Pacific Oaks College

2008 – 2009 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 College to develop a reputation as the best place strong commitment to quality education and for the education of professionals working with respect for diversity. At Pacific Oaks diversity means children and families. Today, 1,250 students take more than numbers of students in categories. It classes on the main campus in Pasadena, online, means learning how to treat one another and or in off-site academic centers such as Chico, knowing enough about one another to develop Oakland, Palm Springs, Porterville, San Diego, and communicate respect. and Visalia. Enrollment at the College is growing each year. At the same time, all classes at the My vision for Pacific Oaks has College remain small, allowing three parts: “The fact that Pacific Oaks students and faculty to develop the close working relationship • First, the College will be the College has remained focused that is a hallmark of a Pacific Carolyn H. Denham leading West Coast institution on its specialization has Oaks education. preparing professionals to teach and to work with children and allowed the College to Graduates of Pacific Oaks College families. develop a reputation as the become leaders in professions of MISSION teaching and working with chil- Pacific Oaks is an independent best place for the education • Second, the Children’s School dren, youth, and families. The institution of learning influenced will be nationally acclaimed as of professionals working faculty, staff, and administration by its Quaker heritage and dedicated a model for early childhood at Pacific Oaks are here to help to principles of social justice, with children and families.” education. you make your professional respect for diversity, and the valuing journey both rewarding and of the uniqueness of each person. • Third, Pacific Oaks will be a meaningful. We welcome you to Its primary focus is placed upon Carolyn H. Denham, Ph.D. leader in the national conver- the Pacific Oaks community. all needs of young children and President sation on children and families, their families, and all those who, a place people turn to for Sincerely, in a direct or indirect manner, wise advice. 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 opposition, 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...... 34 Collaborative Programs...... 35 Library ...... 36 Tuition and Fees ...... 37 College Policies...... 38 Student Conduct, Complaints and Appeals ...... 47 Course Descriptions...... 50 Administration and Faculty...... 66 Board of Trustees...... 68 Calendar...... 69 Index ...... 71

Cover photos by Human Development Faculty Member Larry Garf. ABOUT PACIFIC OAKS ABOUT PACIFIC

1 PACIFIC OAKS COLLEGE

Accreditation Pacific Oaks is accredited by the learn and contribute in an environment of accept- Western Association of Schools and Colleges. As a ance. Quaker-founded institution, Pacific Oaks has tra- In 1959, continued expansion led to accredited ditionally sought in its student body: diversity in B.A. and M.A. degree programs in Human age and in racial, ethnic, economic, and social Development. These degrees are granted in background. Our policies in admission and other Human Development rather than Education areas are nondiscriminatory regarding race, gender, because we believe that a teacher must know the religion, ethnicity, physical ability, sexual orientation, whole life continuum to understand her/himself or age. and her/his students. Today, our programs serve Students may review institutional accreditation not only educators, but persons working in other and/or licenses in the President’s Office at 5 helping professions, including counseling and Westmoreland Place during normal working other human service fields hours, or by contacting WASC at: The style of learning emphasized at Pacific Western Association of Schools and Colleges Oaks is unique. In most colleges, a teacher lectures, 985 Atlantic Ave., Suite 100 students take notes and learning is evaluated by Alameda, CA 94501 examination. We have a different approach. (510) 748-9001 Pacific Oaks students are encouraged to work together and to learn from each other. The faculty Notice Students will adhere to the requirements work with students to help each individual obtain and programs outlined in the catalog of the academic an education that meets personal needs. At Pacific year in which they’re admitted. Students who Oaks, the process of learning is valued as much interrupt their programs for five or more years as what is learned. will adhere to the catalog of the academic year in Experiential learning, that is, learning by which they’re readmitted. doing, is at the heart of Pacific Oaks’ curriculum. The requirements, programs, class offerings, We believe that both theory and practice are fees, policies, and all other subjects covered in learned through action and interaction, and we this publication may be changed without notice. encourage students to value doing as well as talking, Users of this publication should contact Pacific reading and writing. In recognition of our unique Oaks representatives to learn the current status of teaching/learning pedagogy, Pacific Oaks received matters covered herein. Pacific Oaks assumes no a Special Commendation for Distinguished responsibility for any damages which may be Achievement in Undergraduate Education from the claimed to have resulted from such changes. American Association of Colleges and Universities. Pacific Oaks’ anti-bias commitment applies to INTRODUCTION- all areas of discrimination, including those based Pacific Oaks College is a unique educational insti- upon race, ethnicity, class, sexual orientation, tution offering upper division and graduate-level gender, age and physical ability. We expect respect college programs in human development, counseling, to be shown towards persons in all categories, and teaching credentials. both generally and as individuals. Respect, in Three basic concepts underlie the educational interactive classes drawing on the rich experience philosophy of Pacific Oaks: that growth is a of the faculty and students alike, includes honoring dynamic and life-long process; that every individual the confidentiality of personal experiences shared has a fundamental worth; and that each person, in class discussion. no matter how young or old, has a unique identity We ask that all members of the Pacific Oaks and human potential which they contribute to the community be willing to engage actively in thought, lives of all those with whom they come in contact. discussion, and change as we all learn about the Pacific Oaks was founded as a community edu- nature, dynamics and impact of bias and oppression cation center and nursery school by seven Quaker and the ways in which theories, practices and families in 1945. The School quickly grew under institutions are oppressive. It is important that we the leadership of Molly Morgenroth and Evangeline be willing to risk growing and changing together Burgess as word spread that there was a place in rather than clinging to old theories and practices Pasadena where children were valued as individuals. simply because they are familiar and comfortable. The teacher education aspect of Pacific Oaks grew For further information about College programs, out of the need to train teachers for the expanding please contact: nursery school. Today, over 200 families and 40 ABOUT PACIFIC OAKS ABOUT PACIFIC Office of Admissions teachers have joined our inclusive community where 5 Westmoreland Place Pasadena, CA 91103 each individual is provided with an opportunity to 2 (626) 397-1349 or (800) 684-0900 ABOUT PACIFIC OAKS

Schedules of Classes is found on the Pacific Oaks a study program directly meeting their needs and College website at www.pacificoaks.edu. There is interests. no printed Schedule. Students register through their The Admission By Life Experience admissions faculty advisors. Students register after meeting option at the baccalaureate level offers students with their faculty advisor. If you do not know who an opportunity to document, through presentations your faculty advisor is, contact the administrative and papers, up to 30 units based on their learning assistant in your academic department. from life experiences. This leads to the B.A. degree in Human Development. Departments The M.A. in Human Development is offered for the preparation of leadership personnel in profes- Distance Learning sions serving young children and their families. Main Line: (626) 397-1340 The degree is awarded on the basis of demonstrated competence in human development, knowledge of Human Development the social and political contexts of development, Main Line: (626) 397-1310 communication skills, integration of theory into practice and research. A Master’s project, which Marriage and Family Therapy is an original contribution to knowledge and Main Line: (626) 397-1327 understanding based on field experience, is required for the degree. Students interested in public school Teacher Education teaching may enroll simultaneously in a credential Main Line: (626) 397-1331 program. The Admission By Life Experience option at the OVERVIEW OF PROGRAMS M.A. level offers students an opportunity to docu- Pacific Oaks College offers upper division classes ment competence equivalent to a B.A. degree leading to a B.A. degree in Human Development; from Pacific Oaks to begin graduate studies. This courses of study leading to two teaching credentials: must be in conjunction with either the M.A. in Preliminary Multiple Subject English Learner Human Development or the M.A. in Marital and Teaching Credential and Education Specialist Family Therapy. Credential (Mild/Moderate Disabilities); graduate The B.A. equivalent earned through the M.A. courses leading to two M.A. degrees: Human ABLE admissions option is not a baccalaureate Development and Marital and Family Therapy degree and may not be accepted at other institutions (MFT). The MFT degree has two culturally-based or professional organizations. The B.A. equivalent specializations: Latina/o Family Studies and is intended to provide students with the necessary African American Family Studies. Pacific Oaks also prerequisites to enroll in the ABLE master’s degree offers a Post Graduate Certificate program. programs. The B.A. in Human Development offers an The option to do a specialization in the M.A. in upper division program focused on young children, Human Development is also available. The special- their families, and the social contexts in which izations are: Art Education; Bicultural Development; development takes place. Field experience or Child Care; Developmental Education; Early practicum in the Pacific Oaks Children’s School is Childhood Education; Human Development and often a part of the B.A. program. Students inter- Social Change; Infant/Toddler Care and Development; ested in public school teaching may become fully Social and Human Services; and Leadership in admitted to a credential program upon comple- Education and Human Services: with sub-special- tion of core B.A. requirements. izations in Administration/Supervision, College Specializations are optional areas of focus which Teaching/Teaching Adults, and Parent/Community are designed for students who have a specific interest Work. in one of the areas outlined below. Some special- The M.A. in Marital and Family Therapy expands izations are available only in Pasadena. students’ competencies in counseling families The College offers these specializations at the with young children, providing students with the B.A. level: Art Education, Child Care, Developmental educational qualifications for the California MFT Education, Early Childhood Education (with sub- License. Specializations in Latina/o Family Studies specialization in Play, Language and Literacy), and African American Family Studies are offered Human Development and Social Change, and in a cohort format.

