Pacific Oaks College

2006 – 2008 CATALOG

VALUE THE CHILD, CHANGE THE WORLD FROM THE PRESIDENT

Welcome to Pacific Oaks College and Children’s The fact that Pacific Oaks College has remained School. Pacific Oaks is a unique learning community. focused on its specialization has allowed the The Children’s School and the College share a strong College to develop a reputation as the best place commitment to quality education and respect for for the education of professionals working with diversity. At Pacific Oaks diversity means more than children and families. Today, 1,250 students take numbers of students in categories. It means learning classes on the main campus in Pasadena, online, how to treat one another and knowing enough about or in off-site academic centers such as Chico, one another to develop and communicate respect. Oakland, Palm Springs, Porterville, San Diego, and Visalia. Enrollment at the College is growing My vision for Pacific Oaks has three parts: each year. At the same time, all classes at the College remain small, allowing • First, the College will be the “The fact that Pacific Oaks students and faculty to develop leading West Coast institution the close working relationship preparing professionals to College has remained focused that is a hallmark of a Pacific teach and to work with on its specialization has Oaks education. Carolyn H. Denham children and families. allowed the College to Graduates of Pacific Oaks College • Second, the Children’s School develop a reputation as the become leaders in professions of MISSION will be nationally acclaimed teaching and working with chil- best place for the education Pacific Oaks is an independent in- as a model for early dren, youth, and families. The stitution of learning influenced by childhood education. of professionals working faculty, staff, and administration at Pacific Oaks are here to help its Quaker heritage and dedicated with children and families.” to principles of social justice, res- • Third, Pacific Oaks will be a you make your professional journey pect for diversity, and the valuing leader in the national conver- both rewarding and meaningful. of the uniqueness of each person. sation on children and families, We welcome you to the Pacific a place people turn to for Carolyn H. Denham, Ph.D. Oaks community. Its primary focus is placed upon President all needs of young children and wise advice. their families, and all those who, Sincerely, in a direct or indirect manner, touch their lives each day. Education at Pacific Oaks includes academic, research, clinical, and Carolyn H. Denham, Ph.D. community outreach components President to develop an understanding of those settings within which a child acts and which, in turn, affect 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 oppo- sition, and to exercise competence in collaboration with others.

Approved by the Board of Trustees December 6th, 1986 Reaffirmed by the Board of Trustees February, 2001

Pacific Oaks’ new building at 45 Eureka Street, Pasadena. CONTENTS

Letter from the President ...... Inside Front Cover About Pacific Oaks ...... 2 Admission for Degree, Certificate, Permit and Teacher Education Programs ...... 5 Financial Aid ...... 9 Academic Programs Degrees, Programs and Specializations ...... 12 General Information Locations and Time Frames...... 29 Collaborative Programs ...... 30 General Information and Services ...... 31 Libraries ...... 32 Tuition and Fees ...... 32 College Policies ...... 33 Course Number Changes ...... 43 Course Descriptions...... 44 Administration and Faculty...... 58 Board of Trustees...... 60 Calendar...... 61 Index ...... 63

In this edition of the Pacific Oaks College catalog, we are pleased to feature the unique and insightful photos of Human Development Faculty Member, Larry Garf.

Please enjoy his images of Pacific Oaks students throughout the following pages – captured at both the College and Children’s School. CONTENTS

1 PACIFIC OAKS COLLEGE

Accreditation Pacific Oaks is accredited by the a place in Pasadena where children were valued Western Association of Schools and Colleges. As a as individuals. The teacher education aspect of Quaker-founded institution, Pacific Oaks has tradi- Pacific Oaks grew out of the need to train teachers tionally sought in its student body: diversity in age and for the expanding nursery school. Today, over 200 in racial, ethnic, economic, and social background. families and 40 teachers have joined our inclusive Our policies in admission and other areas are non- community where each individual is provided with discriminatory regarding race, gender, religion, eth- an opportunity to learn and contribute in an nicity, physical ability, sexual orientation, or age. environment of acceptance. Students may review institutional accreditation In 1959, continued expansion led to accredited and/or licenses in the College President’s Office at B.A. and M.A. degree programs in Human Devel- 5 Westmoreland Place during normal working hours, opment. These degrees are granted in Human or by contacting WASC at: Development rather than Education because we Western Association of Schools and Colleges believe that a teacher must know the whole life 985 Atlantic Ave., Suite 100 continuum to understand her/himself and her/his Alameda, CA 94501 students. Today, our programs serve not only edu- (510) 748-9001 cators, but persons working in other helping pro- fessions, including counseling and other human Notice Students will adhere to the service fields requirements and programs The style of learning emphasized at Pacific Oaks outlined in the catalog of the aca- is unique. In most colleges, a teacher lectures, stu- demic year in which they’re dents take notes and learning is evaluated by exam- admitted. Students who interrupt ination. We have a different approach. Pacific Oaks their programs for five or more students are encouraged to work together and to years will adhere to the catalog of learn from each other. The faculty work with stu- the academic year in which they’re dents to help each individual obtain an education readmitted. that meets personal needs. At Pacific Oaks, the pro- The requirements, programs, cess of learning is valued as much as what is learned. class offerings, fees, policies, and all Experiential learning, that is, learning by doing, other subjects covered in this pub- is at the heart of Pacific Oaks’ curriculum. We believe that both theory and practice are learned A happy group of 2006 Pacific Oaks lication may be changed without graduates flank Provost Corrine notice. Users of this publication should contact through action and interaction, and we encourage McGuigan (third from left). Pacific Oaks representatives to learn the current students to value doing as well as talking, reading status of matters covered herein. Pacific Oaks and writing. In recognition of our unique teach- assumes no responsibility for any damages which ing/learning pedagogy, Pacific Oaks received a may be claimed to have resulted from such changes. Special Commendation for Distinguished Achievement in Undergraduate Education from the INTRODUCTION American Association of Colleges and Universities. Pacific Oaks College, with its main campus in Pacific Oaks’ anti-bias commitment applies to all Pasadena, California, off-campus academic centers areas of discrimination, including those based upon throughout California, and online is a unique edu- race, ethnicity, class, sexual orientation, gender, age cational institution offering upper division and and physical ability. We expect respect to be shown graduate-level college programs in human towards persons in all categories, both generally development and counseling, teaching credentials. and as individuals. Respect, in interactive classes Three basic concepts underlie the educational drawing on the rich experience of the faculty and philosophy of Pacific Oaks: that growth is a dynamic students alike, includes honoring the confidentiality and life-long process; that every individual has a of personal experiences shared in class discussion. fundamental worth; and that each person, no matter We ask that all members of the Pacific Oaks com- how young or old, has a unique identity and human munity be willing to engage actively in thought, dis- potential which they contribute to the lives of all cussion, and change as we all learn about the nature, those with whom they come in contact. dynamics and impact of bias and oppression and Pacific Oaks was founded as a community edu- the ways in which theories, practices and institutions ABOUT PACIFIC OAKS cation center and nursery school by seven Quaker are oppressive. It is important that we be willing to families in 1945. The School quickly grew under risk growing and changing together rather than 2 the leadership of Molly Morgenroth and clinging to old theories and practices simply because Evangeline Burgess as word spread that there was they are familiar and comfortable. ABOUT PACIFIC OAKS

For further information about College programs, option at the B.A. level offers students an please contact: opportunity to document, through presentations Office of Admissions and papers, up to 30 units based on their learning 5 Westmoreland Place from life experiences. Pasadena, CA 91103 The M.A. in Human Development is offered for (626) 397-1349 or (800) 684-0900 the preparation of leadership personnel in profes- For further information about Extension, please sions serving young children and their families. The contact: degree is awarded on the basis of demonstrated com- Extended Education and Community Service petence in human development, knowledge of the 5 Westmoreland Place social and political contexts of development, com- Pasadena, CA 91103 munication skills, integration of theory into practice (626) 397-1389 and research. A Master’s project, which is an orig- inal contribution to knowledge and understanding Schedules of Classes is found on the Pacific Oaks based on field experience, is required for the degree. College website at www.pacificoaks.edu. There is Students interested in public school teaching may no printed Schedule. Students register through enroll simultaneously in a credential program. their faculty advisors. If you do not know who The Admission By Life Experience option at the your faculty advisor is, contact the administrative M.A. level offers students an opportunity to docu- Our students at the College are assistant in your academic department. ment competence equivalent to a B.A. degree from learning to take their place as Pacific Oaks to begin graduate studies. This must highly effective teachers, OVERVIEW OF PROGRAMS be in conjunction with either the M.A. in Human Pacific Oaks College offers upper division classes Development or the M.A. in Marital and Family administrators and counselors — Therapy. leading to a B.A. degree in Human Development; leaders in their field. courses of study leading to two teaching credentials: The option to do a specialization in the M.A. in Preliminary Multiple Subject English Learner Human Development is also available. The special- izations are: Art Education; Bicultural Development; Teaching Credential and Education Specialist Our Children’s School is teaching Credential (Mild/Moderate Disabilities); graduate Child Care; Developmental Education; Early Child- courses leading to two M.A. degrees: Human De- hood Education; Human Development and Social youngsters to be peacemakers, velopment and Marital and Family Therapy (MFT). Change; Infant/Toddler Care and Development; conflict resolvers and decision- The MFT degree has two culturally-based special- Social and Human Services; and Leadership in makers. They are our future — izations: Latina/o Family Studies and African Education and Human Services: with sub-specializa- American Family Studies. Pacific Oaks also offers a tions in Administration/Supervision, College Teaching/ a well-informed responsible, Teaching Adults, and Parent/Community Work. Post Graduate Certificate program. concerned citizenry. The B.A. in Human Development offers an upper The M.A. in Marital and Family Therapy ex- division program focused on young children, their pands students’ competencies in counseling fami- families, and the social contexts in which develop- lies with young children, providing students with ment takes place. Field experience or practicum in the educational qualifications for the California the Pacific Oaks Children’s School is often a part of MFT License. Specializations in Latina/o Family the B.A. program. Students interested in public Studies and African American Family Studies are school teaching may become fully admitted to a offered in a cohort format. credential program upon completion of core B.A. Pacific Oaks offers two California teaching cre- requirements. dentials: the Preliminary California Multiple Subject Specializations are optional areas of focus English Learner Credential (elementary) and the which are designed for students who have a spe- Education Specialist Credential (Mild/Moderate) cific interest in one of the areas outlined below. Level I and Level II. Some specializations are available only in Pasadena. For students interested in applying for any level The College offers these specializations at the of the California Child Development Permit, Pacific B.A. level: Art Education, Child Care, Developmental Oaks courses can meet Permit requirements for Education, Early Childhood Education (with sub- ECE/CD courses, specialization units, administration specialization in Play, Language and Literacy), and adult supervision. Pacific Oaks B.A. (or B.A./ Human Development and Social Change, and Work equivalent, for M.A. ABLE students) is approved by with Infants and Toddlers. Students may also, in the California Commission on Teacher Credentialing ABOUT PACIFIC OAKS to meet the B.A. option/requirement for the last cooperation with their advisor, design a study pro- 3 gram directly meeting their needs and interests. three levels of the permit: Master Teacher, Site The Admission By Life Experience admissions Supervisor and Program Director. PACIFIC OAKS COLLEGE

M.A./ABLE students who have completed the Cohorts with the sponsoring Academic Department. Assessment of Experience seminar and have met all Online programs leading to the Human requirements for full admission may request a veri- Development B.A., M.A. and Post-Graduate fication letter from Pacific Oaks Registrar. The date Certificate extend access to a Pacific Oaks College of the B.A. equivalency is the completion date of the education nationwide and internationally. Most student’s graduate admission process. online classes last 10-12 weeks; some four-week The academic year includes two semesters, Fall modules are scheduled throughout the year. The and Spring; two time frames, Weekday and Weekend; curriculum online is the same as that offered in several locations; online courses; and a six-week the face-to-face classes in Pasadena and Academic Summer Session. One week sessions are also offered Centers. Two face-to-face classes are recommended throughout the year in Pasadena, and in summer in for students in the Online degree programs. They Oakland and Visalia. may be attended as week-long intensives.

Pasadena Campus CURRICULUM PHILOSOPHY The Pasadena campus of Pacific Oaks is located on The curriculum in Human Development, Marital beautiful, tree-shaded sites in the heart of historic and Family Therapy, and the Teacher Education Pasadena. The craftsman-style bungalows and modern programs is organized around five areas in which office buildings of these campuses provide an idyllic, students are expected to be competent. The com- serene setting for our students. Only a half-mile from petencies are: Old Town Pasadena, Pacific Oaks is surrounded by ■ Development: Understanding of developmental cultural resources: the Norton Simon Museum of Art, theories. the Huntington Library and Art Gallery, the Gamble ■ Diversity: Understanding and valuing diversity, House and the Pacific Asia Museum. including an anti-bias approach. The Pacific Oaks Pasadena campus offers classes ■ Implementation: Ability to implement theories during Fall, Spring and Summer semesters. Our and empower others. ■ convenient evening and weekend class schedules Communication:Ability to communicate with make it possible to earn your degree no matter where others in a connective way. ■ you live in Southern California. As a convenience Research: Ability to collect, process, and evalu- for those who travel a distance, some weekend ate data through research. classes are scheduled all day over three weekends Each of these competencies, except research, during the semester. In addition, weeklong classes has a required core class. These classes introduce are offered within each semester. active learning, as well as subject areas. Since the core classes will also help students define their Academic Centers and Online Programs Outside own areas of interest and learning needs, these of Pasadena classes should be taken early in a student’s pro- gram at Pacific Oaks. Two academic programs, Human Development One level of core classes is offered for B.A., and Marital and Family Therapy sponsor degree M.A., and post-baccalaureate students who enter programs in California outside of Pasadena at Pacific Oaks with beginning knowledge in a com- Academic Centers. In addition, Human petence area. A second level of core classes is of- Development offers degree programs Online. fered for M.A. and post-baccalaureate students Open Cohort programs for the Human who enter Pacific Oaks with advanced knowledge Development B.A., M.A. and Post-Graduate in a competence area. The second level of approach Certificates are currently available at these classes may also be used as electives for M.A. and Academic Centers: Oakland, Salinas, Santa Cruz, post-baccalaureate students in most programs. Chico, Sacramento, Visalia, Porterville, Palm All students must consult with their advisor re- Springs and San Diego. garding choice of classes when enrolling. The cri- The M.A. in Marital and Family Therapy with a teria to consider are listed on page 12 for B.A. stu- specialization in Latina/Latino Family Studies is dents and page 16 for M.A. students. available in a cohort program at the Academic Center in Visalia. Academic Center classes are scheduled on ABOUT PACIFIC OAKS weekends, extended weekends and as weeklong intensives. 4 The Center for Off Campus Education initiates the development of new Academic Centers and ADMISSION

ADMISSION FOR DEGREE, CERTIFICATE, PERMIT It is recommended that students take only HD AND TEACHER EDUCATION PROGRAMS 498 Assessment of Experience in their first semes- ter whenever possible. Since Assessment of Exper- UNDERGRADUATE ADMISSION ience counts as 1 unit toward the B.A., students applying for financial aid may not be eligible for ■ TRADITIONAL ADMISSION aid during their first semester. Financial aid will be Pacific Oaks offers only upper division courses at the granted for regular classes, including the Assess- undergraduate level. Applicants for the B.A. degree in ment class, but not for payment of the documented Human Development must have a minimum of 70 se- units in the Assessment class. Please consult your mester units of transferable courses from accredited advisor and financial aid counselor if you are ap- two- or four-year institutions. In addition, applicants plying for financial aid. must be able to critically analyze literature and situa- ■ tions, and possess strong oral and written expression GENERAL EDUCATION TRANSFER skills. Consideration will be given to the potential to REQUIREMENTS succeed in an experiential academic program. Transfer requirements for traditional admission to the B.A. degree program include completion of a ■ ADMISSION BY LIFE EXPERIENCE (ABLE) minimum of 70 semester units with a grade of “C” To be considered for admission to the B.A. through or higher (a minimum of 60 units through the ABLE the ABLE option, a student must: option). Only courses taken at colleges and univer- 1. have completed 60 semester units of college sities accredited by regional commissions will be credit, including general education requirements, accepted. Please check with the transfer center at and completion of high school or GED, the colleges attended to see if an articulation agree- 2. be 30 years of age or older, ment is in place to assist you in selecting acceptable 3. have 3 or more years of professional-level work courses for transfer. The Pacific Oaks Admissions in a human services position, and Office determines whether or not a course is acceptable. 4. have the ability to conceptualize about their expe- Applicants short of general education requirements rience and communicate this conceptualization. may take CLEP (College Level Exam Program) tests to acquire units. A maximum of 30 units may transfer. Students are admitted provisionally by interview and In addition to external transfer opportunities out- will be considered for full admission upon successful lined above, applicants may transfer Pacific Oaks completion of the one-unit Assessment of Experience Extended Education courses to earn a maximum of 30 class and all general education requirements. upper division transfer units. This would include Assessment of Experience must be taken in the first Pacific Oaks Drug and Alcohol Studies courses and semester in which it is offered following provisional course credit awarded by portfolio assessment through admission. Students not completing the Assessment the national CDA certification program. class may not enroll in further Pacific Oaks course Contact the Admissions Office at (626) 397-1349 or work until the class is completed unless they change (800) 684-0900 for more information on the above. to traditional admission. (This requires consent of the ABLE Coordinator and a Change of Admission Status Transfer credits need to be in four basic con- submitted to the Admissions Office.) tent areas as follows: Students admitted to the B.A. degree program 1. Oral and Written Expression A minimum of through the ABLE option may demonstrate competency nine semester units including English Composition*. (DC) equivalent to a maximum of 30 DC units through Additional courses may include: Creative Writing, the assessment process. Documentation requires written English or American Literature, Journalism, Early and oral analysis of one’s work or other life experience. Childhood Language Arts, Logic, Critical Thinking, The documented units are recorded on the trans- Speech/Communication, Foreign Language (in- cript with appropriate titles and are paid for at the troductory level—1st-2nd semester, and current assessment fee rate. Units must be paid for American Sign Language. by the completion of the Assessment of Experience 2. Science and Math A minimum of nine semester class or according to a prearranged payment plan units to include at least one course* from Astro- in order to enroll for the following term. nomy, Biology, Chemistry, Physics, Ecology, B.A. students admitted through the ABLE option Geology, Math (College Algebra or higher), may accumulate a maximum of 90 transfer and doc- Physical Anthropology, Physical Geography, ADMISSION umented competency units. The student is required Physiological Psychology, Nutrition, Statistics, to complete 34 units of regular Pacific Oaks course Symbolic Logic, and Zoology. Additional courses 5 work, including all B.A. degree requirements. HD 498 may include Accounting, Business Math, Assessment of Experience counts as 1 unit towards Computer Science, First Aid, Math/Science for the B.A. Children, and Health Education. PACIFIC OAKS COLLEGE

3. Social Sciences A minimum of nine semester 1. Completed 24 or more units at a four-year col- units including required courses in Introductory lege(s), with no distinction made as to upper or Psychology* and either Introductory Sociology or lower division status; Cultural Anthropology*. Additional courses may 2. Completed at least 18 units in Child Development include: theoretical Early Childhood Educa- or Early Childhood Education (Note: ECE courses tion/Child Development courses, Political used to meet the nine unit minimum requirement History, Political Science, Linguistics, Psychology, in categories 1 through 4 are excluded); Social Geography, Sociology, and U.S. History. 3. Completed at least 18 units in Psychology, 4. Humanities and the Arts A minimum of nine se- Sociology or Anthropology (Note: Introduction mester units to include at least one course* from to Psychology, Introduction to Sociology/ Art History, Foreign Language (Advanced: 4th se- Cultural Anthropology and the remaining 3 mester), Literature, Music Theory or History, units required to meet the 9-unit minimum Philosophy, Comparative Religion and Theater requirement in this category are excluded); History. Additional courses may include: Drama, 4. Completed at least 15 units in each of three of Children’s Literature, Foreign Language the four general education content areas: Oral/ (Intermediate: 3rd semester), Music or Art for Written Expression, Science/Math, Social Science Children, Performance, Studio Art courses, and or Humanities/Arts. Ethnic/Cultural History. Units in items #2-4 above may be taken at either 5. Electives Additional units may be transferred a community college or a four-year institution. from Early Childhood Education/Child Develop- A maximum of 94 units may be transferred into ment, Physical Education Activity (4 units maxi- the traditional B.A. degree program. M.A. applicants mum) or other transferable courses not listed using the ABLE option may transfer only upper di- in areas 1–4 above. vision units beyond 94. *A minimum of 3 semester or 4 quarter units will Transcript Evaluations meet a specific course requirement. Prospective students may request a free unofficial “ I think that maybe PO is out to change Note: A maximum of 3 units of early childhood ed- transcript evaluation which will be completed by the world one person at a time, and then ucation/child development courses will be credited an Admissions Counselor. Please call (626) 397- spreading it out from there.” toward the 9-unit requirement in content areas 1, 1349 or (800) 684-0900 for an appointment. ______2 and 4 above. GRADUATE ADMISSION Courses not accepted for transfer include the fol- Pateel Seropian, lowing courses: ABLE Alumna, ■ TRADITIONAL ADMISSION B.A. Human Development ■ remedial courses Applicants for Pacific Oaks graduate degrees, the ■ applied business courses M.A. in Human Development and the M.A. in ■ orientation courses Marital and Family Therapy, must have an earned ■ sectarian religious courses B.A. degree from a regionally accredited college ■ vocational courses or university. Verification of the award of the B.A. ■ library courses degree must be received by the Admissions Office ■ secretarial courses as follows: Fall admits by October 1; Spring admts ■ word/data processing courses by March 1; and Summer admits by July 1. In ad- Applicants may earn up to 76 lower division se- dition, applicants must be able to critically analyze mester units of classes listed under the four basic ar- literature and situations at a graduate level, and eas and acceptable electives. Additional upper division possess strong oral and written expression skills. units may be awarded up to a maximum of 94 units. Consideration will be given to the potential to suc- Proof of B.A. degree or completion of 60-70 ceed in an experiential academic program. transferable semester units is required for all admissions. ■ ADMISSION BY LIFE EXPERIENCE (ABLE) To be considered for admission to either M.A. de- Options for Earning Additional Transferable Units gree through the ABLE option, students must:

ADMISSION Applicants who meet all admission transfer require- 1. have completed at least two full years (60 semes- ments and have more than 76 lower division units ter units) of college credit, including the required 6 may have the option of transferring up to 94 units general education transfer requirements (see if any of the following criteria are met: page 5), and completion of high school or GED, ADMISSION

2. not have a Bachelor’s degree, is admitted directly into graduate standing. The 3. be 35 years of age or older, student may request that B.A. Equivalent be posted 4. have five or more years of leadership/profession- on the transcript and be verified by letter. al-level work experience in a human services The total number of Pacific Oaks units that a position, assuming increased responsibilities M.A. in Human Development student admitted during this time and demonstrating the ability to through ABLE must complete to earn his/her de- function effectively in a complex setting, gree is determined by the following formula:

5. demonstrate clear-cut ability to provide leader- # OF UNITS TRANSFERRED MINIMUM # OF UNITS TO ship to a professional field, and/or peers, TO PACIFIC OAKS COMPLETE AT PACIFIC OAKS* and/or community, 60-79 42 6. have the ability to conceptualize and theorize 80-99 39 100-119 36 about their work and their understanding of 120 or more 33 human development and to communicate this conceptualization. *Completion of some specializations within the degree program may require additional units. Com- Students are admitted provisionally by interview. pletion of the M.A. in Marital and Family Therapy They will be considered for full admission upon degree program will require a minimum of 49 units successful completion of the one-unit Assessment of of course work. (Units are in addition to the 30 Experience class and all general education require- units documented through the Assessment of ments. Assessment of Experience must be taken dur- Experience class.) ing the first semester in which it is offered following Required graduate units include one unit for provisional admission. Students not completing the the Assessment of Experience class. Assessment class may not enroll in further Pacific Oaks Students follow curriculum requirements for course work until the class is completed unless they the M.A. degrees and specializations in which they change to B.A. traditional admission. This requires are enrolled. consent of the ABLE Coordinator and a Change of Admission Status filed with the Admissions Office. ■ ADMISSION BY FOREIGN BACCALAUREATE Students admitted via the ABLE option to the Some Baccalaureates earned in other countries B.A. must petition the Admissions Committee to are not considered equivalent to a U.S. Bachelor’s change to the M.A. option. Since this may affect the degree. Pacific Oaks offers an admission option to financial aid award, any student considering such help those students who received only three years a switch must talk with a Financial Aid counselor of undergraduate degree credit. We will evaluate before initiating any change. students’ courses to determine what is needed to Students admitted to the M.A. program through complete our general education requirements. the ABLE option document 30 upper division under- Once those are met and the student has a total of graduate units through the assessment process. 120 semester credits, she/he can begin taking In HD 698, the graduate Assessment of courses in our graduate programs in Human De- Experience course, students document that their velopment or Marital and Family Therapy. life/work experience has given them knowledge and skills equivalent to a B.A. in Human ■ GRADUATE ADMISSION FOR PACIFIC OAKS Development from Pacific Oaks. B.A. STUDENTS (SECOND DEGREE) Competencies to be demonstrated in the Assessment Pacific Oaks B.A. students applying for a Pacific of Experience class are: Oaks Master’s degree must have completed their 1. DC 401 Early Years Theory B.A. degree or be fully admitted to the B.A. degree 2. DC 402 Later Years Theory program, have applied for graduation through the 3. DC 403 Constraints on Human Development Registrar and be enrolled in their final semester. 4. DC 404 Work with Behavioral Data 5. DC 405 Sensory Experiences 6. DC 406 Working with Adults ADMISSION TO TEACHER EDUCATION PROGRAM Documented Competency units must be paid for by the completion of the Assessment of Experience Upon application to the Teacher Education class or according to a prearranged payment plan in Program, students choose whether they want the order to enroll for the following term. Education Specialist Credential (Mild/Moderate) ADMISSION Documented Competencies will appear as units or the Multiple Subject English Learner (MSEL) Teaching Credential. on the student’s transcript. Students do not earn a 7 B.A. degree. The degree requirement is waived on Applicants can be admitted to any of the Teacher the basis of documented experience, and the student Education programs only after the California Basic PACIFIC OAKS COLLEGE

Educational Skills Test (CBEST) is passed. Until then, to determine whether or not it may be used. applicants are admitted to degree programs only. A All international applicants for whom English is student may be admitted to the Teacher Education a second language, with the exception of applicants Program as a B.A. or M.A. student, as a B.A. student who have an undergraduate degree from an English admitted through the ABLE option, or as a post B.A. language university, must take the international student enrolled only in the credential program. Test of English as a Foreign language (TOEFL) and Note: Applicants with a California B.A. degree have the scores sent directly to the Admissions in Education may not be admitted to a credential Office. A score of 213 or above on Computer-based program by CCTC regulations. TOEFL is required for admissions. Scores may be Admission to the Professional Level II Education no more than two years old. Specialist Credential requires an interview with a All international applicants must have an admis- Special Education advisor. The SB57 Early sion interview in person or by phone prior to admis- Completion option is now available. sion. The Admissions Office will contact applicants regarding the interview when the applicant’s file is ADMISSION TO THE INTERN PROGRAM complete. International students who are requesting (MSEL OR SPED) to transfer from another U.S. institution must submit To be admitted as an Intern, candidates must have a letter from the international student advisor stating the following requirements met upon admission: the student is in good standing with the institution. • An earned B.A Applicants must submit an International Student • CBEST passed Application and an International Student Financial • CSET passed Statement and supporting documents in addition to • Subsequent recommendation for an Intern the Admissions Application. Contact the Admissions Credential requires a Certificate of Clearance, Office to obtain these forms. International applicants U.S. Constitution competency and an offer of must meet application deadlines. International stu- employment from a public school. dents are not eligible for institutional financial aid. When an international student is admitted, a ADMISSION TO THE MFT PROGRAM letter of admission and an I-20 form is sent to the student. The student must take these to the nearest U.S. Embassy or Consulate in order to receive an ADMISSION APPLICATION As part of the admission process, an admission in- terview will be scheduled with MFT faculty. Students international student visa. This should be done as DEADLINES soon as possible to ensure entrance to the U.S. in Meeting the following application are provisionally admitted to the program with a re- deadlines will ensure admissions review view for full admissions following the completion of time to matriculate for the student’s desired term. for the desired semester. Applications 18 units. Admission to the MFT degree program is All international students are subject to federal not reviewed for the desired term will be government regulations. reviewed for the following term. for the Fall and Spring semesters only. Summer Semester: April 15 ADMISSION TO THE POST GRADUATE MATRICULATION POLICIES Students admitted/readmitted for Summer 2006, Fall Semester: June 1 CERTIFICATE PROGRAM Fall 2006 and Spring 2007 will be governed by Spring Semester: October 1 this catalog. Students admitted the following aca- To apply for admission to the Post Graduate Certificate All application materials and the fee demic year will be governed by this catalog and a must be submitted by the above dates. Program, applicants must hold a Master’s degree supplement that will be published for the 2007– When possible, the College will continue from a regionally accredited institution and work 2008 academic year. to review applications after these dates. in the area of human services. Admission is granted Applicants may expect to be notified of a based upon the applicant’s development of an in- decision approximately four weeks after NON-MATRICULATING STUDENT STATUS the file is complete. Admissions decisions dividual plan to meet the areas of competency and to meet her/his own individual interests. College classes may be taken on a space available cannot be appealed. basis. Apply as a non-matriculating student by con- For an application and/or further tacting the Admissions Office at (626) 397-1349 or information, contact the Admissions INTERNATIONAL STUDENT ADMISSION Office at (626) 397-1349 or (800) (800) 684-0900. Applicants must be high school 684-0900 outside the Los Angeles Area. graduates or have a GED. International applicants must have non-U.S. tran- scripts evaluated by the International Education READMISSION Research Foundation before the transcripts can be Students applying for readmission (those not en- used to determine admission. Order forms for this

ADMISSION rolled for five or more years) must complete all service can be obtained from Admissions and fees current program requirements and register for a must be paid by the applicant. If an evaluation from 8 minimum of 6 units. a service other than that named above has been done prior to application, check with Admissions FINANCIAL AID

FINANCIAL AID Federal Aid Pell Grant Entitlement grant program from the Federal govern- Pacific Oaks awards financial aid to admitted degree or ment for students with high financial need. Students must be undergraduates working on their first undergraduate de- credential students in accordance with a federally es- gree. Awards range from $200 to $4,050 per academic year. tablished policy based upon the belief that the student Supplemental Education Grant Program (SEOG) Grant and her/his family are the primary and responsible program for undergraduate students with exceptionally source for funds to meet educational costs. Financial high financial need. (Priority given to Pell Grant recipients.) aid is available to help fill the gap between potential Perkins Student Loans 5% long-term repayment program available to students with exceptional need. Awards range resources (parents’ contribution, student’s and from $500 to $3,000 per academic year. Repayment begins spouse’s income, savings, etc.) and expenses. The 9 months after graduation or termination of at least half- amount of financial aid is determined by Federal eval- time status, with minimum repayment of $30 per month. uation of a student’s total financial strength (includ- Subsidized Stafford Loan Variable rate long-term repay- ment loan program with 8.75% interest cap, provided ing income, size of family, allowable expenses and as- through private lenders such as banks, credit unions, and sets as reported on the FAFSA). savings and loan associations. Loan amount is based on Pacific Oaks participates in all applicable Federal student need with a maximum of $5,500 (undergraduate) and State Financial Aid programs and also awards or $8,500 (graduate). Note: Repayment of Stafford Loans does not begin until 6 months after a student graduates, a limited amount of privately donated scholarship drops below 1/2-time status, or leaves school. Interest is funds. Students are eligible for Federal funds at paid by the Federal government while student is in school. Pacific Oaks College if they: 1) are citizens or per- Unsubsidized Stafford Loans Variable rate loan with cap of manent residents of the United States; 2) are ac- 8.75% interest, provided by private lender such as banks, cepted to or in good academic standing in a de- credit unions, and savings and loan associations. Interest ac- crues immediately and is payable 60 days after receipt of fi- gree or certificate program. Students must be nal disbursement. Loan amount is a maximum of $5,000/ enrolled at least half-time (defined as 6 units per undergraduates and $10,000/graduates. Note: Repayment of semester for undergraduate students and 4 units Stafford Loans does not begin until 6 months after a student per semester for graduate students) in order to be graduates, drops below 1/2-time, or leaves school. eligible for aid. There may be additional require- PLUS Loan Variable rate loans with a cap of 10% for the PLUS (Parent Loans for Undergraduate Students) Loan, available ments depending upon the specific program. through private lending institutions. Note: Interest accrues Note: Aid covers regular college classes only. It is immediately and repayment begins 60 days after receipt of not available for Extended Education classes or for units the last disbursement of funds per academic year. documented through the ABLE Assessment Process. A Federal Work Study Provides opportunities for part-time em- special payment plan for ABLE charges is available. ployment and is awarded on the basis of need and avail- Application Deadlines All financial aid forms must ability of employment opportunities. Students can earn from $9 to $12/hour. These jobs assist in reducing the amount a have been received by the Financial Aid Office by the student may need to borrow, as well as defray living expens- following priority deadline dates in order to ensure es. Awards range from $3,000 to $5,000 per academic year. timely processing of financial aid requests. April 15 Summer Session April 15 Fall Semester State Aid October 1 Spring Semester Cal Grants Established to assist able and financially needy undergraduate students who are residents of California. APPLICATIONS WILL BE ACCEPTED AFTER THE Cal Grants range from $500 to $8,322 and are awarded DEADLINE DATE BUT INSTITUTIONAL SCHOLARSHIP on the basis of academic achievement and need. For more information about the Cal Grant program, please visit AID CANNOT BE GUARANTEED. If you miss a dead- www.calgrants.org. line, please contact the Business Office at (626) 397-1311 or (800) 699-1311, before the first day PACIFIC OAKS SCHOLARSHIPS of class to make tuition payment arrangements. Our institutional scholarships are awarded to students You must re-apply for financial aid every year. Fi- based on need, scholarship availability, and range of nancial Aid applications are available every January. $250-$3,000 per academic year. While there is no sup- Students are strongly encouraged to apply early in plemental application to process to apply and qualify order to meet the deadlines noted above. for these funds, students must first complete their financial aid applications by the aforementioned deadlines. Award SOURCES OF FINANCIAL AID recipients also must maintain a minimum of 4 units per The following is a list of some of the primary sourc- semester (graduate students) and 6 units per semester es of financial aid to students. Information regarding (undergraduate students) to preserve eligibility for our institutional scholarships. eligibility requirements and application procedures FINANCIAL AID are available in the Financial Aid Office. Endowed Scholarships 9 Ahmanson Foundation Scholarship Eaton and Beverly Ballard Scholarship PACIFIC OAKS COLLEGE

Driscoll Clevenger CSF Scholarship Financial Aid Satisfactory Academic Progress Policy Rose Engel Scholarship The federal government requires that colleges de- For outstanding students with promise in the velop and enforce an institutional system to monitor filed of early childhood/special education the academic progress of financial aid recipients James and Elizabeth Greene Scholarship and mandates that aid recipients be making satis- William Randolph Hearst Scholarship factory academic progress in order to maintain fi- For financially disadvantaged minority students nancial aid eligibility. These standards may be dif- who are single heads of household ferent than the academic standards required to Keck College Scholarship remain in the program, to advance to candidacy, or For students enrolled full-time at college to earn a degree or certificate. Where differences Pilario/Brown Scholarship exist, the standards set forth in this policy shall be Sidney Stern Scholarship used to determine eligibility for participation in stu- Stauffer College Scholarship dent financial aid programs at Pacific Oaks College. Based on scholarship excellence: awarded to students in top percentage of class Pacific Oaks College has developed the standards Jane G. Treister Scholarship described in this policy. Students who meet or ex- Wolman Scholarship ceed these standards are said to be making Satisfactory Academic Progress. Students who are Named Scholarships (Unendowed) not meeting these standards will be considered: George Mayr Foundation Scholarship • On financial aid probation (or warning) For students who are residents of California and status, or are deserving, needy and worthy of financial aid • Ineligible to receive student financial aid Pacific Oaks Endowment Scholarship based on failure to demonstrate satisfactory For students who are enrolled in the college: academic progress. award based on financial need The academic progress of aid applicants is reviewed on Pacific Oaks Career Incentive Grant a yearly basis. Pacific Oaks College’s standards of aca- For students who are enrolled in specific pro- demic progress can fall into two categories: qualitative grams or as part of specific cohort groups and quantitative. These categories are defined below. “ I chose the ABLE program because at 50, Ann Peppers Scholarship Pamela Solum Scholarship I have had some life experience; something Qualitative Standards to bring to the table.” To be eligible for financial aid, a student may not have more than six units of “Incomplete (I),” ______Other Outside Sources Students are encouraged to investigate outside sources of scholarship assis- “Withdrawal (W)” or “No Credit (X)” work on Olivia Israel, tance in their community. Many civic, fraternal and their transcript. If a student has more than six M.A. student, service organizations such as Elks, Soroptimists, units of Incomplete or No Credit work they will be Human Development Kiwanis and Rotary clubs provide scholarships, as placed on financial aid probation for one semester do churches and private corporations. The Financial to give them the opportunity to make up the work. Aid Office maintains information about some com- The student will be eligible for financial aid for the munity resources available to Pacific Oaks students. semester that they are on probation. If the student Additional scholarship information can be found does not fulfill the required make-up coursework, on the Internet or at local public libraries. they will cease to be eligible for financial aid in subsequent semesters until the work is completed Pacific Oaks Financial Aid Application Process and their Incomplete/No Credit units are revised. The following forms are required: 1. Pacific Oaks College 2006-2007 Financial Aid Application Retaking Coursework 2. Completed and signed FAFSA If a student has to retake a course to make up in- (Free Application for Federal Student Aid) complete coursework and they register again and 3. 2005 Federal Income Tax Return pay for the units for that course, they will be eligi- ble to receive financial aid for that course. If a stu- All forms must be received and an admitted status to a dent is simply continuing to complete coursework degree program confirmed before an award letter will for an incomplete in a subsequent semester, the be generated. Students should allow 3-5 weeks for the class will not count towards the minimum number Department of Education to process the FAFSA and an of units required for financial aid eligibility. This is FINANCIAL AID additional 4-6 weeks before receiving an award letter a federal regulation outlined in the Federal packet from the Pacific Oaks Financial Aid Office. Student Aid Handbook, Volume 4, Chapter 2. 10 FINANCIAL AID

Quantitative Standards Additionally, students must complete their educa- tional objectives within reasonable periods of time. To accommodate all students and their schedules, the reasonable period is measured not chronologically, but by semester units earned. Students who are not significantly meeting the number of units to earn their stated degree/certificate will be considered ineligible to receive student financial aid assistance for failure to maintain satisfactory progress.

