & Z human development. Ufe Cycles Issues o 1. For students working or planning to HD 400 Working With Children in a Diverse World ...c work with children, HD 400 and one of lID 420 Art of Observation or, with consent .... of advisor, -I the following field work options are lID 246 Play in Childhood C required. (Note: Teacher Education ....V a.. students should see advisor for particular • ADMISSION BY LIFE/WORK EXPERIENCE: V\ program requirements.) B.A. IN HUMAN DEVELOPMENT a. 1\vo practica in Pacific Oaks Children's To be considered for admission by lifelwork programs or in an approved off-site experience, a student must: location. Students choosing on- or off-site practica enroll in the appropriate develop­ 1. Have completed 60 semester units of mental practicum seminar. Students, with college credit, including general education the approval of their advisor, may choose requirements, and completion of high two on-site practica, two off-site practica school or GED, or one of each. 2. be 30 years of age or older, OR 3. have 3-5 years of profeSSional-level work b. One on- or off-site practicum and a in a human service pOSition, second child-focused course with an 4. have the ability to conceptualize about observation/field component. (5 hours • PACIFIC OAKS (OLlEGE

their experience and comrrunicate may specialize in more than one area. Each this conceptualization. specialization has its own specific requirements Students are admitted provcSionally by inter­ which are outlined below. Other courses may view. They will be considered for full admission be added with approval of the advisor. upon successful completion of the one-unit Art Education (Applications for this specialization will Assessment of Experience class and all general be considered only after admission to a degree program.) education requirements. This specialization is designed for teachers Assessment of Experience must be taken in who wish to concentrate on the language of the first semester in which it is offered following art. The graduate will be able to teach art to provisional admission. Students not completing students, design, and implement culturally Karen Neubert, Artist-in-Residence the Assessment class may not enroll in further diverse developmental curriculum, and Pacific Oaks course work until the course at the Children's School andfaculty transmit the essential spirit of art as a living is completed unless they change to the B.A. form. An arts background is required. member in charge ofthe Art Education admission. (This requires consent of the ABLE Admission Requirements for Specialization: Specialization, pictured above at program coordinator and a change of program filed with the Admissions office.) • Admission to Pacific Oaks College and degree program the Art Studio located on the Students admitted to the B.A. degree pro­ • Written application • Comprehensive written description of arts background Pasadena campus. gram through the ABLE option may demonstrate • Submission of artwork portfolio .... competency (DC) equivalent to a maximum of • Demonstration of a short art activity with children v 30 DC units through the assessment process. • Interview with advisor Z .... Documentation requires written and oral Course requirements, completion of: analysis of one's work or other life experience. • Practicum at Children's School or equivalent experience The documented units are recorded on the • with young children, 1 semester transcript with appropriate titles and are paid for • HD 281 Children, Painting, and Clay (may be repeated at the current assessment tuition rate. Units must • for credit, with consent of instructor) be paid for at the completion of the Assessment • HD 442 Art Studio Practicum (2-8 units, 2 semesters) .. • HD 449 Women in Art .... of Experience class and before enrolling for the • Studio Art Experience .... following semester. - B.A. students admitted through the ABLE Study in at least two of these four diSCiplines to option may accumulate a maximum of 90 be documented by transcript and portfolio: z o transfer and documented competency units. 1. Drawing 3. Sculpture The student is required to complete 34 units of 2. Painting 4. Printmaking IE regular Pacific Oaks course work, including all Acceptance requirement to be determined by &::II B.A. degree requirements listed on page 6. faculty chair. C ...... lID 298, Assessment of Experience counts as Agraduate exhibition is required. (Note: z'" 1 unit towards the B.A. Space in this program is extremely limited. o nis recommended that students take only This program is available in Pasadena only.) lID 298, Assessment of Experience, in their Specialization Adv{sor: Karen Neubert, M.RA., first semester whenever possible. Assessment Artist-in- Residence -c ....v of Experience counts as 1 unit toward the Child Care This specialization is designed for A. B.A. Students applying for financial aid may those interested in teaching in full-day child care '" not be eligible for aid their first semester. programs and exploring one or more of the Financial aid will be granted for regular classes, follOwing areas relating to such programs: including the Assessment class, but not for program development and evaluation; parent payment of the documented units in the education and support; and staff development Assessment class. Please consult your advisor and support. and financial aid counselor if you are applying All students in this specialization are required .. for financial aid. '".... to complete two field work experiences in a child GIl: I.A. CURRICULUM SPECIALIZATIONS care setting. Students may choose practicum in ....Co:) the child care program in the Children's School &::II The following optional specializations are at Pacific Oaks or an off-site practicum in an offered within the B.A. degree: Art Education, approved site. Child Care, Developmental Education, Early The following are required for the child Childhood Education, Lactation Consultant, care specialization: • and Work with Infants and Toddlers. Students ACADEMIC PROGRAMS

1. '1\vo field work experiences in approved Early Childhood Education This specialization child care settings. Documentation of is designed for teachers who wish to increase appropriate experience in child care may be their understlIlding of education in a develop­ accepted for one of the field work experiences mental framework. Basic requirements are: with the advisor's approval. 1. lID 400 Working with Children in a Diverse World 2. At least two of the following courses: or HD 410 Developmental Education lID 218 Cognitive Development: How Children Learn lID 240 Models &Methods of Parent Involvement 2. At least two of the follOwing classes: lID 246 Play in Childhood lID 218 Cognitive Development: How Children Learn lID 250 Developing Anti-Bias Curriculum: HD 240 Models & Methods of Parent Involvement Teaching Our Values to Children HD 246 Play in Childhood lID 281 Children, Painting, and Clay HD 285 Development of Bicultural Children lID 460 Seminars in Bicultural Development HD 288 Developmental Assessment & Program Planning & Education HD 331 Team Building for Early Childhood HD 464 Community as a Context for Development Educators & Parents HD 474 Intervention Models in Early lID 401 Working with Adults Childhood Education HD 420 The Art of Observation Advisor: Deborah Owens, M.S. (Note: This specialization is HD 427 Working with Bicultural Children available in Pasadena only.) liD 464 Community as a Context for Development HD 474 Intervention Models in Early Childhood Developmental Education This specialization Education is designed for human services professionals Other courses may he selected with approval ofyour '"z who wish to increase their understanding of advisor. o education in a developmental framework. 3. Field experience at four developmental levels: .... Basic requirements are: cC Infantsffoddlers N 1. HD 400 Working with Children in a Diverse World 1\vo Year Olds -cC or 3 and 4 Year Olds V HD 410 Developmental Education ... 4 and 5 Year Olds L 2. At least two of the following classes: 6 to 8 Year Olds '" Working with Parents of Young Children HD 218 Cognitive Development: How Children Learn Advisor.& Fieldwork Supervisor: Cheryl Greer Jarman, HD 240 Models &Methods of Parent Involvement M.A.; ReGena Booze, M.A. HD 246 Play in Childhood HD 254 Authentic Infant-Competent Child Lactation Consultant Pacific Oaks will give HD 285 Development of Bicultural Children 10 units of credit for advanced work completed . HD 310 Conflict Resolution & Mediation at the Lactation Institute toward a 34~unit special­ cC lID 331 Team Building for Early Childhood aD ization for the B.A. in Human Development...... Educators &Parents Degree applicants should indicate their '"z HD 340 Leadership in Education intent to complete this specialization. Courses o HD 369 Contemporary Urban Adolescents .... HD 401 Working with Adults at Pacific Oaks and Lactation Institute may be cC N HD 420 The Art of Observation taken concurrently, but the degree credit for HD 427 Working with Bicultural Children the Institute program will be recorded by cC­ HD 464 Community as a Context for Development Pacific Oaks only at its completion on the basis ...v HD 474 Intervention Models in Early Childhood of a competency review evaluation sent by the L Education '" InstiUlte to Pacific Oaks. Other courses may he selected with approval of your advisor. For information on the Institute's program, contact: 3. Field experience at four developmental levels: Infantsffoddlers (0-2 years) The Lactation Institute Preschool (2 -4) 16430 Ventura Blvd., Suite 303 KindergartenIPrimary (4-6) Encino, CA 91436 Primary (6-9) (818) 995 1913 Preadolescent (9-13) Adolescent (13-18) Basic requirements are: Young Adult (18-22) HD 200 Early Childhood Themes &Life Cycle Issues Adult (over 21) HD 231 Communication for Empowerment HD 262 Research Seminar Advisor &Fieldwork Supetvisor: HD 282 Social & Political Contexts of II Cheryl Greer Jarman, M.A. Human Development HD 340 Leadership in Education or PACIFIC OAKS COLLEGE

completed unless they change to the regular The required M.A. units include one unit for B.A. program. This reqUires consent of the the Assessment of Experience course. ABLE Coordinator and a Change of Program Students follow curriculum requirements for filed with the Admissions Office. the M.A. degrees, program, and specializations in Students must petition the Admissions which they are enrolled. Committee to change ABLE programs. Students who are receiving financial aid may face major M.A. CURRICULUM SPECIALIZATIONS changes in their financial aid award should the The following optional specializations are offered petition be approved. Any student considering within the M.A. degree. Each specialization has its such a switch must talk with a Financial Aid own specific requirements, which are outlined counselor before initiating any change. below. Other courses may be substituted with Students admitted to the M.A. program approval of specialization advisor. through the ABLE option document 30 upper Art Education division undergraduate units through the assessment process. (Applications for this speCialization will be considered only In HD 298, the Assessment of Experience after admission to a degree program.) course, students document that their life/work This specialization is designed for teachers experience has given them knowledge and skills who wish to concentrate on the language of art. equivalent to a B.A. in Human Development The graduate will be able to teach, design and from Pacific Oaks. implement culturally diverse developmental Con Z Competencies to be demonstrated in the curriculum, and transmit the essential spirit of o art as a living form...... Assessment of Experience class are: e ..... 1. DC 401 Early Years Theory Applicants for the speCialization will: 2. DC 402 Later Years Theory 1. hold a B.A. degree, e - 3. DC 403 Constraints on Human Development 2. submit a written description of art background, \J ... 4. DC 404 Work with Behavioral Data and portfolio, a.. 5. DC 405 Sensory Experiences Con 3. have completed one semester Children'S School 6. DC 406 Working with Adults practicum or classroom teacher-training, and Documented Competency units must be paid 4. have an interview with the specialization advisor. for at the completion of the Assessment of Art Education Course requirements: Experience class and before enrolling for the HD 200 Early Childhood Themes & Life Cycle Issues or following semester. HD 201 Advanced Studies in Human Development Documented Competencies will appear as HD 282 Social & PoBtical Contexts of Human e units on the student's transcript. Students do not Development or :E earn a B.A. degree. The degree requirement is HD 360 Advanced Studies in Diversity & Anti-Bias Issues ...... HD 231 Communication for Empowerment Con Z waived on the basis of documented experience, HD 281 Children, Painting, and Clay o and the student is admitted directly into ..... HD 400 Working with Children in a Diverse World or e graduate standing. HD 401 Working with Adults or N The total number of Pacific Oaks units that a HD 450 Ecology of Working with Children e student admitted through ABLE must complete HD 442 Children's Art Studio Seminar (2 semesters) - HD 466 Women in Art ...\J to earn hislher degree is determined by the a.. HD 467 Foundations in Art Education Con following formula: HD 468 Graduate Seminar in Art Education Art Electives # of Units Transferred Minimum # of Graduation Exhibition required to Pacific Oaks Units to Complete at Pacific Oaks* There will be a written contract signed by 60 42 the student and program advisor that itemizes 80 39 the courses, practica and thesis work to be 100 36 fulfilled, and a schedule for completion. A copy 120 or more 33 of the contract will be included in the student's academic file. *Completion of some specializations within Advisor: Karen Neubert, M.F.A., Artist-in-Residence the M.A. in Human Development degree program will require additional units. Completion of the Bicultural Development Demographers are M.A. in Marriage, Family and Child Counseling predicting that by the year 2000 much larger degree program will require a minimum of 49 segments of the country's population will be units of course work. people of color. Already many of the nation's major urban centers such as Los Angeles, ACADEMIC PROGRAMS

San Francisco, Chicago, Miami, and New York care programs, and consulting. have school districts where the population of All students in this specialization are required bicultural children comprise over 75 percent to complete two field work experiences in child of the students enrolled. In light of this rapid care. One of these may be a practicum in the shift in demographics, institutions must move Pacific Oaks child care program. The second toward meeting these changing needs. In an may be completed in another appropriate child effort to address this phenomenon, the Bicultural care setting. Basic requirements are: Development specialization has been designed 1. At least two courses from: to specifically prepare teachers, social service HD 240 Models &Methods of Parent Involvement providers, and Marriage, Family and Child HD 246 Play in Childhood counselors with the necessary skills and training HD 250 Developing Anti-Bias Curriculum: to effectively serve bicultural children and Teaching Our Values to Children their families. HD 218 Cognitive Development: How Children Learn HD 308 Women in Administration or The Pacific Oaks philosophy of bicultural HD 340 Leadership in Education development incorporates a perspective that HD 460 Seminars in Bicultural Development & views children of color in the United States, Education regardless of the specific racial and ethnic HD 464 Community as a Context for Development orientation, as sharing a commonality of experi­ HD 440 Administration of Child Care Facilities ence. The commonality of experience focuses 2. 1\vo field work experiences in a child care setting. This may include on- and/or off-site practica. 1) on the fact that children of color are: raised Documentation of experience may be substituted for one Simultaneously in two distinct cultural systems '"z of these with advisor's approval. o which are often in conflict, and 2) subject to a Advisor: Deborah Owens, M.S. Note: This specialization is different set of socioeconomic realities than available in Pasadena only. those of mainstream children. As a result, these ... factors playa major role in the development Developmental Education This specialization e of bicultural children and therefore must be is designed for human services professionals understood by those who work in bicultural who wish to increase their understanding of community settings. education in a developmental framework. Basic requirements are: Bicultural Development Course requirements: 1. HD 400 Working with Children in a Diverse World or HD 200 Early Childhood Themes & Life Cycle Issues or HD 410 Developmental Education or HD 201 Advance Studies in Human Development HD 450 Ecology of Working with Children HD 220 Sociolinguistics: Issues of Language & Culture 2. At least two of the following classes: HD 231 Communication for Empowerment e HD 282 Social & Political Contexts of Human HD 218 Cognitive Development: How Children Learn HD 240 Models & Methods of Parent Involvement IE Development or ...... HD 246 Play in Childhood HD 360 Advanced Studies in Diversity &Anti-Bias '"z HD 285 Development of Bicultural Children HD 254 Authentic Infant - Competent Child o HD 410 Developmental Education or HD 285 Development of Bicultural Children ..... e HD 415 Emergent Curriculum or HD 310 Conflict Resolution & Mediation .... HD 340 Leadership in Education or HD 331 Team Building for Early Childhood Educators HD 450 Ecology of Working with Children & Parents HD 427 Working with Bicultural Children HD 340 Leadership in Education OPTIONAL: lID 396 Contemporary Urban Adolescents HD 460 Seminars in Bicultural Development HD 401 Working with Adults HD 420 The Art of Observation Advisors: Renatta Cooper, M.A. (Pasadena); Sharon Cronin, HD 427 Working with Bicultural Children Ph.D. (Northwest) HD 453 Administration!Supervision: Observation Note: This specialization is not available in Northern HD 464 Community as a Context for Development California. HD 474 Intervention Models in Early Childhood Education Child Care This specialization is designed for those interested in exploring one or more of the 3. Field experience at four developmental levels: following areas relating to full-day child care Infantslfoddlers (0-2 years) Preschool (2-4) programs: program development and evaluation; KindergartenlPrimary (4-6) staff development and support; parent education Primary (6-9) and support; resource management; and Preadolescent (9-13) administration of child care programs. This Adolescent (13-18) II specialization is recommended for students Young Adult (18-22) interested in teaching, administration of child Adult (over 21) PACIFIC OAKS (OLLEGE

Practicum at Pacific Oaks Children's School is For information on the Institute's program, an option. All students completing this specializa­ contact: tion must arrange to spend some time in the The Lactation Institute Children's School (or another acceptable setting) 16430 Ventura Blvd., Suite 303 for systematic observation, if not for a practicum. Encino, CA 91436 Advisor &Fieldwork Supervisor: (818) 995-1913 Cheryl Greer Jarman, M.A. Basic requirements are: Early Childhood Education This specialization is lID 200 Early Childhood Themes & Life Cycle Issues or designed for teachers who wish to increase their HD 201 Advanced Studies in Human Development understanding of education in a developmental lID 231 Communication for Empowennent framework. Basic requirements are: lID 262 Research Seminar HD 282 Social &Political Contexts of Human 1. lID 400 Working with Children in a Diverse World or Development or lID 410 Developmental Education or lID 360 Advance Studies in Diversity &Anti-Bias Issues lID 450 Ecology of Working with Children HD 401 Working with Adults or 2. At least two of the follOwing classes: HD 340 Leadership in Education lID 218 Cognitive Development: How Children Learn Infant-Toddler-Parent Practicum Elective lID 240 Models & Methods of Parent Involvement Lactation Consultant Program: Lactation Institute* lID 246 Play in Childhood (Credit verified by competency review) lID 285 Development of Bicultural Children lID 277A Thesis Development (with MannetlShell) lID 288 Developmental Assessment &Program Planning HD 277B,C Thesis Development '"z HD 401 Working with Adults *Lactation students admitted prior to 1996 o lID 420 The Art of Observation registered for this work under Pacific Oaks course titles. For .... HD 427 Working with Bicultural Children course titles and descriptions, see Pacific Oaks' catalog for cC N lID 464 Community as a Context for Development 1995 or earlier. ... HD 467 Foundations in Art Education cC Advisors: Ellen Shell, M.A., and 3. Field experience at four developmental levels: Chele Marmet, M.A. ...."'" A. Infantslfoddlers Leadership in Education and Human Services '" 1\vo Year Oids 3 and 4 Year Olds This specialization is designed for students in 4 and 5 Year Olds leadership roles who work with adults involved in 6 to 8 Year Olds the field of early childhood. It offers a choice of Working with Parents of Young Children three sub-specializations (see below). Students Practicum at Pacific Oaks Children's School may choose one or more areas in which to is an option. All students completing this sub-specialize. Basic reqUirements are: cC specialization must arrange to spend some 1. HD 401 Working with Adults, or :Ii ...... time in the Children's School (or another lID 340 Leadership in Education '"z acceptable setting) for systematic observation, 2. For each area of sub-specialization, at least o one of the follOwing classes: .... if not for a practicum. If the student elects not cC HD 240 Models & Methods of Parent Involvement N to enroll in practica to meet this requirement~ comparable experience in a developmentally­ HD 308 Women In Administration ... HD 310 Conflict Resolution & Mediation cC oriented program for children must be .... HD 331 Team Building for Early Childhood Educators "'"A. documented. & Parents '" Advisor & Fieldwork Supervisors: Renatta M. Cooper, M.A., HD 340 Leadership in Education .. ReGena Booze, M.A. fID 360 Advanced Studies in Diversity HD 396 Contemporary Urban Adolescents Lactation Consultant Pacific Oaks will give HD 401 Working with Adults 10 units of credit for advanced work completed HD 410 Developmental Education at the Lactation Institute toward a 34-unit HD 415 Emergent Curriculum HD 450 Ecology of Working with Children .. specialization for the M.A. in Human HD 460 Seminars in Bicultural Development '".... Development. Degree applicants should &Education .... HD 474 Intervention Models in Early Childhood a.: indicate their intent to complete this specializa­ ....c:> tion. Courses at Pacific Oaks and Lactation Education r::a Institute may be taken concurrently, but the For other possible options, consult advisor. degree credit for the Institute program will be 3. Field work appropriate to the sub-specializa­ III recorded by Pacific Oaks only at its completion tions listed below: on the basis of a competency review evaluation 1. Administration/Supervision sent by the Institute to Pacific Oaks. lID 453 Administration/Supervision: ACADEMIC PROGRAMS Field Work 0-3 units) and • M.A. IN MARRIAGE, fAMILY AND lID 453 Administration/Supervision: CHILD COUNSELING (MfCQ Observation (1-2 units) 2. College Teachinglfeaching Adults The field of mental health is changing and the lID 454 College Teachinglfeacbing future will provide increased opportunities for Adults: Fieldwork (1-3 units) and therapists who can respond to the mUltiple needs lID 454 College Teacbinglfeaching of families and communities. The Marriage, Adults: ObselVation (1-2 units) 3. Parent/Community Work Family, Child Counseling program offers a multi­ lID 456 Parent/Community Work: disciplinary, inclusive curriculum based on Field Work (1-3 units) and developmental, psychosocial and family systems HD 456 Parent/Community Work: theories. There is an emphasis on integrating ObselVation (1-2 units) the intrapersonal, interpersonal, family, and Field work in these three areas may be com­ institutional issues to provide a holistic approach bined for a generic specialization in Leadership to understanding the theory and practice of II0ne of the ongoing challenges for the in Education and Human Services, with permis­ marriage, family and child therapy. MFCC facuhy is in developing a training sion of advisor. The program at Pacific Oaks is designed to program which is relevant and cultur­ Prerequisites: To register for field work, the develop counselors with a strong clinical/com­ student must have a job or arrange an intern­ munity framework (focus) to practice therapy ally responsive for profeSSionals who ship/apprenticeship, which enables herlhim to using a collaborative model that is respectful of will have the ominous responsibility take a responsible role in working with adults. the client's values and life experiences. Students Credit is based upon 45 hours per unit of field are required to critically examine their own ofworking with children, adolescents work and journal keeping. The second field work attitudes, beliefs, and values to become clinically andfamilies in the 90's. " course in each sub-specialization is based upon skilled, culturally competent therapists. 45 hours per unit of observation and reading. Admissions ABachelor's degree from an Advisor & Field Work Supervisor: accredited institution or eligibility for admission Ruth Kupers, Director andfaculty, Renatta Cooper (Parent/Community Work); Betty Jones (Distance Learning); to M.A. degree through ABLE option is required Marriage, Family and Child Counseling for admission to the Master's in MFCC program. Betty Jones (College Teachinglfeaching Adults); Program Deborah Owens (AdministrationlSupervision). As part of the admissions process, an admissions interview must be scheduled with a MFCC faculty Work with Infants and Toddlers Programs advisor. Students are provisionally admitted to for infants, toddlers and their parents are the program with a review for full admission proliferating. This is especially true of programs following the completion of 18 units. Students for young children who have been prenatally are expected to meet with their advisor each v exposed to drugs and alcohol. There is a growing v semester to review their progress and select demand for professionals knowledgeable in nor­ :E courses for the next semester...... mal developmental issues, who are able to work .." Z in both clinical and educational environments. Program Requirements Prior to registering for o l­ Students in the specialization are encouraged classes each semester, students are required to e to select practicum experiences in both meet with their advisor to identify the appropriate N types of settings. Basic requirements for courses to take, to receive infonnation regarding e specialization are: changes in the BBS requirements, and to review v.... their progress. The MFCC program includes the a.. 1. 1\vo practica* (6-8 units) .." ParenVInfantlfoddler Center and/or following components: Saturday Infantlfoddler Program 1. Pacific Oaks core competency requirements. Off-Campus Practicum Students must complete competencies in: *Journals for practica must be kept with program advisor. • Understanding of developmental theories 2. Classes: • Understanding and valuing diversity • Ability to implement theories and lID 240 Models & Methods of Parent Involvement empower others HD 254 Authentic Infant-Competent Child • Ability to communicate with others in a lID 474lntelVention Models in Early Childhood connective way Education • Ability to collect, process, and evaluate data Advisor. Renatta Cooper, M.A. Note: This specialization is through research available in Pasadena only. 2. After completing 18 units (from courses listed below), each student will obtain II recommendations from two faculty members, one of whom must be an MFCC full College • PACIFIC OAKS •