Infant/Toddler Care and Development. Students Pacific Oaks offers two California teaching cre- OAKS ABOUT PACIFIC may also, in cooperation with their advisor, design dentials: the Preliminary Multiple Subject English 3 PACIFIC OAKS COLLEGE Learner Credential (elementary) and the Education offers degree programs Online. Specialist Credential (Mild/Moderate) Level I and In 2008-2009 cohort programs in Human Level II. Development are under way in Oakland, Salinas, For students interested in applying for any level Santa Cruz, Chico, Sacramento, and Porterville. An of the California Child Development Permit, Pacific M.A. in Marital and Family Therapy with a special- Oaks courses can meet Permit requirements for ization in Latina/Latino Family Studies is under way ECE/CD courses, specialization units, administration in Visalia. Planning for future off-campus programs and adult supervision. Pacific Oaks B.A. (or B.A. is in progress. equivalent, for M.A. ABLE students) is approved Online programs leading to the Human by the California Commission on Teacher Development B.A., M.A. and Post-Graduate Credentialing to meet the B.A. option/requirement Certificate extend access to a Pacific Oaks College for the last three levels of the permit: Master education nationally and internationally. Most Teacher, Site Supervisor and Program Director. online classes last 10-12 weeks; some four-week M.A./ABLE students who have completed the modules are scheduled throughout the year. The Assessment of Experience seminar and have met curriculum online is the same as that offered in all requirements for full admission may request a face-to-face classes. Two face-to-face classes are verification letter from the Pacific Oaks College recommended for students in the Online degree Registrar. The date of the B.A. equivalent is the programs. They may be attended as week-long completion date of the student’s graduate admis- intensives. sion process. The B.A. equivalent is posted on the transcript. Curriculum Philosophy The academic year includes three semesters, The curriculum in Human Development, Marital Fall and Spring; two time frames, Weekday and and Family Therapy, and the Teacher Education Weekend; several locations; online courses; and a programs is organized around five areas in which six-week Summer Session. One-week sessions are students are expected to be competent. The com- also offered in January and during the summer in petencies are: Pasadena, and may be available during the sum- ■ Development: Understanding of developmental mer at other sites. theories. ■ Diversity: Understanding and valuing diversity, Pasadena Campus including an anti-bias approach. The Pasadena campus of Pacific Oaks is located ■ Implementation: Ability to implement theories on beautiful, tree-shaded sites in the heart of historic and empower others. Pasadena. The craftsman-style bungalows and ■ Communication: Ability to communicate with modern office buildings of these campuses provide others in a connective way. an idyllic, serene setting for our students. Only a ■ Research: Ability to collect, process, and evaluate half-mile from Old Town Pasadena, Pacific Oaks data through research. is surrounded by cultural resources: the Norton Each of these competencies, except research, Simon Museum of Art, the Huntington Library and has a required core class. These classes introduce Art Gallery, the Gamble House and the Pacific Asia active learning, as well as subject areas. Since the Museum. core classes will also help students define their The Pacific Oaks Pasadena campus offers classes own areas of interest and learning needs, these during Fall, Spring and Summer semesters. Our classes should be taken early in a student’s program convenient evening and weekend class schedules at Pacific Oaks. make it possible to earn your degree no matter where you live in Southern California. As a con- venience for those who travel a distance, some weekend classes are scheduled all day over three weekends during the semester. In addition, week- long classes are offered within each semester.

Distance Learning: Programs Outside of Pasadena Two academic programs, Human Development and Marital and Family Therapy, sponsor degree

ABOUT PACIFIC OAKS ABOUT PACIFIC programs in California outside of Pasadena at Academic Centers. In addition, Human Development 4 ADMISSION

ADMISSION FOR DEGREE, CERTIFICATE, PERMIT B.A. degree students admitted through the AND TEACHER EDUCATION PROGRAMS ABLE option may accumulate a maximum of 90 transfer and documented competency units. The UNDERGRADUATE ADMISSION student is required to complete 34 units of regular Pacific Oaks course work, including all B.A. degree Traditional Admission requirements. HD 498 Assessment of Experience Pacific Oaks offers only upper division courses at counts as 1 unit towards the B.A. degree. the undergraduate level. Applicants for the B.A. It is recommended that students take only HD degree in Human Development must have a mini- 498 Assessment of Experience in their first semester mum of 70 semester units of transferable courses whenever possible. Since Assessment of Experience from accredited two- or four-year institutions. In counts as 1 unit toward the B.A. degree, students addition, applicants must be able to critically ana- applying for financial aid may not be eligible for lyze literature and situations, and possess strong aid during their first semester. Financial aid may oral and written expression skills. Consideration be granted for regular classes, including the will be given to the potential to succeed in an Assessment class, but not for payment of the doc- experiential academic program. umented units in the Assessment class. Please consult your advisor and financial aid counselor if Mimimum Units Requirement you are applying for financial aid. Minimum number of units for undergraduate students: • 12 units to be full time General Education Transfer Requirements • 9 units to be three quarter time Transfer requirements for traditional admission to • 6 units to be half time the B.A. degree program include completion of a minimum of 70 semester units with a grade of AAdmission By Life Experience (ABLE) “C” or higher (a minimum of 60 units through To be considered for admission to the B.A. degree the ABLE option). Only courses taken at colleges through the ABLE option, a student must: and universities accredited by regional commissions 1. have completed 60 semester units of college will be accepted. Please check with the transfer credit, including general education requirements. center at the colleges attended to see if an articu- 2. have 5 or more years of professional-level lation agreement is in place to assist you in selecting work in a human services position, and acceptable courses for transfer. The Pacific Oaks 3. have the ability to conceptualize about their expe- Admissions Office determines whether or not a rience and communicate this conceptualization. course is acceptable. Students are admitted provisionally by interview Applicants short of general education require- and will be considered for full admission upon suc- ments may take CLEP (College Level Exam Program) cessful completion of the one-unit Assessment of tests to acquire units. A maximum of 30 units may Experience class and all general education require- transfer. Applicants with no more than two out- ments. A minimum of 60 transfer units are required standing courses from the four general education for admission. Applicants with no more than two categories may be considered for admission. outstanding courses from the four general education In addition to external transfer opportunities categories may be considered for admission. outlined above, applicants may transfer Pacific Assessment of Experience must be taken in the Oaks Extended Education courses to earn a maxi- first semester in which it is offered following pro- mum of 30 upper division transfer units. This visional admission. Students not completing the would include Pacific Oaks Drug and Alcohol Assessment class may not enroll in further Pacific Studies courses and course credit awarded by Oaks course work until the class is completed portfolio assessment through the national CDA unless they change to traditional admission. (This certification program. requires consent of the ABLE Coordinator and a Contact the Admissions Office at (626) 397-1349 Program Change submitted to the Admissions Office.) or (800) 684-0900 for more information on the Students admitted to the B.A. degree program above. through the ABLE option may demonstrate com- Transfer credits need to be in four basic content petency (DC) equivalent to a maximum of 30 DC areas as follows: units through the assessment process. Documentation ADMISSION requires written and oral analysis of one’s work or other life experience. 5 PACIFIC OAKS COLLEGE