Maximum Time Frames Number of units required Maximum Number of uits that Degree to complete Degree can be taken to complete degree Program at Pacific Oaks College at Pacific Oaks College B.A. 30-54 45-81 B.A. ABLE 34-58 51-87 B.A.-Cred MSEL/Special 1/Special 2 44/45/62 66/91 Cred MSEL/Special 1/Special 2 44/45/62 66 M.A. 30* 45* M.A.-Cred, MSEL/Special 1/Special 2 50/51/63 75/75/93 M.A./MFCC 48 72 M.A./AAFS 56 84 M.A./LFS 54 81 M.A. ABLE 42 63 M.A. ABLE/ MFCC 43 63 MSEL/Intern 44 66 MSEL/Intern/M.A. 50 75 * may increase due to specializations

Students who do not qualify for Financial Aid may still have access to the Tuition Payment Contract with FACTS: Payments of tuition monthly during the semester. Payment in full by end of semester. Please contact the Business Office for more information.

Refund Checks Students who have been awarded financial aid funds in excess of their tuition and fees may request a refund check to be sent to them. The Pacific Oaks College Business Office prepares refund checks three times a month. Students must have attended the first class meeting and paid their entire balance for the semes- ter in order to receive a check. Checks are processed on the 10th, 20th and last day of each month.

Emergency Loans Students who are expecting to receive financial aid funds for an upcoming semester can apply for an emergency loan to cover unexpected monetary ex- penses that may arise before their financial aid funds have been received by the Business Office. These funds can be used to purchase books, etc. In order to qualify for an emergency loan, the student must be expected to receive a refund after all tuition/fees have been paid and be registered for classes for the up- coming semester. Students can only request an emer- gency loan one month or less prior to the beginning of the academic semester and the loan cannot exceed $500. Students are only able to apply for one emer- gency loan per semester. For further information, FINANCIAL AID please contact the Office of Financial Aid. 11 PACIFIC OAKS COLLEGE

ACADEMIC PROGRAMS Competency – Field Work/Observation Professional work with both children and adults ■ B.A., HUMAN DEVELOPMENT DEGREE requires understanding of child development, in REQUIREMENTS theory and in action, as the beginning of life-span A minimum of 124 semester units is required to earn human development. Students observe and com- the Bachelor’s degree in Human Development. A prehend developmentally and culturally appropri- minimum of 30 of those units must be earned in reg- ate practice with children. Students may fulfill the ular Pacific Oaks classes (not Extended Education Fieldwork/Observation Component by choosing: 1) course work). These 30 units must include: one implementation class; and 2) one Competency – Development Students comprehend fieldwork/observation class. and analyze developmental theories: 1. Implementation classes meeting the B.A. HD 300 Early Childhood Themes and Life Cycle Issues Fieldwork/Observation criteria: Competency – Diversity Students value diversity, HD 371 Working with Bicultural Children demonstrate commitment to social justice, and an- HD 391 Implementing Anti-Bias Curriculum alyze the dynamics of institutional and individual HD 400 Working with Children in a Diverse World biases and use of power: HD 405 Developmental Education HD 361 Social and Political Contexts of Human Development 2. Fieldwork or observation classes meeting the Competency – Communication Students commu- B.A. Fieldwork/Observation criteria: nicate clearly and effectively. They implement and HD 305 Cognitive Development: How Children Learn analyze individual, dyad and group communications HD 306 Play in Childhood for appropriate audience reception, authenticity, HD 315 The Art of Observation and experience of empowerment for self and others: HD 364 Community as a Context for Development ALTERNATE CLASSES: HD 380 Children’s Autobiographical Narratives as Social HD 341 Communication for Empowerment Justice Curriculum HD 345, 346 & 347 Communication for Empowerment A, B, C HD 382 Participatory Action Research HD 350 Communication and the Life Cycle HD 406 Emergent Curriculum HD 351 Conflict Resolution and Mediation HD 430 Play, Language and Literacy Development SPED 350 Collaboration and Consultation for Special Educators HD 450 Reflective Teaching (fieldwork)* Competency – Research Students are able to dis- HD 465 Art Studio Practicum (fieldwork)* tinguish between observations and theory (reality HD 468 Art Education: Fieldwork (fieldwork)* and fantasy, data and inferences/assumptions). They ED 320, ED 321, ED 322 TEP Practicum can collect verifiable and reliable data, present their (for Teacher Education students) findings, and link their research with existing liter- ED 390 or SPED 390 Directed Teaching ature in the field. A research paper is required of (for Teacher Education students) all students in HD 300, if taken as a weekday or week- *To enroll in these fieldwork courses, students must be work- ing directly with children, either as employment or as end class. This satisfies the research requirement. practicum. Pacific Oaks Children’s School is available as a The research paper requirement for those enrolled practicum site for Pasadena students; clearance from the in an online section of HD 300 must be met in HD School is required prior to registration. 302 Research Seminar. B.A. CURRICULUM SPECIALIZATIONS Competency – Implementation Students imple- Admission to a specialization is done through a ment a philosophy of education reflecting devel- Program Change after admission to a degree pro- opmental theories guided by observation, and gram and in consultation with the student’s advisor. evaluate these actions according to results and im- The following optional specializations are offered pact on other persons (ethics, values, principles within the B.A. degree: Art Education, Child Care, and empowerment). Developmental Education, Early Childhood Educa- HD 400 Working with Children in a Diverse World tion, (ECE sub-specialization in Play, Language and HD 402 Working with Families in a Diverse World Literacy), Human Development and Social Change, HD 411 Working with Adults and Infant/Toddler Care and Development. Students ALTERNATE CLASSES: may specialize in more than one area. Each special- ACADEMIC PROGRAMS HD 405 Developmental Education ization has its own specific requirements which are HD 406 Emergent Curriculum outlined below. Other classes may be added with ap- 12 HD 416 Leadership in Education proval of the advisor. Distance Learning and other off-campus locations: see your advisor for alternative courses specific to your location. ACADEMIC PROGRAMS

Art Education This specialization is designed for 1. Two field work experiences in approved child care teachers who wish to concentrate on the language settings. Documentation of appropriate experience of art and creativity. The graduate will be in child care may be accepted for one of the field equipped to teach the basics of art to children, work experiences with the advisor’s approval. design and implement culturally diverse 2. At least two of the following classes: developmental curriculum, and transmit the HD 305 Cognitive Development: How Children Learn essential spirit of art as a living form. An arts HD 306 Play in Childhood background is required. HD 364 Community as a Context for Development Admission Requirements for Specialization: HD 370 Development of Bicultural Children • Comprehensive written description of arts background • Submission of portfolio HD 371 Working with Bicultural Children • Demonstration of an art activity with children HD 372 Seminars in Bicultural Development and • Interview with advisor Education HD 390 Developing Anti-Bias Curriculum: Teaching Our Acceptance to the specialization is determined Values to Our Children by the faculty advisor. HD 425 Intervention Models in Early Childhood Basic requirements are: Education HD 440 Models and Methods of Family/School 1) HD 460 Foundations of Teaching Art: Releasing the Imagination Collaboration 2) At least one of the following classes: HD 460 Foundations of Teaching Art: Releasing the Imagination HD 306 Play in Childhood Advisor: Human Development HD 371 Working with Bicultural Children HD 430 Play, Language and Literacy Development Developmental Education This specialization is de- HD 470 Teaching as Performing Art signed for human services professionals who wish to increase their understanding of education in a develop- 3)At least one of the following classes: mental framework. In order to be eligible for admis- HD 462 Women in Art sion to the Developmental Education specialization, a HD 475 Arts and Social Change student must have prior-to-degree experience at 4 de- HD 477 Community as Classroom: Forging Connections velopmental levels (either documented or met through Through the Arts a previous practicum) and/or have a plan to meet (Alternate classes may be approved by Art Education advisor) these requirements during the degree. In addition: 4) Fieldwork: • at least 2 levels must be met prior to admission a. HD 465 Art Studio Practicum (2 units) or to the specialization by the end of the first year HD 468 Art Education: Fieldwork (2 units) or coursework (either through P.O. practicum b. Previous or present documented (non-art) experience working with children in a classroom setting with one options or by documenting work experience). or more of the following developmental levels: • at least one fieldwork experience must be com- Infants/toddlers pleted and documented during the student’s de- Preschool (2-4) gree program regardless of prior experience. Kindergarten/Primary (4-8) See Experience below (#3). Preadolescent (9-13) Basic requirements are: 1. HD 400 Working with Children in a Diverse World, or Adolescent (13-18) HD 402 Working with Families in a Diverse World 5) Exhibit: 2. At least two of the following classes: HD 469 Art Exhibition (1 unit) HD 305 Cognitive Development: How Children Learn Note: This program is available in Pasadena only. HD 306 Play in Childhood Advisor: Larry Garf, M.A. HD 315 The Art of Observation HD 320 Contemporary Urban Adolescents Child Care This specialization is designed for those HD 364 Community as a Context for Development who have an interest in full-day child care programs. HD 370 Development of Bicultural Children Areas of further exploration may include: program HD 371 Working with Bicultural Children development and evaluation; parent education and HD 391 Implementing Anti-Bias Curriculum support; and staff development and support. HD 402 Working with Families in a Diverse World All students in this specialization are required HD 405 Developmental Education to complete two field work experiences in a child HD 416 Leadership in Education care setting. Students may choose a practicum in the ACADEMIC PROGRAMS child care program in the Children’s School at Pacific HD 425 Intervention Models in Early Childhood Education HD 441 Team Building for Early Childhood Educators 13 Oaks or an off-site practicum in an approved site. and Parents The following are required for the child care Other classes may be selected with approval of your advisor. Distance Learning and other outreach locations: see your specialization: advisor for alternative courses specific to your location. PACIFIC OAKS COLLEGE

3. Prior and/or current experience, which can be to the specialization, by the end of the first year documented, in four of the following developmental of coursework (either through P.O. practicum levels: options or by documenting work experience). Infants/Toddlers (0–2 years) • at least one fieldwork experience must be com- Preschool (2–4) Kindergarten/Primary (4–6) pleted and documented during the student’s de- Primary (6–9) gree program regardless of prior experience. Preadolescent (9–13) See Experience below. Adolescent (13–18) Young Adult (18–22) Basic requirements are: Adult (over 21) 1. HD 400 Working with Children in a Diverse World, The following guidelines apply to the required or documented experience at each of the four devel- HD 405 Developmental Education opmental levels: or a. Direct work at any level should equal a mini- HD 406 Emergent Curriculum mum of 135 hours 2. At least two of the following classes: • A minimum of 100 hours paid or volun- HD 305 Cognitive Development: How Children Learn teer experience in a single setting HD 306 Play in Childhood “ What in my life can I do to create a better Experience at any level should stretch HD 315 The Art of Observation future for these little ones coming up?” over a minimum of 3 months HD 364 Community as a Context for Development ______• The above requirements can also be met HD 370 Development of Bicultural Children HD 371 Working with Bicultural Children through 3 units of Pacific Oaks’ Reflective HD 390 Developing Anti-Bias Curriculum: Teaching Our Sally Davis, Teaching/Practicum with children at each Values to Our Children ABLE Alumna, combined level. HD 391 Implementing Anti-Bias Curriculum B.A. Teaching Credential, b. Experience should be primarily in culturally HD 392 Advanced Studies in Implementing Anti-Bias M.A. Human Development relevant anti-bias, developmentally appropri- Curriculum ate settings and include work with diverse HD 402 Working with Families in a Diverse World children, families and settings. HD 423 Developmental Assessment and Program Planning HD 425 Intervention Models in Early Childhood Education • A majority of the experience should be in HD 430 Play, Language and Literacy Development group settings. HD 440 Models and Methods of Family/School Collaboration • Experience should include work in obser- HD 441 Team Building for Early Childhood Educators vation, group work, one-on-one work, and and Parents curriculum development and implementa- HD 495 Writing Our Stories tion. Other classes may be selected with approval of your advisor. c. The following 3 options exist for meeting the 3. Prior and/or current experience, which can be doc- requirements of a single level of experience: umented, in four of the following developmental levels: 1. Documentation of a successful practicum Infants/Toddlers at another college Two Year Olds 2. Completion of 3 units of Reflective 3 and 4 Year Olds Teaching/Practicum at Pacific Oaks 4 and 5 Year Olds 3. Written documentation of experience OR 6 to 8 Year Olds through dialogue with the advisor (to- Working with Parents of Young Children gether with any supporting documenta- The following guidelines apply to the required tion deemed necessary) using Pacific documented experience at each of the four devel- Oaks’ guidelines. opmental levels: Please see the advisor for additional information. a. Direct work at any level should equal a mini- Advisor and Fieldwork Supervisor: Human Development Faculty mum of 135 hours • A minimum of 100 hours paid or volun- Early Childhood Education This specialization is de- teer experience in a single setting signed for those who would like to increase their under- • Experience at any level should stretch standing of education in a developmental framework. over a minimum of 3 months Students may choose to sub-specialize in Play, Language • The above requirements can also be met and Literacy. In order to be eligible for admission to the through 3 units of Pacific Oaks’ Reflective Early Childhood Education specialization, as student Teaching/Practicum with children at each must have prior-to-degree experience at 4 developmen- level. ACADEMIC PROGRAMS tal levels (either documented or met through a previous b. Experience should be primarily in culturally practicum) and/or have a plan to meet these require- 14 relevant anti-bias, developmentally appropri- ments during the degree. In addition: ate settings and include work with diverse • at least 2 levels must be met prior to admission children, families and settings. ACADEMIC PROGRAMS

• A majority of the experience should be in Human Development and Social Change This group settings. specialization is for individuals who wish to ac- • Experience should include work in observa- quire the skills to create large scale social change. tion, group work, one-on-one work, and cur- The belief explored in this course of study is that riculum development and implementation. one’s own personal growth and the act of evoking c. The following 3 options exist for meeting the positive social change are interconnected process- requirements of a single level of experience: es and particularly so during times of national or 1. Documentation of a successful practicum global stress. Students in this specialization will at another college learn how to collaboratively design and implement 2. Completion of 3 units of Reflective change in an organization, school or community, Teaching/Practicum at Pacific Oaks and in society at large by making processes more 3. Written documentation of experience OR participatory. Storytelling, dreaming, the arts, through dialogue with the advisor (to- grant writing, action research, use of budgets and gether with any supporting documenta- timelines, and autonomous community building tion deemed necessary) using Pacific are among the methods and mediums employed. Oaks’ guidelines. No prior experience in any of the above areas is Please see the advisor for additional information. required. The basic course requirements are: See advisor regarding the documentation process. 1. Required Theory Class: Early Childhood Education Sub-Specialization: HD 381 Human Development and Social Change Play, Language and Literacy This course of study 2. One of the following fieldwork courses: is designed for students who are teachers of HD 364 Community as a Context for Development children 0–8 and provides an opportunity to HD 380 Children’s Autobiographical Narratives as Social concentrate their studies on current theory and Justice Curriculum practice regarding the development of literacy HD 382 Participatory Action Research skills in young children. Literacy development during early childhood is crucial for later de- 3. One of the following courses evaluating issues of power: velopment of reading and writing excellence. Research in this area has increased our understanding of HD 320 Contemporary Urban Adolescents the relevant issues and provided new resources to HD 363 Education for Critical Consciousness inform the practice of classroom teachers in early HD 383 Dewey, Vygotsky and Freire childhood education. In addition to the undergrad- HD 393 Anti-Bias Work with Adults uate program requirements, the basic requirements HD 475 Arts and Social Change for this sub specialization include: HD 477 The Community as Classroom: Forging Connections through the Arts Specialization Core Courses (6 units) Advisors: Greg Tanaka, Olga Winbush (Pasadena) HD 430 Play, Language and Literacy Development Infant and Toddler Care and Development There HD 445 Writing Our Stories: Reflections on Literacy Development is a growing demand for professionals who are Specialization Core Electives (3 units) knowledgeable in the developmental needs and is- Literacy and representational emphasis: Choose one: sues of young children and their parents. This spe- cialization is designed for those students who have HD 365 Sociolinguistics: Issues of Language and Culture an interest in working with infants and toddlers. HD 406 Emergent Curriculum: Reflecting Learner Lives Parent education, child care, early intervention, and HD 432 Children’s Literature programs for the prenatally exposed are examples ED 228 Curriculum Development: Bilingual Instructional Methods of the types of settings where students with this spe- cialization might seek employment. Basic require- Electives (3–6 units): ments for the specialization consist of four courses Choose one or two courses from this list (or con- from four areas in the specialization: 1) sult with advisor for other ECE-focused courses): Implementation; 2) Fieldwork; 3) Depth Course; HD 303 The Earliest Years and 4) Related Elective. HD 440 Models and Methods of Family/School Collaboration HD 390 Developing Anti-Bias Curriculum 1. Choose one Implementation class from the follow-

ing: Basic requirements for the specialization are: ACADEMIC PROGRAMS Field Experience at four developmental levels (as HD 391 Implementing Anti Bias Curriculum specified for ECE specialization). HD 400 Working with Children in a Diverse World 15 Advisors and Fieldwork Supervisors: Human Development HD 402 Working with Families in a Diverse World Faculty HD 405 Developmental Education PACIFIC OAKS COLLEGE

2. Fieldwork: Competency — Development Students evaluate HD 450 Reflective Teaching developmental theories: Students can creatively 3. Choose one Depth Knowledge class from the construct their own theories and compare them to existing work: (see Second degree options, page 17) following: HD 500 Early Childhood Themes and Life Cycle Issues (if not HD 303 The Earliest Years taken at the B.A. level), or HD 422 Authentic Infant/Competent Child HD 501 Advanced Studies in Human Development 4. Choose one Related Elective from the following: Competency — Diversity Students value diversity, HD 306 Play in Childhood demonstrate commitment to social justice and HD 315 The Art of Observation HD 370 Development of Bicultural Children evaluate the dynamics of institutional and individual HD 390 Development of Anti Bias Curriculum biases and use of power: HD 425 Intervention Models in ECE HD 561 Social and Political Contexts of Human Development HD 440 Models and Methods of Family/School (if not taken at the B.A. level), or Collaboration HD 562 Advanced Studies in Diversity and Anti-Bias Issues HD 441 Team Building with ECE and Parents Competency — Implementation Students imple- Advisor: Human Development Faculty ment a philosophy of education reflecting develop- California Child Development Permit mental theories guided by observation, and evaluate For students interested in applying for any level of these actions according to results and impact on the California Child Development Permit, Pacific other persons (ethics, values, principles, and Oaks courses can meet Permit requirements for empowerment): ECE/CD courses, specialization units, administra- HD 571 Working with Bicultural Children tion and adult supervision. Pacific Oaks B.A. is ap- HD 600 Working with Children in a Diverse World (if not taken at B.A. level proved by the California Commission on Teacher HD 601 Ecology of Working with Children Credentialing to meet the B.A. option/requirement HD 602 Working with Families in a Diverse World for the last three levels of the permit: Master HD 611 Working with Adults (if not taken at B.A. level) Teacher, Site Supervisor and Program Director. ALTERNATE CLASSES (if not taken at the B.A. level): HD 605 Developmental Education ■ M.A., HUMAN DEVELOPMENT, HD 606 Emergent Curriculum DEGREE REQUIREMENTS HD 616 Leadership in Education Pacific Oaks offers the interdisciplinary M.A. degree MFT 595 Therapy with Children in Human Development for the preparation of lea- Competency — Field Work/Observation All dership personnel in professions serving young chil- Pacific Oaks students should develop competence dren and their families. The degree is awarded on in observing child behavior and recognizing devel- the basis of demonstrated competence in human opmentally and culturally appropriate practice. All development, communication skills, ability to work M.A. specializations and credential programs require on bias issues, skill in implementing theories in work field work or field experience appropriate to the with children and/or adults, and research. A Master’s program emphasis. Each program defines the thesis project, which is an original contribution to age/level with which the student should develop knowledge and understanding based on field experi- competence in implementing developmentally ence and data analysis, is required for the M.A. degree. appropriate practice. Note: Ed 590 Directed Students choosing to continue their Pacific Oaks Teaching, if not taken at the B.A. level (Ed 390), education at the graduate level must officially be ad- may be taken for fieldwork (6 units). mitted to the M.A. program prior to enrolling in classes. (Second degree.) M.A. students not specializing may choose to meet Thirty units of regular Pacific Oaks course work this requirement by: (not Extended Education) must be taken to fulfill the A. choosing any of the field experience options requirements for the M.A. in Human Development. listed under any of the M.A. specializations Specializations at the Master’s level may have addi- tional unit requirements as outlined below. or No units can be transferred into the student’s B. meeting the criteria for fieldwork/observation M.A. program from other institutions. available to B.A. students. Choose 1) one imple- Note: M.A. (Second degree) students who have mentation class and 2) one fieldwork/observation ACADEMIC PROGRAMS earned their B.A. degree from Pacific Oaks must take class from the categories below. the appropriate competency courses listed below. 16 For every Master’s program, general or special- 1. Implementation classes meeting the M.A. ized, the following course work must be completed Fieldwork/Observation criteria: by first degree students. HD 571 Working with Bicultural Children ACADEMIC PROGRAMS

HD 591 Implementing Anti-Bias Curriculum less a waiver form is approved by the student’s the- HD 600 Working with Children in a Diverse World sis chair. Note: HD 684, 685 and 686 must be taken HD 601 Ecology of Working with Children in order. HD 605 Developmental Education Students can apply for Advancement to Candida- 2. Fieldwork or observation classes meeting the cy after completing at least half of the course work M.A. Fieldwork/Observation criteria: toward the degree and by submitting an approved HD 505 Cognitive Development: How Children Learn thesis project proposal. The thesis proposal is writ- HD 506 Play in Childhood ten as part of the Thesis Development class. HD 515 The Art of Observation After the proposal is approved by the thesis com- HD 564 Community as a Context for Development mittee, the student must complete the Advancement HD 580 Children’s Autobiographical Narratives as Social to Candidacy forms and register for three units of Justice Curriculum HD 699 Thesis/Master’s Project. Students must reg- HD 606 Emergent Curriculum ister for 0 units the following semester and 0 units HD 630 Play, Language and Literacy Development their last semester (3+0+0) to maintain their active HD 650 Reflective Teaching (fieldwork)* status for one year. This provides access to commit- HD 665 Art Studio Practicum (fieldwork)* tee members and facilitates library privileges. If a HD 668 Art Education: Fieldwork (fieldwork)* student needs a second year, she or he would reg- ED 520, ED 521, ED 522 TEP Practicum ister for one more unit per term for that second (for Teacher Education students) year (or any portion thereof). ED 590 or SPED 590 Directed Teaching If a student files a Leave of Absence Form during (for Teacher Education students) the second semester of Thesis/Master’s project, she *To enroll in these courses, students must be working direct- or he may still register for 0 units during the third ly with children, either as employment or as practicum. semester. Students who file a Leave of Absence Pacific Oaks Children’s School is available as a practicum site for Pasadena students; clearance from the School is required during the third semester or beyond, must enroll prior to registration. in one unit of Thesis/Master’s Project when they return. A Leave of Absence prohibits students from Competency — Communication Students commu- working with their thesis chair/ committee during nicate clearly and effectively. They implement and this period. Cynthia Grutzik, Ph.D., Academic evaluate individual, dyad and group communications Director, Teacher Education, Pasadena, for appropriate audience reception, authenticity, and and Vice Provost for Academic Affairs. experience of empowerment for self and others: TEP Ethnography Thesis Project HD 541 Communication for Empowerment For Teacher Education candidates who are earn- HD 542 Communication Skills and Individual Dynamics ing a Masters Degree in Human Development, the HD 545, 546, 547 Communication for Empowerment A, B, C Ethnography Thesis Project is an option for com- HD 550 Communication and the Life Cycle pleting a thesis that meets the requirements for HD 551 Conflict Resolution and Mediation this degree. This is a process that spans three se- MFT 505 Communication and Counseling Skills mesters with the same instructor. Candidates must SPED 550 Collaboration & Consultation for Special Educators have access to a classroom for the first two semes- ters of the project. Candidates may start this proj- Competency — Research Students are able to dis- ect when at least half of their M.A. coursework has tinguish between observations and theory (reality been completed. and fantasy, data and inferences/assumptions). They can collect verifiable and reliable data, present their The required courses must be taken in sequence: findings, and link their research with existing litera- ED 697 Introduction to Ethnographic Research in ture in the field. M.A. students must be able to: pose Education (2 units) a burning, researchable question; justify the desire ED 698 Working with Diverse Schools and Communities to investigate by placing the question in professional, (2 units) social, and personal context; address issues of diver- ED 699 Pedagogical, Social, and Cultural Implications sity and anti-bias in the field and in their approach; (2 units) collect information, analyze, and synthesize the find- Second Degree Options: Development and ings; and evaluate the implications of their findings. Diversity Core Competency Courses for Students A research paper is required of all students in HD who received a B.A. from Pacific Oaks: 500 or HD 501 when the class is taken as a weekday or weekend class. This satisfies the research require- Competency – Diversity For the Diversity Core ment. If HD 500 or 501 is taken in the weeklong or Competency, Second degree students (who took ACADEMIC PROGRAMS online format, the research competency is met by HD Social and Political Contexts at the B.A. level) may 17 502 Research Seminar, a separate 1 unit course. choose between the following for their Second degree All M.A. students are required to take Thesis diversity requirement if not taken on the B.A. level. Development, HD 684 or 685/6/7 (Online), un- HD 520 Contemporary Urban Adolescents PACIFIC OAKS COLLEGE

HD 562 Advanced Studies in Diversity Acceptance to the specialization is determined HD 566; 567; 568: Issues of Language and Culture: by the faculty advisor. Bicultural/Bilingual Identity Development; Language and Cultural Meaning; Teaching Bicultural and Bilingual Learners Basic requirements are: HD 571 Working with Bicultural Children * HD 572 Seminars in Bicultural Development and Education 1) HD 660 Foundations of Teaching Art: Releasing the Imagination HD 584 The Power of Our Stories 2) At least one of the following classes: HD 585 Dewey, DuBois, Vygotsky, Freire and Hooks as Social HD 506 Play in Childhood Justice Curriculum HD 571 Working with Bicultural Children HD 591 Implementing Anti-Bias Curriculum HD 630 Play Language and Literacy HD 600 Working with Children in a Diverse World * HD 670 Teaching as Performing Art HD 602 Working with Families in a Diverse World * 3) At least one of the following classes: * May be used if not being counted towards the HD 662 Women in Art Implementation Core Competency HD 675 Arts and Social Change HD 677 Community as Classroom: Forging Connections Competency – Development For the Development Through the Arts Competency, Second degree students (who took (Alternate classes may be approved by Art Education advisor) Early Childhood Themes and Life Cycle Issues at 4) Fieldwork: the B.A. level) may choose between the following a. HD 665 Art Studio Practicum (2 units) or for their Second degree Development Core HD 668 Art Education: Fieldwork (2 units) Competency requirement if not taken on the B.A. b. Previous or present documented (non-art) experience level. working with children in a classroom setting with one HD 501 Advanced Studies in Human Development or more of the following developmental levels: HD 503 The Earliest Years Infants/toddlers HD 505 Cognitive Development Preschool (2-4) Kindergarten/Primary (4-8) HD 520 Contemporary Urban Adolescents Preadolescent (9-13) HD 530 Adult Development: Mission and Vision Adolescent (13-18) HD 570 Development of Bicultural Children HD 581 Human Development and Social Change 5) Exhibit: HD 669 Art Exhibition (1 unit) “ What you think matters here.” HD 630 Play, Language and Literacy HD 635 Elder Development Note: This program is available in Pasadena only. ______HD 645 Writing our Stories: Reflections on Literacy Advisor: Larry Garf, M.A. Development Lori Watson, Bicultural Development According to demogra- ABLE Alumna, phers people of color are fast becoming the B.A. and M.A. Human Development M.A. CURRICULUM SPECIALIZATIONS largest collective segment of the U.S.’s population. Admission to a specialization is done through a This is certainly the case in Los Angeles and many Program Change after admission to a degree pro- other urban centers such as San Francisco, Chicago, gram and in consultation with the student’s advisor. Miami, New York and Washington D.C. These The following optional specializations are offered cities and others have school districts where bicul- within the M.A. degree. Each specialization has its tural children comprise 75% of the students en- own specific requirements, which are outlined be- rolled. Institutions wishing to meet the needs of a low. Other classes may be substituted with approval bicultural populace must be willing to alter their of specialization advisor. perceptions and, when necessary, their policies. Distance Learning and other off-campus locations: see your The Bicultural Development specialization is advisor for alternative courses specific to your location. designed for those who work with bicultural chil- dren and/or adults. The program will build on the Art Education This specialization is designed for skills and experience of the students in the special- teachers who wish to concentrate on the language ization to augment their training to effectively serve of art and creativity. The graduate will be equipped bicultural children and their families. to teach the basics of art to children, design and The Pacific Oaks philosophy of bicultural devel- implement culturally diverse developmental opment incorporates a perspective that views chil- curriculum, and transmit the essential spirit of art dren of color in the United States, regardless of the as a living form. An arts background is required. specific racial and ethnic orientation, as sharing a Admission Requirements for Specialization: commonality of experience. The commonality of ACADEMIC PROGRAMS • Comprehensive written description of arts background experience focuses on the fact that children of color • Submission of portfolio are: 1) raised simultaneously in two distinct cultural 18 • Demonstration of an art activity with children systems which are often in conflict, and 2) subject • Interview with advisor to a different set of socioeconomic realities than those ACADEMIC PROGRAMS of mainstream children. As a result, these factors and/or have a plan to meet these requirements play a major role in the development of bicultural during the degree. In addition: children and therefore must be understood by those • at least 2 levels must be met prior to admis- who work in bicultural community settings. sion to the specialization, by the end of the Basic requirements are: first year of coursework (either through P.O. HD 562 Advanced Studies in Diversity and Anti-Bias Issues practicum options or by documenting work HD 565 Sociolinguistics: Issues of Language and Culture experience). HD 570 Development of Bicultural Children • at least one fieldwork experience must be HD 571 Working with Bicultural Children completed and documented during the stu- (meets Core Implementation requirement) HD 650 Reflective Teaching* dent’s degree program regardless of prior ex- HD 699 Thesis/Master’s Project perience. See Experience below. *Fieldwork in a bicultural setting is required. Basic requirements are: OPTIONAL: 1. HD 600 Working with Children in a Diverse World HD 572 Seminars in Bicultural Development HD 601 Ecology of Working with Children Advisors: Human Development Faculty HD 605 Developmental Education Child Care This specialization is designed for stu- 2. At least two of the following classes: dents interested in working in full-day child care HD 505 Cognitive Development: How Children Learn programs. Areas of further exploration may include: HD 506 Play in Childhood program development and evaluation; staff develop- HD 515 The Art of Observation ment and support; parent education and support; HD 520 Contemporary Urban Adolescents HD 564 Community as a Context for Development resource management; and administration of child HD 570 Development of Bicultural Children care programs. This specialization is recommended HD 571 Working with Bicultural Children for students interested in teaching, administration of HD 611 Working with Adults child care programs, and consulting. HD 616 Leadership in Education All students in this specialization are required to HD 625 Intervention Models in Early Childhood Education complete two field work experiences in child care. HD 641 Team Building for Early Childhood Educators One of these may be a practicum in the Pacific Oaks and Parents Tim Sundeen, Ph.D., Academic Director, child care program. The second may be completed 3. Prior and/or current experience, which can be Human Development, Pasadena. in another appropriate child care setting. Basic re- documented, in four of the following develop- quirements are: mental levels: 1. At least two of the following classes: Infants/Toddlers (0–2 years) Preschool (2–4) HD 505 Cognitive Development: How Children Learn Kindergarten/Primary (4–6) HD 506 Play in Childhood Primary (6–9) HD 564 Community as a Context for Development Preadolescent (9–13) HD 570 Development of Bicultural Children Adolescent (13–18) HD 571 Working with Bicultural Children Young Adult (18–22) HD 572 Seminars in Bicultural Development and Education Adult (over 21) HD 590 Developing Anti-Bias Curriculum: Teaching Our Values to Our Children The following guidelines apply to the required HD 591 Implementing Anti-Bias Curriculum documented experience at each of the four devel- HD 616 Leadership in Education opmental levels: HD 635 Administration of Child Care Facilities a. Direct work at any level should equal a mini- HD 640 Models and Methods of Family/School Collaboration mum of 135 hours HD 646 Women in Administration • A minimum of 100 hours paid or volun- 2. Two field work experiences in a child care set- teer experience in a single setting ting. This may include on- and/or off-site practica. • Experience at any level should stretch Documentation of experience may be substituted over a minimum of 3 months for one of these with advisor’s approval. • The above requirements can also be met Advisor: Human Development Faculty through 3 units of Pacific Oaks’ Reflective Developmental Education This specialization is Teaching/Practicum with children at each designed for human services professionals who wish level. to increase their understanding of education in a b. Experience should be primarily in culturally relevant anti-bias, developmentally appropri- developmental framework. In order to be eligible ACADEMIC PROGRAMS for admission to the Developmental Education ate settings and include work with diverse specialization, a student must have prior-to-degree children, families and settings. 19 experience at 4 developmental levels (either docu- • A majority of the experience should be in mented or met through a previous practicum) group settings. PACIFIC OAKS COLLEGE