faculty (or MFCC adjunct faculty with approval b. The clinical placement must be at one of the from advisor) and one who must be a full following sites: college faculty. After the recommendations 1. a government entity 2. a school, college or university have been submitted, the student will meet 3. a nonprofit or charitable corporation with herlhis advisor to review overall perfor­ 4. a licensed health facility (as defined by mance in the program. After successful Sections 1250, 1250.2, 1250.3 of the completion of this interview, the student Health &Safety Code) will be fully admitted. c. AMemorandum of Agreement between the placement and Pacific Oaks must be Course tist completed before the placement will be HD 200 Early Childhood Themes & Life Cycles Issues or approved. HD 201 Advanced Studies in Human Development d. It is recommended that students plan on HD 231 Communication for Empowerment or working between 10-20 hours per week HD 232 Communication Skills &Individual Dynamics for a minimum of nine months to one year. HD 282 Social & Political Contexts of e. Students must collect 150 hours of direct Human Development or client contact while enrolled in the HD 360 Advanced Studies in Diversity practicum seminar. HD 400 Working with Children or S. Aminimum of seven hours of training or course HD 401 Working with Adults or work in child abuse assessment and reporting. HD 450 Ecology of Working with Children C. Aminimum of ten hours of training or course AND AT LEAST TWO OF THE FOLLOWING REQUIRED MFCC work in human sexuality. CLINICAL COURSES: D. Students must complete course work in spousal or HDX 505 Introduction to Counseling Skills partner abuse assessment, detection and interven­ HD 221 Theories of MFCC tion. This requirement applies to applicants who HD 235 Cross Cultural Mores & Values enter the program on or after January 1, 1996. HD 267 Psychopathology E. Master's Thesis HD 269 Personality Theories &Clinical Intervention HD 326 Therapy with Children Clinical Placemellt Protocol This protocol has HD 470 Clinical Theories of Child Development been developed to facilitate the process of select­ The written recommendations will include an ing a clinical placement that is consistent with the evaluation of the student in the follOwing areas: standards of the Pacific Oaks MFCC program. The placement sites meet the BBS regulations and PO • Ability to listen objectively • Ability to empathize with others criteria for an appropriate clinical experience. • Ability to separate own issues from those of others The clinical training experience is a vital part • Responsiveness to feedback of your professional development that reqUires a • Openness to new ideas and situations v firm commitment to the agency site/program. The v • Demonstration of understanding and application application and selection process is important .... of diversity from an anti-bias perspective ~ and should be approached with a professional "'­ 3. If the student does not meet the requirements '"z attitude in a timely manner. o for full admission after completing a minimum of The protocol has been designed to ensure this 18 units, the advisor and Program Director may process and address the individual needs of each counsel the student to change to the M.A. in student. Each student will be expected to follow Human Development program. these procedures. 4. Completion of the Board of Behavioral Eligibility for Clinical Placement is based on the Sciences (BBS) requirements (Business & following criteria: Professions Code Sections 4980.37, 4980.40 (a) through (d), and 4980.41 (a)(d)(e).) 1. Students must be fully admitted to These include: the MFCC program. 2. Students must have successfully A. Pacific Oaks course work totaling 48 semester units, including: completed the Introduction to Counseling Skills course. 1. No less than 12 semester units of course work in the areas of marriage, family, and child counsel Students will begin the application and selection ing, and marital and family systems approaches process in the Spring semester and complete the to treatment. process by June to begin the practicum class in 2. No less than 6 semester units of supervised clinical practicum, including completion of one the Fall. year of clinical placement in an approved setting, concurrent with the practicum seminar. Therapy for Students The MFCC department a. Students are eligible for a clinical placement strongly encourages the students in the master's after they have completed 18 units and are program to be in their own personal therapy fully admitted. • ACADEMIC PROGRAMS • while in the graduate program. To facilitate this SpEdX 239 The Child with Special Needs 3 units process, the MFCC department has a referral list If a student is not a Pacific Oaks graduate, sheJhe will be of carefully selected psychotherapists interested expected to take two additional courses: in working with our students at a lower fee. HD 282 Social & Political Contexts of These therapists are from throughout 'the greater Human Development 3 units Los Angeles area. MFCC students are advised to HD 326 Therapy with Children 3 units contact their advisor or the clinical coordinator Students may take the CCD courses in conjunc­ for referral. tion with the MFCC program and upon comple­ tion will receive a certificate indicating a Intern Registration Upon completion of the Specialization in Clinical Child Development. M.A. degree in Marriage, Family and Child Selection for the program is based on Counseling, students apply to the BBS for an completion of an application, a personal inter­ II I came to PacitK Oaks to get my intern registration number. The intern registra­ view, review of past experience and references. elementary teaching credential and tion packet can be obtained from the MFCC If interested contact the director, MFCC Program. office or by writing to the BBS at: I'm finding that every day, as aparent, TEACHER EDUCATION/CREDENTIAL Board of Behavioral Sciences I apply the knowledge gained in 1021 0 Street PROGRAMS Sacramento, CA 95814 The California Multiple Subject Teaching my classes. " There are periodic changes in the BBS regula­ Credential under the Ryan Act authorizes the holder to teach in a self-contained classroom, tions. Students are required to meet with their Ellen Tweed, student, Teacher faculty advisor each semester to keep informed of preschool through twelfth grade. It is primarily these changes. considered an elementary school teaching Education/Credential Program credential, kindergarten through sixth grade. Post Masters Training In CUnical Child The Multiple Subject Teaching Credential Development (Community and Continuing may only be earned on the Pacific Oaks Education) Students who have completed their Pasadena campus. Masters in Marriage, Family and Child Counseling at Pacific Oaks and want to develop clinical skills • MULTIPLE SUBJEa TEACHING in work with young children and their families CREDENTIAL: will be interested in the Clinical Child Preliminary Credential Development training program. The California Multiple Subject Teaching Credential is structured in two tiers - the .... The CCD program addresses the need for ...z: well-trained, culturally sensitive therapists to Preliminary and the Professional Clear. The Q work with the complexity of problems presented Preliminary credential is effective for a five-year ...a:: v by the diverse population of today's children and period and is non-renewable. Before expiration, ...... families. The program will focus on developing you must complete additional course work to '"z: competencies in diagnosis, developmental assess­ obtain the Professional Clear. c ment, and appropriate interventions in working Astudent may enroll in the preliminary cre­ with children who have special needs. There will dential program as a B.A. or M.A. degree student, be an emphasis on understanding the familial as a B.A. student using the ABLE option, or as a and social contexts in which psychological post-B.A. student enrolled only in the preliminary problems can develop. credential program. Holders of this credential The training program is open to Pacific Oaks' teach most frequently at the elementary and early alumni, mental health profeSSionals and teaJ:hers childhood leveL who have a Master's degree or teaching creden­ Prerequisite Approach Courses tial. It is an 18-21 unit program and is offered as HD 200 Early Childhood Themes & Life Cycle Issues continuing education through Community and HD 231 Communication for Empowerment Continuing Education. Students will be able to HD 282 Social &Political Contexts of ... complete the program in one year. Acertificate Human Development ...'" HD 400 Working with Children ... of completion will be presented at the end of the a:: c,:) training. The courses are as follows: Note: Options to or advanced versions of above course can ... be taken with consent of advisor as follows: Q HDX 254 Authentic Infant-Competent Child 3 units HDX 239 Clinical Practicum Seminar 3 units .HD 201 Advanced Studies in Human Development HDX 285 Development of Bicultural Children 3 units (M.A. only) - option for HD 200 HDX 288 Developmental Assessment & • HD 310 Conflict Resolution and Mediation, or Program Planning 3 units .HD 232 Communication Skills and Individual Dynamics-options for HD 231 PACIFIC OAKS COLLEGE

• HD 360 Advanced Studies in Diversity and prerequisites plus: Anti-Bias Issues (MA only) - option for HD 220 Sociolinguistics: Issues of Language &Culture HD 282 • HD 450 Ecology of Worlting with Children Bi(ultural Cros5(ultural Language and A(ademi( (M.A. only) option for flO 400 Development (BCLAD) Emphasis This emphasis Preliminary Credential Course requirements requires all of the MSTC coursework and prereq­ (If not previously completed at Pacific Oaks): uisites plus: • Teacher Education Courses ED 228 Curriculum Development: Bilingual HD 218 Cognitive Development: Instructional Methods How Children Learn Ed 220 Introduction to Curriculum BCLAD course requirements at Pacific Oaks also Development: Science require six units of college coursework in the Ed 221 Curriculum Development: identified language of Spanish or its equivalency. Mathematics Ed 222 Curriculum Development: Please see the Teacher Education Office for ReadinglLanguage Arts more information. Ed 223 Curriculum Workshop: Social Studies Apracticumlfield work experience in a bicul­ & Integrated Arts or turallcrosscultural setting is also a requirement Ed 242 Teaching as Perlorming Art of this emphasis. Pacific Oaks Practica* (8 units 101al) • (includes required seminar): Professional Clear Credential If you completed • Child Care (pre-school age) or your Preliminary Credential and B.A. con­ • 1\vo Year Yard or currently at Pacific Oaks, you must complete e Preschool or • PreschooVPre-Kindergarten an additional 24 semester units of study to earn • Kindergarten or the Professional Clear credential. You may meet • Open Classroom: Primary, (Jf this requirement by starting concurrent work • Open Classroom: KindergartenlPrimary or toward a master's degree and/or specialization • Child Care (School Age) of your choice: formal application and admission • Reflective Teaching (with prior approval • of advisor) to the Master's are required. Public School Praclica* (8 units lotal): If you completed your Preliminary Credential Ed 252 Directed Teaching: Kindergarten, or at another institution, you must complete addi­ Ed 253 Directed Teaching: Primary tional course work which must include a total Ed 254 Directed Teaching: Upper Elementary of 24 upper division/post baccalaureate units of ... *Before registration apply prior to semester in which .... which eight units may be applied from another A. directed teaching is planned. t­ institution. At least 16 semester units must be .... • Course or Exam in United States Constitution completed at Pacific Oaks. :E= • Course or E.xam in Audio-Visual ...... • Completion of the California Basic Education Professional Clear Credential Course '"z: Skills Test (CBEST) and Multiple Subjects requirements (If not previously completed at o Assessment for Teachers (MSAT) t­ Pacific Oaks): oe • Completion of a Bachelor'S degree with either: HD 200 Early Childhood Themes & We Cycle Issues N or .... 1. AState approved diversified Liberal Arts studies major oe HD 201 Advanced Studies in Human Development ...v from a deSignated uberal Studies waiver program. HD 231 Communication for Empowerment A. Pacific Oaks does nOI offer this major; it may be HD 282 Social & Political Contexts of '" transferred from another college or university, or Human Development HD 400 Worlting with Children in a Diverse World 2. Any other major and a passing score on the MSAT in Practicum in Pacific Oaks Children's School the Core Ballery General Knowledge Test (English, Ed 4.:;5 Technology in the Classroom Social Studies, Literature, Fine Arts, Science and Math). SpEd 239 The Child with Special ~eeds* CBEST and MSAT and Certificate of Clearance HD 288 Developmental Assessment & Program Planning* results must be submitted to the Credential Health Education* '"...... Analyst before placement in Directed Teaching AlcohollSu bstance Abuse 0:: in public schools may be processed. Nutrition or C!)... 1Wenty-four (24) additional units are required Module in Elementary Curriculum CI to earn the Professional Clear Credential. Workshop: Science or course taken elsewhere Total Units Must Equal 24 Cross(ultural Language and A(ademi( *State-mandated courses which must be included in Development (CLAD) Emphasis This emphasis the program requires all of the MSTC coursework and ACADEMIC PROGRAMS

Special Education Credential Program This • POST GR'~DUATE CERTIFICATE program offers students three options: Learning Pacific Oaks offers a Post-Graduate Certificate Handicapped, Severely Handicapped, and the Resource Specialist Certificate. These credentials for Advanced Study in Human Development or can be earned simultaneously with work toward Advanced Study in Early Childhood Education. the Professional Clear Credential. See Director This program is open to human services for information about new Special Education professionals who already hold a Master's Credential structure. degree from an accredited institution and wish Director ofSpecial Education Credential Programs: to participate in the Pacific Oaks learning Virginia Kennedy, Ph.D. process. Admission is granted based upon the Required courses (if not previously completed at student's development of an individual plan to Pacific Oaks): meet the areas of competency and to meet the HD 200 Early Childhood Themes & Ufe Cycle Issues student's own individual interests. The certificate or will be awarded afler an assessment of the HD 201 Advanced Studies in Human Development candidate's competence in the five areas HD 231 Communication for Empowerment or required by Pacific Oaks (Development, Social liD 232 Communication Skills & Individual and Political Contexts of Human Development, Dynamics flD 282 Social & Political Contexts of Human Communication, Research, and Implementation). Development or The certificate is awarded based upon the assess­ liD 360 Advanced Studies in Diversity & ment and completion of 15 units of course work. Anti-Bias Issues Assessment of competence and progranl planning HD 400 Working with Children in a will be conducted by the program advisor. These Diverse World or liD 450 Ecology of Working with Children units may be taken in Pasadena or through any Practicnm in Pacific Oaks Children's School Pacific Oaks Distance Learning Option. SpEd 239 The Child with Special Needs Program Advisor: Betty Jones, Ph.D. HD 240 Models & Methods of Parent Involvement HD 288* Developmental Assessment & PROGRAMS/SPECIALIZATIONS/EMPHASES Program Planning (UNDER DEVELOPMENT) SpEd 243 Instructing Children with Special '":IE f'eeds: Learning Handicapped Several new programs, specializations and/or c SpEd 244 Instructing Children with Special emphases are currently being designed for imple­ ar: Co:) Needs: Severely Handicapped mentation in 1997-98 or 1998-99. Included are o liD 218* Cognitive Development: ar: the following: A. How Children Learn ar: HD 246* Play in Childhood Specializations Specialization for Teachers and .... SpEd 257 Directed Teaching: :c.... Therapists Working with Children Affected by o Learning Handicapped ...... SpEd 258 Directed Teaching: Severely Handicapped Violence. (Three tracks: Marriage, Family and '"z *Students earning both specialist credentials register for Child Counseling, Early Childhood Education or o four units. Teacher Education, Continuing Education) .... C Specialization in Children with Developmental Contact: Director, MFCC (818) 397-1327 N (for MFCC) and Director, Teacher Education Challenges (M.A., Special Education). c- Contact: Virginia Kennedy (818) 397-1353. (818) 397-1331. ....v Emphases Early Childhood Emphasis for A. Resource Specialist Certificate Program (Student Multiple Subject Teaching Credential. Contact: '" must also earn a Learning Handicapped Credential to qualify for this certificate) Teacher Education Department (818) 397-1331. Required Courses: • SpEd 428 Resource Specialist Seminar and Fieldwork I SpEd 430 Resource Specialist Sentinar and Fieldwork II HD 401 Working With Adults or liD 340 LeadersWp in Education • LOCATIONS & TIME FRAMES

PASADENA WEEKDAY COLLEGE number of units required, it may take from All degrees, programs and speCializations are two to four summers to complete a degree. offered on the Pasadena campus during Fall and Three unit classes are offered twice a week on Spring semesters. Some degrees and programs two consecutive days for four hours throughout are available during Summer session. the day. Most classes fall in the follOwing time The Fall semester begins early September and slots: 2:00 to 5:45 p.m. or 6:00 to 9:45 p.m. ends mid-December (15 weeks). The Spring Weekend classes are also offered during semester usually begins the last week ofJanuary Summer session. and ends near the end of May (16 weeks includ­ PASADENA INTENSIVE SESSIONS ing one week Spring break). Each class is offered in three hour blocks once a week with a few Winter session offers three weeks of one-week exceptions. Most classes are scheduled from Intensives beginning the first week ofJanuary. 4:00 p.m. to 6:45 p.m. or 7:00 p.m. to 9:45 p.m. Summer session offers two weeks of one-week Some one-unit required classes in special pro­ Intensives beginning the first or second week of grams are offered as weekend workshops, and August. Atypical three-unit Intensive meets daily a few classes may be offered from 1:00 p.m: to for five successive days, nine hours per day. 3:45 p.m. Field experience and student teaching When you register, inquire about reading or are scheduled mornings and afternoons. other preparation to be done in advance. Six weeks' advance registration for intensives is PASADENA WEEKEND COLLEGE required. Please refer to Fall, Spring, and Some courses will be offered on three full week­ Summer Schedules for registration deadlines. ends (Saturday/Sunday) and some will be offered Pasadena students may use nine units of six full Saturdays or Sundays. All these degrees, Intensive work toward their degree. If you wish programs, and specializations are also available to pursue more than nine units of college work through the College's Weekday programs. through Intensives, submit a written request to The B.A. and M.A. courses of study, generally, your advisor. The advisor will make a decision may be completed by attending weekends only, based upon your performance in other courses except for field experience and student teaching. DISTANCE LEARNING Specializations, which may be completed by For students outside the Los Angeles metropolitan attending mostly Weekend College, are: area, Pacific Oaks offers classes through: • Child Care • Pacific Oaks Northwest (branch campus) • Developmental Education • Early Childhood Education • Pacific Oaks Northern California • Work with Infants and Toddlers • Pacific Oaks On-line .... • Leadership in Education and Human • Independent Study Services: Pacific Oaks distance programs are designed '"z Administration/Supervision o primarily for M.A. students. However, B.A. .... College Teachingffeaching Adults students may find that the programs meet their ...,e ParenVCommunity Work needs if (1) they are mature, self-directed o Bicultural Development learners, (2) they are strongly attracted by ...... - z Programs where less than 50% of the courses Pacific Oaks' emphasis on young children <:) .... may be taken in Weekend College are: and families, and (3) they are looking for a e part-time program to be integrated with work IE • Art Education CIIC • Lactation Consultant and personal life. <:) ... • Marriage, Family and Child Counseling In the Northwest and Northern California, Z (MFCC) classes are offered on weekends in Fall, Winter • Special Education Credential and Spring, and as one-week intensives in June and July. On-line classes are offered in 10-week PASADENA SUMMER SESSION sessions in Fall and Spring. Pasadena Summer sessions begin in the end of Distance students must take 3 to 9 units on June and last six weeks. The B.A., Credentials, the Pasadena campus, depending on their M.A. in Human Development, and some M.A. program. Professional courses for Marriage, specializations may be completed by primarily ,Family & Child Counseling and for California attending summers. Depending upon the Teacher Certification are offered only in • GENERAL INFORMATION