1. Oral and Written Expression A minimum of ■ applied business courses nine semester units including English ■ orientation courses Composition.* Additional courses may ■ sectarian religious courses include: Creative Writing, English or American ■ vocational courses Literature, Journalism, Early Childhood Language ■ library courses Arts, Logic, Critical Thinking, Speech/ ■ secretarial courses Communication, Foreign Language (introductory ■ word/data processing courses level—1st-2nd semester, and American Sign Language. Applicants may earn up to 76 lower division 2. Science and Math A minimum of nine semester semester units of classes listed under the four basic units to include at least one course* from areas and acceptable electives. Additional upper Astronomy, Biology, Chemistry, Physics, Ecology, division units may be awarded up to a maximum Geology, Math (College Algebra or higher), of 94 units. Physical Anthropology, Physical Geography, Proof of B.A. degree or completion of 60-70 Physiological Psychology, Nutrition, Statistics, transferable semester units is required for all Symbolic Logic, and Zoology. Additional admissions. If you are admitted with any of the courses may include Accounting, Business above general education deficiencies, then we highly Math, Computer Science, First Aid, Math/Science recommend that your complete them within your for Children, and Health Education. first year of matriculation to avoid delay in graduation. 3. Social Sciences A minimum of nine semester units including required courses in Introductory Options for Earning Additional Transferable Units Psychology* and either Introductory Sociology Applicants who meet all admission transfer or Cultural Anthropology*. Additional courses requirements and have more than 76 lower division may include: theoretical Early Childhood units may have the option of transferring up to 94 Education/Child Development courses, Political units if any of the following criteria are met: History, Political Science, Linguistics, Psychology, 1. Completed 24 or more units at a four-year Social Geography, Sociology, and U.S. History. college(s), with no distinction made as to 4. Humanities and the Arts A minimum of nine upper or lower division status; semester units to include at least one course* 2. Completed at least 18 units in Child Development from Art History, Foreign Language (Advanced: or Early Childhood Education (Note: ECE 4th semester), Literature, Music Theory or courses used to meet the nine unit minimum History, Philosophy, Comparative Religion and requirement in categories 1 through 4 are Theater History. Additional courses may include: excluded); Drama, Children’s Literature, Foreign Language 3. Completed at least 18 units in Psychology, (Intermediate: 3rd semester), Music or Art for Sociology or Anthropology (Note: Introduction Children, Performance, Studio Art courses, to Psychology, Introduction to Sociology/ and Ethnic/Cultural History. Cultural Anthropology and the remaining 3 5. Electives Additional units may be transferred units required to meet the 9-unit minimum from Early Childhood Education/Child requirement in this category are excluded); Development, Physical Education Activity (4 4. Completed at least 15 units in each of three of units maximum) or other transferable courses the four general education content areas: not listed in areas 1–4 above. Oral/Written Expression, Science/Math, Social Science or Humanities/Arts. *A minimum of 3 semester or 4 quarter units will meet a specific course requirement. Units in items #2-4 above may be taken at either a community college or a four-year institu- Note: A maximum of 3 units of early childhood tion. education/child development courses will be A maximum of 94 units may be transferred credited toward the 9-unit requirement in content into the traditional B.A. degree program. M.A. areas 1, 2 and 4 above. applicants using the ABLE option may transfer only upper division units beyond 94.

ADMISSION Courses not accepted for transfer include the fol- lowing courses: Transcript Evaluations 6 ■ remedial courses Prospective students may request a free unofficial ADMISSION transcript evaluation which will be completed by required for admission. Applicants with no more an Admissions Counselor. Please call (626) 397- than two outstanding courses from the four general 1349 or (800) 684-0900 for an appointment. education categories may be considered for admission. Assessment of Experience should be GRADUATE ADMISSION taken during the first semester in which it is offered following provisional admission. Traditional Admission Students admitted via the ABLE option to the Applicants for Pacific Oaks graduate degrees, the B.A. degree must petition the Admissions M.A. in Human Development and the M.A. in Committee to change to the M.A. ABLE option. Marital and Family Therapy, must have an earned Since this may affect the financial aid award, any B.A. degree from a regionally accredited college student considering such a switch must talk with a or university. Verification of the award of the B.A. Financial Aid counselor before initiating any change. degree must be received by the Admissions Office In HD 698, the graduate Assessment of as follows: Fall applicants by October 1; Spring Experience course, students document that their applicants by March 1; and Summer applicants by life/work experience has given them knowledge July 1. In addition, applicants must be able to and skills equivalent to a B.A. in Human critically analyze literature and situations at a Development from Pacific Oaks. graduate level, and possess strong oral and written expression skills. Consideration will be given to Competencies to be demonstrated in the Assessment the potential to succeed in an experiential academic of Experience class are: program. 1. Early Years Theory 2. Later Years Theory Minimum Units Requirement 3. Constraints on Human Development Minimum number of units for graduate students: 4. Work with Behavioral Data • 8 units to be full time 5. Sensory Experiences • 6 units to be three quarter time 6. Working with Adults • 4 units to be half time The B.A. Equivalent fee must be paid for by the Admission By Life Experience (ABLE) completion of the Assessment of Experience class To be considered for admission to either M.A. or according to a prearranged payment plan in degree through the ABLE option, students must: order to enroll for the following term. 1. have completed at least two full years (60 Students do not earn a B.A. degree, and the semester units) of college credit, including the B.A. equivalent may not be accepted at other insti- required general education transfer requirements tutions or professional organizations. The degree (see page 5). requirement is waived on the basis of documented 2. not have a Bachelor’s degree, experience, and the student is admitted directly 3. have 10 or more years of leadership/professional- into graduate standing. The B.A. equivalent will be level work experience in a human services posted on the transcript and the student may position, assuming increased responsibilities request a letter of verification. during this time and demonstrating the ability The total number of Pacific Oaks units that a to function effectively in a complex setting, M.A. in Human Development student admitted 4. demonstrate clear-cut ability to provide lead- through ABLE must complete to earn his/her ership to a professional field, and/or peers, degree is determined by the following formula: and/or community, # OF UNITS TRANSFERRED MINIMUM # OF UNITS TO 6. have the ability to conceptualize and theorize TO PACIFIC OAKS COMPLETE AT PACIFIC OAKS* about their work and their understanding of 60-79 42 human development and to communicate this 80-99 39 conceptualization. 100-119 36 120 or more 33 Students are admitted provisionally by interview. They will be considered for full admission upon *Completion of some specializations within the degree program may require additional units. successful completion of the one-unit Assessment ADMISSION of Experience class and all general education Completion of the M.A. in Marital and Family requirements. A minimum of 60 transfer units are Therapy degree program will require a minimum 7 PACIFIC OAKS COLLEGE of 49 units of course work. • CSET passed Required graduate units include one unit for • Subsequent recommendation for an Intern the Assessment of Experience class. Credential requires a Certificate of Clearance, U.S. Constitution competency and Admission by Foreign Baccalaureate an offer of employment. Some Baccalaureates earned in other countries are not considered equivalent to a U.S. Bachelor’s ADMISSION TO THE MFT PROGRAM degree. Pacific Oaks offers an admission option to As part of the admission process, an admission help those students who received only three years interview will be scheduled with MFT faculty. of undergraduate degree credit. We will evaluate Students are provisionally admitted to the program students’ courses to determine what is needed to with a review for full admissions following the complete our general education requirements. completion of 18 units. Admission to the MFT Once those are met and the student has a total of degree program is for the Fall and Spring semesters 120 semester credits, she/he can begin taking only. courses in our graduate programs in Human Development or Marital and Family Therapy. ADMISSION TO THE POST GRADUATE CERTIFICATE PROGRAM Graduate Admission for Pacific Oaks B.A. To apply for admission to the Post Graduate Students (Second Degree) Certificate Program, applicants must hold a Master’s Pacific Oaks B.A. students applying for a Pacific degree from a regionally accredited institution Oaks Master’s degree must have completed their and work in the area of human services. Admission B.A. degree or be fully admitted to the B.A. degree is granted based upon the applicant’s development program, have applied for graduation through the of an individual plan to meet the areas of compe- Registrar and be enrolled in their final semester. tency and to meet her/his own individual interests.