• Experience should include work in obser- HD 641 Team Building for Early Childhood Educators vation, group work, one-on-one work, and and Parents curriculum development and implementa- HD 645 Writing Our Stories tion. HD 660 Foundations in Art Education c. The following 3 options exist for meeting the 3. Prior and/or current experience, which can be requirements of a single level of experience: documented, in four of the following develop- 1. Documentation of a successful practicum mental levels: at another college Infants/Toddlers 2. Completion of 3 units of Reflective Two Year Olds Teaching 3 and 4 Year Olds 3. Written documentation of experience OR 4 and 5 Year Olds 6 to 8 Year Olds through dialogue with the advisor (to- Working with Parents of Young Children gether with any supporting documenta- The following guidelines apply to the required tion deemed necessary) using Pacific documented experience at each of the four devel- Oaks’ guidelines. opmental levels: Please see the advisor for additional information. a. Direct work at any level should equal a mini- Advisor: Human Development Faculty mum of 135 hours Early Childhood Education This specialization is • A minimum of 100 hours paid or volun- designed for those who wish to increase their un- teer experience in a single setting derstanding of young children in a developmental • Experience at any level should stretch program. In order to be eligible for admission to over a minimum of 3 months the Early Childhood Education specialization, a • The above requirements can also be met student must have prior-to-degree experience at 4 through 3 units of Pacific Oaks’ Reflective developmental levels (either documented or met Teaching with children at each level. through a previous practicum) and/or have a plan b. Experience should be primarily in culturally to meet these requirements during the degree. In relevant anti-bias, developmentally appropri- addition: ate settings and include work with diverse • at least 2 levels must be met prior to admis- children, families and settings. sion to the specialization, by the end of the • A majority of the experience should be in first year of coursework (either through P.O. group settings. practicum options or by documenting work • Experience should include work in observa- experience). tion, group work, one-on-one work, and cur- • at least one fieldwork experience must be riculum development and implementation. completed and documented during the stu- c. The following 3 options exist for meeting the dent’s degree program regardless of prior ex- requirements of a single level of experience: perience. 1. Documentation of a successful practicum See Experience below. The basic requirements are: at another college 1. HD 600 Working with Children in a Diverse World 2. Completion of 3 units of Reflective HD 601 Ecology of Working with Children Teaching at Pacific Oaks HD 605 Developmental Education 3. Written documentation of experience OR HD 606 Emergent Curriculum through dialogue with the advisor (together 2. At least two of the following classes: with any supporting documentation deemed HD 505 Cognitive Development: How Children Learn necessary) using Pacific Oaks’ guidelines. HD 506 Play in Childhood Please see the advisor for additional information. HD 515 The Art of Observation Advisors and Fieldwork Supervisors: Human Development Faculty HD 564 Community as a Context for Development HD 570 Development of Bicultural Children Human Development and Social Change This spe- HD 571 Working with Bicultural Children cialization is for individuals who wish to acquire HD 590 Developing Anti-Bias Curriculum: Teaching Our the skills to create large scale social change. The Values to Our Children HD 591 Implementing Anti-Bias Curriculum I belief explored in this course of study is that one’s HD 592 Advanced Studies in Implementing Anti-Bias own personal growth and the act of evoking posi- Curriculum tive social change are interconnected processes HD 602 Working with Families in a Diverse World and particularly so during times of national or ACADEMIC PROGRAMS HD 611 Working with Adults global stress. Students in this specialization will HD 623 Current Issues in Developmental Assessment 20 learn how to collaboratively design and implement HD 625 Intervention Models in Early Childhood Education change in an organization, school or community HD 630 Play, Language and Literacy Development HD 640 Models and Methods of Family/School Collaboration and in society at large by making processes more ACADEMIC PROGRAMS participatory. Storytelling, dreaming, the arts, HD 590 Development of Anti Bias Curriculum grant writing, action research, use of budgets and HD 625 Intervention Models in ECE HD 640 Models and Methods of Family/School timelines, and autonomous community building Collaboration are among the methods and mediums employed. HD 641 Team Building with ECE and Parents No prior experience in any of the above areas is required. The basic course requirements are: Leadership in Education and Human Services This specialization is designed for students in leader- 1. Required Theory Class: ship roles who work with adults involved in the HD 581 Human Development and Social Change field of early childhood. Students must choose a 2. One of the following fieldwork courses: sub-specialization (see below), and may choose HD 564 Community as a Context for Development one or more areas in which to sub-specialize. HD 580 Children’s Autobiographical Narratives as Social Each sub-specialization needs an Extended Justice Curriculum Competency Course and minimally 3 units of field- HD 582 Participatory Action Research work/observation. 3. One of the following courses evaluating issues 1. Basic Requirements: Choose one of power: HD 602 Working with Families in a Diverse World HD 520 Contemporary Urban Adolescents HD 611 Working with Adults HD 562 Advanced Studies in Diversity and Anti-Bias Issues HD 616 Leadership in Education HD 563 Education for Critical Consciousness HD 583 Dewey, Vygotsky and Freire 2. Extended Competency Courses: Choose a mini- HD 593 Anti-Bias Work with Adults mum of three units from below or another HD 675 Arts and Social Change course from Basic Requirements above: HD 677 The Community as Classroom: Forging HD 501 Advanced Studies in Human Development * Connections through the Arts HD 515 Art of Observation Advisors: Cindy Cruz, Greg Tanaka, Olga Winbush HD 551 Conflict Resolution and Mediation * HD 554; 555; 556: Communication for Empowerment: Infant and Toddler Care and Development There Online; In the Life Cycle; In Culture* is a growing demand for professionals who are HD 562 Advanced Studies in Diversity * knowledgeable in the developmental needs and HD 564 Community as Context for Development HD 566; 567; 568: Issues of Language and Culture: Cheryl Greer Jarman, M.A., Human issues of young children and their parents. This Bicultural/Bilingual Identity Development; Language and Development faculty member and specialization is designed for those students who Cultural Meaning; Teaching Bicultural and Bilingual Pacific Oaks alumna. have an interest in working with infants and toddlers. Learners Parent education, child care, early intervention, HD 572 Seminars in Bicultural Development and and programs for the prenatally exposed are ex- Education HD 581 Human Development and Social Change amples of the types of settings where students with HD 582 Participatory Action Research this specialization might seek employment. Basic HD 585 Dewey, DuBois, Vygotsky, Freire and Hooks as requirements for the specialization consist of four Social Justice Curriculum* courses from four areas in the specialization: 1) HD 591 Implementing Anti-Bias Curriculum Implementation; 2) Fieldwork; 3) Depth Course; HD 605 Developmental Education* HD 606 Emergent Curriculum * and 4) Related Elective. HD 625 Intervention Models in Early Childhood 1. Implementation - Choose one class from the Education HD 640 Models and Methods of Family/School following: Collaboration HD 591 Implementing Anti Bias Curriculum HD 641 Team Building for Early Childhood Educators and HD 600 Working with Children in a Diverse World Parents HD 601 Ecology of Working with Children HD 646 Women in Administration HD 602 Working with Families in a Diverse World HD 605 Developmental Education 3. Fieldwork/Observation: Choose fieldwork related to sub-specialization. Minimum of 3 units for 2. Fieldwork: each sub-specialization ** HD 650 Reflective Teaching HD 656 Administration/Supervision 3. Depth Knowledge - Choose one class from the Fieldwork/Observation 1-3 units HD 657 College Teaching/Teaching Adults following: Fieldwork/Observation 1-3 units HD 503 The Earliest Years HD 658 Parent/Community Work Fieldwork/Observation HD 622 Authentic Infant/Competent Child 1-3 units

4. Related Elective - Choose one class from the * Extended Competency course may not be used to meet both ACADEMIC PROGRAMS following: specialization and core competency requirement. HD 506 Play in Childhood ** Students may take 1,2 or 3 units in any one semester. At 21 HD 515 The Art of Observation least one unit should be Observation, and at least two units HD 570 Development of Bicultural Children should be Fieldwork. PACIFIC OAKS COLLEGE

Note: a student may register for one unit of field- B.A. option/requirement for the last three levels of work at a time, but a total of three units is required. the permit: Master Teacher, Site Supervisor and Prerequisites: To register for Fieldwork, the Program Director. student must have a job or arrange an internship/ M.A./ABLE students who have completed the apprenticeship, which enables her/him to take a Assessment of Experience seminar and have met responsible role in working with adults. Credit is all requirements for full admission may request a based upon 45 hours per unit of field work and verification letter from the Pacific Oaks Registrar. journal keeping. Credit for observation in each The date of the B.A. equivalency is the completion sub-specialization is based upon 45 hours per unit date of the student’s graduate admission process. of observation and reading. Most students will participate in a concurrent WestEd and Pacific Oaks Collaborative M.A. in seminar offered online or on campus. Human Development Program: Infant and Advisors and Fieldwork Supervisors: Human Development Toddler Care and Development and Leadership in Faculty. Education and Human Services

Social and Human Services This specialization is This 32-unit graduate program is open to appli- designed for professionals working in group cants who: (a) have a B.A. degree; or (b) are ma- ture learners with at least two years of college homes, adoption agencies, community activism, meeting Pacific Oaks transfer requirements and transitional housing, services for the homeless, five years of leadership experience. Those without child advocacy and in early childhood settings a B.A. apply for admission through the Assessment with families who need additional support services by Life Experience (ABLE) option. The program who wish to increase their understanding and has three parts: knowledge of family systems, conflict mediation, community assessment and strategies for working 1. Completion of the Program for Infant/Toddler with groups. Care (PITC): Trainer Certification co-sponsored by WestEd and the California Department of Education. Basic Requirements are: Based on completion of two Institutes (4 Modules) 1. HD 602 Working with Families in a Diverse World and PITC review of all certification papers, 8 units 2. At least one of the following Social and Human of Pacific Oaks graduate degree credit will be Services electives: recorded on the student’s transcript as: HD 515 Art of Observation PITC Module I. Social-Emotional Growth and Socialization HD 520 Contemporary Urban Adolescents PITC Module II. Group Care HD 551 Conflict Resolution and Mediation PITC Module III. Learning and Development HD 564 Community as a Context for Development PITC Module IV. Culture, Family, and Providers HD 601 Ecology of Working with Children HD 625 Intervention Models in ECE a. Completion of 24 semester units in Pacific Oaks MFT 542 Alcoholism and Chemical Dependency College M.A. program in Human Development, se- MFT 560 Psychopathology of Childhood and Adolescence MFT 561 Child Abuse Assessment and Reporting lecting from Infant/Toddler Care and Development and Leadership in Education and Human Services 3. Clinical Field Experience: as described in this catalog. HD 658 Parent/Community: Fieldwork/Observation (3 units) 4. At least one of the following diversity electives Note: PITC-certified trainers who already have an M.A. may or an additional Social and Human Services apply this credit toward a Postgraduate Certificate in elective approved by advisor: Leadership in Education and Human Services by taking nine additional Pacific Oaks units. (See page 28.) HD 570 Development of Bicultural Children HD 562 Advanced Studies in Diversity and Anti-Bias Issues HD 571 Working with Bicultural Children ■ M.A. IN MARITAL AND FAMILY THERAPY (MFT) HD 572 Seminars in Bicultural Development and Education The Marital and Family Therapy Program is a MFT 650 Cross Cultural Mores and Values: Socio- Cultural Environments unique educational Master’s program for develop- Advisors: Human Development Faculty ing clinically skilled, culturally competent marital and family therapists. It offers a multidisciplinary, California Child Development Permit inclusive curriculum based on developmental, For students interested in applying for any level of psychodynamic and family systems theories and the California Child Development Permit, Pacific practice. Integrated throughout its curriculum is a

ACADEMIC PROGRAMS Oaks courses can meet Permit requirements for commitment to understanding the lived experience ECE/CD courses, specialization units, administration of both clients and practitioner, the power of culture, 22 and adult supervision. Pacific Oaks B.A./equivalent, oppression and society on the developmental for M.A. ABLE students is approved by the California process, and the impact of one’s social political Commission on Teacher Credentialing to meet the context on the developing mind and behavior. ACADEMIC PROGRAMS

The MFT department’s emphasis on intraper- According to the above parameters, the MFT pro- sonal, interpersonal, family and institutional issues gram coursework addresses the above seven com- provides a holistic approach to understanding the petencies as follows: theory and practice of marriage, family and child Diversity: 6 units therapy. The program at Pacific Oaks respects the MFT 500 The Interface of Society and Human Development unique learning styles of the individual and prac- (3 units) tices a relational model of learning that is dynam- MFT 650 Cross Cultural Mores and Values (3 units) ic, engaging, respectful and transformational. Faculty and students are partners in the learning Development: 6 units community. Students are expected and mentored MFT 510 Personality Theories and Related Psychological Testing (3 units) towards critically examining their own attitudes, MFT 530 Clinical Theories of Child Development (3 units) beliefs and values to become clinically skilled and culturally competent therapists. Communication: 5 units MFT 505 Communication and Counseling Skills (3 units) Admission As part of the admission process, an MFT 642 Group Therapy (2 units) admission interview will be scheduled with MFT faculty. Students are provisionally admitted to the Implementation: 7 units program with a review for full admission following MFT 531 Domestic Violence (1 unit) MFT 561 Child Abuse Assessment and Reporting (1 unit) the completion of 18 units. MFT 585 Clinical Skills in Family Therapy (3 units) Program Requirements Prior to registering for MFT 595 Therapy with Children (3 units) classes each semester, students are required to meet Research: 6 units with their advisor to identify the appropriate classes MFT 562 Research Design and Methods (2 units) to take, to receive information regarding changes in MFT 572 Thesis Proposal (2 units) the California State Board of Behavioral Sciences MFT 582 Master’s Thesis Completion (2 units) requirements, and to review their progress. The Clinical: 10 units MFT program includes the following components: MFT 520 Theories of MFT (3 units) 1. The MFT Department adheres fully to the five MFT 542 Substance Abuse, the Individual and Family Rebecca Rojas, Ph.D., Academic main Pacific Oaks competencies, as these are Dynamics (2 units) MFT 550 Psychopathology of Adulthood (3 units), or Director, Marriage and Family Therapy defined and implemented within the scope of MFT 560 Psychopathology of the Child and Adolescence (3 units) (right) converses with a student. mental health theory and practice: MFT 632 Psychopharmacology (2 units) Diversity Development Professional: 8 units Communication MFT 552 Professional Ethics and the Law (2 units) MFT 651 Summer Practicum (1 unit) Implementation MFT 663 Practicum I (3 units) Research MFT 672 Practicum II (2 units) In addition, the MFT Department adheres to two MFT 691 Clinical Training Orientation (0 unit) other competencies specific to the needs of the The MFT students are required to take the follow- mental health profession, as defined by the laws ing foundation courses while they are in provi- and regulations of the State of California and as sional status (first 18 units). During that time they circumscribed by the professional standards of the are expected to complete these specific classes mental health profession: that constitute the necessary 12 of the 18 units. Clinical (mental health theory and practice) MFT 500 The Interface of Society, the Individual and Human Professional (public role and behavior) Development MFT 505 Communication and Counseling Skills Upon provisional admission to the MFT pro- MFT 510 Personality Theories gram, each MFT student will be given the Pacific MFT 520 Theories of MFT Oaks College MFT Student Handbook. Each stu- dent in the program is required to adhere to these Students are reminded that there are foundation academic and professional standards as detailed course that are prerequisites for taking the advanced in the handbook in order to maintain standing in practice classes. All of the theory courses are expected the program as detailed in the handbook. Upon to prepare the student for the advanced classes. Please receipt of the handbook, the student will sign a meet with your advisor to plan your schedule of class- es to meet the necessary requirements accordingly. form that they have received the handbook, have ACADEMIC PROGRAMS reviewed it, and agree to the terms of the hand- 2. After completing 18 units and the above re- book as a Pacific Oaks College MFT student. Each quired courses, each student will obtain recom- 23 student is directed to discuss any and all of these mendations from two MFT faculty members, one of required standards with their academic advisor if whom must be an MFT core faculty. After the they have any questions. PACIFIC OAKS COLLEGE

recommendations have been submitted, the student goals and standards of Pacific Oaks College. The will meet with her/ his advisor to review overall students of the Latina/o Family Studies program performance in the program. After successful com- are expected to complete their practicum experi- pletion of this process, the student will be fully ad- ence in one of the approved agencies focusing on mitted. All students must also have completed all the mental health needs of the Latina/o community. college admissions requirements to be fully admit- During the degree program, the MFT Depart- ted to the program. Note: Students admitted to the ment, under the mandate and guidelines of the Board M.A. in Marital and Family Therapy program of Behavioral Sciences of the State of California, mon- through the ABLE option cannot enroll in clinical itors all clinical training experience completed by courses until the successful completion of the the students. The hours of supervised clinical work Assessment course. completed at an agency approved by the MFT Department count toward the 3,000 clinical hours The M.A. in Marital and Family Therapy is a clinical that are required by the State of California for the degree. In addition to academic performance, stu- state licensing exams in Marriage and Family Therapy. dents are expected to demonstrate competencies in the following areas for consideration for full ad- mission status: Practicum 1. Capacity for insight, reflection Students must complete a Practicum as part of 2. Ability to listen effectively and empathically their Master’s degree requirements. The 3. Openness to feedback, new ideas and situations Practicum experience is to be completed concur- 4. Commitment to self-growth rently and in conjunction with the completion of 5. Professional behavior in the classroom the following classes in this order: 3. If the student does not meet the requirements MFT 651 Summer Practicum (1 unit) for full admission after completing a minimum MFT 663 Practicum I (3 units) of 18 units, the advisor and Academic Director MFT 672 Practicum II (2 units) may counsel the student to change to the M.A. MFT 691 Clinical Training Orientation (0 unit) in Human Development program. These four courses are offered once a year, only, 4. The M.A. in MFT satisfies all of the require- and must be taken in sequence starting with the ments of the Board of Behavioral Sciences summer semester. Students may choose to start their (BBS) (Business & Professions Code Sections Practicum, if they have met all eligibility require- 4980.37, 4980.39, 4980.40, and 4980.41.) ments, during the second or third year of the pro- These include: gram. It is highly advisable that students do not plan A. Pacific Oaks course work totaling 48 semester units, to take the practicum courses concurrently with including: 1. No less than 12 semester units of course work in the working on their Master’s Thesis, as this will create a areas of marriage and family therapy, and marital huge workload, especially for those who will be and family systems approaches to treatment. working full time during their graduate studies. 2. 6 semester units of supervised practicum, including completion of one year of clinical placement in an ap- proved setting, concurrent with the practicum seminar. Eligibility requirements to start Practicum: 3. 150 hours of face-to-face experience counseling in- 1. Completion of 18 units, plus the following dividuals, couples, families or groups three courses before taking Practicum classes: 4. A two semester course in California law and profes- sional ethics MFT 470 Clinical Theories of Child Development 5. A minimum of seven contact hours of training or MFT 267 Psychopathology of Adulthood, OR coursework in child abuse assessment and reporting MFT 475 Psychopathology of the Child/Adolescent 6. A minimum of 10 contact hours of training or MFT 225 Professional Ethics and the Law coursework in human sexuality 7. Specific instruction in alcoholism and other chemical 2. Completion of 20 hours of individual personal substance dependency therapy with a licensed mental health profession- 8. 15 contact hours of course work in spousal or part- al. (These hours have to have been realized after ner abuse assessment, detection and intervention 9. A minimum of two semester units in a survey the student has started the masters program.) course in psychological testing 3. Attend the Preview to Clinical Training workshop 10. A minimum of two semester units in a survey that is scheduled in the fall semester before the course in psychopharmacology Clinical Training Orientation course in the follow- ing spring semester. CLINICAL TRAINING PROGRAM 4. Full admission into the MFT Department. ACADEMIC PROGRAMS The MFT Department is committed to providing an 5. Completion of the Clinical Training Orientation optimal clinical training experience for our gradu- Course (CTOC). The course is offered once 24 ate students. One of our main objectives is the annually in the spring semester. Students are careful selection of community agencies whose required to follow all steps toward clinical place- clinical training programs meet the pedagogical ment as per course syllabus and the department’s ACADEMIC PROGRAMS

clinical training guidelines. The goals of the their advisor or the clinical coordinator for referral. Clinical Training Orientation Course are: Intern Registration Upon completion of the M.A. a. To acquaint students with the clinical training degree in Marital and Family Therapy, students ap- regulations of the California Board of Behav- ply to the Board of Behavioral Sciences for an in- ioral Sciences and of Pacific Oaks College. tern registration number. As part of the application b. To acquaint students with the various clinical process, all applicants must submit their finger- placements approved by the MFT Department. prints to the BBS for a background check. The c. To support students through the process of Intern registration packet can be obtained by ac- interviewing with various agencies. cessing the Internet website of the Board of d. To explore issues of professional roles, tasks Behavioral Sciences at: http://www.bbs.ca.gov and and behaviors regarding the MFT Trainee then clicking on Forms and Publications. experience. e. To assess the student’s readiness for Clinical There are periodic changes in the BBS regulations. Training. Students are required to stay up-to-date with all BBS 6. Consent of the student’s Academic Advisor. regulations and changes by frequently logging onto 7. Submission to the Clinical Training Program of the website and accessing all necessary information. a completed and signed contract with an ap- proved agency (Three-Way Agreement of African American Family Studies Specialization Clinical Placement). The Marriage and Family Therapy with a program 8. Completion of all prior coursework. concentration in African American Family Studies (MFT/AAFS) at Pacific Oaks College is designed to Requirements for completion of Practicum lead graduates to eventual employment as marriage 1. Satisfactory completion of all the clinical training and family therapists in settings that focus on family requirements as a Marriage and Family Therapist based interventions. Therefore, in addition to the (MFT) Trainee, under the supervision of a licensed common core curricular experiences in counseling, and trained mental health practitioner in the clini- all students are required to demonstrate knowledge cal training program of a mental health community and skills in areas specific to MFT/AAFS through agency approved by the MFT Department. didactic courses and specialized clinical/supervisory Judy Magee, M.A., Academic Co-Director, 2. The minimum required time for the clinical experiences. The curriculum for the program builds Off-Campus Education. placement is twelve hours a week for twelve con- the knowledge base and skills necessary for practi- secutive months. During this period, the student tioners to provide high-quality, effective therapy. It is required to complete a minimum of 150 prepares students to use an active, positive approach hours of face-to-face client contact hours. to therapy that will help individuals, couples, and 3. Concurrent attendance at and completion of the families of African descent build on their strengths, courses MFT 651 Summer Practium, MFT 663 improve their relationships, and generate solutions Practicum I, and MFT 672 Practicum II. to relational problems. The program process is based 4. Satisfactory evaluations from the clinical super- on a cohort system with 20 students which will meet visor at the clinical placement at the end of each for eight weekend (Saturday and Sunday) intensives semester or as required by the MFT Department. and one evening class per week each semester. It re- These evaluations are an integral part of the over- quires the completion of 56 semester units, a clinical all evaluation and credit that the student will re- training component, completion of 600 Practicum ceive for all three Practicum courses: MFT 651, hours, and a thesis in an area relevant to the African MFT 663, and MFT 672. American community. 5. Satisfaction of all clinical and professional ex- The MFT/AAFS program at Pacific Oaks College pectations of the approved community agency reflects a spirit of encouragement, cooperation, and in the provision of the agreed upon mental collegiality, nurturing the best in each student. The health services. field of marriage and family therapy flourishes as a result of the synergism among theory, research, and Therapy for Students Students are required to be in practice. The program will attract candidates who personal psychotherapy for a total of 20 hours to clearly demonstrate potential for graduate study, qualify for clinical training. Thirty-six hours are a and whose personal qualities will contribute to their requirement for all students to graduate in the MFT success to become skilled clinicians interested in program. To facilitate this process, the MFT moving the profession forward through their clinical ACADEMIC PROGRAMS department has a referral list of psychotherapists work, research, scholarly writing, and professional interested in working with our students at a lower fee. involvement. 25 These therapists are from throughout the greater Los The program is generally designed to take Angeles area. MFT students are advised to contact students three years to complete. The minimum PACIFIC OAKS COLLEGE

requirements for admission are discussed in the MFT speaking monolingual clients and varying admissions package. The following materials are re- degrees of bilingualism within families. quired for admission to the MFT/AAFS program: The Latina/o Family Studies Specialization is a • Completion of all B.S./B.A. requirements in- comprehensive M.A. in MFT degree program with a cluding ABLE before beginning MFT/AAFS special emphasis on the diverse mental health needs coursework. of Latina/Latino children and families. It is available • Three letters of recommendation in a cohort group that meets for class in six (6), • Copy of official transcripts of all previous three-day weekend intensive format each semester. course work It requires the completion of 54 semester units, a • A 1,000-word autobiographical statement clinical training component and a bilingual lan- specific to Marriage and Family guage component. The project is designed to fully Therapy/African American Family Studies meet the academic requirements of the California • Completion of required program and special- Board of Behavioral Sciences for the MFT license. ization questions Additional required coursework to complete the 54 • Top candidates will be invited to interview unit specialization include: with faculty for admission to the program. MFT 504 Latina/Latino History and Culture The MFT/AAFS program trains students in general MFT 524 Latina/Latino Family Systems systems theory and its application to clinical practice MFT 554 Latina/Latino Psychology with couples and families of African descent, and be For further information please call Connie Destito, able to appropriately implement these systemic Program Director, Latina/o Family Studies at interventions. The student will view the theories (626) 397-1327. critically, appreciating both strengths and weaknesses. The theoretical component of the program provides MFT Continuing Education knowledge of the current thinking underlying the The MFT Department offers Continuing Education field, major approaches to therapy, ways of assessing short courses and workshops in many areas of clini- problems, and professional issues facing clinicians cal theory and practice. Offerings have included: Using and individuals of African descent. The clinical Art in Therapy; Working with Obsessive Compulsive The ABLE process actually made it “ component involves developing the ability to ap- Disorders; Techniques of Gestalt Therapy; Solution possible for me to fulfill my dream propriately and adequately interview, assess, and Focused Therapy, as well as the Object Relations of becoming a therapist. manage the treatment of African American couples Therapy series of various courses and workshops. ______and families, including knowledge of preventive These programs are open to the community as well approaches such as pre-marital therapy, training as Pacific Oaks students and alumnae/i. The Program John Berendt, in parenting skills, and relationship enhancement. is an approved provider of hours for Marriage and ABLE Alumnus, Graduates will have met the academic requirements Family Therapists and Licensed Clinical Social Workers M.A. in Marriage, Family and needed to become a licensed marriage and family for renewal of their professional licenses, (Board of Child Counseling therapist (LMFT) in California, a clinical member Behavioral Science Provider #PCE 853). Students and of the American Association for Marriage and clinical interns who have a licensed supervisor may use Family Therapy (AAMFT). these hours toward their optional experience hours for their licensing requirements. Latina/o Family Studies Specialization Currently there is a crisis in the provision of human TEACHER EDUCATION PROGRAMS services in California because of the extreme lack The Preliminary Multiple Subject English Learner of available bicultural/bilingual professionals to Teaching Credential (MSEL) offered at Pacific Oaks is serve our diverse Latina/o families. The Latina/o the first level of a two-level credential. Candidates Family Studies Specialization (LFS) in the MFT pro- complete the second level through an Induction pro- gram focuses on recruiting, educating and develop- gram in their district of employment. The Preliminary ing mental health professionals who will be able to credential qualifies candidates to teach K-12 multiple meet the following important objectives: subjects in self-contained classrooms. Pacific Oaks also offers Level I and Level II Education Specialist 1. Have a clear, in-depth understanding of the Credentials which qualify candidates to teach students specific mental health needs of children and with mild to moderate disabilities in K-12 and adults families in our Chicano/Latina communities. through 22. Students may only enroll in the Level II ACADEMIC PROGRAMS 2. Possess the necessary cultural and cross-cul- Education Specialist Credential when they are em- 26 tural sensitivity and clinical competence to ployed with a Level I Credential. effectively serve this varied population. A student may enroll in the Teacher Education 3. Possess the linguistic ability to serve Spanish- Program as a B.A. or M.A. degree student, as a B.A. TEP fieldworkinsitesselectedbythedepartment. Teaching Credential–44units Multiple SubjectEnglishLearner(MSEL/2042) TEACHING CREDENTIAL MULTIPLE SUBJECTENGLISHLEARNER ED 322/522 TEP Practicum C ED 321/521 TEP PracticumB ED 320/520 TEP PracticumA ED 310/510IntroductiontoPublicSchooling (2units) ED 300/500 Introduction totheTeacherEducationProgram Non-course Requirementsforall CREDENTIAL REQUIREMENTS Pasadena. time TeacherEducationclassesareonlyofferedin Education Departmentat(626)397-1331.Atthis For additionalinformation,contacttheTeacher tobestservechildreninpublicorprivateschools, • teachersaswellstudentsmustbeinvolvedin • awarenessofdiversityisintegraltoaneduca- • development, andvaluechildren.Webelievethat tors whounderstanddiversity,aregroundedinhuman Pacific OaksCollegeistoprepareprofessionaleduca- B.A. studentenrolledonlyinthecredentialprogram student admittedthroughtheABLE about humandevelopmentintoaccount; learning environmentsthattakecurrentknowledge inquiry, reflection,andsupport;ourcoursesmodel meaningful learningexperiencescharacterizedby curriculum. technology withinachallengingandinteresting approaches, standards-basedinstruction,and teachers mustlearntointegrateconstructivist is identifiedandchallenged; ability, andwherediscriminationagainstothers for theirownidentity,culture,languageand tional processinwhicheachindividualisvalued Note: Candidatesarerequiredtocompleteall A CompletedPortfolio Level ITechnology Reading InstructionCompetencyAssessment California SubjectExaminationsforTeachers California BasicEducationalSkillsTest U.S. constitutionCompetency Certificate ofClearance(fingerprints) ed institution Earned B.A.degreeorhigherfromanaccredit- The missionoftheTeacherEducationProgramat (RICA) passed instead oftheCSET.SeeAdvisorfordetails.) Specialist CredentialonlycantakeaSSATexam (CSET) passed(CandidatesearningEducation (CBEST) passed (includes 25hours offieldwork–1unit) (includes 25hours offieldwork–1unit) (includes 25hoursoffieldwork–1unit) (1 unit) Credential Programs: option, orasapost- ACADEMIC PROGRAMS HD 300/500 Early ChildhoodThemes andLifecycleIssues SPED 390/590 Directed TeachingPlacementand Seminar SPED 360/560 Assessing andInstructingStudents withMildto SPED 350/550 Collaboration andCommunication Skillsfor SPED 340/540 Behavior InterventionandProgramPlanning SPED 330/530TheChildwithSpecialNeeds(3units) ED 341/541 Cognitive DevelopmentandMathematics ina ED 340/540 Cognitive DevelopmentandMathematics ina ED 331/531 Language andLiteracyinaDiverse ClassroomB ED 330/530 Language andLiteracyinaDiverse ClassroomA ED 322/522 TEP PracticumC ED 321/521 TEP PracticumB ED 320/520 TEP PracticumA ED 310/510IntroductiontoPublicSchooling(2units) fieldwork insitesselectedbythedepartment. Note: CandidatesarerequiredtocompleteallTEP Mild/Moderate –45units A. LevelIEducationSpecialistCredential, Level IIcredential. five yearsfromthedateofissuancetocomplete candidates whocompletetheLevelIcredentialhave ages 5-22withmildtomoderatedisabilities.Teacher II credentials,whichauthorizeteachingofindividuals In thisprogram,candidatesearntheLevelIand (MILD/MODERATE) EDUCATION SPECIALISTCREDENTIAL HD 400/600 Working withChildreninaDiverseWorld(3units) HD 361/561 Social andPoliticalContextsofHuman HD 341/541 Communication forEmpowerment(3units)orSPED HD 300/500 Early ChildhoodThemesandLifecycleIssues ED 390/590 MSEL DirectedTeachingPlacementandSeminar ED 370/570 Healthy ChildrenandClassroomCommunities ED 360/560 Integrated ThematicInstruction:SocialStudies, ED 350/550 An Anti-BiasApproachtotheInclusive ED 341/541 Cognitive DevelopmentandMathematicsina ED 340/540 Cognitive DevelopmentandMathematicsina ED 331/531 Language andLiteracyinaDiverseClassroomB ED 330/530 Language andLiteracyinaDiverseClassroomA 350/550 CollaborationandCommunicationSkills Diverse ClassroomB(3units) Diverse ClassroomA(3units) (3 units) (3 units) (includes 25hoursoffieldwork–1unit) (includes 25hoursoffieldwork–1unit) (includes 25hoursoffieldwork–1unit) (15 weeks,6units) (2 units) Science, andtheArts(3units) with SpecialNeeds Classroom (3units)orSPED330/530TheChild Diverse ClassroomB(3units) Diverse ClassroomA(3units) (3 units) (3 units) (3 units) Development (3units) (3 units) (15 weeks,6units) Moderate Disabilities(4units) Special Educators(3units) for StudentswithSpecialNeeds(3units) faculty member. Seon Chun,Ed.D.,DistanceLearning 27 ACADEMIC PROGRAMS PACIFIC OAKS COLLEGE

HD 361/561 Social and Political Contexts of Human ■ POST GRADUATE CERTIFICATE Development (3 units) Pacific Oaks offers a Post Graduate Certificate for HD 400/600 Working with Children in a Diverse World (3 units) Advanced Study in Human Development, Advanced B. Level II Education Specialist (Mild/Moderate) Study in Early Childhood Education, Advanced Credential Requirements - 17 units Study in Bicultural Development, Advanced Study Prerequisites: in Leadership in Education & Human Services, or Possession of a Level I Education Specialist Advanced Study in Social & Human Services. Credential (Mild/Moderate) Verification of full-time employment in a public or non-public school teaching stu- dents with mild/moderate disabilities Course Requirements: SPED 600 Induction Seminar A: Developing an Induction Plan (2 units) SPED 610 Issues in Special Education (3 units) SPED 620 Special Education Law (3 units) SPED 630 Advanced Strategies for Teaching Students with Mild/Moderate Disabilities (4 units) SPED 640 Assistive Technology and Transition (3 units) SPED 650 Induction Seminar B: Evaluating the Induction Plan (2 units) Additional Requirements Prior to Recommendation for Level II Credential: • At least 2 years of verified successful full-time employment in a public or non-public school, teaching students with mild/moderate disabilities • 3 units or equivalent elective • Professional Portfolio • Individual Induction Plan • Exit Interview • Health Requirement • CPR: Infant/Child/Adult

TEP Ethnography Thesis Project For Teacher Education candidates who are earning a Master’s Degree in Human Development, the Ethnography Thesis Project is in place as an option for completing a thesis that meets the requirements for this degree. Students complete their theses in a cohort that spans three semesters, with the same instructor each semester. The instructor serves as the Thesis Chair for each person in the group. Each student is responsible for finding an outside reader to serve as a second committee member. Students advance to can- didacy after successfully completing the first course. Their completed and approved ethnography document is submitted to the Library upon completion at the end of the third course, marking completion of the Human Development M.A. thesis requirement. Candidates may start this project when at least half of their M.A. coursework has been completed. The required courses must be taken in sequence:

ACADEMIC PROGRAMS ED 697 Introduction to Ethnographic Research in Education (2 units) 28 ED 698 Working with Diverse Schools and Communities (2 units) ED 699 Pedagogical, Social, and Cultural Implications (2 units) GENERAL INFORMATION

GENERAL INFORMATION ■ Human Development classes are offered in most time frames. ■ Marital and Family Therapy (no specialization) LOCATIONS AND TIME FRAMES programs are offered mostly in a weekday format. ■ Marriage and Family Therapy, Latina/Latino Pacific Oaks College currently offers Human Family Studies and African American Family Development program classes in Pasadena, in Studies programs are offered through a monthly Academic Centers across California, and Online. Friday-Saturday-Sunday extended weekend Present Academic Centers are located in Oakland, timeframe. ■ Salinas, Santa Cruz, Chico, Sacramento, Visalia, Teacher Education classes are offered in most Porterville, Palm Springs and San Diego. Marital time frames. and Family Therapy classes are offered in The Pasadena Summer Session begins in June Pasadena and in Visalia, CA. Teacher Education and ends in July. The nine week session includes classes are offered in Pasadena. (See website for weeklong, evening and weekend classes. The B.A., updates.) Credentials, M.A. in Human Development, and Face-to-face classes are offered in four time some M.A. specializations may be completed by frames: Weekends, Extended Weekends, Week-long primarily attending summers. Depending upon the intensives, and Weekly classes. number of units required, it may take from two to WestEd PITC trainings are available annually in four summers to complete a degree. southern and northern California and can be Three unit classes are offered twice a week on arranged elsewhere. two alternate days for three hours and 45 minutes To request the opening of a new Academic Center per day over a six-week term. Most classes are of- in California contact the Center for Off-Campus fered from 5:00–8:45 p.m. Education. Weekend and weeklong classes are also of- fered during Summer Session. PASADENA CAMPUS All degree, program and specialization requirements DISTANCE LEARNING OPTIONS Paige Parker, M.A., Human Development are offered on the Pasadena campus during fall and faculty member, Oakland campus. spring semesters. Some degree and program re- Academic Centers and Online Programs Outside quirements are available during summer session. of Pasadena Check with your advisor. Two academic programs, Human Development The fall semester begins in early August and and Marital and Family Therapy, sponsor degree ends mid-December (15 weeks). The spring semes- programs in California outside of Pasadena at ter begins in January and ends near the end of May Academic Centers. In addition, Human (16 weeks including one week Spring break). Each Development offers degree programs Online. class is offered in three hour blocks once a week Open Cohort programs for the Human with a few exceptions. Most classes are scheduled Development B.A., M.A. and Post-Graduate from 4:00 to 6:45 p.m. or 7:00 to 9:45 p.m. Some Certificates are currently available at these one-unit classes are offered as weekend workshops. Academic Centers: Oakland, Salinas, Santa Cruz, Field experience and student teaching are typically Chico, Sacramento, Visalia, Porterville, Palm scheduled mornings and afternoons. Springs and San Diego. Weekend classes are offered in three formats: The M.A. in Marital and Family Therapy with a Friday-Saturday three times during the semester, specialization in Latina/Latino Family Studies is Friday, Saturday, Sunday extended weekend class- available in a cohort program at the Academic es (MFT), and on six Saturdays or Sundays. Center in Visalia. Weeklong classes are typically offered all day Monday through Friday, but may be offered in oth- er 5-day formats. Early registration is required for Academic Centers/Cohorts week-long intensives. Academic Center classes are scheduled on weekends, Note: Most weekend classes and all weeklong class- extended weekends and as weeklong intensives. es have out-of-class work scheduled, before, and The Center for Off-Campus Education initiates the development of new Academic Centers and sometimes after, the actual meeting dates of the class. GENERAL INFORMATION Consult the Pacific Oaks College webpage for syllabi Cohorts with the sponsoring Academic Department. and letters regarding out-of-class work expectations. Human Development Distance Learning spon- 29 The B.A. and M.A. courses of study, generally, sors Academic Center Cohorts in Oakland, Salinas, may be completed by attending weekends only, ex- Santa Cruz, Chico, Sacramento, Visalia, Porterville cept for field experience and student teaching. and San Diego, and may extend to other Central PACIFIC OAKS COLLEGE

and Northern California locations. since 1970. The campus was closed in June 2004. Human Development Pasadena sponsors Inquiries should be addressed to Pasadena offices Academic Center Cohorts in San Diego and Palm or to the Office of the Provost. Springs and may extend to other Southern California locations. COLLABORATIVE PROGRAMS Marriage and Family Therapy sponsors Academic Center Cohorts with Latina/o Family Studies specialization in Visalia. EARLY CHILDHOOD CONSORTIUM Most off-campus students enroll part-time and The national Early Childhood Consortium is a co- extend their program over two or more years. operative program which brings together four pio- However, Human Development students may accel- neering colleges—Bank Street College of Education erate the program and/or increase specialization in New York, Erikson Institute in Chicago, Wheelock options by combining classes in Academic Centers, College in Boston, and Pacific Oaks College—in a Pasadena and Online. variety of collaborative activities including confer- ences, publications, and teaching and learning. With Online Programs advisor approval, a student at any of the colleges may Online programs leading to the Human Development include study at another Consortium college in B.A., M.A. and Post-Graduate Certificate extend access her/his degree program. to a Pacific Oaks College education nationwide and internationally. Most online classes last 10-12 WestEd PROGRAM FOR INFANT AND TODDLER weeks; some four-week modules are scheduled CARE: TRAINER CERTIFICATION throughout the year. The curriculum online is the WestEd Center for Child and Family Studies, a same as that offered in face-to-face classes in California non-profit organization, and the Pasadena and Academic Centers. Two face-to-face California Department of Education co-sponsor a classes are required for students in online degree program certifying trainers of infant/toddler care- programs. They may be attended as week-long givers (PITC). Trainers who have completed this intensives. The distance program, designed for part- program may receive 8 units of graduate credit in time students, leads to the B.A. or M.A. in Human a Pacific Oaks dual-specialization M.A. program: Development or to the postgraduate certificate. Leadership in Education and Infant and Toddler Scheduling of these classes is flexible. Pacific Care and Development. California residents may Oaks’ alternate time frames and locations enable qualify for full-tuition State Department of students at any distance to plan individualized de- Education fellowships covering the PITC units. gree programs. Classes are available on weekends Two intensive WestEd institutes covering the (meeting monthly) and as weeklongs at all sites. content of the four training modules—Social- The Pasadena campus offers weeklong, weekday Emotional Growth and Socialization, Group Care, and weekend classes during the six-week summer Learning and Development, and Culture, Family session as well as fall and spring semesters. and Providers—are offered regularly in California Web-based instruction is available to Pacific Oaks and sometimes elsewhere in the US. Website: students at any distance. Students log on at any time www.pitc.org of day or night. An orientation to Pacific Oaks online See M.A. Specializations in this catalog for a de- is required of all new online students. scription of the combined Infant and Toddler Care and Development and Leadership in Education and Distance Learning Human Services specializations. (See page 22.) Pacific Oaks College 5 Westmoreland Place Pasadena, California 91103 EXTENDED AND COMMUNITY EDUCATION (800) 613-0300, (626) 397-1340 or (626) 397-1320 The vision of the Extended and Community [email protected] or [email protected] Education department is to provide access to high- er education to a diverse population of learners. Distance Learning Faculty In line with Pacific Oaks College’s social justice Laila Aaen (COCE Academic Co-Director) mission, there are no prerequisites for courses ex- Sue Bawale Seon Chun cept for the desire to learn, and the tuition is kept

GENERAL INFORMATION Betty Jones (Academic Co-Director) affordable to allow access to the community. Judy Magee (Online Academic Co-Director) All Extended and Community Education cours- 30 es meet the Carnegie standards for academic cred- Note: Pacific Oaks operated a Seattle area site it. As many as 30 Extended Education credits may which offered B.A. and M.A. degrees in Human be transferred for admission to Pacific Oaks Development and a Teacher Education program College’s B.A. degree program. GENERAL INFORMATION

The Extended and Community Education de- ployment opportunities can benefit from the Center’s partment office is located at the Eureka Campus in employment resources and yearly Career Fair. Pasadena in the 45 Eureka building. For transcripts The CARE team is also available to assist students and other correspondence, the mailing address is: with preliminary degree audits, special needs accom- Extended and Community Education modations, international student support, student Pacific Oaks College concern issues and used book resources. 5 Westmoreland Place Pasadena, CA 91103 ACCOMMODATIONS FOR STUDENTS For more information, please call: WITH SPECIAL NEEDS Phone: (626) 397-1389, or (626) 397-1333 Fax: (626) 666-1224 Pacific Oaks is committed to providing program Email: [email protected] accessibility to all students. Students seeking accom- modations for documented physical and/or academic GENERAL INFORMATION AND SERVICES challenges must self-identify themselves to the CARE Office prior to the beginning of classes. Last minute requests may not be accommodated due to insufficient OFFICE HOURS The normal business hours for the time to make appropriate arrangements. Note: Administrative Offices for the College are 8:30 a.m. to Students who do not require accommodations do 4:30 p.m. Monday through Friday. The following not need to make their disabilities known. offices which primarily serve students, Admissions, Financial Aid and the Registrar are open Monday, Accommodation Request Procedures Tuesday, Thursday 8:30-5:00, Wednesday 8:30-6:00, 1. Students at all Pacific Oaks sites who are request- and Friday 8:30-4:30. Student accounts personnel in ing disability accommodations must complete an the Business Office also maintain this schedule. The accommodation request form and submit current CARE Center, located at 55 Eureka, will set its busi- documentation of their disability (no older than ness hours based on student needs. All Administrative three years) to the CARE Office located on the Offices are closed on weekends and holidays except Pasadena Campus. (Note: Pacific Oaks does not as posted. It is best to call and make an appointment provide diagnostic services.) Upon receipt of the required materials, the CARE Director will contact Kathy Fuller, Ph.D., Teacher Education before driving to the campuses to visit an office. faculty member. the student initiating the request and review the next steps in the process. ADVISING 2. The accommodation request and documentation Pacific Oaks students are responsible for being famil- will be reviewed and a determination made as to iar with this Catalog and the requirements for their the nature and extent of accommodations that degrees and programs. All students will be assigned will be provided. The student will be notified in an advisor upon admission. Students are required to writing of the accommodations and the next step contact their advisor regularly to review their academic for obtaining those accommodations. progress and standing. The process for changing an 3. Students for whom accommodations have been advisor or site is outlined on page 34. granted must contact the CARE Director no later than the second week of each semester to discuss CENTER FOR STUDENT ACHIEVEMENT, their accommodation needs for that semester. RESOURCES AND ENRICHMENT (CARE) 4. Specific accommodations will be coordinated di- The Center provides services, support and resources rectly with the CARE Director or her/his designee. to assist students in reaching their academic and pro- 5. As appropriate and with the permission of the fessional goals. The Center’s Learning component student, individual faculty will be informed of the helps students plan, organize and enhance their writ- need for accommodations to be made and the ing assignments. Students can further enhance their nature of the accommodation. Information writing capabilities by participating in writing classes about the nature of the student’s disability will and workshops offered through the Center. not be released by the CARE Office. The Center’s Career Component assists students in Any questions regarding accommodations or the clarifying career goals and objectives, exploring ca- process for receiving assistance should be directed reer opportunities and enhancing their job search to the CARE Director at (626) 397-1338. techniques. Assistance with resume writing, interview- ing skills and time management are available through GENERAL INFORMATION the Center. Students can receive individual assistance or participate in group activities through the various 31 workshops offered. In addition, students seeking em- PACIFIC OAKS COLLEGE

LIBRARIES returning them. Library hours are posted and in- structions for checking out books are available at the library desk. The children’s library features an Andrew Norman Library, Westmoreland Place extensive collection of anti-bias literature which Site The Andrew Norman Library on the West- reflects appreciation fort diversity and non-stereo- moreland campus supports the degree programs of typic images and roles. Pacific Oaks and independent faculty research. The collection emphasizes early childhood education ARCHIVES and curriculum development, human development, The Marianne Wolman Archives is housed at the family systems and therapy, and child care. Mater- Westmoreland Place site adjacent to the library. ials are purchased which reflect our commitment to The main purpose of the archives is to preserve examine issues of racism, sexism, homophobia, and make available primary source material per- ability, etc. These books, videos, and DVDs are taining to professionals who worked in the field of meant to supplement the college curriculum at the early childhood from the turn of the century onward. undergraduate through graduate levels. The collec- The archives also serves as a repository of documents tion, which numbers over 17,000 titles, reflects relating to the history of Pacific Oaks College and the most current research. Children’s School. The Archives is open by appoint- In addition, the library subscribes to 100 peri- ment only and is available for use by researchers, odicals and indices in early education, adult edu- including faculty and students, by special permission. cation, human development, family therapy, and Appointments may be made by contacting the the related social sciences. We have access to hun- Library at (626) 397-1355. dreds of other periodical titles through our online database services. Not all materials required by instructors are ADVANCEMENT PROGRAMS available in the library, though library staff do The mission of the Office for Advancement is to ad- monitor class reading lists and include such mate- vance Pacific Oaks College and Children’s School, rials in their purchasing whenever appropriate (as internally and externally, through raising funds, in any higher education setting, students should cultivating and fostering public and community re- consider the purchase of required texts to be part lations, and by strengthening the relationships be- of the cost of education). Required readings which tween Pacific Oaks alumnae/i, faculty, students, the library does own are placed on reserve each staff, and friends of the institution. semester, and circulate for one week at a time. If you would like to support Pacific Oaks as an Acquisitions for the collection are made based alum, donor, or volunteer, please call us at (626) on faculty and student recommendations as well 397-1324 or e-mail [email protected]. as valuable review sources. Users are encouraged to offer suggestions. 2006–2007 TUITION AND FEES As part of its services the library offers formal bibliographic instruction as a required component Tuition/per unit $735 of one of the core classes. Bibliographic instruction Application Fee for Admission* $55 is also available through a number of the other clas- Application fee for readmission (absent 5 or more years) $55 ses offered at the discretion of the instructor. The Re-entry fee $30 librarians also provide assistance in specialized re- Late registration fee (during Add/Drop) $30 search and other reference services. Interlibrary Late transaction fee (after Add/Drop) $30 loan services and online database searches are Student Services fee (per semester) $30 Online Fee (per semester) $60 available through the library as well. Petition waiver fee $30 It is necessary to have a current Student I.D. card Interlibrary loan transaction fee $1+ (available in the Business Office) to check out li- Library card (guest) per year $35 Library card (student not currently enrolled) $10 brary materials. Students who are on an official Application fee for non-matriculating students $30 Leave of Absence may purchase a library guest card, Assessment of experience which is good for one year. Please contact the (ABLE option—1 unit course fee) $735 B.A. per unit (upper division) $152 Library for hours of operation at (626) 397-1355. M.A. (B.A. equivalency) fee $4,560 Children’s Library, California Blvd. Site The Materials fee (per class) $15–50

GENERAL INFORMATION Change of Program fee $15 children’s library located on our Children’s Child Development Permit Processing Fee (per level) $10 32 School campus in La Loma Yard, houses a collec- tion of over 7,000 volumes of children’s literature. * Pacific Oaks B.A. students do not pay application fees for Parents and teachers are invited to check out graduate programs. books for their children and are responsible for GENERAL INFORMATION

Note: Tuition and fees for 2007-2008 will TUITION likely increase. Tuition is due on the payment deadline or first day Graduation Fees of class, whichever comes first. All students must B.A. Degree $45 complete a Payment Election Form. Tuition must M.A. Degree $65 be paid according to the payment plan elected. Multiple Subject Credential $20 Education Specialist Credential $20 Late application for Graduation/Thesis Submission $40 TUITION REFUND SCHEDULE Personal copy of thesis (optional) $25 Administrative Drops received in the Registrar’s Transcript Fees (applies to College and Extended Office will have the following refund schedule ap- Education transcripts) plied to them: Transcript $10 Within the add/drop period 100% Rush Transcript (2 day service; sent first class mail) $20 After the add/drop period 0% Emergency Transcript A grade of “W” (Withdrawal) will be assessed to (2 day service; sent Express Mail) $35 Other Schools/each (credential students only when students after the add/drop period and no tuition sent for licensing purposes) $10 refund will be issued. Appeals may be reviewed on Teacher Education Fees (Contact Teacher Education Department for CCTC Credential Application fees) U.S. Constitution Exam $35 Emergency Permit Renewal (Form CL 469) $10 Credential Processing $35 Individual Intern Certificate $20 SB57 Early Completion Option $250 Children’s School Practicum Fingerprint clearance through FBI and Child Abuse Index through California Department of Justice $93 (Contact Children’s School Administrator for forms.) Note: Teacher Education students doing an off-site practicum must contact the Teacher Education Office regarding finger- print clearance.

Business Office Fees Late Payment Fee $25 Missed FACTS Payment Fee $25 Charge for returned checks $20

FACTS Fees* Payment plan enrollment fee $25/semester or $45/year Missed FACTS payment fee $25 Fees are subject to change without notice. Fees are non-re- fundable. All funds owed the College must be paid when due. a case by case basis at the discretion of the Any student whose account is past due may be refused regis- Associate Provost of Enrollment. tration privileges until the account is settled. Transcripts and diplomas will not be released until all bills have been paid. Note: Students who do not attend a class and who Credential Services (i.e., CL 469, credential application) are do not officially drop the class will be charged not available until all bills have been paid. for the class. *Payment plans are only available through “FACTS” and are subject to the enrollment fee and missed payment fee. For COLLEGE POLICIES more information, contact the Business Office: (626) 397- 1311 or (800) 699-1311. ACADEMIC PROBATION STUDENT SERVICES FEE Students with 7 units or more of “Incomplete (I)” or All students enrolling in Spring, Summer or Fall will be “No Credit (X)” will be placed on academic proba- charged a Student Services Fee of $30 per term. This fee tion and given one semester in which to rectify the covers such services as orientation, Center for Student situation. The student will be given written notice of GENERAL INFORMATION Achievement, Resources and Enrichment, student spon- the probationary status along with the actions need- sored events and commencement activities. Non-matric- ed to remove the probation. A copy of the notice will 33 ulating students are exempt from this fee. be sent to the student’s advisor. PACIFIC OAKS COLLEGE

Students remain eligible for financial aid during CHANGE OF ADVISOR AND/OR CAMPUS the one semester of academic probation. If the stu- Students may request a change of advisor when they dent does not reduce the “I” or “X” units to 6 or less are unable to resolve communication problems by the end of the semester of probation, the student with their current advisor. Students must make an will not be eligible to register or receive financial aid effort to resolve any issues before requesting a until such time as this criterion is reached. Students change. A student may ask the Academic Director on probation can enroll only if they are retaking a or the CARE Director to assist in this process, if they course in which they received an “X.” Students can choose. A change is made through the student’s repeat “X” courses only twice. Inability to successfully academic department or program. complete core or program requirements may prevent Students wishing to change their campus do so a student from graduating. through their academic department or program. Students who request a change in admission ADD/DROP POLICY status may be assigned a new advisor through the Students are responsible for dropping classes in Admissions Office. which they no longer desire to be enrolled. Students wishing to add/drop a class during the add/drop pe- CHILDREN IN THE CLASSROOM riod must meet with their advisor who will formally The Pacific Oaks mission statement reflects a com- add/drop their courses electronically through Web mitment to meeting the needs of children and families. Advisor. After the add/drop period, students must However, we expect students who are parents to meet with their advisor who will submit the add/drop make arrangements for child care off campus. The form to the Registrar’s Office. administration, faculty, and staff of the college un- Deadline is usually: derstand that situations may arise where a student’s Weekday Classes: end of second week of classes child care arrangements fall through. When such a Weekend Classes: first class session situation arises, the student is asked to notify the Weeklong Classes: first class session instructor in advance to discuss whether the presence Online classes: follow the above schedule unless of a child can be accommodated within the context otherwise notified. of the classroom setting. The personal care of the child (feeding, diaper- Any refund due to a student will be in accordance ing, etc.) should be handled discreetly and in such with the refund schedule. (See page 33.) a way as to not interfere with the ongoing work of the class. If, in the view of the instructor, the edu- CHANGE IN ADMISSION STATUS cational process of the class is being disrupted, the After discussing a change with her/his faculty advi- student may be asked to remove the child from the sor, the student submits a completed “Change in classroom. Students who have concerns about the Admission Status” form to the Admissions Office policy and/or its implementation should discuss indicating the change. Until the change has been their concerns with the student and/or instructor approved, you must continue with your current involved. If the matter cannot be resolved at that program and advisor. You will receive notification level, the matter may be referred to the Dean of in the mail once the Admission Status Change form Enrollment Management for review. has been processed. Note that changes in the It is the College’s hope that all adults at Pacific Admission status are not automatic and require Oaks will grow in their appreciation of and tolerance faculty review and approval. for the presence of children in their environments, The following is a list of changes that require despite the complexity that children may produce completion of the Admission Status Change form: in an academic setting. As students of human de- • Addition of teaching credential(s) to the B.A. velopment, we expect that problems will occur; our or M.A./HD degree aim is not to eliminate the problems, but to become • Addition of the M.A./HD degree to a Teaching skillful problem-solvers. The presence of differences Credential Program (in age, culture, language, ability, lifestyle and val- • Traditional admission to ABLE admission status ues) in any group adds to its potential for conflict— • Changes within the ABLE admission option and for the growth of all its members—and offers • M.A./HD degree to MFT degree us experience in collegial conflict resolution. • MFTdegree to M.A./HD degree At no time may children use the Pacific Oaks GENERAL INFORMATION • ABLE admission status to traditional computers. This includes computers in the com- 34 admission status puter lab, CARE Center, Library or offices. GENERAL INFORMATION

COURSE NUMBERING SYSTEM Note: Students not meeting the above deadlines will Beginning with the Spring 2005 semester, course be charged a $40 late fee. numbering was changed to reflect class level. Undergraduate course numbers range from 300- EVALUATIONS 499 and award upper division baccalaureate credit. Pacific Oaks views goal-setting and evaluation as Graduate course numbers range from 500-699. part of a shared learning process in which instruc- Prior to this change, all courses gave upper division tors and students are both actively involved. For and/or graduate credit depending on the students’ this reason, Pacific Oaks does not issue letter grades degree program. “CD,” “DC” and Community and as a means of evaluation. Evaluation is by written Continuing Education courses give upper division statement in which the instructor and student have credit to B.A. students. (See page 43 for complete had direct input. These written narrative evaluations list.) become part of the student’s transcript. Courses may not be repeated for additional credit except Evaluations often include information in re- as noted in individual class descriptions. sponse to the following questions: 1) Did the student engage intellectually with the class material? COURSE WAIVER POLICY Certain required courses in the Pacific Oaks cur- riculum may be waived by students who meet spe- cific criteria. Processes currently exist for waiver of Thesis Development. Requirements met by waiver do not appear on the transcript. Students may still be responsible for the units associated with the waived requirement. Waiver forms and instructions can be obtained from the Registrar’s Office or academic advisors. The approval process begins with the academic advisors. Please consult with your advisor to determine eli- gibility to attempt a class waiver.

ELIGIBILITY FOR REGISTRATION & COMMENCEMENT Students must submit a Graduation Application to the Registrar’s Office during the last semester of their program. The Registrar’s Office will then do a “grad. check” to insure that all degree or program requirements have been completed. For students planning to participate in Commencement cere- monies, the Graduation Application must be sub- mitted by March 1. All Master’s degree-seeking 2) Did the student engage affectively with the class material? students planning to participate in the graduation 3) Was the student skilled in written communication? ceremony must complete and submit their Thesis 4) How did the student participate in the dialogue process to the Library by April 1st. and in class discussions? In order to participate in Commencement, 5) What is the student’s ability to implement the class students must be fully admitted and have no out- material in her/his own classroom or job? 6) Did the student demonstrate appropriate level(s) of standing course work. In addition, it is the policy competence? of Pacific Oaks College that no student is eligible Narrative evaluations can be translated into letter to register or participate in commencement until grades for students who request a letter grade or any and all outstanding balances owed to the insti- grade point average for graduate applications or tution from a previous semester have been paid in financial aid/scholarship applications. Students must full. The Business Office must also verify that pay- submit documented proof of the requirement with ment in full has been received. their request to the Registrar’s Office. This policy does not exclude students on pay- Satisfactory (S) This grade is given when a student has suc- GENERAL INFORMATION ment plans. Students on payment plans can only cessfully completed all class requirements. register after their last payment is made to and not- Incomplete (I) An “Incomplete” enables a student who has 35 ed by the Business Office. Payment plans should be completed a substantial amount of work for a class to satisfy completed by November 30th for the Fall semester the remaining requirements for passing that class within a specific time and according to specific requirements determined and April 30th for the Spring semester. PACIFIC OAKS COLLEGE

by the class instructor. Students have up to one month prior to changes may be initiated only by that instructor(s), the end of the semester following the term in which an or under proven extenuating circumstances, by “Incomplete” was given (until the end of either April or No- vember) in order to submit any written work required to sat- the chief academic officer. isfy the completion of the class. If the “Incomplete” require- ments are not satisfied by the end of the semester following HARASSMENT POLICY the term in which the “I” was assigned, a grade of “No Credit” The Student Rights and Responsibilities listed on will be given. (See Incomplete Policy on page 38.) page 41 echo Pacific Oaks’ strong commitment to No Credit (X) Students will receive a “No Credit” when: they have received an “Incomplete” and the contract period has creating and maintaining an environment free elapsed without successful completion of the contracted work; from any type of unlawful harassment. However, or the instructor determines that an “Incomplete” is not war- the college recognizes the need to establish a ranted. In both instances full payment for the class is required. To receive credit for the class, it will be necessary to register more defined policy regarding harassment and and pay for the class again. sexual harassment. Harassment is destructive to the mission of the institution and will not be toler- Withdrawal (W) Students will receive a “Withdrawal” if they drop a course after the add/drop deadline. The tuition for the ated. The following is the College policy for ha- course will still be charged to students’ accounts and students rassment complaints. Because of the importance will be allowed to keep all financial aid funds that have been of this policy, it is everyone’s responsibility to previously credited to their accounts. bring such matters to the attention of proper per- Work in Progress (WP) Work in Progress is given when a sonnel as quickly as possible so that prompt, ef- student is enrolled in Master’s Project which extends beyond one semester. fective action can be taken. Pacific Oaks cannot act on matters of which it is unaware. Procedures Regarding Evaluation Complaints Student complaints regarding a class evaluation or Harassing Conduct grade will not be reviewed until after one semester Harassment includes verbal, physical, and visual from the date of issue of that evaluation. conduct that creates an intimidating, offensive, or Complaints will be reviewed as follows: hostile learning and/or working environment. Such Students are encouraged to consult with the in- conduct constitutes unlawful harassment when: structor before initiating a grade review process as a. Submissions to the conduct is made either an outlined in this procedure. implicit or explicit condition of employment: The student will provide the evaluation received b. Submission or rejection of the conduct is in the course, together with the reason for the com- used as a basis for academic evaluation or plaint, specifying as accurately as possible all per- employment decision; tinent performance indicators and attendance data, c. Harassment interferes with an individual’s if applicable. This information will be filed in writ- educational or work performance or creates ing with the Registrar. The complaint will be for- an intimidating, hostile, or offensive learning warded to the Academic Director and to the or working environment. course instructor for the instructor’s review and Harassing conduct may take many forms, including possible adjustment. but not limited to slurs, jokes, statements, pictures, The course instructor will return her/his deci- gestures, or cartoons regarding an individual’s sex, sion in writing indicating the basis on which the sexual orientation, race, color, national origin, an- decision was made and include the current evalu- cestry, religion, age, gender, physical or mental ation written for the student, the evaluation criteria disability, genetic information or characteristics, for the course, performance indicators, and atten- veteran status, or any other condition or character- dance data, if applicable, achieved by student in that istic protected by federal, state or local laws. course. The decision is transmitted to the student through the Registrar with whom the complaint was Sexual Harassment initially filed. Sexual harassment is one specific type of harassment. Ordinarily, the above process of review should be It is prohibited by Pacific Oaks policy, as well as fed- sufficient, but if the student feels there were extenu- eral and state law. Pacific Oaks is committed to pro- ating circumstances, a conference may be requested viding a workplace and learning environment free of with the Academic Director, the course instructor, sexual harassment. Sexual harassment may include and the Registrar. The conference will investigate the explicit sexual propositions, sexual innuendoes, sug- circumstances of performance in the course and

GENERAL INFORMATION gestive comments, sexually-oriented kidding, joking, determine appropriate adjustments if warranted. teasing or practical jokes, jokes about specific gen- 36 Since the evaluation of course proficiency is der, traits, offensive or obscene language or gestures, exclusively within the province of the instructor(s) displays of offensive or obscene printed visual materi- for a particular course, any adjustments or grade al, and physical contact of a sexual nature. GENERAL INFORMATION

By law, all reports of harassment must be in- • a finding that there is no reasonable basis vestigated and appropriate action must be taken. that the allegation occurred; • a finding that the evidence is not conclu- Who May File a Complaint sive one way or the other Any student, staff, faculty member, or independent When the investigation determines that there is contractor may report an incident of sexual or reasonable basis that a violation occurred, the other unlawful harassment against any other mem- College will take appropriate action. Examples of ber of the College community who is believed to appropriate actions for Pacific Oaks students and have violated the policy. employees include, but are not limited to: • written notice in personnel or permanent How to File a Complaint academic file; A complaint alleging a violation of the harassment or • reassignment of the person who is in vio- sexual harassment policy may be brought to any lation of the policy; appropriate member of the College community. • dismissal of the person who is in violation Examples of designated persons within the College of the policy community would be: Human Resources Director, Provost, V.P. for Administration, CARE Director, Academic Directors, or supervisors. In all cases, except if the complaint is against the Human Resources Director, the Human Resource Director must be noti- fied immediately by the designated staff member, and will investigate the complaint. If the complaint involves the Human Resources Director, the V.P. for Adminstration should be notified. In the complaint procedure, the Human Resources Director will inform the complainant of the pertinent considerations involved, such as: • the details of the complaint process; • the issues involved in the complaint; • possible resolutions; • provisions in the policy for protection of the complainant’s confidentiality within the parameters required of the investiga- tion, need for truthfulness, keeping com- plainant informed of progress, action re- quested from the complainant; • provisions in the policy for protection of the alleged offender’s confidentiality with- in the parameters required of the investi- If the complainant is not satisfied with the out- gation, need for truthfulness, right to be come of the complaint process, the complainant notified of any complaint. may pursue options outside of the College, such as The investigation will include, but not be limited filing a complaint with the California Department to, interviews with the complainant and the alleged of Fair Employment and Housing (DFEH) or the offender. The purpose of the investigation is to estab- federal Equal Employment Opportunity Commission lish whether there is a reasonable basis that the al- (EEOC). DFEH may be contacted by telephone at leged violation(s) of the harassment policy occurred. (800) 884-1684. The EEOC can be contacted at The Human Resources Director will interview 1801 “L” Street, Northwest, Washington, D.C. the complainant, the alleged offender and witness 20507 or at (800) 669-4000. believed to have pertinent or factual knowledge of the allegation. The complaint will be investigated LEAVE OF ABSENCE/WITHDRAWAL in the most confidential manner possible. Every Situations may arise that require a student to take reasonable attempt will be made to handle a com- time off from their studies. Students who find them- plaint in an expeditious manner. selves in this situation need to file a “Request For GENERAL INFORMATION The possible outcomes of the investigation are: Leave of Absence” form with the Registrar prior to 37 • a finding that there is a reasonable basis the end of the first semester of leave. A Leave of that the violation occurred; Absence can be extended for up to one year. PACIFIC OAKS COLLEGE

Note: If a Leave of Absence is approved for a PRIVACY RIGHTS term in which a student is currently enrolled, the Pacific Oaks College recognizes and conforms to student will be dropped from all classes. the regulations set in accordance with the Family During a Leave of Absence a student can re- Educational Rights and Privacy Act of 1974 (The enroll at anytime before the leave expires. Once Buckley Amendment). Students have access to their five years have passed since the last enrollment, a records, with the exception of those considered student will be required to apply for readmission. confidential under the Act. Students may make an Students who are using loans to fund their edu- appointment to view their records in the Registrar’s cation must be mindful that there is a six-month Office during regular business hours. Files may not grace period before repayment of loans must be- be removed from that office. Students may obtain gin. A Leave of Absence does not prevent loans from copies of their records, except, again, those covered coming due. Not enrolling for one semester means under the Act (i.e., copy of the academic record that approximately four months of the six-month for which a financial “hold” exists; transcript or an grace period will be used and a student’s loan will original or source document existing elsewhere; con- come due two months after graduation. Any leave fidential letters/recommendations associated with longer than six months does mean that loans admission). A copying fee may be assessed. come due immediately after that six-month grace Within the Pacific Oaks community, only those period is over regardless of the date of graduation. members, individually or collectively, acting in the If a student does not return as scheduled, the student’s educational interest are allowed access college must change her/his status within 60 days to student educational records, except when infor- to “Withdrawn,” with an effective date of the last mation is required by: judicial order; state or federal date of attendance. agents in connection with audit or evaluation of When a student decides to permanently leave federal legal requirements; for financial aid re- the College, a “Request for Withdrawal” form must quirements; an accrediting organization; organiza- be filed with the Registrar. tions conducting educational studies, provided the studies will not permit personal identification. In- INCOMPLETE POLICY formation released from Pacific Oaks College will An “Incomplete”grade is only available to students state that no other party shall have access without who have completed a substantial amount of work the written consent of the student. Any information required for a particular class. Instructors are respon- regarding students that is not personally identifiable sible for notifying students that an Incomplete is may be released at the discretion of the Provost being awarded. Faculty will discuss remaining class and/or the Registrar. requirements with the student involved and agree Students may challenge the contents of their upon the criteria for satisfactory completion of the educational records on the grounds that they are class. A written contract will then be issued, setting inaccurate, misleading, or otherwise inappropriate, out the conditions for successfully completing the by discussing their problems informally with the class. Faculty are responsible for making arrange- Registrar. If student and Registrar agree, records ments with other instructors in those cases where will be amended. If agreement is not reached, a repeating the class is a component of the Incomplete statement of challenge should be submitted in contract. Evaluations for Incomplete are submitted, writing to the Provost who will review the complaint following the same time line for classes conducted and take necessary action. during the term in which the Incomplete is com- At its discretion, the institution may provide pleted. Directory Information in accordance with the pro- If written work is required to complete the vision of the Act. Directory Information includes: class, this must be submitted to the class instructor student name, address, telephone number, date and at least one month prior to the end of the semester place of birth, major field of study, units currently following the one in which the Incomplete is given. enrolled, dates of attendance, degrees and awards Instructors may set an earlier deadline if they wish. received, and previous educational agencies or in- Students who fail to meet the conditions of the stitutions attended by the student. Requests for Incomplete contract will automatically receive a non-disclosure must be filed with the Registrar’s “No Credit.” (Only the Registrar may approve ex- Office at the beginning of each academic year tension.) (within the first two weeks of the semester) and GENERAL INFORMATION Students with seven or more units of Incomplete remain in effect for one year. Students may make written requests for non-disclosure of information 38 may not register for the following term until those classes have been completed. (See Academic at two levels: 1) Phone and address only, or 2) Probation, page 33.) non-disclosure of any information (this level of confidentiality would result in a response to any GENERAL INFORMATION inquiries about you that “Pacific Oaks has no in- to severe disciplinary action. Severe disciplinary formation about that individual.” You would need action can include suspension, dismissal, or other to provide a written release to anyone, including penalty deemed to be appropriate under the circum- loan companies and employers, who might need stance. Use, possession, transfer, or sale of any il- verification of your status at Pacific Oaks.) It is Pacific legal substance on College property is prohibited Oaks’ policy that failure on the part of any student to and violators are subject to severe disciplinary action request withholding of Directory Information indi- including the notification of appropriate authorities. cates individual approval for disclosure. This policy is distributed annually to all students For a copy of the Family Educational Rights and and employees pursuant to Public Law 101-226 Privacy Act contact: The Family Educational Rights (The Drug-Free Schools and Communities Act and Privacy Office, Department of Education, Amendment of 1989). Switzer Building, Washington, D.C. 20202. Pacific Oaks will regularly review the terms of this policy to: CHANGE OF SPECIALIZATION A. Determine its effectiveness; B. Implement changes, as needed, and After discussing a change of specialization with C. Ensure that sanctions are consistently reinforced. her/his faculty advisor, the student submits a com- pleted “Program Change” form to the Registrar in- dicating the change. A $15 fee must accompany the form if the student is beyond the first term of enrollment. Only Registrar’s Office personnel may waive the fee. Until the change of specialization has been approved, the student needs to continue with the current program. The student will receive notification in the mail once the change has been made. Note that changes are not automatic and re- quire faculty approval. To add or delete a specialization to the B.A. or Master’s degree, you must complete the Program Change form.