Pasadena. Pacific Oaks NW offers Washington Teacher Education Pacific Oaks Northwest offers Teacher Certification. Courses may vary by Washington Teacher Certification (with elemen­ location; not all specializations are offered at tary and early childhood endorsements) in a all locations. rigorous, full-time, ten-month program. AB.A. is prerequisite to admission. This program has a PACIFIC OAKS NORTHWEST separate application process and admissions are Pacific Oaks' branch campus in the Seattle area limited. The 15 additional units required for the offers classes toward the M.A. and B.A. in Human M.A. in Human Development may be completed Development and a teaching credential program. at the Northwest branch campus, in Pasadena, or in other distance learning locations. Human Development For the B.A. and M.A. in Human Development, all required classes and a Northwest Teacher Education Program Director: Why is Pamic Oaks unique? selection of elective classes are available in the Jeanne Strong-Cvetich, Ph.D. Seattle area. Northwest students take a minimum Pacific Oaks Northwest Because we offer: of three units in Pasadena. These may be one­ 2812 116th N.E. • small class sizes week intensives (January or August), Summer Bellevue, VVA 98004 (206) 827-8709 session (six weeks), or weekend classes. • evening and weekend classes Seven or more classes are offered on week­ Padfic Oaks Northwest Faculty: • life/work experience credits ends Fall, Winter, Spring, and Summer. Additional Sharon Cronin, Ph.D. • individualized faculty attention classes, including Assessment of Experience (for Barbara Daniels, M.A. ABLE students) and practicum options for B.A. John Nimmo, Ed.D. • a beautiful, serene campus, and Jeanne Strong-Cvetich, Ph.D. students are offered as needed. In July, four or • a chance to earn your degree in a five one-week intensives are offered. (For course PACIFIC OAKS NORTHERN CALIFORNIA offerings for credential students, see Teacher field where you can really make Classes are offered in the Bay Area on weekends Education below). a crdference. Most students are enrolled part-time and during the academic year and as June Intensives. extend their program over several years. Five to seven classes (Fall, Winter, Spring and Summer) are offered each year; degree require­ However, it is possible to accelerate the program by combining Northwest classes with Pasadena ments and electives are scheduled on a two-year classes and/or with independent study. cycle (see page 44 of this catalog). Of the 30 units required for the M.A., 21 may be taken in Northwest Human Development Program Northern California. Director: Most students are enrolled part-time and Barbara Daniels extend their program over several years. Pacific Oaks Northwest However, it is possible to accelerate the program .... 2812 116th NE by combining Northern California classes with :E Bellevue, VVA 98004 classes in Pasadena, Northwest, and/or on-line. (206) 889-0909 Northern California Coordinator: As a service to Oregon and southern Washington :z'" students, outreach classes are offered in the Gretchen Brooke ....o Portland area on weekends during the academic 1783 Terrace Drive c:c year. One class each semester, including electives BelmontCA 94002 v (415) 594-4815 o and some requirements, will be offered for as ...... - :z long as enrollment justifies. Portland students PACIFIC OAKS ON.. LlNE o will ordinarily take half of their program in a Computer-mediated instruction is available to .... combination of Seattle and Pasadena classes. c:c Pacific Oaks students at any distance. Students :E Of the 30 units required for the M.A., 15 may &:IiI: living more than 100 miles from Pacific Oaks o be taken in Portland. Portland students may also ..... have priority in on-line classes. Students must :z take Seattle classes, and Seattle students may take have access to a computer with a modem; Portland classes. -c:c orientation to on-line learning precedes ....&:IiI: Portland Coordinator: classes. Seven classes are offered in Fall and :z.... Laurie Todd Spring terms. ~ 3756 SE Stephens Portland, OR 97214-5152 (503) 236-0768 II PACIFIC OAKS

INDEPENDENT STUDY 30 units for the B.A., which must be taken in Independent study by mail may be individually Pacific Oaks College classes, nor do they give arranged by distance studen~. Highly self­ credit toward the Pacific Oaks M.A. directed, fluent writers may complete up to 12 Community and Continuing Education units in independent study with perlllission of offers courses in collaboration with a variety advisor. Approach classes (core degree require­ of public and private educational and human ments) may not be done as Independent Study. service agencies in Northern and Southern California. Designed to meet the needs of PLANNING AT ADISTANCE working early childhood professionals, these Pacific Oaks' alternate time frames and locations classes are held dUling weekends and evenings enable students at any distance to plan individual­ at work sites and other convenient locations. ized degree progranlS. Weekend classes (meeting Courses offered include: child development monthly) are available at all locations; one-week and curriculum to meet academic requirements intensives are offered in Pasadena (January and under Title 22 and Title 5, parenting classes; August), Northern California (June) and Seattle and administration and supervision of early (July). (See page 44 for sequence of approach childhood programs. classes offered during Intensives). Pasadena has Child Development Associate Pacific Oaks a six-week Summer session. On-line classes are College continues to offer up to 30 upper scheduled in Fall and Spring for 10 weeks, and division semester units to qualified individuals students log on at any time of day or night. A who have earned the CDA credential by the minimum of six units on campus (three of portfolio assessment method (before June 1992) which must be in Pasadena) is included in any and have completed at least 60 semester units degree program. of college. The amount of credit awarded is Distance Learning Coordinator: based on an evaluation of the applicant's Betty Jones, profile and college transcripts. Afee is charged Pacific Oaks College for evaluation. To apply, contact the Community 5 Westmoreland Place, and Continuing Education Department. Pasadena, CA 91103 (818) 397-1320 or (800) 613-0.,00 Open Enrollment Most classes listed in the current Pacific Oaks College Schedule of COOPERATIVE PROGRAMS Classes are open to the public. Upon approval, International Programs Pacific Oaks has contin­ individuals may enroll in a course as a non­ uing relationships with two colleges in Japan: matriculating student or for extension credit. Kyushu Otani Junior College in Chikugo City, Courses offered must have space available in Fukuoka, from which students in an International IoU the class and the student must meet course ~ Early Childhood Education Program may apply to ..... prerequisites and have the instructor's permis­ Pacific Oaks' B.A. program; and Seiwa College in sion to enroll. For further information, contact Nishinomiya, which offers B.A., M.A. or Ph.D. the C.C.E. Department. '"z programs in early childhood education and has o C.C.E. also offers credit for selected training ..... a faculty and student exchange program with programs, workshops and conferences such cC v Pacific Oaks. as those offered by Far West Labs, several o Lactation Institute Pacific Oaks degree credit Montessori programs, RIE, High Scope and ...... - z based on competency review is available to Computer Using Educators (CUE) Conference. o ..... students completing the Lactation Institute's CCEST Preparation As preparation for CBEST, cC Lactation Consultant Program. See "Lactation ~ two special courses in Math, Reading, and &:II:: Consultant" under B.A. and M.A. Specializations Writing are regularly offered: Easy Steps to ....o on pages 9 and 14. z Mastering Everyday Mathematics and COMMUNITY AND CONTINUING EDUCATION Communicating for Success. - cC (Formerly Extension) Community and Continuing Courses for new professionals in teaching &:II:: .... Education (formerly Extension) provides an are also offered. For further information, contact ....Z the Community and Continuing Education Co:) opportunity to earn up to 30 upper division units of transfer credit toward a B.A. degree at Department at (818) 397-1332. For information Pacific Oaks College. In most cases, units earned about C.C.E. Programs contact: II through C.C.E. can be applied toward the general Ellen Biasin, Director Community and Continuing Education education requirement for admission to the col­ 5Westmoreland Place, lege. C.C.E. classes do not substitute for the last Pasadena, CA 91103 (818) 397-1362 • STUDENT SERVICES

OFFICE HOURS Most College offices are open: ACCOMMODATIONS FOR STUDENTS WITH 8:30 a.m. - 4:30 p.m., Monday-Thursday DISABILITIES Pacific Oaks College is committed to providing Many are closed FIidays. All are closed weekends program accessibility to all students. Students and holidays except as posted. It is best to call with physical challenges are encouraged to iden­ and make an appointment before driving to tify their needs to the Student Success Office in a campus to visit an office. timely manner so that accommodations can be ADMISSIONS arranged. Students with documented learning For Human Development Degrees and challenges who want or require academic Credential Programs Pacific Oaks College will accommodations are encouraged to identify their accept applications as long as space is available. needs when applying to the College. However, in order to facilitate the application FINANCIAL AID process and to ensure timely processing of Pacific Oaks awards financial aid to admitted financial aid materials, we suggest the following degree students in accordance with a nationally application deadlines: established policy based upon the belief that the • for January Intensives or Spring Semester - October 15 student and herlhis family are the primary and • for Summer Session, August Intensives or responsible source for funds to meet educational Fall Semester - March 15 costs. Financial aid is available to fill the gap For MFCC Program Application deadline: between potential resources (parents' contribu­ tion, student's and spouse's income, savings, etc.) • for Fall Semester: July 15, with interviews held July 22-31 and expenses. The amount of financial aid is • for Spring Semester: December 13, with interviews determined by careful evaluation of a student's held January 2-17 total financial strength, including income, size of family, allowable expenses and assets. For an application and/or further information, Pacific Oaks participates in all applicable contact the Admissions Office at (818) 397-1349 Federal Financial Aid programs, as well as or (800) 684-0900. awarding limited amounts of privately donated ADVISING funds. Students are eligible for Federal funds Pacific Oaks students are responsible for being at Pacific Oaks College if they: 1) are citizens familiar with this catalog and the requirements or permanent residents of the United States; for their degrees and programs. Programs and 2) are accepted to or in good academic specializations have designated advisors. The standing in a degree program. Students must general M.A. and B.A. in Human Development be enrolled at least half-time (defined as 6 units advising is coordinated by Renatta Cooper. per semester for undergraduate students and '"... 4 units per semester for graduate students) in \.I CHANGE OF ADVISOR > order to be eligible for aid. There may be ~ Students may request a change of advisor when additional requirements depending upon the ... they are unable to resolve communication '".... specific program. :z: problems with their current advisor. Students Note: Aid covers regular college courses only. It is not ...a must make an effort to resolve any issues before available for Extension courses or for units documented ::..... requesting a change. Astudent may ask the through the ABLE Assessment Process...... '" Department Head or the Student Success z Application Deadlines All financial aid forms 0 Coordinator to assist in this process, if they must have been received by the Financial Aid .... choose. Change of Advisor request forms are c Office by the following priority deadline dates in :& available from the Admissions Office or your ~ order to ensure timely processing of financial 0 current advisor. The form must be completed by aid requests. ... the student "and signed by the current advisor. z March 15 Summer Session Forms should be submitted to the Department ... ~ June 30 Fall & Spring Semester c Head. If the request is granted, the Department ~ November 30 Spring Semester only ...z Head will assign a new advisor and inform the (These are also the admission deadlines for Financial ... ~ appropriate parties. Aid Applicants) Students who request a program or specializa­ It should be remembered that early submis­ tion change will be assigned a new advisor sion of forms will insure greater probability of fI through the Admissions Office. (See: Change of adequate funding of financial need. Degree, Program, or Specialization.) • PACIFIC OAKS

SOURCES OF FINANCIAL AID Padfic Oaks Scholarships Based on a combina­ The following is a list of some of the primary tion of need and merit, awards range from sources of financial aid to students. Information $250 to $2,000 per academic year. Students are regarding eligibility requirements and application encouraged to complete the application process procedures are available in the Financial by the priority deadline of March 15. Award Aid Office. recipients must maintain a minimum of 6 units Federal Aid per semester. Pell Grant Entitlement grant program from the Endowed Scholarships Federal government for students with high financial Driscoll Clevenger CSF Scholarship need. Students must be undergraduates working on their Rose Engle Scholarship For outstanding students first undergraduate degree. Awards range from with promise in the field of early childhood/special $250 to $2,300 per academic year. education. U At Pacific Oaks, I have the Supplemental Education Grant Program (SEOG) William Randolph Hearst Scholarship For financially opportunity to study under faculty Grant program for undergraduate students with disadvantaged minority students who are single heads exceptionally high financial need with maximum of of household. who are experts in their profession. $3,000/undergraduates and $5,000/graduates. Keck College Scholarship For students enrolled fulltime Awards range from $100 to $1,000 per academic year. at college. They've worked in the field and teach (Priority given to Pell Grant recipients.) us real-life skills. And my fieldwork Perkins Student Loans 5% long-term repayment PilariolBrown Scholarship program available to students with exceptional need Sidaey Stem Scholarship component at the Children sSchool has with maximwn of $3,000/undergraduates and Stauffer College Scholarship Based on scholarship given me great hands-on experience. }} $5,000lgraduates. Repayment begins 9 months after graduating or termination of at least half-time status, excellence. Awarded to students in top percentage with minimum repayment of $30 per month. of class. Rick Dolsey, student, BA. in Human Stafford Student Bank Loan Variable rate long-term Wolman Scholarship Development (ABLE) repayment loan program with 9% interest cap, provided through private lenders such as banks and savings and Named Scholarships (Unendowed) loan associations. Loan amount is based on student Arco Scholarship need with a maximum of $5,500/undergraduates and First Interstate Scholarship For students enrolled in $8,500/graduates. Note: Repayment of Stafford Loans early childhood teaching credential program and/or does not begin until 6 months after a student graduates, finanCially needy minority/underrepresented students. drops below 112-time status, or leaves school. George Mayr Foundation Scholarship For students who Unsubsidized Stafford Bank Loans Variable rate loan are residents of California who are deserving, needy and with cap of 9% interest, provided by private lender. worthy of financial aid. Interest accrues immediately and is payable 60 days after receipt of funds. Loan amount is based on student need Maynard Scholarship with maximum of $5,000/undergraduates and $10,000/ Minority Opportunity Fund For minority student ""... graduates. Note: Repayment of Stafford Loans does not v enrolled at the college begin until 6 months after a student graduates, drops > ...CIII: below 112-time, or leaves school. Noyes Grant ...."" PLUS Bank Loan Variable rate loans with a cap of 10% Pacific Oaks Endowment Scholarship For students z for the PLUS (Parent Loans for Undergraduate Students) enrolled in the college. Award based on financial need. ... Loan, available through private lending institutions. &::II Pacific Oaks Career Incentive Grant For students ::;:) Note: Interest accrues immediately and repayment enrolled in specific programs or as part of specific .... begins 60 days after receipt of funds...... "" cohort groups. z Federal Work Study Provides opportunities for part-time o Fullen Smith Foundation For a minority student who .... employment and is awarded on the basis of need and is the first in herlhis immediate family to attend a e availability of employment opportunities. Students can four-year college. earn up to $8Ihour. These jobs assist in redUCing the •CIII: o amount a student may need to borrow, as well as defray Padfic Oaks Loan Programs II. living expenses. Awards range from $500 to $3,000 per Z Michael J. Connell Foundation Loan To provide academic year. academic and advisement support for new college e students. -...CIII: State Aid Z Cal Grants A and B Established to assist able and Norman Interest Free Loan Based on need, qualifica­ ... tions and appropriate recommendations. Repayment will c,:) financially needy undergraduate students who are residents of California. Cal Grants range from $500 to begin after student graduates or terminates full-time $5,250 and are awarded on the basis of academic status. Monthly minimum payment will be 1% of total 11 achievement and need. loan. Student has 10 years to repay loan. Pacific Oaks Interest-Free Loan • GENERAL INFORMATION '

Other Outside Sources Students are encouraged regarding infonnation about specific Financial to investigate outside sources of scholarship Aid Programs: assistance in their community. Many civic, 5 Westmoreland Place fraternal and services organizations such as Pasadena, California 91103 Elks, Soroptimists, Kiwanis and Rotary clubs (818) 397-1350 or (800) 353-1350 ";I provide scholarships, as do churches and private Students who do not qualify for Financial Aid may still corporations. The Financial Aid Office maintains have access to the Thition Payment c.ontract with a file of information about some community Pacific Oaks Business Office: Payments of tuition resources available to Pacific Oaks students. monthly during the semester. Payment in full by end Application Process of semester. The following forms are reqUired: LIBRARIES 1. Pacific Oaks Application for Financial Aid; Andrew Norman Library, Westmoreland Place 2. Federal Income Tax Verification (1040, 1040A or Site The Andrew Nonnan Ubrary on the 1040EZ forms) and all schedules; Westmoreland campus supports the degree 3- Financial Aid Transcripts from each school attended; programs of Pacific Oaks and independent 4. Submit the following 2 forms: faculty research. The in-depth emphases of the collection are in early childhood education and • Free Federal Application for Financial Aid (FASFA) curriculum development, human development, • CSS Financial Aid Profile family systems and therapy, and child care. to: Materials are purchased which reflect our College Scholarship Service commitment to examine issues of racism, sexism, Box 6367 homophobia, ability, etc. These books, videos, Princeton, N.J, 08541 and audiotapes are meant to supplement the All applicable forms must be submitted and college curriculum at the undergraduate through admission to degree program confirmed before research levels. The collection, which numbers a detennination of financial aid awards may over 17,000 titles, reflects not only current be made. Students should allow 6-8 weeks for research, but also includes a historical perspec­ processing of the FASFA and CSS profile by tive of early childhood. the College Scholarship Service, and an There are many special collections housed in additional 6 weeks before notification of the Andrew Nonnal Library. The Friends' award by Pacific Oaks. Collection, dating back to the mid-1800s, docu­ ments the beliefs and traditions of the Society of Financial Aid Satisfactory Progress Report Friends. Award-winning juvenile books and other ....Vt Renewal applicants for finanCial aid may not books of "distinction" comprise the Children's v have more than six units of May Complete or Critical Collection. This collection spans 200 > ac: Incomplete work and should be making years of publishing. The Historical Collection .... Vt adequate progress toward degree completion includes many readers from the 1800s, as ..... per the Satisfactory Progress Policy. Acopy of well as many seminal works in the field of ....z the Satisfactory Progress Policy is available in Q early childhood. ::::J ..... the Financial Aid Office. In addition, the library subscribes to approxi­ Vt ...... It is the student's responsibility to provide mately 120 periodicals and indices in early z the Financial Aid Department with proof of 0 education, adult education, human development, ..... completion of incompletes. No students receiving family therapy, and the related social sciences. cc IE incompletes in more than two courses will We have access to hundreds of other periodical ac: be eligible for aid until these courses are titles through our online database services. ...0 cleared by the instructor and the student In 1996, we are planning to add CD-ROM z provides the Financial Aid Department with sources to the library, which will greatly cc ~i' appropriate documentation. -ac: enhance the collection. ..wi Students who receive financial aid will not z The library also houses a growing collection ..wi Co:) ;. be charged finance charges on outstanding of audiovisual materials and equipment. Books balances covered by financial aid, provided and other materials for required and recom­ that aid has been applied for and processed in mended course-related reading are made II a timely manner. available through the "reserve" section of Please contact the Financial Aid Office the library. PACIFIC OAKS COLLEGE