ADMISSION TO TEACHER EDUCATION PROGRAM INTERNATIONAL STUDENT ADMISSION Upon application to the Teacher Education Program, Based on U.S. Homeland Security regulations, students choose whether they want the Education international students must be enrolled full-time Specialist Credential (Mild/Moderate) Level I or at the Pasadena location, and therefore are not Level II or the Preliminary Multiple Subject English eligible for admissions to the Distance Learning Learner (MSEL) Teaching Credential. program. Applicants can be admitted to any of the Teacher International applicants must have non-U.S. Education programs only after the California Basic transcripts evaluated by an international transcript Educational Skills Test (CBEST or CSET) is passed. evaluation agency before the transcripts can be Until then, applicants are admitted to degree programs used to determine admission. Please contact each only. A student may be admitted to the Teacher individual agency for details on how to obtain an Education Program as a B.A. or M.A. student, as a order form; fees must be paid by the applicant. B.A. degree student admitted through the ABLE Check with Admissions for an approval list of option, or as a post B.A. student enrolled only in international transcript evaluation agencies. the credential program. All international applicants for whom English Note: Applicants with a California B.A. degree is a second language, with the exception of applicants in Education may not be admitted to a credential who have an undergraduate degree from an program by CCTC regulations. English language university, must take the interna- Admission to the Professional Level II Education tional Test of English as a Foreign language Specialist Credential requires an interview with a (TOEFL) and have the scores sent directly to the Special Education advisor. The SB57 Early Admissions Office. A score of 213 or above on Completion option is now available. Computer-based TOEFL is required for admissions. Scores may be no more than two years old. Admission to the Intern Program All international applicants must have an (MSEL OR SPED) admission interview in person or by phone prior To be admitted as an Intern, candidates must have to admission. The Admissions Office will contact applicants regarding the interview when the appli-

ADMISSION the following requirements met upon admission: • An earned B.A. cant’s file is complete. International students who 8 • CBEST passed are requesting to transfer from another U.S. insti- FINANCIAL AID tution must submit a letter from the international eligible for aid. There may be additional requirements student advisor stating the student is in good depending upon the specific program. standing with the institution. Note: Aid covers regular college classes only. It Applicants must submit an International is not available for Extended Education classes or Student Financial Statement and supporting docu- for fees and/or units documented through the ments in addition to the Admissions Application. ABLE Assessment Process. A special payment plan International applicants must meet application for ABLE charges is available. deadlines. International students are not eligible for institutional financial aid. Application Deadlines When an international student is admitted, a Financial aid forms received by the Financial Aid letter of admission and an I-20 form is sent to the Office by the following dates will ensure timely student. The student must take these to the nearest processing and priority consideration for institu- U.S. Embassy or Consulate in order to receive an tional scholarships. international student visa. This should be done as April 15 Summer Session soon as possible to ensure entrance to the U.S. in April 15 Fall Semester time to matriculate for the student’s desired term. October 1 Spring Semester All international students are subject to federal government regulations. Applications will be accepted after the deadline date but institutional scholarship aid cannot be MATRICULATION POLICIES guaranteed. Students must re-apply for financial Students admitted/readmitted for Summer 2008, aid every year. Financial Aid applications are Fall 2008 and Spring 2009 will be governed by available every January. this catalog. SOURCES OF FINANCIAL AID NON-MATRICULATING STUDENT STATUS The following is a list of some of the primary College classes may be taken on a space available sources of financial aid to students. Information basis. Apply as a non-matriculating student by regarding eligibility requirements and application contacting the Admissions Office at (626) 397-1349 procedures are available in the Financial Aid Office. or (800) 684-0900. Applicants must be high school graduates or have a GED. Federal Aid Pell Grant Entitlement grant program from the READMISSION Federal government for students with high financial Students applying for readmission (those not need. Students must be undergraduates working enrolled for five or more years) must complete all on their first undergraduate degree. current program requirements and register for a Supplemental Education Grant Program (SEOG) minimum of 6 units. Grant program for undergraduate students with exceptionally high financial need. (Priority given FINANCIAL AID- to Pell Grant recipients.) Pacific Oaks awards financial aid to admitted degree Perkins Student Loans 5% long-term repayment or credential students in accordance with a federally program available to students with exceptional established policy. Financial aid is available to help fill need. Repayment begins 9 months after graduation the gap between personal resources (parents’ contri- or termination of at least halftime status, with bution, student’s and spouse’s income, savings, etc.) minimum repayment of $30 per month. and cost of attendance. Pacific Oaks participates in a Subsidized Stafford Loan Variable rate long-term variety of Federal and State Financial Aid programs repayment loan program with 8.75% interest cap, and also awards a limited amount of privately donat- provided through private lenders such as banks, ed scholarship funds. Students are eligible for Federal credit unions, and savings and loan associations. funds at Pacific Oaks College if they: 1) are citizens or Loan amount is based on student need. Note: permanent residents of the United States; 2) are Repayment of Stafford Loans does not begin until accepted to or in good academic standing in a 6 months after a student graduates, drops below degree, credential, or certificate program. Students 1/2-time status, or leaves school. Interest is paid

must be enrolled at least half-time (defined as 6 units by the Federal government while student is in school. FINANCIAL AID per semester for undergraduate students and 4 units Unsubsidized Stafford Loans Variable rate per semester for graduate students) in order to be loan with cap of 8.75% interest, provided by private 9 PACIFIC OAKS COLLEGE lender such as banks, credit unions, and savings and loan associations. Interest accrues immediately All forms must be received and an admitted status and is payable 60 days after receipt of final dis- to a degree program confirmed before an award bursement. Note: Repayment of Stafford Loans letter will be generated. Students should allow 3-5 does not begin until 6 months after a student weeks for the Department of Education to process graduates, drops below 1/2-time, or leaves school. the FAFSA and an additional 4-6 weeks before PLUS Loan Variable rate loans with a cap of 10% receiving an award letter packet from the Pacific for the PLUS (Parent Loans for Undergraduate Oaks Financial Aid Office. Students) Loan, available through private lending institutions. Note: Interest accrues immediately FINANCIAL AID SATISFACTORY ACADEMIC and repayment begins 60 days after receipt of the PROGRESS POLICY last disbursement of funds per academic year. To be eligible for federal and state financial aid Federal Work Study Provides opportunities for Pacific Oaks students must meet and maintain part-time employment and is awarded on the basis of both the quantitative (maximum time frame) and need and availability of employment opportunities. qualitative (academic standing) aspects of Satisfactory Academic Progress (SAP) as defined below: State Aid Quantitative measures the number of completed Cal Grants Established to assist able and financially units necessary to complete a program of study needy undergraduate students who are residents versus the number of attempted units (classes of California. Cal Grants awarded on the basis of attempted but either failed (X) or not completed academic achievement and need. For more infor- (I, WP, W or NC). For Pacific Oaks students, mation about the Cal Grant program, please visit attempted units cannot exceed 150% of the number www.calgrants.org. of units scheduled to complete their course of study at Pacific Oaks. If it is determined a student Pacific Oaks Scholarships cannot mathematically finish the program within Our institutional scholarships are awarded to students the 150% time frame, they become ineligible for based on need, scholarship availability. While there any further federal financial aid. is no supplemental application to process to apply Qualitative measures a student’s academic and qualify for these funds, students must first standing ensuring they are consistent with the complete their financial aid applications by the requirements for graduation from a program. The aforementioned deadlines. Award recipients also qualitative aspect of SAP For Pacific Oaks students must maintain a minimum of 4 units per semester is determined by: (graduate students) and 6 units per semester • Students not having more than six (6) units (undergraduate students) to preserve eligibility of “Incomplete (I)”, “Work in progress for our institutional scholarships. (WP)”, “Withdrawal (W)” or “No Credit (NC or X)” at the point of SAP evaluation. Other Outside Sources • Students maintaining an evaluation of Students are encouraged to investigate outside “Satisfactory (S)” in 75% of the courses sources of scholarship assistance in their communi- attempted in a semester as described in the ty. Many civic, fraternal and service organizations Pacific Oaks academic SAP policy. such as Elks, Soroptimists, Kiwanis and Rotary A student must earn the required number of clubs provide scholarships, as do churches and units and be able to graduate in the prescribed private corporations. The Financial Aid Office amount of time. The process of monitoring all maintains information about some community students’ progress will occur once per semester. resources available to Pacific Oaks students. At any point if it is determined that the student has Additional scholarship information can be found not met the requirements of SAP, the student will on the Internet or at local public libraries. be placed on financial aid probation for the following term. PACIFIC OAKS FINANCIAL AID APPLICATION The financial aid SAP standards may be different PROCESS than that of academic SAP standards which describe The following forms are required: the requirements to stay in the program to earn a