RE-ENTRY FEE If a student is not continuously enrolled and does not take an official Leave of Absence, she/he must pay a re- entry fee upon return in order to be an active student. 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 cam- puses. This is in response to national research STUDENT CONDUCT, COMPLAINTS AND APPEALS showing that drug use and alcohol abuse are high among the traditional college age population. STUDENT CONDUCT An alcohol and chemical dependency treatment Behavior: Students enrolled in the college are ex- referral list is available in the office of the MFCC pected to conduct themselves in a manner compat- department. In addition, the college offers a ible with the College’s function as an educational course in substance abuse through the MFCC institution. Behavior that is disruptive and/or inter- department for students and college credit. feres with the educational process is disrespectful Pacific Oaks prohibits the unlawful possession, of the rights of others and is not acceptable. use, or distribution of drugs and alcohol by students Confidentiality: Classes at Pacific Oaks are inter- or employees on College property, or as any part active, drawing on the rich experiences of faculty of institutional activities. and student alike. Often in the course of these dis- An individual who is determined to be impaired cussions, information of a personal or potentially or who becomes impaired (impaired meaning that damaging nature is shared. It is the expectation of GENERAL INFORMATION the individual’s normal physical or mental abilities the college that such information will remain con- have been detrimentally affected by the use of sub- fidential, allowing all to share freely without fear 39 stances) while on College property is guilty of a of disclosure outside the classroom. Breaches of major violation of institution policy and is subject PACIFIC OAKS COLLEGE

confidentiality damage the building of community If the conference resolutions do not satisfy the and trust and are not acceptable. complainant, the designated complaints officer will Academic Integrity: Academic dishonesty (ie. notify the Provost/Vice Provost for Enrollment and cheating, forgery, plagiarism) depreciates the forward the complaint for resolution. The learning experience. It is fundamental that students Provost/Vice Provost for Enrollment will review contribute to the ideal of academic integrity and the minutes, transcripts, and other pertinent state- accept individual responsibility for their work. ments and discuss the complaint with the parties For all of the above: In most instances accusa- involved. If complaints filed with the Provost/Vice tions are based on evidence which is not contested Provost have not been resolved, she/he will issue a by the accused student. The incidents shall be re- decision to resolve the complaint. solved between the parties involved and a written report will be filed in the student’s permanent APPEAL PROCEDURE folder so that any future incidents may be referred A student may appeal a staff, faculty, or adminis- to the Provost or Dean of Enrollment Management. trative decision in writing. Informal efforts to re- Major violations may result in disciplinary action, solve the matter must be undertaken first. These up to and including dismissal from the College. should include (1) meeting with the party with whom you disagree and (2) discussing the situation with STUDENT COMPLAINT PROCEDURES the CARE Director. Note: Admissions decisions may Students who feel they have a complaint relating to not be appealed. an action by a member of the college community If the informal processes do not resolve the sit- have the following procedure available: uation, the student may choose from one of two When a student has a complaint, s/he is encour- formal appeal processes: the administrative appeal aged first to consult with the person involved before process or the appeals committee process. initiating the complaint. If the student determines 1. Administrative Appeal Process that the complaint may be handled more appropri- a. The student appeals in writing to the supervisor of the party ately without the person’s involvement, s/he may in the dispute. (If it is a staff member, the appeal goes to the consult with her/his advisor to assist in determining department director. If it is a faculty member, the appeal the reasonable course of action, or the student may goes to the Academic Director. If the dispute is with the Academic Director or department director, move to “b.”) contact the head of the appropriate department, or The written appeal should outline the steps taken to date, the designated complaints officer, or the CARE the extent and nature of conversations with the person with Director. whom the student disagrees and what outcome the student When complaints filed with the head of the de- is seeking. This appeal is to be submitted within 14 calendar partment have not been resolved, the student may days of the conclusion of the informal appeals process. bring the complaint to designated complaints offi- b. If the department/Academic Director’s decision is not ac- ceptable to the student, she/he may appeal to the Provost cer (see above) for further action. (for faculty/academic matters) or the Vice Provost for The designated complaints officer will discuss Enrollment (for student services matters) in writing within the concerns outlined by the student and the op- 14 days of the department/Academic Director’s decision. tions available for resolution. Should the student The Provost/Vice Provost will review the entire appeal elect to proceed with a formal complaint, the con- process and determine if a different decision is warranted. cerns must be outlined in writing, specifying the The Provost/ Vice Provost’s decision will be communicat- ed to the student in writing within 10 calendar days of re- complaint, identifying dates and person(s) involved ceipt of the written appeal. The decision of the Provost/Vice as accurately as possible, and indicate what result(s) Provost is final. No appeals to the President or Board of that s/he is seeking. The formal written complaint Trustees will be provided. will be forwarded by the designated complaints of- c. The timeline outlined in this procedure may be extended ficer within ten instructional days to the person(s) in extenuating circumstances by the Provost/Vice named in the complaint and to the appropriate de- Provost, with concurrence of all parties. 2. Appeals Committee Process partment head for a response within ten instruc- a. If the appeal does not lead to a satisfactory solution, the tional days. student may appeal, in writing within 14 calendar days, to Should the written response not resolve the the Faculty Appeals Committee (via the Provost’s Office). complaint, then the designated complaints officer The written appeal should outline the steps taken to date, will convene a conference with all parties concerned the extent and nature of conversations with the person with within ten instructional days, for the purpose of whom the student disagrees and what outcome the student

GENERAL INFORMATION is seeking. The Faculty Appeals Committee is composed of achieving a resolution of the complaint. three people: a faculty member nominated by the student, 40 The complaints officer will keep all written a faculty member nominated by the person with whom the statements, transcripts, minutes, and resolutions student disagrees, and the Chair of the Faculty Appeals associated with the complaint as part of the confi- Committee. (If the disagreement is with the Chair, another dential files of the campus. person acceptable to both the student and the other party GENERAL INFORMATION

will be appointed chair.) The Committee will convene to 13. Submit change of name, address, or phone number to review the student’s appeal. The student will be notified, in the Registrar’s Office in writing. Name changes require writing, of the time and place of the meeting and will be in- supporting documents (court order, drivers license, or vited to attend. The student may bring any witnesses (ex- other form of positive identification). Name changes ap- cluding legal counsel)that might be relevant and will ver- ply to permanent student files (but not their contents) and computer records; mentions of your previous name as it bally present her/his case to the Committee. The Committee appears throughout your narrative evaluations, which takes the appeal under advisement, reaches a decision and are part of your official transcript record, are not communicates that decision to the student, in writing, changed. When approved, students may change their within 10 calendar days of the meeting. addresses, phone numbers and email addresses over b. If the Faculty Appeals Committee’s decision is not ac- the Internet. ceptable to the student, she/he may appeal to the Provost (for faculty/academic matters), or the Vice Provost for 14. It is the student’s responsibility to check office hours Enrollment (for student services matters) in writing before driving to Pacific Oaks. It is recommended that within 14 calendar days of receipt of the Faculty Appeals students call offices or faculty before driving to the campus. Committee decision. The Provost/Vice Provost will re- 15. Park in designated areas only. Please refer to the Student Handbook for additional information. view the entire appeal process and determine if a differ- 16. All Pacific Oaks College students are asked to be willing ent decision is warranted. The Provost/Vice Provost’s de- to engage actively in thinking, discussion, and change as cision will be communicated to the student in writing within 10 calendar days of receipt of the written appeal. The decision is final. c. The timeline outlined in this procedure may be extended in extenuating circumstances by the Chair of the Faculty Ap- peals Committee or the Provost/Vice Provost, with con- currence of all parties involved.

STUDENT RIGHTS AND RESPONSIBILITIES Each student is responsible for the following: 1. Read the Catalog and Schedule of Classes. The Catalog and Schedule are found on the Pacific Oaks website: www.pacificoaks.edu. They contain all of the information needed to facilitate smooth planning. Questions are encouraged. 2. Submit official transcripts to the Admissions Office when transfer coursework has been completed, whether cours- es are for completion of entry requirements or addition- al transfer credit. 3. Register for classes in keeping with registration deadlines. 4. Complete drops, adds, and changes of class by the pub- lished deadlines (see Add/Drop, page 34). 5. Make an appointment with your advisor to register for classes or make schedule changes. Students unsure about who advises them should contact their academic department. When approved, students will be allowed to register and change classes over the Internet. 6. Apply for aid and finalize number of units for the semester. 7. Pay tuition and fees in full or develop a payment plan on or before the first day of the term. Students who have we all learn about the nature, dynamics and impact of bias made no financial arrangements will be asked to with- and oppression, and the ways in which theories, prac- draw from class(es). tices and institutions are oppressive. It is important that 8. Meet all payment deadlines in a timely manner. If they we all be willing to risk growing and changing together, are not met, in addition to being asked to withdraw rather than clinging to old theories and practices simply from current class(es), students will be unable to obtain because they are familiar and comfortable. transcripts, diplomas or certificates, and will be denied 17. Pacific Oaks College’s anti-bias commitment applies to future payment plans. Students may incur legal fees and all areas of discrimination, including those based on substantial finance charges. race, ethnicity, class, sexual orientation, gender, age, 9. Follow up on understandings and agreements with the disability. Respect is expected to be shown toward per- student services offices and faculty. sons in all categories, both generally and as individuals. 10. Adhere to standards of confidentiality regarding infor- It is each student’s responsibility to approach interac- mation shared by classmates and instructors during tions and diversity openly, and to act from one’s cen- class discussions. tered, adult compassionate self. 11. Students who believe they have followed directions, have 18. In order to ensure that students’administrative records met deadlines, and who still have a problem with one or are correct, students must file timely changes of admis- more student services offices or instructors, should con- sions status, program, advisor, campus, etc. with the tact the CARE Director who will act as a facilitator in re- appropriate offices as directed under these polices. solving the problem. GENERAL INFORMATION 12. Keep copies of all transactions, records and receipts. These copies will verify transactions in the event a docu- 41 ment has been misplaced or if there is a disagreement. PACIFIC OAKS COLLEGE

TRANSCRIPT REQUESTS A transcript of College work costs $10 per copy. Please allow ten working days for processing a col- lege transcript. A rush college transcript may be re- quested for a $20 per copy fee. Please allow two working days for processing. You may also request a rush transcript to be sent via Express Mail for $35. All requests for College transcripts should be in writing and addressed to: Registrar’s Office Pacific Oaks College 5 Westmoreland Place Pasadena, CA 91103 All requests should include the following informa- tion: Name(s) while in attendance at Pacific Oaks; sig- nature of student; social security number; phone num- ber; date of birth; complete address where transcript should be sent; and dates of attendance, if known. All requests for Extended and Continuing Education transcripts should be addressed to: Extended and Continuing Education Pacific Oaks College 5 Westmoreland Place Pasadena, CA 91103 All requests should include the following infor- mation: Name(s) while in attendance at Pacific Oaks; signature of student; social security number; date of birth; complete address of where transcript should be sent; class completed; and dates of atten- dance, if known. A transcript costs $10 per copy. ($25 for a Rush transcript through regular mail and $35 for a Emergency transcript sent via Express Mail.) Note: Transcripts will not be issued to students who have an outstanding balance on their account or who owe Library fees. VETERANS POLICIES This institution will conduct an evaluation of the veteran’s or eligible person’s previous education and training, grant appropriate credit, shorten the veteran’s or eligible person’s duration of the course proportionately and notify the Veteran’s Adminis- tration and student accordingly. A veteran or eligible person who obtains a grade point deficiency below an overall “B” average and accumulates more than 6 units of “Incomplete” or “No Credit” will have her/his veteran’s benefits terminated. A veteran or eligible person may not register for additional classes until such time as the “Incomplete”s have been removed. ■ GENERAL INFORMATION

42 COURSE NUMBER CHANGES

New-B.A. New-M.A. Old Number New-B.A. New-M.A. Old Number ED 300 ED 500 ED 099 HD 465 HD 665 HD 442 ED 310 ED 510 ED 531 HD 468 HD 668 HD 603 ED 321 ED 521 ED 452B HD 469 HD 669 HD 604 ED 322 ED 522 ED 452C HD 470 HD 670 HD 343 ED 320 ED 520 ED 452A HD 475 HD 675 HD 601 ED 330 ED 530 ED 524A HD 477 HD 677 HD 602 ED 331 ED 531 ED 524B HD 480 HD 680 HD 097 ED 340 ED 540 ED 520A HD 483 HD 683 HD 476 ED 341 ED 541 ED 520B HD 491 HD 691 HD 094 ED 350 ED 550 ED 504 HD 492 HD 692 HD 292 ED 360 ED 560 ED 225 HD 495 HD 695 HD 499 ED 370 ED 570 EDEX 820 HD 498 HD 698 HD 298 ED 390 ED 590 ED 252/3/4 HD 562 HD 360 ED 492 ED 692 ED 292 HD 601 HD 450 ED 499 ED 595 ED 495 HD 664 HD 468 HD 300 HD 500 HD 200 HD 681 HD 095 HD 301 HD 501 HD 201 HD 684 HD 277 HD 302 HD 502 HD 262 HD 685 HD 277A HD 303 HD 503 HD 203 HD 686 HD 277B HD 305 HD 505 HD 218 HD 687 HD 277C HD 306 HD 506 HD 246 HD 689 HD 096 “ For me the small class sizes, the HD 690 HD 077 HD 315 HD 515 HD 420 individual attention, and the HD 320 HD 520 HD 396 HD 699 HD 299 HD 330 HD 530 HD 469 MFT 500 MFT 242 diverse environment made it HD 335 HD 535 New MFT 503 New a great experience.” HD 341 HD 541 HD 231 MFT 504 MFT 501 HD 342 HD 542 HD 232 MFT 505 MFT 505 ______HD 345 HD 545 HD 235A MFT 510 MFT 269 HD 346 HD 546 HD 235B MFT 514 New Christy Gresham, HD 347 HD 547 HD 235C MFT 516 New HD 350 HD 550 HD 309 MFT 517 New TEP Student, HD 351 HD 551 HD 310 MFT 518 New Class of ’06 HD 361 HD 561 HD 282 MFT 519 New HD 363 HD 563 HD 273 MFT 520 MFT 221 HD 364 HD 564 HD 464 MFT 524 MFT 502 HD 365 HD 565 HD 220 MFT 530 MFT 470 HD 366 HD 566 HD 225A MFT 531 MFT 320 HD 367 HD 567 HD 225B MFT 541 MFT 508 HD 368 HD 568 HD 225C MFT 542 MFT 374 HD 370 HD 570 HD 285 MFT 549 MFT 274 HD 371 HD 571 HD 427 MFT 550 MFT 267 HD 372 HD 572 HD 460 MFT 551 MFT 237 HD 380 HD 580 HD 380 MFT 552 MFT 225 HD 381 HD 581 HD 381 MFT 554 MFT 503 HD 382 HD 582 HD 383 MFT 560 MFT 475 HD 383 HD 583 New MFT 561 MFT 253 HD 384 HD 584 New MFT 562 MFT 321 HD 390 HD 590 HD 250 MFT 563 New HD 391 HD 591 HD 471 MFT 566 New HD 392 HD 592 HD 472 MFT 572 MFT 322 HD 393 HD 593 HD 477 MFT 582 MFT 399 HD 400 HD 600 HD 400 MFT 584 New HD 402 HD 602 HD 478 MFT 585 MFT 473 HD 405 HD 605 HD 410 MFT 591 MFT 292 HD 406 HD 606 HD 415 MFT 595 MFT 326 HD 411 HD 611 HD 401 MFT 632 MFT 471 HD 416 HD 616 HD 340 MFT 642 MFT 323 HD 421 HD 621 HD 213 MFT 650 MFT 235 HD 422 HD 622 HD 254 MFT 651 MFT 228 HD 423 HD 623 HD 288 MFT 663 MFT 224 HD 425 HD 625 HD 474 MFT 672 MFT 226 HD 426 HD 626 HD 479 MFT 691 New HD 430 HD 630 HD 337 MFT 692 New HD 432 HD 632 HD 228 SPED 330 SPED 530 SPED 239 HD 435 HD 635 HD 440 SPED 340 SPED 540 SPED 242 HD 440 HD 640 HD 240 SPED 350 SPED 550 SPED 247 HD 441 HD 641 HD 331 SPED 360 SPED 560 SPED 243 HD 445 HD 645 HD 307 SPED 390 SPED 590 SPED 257 HD 446 HD 646 HD 308 SPED 492 SPED 692 SPED 292 COURSE NUMBER CHANGES HD 450 HD 650 HD 452 SPED 600 SPED 300 HD 456 HD 656 HD 453 SPED 610 SPED 302 HD 457 HD 657 HD 454 SPED 620 SPED 303 43 HD 458 HD 658 HD 456 SPED 630 SPED 304 HD 460 HD 660 HD 467 SPED 640 SPED 305 HD 462 HD 662 HD 466 SPED 650 SPED 301 PACIFIC OAKS COLLEGE

EDUCATION reflection, and practice. Students select an dents in a diverse classroom. Emphasis is approved fieldwork site from the list pro- on incorporating state Frameworks and ED 300/500 1 UNIT vided by the department, and obtain Standards into a program that also draws INTRODUCTION TO THE TEACHER permission from the site supervisor prior on children’s real-life experiences and EDUCATION PROGRAM to starting their fieldwork. Students com- knowledge about language. In a language Formerly a Special Topics course plete at least 25 hours of fieldwork at the environment that parallels that of a This seminar provides an overview of the site, observing and participating in teaching dynamic elementary school classroom, “learning to teach” continuum, and of the and learning activities. Students keep a students will explore reading and lan- requirements for earning a Preliminary journal for reference during in-class inter- guage arts through readings, discussions, Multiple Subject English Learner actions. Students also use this fieldwork activities, observations, and reflection. Credential (2042). Students will become setting as a place to practice what they are The unique needs of English language familiar with the Teaching Performance learning in other courses. Topics in this learners and children with special needs Expectations as an accountability tool. class include observation methods for will be addressed throughout the course. Students will learn about the guiding teachers; teachers’ own biases and per- Key topics include the reading process, principles and constructivist framework spectives; children’s varied learning needs phonemic awareness and phonics, pri- of the program. They will be introduced and how they are met; how children’s mary and second language acquisition, to the Portfolio Assessment System, and strengths are recognized built upon; ways the role of language in learning, SDAIE will begin to build their portfolios. of grouping learners and whether tracking strategies, elements of a balanced reading ED 310/510 2 UNITS occurs; the support of English learners or program including guided reading and INTRODUCTION TO PUBLIC children with special needs; the close the writing process, lesson planning, SCHOOLING observation and description of one child inclusion, student assessments, children’s This course focuses on broad educational and his or her learning in this setting; and literature, enrichment versus deficit models issues including structures, policies, and the observation and descriptions of the of schooling, bilingual/ESL education, what it means to be a teacher in a public learners as a group, and their interactions and analysis of classroom discourse. school. The course will address federal, among themselves and with their teacher. ED 340/540 & 341/541 6 UNITS state, and local structures; governance, This course is the second of a three-part COGNITIVE DEVELOPMENT AND and demographics; education finance; fieldwork series, which must be completed standardized testing; teacher associa- in sequence. The whole series meets the MATHEMATICS IN A DIVERSE tions; California laws; school reform fieldwork requirement for the Human CLASSROOM trends; and professional development. Development B.A. or M.A. This two-semester six-unit course focuses on the theoretical and practical aspects of Students visit a public elementary school, Prerequisites: TEP Practicum A. and write a mini-ethnography. teaching mathematics to elementary stu- ED 322/522 1 UNIT ED 320/520 1 UNIT dents in a diverse classroom. In keeping TEP PRACTICUM C: with the cognitive theories of Piaget, TEP PRACTICUM A: FOCUS ON CURRICULUM Vygotsky, brain research, and Gardner, FOCUS ON THE CLASSROOM In this class, multiple subject and special emphasis will be placed on the implica- In this class, multiple subject and special education candidates focus collaboratively tions of a constructivist theory in terms of education candidates focus collaboratively on the curriculum as a unit of observa- the role of the teacher, the classroom en- on the classroom as a unit of observation, tion, reflection, and practice. Students se- vironment and student learning. reflection, and practice. Students select an lect an approved fieldwork site from the Participants will therefore actively apply approved fieldwork site from the list pro- list provided by the department, and ob- cognitive theoretical content to mathe- vided by the department, and obtain per- tain permission from the site supervisor matics instruction, The unique needs of mission from the site supervisor prior to prior to starting their fieldwork. Students English language learners and children starting their fieldwork. Students complete complete at least 25 hours of fieldwork at with special needs will be addressed at least 25 hours of fieldwork at the site, the site, observing and participating in throughout the course. This course uses observing and participating in teaching teaching and learning activities. Students the NCTM standards for the teaching and and learning activities. Students keep a keep a journal for reference during in- learning of mathematics as a framework journal for reference during in-class inter- class interactions. Students also use this for creating developmentally appropriate, actions. Students also use this fieldwork fieldwork setting as a place to practice learning-centered curriculum. setting as a place to practice what they are what they are learning in other courses. ED 350/550 3 UNITS learning in other courses. Topics in this Topics in this class include state-adopted class include the structure and dynamic of and teacher-created curricula; implemen- AN ANTI-BIAS APPROACH TO THE the classroom environment; the organiza- tation of standards; lesson and unit plan- INCLUSIVE CLASSROOM tion of routines, procedures, and transi- ning; adapting curriculum for English In this course participants explore the cul- tions; the classroom management plan; learners or children with special needs; ture of schools from a perspective of di- what works for which children and hands-on learning; and types of formal versity and inclusion. The socio-political whether some children are regularly mar- and informal assessments. This course is context of today’s public schools provides ginalized; the schedules for days and the third of a three-part fieldwork series, the basis for examining issues of institu- weeks; and paraprofessional and parent which must be completed in sequence. tional oppression of students who have participation. This course is the first of a The whole series meets the fieldwork re- differences in gender, race, culture, abili- three-part fieldwork series, which must be quirement for the Human Development ties and class, and the impact that these completed in sequence. The whole series B.A. or M.A.. practices have on our students’ success meets the fieldwork requirement for the and failure in the classroom. Participants Prerequisites: TEP Practicum A & B. Human Development B.A. or M.A. will learn how to develop and implement ED 330/530 & 331/531 6 UNITS anti-bias curriculum and instructional

COURSE DESCRIPTIONS LANGUAGE AND LITERACY IN A strategies that include all students in the ED 321/521 1 UNIT DIVERSE CLASSROOM school community. Accommodations for TEP PRACTICUM B: This two-semester six-unit course focuses at-risk students and students with special 44 FOCUS ON LEARNERS on the historical, theoretical and practical needs will be explored by examining In this class, multiple subject and special aspects of teaching reading, writing, classroom environment, learning styles, education candidates focus collaboratively speaking, and listening to elementary stu- and school district policy. on the learners as a unit of observation, COURSE DESCRIPTIONS

ED 360/560 3 UNITS ED 697 2 UNITS in schools and write about how they will INTEGRATED THEMATIC INTRODUCTION TO ETHNOGRAPHIC work to create equitable learning envi- INSTRUCTION: SCIENCE, SOCIAL RESEARCH IN EDUCATION ronments in the future. Section IV of the STUDIES AND THE ARTS This course is the first in a series of three Ethnography Project helps candidates Students, as teachers/learners, will ex- courses and serves as an introduction to synthesize previous readings by analyzing, plore the concept of using science, social the Ethnography Thesis Project. The supporting and discussing their data. studies, and the visual and performing arts course introduces candidates to qualita- Competencies: Research, Development. as a frame for the rest of the curriculum. tive research and the use of ethnography Topics in social studies and science will to learn about students, families, schools, HUMAN DEVELOPMENT be approached through hands-on learn- and community. This course uses the ing, critical thinking, and using the com- ethnographic method to help students HD 300/500 3 UNITS munity as a real-world text. Students will identify a question, gather data in order to EARLY CHILDHOOD THEMES AND be introduced to state frameworks and “tell the story,” and analyze the data to in- LIFE CYCLE ISSUES standards and will create a thematic unit form their teaching practice. In this Each stage of life poses a task to be ac- that demonstrates their ability to think cre- course students complete Section I of the complished. These tasks appear as a chal- atively, plan instruction, utilize school and ethnography by reflecting on their person- lenge and bring the chance for growth, community resources, and integrate all al story and how it has led them to the but also a fear of failure and discomforting curricular areas. Additionally, participants teaching profession. Candidates complete disequilibrium. Themes which begin in will have opportunities to examine stan- Section II of the ethnography by identify- early childhood—attachment, separation, dard texts, curricula and materials used in ing three students they will follow autonomy, accomplishment and failure— public schools, and to analyze the impact throughout the study, by interviewing the recur later in the life cycle. Awareness of of biases and misconceptions on chil- students and their parents and by gather- their beginnings and knowledge of dren’s learning. Emphasis will be placed ing data so they can better tell the stu- psychosocial developmental theories en- on the inclusion of English language dents’ personal and academic stories. ables adults to be aware of the resolution learners and children with special needs. Early in the course, students must have of these themes in their own lives, as well their Human Subjects Review forms ap- as in children’s lives. This class requires ED 390/590 6 UNITS proved by the instructor. Advancement to extensive reading and a research project MSEL DIRECTED TEACHING Candidacy takes place upon successful which meets the research competency. PLACEMENT AND SEMINAR completion of this course. Competencies: Note: Students who take HD 300/500 as a Student teachers work in a public ele- Research, Fieldwork. weeklong or online class must also take mentary school classroom for a placement ED 698 2 UNITS HD 302/502 Research Seminar to meet of approximately 15 weeks. Beginning by WORKING WITH DIVERSE SCHOOLS the research competency requirement. teaching in only two content areas per day, AND COMMUNITIES HD 301/501 3 UNITS the student teacher gradually advances to a In this second course of the Ethnography ReGena Booze, Ph.D., Human two-week complete take-over in which Thesis Project, students learn about the ADVANCED STUDIES IN HUMAN Development and Pacific Oaks alumna. he/she is in charge of both curricular schools and communities in which they DEVELOPMENT planning and implementation, as well as work, and in which their three student This class explores in depth how themes discipline and management. The subjects go to school. Through interviews which begin in early childhood recur later practicum is accompanied by a seminar and visits candidates place the lives of their in the life cycle. Building on knowledge of which all student teachers attend. Topics three ethnography subjects within a larger Erik Erikson’s theory and other psy- include discipline/classroom management, social context. Candidates interview school chosocial and cognitive theories, the cooperative learning, the effective teacher, personnel to learn about programs and participants will add and integrate theo- research, discussion skills, higher order other resources within the school that may retical and personal knowledge of growth thinking skills, holistic teaching strategies, assist in improving the quality of their stu- during the life cycle and the interaction lesson planning, dealing with stress, parent- dents’ education. Candidates also visit between the contexts of development and teacher interaction, the first week of community institutions and establishments, psychological development. We will ex- school, substitute teaching, testing and interviewing members of diverse organiza- amine our own developmental paths and other issues. Students complete various as- tions in order to better understand the in- look at choices made and options taken signments for the seminar, including audio herent social and cultural capital within the or rejected. A research project focusing and video tapes, journals, peer coaching, community. Candidates continue to collect on a developmental issue is required. observations, lesson plans in all content data and work with their three identified The class will emphasize develop- areas and an instructional unit. students while completing Section III of the ment in adulthood. Prerequisite: Successful completion of Ethnography Project. Competencies: Prerequisites for HD 301/501: all coursework, CBEST, CSET and Certif- Diversity, Communication, Implemen- 1. All of the following: icate of Clearance. tation, Fieldwork. a. M.A. or post baccalaureate student b. Knowledge of Erik Erikson’s ED 492/692 1–3 UNITS ED 699 2 UNITS PEDAGOGICAL, SOCIAL, AND theory and other psychosocial INDEPENDENT STUDY theories Available for students in the Credential CULTURAL IMPLICATIONS This third course is designed as both a c. Knowledge of cognitive theories program(s) to meet some individual com- d. Ability to observe and interpret data petency and/or program requirements. scholarly and reflective opportunity where candidates ground their ethnogra- e. Ability to reflect on one’s own An independent study contract signed by and others’ life development and the faculty supervisor is required at the phy within a theoretical framework. The course helps students access the larger process or time of registration. Classes offered at 2. M.A. or post-baccalaureate student, Pacific Oaks may not be taken for inde- social and political context of schooling by analyzing issues such as society’s per- and previous completion of HD COURSE DESCRIPTIONS pendent study. Please consult the Sched- 300/500. ule of Classes for registration deadlines. ception of schools; the racial, economic and linguistic pressures placed on par- Note: Students who take HD 301/501 as a 45 ents and their children; and the policies weeklong or online class must also take and trends that impact learning. The can- HD 302/502 Research Seminar to meet didates synthesize their experiences with- the research competency requirement. PACIFIC OAKS COLLEGE

HD 302/502 1 UNIT our focus will be on early years, we will ad- self. In addition, students will develop and RESEARCH SEMINAR dress the integrative and transformative strengthen their ability to think critically, Students will learn about the process of function of play as it contributes to the lives integrating the subjective and objective, writing a research paper, develop a re- of individuals throughout the life span. in all the areas of communication. They search question, examine the literature HD 315/515 3 UNITS will examine the impact of their values and biases on communication across cul- relevant to their question, and explore THE ART OF OBSERVATION tural, racial, class and gender lines. various ways of collecting and analyzing Observation is a basic teaching and as- data. Offered as an option for meeting sessment tool in early childhood education HD 342/542 3 UNITS the research competency for a Pacific and a necessary skill in the field of counsel- COMMUNICATION SKILLS AND Oaks degree or for work on a self-se- ing. When you observe a child: What do you INDIVIDUAL DYNAMICS lected project. see? What do you look for and why? How In spite of the fact that we spend a great Note: Required of students who take HD do you interpret what you are seeing? How deal of our time with others, rarely do 300/500 Early Childhood Themes and do you translate what you have observed in- we have an opportunity to see ourselves Life Cycle Issues or HD 301/501 to goals for intervention? Participants will clearly as we interact with others. The ca- Advanced Studies in Human Development observe children and adults, share and pacity to see ourselves clearly in social in a Weeklong or Online format. evaluate frameworks for observation, and interactions is the nucleus of our empa- HD 303/503 3 UNITS get feedback on observational skills. thy and the basis of the helping process. THE EARLIEST YEARS HD 320/520 3 UNITS Hence, knowledge of ourselves is, in- Focus on the significance of earliest child- CONTEMPORARY URBAN ADOLESCENTS deed, very valuable, in that it leads into hood, from birth to age three, in the hu- This class will focus on several issues the worlds of other people. The focus of man life cycle, with emphasis on trust that affect the quality of life of adoles- the present class is largely experiential, and autonomy, sensory-motor explora- cents in urban areas. Subjects for study with a central objective being the im- tions, and the beginning of language and will include: unemployment/underem- provement of our communications skills play. This course will examine the range ployment; gangs and other peer pressures; and the use of ourselves in positive ways of typical and atypical development in early sexuality; teen pregnancy; AIDS in interactions. Students will have the op- diverse cultural contexts in the preschool and other sexually transmitted diseases; portunity to learn about themselves by years. Observation of child behavior from and drugs. We will examine these topics sharing their thoughts, ideas and feel- the perspective of its meanings for the from a developmental perspective and vis- ings with group members. A variety of child will be included. Students will de- it programs that are addressing them. techniques will be used to assist us in our learning and growing. Among these velop skill in designing culturally rele- HD 330/530 3 UNITS vant and inclusive home and group care will be active listening, re-framing, role- ADULT DEVELOPMENT: environments for optimum development playing and socio-drama. Context-build- of caring relationships and learning. MISSION AND VISION ing for mutual understanding will be an We construct mission and vision in our ongoing component of the class. HD 305/505 3 UNITS lives through the developmental tasks we HD 345/545 1 UNIT COGNITIVE DEVELOPMENT: encounter. In turn, mission and vision in- COMMUNICATION FOR HOW CHILDREN LEARN form our life choices in deep and mean- An active investigation of the implica- ingful ways. Together, we will examine EMPOWERMENT: ONLINE tions of cognitive developmental theory the emergence and development of mean- What is the impact of the online format for early childhood education and the ing in the adult years through our own as on interpersonal communication? How elementary classroom. Objectives of the well as others’ stories. can existing skills be applied and adapt- ed to improve the effectiveness of online class include: 1) acquisition of understand- HD 335/535 3 UNITS ing of basic constructivist theories, pri- communication? HUMAN DEVELOPMENT: marily those of Piaget and Vygotsky; 2) Note: Communication for Empowerment exploration of the cultural and develop- THE ELDER YEARS is offered in this modular format online. mental perspectives of cognitive theory; Shifting demographics, increased life All three modules must be completed to and 3) application of theory to the diverse expectancy, advances in medical tech- satisfy core requirement. nology, economic and financial reali- educational needs of children. Emphasis ties: all these add to the challenges of HD 346/546 1 UNIT will be placed on the implications of con- navigating the later years with grace and COMMUNICATION FOR structivist theory in terms of the role of dignity. This class provides theory as the teacher, the classroom environment, EMPOWERMENT: IN THE LIFE CYCLE well as experiential learning. For those Engagement with developmental stages and the curriculum. Observation of who are working with aging popula- can be enhanced or diminished by com- children required. tions, interacting with and caring for ag- munication dynamics. Students will ex- HD 306/506 3 UNITS ing parents or contemplating the aging plore the impact of effective communi- PLAY IN CHILDHOOD process, here is an opportunity to ex- cation on specific life cycle issues. plore relevant issues at both the macro An exploration of play as a human adaptive Note: Communication for Empowerment function with a distinct developmental and micro level, including deconstruct- ing of stereotypes. is offered in this modular format online. course, beginning in infancy and varying in All three modules must be completed to content and mode from culture to culture. HD 341/541 3 UNITS satisfy core requirement. Emphasis will be placed on the ability to ob- COMMUNICATION FOR serve children’s play and to make use of EMPOWERMENT HD 347/547 1 UNIT these observations in planning for a child; This class will empower students to make COMMUNICATION FOR the importance of the physical environment; connections with other people. Four areas EMPOWERMENT: IN CULTURE