Acquisitions for the collection are made based services to students including research opportu­ on faculty and student recommendations as well nities, assistance with research methods, as valuable review sources. Users are encouraged database searches and computer use. to offer suggestions. The Research Center'is located at 65 S. Grand As part of it~ services the library offers formal Avenue. It is open from 8:30 a.m. to 4:30 p.m. bibliographic instruction as a required compo­ Monday to Friday and by arrangement. nent of one of the core courses. Bibliographic For further information, please contact: instruction is also available through a number of Director of Research Center the other courses offered at the discretion of the 65 S. Grand Avenue instructor. The librarians also provide assistance Pasadena, CA 91 105 in specialized research and other reference (818) 397-1389 services. Interlibrary loan services and on-line database searches are available through the STUDENT RIGHTS &RESPONSIBILITIES library as well. Each student is responsible for the follOWing: It is necessary to have a current Student LD. I. Read the Catalog and Schedule of Classes. They contain card (available in Business Office) to check out all of the information needed to facilitate smooth library materials. Students who are on an official planning. Questions are encouraged. Leave of Absence may purchase a library guest 2. Register for classes as soon as the Schedule is card, which is good for one year. During the published. semester, library hours are Mondays through 3. Complete drops, additions, and changes of class by the Thursdays, 8:30 a.m. to 7:30 p.m.; Fridays, published deadlines. Students who have registered for a 8:30 a.m. to 4:30 p.m.; Saturdays 10 a.m. to class and don't attend will be administratively dropped from the class (see section on Administrative Drop, 4 p.m.; closed Sundays and holidays. page 33). Children's Library, California Blvd. Site The 4. Students must make an appointment to see their Children's Library, located at the Children's advisor who must sign all registration forms. Students unsure about who advises them should contact the School on California Blvd., houses a collection of Admissions Office. nearly 4,000 juvenile books and AV materials. 5, Students on financial aid must apply for aid, finalize The "Dialogue Process" initiated by the number of units for the semester, and sign their financial Children's Library provides an opportunity for aid check in the business office by the published members of the community to share critical eval­ deadlines in schedule, catalog, and other distributed uations of the books in the collection. It is one announcements. way we have of examining and addreSSing issues 6. Payment of tuition and fees in full or development of a of racism, sexism, etc., in children's books. payment plan is required before first cla'is session. Students who have made no financial arrangements will '"..... be asked to withdraw from class(es) . v ARCHIVES > 7. Paymenllpayment contracts must be met in a timely ar.:: The Marianne Wolman Archives is housed at the ... Westmoreland Place site adjacent to the library. manner. Hthey are not met, in addition to being asked '" to withdraw from current class (es) , students will be ..... The main purpose of the archives is to preserve unable to obtain transcripts, diplomas or certificates, .....z and make available primary source material per­ o will be denied future payment plans. Students may incur taining to profeSSionals who worked in the field legal fees and substantial finance charges...... =» of early childhood from the turn of the century 8. It is each student's responsibility to follow up on under­ ...... '" z onward. The archives also serves as a repository standings and agreements with the student services o offices and faculty...... of documents relating to the history of Pacific e Oaks College and Children's School. The Archives 9. Students who believe they have followed directions, have :& ar.:: is open by appointment only and is available for met deadlines, and who still have a problem with one or o more Student Services offices or instructors, should r.a. use by researchers, including faculty and stu­ Z contact the Student Success Coordinator who will act as dents, by special permiSSion. a facilitator in resolving the problem. Appointments may be made by contacting the 10. Keep copies of all transactions, records and receipts. head librarian at (818) 397-1354 or an archives These copies will verify transactions in the event volunteer at 818/397-1393. a document has been misplaced or if there is a disagreement. RESEARCH CENTER 11. Students are responsible for checking their mailbox at Pacific Oaks' Research Center coordinates policy regular intervals. studies, applied research projects and community 12. Change of name, address, or phone number must be outreach programs. It provides research-related submitted to College Records in writing with supporting GENERAL INFORMATION

documents (coun order, drivers license, or other form cannot be resolved at that level, the matter may of positive identification). Name changes apply to be referred to the Dean of Student Services permanent student files (but not their contents) and for review. computer records; mentions of your previous name as it appears throughout your narrative evaluations, which It is the College's hope that all adults at are pan of your official transcript record, are Pacific Oaks will grow in their appreciation of not changed. and tolerance for the presence of children in 13. Requests for a change of program must be submitted to their environments, despite the complexity that the Admissions Office. Notification will be provided when children may produce in an academic setting. it is approved. As students of human development, we expect 14. It is the student's responsibility to check office hours that problems will occur; our aim is not to before driving to Pacific Oaks. It is recommended that eliminate the problems, but to become skillful students call offices, faculty or the bookstore before problem-solvers. The presence of differences driving to the campus. (in age, culture, language, ability, lifestyle and 15. Students are expected to park in designated areas. values) in any group adds to its potential for Pleae refer to the Student Handbook for additional information. conflict and for the growth of all its members and offers us experience in collegial 16. All Pacific Oaks ColJege students are asked to be willing to engage actively in thinking, discussion, and change contlict resolution. as we all learn about the nature, dynamics and impact of bias and oppression, and the ways in which PRIVACY RIGHTS theories, practices and institutions are oppressive. Pacific Oaks College recognizes and conforms to It is important that we all be willing to risk growing the regulations set in accordance with the Family and changing together, rather than clinging to old theories and practices simply because they are Educational Rights and Privacy Act of 1974 (The familiar and comfonable. Buckley Amendment). Students have access to 17. Pacific Oaks College's anti-bia..; commitment applies to their records, with the exception of those all areas of discrimination, including those based on considered confidential under the Act. Students race, ethnicity, class, sexual orientation, gender, age, dis may view their records in the College Records ability. Respect is expected to be shown toward persons Office during regular business hours. Files in all categories, both generally, and as individuals. It is may not be removed from that office. Students each student's responsibility to approach interactions and diversity openly, and to act from one's centered, may obtain copies of their records, except, again, adult compassionate self. those covered under the Act (Le., copy of the academic record for which a finanCial "hold" CHILDREN IN THE CLASSROOM exists; transcript of an original or source The Pacific Oaks mission statement reflects a document existing elsewhere; confidential commitment to meeting the needs of children letters/recommendations associated with and families. In keeping with our mission, we admission). Acopying fee may be assessed. actively and knOWingly recruit students who have Within the Pacific Oaks community, only those family and other obligations. Given thiS, the members, individually or collectively, acting in administration, faculty and staff of the College the student's educational interest are allowed understand that situations may arise where a access to student educational records, except student will need to bring an infant or young when information is required by: judicial order; child to class. When such a situation arises, state or federal agents in connection with audit the student is asked to notify the instructor in or evaluation of federal legal requirements; for financial aid requirements; an accrediting advance, if possible, so that the presence of the .... child can be accommodated within the context organization; organizations conducting ct educational studies, provided the studies will :IE of the classroom setting. a= The personal care of the child (feeding, not permit personal identification. Information o.... diapering, etc.) should be handled discreetly and released from Pacific Oaks College will state that :z in such a way as to not interfere with the ongoing no other party shall have access Without the work of the class. If, in the view of the instructor, written consent of the student. Any information the educational process of the class is being regarding students that is not personally identifi­ disrupted, the student may be asked to remove able may be released at the discretion of the the child from the classroom. Students who have Academic Dean and/or Dean of Student Services. concents about the policy and/or its implementa­ Students may challenge the contents of their tion should discuss their concerns with the educational records on the grounds that they student and/or instructor involved. If the matter are inaccurate, misleading, or otherwise PACIFIC OAKS COLLEGE

inappropriate, by discussing their problems filed in the student's permanent folder so that informally with the Registrar. If student and any future incidents may be referred to the Registrar agree, records will be amended. Academic Dean. If agreement is not reached, a statement of SEXUAL HARRASSMENT challenge should be submitted in writing to the Academic Dean or Dean of Student Services Pacific Oaks will not allow any form of sexual who will review the complaint and take ' harrassment or any such conduct that has necessary action. the purpose or effect of interfering with an At its discretion, the institution may provide individual's academic or work performance or Directory Information in accordance with the creating an intimidating, hostile or offensive provision of the Act. Directory Information study or work environment. includes: student name, address, telephone Such conduct, when experienced or observed, number, date and place of birth, major field should be reported to the Personnel Manager of study, units currently enrolled, dates of who will work with the President in conducting attendance, degrees and awards received, and an investigation. The privacy of the student or previous educational agencies or institutions employee under investigation shall be respected attended by the student. Requests for non-disclo­ at all times. sure should be filed with College Records and Any intentional sexual harrassment is consid­ are valid until inactivated by the student. Students ered to be a major violation of Pacific Oaks may make written requests for non-disclosure policy and will be dealt with accordingly by of information at two levels: 1) Phone and corrective counseling and/or suspension or address only, or 2) non-disclosure of any termination, depending upon the severity of information (this level of confidentiality would the violation. result in a response to any inquiries about you It is the intent of Pacific Oaks to provide a that "Pacific Oaks has no information about that study, academic and work environment free from individual." You would need to provide a written verbal, physical and visual (signs, posters or release to anyone, including loan companies and documents) forms of sexual harrassment. All employers, who might need verification of your students and employees are asked to be sensitive status at Pacific Oaks.) It is Pacific Oaks' policy to the individual rights of other members of the that failure on the part of any student to request college community. (See Student Handbook for withholding of Directory Information indicates additional information.) individual approval for disclosure. APPEAL PROCEDURE For a copy of the Family Educational Rights and Privacy Act contact: The Family Educational Astudent may appeal a staff, faculty, or adminis­ ""..... Rights and Privacy Office, Department of trative decision in writing. Informal efforts to v Education, Switzer Building, Washington, resolve the matter must be undertaken first. > These should include (1) meeting with the party CIII::: D.C. 20202 ..... with whom you disagree and (2) discussing the '" STUDENT CONDUCT situation with the Student Success Coordinator. Students enrolled in the College are expected to If informal processes do not resolve the situation, conduct themselves in a manner compatible with the following formal steps should be taken. the College's function as an educational institu­ 1. The student asks the advisor to be an advocate for the tion. Behavior that is disruptive and/or interferes student, and presents a written statement of reason for appeal to the advocate. If the appeal is regarding a t­ cc with the educational process is disrespectful of decision made by the advisor, the student should find a IE the rights of others and is not acceptable. substitute advocate (Dean of Student Services, CIII::: ...o Academic dishonesty (ie. cheating, forgery, Coordinator of Student Success, another faculty z plagiarism) depreciates the learning experience member). The advocate intercedes on behalf of and may be grounds for dismissal. It is funda­ the student. cc 2. If the appeal does not lead to a satisfactory solution, -CIII::: mental that students contribute to the ideal ..... of academic integrity and accept individual the student may appeal, in writing within 14 calendar ....Z days, to the Faculty Appeals Committee (via the office of c.!) responsibility for their work. the Academic Dean). The written appeal should outline In most instances accusations are based on the steps taken to date, the extent and nature of conver­ evidence which is not contested by the accused sations with the person with whom the student disagrees student. The incidents shall be resolved between and what outcome the student is seeking. The Faculty the parties involved and a written report will be Appeals Committee is composed of three people: a faculty member nominated by the student, a faculty GENERAL INFORMATION

member nominated by the person with whom the meaning that the individual's nonnal physical or student disagrees, and Betty Jones, Chair of the Faculty mental abilities have been detrimentally affected Appeals Committee. (If the disagreement is with Betty by the use of substances) while on College Jones, another person acceptable to both the student and the other party will be appointed chair.) The property is guilty of a major violation of institu­ Committee will convene to review the student's appeal. tion policy and is subject to severe diSCiplinary The student will be notified, in writing, of the time and action. Severe disciplinary action can include place of the meeting and will be invited to attend. The suspension, dismissal, or other penalty deemed student may bring any witnesses that might be relevant to be appropriate under the circumstance. Use, and will verbally present herlhis case to the committee. The committee takes the appeal under advisement, possession, transfer, or sale of any substance on reaches a decision and communicates that decision to College property is prohibited and violators are the student, in writing, within 10 calendar days of subject to severe diSCiplinary action including the meeting. the notification of appropriate authorities. 3. If the Faculty Review Committee's decision is unaccept­ This policy is distributed annually to all able, the student may appeal to the Academic Dean in students and employees pursuant to Public writing. The Dean will gather an Appeal Review Board to Law 101-226 (The Drug-Free Schools and include the student's advocate, and one faculty member chosen by the student and the Dean. This body will hear Communities Act Amendment of 1989) . the student's appeal and supporting evidence. Again, the Pacific Oaks will regularly review the terms of student may bring a supporting witness. The Appeal this policy to: Review Board takes the appeal under advisement and recommends a decision. The Dean communicates the A. Determine its effectiveness; decision, in writing, to the student. The Appeal Review B. Implement changes, as needed, and Board's decision is final. C. Ensure that sanctions are conSistently reinforced. SPECIAL ASSISTANCE FOR CHEMICAL • DEPENDENCY The 1986 Higher Education Amendments include a stipulation that schools and colleges take action to prevent alcohol and drug addiction on their campuses. This is in response to national research showing that drug use and alcohol abuse are high among the traditional college age population. We offer infonnatioll and options regarding alcoholism and drug addiction to those who may be questioning the extent of their use of these substances, and to those who may have identified ... '"u a friend, co-worker, or relative as one who > appears to be suffering from the disease of ...ac: alcoholism and addiction. All conversations ....'" regarding chemical dependency will be ...z: ~ kept confidential. :::::t An alcohol and chemical dependency treat­ ...... '" ment referral list is available in the office of the z: o MFCC Program Director. In addition, the College .... offers, as part of its MFCC program, a weekend e :E workshop on chemical dependency. The work­ ac: shop is open to all members of the Pacific Oaks ...o community. Students may enroll for either z: extension or college credit. See the Schedule -e of Classes for fees. ...ac: Pacific Oaks prohibits the unlawful posses­ ...z: sion, use, or distribution of drugs and alcohol by (,:) students or employees on College property, or as any part of institutional activities. An individual who is determined to be impaired or who becomes impaired (impaired TUITION AND FEES

TUITION library card (student· on Leave of Absence) per year $10 Thition for Fall 1996 is: $455 per unit Prospective student's transcript evaluation (applicable to application fee) $25 STUDENT SERVICES FEE Application fee for non-matriculating students $30 All students enrolling in Spring, Summer or Fall Student teaching fee: per unit will be charged a Student Service Fee of $30. (for directed teaching) $40 This fee covers such services as computer use Assessment of experience at the research center, orientation, outreach, (ABLE student - 1 unit course fee) $455 per unit (upper division - M.A. and Student Success, student council and commence­ B.A. ABLE) $80 ment activities. Non-matriculating students are Note: M.A. ABLE students must assess exempt from this fee. 30 upper division competency units $2400 Materials fee (per class) $15-50 TUITION REFUND SCHEDULE Change of Program fee $10 Weekday College If drop slip is processed Extension credit for College course (per unit) $110 through College Records, Financial Aid and the Graduation Fees Business Office within one week: B.A. $40 • after first class session, refund is 100% M.A. $65 • after second class session, refund is 50% Multiple Subject Credential - Preliminary $40 • after third class session, refund is 25% Multiple Subject Credential- Professional Clear $40 • after beginning of the fifth class, refund Special Education Credential $40 is none Late application for Graduation $40 Personal copy of thesis Students are advised that if they received (optional, payable to Library) $20 Financial Aid and would be due a refund in accordance with the above schedule, any refund Transcript Fees p.o. Transcript $10 due would be returned to the Financial Aid P.O. Emergency Transcript (one day service) $20 Programs rather than to the student according Other Schools/each (credential students to the follOwing: only, when sent for licensing purposes) $10 The portion of a refund or overpayment to be Credential Fees returned to the Title IV programs is the lesser of Credential Application $70 either the amount of Title IV aid (minus work Certificate of Clearance (includes): $91 study earnings) received for the payment period • Application processing fee ($35) or the amount obtained by multiplying the • Fingerprint processing through: institutional refund by the appropriate fraction. California Department of Justice ($32) FBI ($24) Weekend College If drop slip is processed NTElMSAT exam score processing $30 ...'"... through College Records, Financial Aid and the Duplicate of lost document $30 ... Business Office within one week: U.S. Constitution $30 Health Education Competence c:::a • after first class session, refund is 100% z A. Alcohol &Substance Abuse $30 .e • after second class session, refund is 25% B.Nubition $30 z • after third class session, refund is none o A.V. Competence $30 I­ Intensives If drop slip is processed through Computer Competence $30 :::t CPR Training $35 I­ College Records, Financial Aid and the ...... Curriculum Development Competence Z Business Office: (excluding Reading and Language Arts) $30 o • on first day of class, refund is 100% l­ Business Office Fees .e • on second day of class, refund is 25% • after second day of class, refund is none Late Payment Fee $10 Charge for returned checks $20 •o ... 1996-91 TUITION & FEES Finance charge (per month on unpaid z Thition (per unit) $455 balances and on payment plans) 1 1/2% Application fee for readmission if not registered .e Placement Center (Contact Teacher Education Office) - for each semester or on leave of absence •... Setting up placement file $30 z (absent 5+ years) $55 ... Re-entry fee $30 Fees subject to change without notice. Fees are non-refund­ UJ Late registration fee $25 able. All funds owed the College must be paid when due. Late transaction fee (per transaction) $25 Any student whose account is past due may be refused regis­ Student activity fee (per semester) $30 tration privileges until the account is settled. Transcripts and Petition waiver fee $30 diplomas will not be released until all bills have been paid Interlibrary loan transaction fee $1 + or satisfactory arrangements for payment have been made library card (guest) per year $35 with the Business Office. • (OLLEGE POLICIES

COURSE NUMBERING SYSTEM time. It is critical that students thoroughly under­ All courses are open to all students, except as stand the process and ask for clarification at the noted in this catalog. With the exception of beginning of their studies at Pacific Oaks. The Ed (Education), CD (Child Development) and advisor will assist the student in determining SpEd (Special Education) all courses have the the age group appropriate to the petition and in HD (Human Development) prefix. Course num­ identifying the faculty who will need to review bering does not indicate class level. All courses the petition. are considered graduate level, except DC 192, EVALUATIONS DC 401-406, and HD 099. Pacific Oaks views goal-setting and evaluation Courses may not be repeatedfor additional credit except as part of a shared learning process in which as noted in individual course descriptions. instructors and students are both actively COURSE WAIVER PROCESS involved. For this reason, Pacific Oaks does not issue letter grades as a means of evaluation. Certain required courses in the Pacific Oaks Evaluation is by written statement in which the curriculum may be waived by students who meet instructor and student have had direct input. specific criteria. Processes currently exist for These written narrative evaluations become waiver of the following requirement: part of the student's transcript. 1. Thesis Development (HD 277, Part Aanc:Vor B Evaluations often include information in anc:Vor C) response to the follOWing questions: ReqUirements met by waiver do not appear on 1) Did the student engage intellectually with the the transcript. Waiver forms and instructions can course material? be obtained from College Records or academic 2) Did the student engage affectively with the advisors. The approval process begins with the course material? academic advisors. Please consult with your 3) Was the student skilled in written communication? advisor to determine eligibility to attempt a 4) How did the student participate in the dialogue process and in class discussions? course waiver. 5) What is the student's ability to implement the course material in herlhis own classroom or job? COURSE PETITION PROCESS 6) Did the student demonstrate appropriate level(s) Certain requirements in the Pacific Oaks curricu­ of competence? lum may be met by petition by students who meet The satisfactOrily completed course work of an specific criteria. admitted student in good standing represents the Requirements met by approved petition are equivalent of an overall "8" average or better. posted to the transcript with zero (0) units and a Written evaluations can be translated into grades grade of "PT" (credit by petition). Petition forms for students who submit documented proof from V'l and detailed instructions can be obtained from ... graduate institutions or financial aid scholarships v College Records or academic advisors. The to which they are applying stating they will accept .... o petition approval process begins with the letter grades only. Requests for letter grades A.. academic advisors. Please consult with your should be sent to the Academic Dean's Office ... c.:> advisor to determine eligibility to attempt with required documentation. .... a petition. .... Satisfactory (S) This grade is given when a student has o v Petition processes currently exist for the successfully completed all course requirements...... follOWing requirements: z: Petition (PT) Requirement satisfied by petition. Student o has demonstrated satisfactory knowledge of course content .... Public School Directed Teaching Petition Process through petition process. oe Successful completion of two Public School ::& May Complete (MC) AMay Complete enables a student r:.: o Directed Teaching experiences is required by who has completed a substantial amount of work for a ..... the California State Commission on Teacher course to satisfy the remaining requirements for passing that z: Credentialing for a Multiple Subjects Teaching course within a specific time and according to specific .... oe Credential. Petitioning a second Directed requirements determined by the course instructor. Students r:.: have up to one month prior to the end of the semester .... Teaching is allowed only if a student has shown z: following the term in which a May Complete was given ... c.:> exceptional competence in completing the First (until the end of either April or November) in order to Directed Teaching in a Public School setting and submit any written work required to satisfy the completion has demonstrated competence through a petition of the course. If the May Complete requirements are not portfolio. Waiver of a second Directed Teaching satisfied by the end of the semester follOwing the term in II is never automatic! The petition process takes which the MC was assigned, a grade of Permanent Incomplete will be given. (See MfIJ' Complete Policy on page 33.) PACIFIC OAKS COLLEGE "