FINANCIAL AID 1. Pacific Oaks College Financial Aid Application degree. Where differences exist, the following 2. Completed and signed FAFSA (Free Application standards set forth in this policy shall be used to 10 for Federal Student Aid. determine eligibility for aid. FINANCIAL AID If the “I” or “WP” grade is not updated to an “S” Student Status by the end of the second semester following the Although an undergraduate student should enroll semester in which the “I” or “WP” was received in a minimum number of units each semester for the student will be given a financial aid termination normal progress in the completion of degree notice. requirements the Pacific Oaks College recognizes Students will receive a “W” grade for classes the federal regulation that states the minimum dropped after the scheduled add/drop date but number of units for full-time undergraduate students remain eligible for federal aid upon verification of must be at least twelve (12) units. Pacific Oaks the drop date falling after the scheduled add/drop graduate students must be registered in at least date. eight (8) units to be considered full time. Students who accumulate more than six (6) Satisfactory progress for each semester is based units of “Incomplete (I)”, “Withdrawal (W)” or on the completion of no less than the number of “No Credit (NC or X)” on their transcript at any units for which the student was funded (i.e. full- given time will be placed on financial aid probation time, part-time). Satisfactory progress for the year and given up to one month prior to the end of the is based on completion within a twelve-month subsequent semester to evaluate, rectify and submit period of the number of units for which the student any required coursework necessary to satisfy the was funded. Pacific Oaks SAP requirements. If the student still Number of units an undergraduate student maintains more than six (6) units of “Incomplete must register, attempt and receive a grade for: (I)”, “Withdrawal (W)” or “No Credit (NC or X)” • 12 units by the end of the semester to be full on their transcript by the end of the semester fol- time lowing the semester in which the “I” was received • 9 units by the end of the semester to be the student will be given a financial aid termination three quarter time notice. • 6 units by the end of the semester to be half Student will remain eligible for financial aid time while on financial aid probation. Number of units a graduate student must register, attempt and receive a grade for: Financial Aid Probation and Termination • 8 units by the end of the semester to be full If it is determined that a student has an “I” grade, time has more than six (6) units of “I”, “WP”, “W”, • 6 units by the end of semester to be three “X” or “NC”, is failing to maintain75% of “S” quarter time grades during the courses attempted in a semes- • 4 units by the end of semester to be half ter or has reached the graduation time limits, the time Financial Aid office will proceed as follows: Students must maintain a minimum half time sta- • On the first non-consecutive occurrence, the tus in order to be eligible for federal financial aid. student will be sent a financial aid SAP Probation Contract informing them that in Grades order to continue receiving aid the following All “Satisfactory” (S), “Withdrawal” (W) and No semester they must fulfill and sign the contract Credit (NC or X) grades will initially be calculated agreeing to achieve the requirements by the for all SAP evaluations. end of that semester Although “Incomplete” (I) grades will not be • On the second consecutive occurrence calculated in the initial academic SAP evaluation, (while on probation), the student will they will initially be calculated when evaluating receive a Termination Notice indicating that SAP for funding purposes as is the case with since they failed to meet the terms of the “Work in progress (WP)”grades. Any student who financial aid SAP contract they will not be receives an “I” or “WP” grade will be given up to eligible for aid (federal, state or institutional) one month prior to the end of the subsequent the following semester or longer. semester in which the “I” or “WP” was given to submit any required coursework necessary to satisfy Appeals the completion of the class. If the prescribed Under extenuating circumstances students may

requirements are not satisfied by the end of the formally appeal both the financial aid probation FINANCIAL AID subsequent semester the student will be placed on and termination contract by submitting an Appeal financial aid probation for the following semester. Request form to the Financial Aid Director within 11 PACIFIC OAKS COLLEGE thirty (30) days from the contract postmark ALTERNATE CLASSES: (external) or date signed (internal). HD 341 Communication for Empowerment A Financial Aid Appeals Committee (FAAC), HD 345, 346 & 347 Communication for Empowerment consisting of one staff member from the Financial A, B, C Aid, Registrars and Business office will review the HD 350 Communication and the Life Cycle contract, the students’ official appeal and any HD 351 Conflict Resolution and Mediation other supporting documentation needed to support SPED 350 Collaboration and Consultation for Special their decision. Educators Student appeals will be handled on a case by case basis and can produce various results based Competency – Research Students are able to dis- on the students’ specific case. tinguish between observations and theory (reality The Financial Aid director reserves the right to and fantasy, data and inferences/assumptions). waive the FAAC process and expedite a decision. They can collect verifiable and reliable data, present This will also be on a case by case basis. their findings, and link their research with existing literature in the field. A research paper is required Refunds of all students in HD 300, if taken as a weekday Students who have been awarded financial aid or weekend class. This satisfies the research funds in excess of their tuition and fees may be requirement. entitled to a refund. Students must have attended The research paper requirement for those the first class meeting and paid the entire balance enrolled in an online section of HD 300 must be for the semester in order to receive a refund. met in HD 302 Research Seminar.

ACADEMIC PROGRAMS- Competency – Implementation Students implement a philosophy of education reflecting developmental B.A., HUMAN DEVELOPMENT DEGREE theories guided by observation, and evaluate these REQUIREMENTS actions according to results and impact on other persons (ethics, values, principles and empowerment). Program Level Outcomes HD 400 Working with Children in a Diverse World Students who complete the degree program in HD 402 Working with Families in a Diverse World Human Development will be able to demonstrate HD 411 Working with Adults learning in three areas: a critical understanding of ALTERNATE CLASSES: self, a critical understanding of others, and the HD 405 Developmental Education ability to apply that knowledge to local and global HD 406 Emergent Curriculum HD 416 Leadership in community social action. Education A minimum of 124 semester units is required to earn the Bachelor’s degree in Human Competency – Field Work/Observation Development. A minimum of 30 of those units Professional work with both children and adults must be earned in Pacific Oaks classes. These 30 requires understanding of child development, in units must include: theory and in action, as the beginning of life-span human development. Students observe and com- Competency – Development Students comprehend prehend developmentally and culturally appropriate and analyze developmental theories: practice with children. Students may fulfill the HD 300 Early Childhood Themes and Life Cycle Issues Fieldwork/Observation Component by choosing: Competency – Diversity Students value diversity, 1) one implementation class; and 2) one fieldwork/ demonstrate commitment to social justice, and observation class. analyze the dynamics of institutional and individual 1. Implementation classes meeting the B.A. biases and use of power: Fieldwork/Observation criteria: HD 361 Social and Political Contexts of Human Development HD 371 Working with Bicultural Children HD 391 Implementing Anti-Bias Curriculum Competency – Communication Students commu- HD 400 Working with Children in a Diverse World nicate clearly and effectively. They implement and HD 405 Developmental Education 2. Fieldwork or observation classes meeting the ACADEMIC PROGRAMS analyze individual, dyad and group communications for appropriate audience reception, authenticity, B.A. Fieldwork/Observation criteria: 12 and experience of empowerment for self and others: HD 305 Cognitive Development: How Children Learn ACADEMIC PROGRAMS HD 306 Play in Childhood by the faculty advisor. Basic requirements are: HD 315 The Art of Observation 1. HD 460 Foundations of Teaching Art: Releasing the HD 364 Community as a Context for Development Imagination HD 380 Children’s Autobiographical Narratives as Social 2. At least one of the following classes: Justice Curriculum HD 306 Play in Childhood HD 382 Participatory Action Research HD 371 Working with Bicultural Children HD 406 Emergent Curriculum HD 430 Play, Language and Literacy Development HD 430 Play, Language and Literacy Development HD 470 Teaching as Performing Art HD 450 Reflective Teaching (fieldwork)* 3. At least one of the following classes: HD 465 Art Studio Practicum (fieldwork)* HD 462 Women in Art HD 468 Art Education: Fieldwork (fieldwork)* HD 475 Arts and Social Change ED 320, ED 321, ED 322 TEP Practicum HD 477 Community as Classroom: Forging Connections (for Teacher Education students) Through the Arts ED 390 or SPED 390 Directed Teaching (Alternate classes may be approved by Art (for Teacher Education students) Education advisor)