COURSE DESCRIPTIONS and the setting up of environments for play of communication will be addressed: ac- One of the most challenging issues we face that will engage children in using the skills tive listening for meaning; fluent concise in cross-cultural communication is the po- that are prerequisites for academic learning. tential for misunderstanding and the need 46 and organized writing; active, appropri- Cultural and gender issues and ways to sup- ate, and engaging group facilitation and to move from an ethnocentric orientation port cultural expression and non-sexist play leadership; and articulate, organized ver- to the place of cultural equity. Students will opportunities will be considered. Although bal communication and presentation of examine proxemics, kinesics and paralan- COURSE DESCRIPTIONS guage along with power dynamics. professional responses to inequality and the historical, psychological and cogni- Note: Communication for Empowerment bias. A variety of methods, including ex- tive factors of language development. is offered in this modular format online. periential activities, small group discus- Particular emphasis will be placed upon All three modules must be completed to sion, weekly writing, reading, and mini- issues of bilingualism and literacy as they satisfy core requirement. lectures are utilized. relate to the process of bicultural devel- opment in the Continental U.S. society. HD 350/550 3 UNITS HD 363/563 3 UNITS COMMUNICATION AND THE LIFE CYCLE EDUCATION FOR CRITICAL ISSUES OF LANGUAGE AND CULTURE A class about life cycles and communica- CONSCIOUSNESS A: BICULTURAL/BILINGUAL IDENTITY tion concepts. It is a goal of this class to en- Paulo Freire taught adults in Brazil; Sylvia DEVELOPMENT hance understanding of the interconnected Ashton Warner taught children in New Cultural response patterns and develop- and interdependent components of com- Zealand. Both taught oppressed popula- ment of bicultural identity. Becoming munication and tasks of various life cycle tions and believed that people learn bilingual. Impact of systemic oppres- changes. Whether it’s an infant learning through what they are passionate about. sion on development. about trust, an older adult learning to ad- Their work will be read and discussed just to physical and mental changes, or any along with that of other theorists who ISSUES OF LANGUAGE AND CULTURE B: of the many stages in between, we all have have similar beliefs about such issues as LANGUAGE AND CULTURAL MEANING a vital need to communicate with one an- moral development, relationships and Language acquisition and communicative other. Focusing on specific life cycle stages literacy/curriculum. behaviors within the sociocultural con- and how attention to communication can HD 364/564 3 UNITS text. Transmission of culture through facilitate engagement with the task of that COMMUNITY AS A CONTEXT language. stage will provide valuable information for FOR DEVELOPMENT ISSUES OF LANGUAGE AND CULTURE C: personal and professional relationships. Children develop as unique individuals TEACHING BICULTURAL AND BILINGUAL Communication and life cycle issues will in the context of complex communities. LEARNERS be addressed in a holistic way, looking at Growth and identity are influenced by the Strategies for incorporating the dynam- the needs of both parties as well as the so- social dynamics and interactions of the ics of cultural diversity within the class- cial context of interactions. diverse families and cultural institutions room environment. HD 351/551 3 UNITS in which children live. This class focus- HD 370/570 3 UNITS CONFLICT RESOLUTION AND MEDIATION es on theoretical and practical aspects DEVELOPMENT OF This class is designed for human service of building, reflecting, and including professionals, including teachers, educa- “community” in early childhood and pri- BICULTURAL CHILDREN tional administrators, and marriage and mary classrooms. Students will be ex- This class will specifically focus on a family counselors, who work with chil- pected to create strategies which use the framework of bicultural development as dren, adolescents, and families. Partici- child’s community to enhance learning it compares with monocultural develop- Olga Winbush, Ph.D., Human mental theories. The pertinent issues and pants will examine the nature of human and build a sense of belonging. This class Development faculty member and major social-ecological influences that conflict and effective strategies for con- will explore community-building as an Pacific Oaks alumna. flict resolution, and will explore meth- avenue to examine and promote cultur- play an important role in shaping the de- ods for developing programs which pro- al competence and advocacy for children. velopment of bicultural children will be mote the peaceful resolution of conflict. Observation of children is required. explored. Culture and cognition, bilingual- The class will focus on the techniques ism, the biculturation process, and cultur- HD 365/565 3 UNITS al psychological dynamics as they relate and models for conflict resolution, me- SOCIOLINGUISTICS: ISSUES OF diation, and creative problem-solving in to personality and development and iden- various conflict areas, including the family, LANGUAGE AND CULTURE tity formation will be examined. An over- Focuses on the development of language the school, and the workplace. Tech- view of the current literature in the field within the social context and its impli- niques for effective communication, brain- will also be discussed. cations as one of the most powerful storming and cooperative group decision- transmitters of culture. The role of langu- HD 371/571 3 UNITS making will be explored. Communicating age as a tool of social domination or li- WORKING WITH BICULTURAL CHILDREN across cultures, and bias awareness is- beration will be explored. Emphasis will Focuses on the methodological issues as sues will be explored within all content be placed upon issues of bilingualism and they relate to effectively working with bi- areas. Class format will include discus- literacy as they relate to the process of bi- cultural children. Learning theory and sion, lecture, reading, writing, demon- cultural development in American soci- motivational concepts based upon re- stration and role playing. ety; on analyzing primary and second lan- search with bicognitive children will be HD 361/561 3 UNITS guage acquisition; and on instruction of examined. Bicultural curriculum and bi- SOCIAL AND POLITICAL CONTEXTS OF bilingual learners. This course meets one lingual program components will be dis- HUMAN DEVELOPMENT of the CLAD requirements in California. cussed. Students will be required to par- The diverse social and political contexts ticipate in several on-site classroom HD (A) 366/566 1 UNIT observations in bicultural and bilingual of our society affect the socialization of HD (B) 367/567 1 UNIT the individual and his/her understanding settings. Particular emphasis will be placed HD (C) 368/568 1 UNIT of human development. This class exam- on integrating the principles of bicultur- ines attitudes toward gender, class, race/ ISSUES OF LANGUAGE AND CULTURE al development into the practical appli- ethnicity, disability and sexual orienta- A, B, C cation of an effective educational approach. These modular courses will focus on the tion, along with the historical contexts HD 372/572 1–3 UNITS development of language within the so- within which specific theories of human SEMINARS IN BICULTURAL development were created. Students are cial and political context and its implica- tions as one of the most powerful trans- DEVELOPMENT AND EDUCATION COURSE DESCRIPTIONS challenged to examine these influences These seminars are designed to focus on on their own growth and perceptions of mitters of culture. The modules within this course will focus on the role of lan- bicultural development and its implica- 47 human behavior, to define their person- tion for educators and human service pro- al ethics within the context of contempo- guage as a tool of social domination or liberation. Areas of emphasis will include fessionals working in bilingual and/or rary society, and to search for creative bicultural communities. The seminars will PACIFIC OAKS COLLEGE

be constructed on identified needs in the organization, school, community or impact upon our identity development. bicultural specialization and the areas government agency. If a student already Opening the doors to race and our identi- of interest of faculty members who will has an ongoing project addressing social ties enables us to better understand and be teaching the course. Each weekend change, this course can be used to improve fulfill our role as social justice advocates will be a contained “mini class.” Students that project. Group discussion will be a for children and families within a partici- may take one or all three weekends. Spe- key component of this class. patory democracy. This class will explore cific topics will be listed in the class sched- HD 382/582 3 UNITS issues of race and its complex role within ule when the class is to be offered. identity development. It will take an in- PARTICIPATORY ACTION RESEARCH depth look at critical race and racializa- HD 380/580 3 UNITS This is a methods course designed to give tion theories and the application of these CHILDREN’S AUTOBIOGRAPHICAL students the skills to initiate a project di- theories to individual and group racial rected at actual social change. One of the NARRATIVES AS SOCIAL JUSTICE identity development within a global soci- assumptions in such a course is that actual CURRICULUM ety. Through personal stories and narra- change in an organization or agency or The roots of social change within chil- tive literature, we will unpackage how school can become a model that can be dren begins with the learning of anti- race impacts our identity. We will also ex- replicated in other organizations and even bias. Anti-bias/culturally inclusive cur- plore the affect that unpackaging race has serve as a model for larger change at the riculum begins with children’s voices. upon our perception of ourselves and the level of society itself. Students will be taught Who the children are, the home cul- world around us. Through the sharing of pre/post assessment techniques, collabo- tures that they bring into the classroom, our stories, we will begin to develop per- rative decision-making skills, how to build their world views, and their learning sonal transformative strategies to more community through intercultural story- styles must first be unpackaged in order effectively support our work with children telling, how to make budgets, and how to for anti-bias to take place. Seeing the and families. child, through the child’s own voice, design and implement long term strategies. and supporting children in seeing and By the end of the course, each student will HD 390/590 3 UNITS developing participatory relationships have designed an implementation plan DEVELOPING ANTI-BIAS with their peers through their peers’ au- (with timelines) and a grant proposal to CURRICULUM: TEACHING OUR tobiographical stories is the first step in help carry out that initiative. VALUES TO OUR CHILDREN unpackaging culture and creating inclu- A second assumption is when high This class will introduce foundational sive classrooms. In order for children stress is being visited upon a country’s big concepts, models and rationale for devel- to become agents of social change with- business, government, education, arts or oping anti-bias curriculum, with a partic- in a participatory democracy, they must other social systems, one’s own personal ular focus on early childhood education take an active role in the building of development will be linked increasingly and developmentally appropriate prac- classroom communities, which emerge to the act of evoking positive social tice. Attitudes and behaviors towards oth- from the context of their lives. Through change to make society better. Under this ers in the areas of gender, race, culture, the sharing of autobiographical narra- hypothesis, individuals will need to par- abilities and class will be addressed. Other tives, adults and children gain an im- ticipate personally in collaborative efforts content will include: developmental is- portant entrance into one another’s cul- to construct new socially just models and sues, curriculum models, analysis of re- tural lives and through that entrance practices for schools, democratic institu- sources/materials and beginning advoca- they are able to create realistic inclusive tions, and community and arts organiza- cy tools. The importance of self-introspection communities. This course will explore tions if they are to become whole as indi- and critical thinking will be stressed. using children’s narratives as a means viduals - and by the same token, in order of developing anti-bias/culturally inclu- to evoke such change, one must come to Prerequisite: HD 400/600 or permis- sive curriculum which supports chil- better know and understand oneself. sion of instructor. dren’s development in terms of being HD 391/591 3 UNITS HD 383/583 3 UNITS advocates for social change. This IMPLEMENTING ANTI-BIAS DEWEY, DUBOIS, VYGOTSKY, FREIRE, course will involve observations in the CURRICULUM AND HOOKS AS SOCIAL JUSTICE field as well as participants collecting Designed for educators with some experi- and documenting children’s narratives. PEDAGOGY ence in anti-bias curriculum, this class Formerly a Special Topics course. These narratives will be used to create will synthesize national standards, state anti-bias/culturally inclusive curriculum The roots of education for social justice lie in the works of John Dewey, Lev frameworks and district courses of study and the building of participatory class- with a developmental, anti-bias philoso- room communities which empower Vygotsky, and Paulo Freire. Their work resonates in the educational and social phy. Developing interdisciplinary curricu- children in the development as social lum, critically analyzing current instruction- change agents. philosophies of W.E.B. Dubois and bell hooks. Yet today, much of what passes al practices and infusion of an anti-bias HD 381/581 3 UNITS for progressive critical education has curriculum into all content areas are the HUMAN DEVELOPMENT AND SOCIAL been diluted in order to meet the needs main objectives for this class. This is the CHANGE of the status quo, and education for so- “how to” class for putting anti-bias cur- This course will examine the importance cial justice has been lost. This course riculum into action in the classroom. of promoting positive social change in will examine the theoretical works of I—Early Childhood Education times of national stress. Exploring the John Dewey, Lev Vygotsky, Paulo Freire, II—Elementary Education connection between one’s own personal W.E.B. Dubois, and bell hooks, and Prerequisite: HD 400/600, HD growth and the act of evoking actual ways of constructing progressive critical 361/561 or experience. change, students will learn useful techniques pedagogy, which is grounded in partici- HD 392/592 3 UNITS based in storytelling, art, performance, patory democracy and social justice. ADVANCED STUDIES IN IMPLEMENTING COURSE DESCRIPTIONS and action research. Readings will be HD 384/584 3 UNITS assigned from feminist theory, cultural THE POWER OF OUR STORIES: ANTI-BIAS CURRICULUM This class is designed for students who 48 studies, critical race theory, participatory EXPLORING ISSUES OF RACE AND democracy, and other frameworks for IDENTITY are interested in strategic planning, in- social change. To put their new thinking Much of our identity is formed within the stitutional changes, and skills for working into action, each student will design a context of race. By examining issues of with adults within an anti-bias frame- project proposing actual change at an race, we gain a better understanding of its work. Class format will include discus- COURSE DESCRIPTIONS sions, interactive activities utilizing case within the family and between the fami- herent in working with adults. They will studies and policies, readings and writ- ly, school, social service agency, or oth- develop strategies to facilitate adult em- ten assignments. Students are expected er professionals. Within this context, stu- powerment and learn to advocate respon- to engage with each other in critical an- dents will develop strategies to be more sibly in diverse settings. alysis of educational practices and soci- successful individual, interpersonal and HD 416/616 3 UNITS etal obstacles to deepen their theoretical institutional change agents. The empha- LEADERSHIP IN EDUCATION knowledge and to define levels and mod- sis will be on active, experiential learn- This class is a seminar for professionals els of advocacy work. An action project ing, interaction between theory and prac- in leadership situations who work in ear- will be required. tice, and the impact of social, ethnic, ly childhood education and other human gender and class contexts on ourselves, Prerequisite: HD 361/561 or 562, or service professions. Theoretical empha- and our work with children and families. permission of instructor. sis is on educational issues in contem- HD 393/593 3 UNITS HD 405/605 3 UNITS porary society. Topics include: working ef- ANTI-BIAS CURRICULUM WITH ADULTS DEVELOPMENTAL EDUCATION fectively with diverse colleagues and We will explore: (a) the pedagogical prin- This class examines traditions that under- families; program development and ad- ciples, strategies and activities for pro- lie a developmental, experiential, open- ministration; strategies for facilitating em- moting anti-bias education with E.C.E. stu- structured approach to education; one’s powerment, responsibility and advoca- dents, staff, parents and other caregivers; own values and the values reflected in cy; adult supervision; and professional (b) the issues, obstacles and developmen- school programs and practices; the role growth and survival. Students will be ex- tal journey adults travel when engaged of education as a tool of oppression and pected to reflect upon their own prac- in anti-bias education; and (c) the knowl- liberation for different groups in society; tice and values, to observe other adults edge base, skills and dispositions required and personal and political strategies for working with children and their families of anti-bias education trainers. Class meth- educational change. Issues and trends in or with other adults, and to explore the ods include experiential activities, reflec- early childhood education are considered integration of values into practice. tive discussions, mini-lectures, reading from a developmental, cross-cultural per- HD 421/621 3 UNITS spective. Implications for older children and writing. Students must have a work- EVALUATING ENVIRONMENTS AND ing knowledge of anti-bias curriculum. and adult learners will also be explored. Completion of HD 361/561, Social and PLANNING FOR CHANGE HD 406/606 3 UNITS The goal of this class is to teach people Political Contexts of Human De- EMERGENT CURRICULUM: who are responsible for children and chil- velopment, is strongly recommended. REFLECTING LEARNER LIVES dren’s programs to analyze environmental HD 400/600 3 UNITS Emergent curriculum is a values based dimensions and to examine the range of WORKING WITH CHILDREN IN A approach to teaching and learning which environmental variables that govern the DIVERSE WORLD focuses on who the students are, their socio- behavior of children and staff. This class examines the developmental cultural context and current issues, in There will be opportunities to ob- Greg Tanaka, Ph.D., Human needs of children and the different as- order to shape “what happens” in an serve at Pacific Oaks and in other settings Development faculty member. sumptions which underlie developmental educational setting. Decision-making about and to problem solve by altering the en- and constructivist approaches to working curriculum should be negotiated by those vironment. By arrangement, this class with children. It includes an exploration who know the learners best. In this ap- may give credit for Administration/ of the uses of interpersonal power in set- proach, the focus is on the community Supervision of Child Care Programs. tings where adults and children encounter that teachers and learners create and in- HD 422/622 3 UNITS volve in their lives together. each other, opportunities to observe AUTHENTIC INFANT— children in a variety of contexts, and the In this class, students will explore examination and development of effective sources of emergent curriculum, power COMPETENT CHILD Class content will consist of analyses of facilitative strategies for teaching, counsel- dynamics, the balance between advance diverse approaches to infant-rearing with ing, parenting, and social and educational planning and spontaneity, and issues of special emphasis on the Pikler methods. change. Emphasis will be on valuing diver- cultural relevancy and accountability. Par- Topics will include: sensory-motor de- sity and respecting the individual; active ticipants will be required to actively en- velopment, manipulation, human rela- experiential learning; interaction between gage in their own classroom in teacher tionships and problem solving; infants’, theory and practice; and the impact of so- roles that are central to the emergent cur- parents’ and carers’ needs; what is an cial contexts on oneself and others. riculum process—observation, analysis, collaboration, research and documen- “educarer;” how, what, and when do in- HD 402/602 3 UNITS tation. Implication for learners of all ages fants learn; how, what, and when to teach; WORKING WITH FAMILIES IN will be considered, with a focus on the effects of environments ranging from A DIVERSE WORLD early childhood classroom. neglectful to over-stimulating. Instruction This class is designed for educators, coun- will include lectures and discussions. selors and other human services pro- HD 411/611 3 UNITS Students will observe environments where fessionals who work with families di- WORKING WITH ADULTS infants are reared; discussion and eval- rectly or as allies for their young children Students are introduced to a rationale uations will follow. and methodology for working with adults and adolescents. We will examine the psy- HD 423/623 3 UNITS in educational, therapeutic and other hu- chosocial developmental stages/tasks of CURRENT ISSUES IN DEVELOPMENTAL families, the critical importance of cul- man services settings. Topics covered will ture/ethnic traditions, values and beliefs include supervising adults, staff evalua- ASSESSMENT The assessment of children’s develop- and how these all affect our relationship tion, leadership style, communication, and problem solving. Emphasis is on valuing ment and learning is a public issue chal- as advocates. Learning objectives will in- lenging teachers and administrators in clude utilizing culturally sensitive meth- diversity and respecting individuals; ac- tive, experiential learning; the interaction schools and early childhood programs. COURSE DESCRIPTIONS ods to assess family needs, designing and Assessment includes establishing and between theory and practice; the impact implementing supportive social service communicating learning goals, collecting 49 and community structures, developing ap- of social contexts on oneself and others. and using multiple sources of informa- propriate interventions and promoting Students will use observation to enhance tion to plan program, involving children effective communication and interaction their understanding of the challenges in- in documenting their learning and being PACIFIC OAKS COLLEGE

accountable to families. Class members We will explore when and how to use To be effective in facilitating young chil- will be encouraged to critically analyze books and language to meet specific needs, dren’s beginning writing, teachers must observational techniques, developmental and how to create an environment that have experiences themselves with writ- assessments, standardized tests, teacher- encourages a magical encounter between ing. They must model literacy behav- made tests and portfolio documentation children and literacy. iors, by writing where children can see, models. The class will discuss strategies HD 435/635 3 UNITS scribing children’s words, and repre- for effective response to community de- senting children’s play in writing. ADMINISTRATION OF CHILD CARE mands for accountability. Writing Our Stories will bridge between FACILITIES HD 425/625 3 UNITS the kind of writing that people may be This class will identify approaches and comfortable with before they entered INTERVENTION MODELS IN EARLY techniques for working with parents, is- CHILDHOOD EDUCATION the program with writing that encour- sues concerning programming, super- ages people to express their own cul- This class will focus on the key the- vision of staff, and providing on-going ories, philosophies, regulations and ture through writing. Students will prac- growth and training of staff. We will dis- tice reflecting on this writing with programs that have been developed to cuss the skills and techniques necessary respond to the needs of (a) children others to discover how they became lit- to administer a variety of early childhood erate writers, and what their stories can who are developing atypically; and (b) education programs, including preschool children deemed at risk from family tell them about what they have learned and day care. Such issues as budgeting, from their experiences. dysfunction, abuse and neglect, prenatal record keeping, authority, communica- drug exposure and community violence. tion and creativity will be discussed. HD 446/646 3 UNITS Early childhood special education, ther- WOMEN IN ADMINISTRATION HD 440/640 3 UNITS apeutic and social services will be ob- Designed to help women pursue a car- served and discussed as resources that MODELS AND METHODS OF eer in administration, and to explore the offer support for early childhood pro- FAMILY/SCHOOL COLLABORATION political and social forces that affect deci- grams and families. Students study the many avenues for fam- sion making, understand the importance ily collaboration with preschool and ele- HD 426/626 3 UNITS of style and image, develop networking mentary programs, both direct class- WORKING WITH CHILDREN WHO techniques, learn effective communica- room participation and program tion skills and examine sexual harass- CHALLENGE TEACHERS’ SKILLS support activities. Cultural and socioeco- Often teachers encounter children who ment. Students will develop class projects, nomic factors, the realities of working conduct interviews, examine and compare challenge their teaching skills and un- and single-parent families, and variations derstanding. This class will help teachers research findings, and participate in mi- among program types are considered. ni-seminars, as well as evaluate various stretch their skills, develop a better un- This class meets the three-unit Home, derstanding of children who challenge class guest speakers. By arrangement, this School and Community requirement for them, and also identify those children class may give credit for Administration/ whose behavior extends beyond their state licensing for Early Childhood Edu- Supervision of Child Care Programs. cation/School Director. expertise and may require different or HD 450/650 1–3 UNITS specialized help. Students will use and HD 441/641 3 UNITS REFLECTIVE TEACHING critique observational and assessment TEAM BUILDING FOR EARLY This class requires that students have a strategies while creating an intervention CHILDHOOD EDUCATORS AND PARENTS job or internship/apprenticeship which plan for the support of an individual Designed for administrators, teachers, involves them in ongoing work with chil- child. Atypical development, family in- staff, and parents to create an effective stability, differences in cultural expecta- dren. Credit is based on 45 hours per team which values working together with tions, and the limitations of the student’s unit of fieldwork, reflective journal keep- own experiences will all be considered mutual respect. Among the issues ad- ing and online seminar participation. dressed will be: 1) including parents as as possible influences on the teacher’s HD 456/656 1–3 UNITS difficulties with a particular child. members of the team working for the growth and support of the children; 2) ADMINISTRATION/SUPERVISION: HD 430/630 3 UNITS developing clear communication, writ- FIELDWORK/OBSERVATION PLAY, LANGUAGE AND ten and oral, formal and informal and FIELDWORK requires that students have a LITERACY DEVELOPMENT 3) exploring experiences of power and job or internship/apprenticeship which en- How do young children develop the skills powerlessness among people with di- ables them to take responsibility in admin- they need to grow up competent in a liter- verse roles, perceptions, and histories. istration and/or supervision. Credit is ate society—language, dramatic play, us- Questions will include: What can you do based on 45 hours per unit of fieldwork, ing tools and materials to represent their from where you are? What is your re- journal keeping and seminar participation. experience, and reading? An examination sponsibility when you are caught in the OBSERVATION focuses on one or more per- of the development of symbolic behaviors middle of a problem? How can you deal sons, whose work, the culture in which it and the role of adults in supporting chil- with issues that are not clear? How can takes place, and whose style of dealing with dren’s play, language and literacy. you enable people to deal directly with their work is of interest to the student. Students will examine developmentally others? This is an equivalent class for Students function as observers, rather than as appropriate curriculum and assessment HD 440/640, Models & Methods of participants, in daily processes. Permission of design for diverse literacy learners. Family/School Collaboration, with the individual(s) being observed is required. Observation of children required. permission of advisor. Credit is based on 45 hours per unit of obser- HD 432/632 3 UNITS HD 445/645 3 UNITS vation, reading, and seminar participation. CHILDREN’S LITERATURE WRITING OUR STORIES: REFLECTIONS Available to B.A. student upon discretion Required for this class is a willingness ON LITERACY DEVELOPMENT of advisor.

COURSE DESCRIPTIONS to be both adult and child as we explore Pacific Oaks students bring a breadth of HD 457/657 1–3 UNITS and examine the impact of books upon diverse life experience to the college. COLLEGE TEACHING/TEACHING 50 young minds. We will create positive and They learn through telling and writing memorable curriculum experiences for their stories about these experiences ADULTS: FIELDWORK/OBSERVATION children by group exposure to a wide and develop in-depth knowledge FIELDWORK requires that students be ei- variety of children’s books and methods. through reflecting on them with others. ther employed as the teacher of a college COURSE DESCRIPTIONS class, or be involved in another suitable our children. Attendance at one museum or application in the arts through a variety of adult teaching arrangement which enables gallery show of women’s work and a writ- media. As part of the course, students will them to take a responsible role co-teach- ten review will be required. participate in a field trip of their own and ing or working with other adults in that HD 465/665 2 UNITS develop a project based on the experience. teaching arrangement. Credit is based on CHILDREN’S ART STUDIO PRACTICUM HD 468/668 2–4 UNITS 45 hours per unit of fieldwork, journal ART EDUCATION: FIELDWORK keeping and seminar participation. AND SEMINAR Students will work directly with children Students are required to spend a specif- OBSERVATION in one or a variety of col- ages two to seven years in the Children’s ic number of hours in a minimum of two lege classes, with special attention to in- Art Studio, supervised by resident artist; different settings during the course of the structional process and strategies. Credit learn age-appropriate art curriculum us- semester. Responsibilities of the student is based on 45 hours per unit of observa- ing various media, and apply skills and must include planning, implementation tion, reading, and seminar participation. knowledge in directed teaching. Includ- and documentation of an art curricu- Available to B.A. student upon discretion ed are the art of preparing and hanging lum. Each student will create a portfolio of advisor. exhibitions, ceramic kiln firing, documen- that includes documentation of commu- nication in four arts disciplines; com- HD 458/658 1–3 UNITS ting and cataloguing children’s art for the Pacific Oaks Permanent Collection. munication and mastery in at least one PARENT/COMMUNITY WORK: Written and photo-documentation are re- art form; development and presentation FIELDWORK/OBSERVATION quired. Enrollment is limited. Consent of basic analyses of works of art from FIELDWORK requires that students have of instructor required. Teacher Education informed structural, historical and cul- a job or internship/apprenticeship which students, please consult your advisor. tural perspectives; and the relation of var- enables them to take responsibility for ious types of arts knowledge and skills HD 470/670 3 UNITS work with parents or other adults in an within and across disciplines. Students approved community, family or social TEACHING AS PERFORMING ART will gain an informed acquaintance with service setting. Credit is based on 45 Participants explore creative drama as exemplary works of art from a variety of hours per unit of fieldwork, journal an improvisational, non-exhibitional, pro- cultures and historical periods and from keeping and seminar participation. cess-centered form of expression in which combinations of those perspectives; and students are guided by a leader to imag- OBSERVATION focuses on one or more per- derive their own knowledge, beliefs and ine, enact, and reflect upon human experi- values for making personal and profes- sons whose work, the culture in which it ences. The purpose is to provide an altern- takes place, and whose style of dealing with sional artistic decisions. Students will also ative approach to teaching social studies acquire a well-grounded understanding their work is of interest to the student. and integrated arts which opens children’s Students function as observers, rather than as of the nature, value and meaning of the minds, stimulates their imaginations and arts as part of their own humanity. participants, in daily processes. Permission of language abilities, and sparks their enthu- the individual(s) being observed is required. Students are required to complete at siasm for continued personal develop- least one fieldwork experience and could be Martha Clark, M.A., Human Credit is based on 45 hours per unit of obser- ment and discovery. This class may also vation, reading, and seminar participation. expected to complete two. The specializa- Development faculty member and serve as a practical guide for classroom tion advisor would determine this based on Pacific Oaks alumna. Available to B.A. student upon discretion teachers, recreational leaders, and oth- the student’s experience and program goals. of advisor. ers who want to initiate creative drama HD 469/669 1 UNIT HD 460/660 3 UNITS activities in a variety of subject areas and need help in getting started. ART EXHIBITION FOUNDATIONS OF TEACHING ART: In the course students will plan and pre- HD 475/675 3 UNITS RELEASING THE IMAGINATION pare for display, 15–20 selected pieces Numerous studies show that students who ARTS AND SOCIAL CHANGE of project work, integrating accessible are exposed to a creative and nurturing Treatment of societal issues in art as well and affordable techniques and methods; art program are also more likely to excel as art education. Topics will include art design and distribute exhibition materi- in all areas of school. If you have always as an anti-bias tool, the inclusive potential als; and submit a portfolio of the exhibi- considered yourself to be “art phobic” of art, and art as a political statement. tion along with a narrative about the but have the desire to use art techniques HD 477/677 3 UNITS process for the permanent collection. in your classroom, this course is de- THE COMMUNITY AS CLASSROOM: signed to empower you—and your stu- HD 480/680 0 UNITS dents. We will explore art theory as well as FORGING CONNECTIONS THROUGH INTRODUCTION TO hands-on art making. Beginning with an THE ARTS PACIFIC OAKS PEDAGOGY examination of the nature of creativity, the Every community has a wealth of people, A weekend workshop designed to pro- class will evolve into practical, hands-on places and organizations on which schools, vide an overview of Pacific Oaks Peda- techniques and concepts that can be put human service agencies and other insti- gogy with special attention to (1) partic- into immediate use. Areas of study will in- tutions can draw to enrich the quality of ipation, (2) critical thinking, (3) writing, clude printmaking, sculpture, cartooning, care, education and opportunities to con- and (4) presentations. The implemen- approachable and achievable drawing tech- struct meaningful experiences. Incor- tation of Pacific Oaks’ mission state- niques, working with charcoal, pastels, wat- porating scholarship and methodologies ment throughout the curriculum is also ercolors, use of unorthodox materials, etc. from visual and performing arts, folk- reviewed. Opportunities for exploration, lore, oral history and intergenerational discovery, reflections are utilized in or- HD 462/662 3 UNITS programs, this course views field trips and der to familiarize students with skills to WOMEN IN ART site visits by artists and local residents enhance their engagement with course A hands-on series of art experiences by, for as being at the heart of the human serv- concepts, dynamics and material. and about women. We will discover and ices rather than enrichment activities. HD 483/683 3 UNITS practice our own forms as we become ac- The course will explore ways to integrate COURSE DESCRIPTIONS quainted with the forms created by women the rich resources of local communities QUALITATIVE METHODS This class is designed to teach students artists from every continent. We will explore into classrooms and institutions that en- 51 the relationships between the traditional art courages exploration and discovery. Cur- the underlying principles, theoretical ap- forms and contemporary art forms. We will riculum will include visits to studios of lo- proaches and applied skills of qualitative apply these findings to the art education of cal artists, who will explore technical research by focusing on formulating re- PACIFIC OAKS COLLEGE

search questions, gathering data, categor- ological framework for bicultural and Focus of this class is to provide support, izing, coding and analyzing collected in- anti-bias work. expertise, information and encourage- formation in preparation for documenting Prerequisites for HD 562: ment for students in the thesis proposal and presenting research. Ethnography, process. Students are preparing them- narrative analysis, case study and inter- 1. All of the following: selves to advance to candidacy. a. M.A. or post-baccalaureate student viewing strategies and methods will be HD 684 3 UNITS explored. Recommended for students en- b. Experience working on issues THESIS DEVELOPMENT gaging in completion of or interested in regarding sexism, racism, Students will develop and refine their engaging in a qualitative master’s thesis. classism, and disability thesis topic while developing an under- HD 491/691 O UNITS c. Demonstrated commitment to standing of the elements of a formal PACIFIC OAKS ONLINE ORIENTATION social justice proposal and thesis, including literature review, methodology and data analysis. Required of all new online students. Must d. Understanding of the dynamics be completed before your class begins. They will learn to organize their writing, of institutional and individual bi- develop themes, review technical writ- HD 492/692 1–3 UNITS ases and use of power, or ing skills and practice editing thesis and INDEPENDENT STUDY 2. M.A. or post-baccalaureate student proposal material. Students must pres- Independent study requires that a and previous completion of HD 361. ent a draft proposal for review to com- student design a project of one to six plete this class. months duration and find a faculty su- Open to graduate students only. Thesis Development is also offered in this pervisor. An independent study contract HD 601 3 UNITS modular format online: signed by the faculty supervisor is re- ECOLOGY OF WORKING quired prior to registration. Classes offered WITH CHILDREN HD 685 1 UNIT at Pacific Oaks may not be taken for in- This class is an in-depth examination of THESIS DEVELOPMENT A dependent study. Please refer to the Sched- educational and therapeutic practices us- Students will develop and refine their ule of Classes for registration deadlines. ing ecological and historical perspectives. thesis topic while developing an under- HD 495/695 1–3 UNITS The content of the class is individualized, standing of the elements of a formal proposal and thesis, including literature SPECIAL TOPICS: built upon the interests and issues of stu- review, methodology and data analysis. Special interest classes. See current dents. This class will examine the dynamic Schedule of Classes for specific descrip- interaction between practice, reflection HD 686 1 UNIT tion(s). and theory, and include close attention to THESIS DEVELOPMENT B the impact of diversity and cross-cultural HD 498/698 1 UNIT Students will initiate literature searches issues on our work with children. Through and develop and pilot their methodology. ASSESSMENT OF EXPERIENCE critical thinking, data analysis and review The assessment course requires stu- of the literature, students will be expected Prerequisite: HD 685, or waiver. dents to reflect, conceptualize, and to develop their own theoretical and HD 687 1 UNIT clearly communicate what they have methodological framework for working THESIS DEVELOPMENT C learned about human development from with children and adults in a diverse world. Students will learn to organize their their life experience. Papers and presen- tations are the means by which this Open to graduate students only. writing, develop themes, review techni- cal writing skills and practice editing learning is documented. Papers must HD 664 2 UNITS demonstrate a deep engagement with thesis and proposal material. Students GRADUATE SEMINAR IN must present a draft proposal for re- the topics as evidenced by the ability to ART EDUCATION articulate the developmental nuances, sub- view to complete this class. This seminar will provide Master’s can- tleties, themes, and patterns present in Prerequisite: HD 685/686, or waiver. the student’s life. Final papers are a re- didates with an opportunity to pursue in- sult of a process that requires writing depth those areas of interest to which they HD 689 O UNITS multiple drafts. While much of this have been drawn during their course of THESIS SUPPORT GROUP process is an individual one, an essential study. Through reading and dialogue, par- An online facilitated group providing mu- element of this class is to be an active and ticipants will sharpen their focus on the is- tual support in thesis writing. This group participating member of the learning sues of art education they find most chal- is ongoing and may be joined at any time. community. Fundamental to the assess- lenging. Participants are expected to be HD 699 0–4 UNITS conversant with art theories and to work ment process is the ability to give and THESIS/MASTER’S PROJECT toward evolving their own philosophy of receive feedback. Registration for thesis advising: A mini- art education. Study topics will include: HD 562 3 UNITS mum of three units is required for the the relationship of the artist to society; cross- first semester following advancement to ADVANCED STUDIES IN DIVERSITY cultural and culture-specific artwork; school candidacy. Registration for 0 units in AND ANTI-BIAS ISSUES as an agent of change and/or socializa- each successive term (including sum- An in-depth, critical examination of the tion; the economics of art; and making space mer) will keep the student active for up impact of institutional oppression on hu- for adults’ and children’s art. We will create to 3 additional terms. The student must man service programs for children and a personal statement of our beliefs over the be active when the finished thesis is sub- adults and the significance of cultural and course of the semester. political contexts on individual develop- mitted. Students who have not completed ment and learning. Students will study new Open to graduate students only. the thesis at the end of these 3 additional research and methods for working with HD 681 O UNITS terms must enroll in 1 unit to stay active bicultural children and adults, and devel- ADVANCE TO CANDIDACY SUPPORT while working with their committee. op skills for doing anti-bias human serv- This class is for students who have taken Prerequisite: An Advancement to Can- COURSE DESCRIPTIONS ice work and advocacy. Format is a grad- HD 277 Thesis Development and have didacy form signed by the Thesis Chair- uate seminar individualized to the not yet advanced to candidacy. Structure person on file in the Registrar’s office. 52 participants’ interests and issues. Stud- of this class will include one weekend ents are expected to engage in develop- class and regularly scheduled opportuni- ing their own theoretical and method- ties for meeting with the instructor. COURSE DESCRIPTIONS