Pennanent Incomplete (I) Students will receive a Oaks; signature of student; social security num­ Pennanent Incomplete when: they have received a May ber; date of birth; complete address of where Complete and the contract period has elapsed without suc­ transcript should be sent; course completed; cessful completion of the contracted work; or the instructor determines that a May Complete is not warranted. In both and dates of attendance, if known. ACommunity instances full payment for the course is required. To receive and Continuing Education transcript costs credit for the course, it will be necessary to register and pay $5 per copy. for the course again. Note: TranSCripts will not be issued to students who have Evaluation Delayed (ED) Astudent will receive an an outstanding balance on their account or who owe Evaluation Delayed when the instructor has not submitted an library fees. evaluation. The College will take necessary steps to insure that evaluations are received in a timely manner; however, ADD-DROP POLICY students should also take responsibility to follow up with the instructors. Courses may be added within seven (7) days Work in Progress (WP) Work in Progress is given when after the first class session without penalty. a student is enrolled in a course, Independent Study or Courses added after the second week of classes Master's Project which extends beyond one semester. must have the instructor's approval. Requests to change a course from College LEAVE OF ABSENCE credit to Extension (or vice versa) must be Request for Leave of Absence forms are to be submitted within seven (7) days of the beginning filled out by students and are available in the of the term. Schedule of Classes and in College Records. The Courses may be dropped at any point during completed Leave of Absence form or letter of the term; however, permission of a Dean is notification is returned to College Records. required after the third class meeting. Please Students are expected to maintain continuous refer to the lliition Refund Schedule for infornla­ registration. Students who drop out for a semes­ tion regarding any possible refund of tuition ter or longer without a Leave of Absence will be and fees. required to pay a re-entry fee. After five years of absence, students must apply for readmission, LATE TRANSACTION POLICY including payment of the application fee. Beginning seven (7) days after the start of a weekday/weekend class, students wishing to TRANSCRIPT REQUESTS drop or add a class will be charged a $25 fee Atranscript of College work costs $10 per copy. for each transaction. Please allow five-ten working days for processing a college transcript request. An emergency PROGRAM/SPECIALIZATION CHANGE college transcript may be requested for a $20 Students wishing to add, drop or change their '".... per copy fee. Please allow one working day for degree program and/or specialization, must v processing. All requests for College transcripts complete a change of program· form in the should be addressed to: Admissions Office and pay a change of program o -A. fee. One fee is charged per date of transaction. .... College Records (,:) Pacific Oaks College .... 5 Westmoreland Place ELIGIBILITY FOR REGISTRATION & Pasadena,CA 91103 COMMENCEMENT - o -v ...... All requests should include the follOWing It is the policy of Pacific Oaks College and :z o information: Name(s) while in attendance at Children's School that no student is eligible to l­ Pacific Oaks; Signature of student; social security register or participate in commencement until cc IE number; date of birth; complete address where any and all outstanding balances owed to the a::: institution from a previous semester have been o transcript should be sent; any prior transcript ... paid in full. The Business Office must also verify :z requests; and dates of attendance, if known. All requests for C.C.E. (Extension) transcripts that payment in full has been received. cc should be addressed to: This policy does not exclude students on -a::: .... payment plans. Students on payment plans can :z Community and Continuing Education .... Pacific oaks College only register after their last payment is made to (,:) 5 Westmoreland Place and noted by the Business Office. Payment plans Pasadena, CA 91103 should be completed by November 30th for the All requests should include the follOwing infor­ Fall semester and April 30th for the Spring mation: Nanle(s) while in attendance at Pacific semester. Since fees are paid in full at registration GENERAL INFORMATION for the Summer semester and Intensives, this may set an earlier deadline if they wish. Students allows payment plan students to register on who fail to meet the conditions of the May May 1st for the Summer and Fall, and December Complete contract will automatically receive a 1st for the Spring. There are no exceptions to Permanent Incomplete. this policy. Students with six or more units of May Complete may not register for the follOWing term USE OF INTENSIVES FOR DEGREE PROGRAMS until those courses have been completed. Students may use up to nine (9) units of Intensive work toward their degree. Student VETERANS POLICIES wishing to apply more than nine units of college This institl1tion will conduct an evaluation of the work through Intensives must submit a written veteran's or eligible person's previous education request to herlhis advisor. The advisor will make and training, grant appropriate credit, shorten a decision based upon the student's performance the veteran's or eligible person's duration of the in other courses. course proportionately and notify the Veteran's ADMINISTRATIVE DROP POLICY Administration and student accordingly. Aveteran or eligible person who obtains a Students will be dropped by the College for grade point defiCiency below an overall "8" aver­ non-attendance following these gUidelines: age and accumulates more than 6 units of "May Fall, Spring and Summer semesters, weekday classes Complete" or "Incomplete" will have herlhis vet­ • First two class meetings missed eran's benefits terminated. Aveteran or eligible Fall, Spring and Summer semesters, weekend classes person may not register for additional courses • First full class meeting missed until such time as the "MC"s and/or "I"s have August and January intensives been removed. • First full class meeting missed Students are responsible for notifying instruc­ • tors if they have a legitimate excused absence from the first class (es) . If this does not happen, the College will automatically drop students from the class(es) at once. MAY COMPLETE POLICY AMay Complete is only available to students who have completed a substantial amount of work required for a particular course. Instructors are responsible for notifying students that a May ....'" Complete is being awarded. Faculty will discuss \wi remaining course requirements with the student involved and agree upon the criteria for satisfac­ tory completion of the course. Awritten contract ....c:> --' will then be issued, setting out the conditions for --' o successfully completing the course. Faculty are \wi ...... responsible for making arrangements with other Z instructors in those cases where repeating the o course is a component of the May Complete contract. Evaluations for May Completes are submitted, following the same time line for courses conducted during the term in which --' the MC is completed. ca:: If written work is required to complete the ....ICII:: course, this must be submitted to the course ....Z instructor at least one month prior to the end c:> of the semester follOwing the one in which the May Complete is given [Le., the end of April (for FallIJanuary classes) or November (for Spring/Summer/August courses)]. Instructors • COURSE DESCRIPTIONS .

ED 222 3 UNITS social studies content. Examines CURRICULUM DEVELOPMENT: standard and "multi-cultural" texts, ED 220 3 UNITS READING &LANGUAGE ARTS materials, and curricula used in ELEMENTARY CURRICULUM This course offers an introduction to public schools, as well as alternative WORKSHOP: INTRODUalON TO the essential aspects of an integrative, materials, which will be used to DEVELOPMENTAL CURRICULUM developmental reading and language analyze the impact of racism, sexism, & SCIENCE arts program for the elementary (K-6) and sexual stereotyping, classism, and Students participate as hands-on classroom. Emphasis is on developing physical disabilities on children's learning. The relationship between learners in an exploration of curricu­ a framework for learning that incor­ social studies curriculum and lum theory and practice. Basic porates real life experience as a education for critical thinking will principles of science and discovery­ source of oral and written language. be actively explored through hands-on learning are presented as a vehicle for In a creative, exciting environment, activities, dialogue and debate, group understanding and implementing an students will learn to plan and imple­ and individual projects, discussion of interactive curriculum. Students build ment a transitional readingllanguage current issues in education, and the a framework for curriculum develop­ arts program using both traditional use of film and video. This course will ment through experimentation with and innovative approaches to serve a also count for credit in Humanities, materials, classroom organization diverse population. Drawing on the Psychomotor Activities, and Audio­ and management, and educational works of Ashton-Warner, Paulo Freire, Visual Methods and Materials. and social issues. Concepts of the Frank Smith, Donald Graves, and open classroom, individualized cur­ Prerequisites: liD 218, Cognitive others, the course explores theories riculum, the teacher-as-learner, and Development: How Children Learn or critical thinking will be discussed and practices in the teaching of equivalent course work in theories of and modeled. reading and writing; literacy issues, cognitive development, and HD 282, and socio-cultural contexts and bias­ Social & Political Contexts of Human Prerequisite: HD 218 Cognitive es; whole language, language experi­ Development, or HD 360, Advanced Development: How Children Learn or ence and integrated phonics; journal Studies in Diversity (or equivalent equivalent course work in theories of writing; reading for meaning and crit­ course work in anti-bias and cognitive development. ical thinking; individual assessment of bicultural issues), and Ed 220, language skills; the role of dramatics Elementary Curriculum Workshop: ED 221 3 UNITS and music in language development; Introduction to Developmental CURRICULUM DEVELOPMENT: and how to implement literature­ Curriculum & Science (may be taken MATHEMATICS based curriculum. Special emphasiS is concurrently) . An integrative approach to elementary placed on working with bilingual Current work with children in mathematics curriculum, from expe­ students and students with limited elementary school settings is riential concrete manipulation to English proficiency. Guest speakers strongly recommended. abstract symbolization and concept and films wilJ complement workshop development. The purpose is to activities and discussion. ED 228 3 UNITS connect theory and practice within a CURRICULUM DEVELOPMENT: Prerequisites: HD 218, Cognitive climate of excitement, freedom, open­ BILINGUAL INSTRUalONAL ""z ness and ease. Participants will Development: How Children Learn or o eqUivalent course work in theories of METHODS explore the elements of physical This course is designed to provide and psychosocial environment'>, class­ cognitive development and Ed 220, Elementary Curriculum Workshop: framework for instruction of children room management, curriculum Introduction to Developmental whose primary language is one other materials, and learning activities as Curriculum and Science (may be than English. Constructivist paradigms they create their own frameworks for taken concurrently). will be utilized to provide relevant .... developmentally appropriate, child­ theoretical and practical information ""DC: centered curricula. Participants will Current work with children in related to bilingual instructional o=­ experience the joy of discovery, the elementary school settings is methods with a goal of development of u strongly recommended ...... satisfaction of learning new skills, cultural competence and cultural Z and the challenge of committing to respect for young learners growing o ED 223 3 UNITS the processes of imagination and up in a bilingual world. This course .... CURRICULUM DEVELOPMENT: c( inner growth. meets the requirements for BCIAD IE SOCIAL STUDIES & INTEGRATED Certification. DC: Prerequisites: HD 218 Cognitive o ARTS Development: How Children Learn or Students, as teachers/learners, will ED 242 3 UNITS ...z equivalent course work in theories of create a conceptual framework for TEACHING AS PERFORMING ART cognitive development and Ed 220 elementary social studies that weaves Participants explore creative drama as c( Elementary Curriculum Workshop: - DC: together language arts, drama, litera­ an improvisational, non-exhibitional, .... Introduction to Developmental ture, music, dance, and visual arts as Z process-centered fonn of expression .... Curriculum and Science (may be integral parts of an exploration of the c,:) in which students are gUided by taken concurrently). historical and socio-cultural forces a leader to imagine, enact, and that shape our lives. Focuses on criti­ reflect upon human experiences. The cal inquiry and cooperative learning, purpose is to provide an alternative II using oral history, journal writing, and approach to teaching social studies the community as ways to approach and integrated arts which open .. GENERAL INFORMATION . children's minds, stimulate their substitute teaching, testing and other puters and CD-ROMs, educational imaginations and language abilities, issues. Students complete various software, computer issues, and use of and spark their enthusiasm for assignments for the seminar, includ­ computers in the classroom. continued personal development and ing audio and video tapes, journals, discovery. This course may also serve peer coaching, observations, lesson H~M~~ ~~VEL91_MENT---- as a practical guide for classroom plans in all content areas and an teachers, recreational leaders, and instructional unit. HD 099 0 UNITS others who want to initiate creative Prerequisite: Full admission to a WRITING FOR THE INFORMATION drama activities in a variety of subject credential program. AGE areas and need help in getting started. Acquire writing skills which will ED 254 4 UNITS empower you to think clearly and ED 252 4 UNITS share your thoughts with others. This DIREOED TEACHING: DIREOED TEACHING: UPPER ELEMENTARY course will guide students in replacing KINDERGARTEN old, negative fears and attitudes about Student teachers work in a public Student teachers work in grades 4,5, or 6 at a public elementary school for writing with vital, positive behavior elementary school kindergarten which will lead to personal, educa­ classroom for a placement of approx­ a placement of approximately 300 hours. Beginning by teaching in only tional and professional success. imately 300 hours. Beginning by Students learn to view mistakes as teaching in only two content areas per two content areas per day, the student teacher gradually advances to a two­ learning experiences and "failures" as day, the student teacher gradually week complete take-over in which stepping stones to dynamic goal advances to a two-week complete achievement. Open to all registered take-over in which he/she is in charge he/she is in charge of both curricular planning and implementation, as well students who need assistance with of both curricular planning and writing skills development. implementation, as well as discipline as discipline and management. The and management. The practicum is practicum is accompanied by a semi­ Not available for degree credit. accompanied by a seminar which nar which all student teachers attend. all student teachers attend. Topics Topics include discipline/classroom HD 200 3 UNITS include discipline/classroom manage­ management, cooperative learning, EARLY CHILDHOOD THEMES & ment, cooperative learning, the the effective teacher, research, discus­ LIFE CYCLE ISSUES sion skills, higher order thinking effective teacher, research, discussion Each stage of life poses a task to be skills, higher order thinking skills, skills, holistic teaching strategies, accomplished. These tasks appear as lesson planning, dealing with stress, holistic teaching strategies, lesson a challenge and bring the chance for planning, dealing with stress, parent­ parent-teacher interaction, the first growth, but also a fear of failure and week of school, substitute teaching, teacher interaction, the first week of discomforting diseqUilibrium. Themes school, substitute teaching, testing testing and other issues. Students which begin in early childhood and other issues. Students complete complete various assignments for the attachment, separation, autonomy, various assignments for the seminar, seminar, including audio and video accomplishment and failure - recur tapes, journals, peer coaching, obser­ including audio and video tapes, jour­ later in the life cycle. Awareness of nals, peer coaching, observations, vations, lesson plans in all content their beginnings and knowledge of areas and an instructional unit. psychosocial developmental theories va lesson plans in all content areas and Z an instructional unit. Prerequisite: Full admission to a enables adults to be aware of the res­ o credential program. olution of these themes in their own Prerequisite: Full admission to a lives, as well as in children's lives. credential program. ED 292 1-3 UNITS This course requires extensive read­ INDEPENDENT STUDY ing and a research project which ED 253 4 UNITS meets the research competency. DIREOED TEACHING: PRIMARY Available for students in the Credential .... Student teachers work in grades 1, 2 program(s) to meet some individual va competency and/or program require­ HD 201 3 UNITS DI: or 3 at a public elementary school for ::t ments. An independent study contract ADVANCED STUDIES IN HUMAN o a placement of approximately 300 v signed by the faculty supervisor is DEVELOPMENT hours. Beginning by teaching in only ...... required at the time of registration. This class explores in depth how Z two content areas per day, the student o Courses offered at Pacific Oaks may themes which begin in early teacher gradually advances to a two­ to­ not be taken for independent study. childhood recur later in the life C'C week complete take-over in which Please consult the Schedule of Classes cycle. Building on knowledge of :Ii he/she is in charge of both curricular DI: for registration deadlines. Erik Erikson's theory and other o planning and implementation, as well psychosocial and cognitive theories, ..... as diSCipline and management. The z ED 435 3 UNITS the participants will add and integrate practicum is accompanied by a theoretical and personal knowledge of seminar which all student teachers TECHNOLOGY IN THE CLASSROOM A comprehensive technology course growth during the life cycle and the attend. Topics include discipline/ interaction between the contexts of classroom management, cooperative for educators which introduces teach­ ers to the applications of computers development and psychological devel­ learning, the effective teacher in education settings and fulfills opment. We will examine our own research, discussion skills, highe; developmental paths and look at order thinking skills, holistic teaching the California Computer Education requirement for the Professional choices made and options taken or strategies, lesson planning, dealing Clear Credential. Hands-on training rejected. A research project focusing with stress, parent-teacher interac­ on a developmental issue is required. tion, the first week of school, and instruction include work on com­ PACIFIC OAKS COLLEGE

The course will emphasize deveIc p­ HD 220 3 UNITS marriage, family, and child counsel­ ment in adulthood. SOCIOLINGUISTICS: ISSUES OF ing, including family law; Prerequisitesfor HD 20/: LANGUAGE & CULTURE 3. Spousal or partner abuse, detec­ tion, and intervention; 1. All of the following: Focuses on the development of a. M.A. or post baccalaureate language within its social context and 4. The current legal patterns and student 1ts implications as one of the most trends in the mental health profeSSion; powerful transmitters of culture. The 5. The psychotherapist/patient privi­ b. Knowledge of Erik Erikson's role of language as a tool of social lege, confidentiality, including issues theory and other psychosocial domination or liberation will be related to a patient being dangerous theories explored. Particular emphasis will be to self or others and the treatment c. Knowledge of cognitive placed upon issues of bilingualism of minors with and without parental theories and literacy as they relate to the cor. cent; d. Ability to observe and process of bicultural development in 6. A recognition and exploration of interpret data American society. the relationship between a practition­ e. Ability to reflect on one's er's sense of self and human values HD 221 3 UNITS own and others' life develop and his or her profeSSional behavior THEORIES OF MARRIAGE, FAMILY ment and process or and ethics. & CHILD COUNSELING 2. M.A. or post-baccalaureate This course meets the requirements This course will review the major for the California MFCC license. student, and previous completion psychotherapeutic approaches in of HD 200. marriage, family and child counseling. HD 226 3 UNITS Not open to B.A. Students. There will be a focus on interpersonal MFCC PRACTICUM II theOries, family systems theories, and This course is developmental in its HD 213 3 UNITS feminist theory and how each informs approach and combines supervision work with individuals, couples, fami­ EVALUATING ENVIRONMENTS & issues that arise in clinical placement lies, and children. The course will PLANNING FOR CHANGE with the issues addressed in class. The present an inclusive framework, so The goal of this class is to teach peo­ primary focus is on the examination of that students develop competency ple who are responsible for children psychotherapeutic techniques and the working with bicultural populations. and children's programs to analyze development of clinical skills for environmental dimensions and to intake evaluation, assessment, treat­ HD 224 3 UNITS examine the range of environmental ment, and diagnOSiS. Special emphasis variables that govern the behavior of MFCC PRACTICUM I is placed on the treatment of individu­ children and stall This course is developmental in its als, children, couples, and families. There will be opportunities to approach and combines supervision Included in this course is an observe at Pacific Oaks and in other issues that arise in clinical placement ongOing discussion of transference settings and to problem solve byalter­ with the issues addressed in class. The and countertransference issues, ing the environment. This class is primary focus is on the examination of spousal abuse assessment/treatment, recommended for tllose anticipating psychotherapeutic techniques and the crisis and suicide evaluation and the doing a practicum in the Spring development of clinical skills for termination process. Critical to this semester. By arrangement, this intake evaluation, assessment, treat­ course is an understanding of the class may give credit for ment and diagnOSiS. Special emphasis impact of social, racial, cultural, Administration/Supervision of Cllild is placed on the treatment of individu­ or gender issues in therapy and its Care Programs. als, children, couples, and families. implication for cross-cultural under­ Included in this course is standing in treatment. HD 218 3 UNITS an ongoing discussion of transference COGNITIVE DEVELOPMENT: issues, spousal abuse assessment! HD 231 3 UNITS HOW CHILDREN LEARN treatment, crisis and suicide evalua­ COMMUNICATION FOR tion, and the termination process. An active investigation of the implica­ EMPOWERMENT Critical to this course is an under­ tions of cognitive developmental tlleo­ This course will empower students to standing of the impact of social, ry for early childhood Education and make connections with other people. racial, cultural or gender issues in the elementary classroom. Objectives Four areas of communication will .... therapy and its implication for cross­ cc of the course include: 1) acquisition be adddressed: active listening for cultural understanding in treatment. :E of understanding of basic construc­ meaning; fluent concise and orga­ o tivist tlleories, primarily those of nized writing; active, appropriate, .... Piaget and Vygotsky; 2) exploration HD 225 2 UNITS -z: and engaging group facilitation and PROFESSIONAL ETHICS & THE LAW of the cultural and developmental leadership; and articulate, organized The course reviews the follOwing perspectives of cognitive theory; and verbal communication and presenta­ -cc areas: .... 3) application of theory to the diverse tion of self. In addition, students will -z: educational needs of children. 1. Contemporary professional ethics develop and strengthen their ability to .... Emphasis will be placed on the impli­ c:> and statutory, regulatory, and think critically, integrating the subjec­ cations of constructivist theory decisional laws that delineate the tive and objective, in all the areas of in terms of the role of the teacher, profeSSion's scope of practice; communication. They will examine the classroom environment, and 2. The therapeutic, clinical, and the impact of their values and biases the curriculum. practical considerations involved in on communication across cultural, the legal and ethical practice of racial, class and gender lines. GENERAL INFORMATION