*To enroll in these fieldwork courses, students 4. Fieldwork: must be working directly with children, either as a. HD 465 Art Studio Practicum (2 units) or employment or as practicum. Pacific Oaks HD 468 Art Education: Fieldwork (2 units) Children’s School is available as a practicum site b. Previous or present documented (non-art) for Pasadena students; clearance from the School experience working with children in a is required prior to registration. classroom setting with one or more of the following developmental levels: B.A. CURRICULUM SPECIALIZATIONS Infants/toddlers Preschool (2-4) The following optional specializations are offered Kindergarten/Primary (4-8) within the B.A. degree: Art Education, Child Care, Preadolescent (9-13) Developmental Education, Early Childhood Education, Adolescent (13-18) (ECE sub-specialization in Play, Language and Literacy), Human Development and Social Change, 5. Exhibit: and Infant/Toddler Care and Development. Students HD 469 Art Exhibition (1 unit) may specialize in more than one area. Each spe- Note: This program is available in Pasadena only. Advisor: cialization has its own specific requirements Larry Garf, M.A. which are outlined below. Other classes may be added with approval of the advisor. Child Care Distance Learning and other off-campus academic This specialization is designed for those who have centers: see your advisor for alternative courses an interest in full-day child care programs. Areas of specific to your location. further exploration may include: program develop- ment and evaluation; parent education and sup- Art Education port; and staff development and support. This specialization is designed for teachers who All students in this specialization are required wish to concentrate on the language of art and cre- to complete two field work experiences in a child ativity. The graduate will be equipped to teach the care setting. Students may choose a practicum in basics of art to children, design and implement the child care program in the Children’s School at culturally diverse developmental curriculum, and Pacific Oaks or an off-site practicum in an transmit the essential spirit of art as a living form. approved site. An arts background is required. Prerequisites for Specialization: The following are required for the child care • Comprehensive written description of arts specialization: background 1. Two field work experiences in approved child • Submission of portfolio care settings. Documentation of appropriate • Demonstration of an art activity with children experience in child care may be accepted for • Interview with advisor one of the field work experiences with the ACADEMIC PROGRAMS advisor’s approval. Acceptance to the specialization is determined 13 PACIFIC OAKS COLLEGE 2. At least two of the following classes: Other classes may be selected with approval of HD 305 Cognitive Development: How Children Learn your advisor. Distance Learning and other outreach HD 306 Play in Childhood locations: see your advisor for alternative courses HD 364 Community as a Context for Development specific to your location. HD 370 Development of Bicultural Children HD 371 Working with Bicultural Children 3. Prior and/or current experience, which can be HD 372 Seminars in Bicultural Development and documented, in four of the following developmental Education levels: HD 390 Developing Anti-Bias Curriculum: Teaching Our Infants/Toddlers (0–2 years) Preschool (2–4) Values to Our Children Kindergarten/Primary (4–6) HD 425 Intervention Models in Early Childhood Primary (6–9) Education Preadolescent (9–13) HD 440 Models and Methods of Family/School Adolescent (13–18) Collaboration Young Adult (18–22) HD 460 Foundations of Teaching Art: Releasing the Adult (over 21) Imagination Advisor: Human Development The following guidelines apply to the required documented experience at each of the four devel- Developmental Education opmental levels: This specialization is designed for human services a. Direct work at any level should equal a minimum professionals who wish to increase their understand- of 135 hours ing of education in a developmental framework. In • A minimum of 100 hours paid or volunteer order to be eligible for the Developmental Education experience in a single setting Experience at specialization, a student must have prior-to-degree any level should stretch over a minimum of experience at 4 developmental levels (either docu- 3 months mented or met through a previous practicum) and/or • The above requirements can also be met have a plan to meet these requirements during the through 3 units of Pacific Oaks’ Reflective degree. In addition: Teaching/Practicum with children at each • at least 2 levels must be met prior to initiating level. the specialization by the end of the first year or course work (either through P.O. practicum b. Experience should be primarily in culturally options or by documenting work experience). relevant anti-bias, developmentally appropriate • at least one fieldwork experience must be settings and include work with diverse children, completed and documented during the stu- families and settings. dent’s degree program regardless of prior • A majority of the experience should be in experience. See Experience below (#3). group settings. Basic requirements are: • Experience should include work in observation, 1. HD 400 Working with Children in a Diverse World, or group work, one-on-one work, and curricu- HD 402 Working with Families in a Diverse World lum development and implementation. 2. At least two of the following classes: HD 305 Cognitive Development: How Children Learn c. The following 3 options exist for meeting the HD 306 Play in Childhood requirements of a single level of experience: HD 315 The Art of Observation 1. Documentation of a successful practicum at HD 320 Contemporary Urban Adolescents another college HD 364 Community as a Context for Development 2. Completion of 3 units of Reflective HD 370 Development of Bicultural Children Teaching/Practicum at Pacific Oaks HD 371 Working with Bicultural Children 3. Written documentation of experience OR HD 391 Implementing Anti-Bias Curriculum through dialogue with the advisor (together HD 402 Working with Families in a Diverse World with any supporting documentation deemed HD 405 Developmental Education necessary) using Pacific Oaks’ guidelines. HD 416 Leadership in Education Please see the advisor for additional information.

ACADEMIC PROGRAMS HD 425 Intervention Models in Early Childhood Education Advisor and Fieldwork Supervisor: Human Development HD 441 Team Building for Early Childhood Educators Faculty 14 and Parents ACADEMIC PROGRAMS

Early Childhood Education 3. Prior and/or current experience, which can be This specialization is designed for those who would documented, in four of the following developmental like to increase their understanding of education in levels: a developmental framework. Students may choose Infants/Toddlers Two Year Olds to sub-specialize in Play, Language and Literacy. In 3 and 4 Year Olds order to be eligible for the Early Childhood 4 and 5 Year Olds 6 to 8 Year Olds Education specialization, as student must have Working with Parents of Young Children prior-to-degree experience at 4 developmental lev- els (either documented or met through a previous The following guidelines apply to the required practicum) and/or have a plan to meet these documented experience at each of the four devel- requirements during the degree. In addition: opmental levels: • at least 2 levels must be met prior to initiating a. Direct work at any level should equal a minimum the specialization, by the end of the first of 135 hours year of course work (either through P.O. • A minimum of 100 hours paid or volunteer practicum options or by documenting work experience in a single setting experience). • Experience at any level should stretch over a minimum of 3 months •at least one fieldwork experience must be completed and documented during the student’s • The above requirements can also be met degree program regardless of prior experience. through 3 units of Pacific Oaks’ Reflective See Experience below. Teaching/Practicum with children at each Basic requirements are: level. 1. HD 400 Working with Children in a Diverse World, or b. Experience should be primarily in culturally HD 405 Developmental Education relevant anti-bias, developmentally appropriate or settings and include work with diverse children, HD 406 Emergent Curriculum families and settings. • A majority of the experience should be in 2. At least two of the following classes: group settings. HD 305 Cognitive Development: How Children Learn • Experience should include work in observation, HD 306 Play in Childhood group work, one-on-one work, and curricu- HD 315 The Art of Observation lum development and implementation. HD 364 Community as a Context for Development HD 370 Development of Bicultural Children c. The following 3 options exist for meeting the HD 371 Working with Bicultural Children requirements of a single level of experience: HD 390 Developing Anti-Bias Curriculum: Teaching Our 1. Documentation of a successful practicum at Values to Our Children another college HD 391 Implementing Anti-Bias Curriculum 2. Completion of 3 units of Reflective HD 392 Advanced Studies in Implementing Anti-Bias Teaching/Practicum at Pacific Oaks Curriculum 3. Written documentation of experience OR HD 402 Working with Families in a Diverse World through dialogue with the advisor (together HD 423 Developmental Assessment and Program with any supporting documentation deemed Planning necessary) using Pacific Oaks’ guidelines. HD 425 Intervention Models in Early Childhood Education Please see the advisor for additional information. HD 430 Play, Language and Literacy Development See advisor regarding the documentation process. HD 440 Models and Methods of Family/School Collaboration Early Childhood Education Sub-Specialization: HD 441 Team Building for Early Childhood Educators Play, Language and Literacy and Parents This course of study is designed for students who are HD 445 Writing Our Stories teachers of children 0–8 and provides an opportuni-

Other classes may be selected with approval of your advi- ty to concentrate their studies on current theory and ACADEMIC PROGRAMS sor. practice regarding the development of literacy skills in young children. Literacy development during early 15 PACIFIC OAKS COLLEGE childhood is crucial for later development of reading 2. One of the following fieldwork courses: and writing excellence. Research in this area has HD 364 Community as a Context for Development increased our understanding of the relevant issues HD 380 Children’s Autobiographical Narratives as Social and provided new resources to inform the practice Justice Curriculum of classroom teachers in early childhood education. HD 382 Participatory Action Research In addition to the undergraduate program require- ments, the basic requirements for this sub specializa- 3. One of the following courses evaluating issues tion include: of power: HD 320 Contemporary Urban Adolescents HD 363 Specialization Core Courses (6 units) Education for Critical Consciousness HD 430 Play, Language and Literacy Development HD 393 Anti-Bias Work with Adults HD 445 Writing Our Stories: Reflections on Literacy HD 475 Arts and Social Change Development HD 477 The Community as Classroom: Forging Connections through the Arts Specialization Core Electives (3 units) Advisors: Greg Tanaka, Olga Winbush (Pasadena) Literacy and representational emphasis: Choose one: Infant/Toddler Care and Development HD 365 Sociolinguistics: Issues of Language and Culture There is a growing demand for professionals who are HD 406 Emergent Curriculum: Reflecting Learner Lives knowledgeable in the developmental needs and issues HD 432 Children’s Literature of young children and their parents. This specializa- ED 228 Curriculum Development: Bilingual Instructional tion is designed for those students who have an inter- Methods est in working with infants and toddlers. Parent edu- Electives (3–6 units): cation, child care, early intervention, and programs Choose one or two courses from this list (or con- for the prenatally exposed are examples of the types sult with advisor for other ECE-focused courses): of settings where students with this specialization HD 303 The Earliest Years might seek employment. Basic requirements for the HD 440 Models and Methods of Family/School specialization consist of four courses from four areas Collaboration in the specialization: 1) Implementation; 2) HD 390 Developing Anti-Bias Curriculum Field Fieldwork; 3) Depth Course; and 4) Related Elective. Experience at four developmental levels (as 1. Choose one Implementation class from the follow- specified for ECE specialization). ing: Basic requirements for the specialization are: Advisors and Fieldwork Supervisors: Human Development HD 391 Implementing Anti Bias Curriculum Faculty HD 400 Working with Children in a Diverse World HD 402 Working with Families in a Diverse World Human Development and Social Change HD 405 Developmental Education This specialization is for individuals who wish to acquire the skills to create large scale social change. 2. Fieldwork: The belief explored in this course of study is that HD 450 Reflective Teaching one’s own personal growth and the act of evoking positive social change are interconnected processes 3. Choose one Depth Knowledge class from the and particularly so during times of national or global following: stress. Students in this specialization will learn how HD 303 The Earliest Years to collaboratively design and implement change in an HD 422 Authentic Infant/Competent Child organization, school or community, and in society at large by making processes more participatory. 4. Choose one Related Elective from the following: Storytelling, dreaming, the arts, grant writing, action HD 306 Play in Childhood research, use of budgets and timelines, and HD 315 The Art of Observation autonomous community building are among the HD 370 Development of Bicultural Children methods and mediums employed. No prior experi- HD 390 Development of Anti Bias Curriculum ence in any of the above areas is required. The basic HD 425 Intervention Models in ECE course requirements are: HD 440 Models and Methods of Family/School