MARITAL AND FAMILY Therefore, each theory will be followed each informs work with individuals, by clinical case discussions, usually chos- couples, families, and children. The class THERAPY en from that theorist’s writing. In cases will present an inclusive framework, so MFT 500 3 UNITS where testing material or research tech- that students develop competency working THE INTERFACE OF SOCIETY AND niques were developed from theory, with bicultural populations. HUMAN DEVELOPMENT study of these materials will replace clin- MFT 524 3 UNITS ical material. Active student participation This course integrates a variety of theo- LATINA/O FAMILY SYSTEMS and preparation is essential. ries of human development, with a vari- This course will examine family systems and ety of societal issues, forces and dynam- This class provides training require- how Latina/o families are affected by their ics, including politics, economics, ment for the California MFT license. experiences in the United States. The varied globalization, race, culture, gender, constellation of families including the class, sex, sexual orientation, physical MFT 516 2 UNITS AFRICAN AMERICAN FAMILY AND monocultural traditional family structure, as or mental ability, privilege and oppres- well as the emerging bicultural/biracial fam- sion. Using the class participants’ lived CHILD This course emphasizes the unique so- ily structure, are among those to be studied. experiences and critical thinking, along Issues, such as acculturation and genera- side classic and contemporary texts, the cial, economic, religious, educational, and political environments that have af- tion, class, changing values and beliefs, gen- course will explore if, how, and to what der roles, language, religion, spirituality, extent, society impacts, influences or fected the structure, function, and dy- namics of the Black family and the de- within group discrimination, the effects of shapes human development, identity immigration and status, health care, myths, and life choices, and in turn becomes a veloping child. The course examines these forces from slavery to present day, taboos, and traditions will be included in de- possible significant factor in the devel- including urban and rural influences on veloping a framework in which to un- opment of mental health stressors, is- the family system of African Americans derstand Latina/o families. sues, symptoms and needs in individu- and other Black families in America. als and families. This class will develop MFT 530 3 UNITS skills that promote civic empowerment MFT 517 2 UNITS CLINICAL THEORIES OF CHILD and responsibility in individuals and AFRICAN AMERICAN PSYCHOLOGY DEVELOPMENT that enhance and promote social This course will examine various mod- Designed to provide the student with a change, as well as develop basic re- els of Black mental health and ethnic basic understanding of clinical issues re- search skills in addressing relevant so- and self-identity development. The im- garding how the child grows. Class will cietal concerns. pact of Black society, culture, family, integrate the physical, social, emotional racism, and poverty on personality MFT 504 3 UNITS and cognitive aspects of growth and de- growth of African Americans will be ex- velopment and how they manifest in- LATINA/O HISTORY AND CULTURE plored. The history of Black Psychology trapsychically and interpersonally. The- The topics in this course include the and the pioneer theorists of this move- oretical material will include elements Dino Koutsolioutsos, M.A., Marriage and histories of Latina/o ethnic groups in their ment, such as Kenneth Clark, William of ego psychology, object relations, self native countries and their histories Cross, Na’im Akbar, Joseph White, Family Therapy faculty member. psychology, attachment theory, and in- within the United States. Histories of im- Franz Fanon, Frances Cress Welsing, fant and child research. Readings will be migration, socio-economic conditions, Wade Nobles, Linda James Myers, and taken from the writings of Freud, Klein, classism and racism, and political issues others will be discussed. Balaint, Winnicott, Bick, Sarnoff, Mah- will be discussed. Traditions, oral histo- MFT 518 2 UNITS ler, Bowlby, Kohut, Erikson, Piaget and ries, literature, and the arts will be used AFRICAN AMERICAN HISTORY AND Stern among others. Learning tasks will as a way to further examine the docu- CULTURE consist of reading and discussion, as- mentation of history and its influence on This course examines the history of signed observation of children, modeling the culture and variations in behavior. Black people in America, including the and role playing, and viewing of films. MFT 505 3 UNITS arrival of Africans during pre-slavery, Prerequisite: MFT 510 Personality slavery and the migration of African COMMUNICATION AND Theories. COUNSELING SKILLS peoples throughout history in America. This is an introductory class in develop- The culture of Black people and the in- MFT 531 1 UNIT ing basic interview/communication skills fluences of racism, poverty, politics, and DOMESTIC VIOLENCE for use in interpersonal relationships, institutions on that culture will be dis- The impact of domestic violence on the cussed. working with students and parents in individual, the family and family life will educational settings, and an emphasis on MFT 519 2 UNITS be examined. The types of domestic vio- the counseling relationship. This class ADVOCACY IN THE AFRICAN lence will be presented in this class with special emphasis in understanding the is designed to train the student to see one- AMERICAN COMMUNITY self in social interactions in light of one’s This course will explore the current trauma to the developing mind of chil- social/cultural/ethnic context, and to be health status of African Americans, and in dren and to the mental health of the vic- able to communicate to others clearly, particular examines the impact of the tim and family. Culture and gender con- effectively and cross-culturally. There will mental health systems and their poli- siderations and implications for be a strong emphasis on the skills of ac- cies, practices, and structures. The role treatment will be discussed, in addition tive listening, consisting of the skills of of mental health professionals in advo- to the legal responsibilities for the men- empathy, clarification, reflection of feel- cacy with health systems in the Black tal health practitioner. ings, confrontation, as well as others. This community will be discussed. MFT 541 1–2 UNITS will empower the student to function in MFT 520 3 UNITS INTRODUCTION TO TRAUMA, the helper role of facilitator and counselor. THEORIES OF MARRIAGE, FAMILY A AND B MFT 510 3 UNITS AND CHILD COUNSELING This class is an introduction to clinical COURSE DESCRIPTIONS PERSONALITY THEORIES AND This class will review the major psycho- victimology, trauma theory and practice CLINICAL INTERVENTION therapeutic approaches in marital and for people working in a clinical setting 53 This class is designed to explore the var- family therapy. There will be a focus on of victims of trauma and interpersonal ious personality theories and study their interpersonal theories, family systems violence. The impact of trauma on the logical conclusions in psychotherapy. theories, and feminist theory and how developmental process throughout the PACIFIC OAKS COLLEGE

life cycle will be examined. The first half sented in a historical, sociopolitical and MFT 554 3 UNITS of the class will focus on the prevalence cross-cultural perspective. The purpose LATINA/O PSYCHOLOGY and culture of violence in America. In the and history of various diagnostic systems This course will study issues related to the second half of the class, various treat- will be discussed. Using the DSM IV as development of the self and issues related ment approaches for children and adults the main paradigm, some of the most to the mental health profession. Ethnic and will be examined. Additionally, the class prevalent psychopathologies of our cul- self-identity development will be examined will examine the effects of secondary trau- ture will be explored. The purpose and us- as well as the development of self in a col- ma that the helpers of victims experience. age of DSM IV will be studied. Focus lectivist culture. The strengths of the cultur- A is a prerequisite for B. will be on building a cognitive diagnos- al traditions/practices will be examined in MFT 542 1 UNIT tic competence of, as well as an effective understanding the development of one’s understanding and comfort with, the ALCOHOLISM AND CHEMICAL self worth, as well as the effects of discrimi- various mental health disorders. Atten- DEPENDENCY nation, acculturation and bicultural experi- tion will also be given to etiology, epi- ences. Mestizo/a Psychology and Native An overview of alcohol/drug abuse and its demiology and treatment, including related disorders within the family unit. Health Models and their application are an chemotherapy. Some of the main psychi- integral part of the course. Culturally sensi- Therapeutic issues associated with chemi- atric testing tools will be examined. cal dependency as it relates to physical, tive theories, assessment and treatment emotional and sexual abuse will be exam- Prerequisite: MFT 510 Personality models, cultural bias in assessment and ined, along with various techniques for in- Theories, MFT 520 MFCC Theories and testing, and racism in the mental health tervention. Dependency and co-depend- MFT 505 Communication and Counseling professions will be included. ency, essential requirements necessary Skills. MFT 560 3 UNITS for recovery, and the function of a strong MFT 551 1 UNIT PSYCHOPATHOLOGY OF aftercare program will all be explored. HUMAN SEXUALITY AND SEXISM CHILDHOOD AND ADOLESCENCE This class meets the requirement for the This class focuses on the professional and This class will examine the psychopath- California MFT license. personal aspects of human sexuality. The ology of infancy, childhood and adoles- class will explore various issues including cence within a biopsychological, develop- Offered on Weekends the development of a working vocabulary mental, sociopolitical and family systems MFT 543 2 UNITS of appropriate language and a knowledge perspective. It will address challenges SUBSTANCE ABUSE, THE INDIVIDUAL, of procedures that enable people to feel that children, adolescents and their fami- AND FAMILY DYNAMICS more at ease discussing sex. Because sex- lies face that require direct and special- This course will introduce the student to uality is an integral part of the whole per- ized mental health and social services the scope and depth of substance abuse son, the following topics are addressed: alongside the appropriate educational and dependence as a biochemical and anatomy, physiology, communication, sex services. This is an interdisciplinary class psychological addiction and its impact therapy, sexuality in childhood and other with an emphasis on facilitating intimate on the individual and the family. life cycle periods, and suggested books for understanding, communication and col- Pathogenic sources, therapeutic issues clients and their children. laboration among the class participants of and treatment interventions associated This class is designed to meet the re- the three professions of Education, Hu- with alcoholism and substance abuse in quirement for the California MFT license. man Development and Marriage, Family and Child Counseling in the service of relation to culture, gender, interpersonal MFT 552 2 UNITS and family dynamics will be examined. children, adolescents and their families. PROFESSIONAL ETHICS AND THE LAW Childhood and adolescent developmental Prerequisite: MFT 530 Clinical Theories issues in relation to families and sub- The class reviews the following areas: of Child Development. stance abuse will be presented. The neu- 1. Contemporary professional ethics and MFT 561 1 UNIT rological effects of psychoactive drugs on statutory, regulatory, and decisional laws CHILD ABUSE ASSESSMENT the brain and how these biological that delineate the profession’s scope AND REPORTING changes impact affect, mood and behav- of practice; This workshop includes the study of the ior will be explored. This course will ex- 2. The therapeutic, clinical, and practi- amine both theory and clinical practice. assessment and method of reporting sex- cal considerations involved in the leg- ual assault, general neglect, severe neg- MFT requirement for graduation; regis- al and ethical practice of marriage, tration preference given to MFT students. lect, willful cruelty or unjustifiable pun- family, and child counseling, includ- ishment, corporal punishment or injury Prerequisites: MFT 520 Theories of ing family law; and abuse in out-of-home care. Physical MFCC and MFT 510 Personality Theories 3. Spousal or partner abuse, detection, and behavioral indicators of abuse, crisis and Clinical Intervention and intervention. counseling techniques, community re- MFT 549 2 UNITS 4. The current legal patterns and trends sources, rights and responsibilities of re- THEORIES AND APPLICATIONS OF in the mental health profession; porting, consequences of failure to re- PSYCHOLOGICAL TESTING port, caring for a child’s needs after report 5. The psychotherapist/patient privilege, is made, and implications and methods This class considers the strategies and confidentiality, including issues relat- procedures involved in making decisions of treatment for children and adults are ed to a patient being dangerous to also included. about people in a multi-cultural society. self or others and the treatment of min- Theories of measurements and assess- ors with and without parental consent; This class provides training require- ments, standardized testing and psycho- ment for the California MFT license. 6. A recognition and exploration of the logical tests will be examined. Moral and MFT 562 2 UNITS ethical issues involved in decision-making relationship between a practitioner’s sense of self and human values and his RESEARCH DESIGN AND METHODS

COURSE DESCRIPTIONS will be an important focus of this class. or her professional behavior and ethics. The goal of this two unit course is to ac- MFT 550 3 UNITS quaint the beginning research student This class meets the requirements for PSYCHOPATHOLOGY OF ADULTHOOD with a variety of research paradigms and 54 the California MFT license. A general view of the various definitions methods, both qualitative and quantita- and forms of psychopathology is pre- tive, useful in pursuing clinically relevant COURSE DESCRIPTIONS and competent research in the human MFT 510 Personality Theories, MFT 505 question of how one can become a safe, se- sciences, within the multicultural and di- Communication and Counseling Skills. cure, and successful group practitioner. verse sociopolitical context of our society. MFT 591 1-3 UNITS Prerequisite: MFT 520 Theories of MFCC, A variety of such methods will be studied, INDEPENDENT STUDY MFT 510 Personality Theories and Clinical explored and tried in simulated research Intervention, and MFT 505 Communication Independent Study requires that a student tasks, with a focus on the particular and Counseling Skills. needs of the mental health research/prac- design a project of one to six months du- titioner. Basic skills in reading, under- ration and find a faculty supervisor. An in- MFT 650 3 UNITS standing and assessing research literature dependent study contract signed by the CROSS-CULTURAL MORES AND VALUES: will also be developed. faculty supervisor is required prior to SOCIO/CULTURAL ENVIRONMENTS registration. Classes offered at Pacific This class is designed to consider and pre- MFT 572 2 UNITS Oaks may not be taken for Independent sent a conceptual framework for review THESIS PROPOSAL Study. Please refer to the Schedule of and incorporation of sociocultural fac- The goal of this course is to help the grad- Classes for registration deadlines. tors into clinical and communication the- uate student choose an appropriate thesis ories and practices. Specific cultural con- topic, frame the research question to fit MFT 595 3 UNITS THERAPY WITH CHILDREN tent (with emphasis on family history, the developmental needs and goals of the structures, dynamics, values, mores, ad- Masters Thesis and complete the Masters This class will provide an overview of the knowledge base and an introduction to aptive strengths, and coping styles) and Thesis Proposal. The course is designed to socio-political constraints on human de- address the research needs of the emerg- the clinical skills of child therapy. The public and private mental health systems, velopment (with emphasis on racism and ing mental health professional. The Thesis normative value psychology) will be ex- Proposal will include initial drafts of the levels of care, range of child therapy set- tings, and barriers to access will be dis- amined. The importance of racial/ethnic Introduction and Methodology chapters, identity is highlighted as the core of one’s an outline and partial draft of the cussed. An understanding of migration, class, cross-cultural and intra-cultural self-identity, the framework which has Literature Review Chapter, and a Pilot shaped personality, and the basis for un- Study of the Methodology. variations in normative child and family functioning will be integrated with the derstanding diagnostic assessment, treat- Prerequisite: MFT 562 Research Methods development of child evaluation and treat- ment goals and the realizations of success- MFT 582 0-2 UNITS ment skills. Multiple theoretical perspec- ful interrelations. The objective of the class MASTER’S THESIS COMPLETION tives of child therapy will be considered. is to develop knowledge of and an openness In this ultimate segment of the Master’s The major childhood disorders will be and sensitivity to the cultural differences. Thesis process, the mental health re- reviewed and applied to specific case ma- Prerequisite: MFT 500 The Interface of search student forms the Master’s Thesis terial. The range of modalities utilized in Society and Human Development and/or Committee, receives approval for child therapy will be explored with spe- HD 562, Advanced Studies in Diversity. Trevor Dobbs, Ph.D., Marriage and Advancement Candidacy, and completes cial emphasis on the use of play therapy. MFT 651 1 UNIT Family Therapy faculty member. the Thesis with the Committee’s guid- Clinical assessment and treatment of the SUMMER PRACTICUM ance, support and approval.This includes child in socio-cultural context will be This course provides the initial basic both limited class time and independent the focus of practice skills development. skills that are needed when starting study. The two units provide Thesis Clinical issues in child therapy with spe- clinical training. Included in the content Committee availability for 2 consecutive cial populations will be presented. of the class are the following areas of semesters after which the student must Prerequisite: MFT 530 Clinical Theories inquiry: professional role as a Marriage register for 1 unit of MFT 582 each sub- and Family Therapist Trainee (MFT sequent semester until completion. of Child Development, MFT 520 Theories of Marriage, Family and Child Trainee) and relationships with peers Prerequisite: Completion of MFT 562 Counseling, MFT 510 Personality Theories. and supervisors at the clinical place- Research Methods and MFT 572 Thesis ment. Initiating first client contact, mak- Proposal MFT 632 2 UNITS ing an early diagnostic assessment, and PSYCHOPHARMACOLOGY MFT 585 3 UNITS establishing an effective therapeutic re- This course provides an overview of clin- lationship with a mental health client. CLINICAL SKILLS IN FAMILY THERAPY ical psychopharmacology for the gradu- This is a class for advanced students fo- ate student in clinical training. It focuses MFT 663 3 UNITS cusing on the clinical aspects in the prac- on the use of psychiatric medications for MFT PRACTICUM I tice of family therapy. It will provide a specific mental health disorders, diag- This class is developmental in its approach, brief overview of family therapy and will nostic issues, and treatment plans, as combining supervision issues that arise in concentrate on the experiential learning well as addressing cultural differentials clinical placement with theoretical issues of basic family therapy skills. This class is in assessment. The course explores bio- studied in class. Various psychotherapeutic designed to provide students with direct logical etiologies and addresses the ex- techniques will be examined and clinical experiences of the family therapy milieu tent and impact of side effects in the life skills in intake evaluation, assessment, diag- in the initial session/treatment alliance of the client. It prepares the MFT Trainee nosis and treatment will be developed. This phase of therapy via observation and role to act as professional support to the psy- class will monitor and support the stu- play; assist in the development of a work- chiatrist/client dyad. dents’ experience in clinical placement ing knowledge of the clinical skills of and will study issues of coun- family interview, joining, problem formu- MFT 642 2 UNITS ter/transference, spousal abuse assessment lation, treatment contract, and family case GROUP THERAPY and treatment, interventions with various presentation; further the students’ aware- The What, Where, When, Why, Who and types of crises and ongoing treatment and ness of and appreciation for the multiple How of working with groups as a counsel- termination. An understanding of the im- ing modality. An examination of group psychosocial factors which impact fami- pact of social, racial, cultural, gender and COURSE DESCRIPTIONS lies in treatment; and contribute to the practice with individuals, families, adoles- sexual orientation issues in psychother- development of a personal conceptualiza- cents and children. A look at the wide range apy will be promoted. The class will also 55 tion of the process of psychotherapy. of populations and problems for which examine a wide variety of ethical, pro- group work has become a therapy of Prerequisite: MFT 520 Theories of fessional and personal issues that impact choice. The class will begin to answer the Marriage, Family and Child Counseling, the mental health professional in the pur- PACIFIC OAKS COLLEGE

suit of the profession within the market SPED 321/521 1 UNIT, 25 HOURS Development B.A. or M.A. reality of present day health care systems. FIELDWORK Prerequisites: TEP Practicum A & B. MFT 672 2 UNITS TEP PRACTICUM B: FOCUS ON SPED 330/530 3 UNITS MFT PRACTICUM II LEARNERS THE CHILD WITH SPECIAL NEEDS: This class is developmental in its ap- In this class, multiple subject and spe- cial education candidates focus collabo- AN INTERDISCIPLINARY PERSPECTIVE proach combining supervision issues that This course is designed to explore the arise in clinical placement with theoretical ratively on the learners as a unit of ob- servation, reflection, and practice. context of culture and anti-bias issues issues studied in class. Various psychother- related to educating children and ado- apeutic techniques will be examined Students select an approved fieldwork site from the list provided by the depart- lescents with special needs in both in- and clinical skills in intake evaluation, as- clusive and more restrictive settings. sessment, diagnosis and treatment will ment, and obtain permission from the site supervisor prior to starting their For purposes of enhancing the teacher’s be developed. This class will monitor and effectiveness in the classroom, the fol- support the students’ experience in clin- fieldwork. Students complete at least 25 hours of fieldwork at the site, observing lowing areas will be addressed: ical placement and will study issues of and participating in teaching and learn- 1. Knowledge of, and sensitivity toward, counter/transference, spousal abuse as- ing activities. Students keep a journal people with disabilities sessment and treatment, interventions for reference during in-class interac- 2. Knowledge of federal/state mandates with various types of crises, ongoing treat- tions. Students also use this fieldwork for educating students with disabilities; ment and termination. An understanding setting as a place to practice what they 3. Identification and screening of a child of the impact of social, racial, cultural, are learning in other courses. Topics in with special needs; gender and sexual orientation issues in this class include observation methods 4. Involvement of parents in the process psychotherapy will be promoted. The class for teachers; teachers’ own biases and of meeting student needs; will also examine a wide variety of ethi- perspectives; children’s varied learning 5. Collaboration with other professionals cal, professional and personal issues that needs and how they are met; how chil- to identify appropriate interventions; impact the mental health professional in dren’s strengths are recognized built 6. Application of methods used to mod- the pursuit of the profession within the upon; ways of grouping learners and ify the curriculum and accommodate market reality of present day health care whether tracking occurs; the support of various learning styles; and English learners or children with spe- systems. 7. Accessing educational and communi- cial needs; the close observation and description of one child and his or her ty resources such as assistive technol- SPECIAL EDUCATION learning in this setting; and the observa- ogy, career and vocational education. SPED 320/520 1 UNIT, 25 HOURS tion and descriptions of the learners as SPED 340/540 3 UNITS FIELDWORK a group, and their interactions among BEHAVIOR INTERVENTION AND themselves and with their teacher. This TEP PRACTICUM A: FOCUS ON THE PROGRAM PLANNING FOR course is the second of a three-part CLASSROOM fieldwork series, which must be com- STUDENTS WITH SPECIAL NEEDS In this class, multiple subject and spe- pleted in sequence. The whole series This course explores the relationship be- cial education candidates focus collabo- meets the fieldwork requirement for the tween teacher behavior, academic task ratively on the classroom as a unit of Human Development B.A. or M.A.. and classroom environment in encourag- observation, reflection, and practice. ing and discouraging student self esteem, Students select an approved fieldwork Prerequisites: TEP Practicum A. behavior and achievement. Four models site from the list provided by the depart- SPED 322/522 1 UNIT, 25 HOURS of behavior management will be discussed ment, and obtain permission from the FIELDWORK from a social systems perspective: psycho- site supervisor prior to starting their TEP PRACTICUM C: FOCUS ON dynamic, behavioral, environmental, and fieldwork. Students complete at least 25 CURRICULUM constructivist. Analysis of behavior will be hours of fieldwork at the site, observing discussed in relation to antecedents and and participating in teaching and learn- In this class, multiple subject and spe- cial education candidates focus collabo- consequences of target behaviors as high- ing activities. Students keep a journal lighted by a case study approach. Teacher for reference during in-class interac- ratively on the curriculum as a unit of observation, reflection, and practice. candidates will develop skills in designing tions. Students also use this fieldwork whole class management systems, as well setting as a place to practice what they Students select an approved fieldwork as individualized programs (positive be- are learning in other courses. Topics in site from the list provided by the depart- this class include the structure and dy- ment, and obtain permission from the havior support plans) consisting of data namic of the classroom environment; site supervisor prior to starting their collection on target behaviors, identifica- the organization of routines, proce- fieldwork. Students complete at least 25 tion of replacement behaviors with specif- dures, and transitions; the classroom hours of fieldwork at the site, observing ic behavioral goals and objectives, and ap- management plan; what works for and participating in teaching and learn- propriate reinforcement strategies. which children and whether some chil- ing activities. Students keep a journal for reference during in-class interac- SPED 350/550 3 UNITS dren are regularly marginalized; the COLLABORATION AND schedules for days and weeks; and tions. Students also use this fieldwork COMMUNICATION SKILLS FOR paraprofessional and parent participa- setting as a place to practice what they tion. This course is the first of a three- are learning in other courses. Topics in SPECIAL EDUCATORS part fieldwork series, which must be this class include state-adopted and This course explores the spectrum of in- completed in sequence. The whole se- teacher-created curricula; implementa- terpersonal and interactive learning skills ries meets the fieldwork requirement tion of standards; lesson and unit plan- required of the special educator. for the Human Development B.A. or ning; adapting curriculum for English Emphasis will be placed on effective com- M.A. learners or children with special needs; munication strategies with students with

COURSE DESCRIPTIONS hands-on learning; and types of formal disabilities, their families, and other and informal assessments. This course school or agency professionals. Teacher is the third of a three-part fieldwork se- 56 candidates will learn how to collaborate ries, which must be completed in se- with other IEP team members to develop, quence. The whole series meets the implement and evaluate individual student fieldwork requirement for the Human programs, including transition plans. COURSE DESCRIPTIONS

Counseling strategies to enhance the par- SPED 492/692 1–3 UNITS powerment of parents and guardians in un- ent professional partnership will be dis- INDEPENDENT STUDY derstanding their rights, and professional cussed. Issues of conflict resolution, me- Available for students in the Education ethics related to the provision of services to diation, crisis management, and advocacy Specialist Credential program(s) to meet students with disabilities and their families. for students and their families will be ex- some individual competency and/or pro- SPED 630 4 UNITS plored. Cross-cultural issues, including gram requirements. An independent study ADVANCED STRATEGIES FOR TEACHING bilingual and bicultural considerations contract signed by the faculty supervisor STUDENTS WITH MILD/MODERATE will be integrated throughout the course. is required at the time of registration. DISABILITIES This course meets the communication Classes offered at Pacific Oaks may not This course will focus on three dynamic competency requirement for HD degrees. be taken for independent study. Please aspects of successful teaching practice: consult the Schedule of Classes for reg- SPED 360/560 4 UNITS assessment, instruction, and behavior istration deadlines. INSTRUCTING AND ASSESSING management, in relation to creating classroom communities which reflect STUDENTS WITH MILD TO MODERATE SPED 600 2 UNITS INDUCTION SEMINAR A: DEVELOP- the complex interaction between the DISABILITIES student, the teacher, and the environ- This course examines principles and tech- ING AN INDUCTION PLAN ment. Advanced collaboration and con- This seminar provides guidance, support niques for assessing academic progress sultation skills will be woven through- and assistance to beginning special edu- and addresses the design of instruction and out all three topics. Personal reflections cators working on their Professional selection of curriculum materials for stu- and case studies will be used in design- Level II Induction Plan (IIP). Candidates dents and young adults with mild to moder- ing instructional strategies which are reflect on their current practice in the ate disabilities. Class work will include ob- both cognitive and affective, and which classroom and assess their strengths and serving and learning from practicing encourage active engagement in the needs based on the state and national learning process. Evaluating instruc- special education teachers. (Fifteen hours standards for he profession. Individual tional practices will also be covered. of fieldwork/observation is required at two professional development goals are es- Two Saturday Labs are required to different age levels.) Emphasis will be tablished collaboratively with the school practice and demonstrate advanced placed on collecting data from many district’s support provider and the col- strategies, which are culturally compe- sources, and accurately interpreting assess- lege advisor. The strategies to achieve tent, in effectively communicating as- ment results for students including those these goals become an action plan that sessment results and facilitating IEP/ITP who are culturally and linguistically diverse. outlines the requirements and opportu- meetings with parents and teachers. Curriculum planning, related to state and nities for coursework, support and pro- local standards, will be discussed with a fo- fessional development. These opportuni- SPED 640 3 UNITS cus on accommodating learners and modi- ties offer candidates the chance to ASSISTIVE TECHNOLOGY & TRANSITION fying materials. Teacher candidates will de- pursue specific topics which reflect their This course addresses a variety of velop skills in writing concise descriptions own interests and values. subtopics, including current legislation, of students’ present levels of performance, Note: The IIP requires an additional funding, assessment, resources and cur- goals and objectives that are achievable and 3-unit elective course or 45 hours of riculum related to assistive technology measurable, and both individual and group non-college activities as options for (AT) and transition to adulthood. lesson plans. Compliant IEPs will be dis- professional development which much Candidates will learn about advancements cussed over fourteen years of age. have prior approval as part of the IIP. in technologies and services that can sup- port a person with a disability to reach in- SPED 390/590 6 UNITS SPED 610 3 UNITS dividual academic, employment and daily ESC DIRECTED TEACHING PLACEMENT APPLIED ISSUES IN SPECIAL EDUCATION living goals. Candidates will develop skills AND SEMINAR In this course, Level II candidates dis- in administering assistive technology and Directed Teaching is a 16-week student cuss current challenges and controver- vocational assessments, and will develop teaching experience in a Special Day sies in the field of special education, re- appropriate goals and lessons for student Class or program for students or young flect on various positions, options and success in school-related or post-second- adults with mild/moderate disabilities. emotions of each, and research addi- ary tasks. Emphasis will be on working The practicum is accompanied by a tional perspectives. The reflection and with students who have learning, cognitive, seminar which meets at regular inter- critical thinking involved in discussing communication and sensory disabilities vals to discuss experiences with other these issues will deepen understanding that cause difficulties in academics, memo- student teachers, and to refine skills in of the realities inherent in teaching stu- ry, organization, communication, self-help, the following areas: dents who are often marginalized by the movement, hearing and vision. majority culture, and introduce new 1. Ability to adapt and modify core cur- perspectives which will, in turn, guide SPED 650 2 UNITS riculum to ensure student learning; actions and decisions in actual practice INDUCTION SEMINAR B: EVALUAT- 2. Collaboration with families and other in the field. Topics include social jus- ING THE INDUCTION PLAN professionals to coordinate services; tice, advocacy, inclusion, least restric- This seminar facilitates the implementa- 3. Planning and implementing appro- tive environment, over-representation tion and documentation efforts of the priate individualized instructional of students of color, standardized as- candidate in attaining the goals they es- programs, including transition plans; sessment, and transitional services. tablished for themselves in their 4. Providing a supportive climate for Individualized Induction Plan (IIP) and growth in interpersonal relationships; SPED 620 3 UNITS compiling evidence that demonstrates 5. Evaluating children’s progress and SPECIAL EDUCATION LAW mastery of each of the Level II competen- program effectiveness with a variety This course provides a historical and so- cies an standards. The outcome becomes of assessment approaches; and ciopolitical perspective of the legal man- the Level II Professional Portfolio, which 6. Developing an effective classroom dates for equity in special education, as well is reviewed during an exit interview at the management plan, including individ- as an examination of the current legal, poli- end of the Level II program. The portfo- COURSE DESCRIPTIONS ual Positive Behavior Support Plans, cy and leadership issues which impact best lio includes, but is not limited to, a per- practices in both the school and the social as appropriate. sonal mission statement, reflections on 57 services systems. Topics include the review practice, and artifacts from the candi- of integral laws and litigation, court cases, date’s learning experiences. policy documents, legal procedures, em- PACIFIC OAKS COLLEGE

ADMINISTRATION Cynthia Cruz Paige Parker Ph.D., University of California, Los Angeles, M.A., California School of Professional Carolyn H. Denham, Ph.D. Education. M.Ed., University of California, Los Psychology. M.A. Stanford University, President Angeles, Education. B.A., Scripps College, Communications. M.A., Bank Street College Literature. Certificate, University of London, of Education, Early Childhood Education. Jan Brown, CPA Westfield College, Literature and Theater. B.A., Howard University, Education. Vice President for Administration Connie Destito Rebecca Rojas M.S.W., University of California, Los Angeles, Academic Director, MFT Aristide Collins, Jr., M.P.A. Social Work. B.A., California State University, Ph.D., University of Southern California, Vice President for Advancement Los Angeles, Sociology. Licensed Clinical Counseling Psychology. M.A. Pepperdine Social Worker, State of California. University, Psychology. B.A., California State Trevor Dobbs University, Long Beach, Music Therapy. Corrine McGuigan, Ph.D. Ph.D., Newport Psychoanalytic Institute, Barbra Fletcher Stephens Provost Tustin, CA. M.A., Fuller Theological Ph.D., The Union Institute and University, Seminary, Marriage and Family Counseling. Cincinnati, General Psychology, Individual Barbara Raskin B.A., Pepperdine University. and Family Studies; M.A. The University of Executive Assistant to the President Kathy Fuller Akron, Ohio, Marriage and Family Therapy; and Director of Board Relations PH.D., UCLA and CSULA, Education. M.A., M.Ed., Kent State University, Ohio, Counselor California State University, Northridge, Education; B.A. Wilberforce University, Ohio, Sociology/Psychology. Jane Rosenberg, M.A. Elementary Education with emphasis on Early Childhood; B.A.E., University of Joseph T. Sundeen Director, Children’s School Northern Colorado, Elementary Education, Academic Director, Human Development, Special Education. Pasadena Ph.D., University of California, Los Larry Garf Angeles, Anthropology; M.A., University of FACULTY M.A., Pacific Oaks College, Human California, Los Angeles, Anthropology; B.A., Laila Aaen Development. B.A., State University of New Columbia University, History. Academic Co-Director York at New Paltz. Greg Tanaka Off-Campus Education Cheryl Greer Jarman Ph.D., University of California, Los Angeles, Ph.D., The Wright Institute in Berkeley, M.A., Pacific Oaks College, Human Education. M.A.T., New Mexico State Psychology. M.A., University of Wisconsin, Development B.A., Pacific Oaks College, Human University, Elementary Education/ESL. B.A., Sociology. B.A., Carthage College, Sociology. Development. Preliminary Multiple Subject Williams College, Psychology/Child Martina Ayala Teaching Credential, Pacific Oaks College. Development. Ed.D. International and Multicultural Cynthia Grutzik Olga Winbush Education, University of San Francisco; M.S. Academic Director Ph.D., University of California, Los Angeles, Instructional Leadership, National University; Education. M.A., Pacific Oaks College, B.A. Interdisciplinary Studies, National Teacher Education, Pasadena Ph.D., University of California, Los Angeles, Human Development. B.A., University of University; B.A. Theology-Religious Education, California, Los Angeles, Sociology. Universita Pontifica Urbaniana. Education. M.A., University of Arizona, Language, Reading and Culture. B.A., Westmont “ Pacific Oaks is noted for its active Maria Barillas College, Education/Diversified Studies. Ph.D., University of Southern California, Pacific Oaks Adjunct Faculty Toni Guajardo learning approach with both adults and Language, Literacy and Learning; M.A. Cal Perla Adef State University, Los Angeles, Education; B.A. Visiting Faculty children. Our students are encouraged to Ph.D., California School of Professional M.A., Pacific Oaks College, Marriage, Family Cal State University, Los Angeles, Liberal and Child Counseling. Studies and Credential. Psychology. M.S., California State University, work together and learn from each other. Los Angeles, Psychology. B.A., California Cecelia Alvarado Sue Bawale Online instruction is the next best thing to State University, Los Angeles, Speech M.A., California State University, Early Ed.D., Teachers College, Columbia University, Pathology/Audiology. Childhood Education; B.A., University of actually being at Pacific Oaks.” Curriculum & Teaching/Early Childhood California, Santa Barbara, Liberal Studies. Education. M.Ed., Teachers College, Columbia Brenda Ingram ______University, Curriculum & Teaching. M.A., Visiting Faculty, M.S.W., California State Raul Angeles Teachers College, Columbia University, Early University, Sacramento, B.A. University of M.A., Pacific Oaks College, Human California, Los Angeles, Psychology. Development. Laila Aaen, Ph.D., Childhood Education. B.A., Tufts University, Child Study. Multiple Subject Teaching Betty Jones Paul Angers Academic Co-director, Credential, University of California, Irvine. Academic Co-Director M.A., Pacific Oaks College, Human Development. Off-Campus Education Susan Bernheimer Off-Campus Education Susan Anguiano Ph.D., Claremont Graduate University, Ph.D., University of Southern California, M.A., Fuller Theological Seminary, Theology, Education. M.A., California State University, Sociology. M.A., Whittier College, Sociology. Marriage and Family. B.A., California State Northridge, Educational Psychology/Early M.A., University of Wisconsin, Child University, Los Angeles, Sociology. Childhood Education. B.A., University of Development. B.A., College of the Pacific, Diane Pasillas Araujo California, Los Angeles, Social Anthropology. Psychology. Standard Teaching Credential, M.P.A., California State University, Elementary and Early Childhood. ReGena Booze Northridge, Public Administration. B.A., Ph.D., M.A. Fielding Graduate Institute, Dino Koutsolioutsos California State University, Los Angeles. Human Development, and Organizational MFCC; M.A., Loyola Marymount University, Jing Babb Systems. M.A., Pacific Oaks College, Human Counseling Psychology. M.Ed., University of Arizona, B.S., Chinese Development. B.A., California State University, Judith Magee Cultural University. Hayward, Sociology. Academic Co-Director Dianna Ballesteros Gretchen Brooke Off-Campus Education M.A., Pacific Oaks College, Human Visiting Faculty M.A., Pacific Oaks College, Human Development; B.A., California State M.A., Pacific Oaks College, Human Development Development. B.A., University of California, University, Chico, Child Development. Davis, Psychology. Seon Chun Kathleen Bautista Ed.D., M.Ed., University of Northern Iowa, Aki Ohseki EdD., Pepperdine, Educational Leadership; Curriculum and Instruction, Early Childhood Ed.D., Teachers College, Columbia University, M.A. Cal State University, Los Angeles, Special Education, B.A., Ewha Womans University, Curriculum And Teaching/Early Childhood, Education; Administrative Services Credential. ADMINISTRATION AND FACULTY Seoul, Early Childhood Education. M.A. New York University, Early Childhood/Elementary Education. B.A. SUNY, Charloteé Bautista-Loria Martha Clark Albany, Psychology. M.A., Pacific Oaks College, Marriage, Family 58 M.A., Pacific Oaks College, Human Development. and Child Counseling, M.A., Pepperdine B.A., Pacific Oaks College, Human Development. University, Psychology, B.A., Loyola Marymount University, Psychology. FACULTY