HD 232 3 UNITS HD 237 3 UNITS HD 250 3 UNITS COMMUNICATION SKILLS & HUMAN SEXUALITY & SEXISM DEVELOPING ANTI-BIAS INDIVIDUAL DYNAMICS This class focuses on the profeSSional CURRICULUM: -rEACHING OUR In spite of the fact that we spend a and personal aspects of human sexu­ VALUES TO CHILDREN great deal of our time with others, ality. The class will explore various Participants learn tools for imple­ rarely do we have an opportunity to issues including the development of a menting an anti-bias curriculum in see ourselves clearly as we interact working vocabulary of appropriate early childhood education. Examines with others. The capacity to see our­ language and a knowledge of proce­ the development of a positive self-con­ selves clearly in social interactions is dures that enable people to feel more cept and attitudes toward others in the nucleus of our empathy and the at ease discussing sex. Because sexu­ area~ of gender, racelethnicity, and basis of the helping process. Hence, ality is an integral part of the whole disabilities, and critical thinking knowledge of ourselves is, indeed, person, the following topiCS are and skills for confronting bias. very valuable, in that it leads into the addressed: anatomy, physiology, Developmental issues, emergent and worlds of other people. The focus of communication, sex therapy, sexuality pre-planned curriculum, selection of "Pacific Oaks worked with me to meet the present class is largely experien­ in childhood and other life cycle children's literature, and goals of tial, with a central objective being the periods, mId suggested books for education in a politicaVsociai context my needs and my schedule. I really improvement of our communications clients and their children. will be addressed. appreciate the individual attention. " skills and the use of ourselves in pos­ This course is designed to meet itive ways in interactions. Students will the requirement for the California HD 253 1 UNIT have the opportunity to learn about MFCC license. CHILD ABUSE ASSESSMENT & themselves by sharing their thoughts, REPORTING Kern Barnett, student, BA. in Hu'man ideas and feelings with group mem­ HD 240 3 UNITS This workshop includes the study Development and Teacher bers. A variety of techniques will be MODELS & METHODS OF PARENT of the assessment and method of used to assist us in our learning and INVOLVEMENT reporting sexual assault, general Education/Credential Program growing. Among these will be active Students study the many avenues for neglect, severe neglect, willful cruelty listening, re-framing, role-playing and parent involvement within preschool or unjustifiable punishment, corporal socio-drama. Context-building for and elementary progr'dJIlS, both direct punishment or injury and abuse mutual understanding will be an classroom participation and program in out-of-home care. Physical and ongoing component of the course. support activities. Cultural and socioe­ behavioral indicators of abuse, crisis conomic factors, the realities of HD 235 3 UNITS counseling techniques, community working and single-parent families, resources, rights and responsibilities CROSS-CULTURAL MORES & and variations among program types VALUES:SOCIO/ CULTURAL of reporting, consequences of failure are considered. This class meets the to report, caring for a child's needs ENVIRONMENTS three-unit Home, School and after report is made, and implications This course is designed to consider Community requirement for state and methods of treatment for children and present a conceptual framework licensing for Early Childhood and adults are also included. for review and incorporation of Education/School Director. socio-cultural factors into clinical and This course provides training communication theories and prac­ requirement for the California V't HD 246 3 UNITS Z tices. Specific cultural content (with PLAY IN CHILDHOOD MFCC license. o emphasis on family history, structures, An exploration of play as a human dynamics, values, mores, adaptive adaptive function with a distinct devel­ HD 254 2·3 UNITS strengths, and coping styles) opmental course, beginning in infancy AUTHENTIC INFANT-COMPETENT and socio-political constraints on and varying in content and mode from CHILD human development (with empha<;is culture to culture. Emphasis will be Course content will consist of analyses on racism and normative value of diverse approaches to infant-rear­ placed on the ability to observe chil­ V't psychology) will be examined. The dren's play and to make use of these ing with special emphasis on the CI:: :::::I importance of raciaVethnic identity is observations in planning for a child; Pikler methods. Topics will include: o highlighted as the core of one's self­ sensory-motor development, manipu­ V the importance of the physical ...... identity, the framework which has environment; and the setting up of lation, human relationships and Z shaped personality, and the basis for environment') for play that will engage problem solving; infants', parenl~' and o understanding diagnostic assessment, children in using the skills that are carers' needs; what is an "educarer"; treatment goals and the realizations prerequisites for academic learning. how, what, and when do infants learn; of successful interrelations. The Cultural and gender issues and ways how, what, and when to teach; effects objective of the course is to develop to support cultural expression and of environments ranging from neglect­ knowledge of and an openness and non-sexist play opportunities will be ful to over-stimulating. Instruction will sensitivity to the cultural differences. considered. Although our focus will include lectures and discussions. Prerequisite: HD 282, Social & be on early years, we will address Students will observe environments Political Contexts of Human the integrative and transformative where infants are reared; discussion Development and/or HD 360, function of play as it contributes to and evaluations will follow. Films Advanced Studies in Diversity. the lives of individuals throughout the (including the unique Loczy movies) life span. and other audio-visual materials which are available only through Mrs. Gerber will be shown. PACIFIC OAKS

HD 262 1 UNIT HD 273 3 UNITS HD 281 3 UNITS RESEARCH SEMINAR EDUCATION FOR CRITICAL CHILDREN, PAINTING & CLAY This class concerns the logic of CONSCIOUSNESS The class focuses on two levels of inquiry: defining terms, shaping a Paulo Freire taught adults in Brazil; learning within a diverse art history problem into the form of an answer­ Sylvia Ashton Warner taught children framework: 1) students will work able question, and the answering of in New Zealand. Both taught in a context which permits private the "so what?" when information is oppressed populations and believed exploration of their own creative assembled. For B.A. students this class that people learn through what they process; and 2) students will apply must be taken in conjunction with a are passionate about. Their work will this knowledge of the creative process class that requires a research project. be read and discussed along with that to provide successful art experiences This requirement is noted in class of other theorists who have similar for children two to twelve (2-12) descriptions. The instructor of the beliefs about such issues as moral years of age. class requiring the project will sign development, relationships and litera­ The class is comprised of art that the research reqUirement has cy/curriculum. experiences in nine media: collage, been completed. assemblage, drawing, painting with This course meets the MFCC HD 274 2 UNITS water color, tempera and fabric dyes, research competence requirement in THEORIES & APPLICATIONS OF simple book construction and paper conjunction with HD 274, Theories PSYCHOLOGICAL TESTING sculpture, ceramics and glazing, mask and Applications of Psychological This class considers the strategies and making, mobiles and stabiles. Testing. procedures involved in making deci­ Students explore ways to integrate sions about people in a multi-cultural these experiences into the classroom. HD 267 3 UNITS society. Theories of measurements Discussions of children's art develop­ PSYCHOPATHOLOGY and assessments, standardized testing ment and art education are included Ageneral review of the various forms and psychological tests will be in the course. Students attend and of psychopathology is presented. An examined. Moral and ethical issues review one museum or gallery exhibit. examination of the psychopathology of involved in decision-making will be an Course may be repeated for credit up infancy, childhood and adolescence, important focus of this class. to a maximum of 6 units. schizophrenia, affective disorders, Meets MFCC requirements in conjunc­ personality disorders, anxiety disor­ tion with HD 262, Research Seminar. HD 282 3 UNITS ders, and social deviance is included. SOCIAL & POLITICAL CONTEXTS OF The purpose and history of various HD 277A 1 UNIT HUMAN DEVELOPMENT diagnostic systems and DSM-IV THESIS DEVELOPMENT The diverse social and political will be discussed. Conceptual models Students will develop and refine their contexts of our society affect the designed to explain psychopathology thesis topic while developing an socialization of the individual and and etiology will be reviewed. understanding of the elements of both hislher understanding of human Students are expected to participate a formal proposal and thesiS, includ­ development. This class examines atti­ actively based on the reading materi­ ing literature review, methodology and tudes toward gender, class, race/eth­ als and to complete a class paper data analysis. nicity, disability and sexual orienta­ va focusing on children or children and tion, along with the historical contexts Z o their families. HD 277B 1 UNIT within which specific theories of Pre- or co-requisite: THESIS DEVELOPMENT human development were created. Students will continue development of Students are challenged to examine HD 269, Personality Theories & these influences on their own growth Clinical Intervention. their methodology while having the opportunity to initiate literature and perceptions of human behavior, This course provides training require­ searches, provide and obtain to define their personal ethics within ment for the California MFCC license. feedback on their methodology and the context of contemporary society, instruments. Students must be able to and to search for creative profession­ HD 269 3 UNITS produce a draft of a proposal to al responses to inequality and bias. A PERSONALITY 'rHEORIES & complete this section of the course variety of methods, including experi­ CLINICAL INTERVENTION successfully. ential activities, small group discus­ This course is designed to explore the .... Prerequisite: HD 277A, or waiver. sion, weekly writing, reading, and e various personality theories and study mini-lectures are utilized. their logical conclusions in psy­ E HD 277C 1 UNIT &:.: chotherapy. Therefore, each theory HD 285 3 UNITS o THESIS DEVELOPMENT ..... will be followed by clinical case DEVELOPMENT OF BICULTURAL Students will learn to organize their z diSCUSSions, usually chosen from that writing, develop themes, review tech­ CHILDREN theorist's writing. In cases where test­ e nical writing skills and practice This course will specifically focus on a -- ing material or research techniques &:.: editing thesis and proposal material. framework of bicultural development .... were developed from theory, study of Z Students must present a draft propos­ as it compares with monocultural .... these materials will replace clinical developmental theories. The pertinent Co:) al for review to complete this section. material. Active student participation issues and major SOCial-ecolOgical and preparation is essential. This course may not be audited. influences that play an important role This course provides training require­ Prerequisite: HD 277A, or waiver. in shaping the development of bicul­ ment for the California MFCC license. tural children will be explored. Culture and cognition, bilingualism, GENERAL INFORMATION the biculturation process, and one unit per semester thereafter until become a therapy of choice. The cultural psychological dynamics the thesi&lproject is submitted. course will begin to answer the as they relate to personality and Prerequisite: An Advancement to question of how one can become a development and identity formation Candidacy form signed by the Thesis safe, secure, and successful group will be examined. An overview of the Chairperson on file in College practitioner. current literature in the field will also Records. be discussed. HD 326 3 UNITS HD 308 3 UNITS THERAPY WITH CHILDREN HD 288 3 UNITS WOMEN IN ADMINISTRATION The course will provide an overview of DEVELOPMENTAL ASSESSMENT & Designed to help women pursue a the knowledge base and an introduc­ PROGRAM PLANNING career in administration, and to tion to the clinical skills of child An examination of the uses of assess­ explore the political and social forces therapy. The public and private mental ment to enrich our knowledge of that affect decision making, under­ health systems, levels of care, range of children and guide the planning of stand the importance of style and child therapy seUings, and barriers to education and interventions for them. image, develop networking tech­ access will be discussed. An under­ Observational techniques, standard­ niques, learn effective communication standing of migration, "minority" ized tests, informal assessment skills and examine sexual harassment. status, class, cross cultural and measures, developmental assess­ Students will develop class projects, intracultural variations in normative ments, and alternatives to current conduct interviews, examine and child and family functioning will be testing practices will be discussed. compare research findings, and par­ integrated with the development of Students will be asked to assess one ticipate in mini-seminars, as well as child evaluation and treatment skills. child and plan a program to meet the evaluate various class guest speakers. Multiple theoretical perspectives child's needs. By arrangement, this class may give of child therapy will be considered. credit for Administration!Supervision The major childhood disorders will be HD 292 1-3 UNITS of Child Care Programs. reviewed and applied to specific case INDEPENDENT STUDY material. The range of modalities Independent study requires that a HD 310 3 UNITS utilized in child therapy will be student design a project of one to six CONFLICT RESOLUTION & explored with special emphasis on the months duration and find a faculty MEDIATION use of play therapy. Clinical assess­ supervisor. An independent study con­ This course is designed for human ment and treatment of the child in tract signed by the faculty supervisor service profeSSionals, including teach­ socio-cultural context will be the is required prior to registration. ers, educational administrators, and focus of practice skills development. Courses offered at Pacific Oaks may marriage and family counselors, who Clinical issues in child therapy with not be taken for independent study. work with children, adolescents, and special populations, (e.g. homeless, Please refer to the Schedule of Classes families. Participants will examine the sexually abused, disaster survivors, for registration deadlines. nature of human conflict and effective et al.,) will be presented. strategies for conflict resolution, and HD 298 1 UNIT will explore methods for developing HD 331 3 UNITS ASSESSMENT OF EXPERIENCE 'rEAM BUILDING FOR EARLY programs which promote the peaceful '"z: This class is designed for mature resolution of conflict. CHILDHOOD EDUCATORS & o students with professional experience The class will focus on the tech­ PARENTS in a human development-related field niques and models for conflict resolu­ Designed for administrators, teachers, who seek to waive some undergradu­ tion, mediation, and creative prob­ staff, and parents to create an effective ate requirements and apply for special lem-solving in various conflict areas, team which values working together admission to either the Pacific Oaks including the family, the school, and with mutual respect. Among the issues B.A. or M.A. program. This Life the workplace. Techniques for effec­ addressed will be: 1) including par­ .... Experience Seminar will provide an tive communication, brainstorming ents as members of the team working '"CIIC opportunity for mutual advising and and cooperative group decision-mak­ for the growth and support of the chil­ =o evaluation in working out the ing will be explored. Communicating v dren; 2) developing clear communi­ ...... documentation of experience and the across cultures, and bias awareness cation, written and oral, formal and z: plan for a program at Pacific Oaks. o issues will be explored within all informal and 3) exploring experi­ .... Prerequisite: Provisional admission content areas. Class format will ences of power and powerlessness oe to B.A. or M.A. program through ABLE include discussion, lecture, reading, :E among people with diverse roles, per­ CIIC option. writing, demonstration and role ceptions, and histories. Questions will o playing. .... include: What can you do from where z: HD 299 1-3 UNITS you are? What is your responsibility HD 323 3 UNITS THESIS/MASTER'S PROJECT when you are caught in the middle of GROUP THERAPY Required registration for all students a problem? How can you deal with The What, Where, When, Why, Who completing a thesis or project in the issues that are not clear? How can you semester the thesis is completed. and How of working with groups as a enable people to deal directly with Registration is also required for all counseling modality. An examination others? This is an equivalent class for students working on a thesis or pro­ of group practice with individuals, HD 240, Models & Methods of ject, who are NOT currently enrolled families, teens and tots. A look at in lID 277. Three units are required the wide range of popUlations and Parent Involvement, with permiSSion for the first registration in lID 299 and problems for which group work has of advisor. (IFIC OAKS COLLEGE

HD 337 3 UNITS HD 374 1 UNIT HD 401 3 UNITS PLAY, LANGUAGE &LITERACY ALCOHOLISM & CHEMICAL WORKING WITH ADULTS DEVELOPMENT DEPENDENCY Students are introduced to a rationale How do young children develop the (Offered on Weekends) and methodology for working with skills they need to grow up competent An overview of alcohoVdrug abuse adults in educational and therapeutic in a literate society - language, and its related disorders within the settings. EmphasiS is on valuing diver­ dramatic play, using tools and materi­ family unit. Therapeutic issues associ­ sity and respecting the individual; als to represent their experience, ated with chemical dependency as it active, experiential learning; the inter­ and reading? An examination of the relates to physical, emotional and action between theory and practice; development of symbolic behaviors sexual abuse will be examined, the impact of social contexts on and the role of adults in supporting along with various techniques for oneself and others. Students will children's play, language and literacy. intervention. Dependency and co­ develop strategies for facilitating dependency, essential requirements adults' empowerment, advocacy and HD 340 3 UNITS necessary for recovery, and the responsibility in diverse settings. LEADERSHIP IN EDUCATION function of a strong aftercare program A seminar for leaders and potential will all be explored. HD 410 3 UNITS leaders in early childhood education, DEVELOPMENTAL EDUCATION This course meets the reqUirement for day care, and parent!teacher educa­ Examines traditions that underlie a the California MFCC license. tion. Emphasis on family and educa­ developmental, experiential, open­ tional issues in contemporary society, structured approach to education; HD 396 3 UNITS program development and adminis­ one's own values and the values tration, strategies for facilitating CONTEMPORARY URBAN reflected in school programs and empowerment, advocacy and respon­ ADOLESCENTS practices; the role of education as a sibility, and professional survival. This class will focus on several issues tool of oppression and liberation for that affect the quality of life of adoles­ different groups in society; and the This is an equivalent class for cents in urban areas. Subjects for HD 401, Working with Adults. personal and political strategies for study will include: unemployment! educational change. Issues and trends underemployment; gangs and other in early childhood education are HD 360 3 UNITS peer pressures; early sexuality; teen ADVANCED STUDIES IN DIVERSITY considered from a developmental pregnancy; AIDS and other sexually perspective. Implications for older & ANTI-BIAS ISSUES transmitted diseases; and drugs. We children and adult learners will also An in-depth, critical examination of will examine these topics from a be discussed. the impact of institutional oppressions developmental perspective and visit on human service programs for chil­ programs that are addressing them. Equivalent class for HD 400 Working dren and adults and the Significance with Children. of cultural and political contexts on HD 399 1UNIT HD 415 3 UNITS individual development and learning. PRACTICUM ASSESSMENT Students will study new research and Required for students attempting to EMERGENT CURRICULUM: AN methods for working with bi-cultural waive two Pacific Oaks Children's INTERACTIVE PROCESS '"z children and adults, and develop skills School Practica. Building curriculum on teachers' and o for doing anti-bias human service children's interests and expectations. Prerequisites: Successful completion work and advocacy. Format is a grad­ Taking motivation and individual dif­ of the Practicum Waiver petition uate seminar individualized to the ferences seriously, in both learners process and permission of advisor. participants' interests and issue~. and teachers. Teachers as decision Students are expected to engage m makers in their classroom; making developing their own theoretical and HD 400 3 UNITS teaching a creative and satisfying job. ... methodological framework for bicul­ WORKING WITH CHILDREN IN A Issues and trends in early childhood '"DI:: tural and anti-bias work. DIVERSE WORLD education are considered from :;:) An examination of the developmental o the perspective of curriculum v Prerequisitesfor HD 360: needs of children and the different ...... development and implementation. z 1. All of the following: assumptions underlying developmen­ Implications for diverse settings and o a. M.A. or post-baccalaureate tal and behaviorist approaches to for older children and adult learners .... working with children. Exploration of e student will also be discussed. the uses of interpersonal power in 115 b. Experience working on issues Equivalent class for HD 400, Working DI:: settings where adults and children regarding sexism, racism, with Children. o encounter each other and the ... cIassism, and disability z development of effective facilitative HD 420 3 UNITS c. Demonstrated commitment to strategies for teaching, counseling, THE ART OF OBSERVATION -e social justice parenting, and social and educational DI:: Observation is a basic teaching and ... d. Understanding of the dynam­ change. Emphasis on valuing diverSity Z assessment tool in early childhood ... ics of institutional and individual and respecting the individual; active, (,!) education and a necessary skill in the bases and use of power or experiential learning; interaction field of counseling. When you observe 2. M.A. or post-baccalaureate between theory and practice; and the impact of social contexts on oneself a child: What do you see? What do you student and previous completion look for and why? How do you inter­ and others. of HD 282. pret what you are seeing? How do you NOT AVAILABLE TO B.A. STUDENTS. translate what you have observed into • GENERAL INFORMATION goals for intervention? Participants HD 450 3 UNITS HD 454 1-3 UNITS will observe children and adults, ECOLOGY OF WORKING WITH COLLEGE TEACHING/TEACHING share and evaluate frameworks for CHILDREN ADULTS: FIELD WORK observation, and get feedback on An in-depth examination of education­ Requires that students be either observational skills. al and therapeutic practices using employed as the teacher of a college ecological and historical perspectives. class, or be involved in an intern­ HD 421 3 UNITS Presented in a seminar format, ship/team teaching arrangement WORKING WITH BICULTURAL content is individualized to student which enables them to take a respon­ CHILDREN interest and issues, and will reflect the sible role co-teaching in a college Focuses on the methodological issues dynamic interaction between practice, class. Credit is based on 45 hours per a..<; they relate to effectively working reflection and theory. Students are unit of field work and journal with bicultural children. Learning the­ expected to develop their own theoret­ keeping. ory and motivational concepts based ical and methodological framework NOT AVAILABLE TO B.A. STUDENTS. upon research with bicognitive for working with children and adults. Prerequisite: Permission of the Field children will be examined. Bicultural NOT AVAILABLE TO B.A. STUDENTS. curriculum and bilingual program Work Supervisor. coml)onents will be discussed. Prerequisites for HD 450: Students will be required to partici­ 1. All of the following: HD 454 1-2 UNITS COLLEGE TEACHING/TEACHING pate in several on-site classroom a. M.A. or post-baccalaureate ADULTS: OBSERVATION observations in bicultural and student bilingual settings. Particular. emphasis Observation in one or a variety of b. Knowledge of appropriate will be placed on integrating the college classes, with special attention developmental practice with principles of bicultural development to instructional process and strate­ children or adults into the practical application of an gies. Credit is based on 45 hours per effective educational approach. c. Understanding of power unit of observation and reading. issues in work with children Meets concurrently with HD 416, NOT AVAILABLE TO B.A. STUDENTS. andlor adults Practicum: Bicultural Development. Prerequisite: Permission of d. Ability to observe behavior advisor. HD 440 3 UNITS and use the data as a guide for ADMINISTRATION OF CHILD CARE behavior HD 456 1-3 UNITS FACILITIES e. Experience in working with PARENT/COMMUNITY WORK: This course will identify approaches children andlor adults, or FIELD WORK and techniques for working with par­ 2. M.A. or post-baccalaureate Requires that students have a job ents, issues concerning programming, student and previous completion of or internship/apprenticeship, which supervision of staff, and providing on­ HD 400 or HD 401. enables them to take responsibility for going growth and training of staff. We work with parents. Credit is based on will discuss the skills and techniques HD 453 1-3 UNITS 45 hours per unit of field work and necessary to administer a variety of ADMINISTRATION/SUPERVISION: journal keeping. VI early childhood education programs, FIELD WORK NOT AVAILABLE TO B.A. STUDENTS. z: including preschool and day care. o Requires that students have a job Prerequisite: Permission of Field Such issues as budgeting, record or internship/apprenticeship, which .... keeping, authority, communication Work Supervisor. A.. enables them to take responsibility in ar::: and creativity will be discussed. u administration andlor supervision. HD 456 1-2 UNITS VI Credit is based on 45 hours per unit ..... PARENT/COMMUNITY WORK: Q HD 442 4 UNITS of field work and journal keeping. CHILDREN'S ART STUDIO SEMINAR OBSERVATION NOT AVAILABLE TO B.A. STUDENTS. Observation of one or more persons - Students work directly with children '"ar::: :':) ages two to nine years in the Prerequisite: Permission of the Field whose work, the culture in which it o takes place, and whose style of dealing u Children's Art Studio, supervised by Work Supervisor...... resident artist; learn age-appropriate with their work is of interest to the stu­ z: art curriculum using various media; HD 453 1·2 UNITS dent. Students function as observers, o rather than as participants, in daily .... and apply skills and knowledge in ADMINISTRATION/SUPERVISION: c:c directed teaching. Also included will OBSERVATION processes. Permission of the individ­ :E ual(s) being observed is required. ar::: be the art of preparing and hanging Observation of one or more persons o exhibitions, ceramic kiln firing, whose work, the culture in which it Credit is based on 45 hours per unit of .... observation and reading. z: documenting and cataloging chil­ takes place, and whose style of dealing .... dren's art for the Pacific Oaks with their work is of interest to the stu­ NOT AVAILABLE TO B.A. STUDENTS. c:c Permanent Collection. Written docu­ dent. Students function as observers, Prerequisite: Permission of advisor...... ar::: mentation and regular attendance rather than as participants, in daily z:..... at seminars are required. Enrollment processes. Permission of the individ­ HD 460 3 UNITS c,:) is limited. Consent of instructor ual(s) being observed is required. SEMINARS IN BICULTURAL required. Credit is based on 45 hours per unit of DEVELOPMENT &EDUCATION May be repeated for credit up to a observation and reading. (Offered Weekends in Pasadena II maximum of 12 units. NOT AVAILABLE TO B.A. STUDENTS. and Seattle) Prerequisite: Permission of advisor. These seminars are designed to focus PACIFIC OAKS (OlLEGE