ACADEMIC PROGRAMS 1. Required Theory Class: Collaboration HD 381 Human Development and Social Change HD 441 Team Building with ECE and Parents 16 HD 383 Dewey, Vygotsky and Freire Advisor: Human Development Faculty ACADEMIC PROGRAMS

Declaration of Specialization Human Development. Specializations at the Master’s A student who would like to specialize within a level may have additional unit requirements as degree program should consult the catalog and outlined below. speak to her/his advisor to understand course No units can be transferred into the student’s and experience requirements. In the last term of M.A. program from other institutions. enrollment when the student submits a graduation Note: M.A. (Second degree) students who have application to the Registrar’s Office, the student earned their B.A. degree from Pacific Oaks must must indicate the specialization(s) on the graduation take the appropriate competency courses listed application. The faculty advisor must sign signifying below. that the specialization requirements have been For every Master’s program, general or specialized, met. The degree cannot be awarded until this the following course work must be completed by occurs, unless the student decides to drop the first degree students. specialization and notifies the Registrar’s Office. Competency — Development Students evaluate California Child Development Permit developmental theories: Students can creatively For students interested in applying for any level of construct their own theories and compare them the California Child Development Permit, Pacific to existing work: Oaks courses can meet Permit requirements for HD 500 Early Childhood Themes and Life Cycle Issues ECE/CD courses, specialization units, administration (if not taken at the B.A. level), or and adult supervision. Pacific Oaks B.A. or B.A. HD 501 Advanced Studies in Human Development equivalent is approved by the California Commission Second Degree Option – Development for the on Teacher Credentialing to meet the B.A. Development Competency, Second degree students option/requirement for the last three levels of the (who took Early Childhood Themes and Life Cycle permit: Master Teacher, Site Supervisor and Issues at the B.A. level) may choose between the Program Director. following for their Second degree Development Core Competency requirement if not taken on the M.A., HUMAN DEVELOPMENT, DEGREE B.A. level. REQUIREMENTS HD 501 Advanced Studies in Human Development HD 503 The Earliest Years Program Level Outcomes HD 505 Cognitive Development Students who complete the degree program in HD 520 Contemporary Urban Adolescents Human Development will be able to demonstrate HD 530 Adult Development: Mission and Vision learning in three areas: a critical understanding of HD 570 Development of Bicultural Children self, a critical understanding of others, and the HD 581 Human Development and Social Change ability to apply that knowledge to local and global HD 630 Play, Language and Literacy community social action. HD 635 Elder Development Pacific Oaks offers the interdisciplinary M.A. HD 645 Writing our Stories: Reflections on Literacy degree in Human Development for the preparation Development of leadership personnel in professions serving young children and their families. The degree is Competency – Diversity Students value diversity, awarded on the basis of demonstrated competence demonstrate commitment to social justice and in human development, communication skills, evaluate the dynamics of institutional and individual ability to work on bias issues, skill in implementing biases and use of power: theories in work with children and/or adults, and HD 561 Social and Political Contexts of Human Development research. A Master’s thesis project, which is an (if not taken at the B.A. level), or original contribution to knowledge and understanding HD 562 Advanced Studies in Diversity and Anti-Bias Issues based on field experience and data analysis, is required for the M.A. degree. Second Degree Option – Diversity For the Diversity Students choosing to continue their Pacific Oaks Core Competency, Second degree students (who education at the graduate level must officially be took Social and Political Contexts at the B.A. level) admitted to the M.A. program prior to enrolling in may choose between the following for their Second

classes. (Second degree.) degree diversity requirement if not taken on the ACADEMIC PROGRAMS Thirty units of Pacific Oaks course work must B.A. level. be taken to fulfill the requirements for the M.A. in HD 520 Contemporary Urban Adolescents 17 PACIFIC OAKS COLLEGE HD 562 Advanced Studies in Diversity B. meeting the criteria for fieldwork/observation HD 566; 567; 568: Issues of Language and Culture: available to B.A. students. Choose 1) one Bicultural/Bilingual Identity Development; Language and implementation class and 2) one fieldwork/ Cultural Meaning; Teaching Bicultural and Bilingual observation class from the categories below. Learners 1. Implementation classes meeting the M.A. HD 571 Working with Bicultural Children * Fieldwork/Observation criteria: HD 572 Seminars in Bicultural Development and HD 571 Working with Bicultural Children Education HD 591 Implementing Anti-Bias Curriculum HD 584 The Power of Our Stories HD 600 Working with Children in a Diverse World HD 585 Dewey, DuBois, Vygotsky, Freire and Hooks as HD 601 Ecology of Working with Children Social Justice Curriculum HD 605 Developmental Education HD 591 Implementing Anti-Bias Curriculum HD 600 Working with Children in a Diverse World * 2. Fieldwork or observation classes meeting HD 602 Working with Families in a Diverse World * the M.A. Fieldwork/Observation criteria: HD 505 Cognitive Development: How Children Learn * May be used if not being counted towards the HD 506 Play in Childhood Implementation Core Competency HD 515 The Art of Observation HD 564 Community as a Context for Development Competency – Implementation Students implement HD 580 Children’s Autobiographical Narratives as Social a philosophy of education reflecting developmental Justice Curriculum theories guided by observation, and evaluate these HD 606 Emergent Curriculum actions according to results and impact on other HD 630 Play, Language and Literacy Development persons (ethics, values, principles, and empower- HD 650 Reflective Teaching (fieldwork)* ment): HD 665 Art Studio Practicum (fieldwork)* HD 571 Working with Bicultural Children HD 668 Art Education: Fieldwork (fieldwork)* HD 600 Working with Children in a Diverse World ED 520, ED 521, ED 522 TEP Practicum (if not taken at B.A. level) (for Teacher Education students) HD 601 Ecology of Working with Children ED 590 or SPED 590 Directed Teaching HD 602 Working with Families in a Diverse World (for Teacher Education students) HD 611 Working with Adults (if not taken at B.A. level) *To enroll in these courses, students must be ALTERNATE CLASSES (if not taken at the B.A. level): working directly with children, either as employment HD 605 Developmental Education or as practicum. Pacific Oaks Children’s School is HD 606 Emergent Curriculum available as a practicum site for Pasadena students; HD 616 Leadership in Education clearance from the School is required prior to MFT 595 Therapy with Children registration.