Kai-lee Berke William Franklin Constance Lent M.A., Pacific Oaks College, Human Ph.D., Stanford University, Psychological Studies M.A., Pacific Oaks College, Human Development; B.S. University Of Maryland, in Education/Child and Adolescent Development. Development; B.A. University of Wisconsin, Early Childhood Education. M.A., CSU, Northridge, Educational Psychology. Education/Spanish. Judith Bordin B.A., CSU, Northridge, Psychology. Janet E. Love Ph.D., Fielding Institute, Human Catherine Goins M.S.W., and Pupil Personnel Services cre- Development; M.A., Pacific Oaks College, M.A., Pacific Oaks College, Human dential, Sacramento State University, Social Human Development; B.A., Chico State Development; B.A., California State Work; B.S.W., Sacramento State University. University, Child Development. University, Sacramento, Child Development. Debe Loxton Sharon Bragg Senta Greene M.A., Pacific Oaks College, Human M.A., Pacific Oaks College, Human M.A., California State University, Northridge, Development. Development; B.A., California State Early Childhood Special Education. B.A., Claudia Marinai University, Chico, Child Development. California State University, Northridge, Child M.A., Pacific Oaks College, Human Rob Brin Development. Development; B.A., Pacific Oaks College, M.A., Pacific Oaks College, Human Marilee Hartling Human Development. Development. M.A., Pacific Oaks College, Marriage, Family Judith Matson Brenda Burke and Child Counseling, B.S., Northwest Ph.D., National University, Clinical M.A. Azuza Pacific - Curriculum and Christian College, Liberal Studies/Psychology. Psychology. M.A., Pacific Oaks College, Instruction Management. Ruth Anne Hammond Human Development. B.A., Pacific Oaks Karen Cardell M.A., Pacific Oaks College, Human College, Human Development. M.A., Pacific Oaks College, Human Development. Development. Certificate, Emmi Pikler Hadiyah Miller Martha Carr Methodological Institute, Budapest. B.A., M.A., Pacific Oaks College, Human M.A., Pacific Oaks College, MFCC. B.A. (ABLE), Southern Methodist University, Fine Arts. Development; B.A., Mills College. Pacific Oaks College, Human Development. Mariana Herrera Adrienne Ann Mullen Isaac Carreon M.A., Pacific Oaks College, Marriage, Family M.Ed., University of South Carolina, Columbia, M.A., Pacific Oaks College, Marriage, Family and Child Counseling. Student Personnel Services, B.S.E., Concord and Child Counseling, B.A., California State Stephanie Hopkinson College, Preschool Handicapped and Early University, Los Angeles, Psychology. M.A., Pacific Oaks College, Human Education. Development. Karen Caruso Shirley Murray M.A. Antioch University, Psychology; M. Ed., Joseph Hunter M.A., Pacific Oaks College, Human University of California, Los Angeles, M.A., Pacific Oaks College, Marriage, Family Development; B.A. California State University Administrative Studies; B.F.A., University of and Child Counseling, B.A., Pacific Oaks Chico, Child Development. Hartford Art School; National Board of College, Human Development. Maxa Ott Professional Teaching Standards, 2000. Maria Yrene Jauregui Ph.D., Southern California Psychoanalytic Delaine Certo M.A., Pacific Oaks College, Human Institute, Psychoanalysis, M.A., Pacific Oaks M.A., Pacific Oaks College, Human Development. Development. College, Marriage, Family and Child Suzanne Duarte Jones Counseling, M.A., Friedrich-Alexander- Irene Cook Universitaet of Erlangen-Nuernberg, Germany, M.A., Pacific Oaks College, Human M.A., Pacific Oaks College, Human “ The field of mental health is changing Development. B.A., University of California, Linguistics and History. Development; B.A., Pacific Oaks College, and the future will provide increased Human Development. Santa Cruz. Sara Packer M.A., Pacific Oaks College, Human Glenda Corstorphine Mary Jo Jordan opportunities for therapists who can M.A., Pacific Oaks College, Human Development. M.A., Fuller Theological Seminary, B.A., respond to the multiple needs of families Marriage and Family Therapy, Theology, Development. Marsha Peralta B.A., Oregon State University, German. Katie Kissinger M.A., Pacific Oaks College, Human and communities.” M.A., Pacific Oaks College, Human Development. B.A., California State Bruce Cowan University, Sacramento, Psychology. ______M.S.W., University of California, Los Angeles. Development. B.A., Marylhurst College, B.A., California State University, Los Angeles. Social Science. Barbara Perkins Kim Kmetz Ph.D., Fielding Graduate Institute, Human & Connie Destito, MSW, Lisa Crim Organization Development, M.A., Pacific M.Ed., James Madison University, Early MFCC; M.S., California State University, Los Academic Director, Angeles, Psychology. B.A., UCLA, Psychology. Oaks College, Human Development. Childhood Education; B.S., James Madison Marriage and Family Therapy University, Early Childhood Education. Matt Kodama Lulaellen Pilgrim M.A. Azusa Pacific University. M.S., University of Utah, Educational Sharon Davisson Psychology and Counseling. B.S., Utah State M.A., Pacific Oaks College, Human Karin Kroner University, Elementary Education. Development; B.A., California State M.A., Pacific Oaks College, Human University, Chico, Sociology. Development. Lily Pimentel-Anderson M.A., California State University, Los Angeles, Gloria de la Cruz-Quiroz Judith Kunitz Early Childhood Development, B.S., California M.S.W., University of Michigan, B.S.W., Siena M.A., Pacific Oaks College, Human Polytechnic University, Pomona, Heights College. Development. B.A., CSU, Hayward. Communication Arts. Elizabeth Estrella Denise Landis Shikana Porter M.A., San Diego State University, Counselor M.A., Pacific Oaks College, Human Ph.D., M.A., California School of Professional Education; B.A., University of California, Santa Development. Psychology, San Diego, B.A., University of San Barbara, Sociology and Religious Studies. Druann Landreth Diego, Psychology. Karen Fite M.A., Pacific Oaks College, Marriage, Family Elizabeth Prescott J.D., Loyola Law School. M.A., Georgetown and Child Counseling, B.A., Pacific Oaks M.A., Los Angeles State College, Psychology; University, English. B.A., Pomona College, College, Human Development. B.A., University of Denver, Social Sciences English and Creative Writing. Junelle Lawry and Mathematics. Donna M. Flores M.A., Pacific Oaks College, Human Mario Prietto M.A., Pacific Oaks College, Human Development, B.A., Sonoma State University, M.S.W., University of Southern California, Development, B.Ed., University of Hawaii. Sociology. B.A., Vassar College, English.

Bobreta Franklin Sharone Lee Merci Quintana-Baragan FACULTY M.A., Pacific Oaks College, Marriage, Family Ph.D., Fielding Graduate University; M.A. M.A., Immaculate Heart College. and Child Counseling, B.A., Pacific Oaks Pacific Oaks College, Human Development; College, Human Development. B.A. Portland State University, Psychology. Kaye Ragland 59 Ed.D., Fielding Graduate Institute - Educational Leadership and change; M.A. Pacific Oaks College - MFT. PACIFIC OAKS COLLEGE

Kelly Ramsey Marsha Walsh BOARD OF TRUSTEES M.A., NOVA Southeastern University, B.A., M.A. Pacific Oaks College, Human Southern Nazarene University. Development; B.A., University of 2006-2007 Marita Reyes Massachusetts, Education. M.A., Pacific Oaks College, Human Niki Washington Development. M.A., CSULA, Multicultural/Multilingual Board Officers Sharon Rogers Special Education. Julio Ramirez, Jr., Chair Ph.D., Claremont Graduate University - Chiquita Waters Angelica Clark, Vice-Chair Education. M.A., Pacific Oaks College, Human Theresa Rochambeau Development. B.A., Pacific Oaks College, Dana Treister, Vice-Chair M.A., Pacific Oaks College, Human Human Development. Sue Femino, Secretary Development. Denise Lori Watson Amre Youness, Treasurer Hermelinda Rocha-Tabera M.A., B.A., Pacific Oaks College, Human M.A., Pacific Oaks College, Human Development. Development; M.S., San Diego State University, Suzanne Williamson Tom Baxter Counselor Education; B.A. San Diego State M.A., Pacific Oaks College, Human University, Mexican-American Development. Administration. B.A., Lynn Brengel Studies/Sociology. California State University, Los Angeles. Robert W. Brown Dale Rowden Mary Worthington M.S.W., California State University, Fresno, B.A., M.A., Pacific Oaks College, Human Michael Buchanan California State University, Fresno, Zoology. Development. B.A., Pacific Oaks College, Marlene Canter Wai-Ling Rubic Human Development. M.A., Pacific Oaks College, Human Development. Nanette Wylde Faye Davidson Rose Rubio M.A., Pacific Oaks College, Human Carolyn Ellner Development. M.A., National University, Fresno, Counseling, Jennifer Frank B.A., Reedley College, Child Development. Maryhelen Young Azita Sachmechian M.A., Pacific Oaks College, Human Fred Marcus M.A., Phillips Graduate Institute, Marriage Development. Shruti Miyashiro and Family Therapy/Art Therapy, B.A., Hunter College (CUNY), Psychology. Peter Pannell Margo Sipes Bill Peters M.A., Pacific Oaks College, Human Paula Redstone Development, B.A., Towson State University. Faculty Members Emeritae William Sparks Terry Roberts Carroll Borland-Parten M.A., California State College, Los Angeles, D.Ed., Fielding Institute, M.A., California Allison Shearmur Multicultural/Multilingual Special Education, State University at Los Angeles, Early B.A., Pacific Oaks College, Human Jed Sherwindt Childhood Education. B.A., Pacific Oaks “ Our Human Development programs Development. College, Human Development. “Core Donna Vaccarino provide a foundation that prepares Fiona Stewart Certificate” University of California at Los Courtenay Valenti M.A., Pacific Oaks College, Human Angeles. Nursery School Education. A.A., students for a wide variety of occupations. Development. B.S., Cornell University, University of California at Berkeley, Speech Edwin V. Woodsome, Jr. The majority of graduates are working as Human Development and Family Studies. Arts. California Special Education Teaching Johna Stienstra Credential. California General Elementary professionals serving children and families M.A., Pepperdine University, Education, B.A., Teaching. Ex-Officio while others have used their training to California Lutheran University, Liberal Arts. Mio Polifroni Carolyn Denham, President Beatrice Sweeney M.A., Pacific Oaks College and Claremont branch off into other areas such as M.A., Pacific Oaks College, Human Graduate School, Human Development. Wendy Lamson, Development. B.A., University of Alaska- Graduate work, School of Social Service, Children’s School Teacher business and human resources Southeast, Early Childhood Education. University of Chicago. B.A., University of management.” Kathryn Takakuwa Chicago, Social Service Administration. Kimberly Pollard, Pacific Oaks Staff M.A., Pacific Oaks College, Human Elizabeth Prescott Greg Tanaka, College Faculty ______Development; B.S. Boston University, Early M.A., Los Angeles State College, Psychology. Childhood Education. B.A., University of Denver, Social Sciences Maha Youness, and Mathematics. Susan Bernheimer, Ph.D., Elizabeth Tertell Co-Chair, Children’s School Parent Human Development M.Ed., University of Illinois, Instructional Molly Scudder Leadership. B.S., Southern Illinois University, M.A., Goddard College. B.A., Nursery Association Early Childhood, Human Development. Training School at Boston (Tufts University). Postgraduate Certificate, Pacific Oaks College. Laurie Todd Life Trustees M.A., Pacific Oaks College, Human Ann Barrett Development. B.S., Portland State University, History. Olin Barrett Sonia Torres Ray Cortines M.A., Pacific Oaks College, Marriage, Family and Child Counseling, B.A., California State Adelaide Hixon University, Bakersfield, Liberal Studies. The Honorable Jack Scott Nikola Trumbo M.A., Pacific Oaks College, Human Betty Williams Development. B.A., University of Colorado. Lee Turner FACULTY / BOARD OF TRUSTEES Ed.D., Mills College. Karen Ontiveros Villegas 60 M.A., Pacific Oaks College, Human Development, B.A., University of California, Irvine, Social Ecology. CALENDAR

2006-2007 CALENDAR

SUMMER 2006 June 1 - July 31 ...... Summer Semester 2006 March 20 - May 12...... Summer Advising & Priority Registration April 15 . . . Deadline for Summer Financial Aid Application and Priority for Fall Institutional Scholarships May 15 ...... Open Enrollment Begins May 26 ...... Tuition Payment Due May 26 or First Day of Class, whichever comes first June 1 ...... Summer Semester Begins, Deadline to Register for Summer Classes June 3 ...... Summer Classes Begin June 5 - June 16 ...... Add/Drop Period for Weekday Classes*, ($30 Late Fee applies during this period) June 16...... Last Day to Drop A Class without Receiving a Grade of Withdraw (W)* June 23 ...... Deadline to Register for Independent Study & Master’s Thesis June 26 ...... Children’s School Practicum Orientation June 27 ...... Children’s School Practicum Begins July 4 ...... Holiday – Independence Day (College Closed) July 18 ...... Deadline for Faculty to Submit Grade Changes for Spring Incompletes, Students Will Receive a No Credit after This Date July 30...... Last Day of Summer Classes July 31 ...... Summer Semester Ends, Last Day to Submit the Thesis to Earn a Summer Award Date August 14 ...... Deadline for Faculty to Submit Summer Narratives and Grades

FALL 2006 Betty Jones, Ph.D., Academic Co-Director, August 1 - December 31 ...... Fall Semester 2006 Off-Campus Education, who has served at Pacific Oaks for 51 years (left), with March 20 - May 12 ...... Fall Advising & Priority Registration recently retired faculty member Louise April 15 ...... Deadline for Fall Financial Aid Application and Priority for Institutional Scholarships Derman-Sparks. May 15 ...... Open Enrollment Begins August 1 ...... Fall Semester Begins, Deadline to Register for Fall Weeklong Classes August 1 ...... Fall Weeklong Classes Begin August 28 ...... Tuition Payment Due August 28 or First Day of Class, whichever comes first September 4 ...... Holiday – Labor Day (College Closed) September 5...... Fall Weekday Classes Begin September 5 ...... Deadline to Register for Weekday Classes (Late Fee applies after this date) September 5 ...... Children’s School Practicum Orientation September 6 - 18 . . . . Add/Drop Period for Weekday Classes,* ($30 Late Fee applies during this period) September 9 ...... Children’s School Practicum Begins September 18 ...... Last Day to Drop a Class without Receiving a Grade of Withdraw (W)* October 2 ...... Holiday – Yom Kippur (College Closed) October 17 ...... Deadline to Register for Independent Study & Master’s Thesis November 10 ...... Holiday – Veteran’s Day (College Closed) November 23 & 24 ...... Holiday – Thanksgiving (College Closed) December 5 ...... Deadline for Faculty to Submit Grade Changes for Summer Incompletes, Students Will Receive a No Credit after This Date CALENDAR December 15 ...... Last Day of Fall Classes December 16 - January 1...... Winter Break 61

* Add/Drop for weeklong and weekend classes is the first class meeting; Students dropping after this date will receive a grade of Withdraw (W). PACIFIC OAKS COLLEGE

December 22...... Holiday – Christmas Eve (College Closed) December 25 ...... Holiday – Christmas Day (College Closed) December 29 ...... Holiday – New Year’s Eve (College Closed) December 31 ...... Fall Semester Ends January 2 ...... Deadline for Faculty to Submit Fall Narratives and Grades January 2 ...... Last Day to Submit theThesis to Earn a Fall Award Date

SPRING 2007 January 1 - May 31...... Spring Term 2007 October 1 . . . Deadline for Summer Financial Aid Application and Priority for Spring Institutional Scholarships October 2 - 13 ...... Distance Learning Registration October 2 - November 22...... Spring Priority Registration October 16 - November 22 ...... Continuing Student Registration November 27 ...... Open Enrollment Begins January 1 ...... Spring Semester Begins January 1...... Holiday – New Year’s Day (College Closed) January 15 ...... Holiday – Dr. Martin Luther King, Jr. (College Closed) January 22 ...... Tuition Payment Due January 22 or First Day of Class, whichever comes first January 22 ...... Children’s School Orientation January 23 ...... Children’s School Practicum Begins January 26 ...... Deadline to Register for Weekday Classes, (LateFee applies after this date) January 29...... Spring Weekday Classes Begin January 29 - February 9 . . Add/Drop Period for Weekday Classes,* ($30 Late Fee applies during this period) February 9 ...... Last Day to Drop a Class without Receiving a Grade of Withdraw* February 19...... Holiday – President’s Day (College Closed) March 1 ...... Deadline to Submit Graduation Applications to the Registrar to Be Eligible to Participate in Commencement, ($40 Late Fee applies after this date) March 9 ...... Deadline to Register for Independent Study and Master’s Thesis April 1 ...... Deadline to Submit the Thesis to Be Eligible to Participate in Commencement, ($40 Late Fee applies after this date) April 2-8 ...... Spring Break April 6 ...... Holiday – Good Friday (College Closed) April 15 . . . . Deadline: Summer/Fall Financial Aid Application and Priority for Institutional Scholarships May 4 ...... Deadline for Faculty to Submit Grade Changes for Fall Incompletes, Students Will Receive a No Credit after This Date May 18 ...... Last Day of Spring Classes May 19 ...... Commencement Ceremony May 28 ...... Holiday – Memorial Day (College Closed) May 31...... Last Day of the Spring Semester May 31 ...... Last Day to Submit the Thesis to Earn a Spring Award Date June 1 ...... Deadline for Faculty to Submit Spring Narratives and Grades CALENDAR

62 * Add/Drop for weeklong and weekend classes is the first class meeting; Students dropping after this date will receive a grade of Withdraw (W). INDEX

About Pacific Oaks ...... 2 Faculty ...... 58 Academic Centers/Cohorts ...... 29 Financial Aid ...... 9 Academic Probation ...... 33 General Information and Services ...... 31 Academic Programs ...... 12 Graduate Admission ...... 6 Accommodations for Students with Special Needs ...... 31 Harassment Policy ...... 36 Add/Drop Policy ...... 34 Human Development and Social Change ...... 15, 20 Administration ...... 58 Incomplete Policy ...... 38 Admission by Life Experience (ABLE) ...... 5 Infant and Toddler Care and Development ...... 15, 21 Admission for Degree, Certificate, Permit and Teacher Introduction ...... 2 Education Programs ...... 5 International Student Admission ...... 8 Admission to the MFT Program ...... 8 Latina/o Family Studies ...... 26 Admission to the Post Graduate Certificate Program ...... 8 Leadership in Education & Human Services ...... 21 Admission to Teacher Education Program...... 7 Leave of Absence/Withdrawal ...... 37 Advancement Programs...... 32 Libraries ...... 32 Advising ...... 31 Locations and Time Frames ...... 29 Alumnae/i Association...... Inside Back Cover M.A., ABLE Option ...... 6 Appeal Procedure ...... 40 M.A., Curriculum Specializations...... 18 African American Family Studies ...... 25 M.A. Human Development Requirements ...... 16 Archives ...... 32 M.A. in Marital and Family Therapy (MFT) ...... 22 Art Education ...... 13, 18 MFT Continuing Education ...... 26 B.A., ABLE Option ...... 5 Mission Statement ...... Inside Front Cover B.A. Curriculum Specializations ...... 12 Multiple Subject Teaching Credential ...... 27 B.A. Human Development Requirements ...... 12 Off-Campus Education (Distance Learning Options) . . . 4, 29 Bicultural Development ...... 18 Office Hours ...... 31 Board of Trustees ...... 60 Online Programs ...... 30 Calendar ...... 61 Overview of Programs ...... 3 Corrine McGuigan, Ph.D, Provost, California Child Development Permit...... 16, 22 Pasadena Campus ...... 29 Pacific Oaks College. Career Planning (CARE) ...... 31 Play, Language and Literacy Sub-Specialization ...... 15 Center for Student Achievement Post Graduate Certificate ...... 28 Resources and Enrichment (CARE) ...... 31 President's Message ...... Inside Front Cover Change in Admission Status ...... 34 Privacy Rights ...... 38 Change of Advisor and/or Campus...... 34 Program Change (Addition/Deletion of a Specialization). . 39 Change of Specialization ...... 39 Re-Entry Fee ...... 39 Chemical Dependency ...... 38 Scholarships ...... 9 Child Care ...... 13, 19 Sexual Harassment ...... 36 Children in the Classroom ...... 34 Social and Human Services ...... 22 Clinical Training Program ...... 24 Sources of Financial Aid ...... 9 Collaborative Programs...... 30 Special Assistance for Chemical Dependency ...... 39 College Policies ...... 33 Student Complaint Procedures ...... 40 Course Descriptions ...... 44 Student Conduct...... 39 Course Number Changes ...... 43 Student Rights and Responsibilities ...... 41 Course Numbering System...... 35 Student Services Fee ...... 33 Course Waiver Policy...... 35 Teacher Education Programs (TEP) ...... 26 Credential Requirements...... 27 TEP Ethnography Thesis Project ...... 17, 28 Curriculum Philosophy ...... 4 Transcript Requests ...... 42 Degrees, Programs and Specializations (Academic Programs) . . 12 Transfer Requirements ...... 5 Developmental Education ...... 13, 19 Tuition and Fees ...... 32 Distance Learning Faculty ...... 30 Tuition Refund Schedule ...... 33 Distance Learning Options ...... 29 Undergraduate Admission ...... 5 Early Childhood Consortium ...... 30 Veterans Policies ...... 42 INDEX Early Childhood Education ...... 14, 20 WestEd M.A. in Human Development Program ...... 22, 30 Education Specialist Credential ...... 27 Withdrawal from College ...... 37 63 Eligibility for Registration and Commencement ...... 35 Work With Infants and Toddlers ...... 15, 21 Extended and Community Education ...... 30 Evaluations ...... 35 PACIFIC OAKS COLLEGE

Notes: PACIFIC OAKS COLLEGE

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Addendum: Pacific Oaks College 2006 – 2008 Catalog Satisfactory Academic Progress Policy April 17, 2008

1 Satisfactory Academic Progress Policy

Students must maintain satisfactory progress toward an academic degree to continue to be matriculated and to be eligible for financial aid. Though non-matriculated students are by definition not pursuing a degree, academic progress rate expectations apply to them as well. At Pacific Oaks College, a student’s academic progress is measured by both quantitative (see Maximum Cumulative Attempted Credits) and qualitative (see Academic Standing) components at the end of the each semester by the Registrar’s Office.

Satisfactory Academic Progress Determination

1. Maximum Cumulative Attempted Credits : To continue to qualify for federal financial aid programs, students must complete their program of study within a maximum time frame, measured by attempted unit hours, and must earn a minimum percentage of all attempted unit hours. The maximum time frame cannot exceed 150% of the published length of the student’s academic program. In accordance with Title IV regulations, transfer credits from other institutions that are applicable to a student’s Pacific Oaks College degree program are counted toward the maximum attempted units.

2. Academic Standing : A Pacific Oak College student’s progress toward a degree is measured in semester units; to be in good academic standing a student must be earning units in satisfactory proportion to the number of units attempted. A cumulative earned/attempted ratio is calculated for each student at the end of each semester and used by the Registrar’s Office to determine academic standing. Since Pacific Oaks College evaluates its students by written narrative statement and does not calculate a grade point average (GPA), an undergraduate student is considered to have a “C” average if the student has received an evaluation of “Satisfactory (S)” in 75% of the courses attempted in a semester. A graduate student is considered to have a “B” average if the student has received an evaluation of “Satisfactory (S)” in 75% of the courses attempted in a semester.

Special Considerations

Academic progress advances only when a student earns academic credit towards graduation. A student does not earn academic credits and makes no progress academically under the following conditions: The student receives any of the following outcomes for a course:

1. No Credit (X); 2. The student withdraws from a course after the add/drop deadline published in the Catalog.

Outcomes 1 or 2 count in the determination of units attempted, and thus affects the calculation of the student’s cumulative rate of progress.

1 Pacific Oak College’s policy on satisfactory academic progress defines both whether a student is in good academic standing and whether a student is eligible for financial aid.

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Addendum: Pacific Oaks College 2006 – 2008 Catalog Satisfactory Academic Progress Policy April 17, 2008

Incomplete (I) : Incomplete (I) courses are excluded from the calculation in the initial satisfactory academic progress evaluation. Students have up to one month prior to the end of the semester following the term in which an Incomplete (I) was given (until the end of either April or November) in order to submit any written work required to satisfy the completion of the class. If the Incomplete (I) requirements are not satisfied by the end of the semester following the term in which the Incomplete (I) was assigned, a grade of No Credit (X) will be given and the course counts as units attempted.

Evaluation Delayed : Because a delay in evaluation is the fault of the instructor, Evaluation Delayed courses are excluded from the calculation in the initial satisfactory academic progress evaluation. The course will be factored into the calculation of the student’s cumulative progress at the conclusion of the semester the instructor issues the evaluation.

Work in Progress : Work in Progress courses are excluded from the calculation in the initial satisfactory academic progress evaluation. The course will be factored into the calculation of the student’s cumulative progress at the conclusion of the semester the course concludes.

Transfer Credit : Transfer courses will count as units attempted and earned.

Repeated Courses: In the case of course repetitions, only the highest unit award is counted toward the degree requirement. All attempted units are included in the calculation of the maximum cumulative attempted units (above) and the cumulative completion ratio; however, the number of earned units for the repeated activity will only be counted once toward fulfilling degree requirements.

Academic Probation

Students who are not making satisfactory academic progress by the evaluation deadline of the enrolled semester (minimum 75 cumulative completion ratio) will be placed on probation for their next semester of enrollment. Once notified in writing, the student must immediately make an appointment with the student’s academic advisor to develop a probation plan. The plan will be negotiated with the advisor and approved by the Academic Director. The probation plan must be filed with the Registrar’s Office by the end of the end of the add/drop period of the semester subsequent to notification, or the student will be considered out of compliance with the satisfactory academic progress policy and subject to academic dismissal. By the add/drop period, the Registrar’s Office provides the Office of Financial Aid with the names of those students who are on academic probation, as well as those who are out of compliance with the satisfactory academic progress policy. Note: Failure to submit a contracted probation plan or necessary petitions will result in notification to the Office of Financial Aid that the student is out of compliance with the satisfactory academic progress policy. Students maintain aid eligibility while on probation; however, it is the student’s responsibility to discuss their progress as related to available funding with the Office of Financial Aid directly.

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Addendum: Pacific Oaks College 2006 – 2008 Catalog Satisfactory Academic Progress Policy April 17, 2008

At the end of the contract semester when student transcripts are mailed, the Academic Program Director, working with the student’s academic advisor, will determine if the student has satisfied the conditions of the probation plan. Students who fail to satisfy the requirements of the contract or to achieve a cumulative completion ratio of at least .75 are subject to academic dismissal. Students, who satisfy the terms of the probation plan but fail to achieve a cumulative completion ratio of at least .75, must remain on probation and continue to contract to probation plans until the cumulative completion ratio is at least .75. Students will continue to be eligible for financial aid while contracted to an approved probation plan. The Academic Program Director rescinds the academic probation in writing when the student satisfies the terms of the probation plan and achieves a cumulative completion ratio of at least .75.

Achievement of the .75 overall completion ratio must be possible within the maximum cumulative attempted credits for degree completion listed above in order to maintain financial aid eligibility . Regardless of semester completion ratios, the student will remain on probation until a cumulative completion ratio of at least .75 is achieved. Waivers of academic dismissal (extension of probation) will not be extended beyond a second consecutive semester without mitigating circumstances and/or concrete evidence that academic progress has been made.

Academic Progress Dismissal

Dismissal for academic reasons occurs when a student cannot show cause for being allowed to pursue study. In most cases, this will occur after two successive semesters of failure to achieve an overall completion ratio of .75 or the student reaches the maximum time frame for completion of the academic program. In rare instances, when it is evident that a student is unable to benefit from continued enrollment in the college, the Academic Director of the program may academically dismiss a student without warning as warranted by the student’s academic record.

The student and the Office of Financial Aid will be notified in writing by the Registrar’s Office of academic dismissal following the semester’s evaluation deadline. Note: If any student has not earned any of the units attempted in a semester, the last date of the student’s attendance will be determined and may necessitate the collection and return ofdisbursed financial aid funds.

Reinstatement after Academic Progress Dismissal

To return to Pacific Oaks College, an academically dismissed student must reapply through the Admissions Office after at least one semester away from the College as a matriculated student. In order to be reinstated, a student must present written evidence that the student is ready and able to make satisfactory progress. Academically dismissed students may enroll in learning activities as non-matriculated students, but will be ineligible for financial aid or veteran’s benefits. Enrolling as a non-matriculated student or interrupting attendance for one or more semesters do not in themselves affect a student’s academic standing. Accomplishments during this period are considered as criteria for readmission.

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Addendum: Pacific Oaks College 2006 – 2008 Catalog Satisfactory Academic Progress Policy April 17, 2008

Requests will be considered on an individual basis and readmission is at the sole discretion of the College. A student who returns from academically dismissed status with a cumulative completion ratio below .75 is placed on probation as part of the readmission decision; this information will be provided to the student’s advisor, and the student must contract to a probation plan. Failure to meet the terms of the probation plan at the end of the first semester after returning from a required leave of absence will result in dismissal from the College.

Students who have been reinstated after academic dismissal and who have received financial aid (California or federal) in the past are not automatically eligible for such aid again.

Students who are academically dismissed for a second time are not eligible for reinstatement.

Written Notice

Pacific Oaks College provides written notice to the student when the student is placed on academic probation, probation status is rescinded, the student is academically dismissed, or the student is reinstated. Copies of written notices are sent to the Registrar’s Office, the Financial Aid Office, and the student’s advisor.

Appeals

A waiver of the automatic academic dismissal or an appeal of adverse SAP determinations may be granted only by submitting a written petition within 30 days of the adverse decision citing mitigating circumstances to the Chief Student Services/Enrollment Officer for an exception to academic policy. Grounds that will be considered include late instructor paperwork (instructor confirmation necessary), late official transcripts from transfer institutions (documented transcript request necessary/awaiting official transcript), documented medical cause, death in immediate family, and documented learning accommodations. Students will be notified in writing of the Chief Student Services/Enrollment Officer’s decision within 30 days of the receipt of the original appeal. The decision of the Chief Student Services/Enrollment Officer is final.

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Addendum: Pacific Oaks College 2006 – 2008 Catalog Student Withdrawal Policy (Return to Title IV Funds) April 24, 2008

Student Withdrawal Policy (Return to Title IV Funds) Federal Title IV and institutional financial aid is earned based on the percentage of the enrollment period the student completes. For the purpose of this policy, the period of enrollment is a semester. The beginning of a semester is the first day a student’s class is scheduled to meet and the end of the semester is the last day. To determine the amount of federal aid and/or institutional aid earned up to the time of withdrawal, the Office of Financial Aid will divide the number of calendar days the student attended classes by the total number of calendar days in the semester. The College will use the Title IV formula to calculate institution aid “earned” and return aid not earned to the College. Scheduled breaks of five days or more are excluded from the calculation. A student who withdraws after completing more than 60% of the enrollment period has earned the full amount of aid that can be disbursed for the enrollment period. If a student withdraws on or before completing more than 60% of the semester, the amount of earned and unearned financial aid is calculated. Unearned federal financial aid (the difference between earned aid and disbursed aid) is returned to the Title IV programs in the following order: 1. Unsubsidized Federal Stafford Loan 2. Federal Stafford Loan 3. Federal Perkins Loan 4. Federal PLUS Loan 5. Federal Pell Grant 6. Federal Supplemental Educational Opportunity Grant (FSEOG) 7. Other federal loan or grant assistance The withdrawal policy for unearned state grants and external scholarships is determined by the institution in collaboration with the individual awarding agency. A student who is considering withdrawing from Pacific Oaks College is strongly encouraged to contact the Financial Aid Office to determine the impact of the withdrawal on financial aid and the student’s account.

69 PACIFIC OAKS ALUMNAE/I ASSOCIATION

Joanne Diaz Koegl, ‘05 is among the many alumnae who have shared their post graduate, life-changing stories with us.

Here is an excerpt from the experience she related as a Red Cross volunteer with Hurricanes Katrina and Rita.

“Days ago I returned from volunteer work with the Red Cross as a Mental Health Worker in response to Katrina. Little did I know when I left that I would also be facing Hurricane Rita and her added trauma. Joanne Diaz Koegl, ’05 Locally, I have facilitated loss support groups at St. Bede’s Church and Glendale Adventist Hospital. I have also treated many clients individually, but no amount of experience could have prepared me for life in a shelter at the Baton Rouge Rivercenter.

When I reflect on the heart-wrenching stories I heard, what stands out most in my mind are three words…Faith, Hope and Love. What I will forever remember is the power of the human spirit to endure inconceivable loss and the resilience gained by holding on to faith, hope and love.

I felt proud to be a Red Cross Volunteer and honored to have had this opportunity to serve.”

Joanne Koegl, M.A., is a Marriage and Family Therapist Intern with Spring Bay Counseling in Pasadena and Studio City, CA. ______

Pacific Oaks appreciates and supports the good work our Alumnae/i are doing in communities of need. We welcome your input and feedback.

If you have an experience you’d like to share with the Pacific Oaks community, please call the Alumnae/i Coordinator at (626) 397-1314. PACIFIC OAKS COLLEGE

MAIN CAMPUS OFF-CAMPUS PROGRAMS Pacific Oaks College 5 Westmoreland Place Center for Off-Campus Education Pasadena, CA 91103 Main Campus Admissions (800) 684-0900 (626) 397-1395 E-mail: [email protected] E-mail: [email protected]

Summer, Fall, and Spring Class Schedules with Distance Learning dates, times and locations may be obtained from Main Campus the Pacific Oaks College website. (800) 613-0300 E-mail: [email protected]

Website www.pacificoaks.edu

2006 – 2008 CATALOG