on bicultural development and it i HD 467 2 UNITS anti-bias curriculum. Course will implication for educators and human FOUNDATIONS IN ART EDUCATION examine the research base, goals, service professionals working in bilin­ This course will focus on the arts teaching strategies and activities, gual and/or bicultural communities. framework in the state of California parent work, personal attitudes and The seminars will be constructed on and provide exposure to the national behaviors for implementing anti-bias identified needs in the bicultural spe­ framework. The focus will be on education. Format includes lecture, cialization and the areas of interest of issues of ethnicity and culture in the discussion, consciousness-raising faculty members who wiU be teaching arts. Students will visit performances activities, role playing, reading and the course. Each weekend will be a in a variety of cultural communities writing. contained "mini course." Students and contexts, do field observations, Prerequisite: HD 282, Social & may take one or an three weekends. and art projects geared toward a vari­ Political Contexts of Human Specific topiCS will be listed in the ety of populations. Development, or permission of course schedule when the course is to instructor. be offered. HD 468 2 UNITS GRADUATE SEMINAR IN ART HD 472 3 UNITS HD 464 3 UNITS EDUCATION IMPLEMENTING ANTI-BIAS COMMUNITY AS ACONTEXT FOR The seminar will consider strAtegies to CURRICULUM II DEVELOPMENT be employed in elementary school Designed for early childhood teachers Children develop as unique individu­ situations, including examination and with some experience in using als in the context of complex commu­ discussion of culture specific and anti-bias curriculum, this course nities. Growth and identity are cross-cultural art theory in relation to addresses developmental and cultural influenced by the social dynamics current classroom t>ractices, and issues in anti-bias education, tools for and interactions of the diverse families exploration of ways of advancing working with parents and other staff, and cultural institutions in which diversity in the arts program. We will and advocacy skills for countering the children uve. This class focuses on review the relationship between the institutional obstacles to anti-bias theoretical and practical aspects of artist and society, including issues of work Students are expected to engage building, reflecting, and including free speech/censorship, how to earn a with each other in critical evaluation "community" in early childhood and living, and the role of the school as of their current teaching practices and primary classrooms. Students will be an agent of socialization/creativity. to deepen their theoretical and expected to create strategies which Additional topiCS will include main­ methodolOgical framework for doing use the child's community to enhance taining an archive of cltildren's work, anti-bias education with children learning and build a sense of belong­ management of supplies and invento­ and adults. ing. This class will explore communi­ ries, management of an art studio Prerequisite: HD 250, Developing ty-building as an avenue to examine environment, and promoting an arts Anti-Bias Curriculum, or HD 471, and promote cultural-competence and program within your schooL Oh yes, Implementing Anti-Bias Curriculum 1, advocacy for children. we will make art. or permission of instructor. HD 46S 3-4 UNITS HD 470 3 UNITS HD 474 3 UNITS REFLECTIVE 'rEACHING SEMINAR CLINICAL THEORIES OF CHilD INTERVENTION MODELS IN EARLY '"z Reflection on one's own practice with o DEVELOPMENT CHILDHOOD EDUCATION children and analysis of the imple­ Designed to provide the student with a This course will focus on the social, mentation of developmental theory. basic understanding of clinical issues emotional, and developmental needs Self observation, being observed by regarding how the child grows. of young children who are deemed at others, and observing at other sites Course will integrate the physical, are all required. Course open to risk for a variety of reasons; family social, emotional and cognitive dysfunction, child abuse, neglect, and full-time, experienced teachers of ... aspects of growth and development prenaial drug exposure. Issues and young children only. '"ali: and how they manifest intrapsychical­ practice involved in working with chil­ Iy and interpersonally. Theoretical o= PrereqUisite: Consent of advisor, and dren and families, models of respite, v current full-time employment a..'\ a material will include elements of ego ...... residential and family reunification z lead teacher with young children. psychology, object relations, self psy­ programs will be examined, as will o chology, attachment theory, and infant their theoretical premises. The class ~ HD 466 3 UNITS and child research, Readings will be will visit programs that represent 4 taken from the writings of Freud, ::E WOMEN IN ART models of successful intervention and ali: Klein, Balaint, Winnicolt, Bick, o Ahands-on series of al1 experiences reunification. .... by, for and about women. We will dis­ Sarnoff, Mahler, Bowlby, Kohut, z This course replaces lID 249, cover and practice our own forms as Erikson, Piaget and Stern among Preventitive Intervention for Infants & we become acquainted with the fonns others. Learning tasks will consist of the Very Young, and HD 475, Working created by women artists from every reading and discussion, assigned with Drug-Affected Infants, Toddlers & continent. We will explore the rela­ observation of children, modeling and Their Families. It is a required course tionships between the traditional art role playing, and viewing of films. for the InfantIToddler specialization, forms and contemporary art forms. and an approved elective for the We will apply these findings to the art HD 471 3 UNITS Early Childhood and Developmental education of our children. Attendance IMPLEMENTING ANTI-BIAS Education specializations. at one museum or gallery show of CURRICULUM I women's work and a written review DeSigned for the early childhood will be required. educator who wants to develop the GENERAL INFORMATION

HD480 tal needs of individual children are the in this area. The coordination of DEVELOPMENTAL PRACTICUM cornerstones of curriculum for this education with other services and SEMINAR: 0-3 YEARS age range and consequend~ for the strategies for collaborating with fami­ This seminar is designed to provide an seminar. Both cognitive and affective lies will be emphasized. opportunity for students placed in growth are addressed by both the core Pacific Oaks' Infantlfoddler, Two Year curriculum and practicum design, Sp Ed 239 3 UNITS Yard, Boat Yard/Child Care, and off­ which includes hands-on activities THE CHILD WITH SPECIAL NEEDS: site practica to discuss relevant issues. in the areas of science and math (such AN INTERDISCIPLINARY The seminar will explore the relation­ as blocks, math manipulatives, gar­ PERSPECTIVE ship between theory and practice in dening, and cooking); language arts This course is designed to explore programs for children under three (dictation of stories, poetry, a wide variety of bio-psychosocial years of age, examine developmental visual, and three-dimensional arts, perspectives concerning the growth issues, teacher/care giver roles, and journals, and books); and social and development of children. For the relationship between group care development (families, lifelines, and the purpose of increasing the profes­ and families. Students will explore and the exploration of the neighborhood sional's skills, knowledge and sensitiv­ practice techniques for the observa­ and community). ity with children, the follOwing areas tion and recording of behavior and Additionally, attention is particu­ will be addressed: writing developmental summaries, larly directed to the wide range of 1. Identifying and screening of a examine environments for young readiness in this age group and child with special needs, children and plan, implement, and the resulting implications for the 2. Involving parents and others in the evaluate developmentally appropriate, emergence of the foundations of the process of recognizing needs, culturally relevant, anti-bias experi­ academic skills (reading, writing, ences for infants, toddlers, and arithmetic). The curriculum balances 3. Seeking appropriate help for the twos. Students will also explore team teacher-initiated with child-initiated child and family, teaching, examine program issues, activities, demonstrating that the child 4. Working with other professionals and consider the social and political and the adult are active partners to identify appropriate intervention aspects of group care. in learning. methods, and Observing children, practicing the Students spend 12 hours/week in writing of developmental summaries, 5. Developing strategies for follow placement. Teacher Education stu­ articulating the challenges of an inte­ through in the learning setting. dents consult with your advisor. grated curriculum, working with Students will be encouraged to mainstreaming experiences, involving critically analyze evaluation and HD 481 parents, and learning about environ­ intervention methods of a variety of DEVELOPMENTAL PRAOICUM mental education are major compo­ professional disciplines that work SEMINAR: YEARS 3-S nents of the practkum. The antibias with children and families. Criteria for This seminar is designed for students perspective is woven into the curricu­ assessing utility and effectiveness of placed in Pacific Oaks' Preschool and lum that includes a focus on conflict methodologies will be examined. Child Care, and off-site practica. resolution and issues of inclusion, Issues of career and vocational educa­ Discussions will include developmen­ respect and diversity in the classroom. tion will be considered. ..,.. tal issues, curriculum, differences in z o scheduling for half-day vs. full-day HD 499 Sp Ed 243 2 UNITS programs, parental support, and SPECIAL TOPICS: 1-3 UNITS INSTRUCTING CHILDREN WITH group care issues. The seminar will Special interest courses. See current SPECIAL NEEDS: LEARNING incorporate observing and recording Schedule of Classes for specific HANDICAPPED techniques, development and imple­ description (s). Addresses the design of instruction mentation of anti-bias, culturally and selection of curriculum materials relevant curriculum, environmental ..,...... SPECIAL EDUCAIION for children with learning handicaps. ar:: analysis, and will explore the relation­ Meeting the educational, emotional, ship between theory and practice. Sp Ed 231 3 UNITS and social needs of children with =o Students will be expected to articulate v SEMINAR: PROGRAMS FOR learning disorders and emotional ...... the difference between half-day problems will be the focus. Class work Z pre-school programs and full-day YOUNG CHILDREN WITH o SPECIAL NEEDS will include observing and learning .... child care programs. Students spend from practicing special education e 12 hours/week in placement. (Offered injanuary Intensive :e sessions) teachers. Students will learn to use ar:: Teacher Education students consult research findings about methods cur­ o..... your advisor. An active exploration of the emerging rendy found in effective classrooms. z national focus on young children with Meets concurrently with SpEd 244. ... HD 482 developmental problems and handi­ e ar:: DEVELOPMENTAL PRACTICUM capped conditions. Current and future Sp Ed 244 2 UNITS ..... SEMINAR: S-8 YEARS practices in the design, implementa­ INSTRUCTING CHILDREN WITH ....Z tion and admirust~ation of both main­ This seminar is designed for students SPECIAL NEEDS: SEVERELY CD streamed and specialized settings for placed in the Pacific oaks Children's HANDICAPPED young children with special needs will School or in off-site kindergarten or Addresses the design of instruction be addressed. Included in the course primary programs. Based on child­ and selection of curriculum materials II are visits to effective programs and centered theory and best practices, for children with severe handicaps. presentations by experienced leaders life experiences and the developmen­ Meeting the educational, emotional, ·PACIFIC OAKS COLLEGE

and social needs of children with the time of registration. Courses INTENSIVE CLASS SCHEDULE developmental and emotional prob­ offered at Pacific Oaks may not be lems will be the focus. Class work will taken for independent study. Please Students living at a distance include observing and learning from consult the Schedule of Classes for who need to meet approach practicing special education teachers. registration deadlines. class requirements through Students will learn to use research Intensives may find this findings about methods currently Sp Ed 428 3 UNITS tentative schedule useful in found in effective classrooms. Meets RESOURCE SPECIALIST concurrently with SpEd 243. SEMINAR/FIELDWORK I planning their programs. The skills and knowledge needed to This plan is subject to change; Sp Ed 257 4 UNITS function as an effective Resource consult your advisor for DIREOED TEACHING: Specialist are the focus of this course. up-to-date information and LEARNING HANDICAPPED We will investigate the processes of for complete course offerings. Teaching in special classrooms for the assessment, planning, teaching, and learning handicapped, or in main­ evaluation through fieldwork, reading, Pasadena Intensives Only streaming settings. Learning and and discussion. Students will observe approach classes are listed demonstrating teaching skills in work­ and participate in field study with ing with exceptional children, their special education and regular here. Up to six electives families and other professional education pupils. are also offered in each persons. Planning and implementing Intensive period. appropriate individualized instruc­ Sp Ed 430 3 UNITS 1996 August tional programs in motivational as RESOURCE SPECIALIST HD 340 Leadership in Education well as least-restrictive environments. SEMINAR/FIELDWORK II 1997 January Providing a supportive climate for This course discusses the roles HD 200 Early Childhood Themes & growth in interpersonal relationships. and responsibilities of Resource Life Cycle Issues Evaluation of recording and reporting Specialists when consulting and on children's progress and program collaborating with regular education August effectiveness. All students in Directed professionals and with parents. The HD 410 Developmental Education Teaching must attend the Directed various functions of the Resource 1998 January Teaching Seminar. Specialist will be examined; the HD 340 Leadership in Education Prerequisite: Full admission to consulting function, the coordinating August the Special Education Credential function, the staff development func­ HD 282 Social & Political Contexts Program. tion, and the parent education func­ of Human Development tion. For students in the Resource Sp Ed 258 4 UNITS Specialist Certificate Program. Pacific Northwest Intensives DIREOED TEACHING: SEVERELY In Seattle, lID 282, Social & HANDICAPPED Political Contexts of Human Teaching in special classrooms for Development, is offered every the severely handicapped. Learning July. Other approach classes and demonstrating teaching skills in working with exceptional children, may be offered in alternate their families and other professional summers. persons. Planning and implementing Northern California .... appropriate individualized instruc­ > tional programs in motivational as Intensives In the Bay Area, well as least-restrictive environments. June Intensives mayor may '"z .... PrOviding a supportive climate for not include an approach class. z growth in interpersonal relationships. Evaluation of recording and reporting "'­ z on children's progress and program o • .... effectiveness. All students in Directed e Teaching must attend the Directed :IE Teaching Seminar. .:.: o Prerequisite: Full admission to the ...z Special Education Credential ..... Program. e .:.:.... Sp Ed 292 1-3 UNITS ....Z INDEPENDENT STUDY ~ Available for students in the Special Education Credential program(s) to meet some individual competency II and/or program requirements. An independent study contract signed by the faculty supervisor is required at ADMINISTRATION & FACULTY ADMINISTRATION Louise Derman-Sparks Deborah Owens, M.A., University of Michigan, Early Childhood Assoeiate Academic Dean Katherine Gabel, and Elementary Education. B.A., Brooklyn M.S., University of CalifOrnia at Davis, Child Ph.D., J.D., President College, American Literature & History. Development. B.S., University of California at Preschool, Early Elementary and Special Davis, Human Development. Mark Schulman, Education Teaching Credentials. Ph.D., Academic Dean Gisele Ragusa Connie Destito M.Ed., University of Southern CalifOrnia, Richard Cohen, M.S.W., University of CalifOrnia, Early Childhood Special Education. Ph.D., Director, Research Center Los Angeles Social Work. B.S., University of Southern California, B.A., California State University, Multiple Subject Instructorship, Learning Adrienne DeVine, Los Angeles, Sociology. Handicapped Instructorship, Severely B.A., Executive Assistant to Licensed Clinical Social Worker, State of Handicapped Instrnctorship, Bilingual the President, Acting California. Certificate of Competence. Director, Management Geraldine Ferguson Mark Schulman, Academic: Dean Information Systems MD., University of California at Los Angeles. Ph.D., The Union Institute, M.s., Indiana M. Arch., Southern California Institute of University. B.A., Antioch College. Dia Dorsey, Architecture. B.S., University of California B.A., C.ER.E., Director of at Los Angeles. Jeanne Strong-Cvetich Development Ph. D., The Fielding Institute. Katherine Gabel, President M.S., Bank Street College, Education. Charles Eckardt, J.D., Albany Law School, Union University. Ph.D., B.S., Oberlin College. M.Div., Controller Syracuse University. M.S.W., Simmons College School of Sodal Work, Psychiatric Social Work. Pacific Oaks Adiund Faculty Susan Hunter Hancock, A.B., Smith College, Sociology and Anthropology. M.S., Dean, Smdent Services Eric: Apablasa Dorothy Garcia M.I.M., American Graduate School of Yolanda L. Torres, M.A., Pacific Oaks College, International Management - Thunderbird. B.A., Director, Children's School Human Development. B.A., California State University, B.A., Mills College, Los Angeles. Multi-Disciplinary Studies. FACULTY Bonnie Armstrong Dorothy Granger Laila Aaen M.A., Pacific Oaks College, M.S., Simmons College, Library and Ph.D., The Wright Institute in Berkeley, Human Development. Information Science. M.A., Governors State Psychology. M.A., University of Wisconsin, University, Women's Studies. A.B., Indiana Robin Annstrong-Hugg Sociology. B.A., Carthage College, Sociology. University, English. Ph.D., The American University, Special ReGena Booze Education. M.A., Eastern Michigan University, Brenda Ingram M.A., Pacific Oaks College, Emotional Disturbance. B.A., Eastern Michigan M.S.W., California State University, Sacramento. Human Development University, Social Work B.A., University of CalifOrnia, Los Angeles, B.A., California State University, Hayward, Psychology. Carol Blake Sociology. Ph.D., California Graduate Institute of >­ Martha Clark Cheryl Greer Jarman Professional Psychology, Clinical Psychology. .... M.A., Pacific Oaks College, Human Development M.A., Pacific Oaks College, Human M.A., California Graduate Institute of B.A., Pacific Oaks College, Human Development. V Development. B.A., pacific Oaks College, Professional Psychology, Psychology. M.F.A., = Preliminary Multiple Subject Teaching CC Human Development. UCLA. B.A., UCLA. .... Credential, Pacific Oaks College. oil Renatta Cooper Gretchen Brooke Betty Jones M.A., Pacific Oaks College, Z M.A., Pacific Oaks College, Ph.D., University of Southern California, C Human Development. B.S., Human Development. Sociology. M.A., Whittier College, Sociology. Towson State University, Early Childhood M.A., University of Wisconsin, Child Jarratt Brunson Education. Multiple Subject Teaching Credential. Development. B.A., College of the Pacific, M.A., University of Chicago. B.A., University of Wisconsin. Mae Pendleton Cowan Psychology. Standard Teaching Credential, Elementary and Early Childhood. z Ph.D., University of Southern California, Barbara Camoe-Goldstein Educational Psychology, Early Childhood Virginia Kennedy M.A., California State University, Los Angeles, Q Education, Drama. M.S., Mount St. Mary's • Ph.D., University of Southern CalifOrnia, Special EducationIMuitilingual-Multicultural. CC College, Adminlslration and Supervision. Special Education. M.S., University of Southern B.A., Occidental College. English and M.S., Mount SI. Mary's College, Urban '"Z California, Special Education. B.A., State Comparative Literature, Spanish and Latin Education and Minority Group Studies. C University of New York, Music. American Literature. .... B.S., Thskegee Institute, Social Studies. CC California Community College Supervisor and Karen Neubert, Artist-in-Residence Carole Carmic:hael Instructor life Credentials. Standard Teaching M.F.A., Otis Art Institute. B.A., M.A., New York University. •&:l1li: C Credential. General Elementary life Diploma. Stanford University. Undergraduate work, B.A., Roosevelt University, Chicago. .... Certificate of Specialist Teacher in Reading. Universidad de Guadalajara, Mexico. Z Margie Carter Early Childhood Education Specialist. Post Graduate Studies, U.C.L.A., Art Education. M.A., Pacific Oaks College, Human .... Community College Teaching Credential. CC Sharon Cronin Development. B.S., Northwestern University, &:l1li: M.A., Pacific Oaks College, Human John Nimmo Primary Education .... Z Development. B.A., University of Washington, Ed. D., University of Massachusetts, Early Greg Castilla .... Bilingual Bicultural Studies. Childhood Education and Development, M.A., c:» M.Ed., Seattle University. B.A., Ateno De Manial Pacific Oaks College, Human Development. Barbara Daniels Jesuit University, Manila, Phillippines. B.Ed., Southern Australia College of Advanced M.A., Pacific Oaks College, Education, Early Childhood Education. Human Development. B.A., Sue Choi Diploma of Teaching, Brisbane College of University of Washington, Ed.D., Teachers College, Columbia University, Advanced Education, Elementary and Early English and Education. Curriculum & TeachinglEarly Childhood Childhood Education. Education. M.Ed., Teachers College, continued PACIFIC OAKS COLLEGE

Columbia University, Curriculum & Teaching. Caroline Green Jean Mills M.A., Teachers College, Columbia University, M.A., Adams State College, Special Education. M.A., California State University, Early Childhood Education. B.A., 1\ifts University, B.A., Arlwna State University, Education. los Angeles. Child Study. Multiple Subject Teaching B.A., California State University. Credential, University of Califomla, Irvine. Roberta Green A.A., Pasadena City College. Ph.D., Ca1i£ornia Institute for Richard Cohen Cllnlcal &lelal Work, Ruth Monroe Ph.D., U.C.L.A. Graduate School of Education, Psychodynamic Diagnosis aod M.A., Pacific Oaks College, Educational Psychology, Qualitative Research Treatmentllndustrlal Social Work. M.A., Humao Development. Methods Cognate: Anthropology; M.E., University of &luthern California B.A., Pepperdlne University. Harvard Graduate School of Education; B.A., University of CalifOrnia, Los Angeles Teaching Credential Program, Judith Morris U.C.LA. Graduate School of Education, Ruth Harms M.A., California Graduate Institute. Fisher Credential; Ed.D., Seattle University B.A., Goucher College, B.A., Music Education, U.C.L.A. M.A., Western Washington University B.A., Washington State University. Elsa Mynatt Bruce Cowan M.S., Pepperdine University. M.S.W., University of California, Los Angeles. Levon Jernazian B.A., University of &luthern California. B.A., CalifOrnia State University, Los Angeles. Ph.D., Institute of Psychology, Tbilisi, Georgia M.A., Stale Institute of Education, Joan Newcomb Ardella Dailey Yerevao, Armenia M.S.T.C., Pacific Oaks College. M.A., San Francisco Stale University, Special M.F.A., University of Washington, Education and Early Childhood Education. Katie Johnson Seattle, Ceramics. B.A., City University of New York, &lciology. M.A., Lesley College, Writing. B.A., B.F.A., University of Illinois, Early Childhood Teaching Credential. Vassar College, English, Russiao, Greek Urbaoa, Fine Arts. Special Education Teaching Credential. Kristin Kaiser Judith Nygren Community College Teaching Credential. B.A., Westminister College, M.A., George Washington University, Don Davis Elementary Education. Ca1i£ornla Preliminary Early ChildhoodlSpecial Education. Ph.D., Californla School of Professional Multiple Subjects Teaching Credential B.A., Smith College. P~'Ychology, Clinical Psychology. Jacqueline Langley Mary Ellen O'Keefe M.A., B.A., Ca1i£ornia Stale UniverSity, Ph.D., University of CalifOrnia, Santa Barbara, M.A., Pacific Oaks College, Fresno, Psychology. Confluent Education. M.F.A., Otis Art Institute. Human Development. Trevor Dobbs B.F.A., Otis Art Institute. California Community B.A., Duchesne College. CoUege Instructor Credential. M.A., Fuller Theological Seminary, Marriage Nonna Quan Ong and Family Counseling. Judith Magee M.A., Pacific Oaks College, B.A., Pepperdine University. M.A., Pacific Oaks CoUege, Humao Humao Development. Joan Engman Development. B.A., University of California, B.A., Sao Francisco State College, M.A., Pacific Oaks College, Da~is, Psychology. Elementary Education. Human Development. Kathleen Malaske-Samu Carol Ann Phillips B.S., California State University at Los Angeles, M.A., University of Ca1i£ornla, Los Angeles. M.A., California State UniverSity, ,. Nursing. MFCC, R.N. .... M.A., Pacific Oaks College, Los Angeles. ... Kathleen Evans Humao Development. B.A., New York University. =v M.A., Pacific Oaks, Humao Development. B.A., University of Minnesota. A.A.S., Nursery Education, e Cobleskill, New York. .... Robert Fitch Chele Mannet .. M.A., B.A., California State University, M.A., Pacific Oaks College, Human Lulaellen Pilgrim z Los Angeles, Cllnical-Abnonnal Psychology. Development. B.S., (Central Institute for the M.S., University of Utah, Educational o Deaf) Washington University, St. Louis, Speech Psychology and Counseling. Maria Franco-Morse aod Hearing. Director, Lactation Institute aod B.S., Utah State University, M.A., California State University, Hayward, UClA Lactation Program, International Board Elementary Education. Counseling. B.A., University of California, Certified Lactation Consultant (IBCLC). Berkeley, Social Welfare. Julie Powers z Frederick Martone M.A., Pacific Oaks College, Shana Frazin Ph.D., California Graduate Institute at Los Humao Development. .:Ii M.A., Pacific Oaks College, Multiple Subject Angeles, Clinical!Professional Psychology. B.S., UniverSity of Arizona, CII e Teaching Credential. B.A., University of M.A., Duquesne University, Clinical Psychology. Child Development & Family Relations...... Ca1i£ornia, Los Angeles. M.A., Ca1i£ornia State University at Long Beach, z Psychology. Kaitzer Puglia o Anna Gaiter M.A., Pacific Oaks College, .... M.A., Ca1i£ornla State University, Judith Matson Human Development. e Los Angeles, Education B.A., Ph.D., United States International University, B.A., Ca1i£ornla Stale University, Northridge, :Ii GIl: Ca1i£ornla Stale University, Los Angeles, P~)'Chology. M.A., Pacific Oaks College, Child Development. o Multicultural Education. Human Development. B.A., Pacific Oaks College, .... Human Development. Robert Rencken z Magda Gerber M.Ed., University of Arizona, Counseling. ... Graduate Teacher College Diploma, Marie McMarunon M.S., University of Arizona, Child Development. e Budapest, Hungary. M.S.W., St. Louis University, B.A., Rutgers-The State University, Psychology. ....GIl: Infancy aod Early Childhood Education. School of Social Work. Z Graduate Diploma, Notre Dame Sion, Budapest, B.A., St. Joseph College. Gretchen Reynolds .... Hungary, Laoguage Arts. Ph.D., Claremont Graduate School, Education. CD Graduate Diploma, &lrbonne, Paris, Jane Meade-Roberts M.S., Baok Street College, Education. Laoguage Arts. M.A., Pacific Oaks College, B.A., Wilson College, Psychology. Humao Development. Teaching certification In Patricia Gray B.A. aod Teaching Credential, elementary education. M.A., Pacific Oaks College. California State University, Northridge, B.A., California Stale UniverSity, Los Angeles. History. GENERAL INFORMATION

Joyce Robinson Mio Polifroni M.A., Pacific Oaks College, M.A., Pacific Oaks College and Claremont Human Development. Graduate School, Human Development. B.S., University of Illinois, Urbana, Graduate work, School of Social Service, Elementary Education. University of Chicago. B.A., University of Chicago, Social Service Administration. Sarah Rudchenko M.A., University of California, Elizabeth Prescott Los Angeles, Education. M.A., Los Angeles State College, Psychology. B.A., University of California, B.A., University of Denver, Social Sciences Los Angeles, Psychology. and Mathematics. Ellen Shell Molly Scudder M.A., Pacific Oaks College, M.A., Goddard College. B.A., Nursery Training Human Development. School at Boston (Thf!s University). B.A., University of California at Los Angeles, History. Director, Lactation Institute, IIWhat I'm constantly impressed about International Board Certified Lactation • Consultant (mCLC). is how much we have accomplished on Dianne Smiarowski issues relo.ting to diversity. Ours is a M.A., Northwestern University. B.A., Queens College, City University of very progressive stance and I think our New York. students benefitfrom it tremendously. " Sue Stadler M.A., Pacific Oaks College, Human Development. B.A., The Evergreen State College, Renatta Cooper, faCUlty, Developmental Psychology, Education. Elizabeth Kay Stritzel Pacific Oaks College M.A., Pacific Oaks College, Human Development, Specializing in FMly Childhood Education. B.A., University of Arizona, Thcson, Education. Ed Terrill M.S.• Bank Street College of Education. B.A., Indiana University, Bloomington, History. Laurie Todd M.A., Pacific Oaks College, >­ Human Development, .... B.S., Portland State University, History. :::I -V Silvia Voorhees cc M.A., California State University, .... Fresno, Special Education. B.A., California State University, Fresno, Education. Pamela Wade M.A., Pacific Oaks College, Human Development. M.A., Silver Lake College, Wisconsin, Music. z: M.A. Ucentiate, Trinity College, London, :IE Certificate, Kodaly. ell cc Pamela White ...... z: J.D., Rutgers Law SchooL o B.A., Gettysburg College, .... PsychologylPolitical Science. cc :IE Faculty Members Emeritae GIl:: o.... Carroll Borland-Parten z: D.Ed., Fielding Institute, M.A., California State University at Los Angeles, Early Childhood Education. B.A., Pacific Oaks College, Human Development. "Core Certificate" University of California at Los Angeles. Nursery School Education. A.A., lniversity of California at Berkeley, Speech Arts. California Special Education Teaching Credential. California General Elementary Teaching PACIFIC OAKS (OlLEGE

BOARD OF TRUSTEES Mary Lois Nevins, Chair Alan Kumamoto, Vice Chair Sarah Smith Orr, Vice Chair Dennis Hernandez, Treasurer Susan Funennan, Secretary

Nicholas Akers Susan Lio Arearis Ann Barren Susan Caldwell Maureen Carlson John Crowley Michael Gray Graeme Henderson Margaret Heritage Adelaide Hixon Leighton Hull Lorraine Lima Walt Milner Kathryn Nack Hon. Dorothy W. Nelson Andrea Rabinowitz Katherine B. Schwarzenbach JackScon Edward Sonnenschein, Jr. Don Thomas Yoland Trevino Leon Wood Joseph Wyan Katherine Gabel (ex officio) Elena Phieger (ex officio) Life Trustees Eaton Ballard Marjory Dickinson James C. Greene Elizabeth Purcell Betty Williams • VI...... VI :::::t ar: ...... o Q ar: C - o II · CALENDAR

SUMMER 1996 March 15 ...... Priority Deadline for Financial Aid (SummerIFalVSpring) April 12 ...... Last Day to Register for Summer Directed Teaching April 19 ...... Submit Federal Financial Aid Applications (SummerlFall) April 22 ~ June 19 ...... Summer Registration May 10 ...... Deadline to Request Summer Practicum June 3 ...... Last Day to Register for Fall Directed Teaching June 14 ...... Financial Aid Deadline (Summer) (all materials due in Financial Aid Office) June 20 - 21 ...... Final Summer Registration June 22 ...... Summer Weekend College Begins June 24 ...... Summer Weekday College Begins Children's School Practicum Orientation June 25 ...... Children's School Practicum and Summer Session Begin July 3 ...... Deadline: August Intensive Registration July 4 ...... Holiday (Independence Day) July 11 ...... Last Day to Register for Independent Study & Master's Thesis July 19 ...... Deadline to Request Fall Practicum August 1 ...... Summer Weekday College Ends August 2 ...... Children's School Practicum Ends August 4 ...... Summer Weekend College Ends August 22 ...... Summer Evaluations Due in College Records August 1996 INTENSIVES April 22 -July 3 ...... August Intensive Registration July 3 ...... ; ...... Deadline: August Intensive Registration August 7 - 11 ...... First Intensive Week August 14 - 18 ...... Second Intensive Week September 7 ...... August Intensive Evaluations Due in College Records FALL 1996 April 19 ...... Submit Federal Financial Aid Applications (SummerlFall) April 22 August 15 ...... Fall Registration for Continuing Students June 3 ...... Last Day to Register for Fall Directed Teaching

June 28 ...... Submit Federal Financial Aid Applications r::II:: (Fall FallJSpring) CIC or Q July 19 ...... Deadline to Request Fall Practicum .....z: --I August 15 ...... Deadline: Fall Registration for Continuing Students CIC V (late foe applies after this date) ...... z: Deadline: Fall Financial Aid o (all materials due in Financial Aid office) September 2 ...... Holiday (Labor Day) September 5 ...... Fall Advising and Registration for New Students only (9 a.m. - 6 p.m.) September 6 ...... Children's School Practicum Orientation September 7 ...... Fall Weekend College Begins z: September 9 ...... Fall Weekday College Begins Children's School Practicum Begins September 23 ...... Holiday (Yom Kippur) October 10 ...... Last Day to Register for Independent Study and Master's Thesis October 14 ...... January 1997 Intensives Registration Begins November 11 ...... Holiday (Veterans' Day) PACIFIC OAKS COLLEGE

November 15 ...... Last Day to Register for Spring Directed Teaching November 18 -January 9, 1997 ...... Spring 1997 Registration for Continuing Students November 28 - 29 ...... Holiday (Thanksgiving) November 30 ...... Submit Federal Financial Aid Application (Spring) December 5 ...... Deadline: January Intensive Registration (late fee applies after this date) December 15 ...... Fall Weekend College Ends December 19 ...... Fall Weekday College Ends December 23 - 30 ...... Faculty and Student Winter Break December 24 - 25 ...... Holiday (Christmas) December 31 -January 1, 1997 ...... Holiday (New Year's) January 9...... Fall Evaluations Due in College Records JANUARY 1997 INTENSIVES October 14 - December 5, 1996 ...... January Intensives Registration December 31 -January 1, 1997 ...... Holiday (New Year's) January 2 ...... Financial Aid Applications for 1997-98 Available January 6 - 25 ...... College Intensives (Weekday and Weekend) January 6- 10 ...... First Intensive Week January 9...... Fall Evaluations Due in College Records Deadline: Spring Registration for Continuing Students (late foe app/t'es after this date) Deadline: Spring Financial Aid (all materials due in FinancialAid office) January 13 - 17 ...... Second Week Intensives January 20...... Holiday (Martin Luther King, Jr. Day) January 21 - 25 ...... Third Intensive Week January 27 - 28 ...... Faculty Retreat (no advisors on campus) February 13 ...... January Intensive Evaluations Due in College Records SPRING 1997 November 15, 1996 ...... Last Day to Register for Spring Directed Teaching November 18, 1996 -January 9, 1997 ...... Spring Registration for Continuing Students January 9...... Deadline: Spring Registration for Continuing Students (late foe applies after this date) Deadline: Spring Financial Aid (all materials due in Financial Aid office) January 30 ...... Deadline: Spring Registration for New Students only CIC e,( (/ate fee applies after this date) a z February 1...... Spring Weekend College Begins .... February 3 ...... Spring Weekday College Begins e,( v-- February 17 ...... Holiday (Presidents' Day) ...... Z March 1...... Last Day to Apply for May Commencement ....o (/ate fee applies ifflied after this date) e,( March 13 ...... Last Day to Register for Independent Study and Master's Thesis 15 CIC March 14 ...... Last Day to Register for Summer Directed Teaching ....o March 15 ...... Priority Deadline for Financial Aid (SummerlFaiVSpring) z March 24 - 28 ...... Spring Break March 28 ...... Holiday (Good Friday) e,(-- ....CIC April 26...... Deadline to Request SUmmer Practicum ....Z May 11 ...... Spring Weekend College Ends Co:> May 15 ...... Spring Weekday College Ends May 18 ...... Commencement May 26...... Holiday (Memorial Day) June 5...... Spring Evaluations Due in College Records • GENERAL INFORMATION .

SUMMER 1997 March 15 ...... Priority Deadline for Financial Aid (SummerlFalVSpring) March 14 ...... Last Day to Register for Summer Directed Teaching April 21 ...... Submit Federal Financial Aid Application (SummerlFall) April 22 -June 6 ...... Summer Registration for Continuing Students April 26...... Deadline to Request Summer Practicum May 26...... Holiday (Memorial Day) June 3 ...... Last Day to Register for Fall Directed Teaching June 6 ...... Deadline: Summer Registration for Continuing Students (late fee applies after this date) June 15...... Deadline: Summer Financial Aid (all materials due in Financial Aid office) June 19 ...... Deadline: Summer Registration for New Students only (late fee applies after this date) June 21 ...... Summer Weekend College Begins June 23 ...... Summer Weekday College Begins July 3 ...... Deadline for August Intensive Registration July 4 ...... Holiday (Independence Day) July 10 ...... Last Day to Register for Independent Study and Master's Thesis July 26 ...... Deadline to Request Fall Practicum July 31 ...... Summer Weekday College Ends August 3 ...... Summer Weekend College Ends August 21 ...... Summer Evaluations Due in College Records •

l:1li: cc a :z...... cc v ...... :z o .... cc IE l:1li: o...... :z CC ....l:1li: ....Z (,:) IN DE X

About Pacific Oaks ...... 3 Lactation Consultant, M.A...... 14 Accommodations for Students Late Transaction Policy ...... 32 with Disabilities ...... 23 Leadership in Education ...... 14 Add-Drop Policy ...... 32 Leave of Absence ...... 32 Administration ...... 45 Libraries ...... 25 Administrative Drop Policy ...... 33 Locations & Time Frames ...... 20 Admissions ...... 23 M.A. ABLE Program ...... 11 Advising ...... 23 M.A. Curriculum Specializations ...... 12 Alumni Association ...... Inside Back Cover M.A. Human Development Requirements ....10 Appeal Procedure ...... 28 M.A. Human DevelopmentlMFCC ABLE Archives ...... 26 Programs ...... 11 Art Education ...... 8, 12 M.A. in Marriage, Family and Child B.A. ABLE Program ...... 7 Counseling ...... 15 B.A. Curriculum Specializations ...... 8 May Complete Policy ...... 33 B.A. Human Development Requirements .....6 Mission Statement ...... Inside Front Cover Bicultural Development ...... 12 Multiple Subject Teaching Credential ...... 17 Board of Trustees ...... 48 Office Hours ...... 23 Calendar ...... 49 Outreach ...... 11 Chemical Dependency ...... 29 Overview of Programs ...... 3 Child Care ...... 8, 13 Post Graduate Certificate ...... 19 Children in the Classroom ...... 27 Post Master's Training in Clinical Child Clinical Child Development ...... 17 Development ...... 17 College Policies ...... 31 Privacy Rights ...... 27 Community and Continuing Education ...... 22 Professional Clear Credential ...... 18 Course Descriptions ...... 34 Program/Specialization Change ...... 32 Course Numbering System ...... 31 Research Center ...... 26 Course Petition Process ...... 31 Resource Specialist Certificate Program . . . . .19 Course Waiver Process ...... 31 Sexual Harrassment ...... 28 Curriculum Philosophy ...... 5 Special Education Credential ...... 19 Degrees, Programs and Specializations ...... 5 Student Conduct ...... 28 Developmental Education ...... 9, 13 Student Rights & Responsibilities ...... 26 Early Childhood Education ...... 9, 14 Student Services Information ...... 23 Eligibility for Registration & Teacher Education/Credential Programs .....17 Commencement ...... 32 TranSCript Requests ...... 32 Evaluations ...... 31 Transfer Requirements ...... 5 Faculty ...... 45 Tuition & Fees ...... 30 Financial Aid ...... 23 Tuition Refund Schedule ...... 30 Infants and Toddlers ...... 10, 15 Use of Intensives for Degree Programs ...... 33 Intensive Class Schedule ...... 44 Veterans Policies ...... 33 Lactation Consultant, B.A...... 9 Work With Infants and Toddlers ...... 10, 15 PACIFIC OAKS ALUMNI ASSOCIATION

Upon graduation, alumnilae are invited to join the Pacific Oaks Alumni Association. Recently reestab­ uPadfic Oaks was of tremendous lished, the Alumni Association is open to any student who has completed a course at Pacific Oaks. benefit to my life. Tlis is a challenging, Tms group, comprised of alumni/ae from throughout the country, hosts special events, spreads the LSIlIt:l:t~:~:-. stories of Pacific Oaks, recruit new members, addresses currently enrolled students, and sometimes discouraging field and participates in other ways supporting Pacific Oaks. There is an Alumni Board and committees who we all need to renew and share to

(.:":.:.,,,,,:., c,. ·{llv..rs.... specific activities. For more information, contact the Office of Alumni Affairs in the Development Office of keep going. " P~cific Oaks: (818) 397-1323. I Sue Dinwiddie

UBetause time is so scarce I'd love

to see PadfK Oaks interact more aggressively with,alumni. I'd also be interested in finding a way to donate time to the school (or a-program,' or school-related charity, etc.) on a quarterly basis, or some way that I could schedule well in advance. "

Debra Fetterly

Alumna Undo Smith, talented

musician andprogram director of

California Consortium to Prevent

Child Abuse, continues to work

ardently on behalfofchildren.