Competency – Field Work/Observation All Competency – Communication Students commu- Pacific Oaks students should develop competence nicate clearly and effectively. They implement and in observing child behavior and recognizing devel- evaluate individual, dyad and group communications opmentally and culturally appropriate practice. All for appropriate audience reception, authenticity, M.A. specializations and credential programs and experience of empowerment for self and others: require field work or field experience appropriate HD 541 Communication for Empowerment to the program emphasis. Each program defines HD 542 Communication Skills and Individual Dynamics the age/level with which the student should develop HD 545, 546, 547 Communication for Empowerment competence in implementing developmentally A, B, C appropriate practice. Note: Ed 590 Directed HD 550 Communication and the Life Cycle Teaching, if not taken at the B.A. level (Ed 390), HD 551 Conflict Resolution and Mediation may be taken for fieldwork (6 units). MFT 505 Communication and Counseling Skills M.A. students not specializing may choose to SPED 550 Collaboration & Consultation for Special Educators meet this requirement by: A. choosing any of the field experience options ACADEMIC PROGRAMS Competency – Research Students are able to dis- listed under any of the M.A. specializations tinguish between observations and theory (reality 18 or and fantasy, data and inferences/assumptions). ACADEMIC PROGRAMS They can collect verifiable and reliable data, present degree. This is a process that spans three semesters their findings, and link their research with existing with the same instructor. Candidates must have access literature in the field. M.A. students must be able to a classroom for the first two semesters of the proj- to: pose a burning, researchable question; justify ect. Candidates may start this project when at least the desire to investigate by placing the question in half of their M.A. course work has been completed. professional, social, and personal context; address The required courses must be taken in issues of diversity and anti-bias in the field and in sequence: their approach; collect information, analyze, and ED 697 Introduction to Ethnographic Research in synthesize the findings; and evaluate the implications Education (2 units) of their findings. ED 698 Working with Diverse Schools and Communities A research paper is required of all students in (2 units) HD 500 or HD 501 when the class is taken as a ED 699 Pedagogical, Social, and Cultural Implications (2 units) weekday or weekend class. This satisfies the research requirement. If HD 500 or 501 is taken M.A. CURRICULUM SPECIALIZATIONS in the weeklong or online format, the research The following optional specializations are offered competency is met by HD 502 Research Seminar, within the M.A. degree. Each specialization has its a separate 1 unit course. own specific requirements, which are outlined All M.A. students are required to take Thesis below. Other classes may be substituted with approval Development, HD 684 or 685/6/7 (Online), of specialization advisor. unless a waiver form is approved by the student’s Distance Learning students: see your advisor thesis chair. Note: HD 684, 685 and 686 must be for alternative courses specific to your location. taken in order. Students can apply for Advancement to Candidacy Art Education after completing at least half of the course work This specialization is designed for teachers who toward the degree and by submitting an approved wish to concentrate on the language of art and cre- thesis project proposal. The thesis proposal is written ativity. The graduate will be equipped to teach the as part of the Thesis Development class. basics of art to children, design and implement After the proposal is approved by the thesis culturally diverse developmental curriculum, and committee, the student must complete the transmit the essential spirit of art as a living form. Advancement to Candidacy forms and register for An arts background is required. three units of HD 699 Thesis/Master’s Project. Prerequisite for Specialization: Students must register for 0 units the following • Comprehensive written description of arts semester and 0 units their last semester (3 +0+0) background to maintain their active status for one year. This • Submission of portfolio provides access to committee members and facili- • Demonstration of an art activity with children tates library privileges. If a student needs a second • Interview with advisor year, she or he would register for one more unit per term for that second year (or any portion thereof). Acceptance to the specialization is determined If a student files a Leave of Absence Form during by the faculty advisor. the second semester of Thesis/Master’s project, 1. Basic requirements are: she or he may still register for 0 units during the HD 660 Foundations of Teaching Art: Releasing the third semester. Students who file a Leave of Imagination Absence during the third semester or beyond, must enroll in one unit of Thesis/Master’s Project 2. At least one of the following classes: when they return. A Leave of Absence prohibits HD 506 Play in Childhood students from working with their thesis chair/ HD 571 Working with Bicultural Children committee during this period. HD 630 Play Language and Literacy HD 670 Teaching as Performing Art TEACHER EDUCATION PROGRAM ETHNOGRAPHY THESIS PROJECT 3. At least one of the following classes: For Teacher Education candidates who are earning a HD 662 Women in Art HD 675 Arts and Social Change

Masters Degree in Human Development, the ACADEMIC PROGRAMS Ethnography Thesis Project is an option for complet- HD 677 Community as Classroom: Forging Connections ing a thesis that meets the requirements for this Through the Arts 19 (Alternate classes may be approved by Art Education advisor) PACIFIC OAKS COLLEGE 4. Fieldwork: (meets Core Implementation requirement) a. HD 665 Art Studio Practicum (2 units) or HD 650 Reflective Teaching* HD 668 Art Education: Fieldwork (2 units) HD 699 Thesis/Master’s Project b. Previous or present documented (non-art) *Fieldwork in a bicultural setting is required. experience working with children in a class- room setting with one or more of the follow- OPTIONAL: ing developmental levels: HD 572 Seminars in Bicultural Development Advisors: Infants/toddlers Human Development Faculty Preschool (2-4) Kindergarten/Primary (4-8) Child Care Preadolescent (9-13) This specialization is designed for students interested Adolescent (13-18) in working in full-day child care programs. Areas of further exploration may include: program 5. Exhibit: development and evaluation; staff development HD 669 Art Exhibition (1 unit) and support; parent education and support; Note: This program is available in Pasadena only. Advisor: resource management; and administration of child Larry Garf, M.A. care programs. This specialization is recommend- ed for students interested in teaching, administra- Bicultural Development tion of child care programs, and consulting. According to demographers people of color are fast All students in this specialization are required becoming the largest collective segment of the U.S.’s to complete two field work experiences in child population. This is certainly the case in Los Angeles care. One of these may be a practicum in the and many other urban centers such as San Francisco, Pacific Oaks child care program. The second may Chicago, Miami, New York and Washington D.C. be completed in another appropriate child care These cities and others have school districts where setting. Basic requirements are: bicultural children comprise 75% of the students 1. At least two of the following classes: enrolled. Institutions wishing to meet the needs of a HD 505 Cognitive Development: How Children Learn bicultural populace must be willing to alter their per- HD 506 Play in Childhood ceptions and, when necessary, their policies. HD 564 Community as a Context for Development The Bicultural Development specialization is HD 570 Development of Bicultural Children designed for those who work with bicultural chil- HD 571 Working with Bicultural Children dren and/or adults. The program will build on the HD 572 Seminars in Bicultural Development and Education skills and experience of the students in the spe- HD 590 Developing Anti-Bias Curriculum: Teaching Our cialization to augment their training to effectively Values to Our Children serve bicultural children and their families. HD 591 Implementing Anti-Bias Curriculum The Pacific Oaks philosophy of bicultural HD 616 Leadership in Education development incorporates a perspective that views HD 635 Administration of Child Care Facilities children of color in the United States, regardless HD 640 Models and Methods of Family/School Collaboration of the specific racial and ethnic orientation, as HD 646 Women in Administration sharing a commonality of experience. The commonality of experience focuses on the fact that children of 2. Two field work experiences in a child care setting. color are: 1) raised simultaneously in two distinct This may include on- and/or off-site practica. cultural systems which are often in conflict, and Documentation of experience may be substituted 2) subject to a different set of socioeconomic for one of these with advisor’s approval. realities than those of mainstream children. As a Advisor: Human Development Faculty result, these factors play a major role in the development of bicultural children and therefore Developmental Education must be understood by those who work in bicultural This specialization is designed for human services community settings. professionals who wish to increase their understand- Basic requirements are: ing of education in a developmental framework. In HD 562 Advanced Studies in Diversity and Anti-Bias Issues order to be eligible for the Developmental Education specialization, a student must have prior-to-degree

ACADEMIC PROGRAMS HD 565 Sociolinguistics: Issues of Language and Culture HD 570 Development of Bicultural Children experience at 4 developmental levels (either docu- 20 HD 571 Working with Bicultural Children mented or met through a previous practicum) ACADEMIC PROGRAMS and/or have a plan to meet these requirements dur- b. Experience should be primarily in culturally ing the degree. In addition: relevant anti-bias, developmentally appropriate • at least 2 levels must be met prior to initiating settings and include work with diverse children, the specialization, by the end of the first families and settings. year of course work (either through P.O. • A majority of the experience should be in practicum options or by documenting work group settings. experience). • Experience should include work in observation, • at least one fieldwork experience must be group work, one-on-one work, and curriculum completed and documented during the stu- development and implementation. dent’s degree program regardless of prior c. The following 3 options exist for meeting the experience. See Experience below. requirements of a single level of experience: Basic requirements are: 1. Documentation of a successful practicum at 1. HD 600 Working with Children in a Diverse World another college HD 601 Ecology of Working with Children 2. Completion of 3 units of Reflective Teaching HD 605 Developmental Education 3. Written documentation of experience OR 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 HD 515 The Art of Observation Please see the advisor for additional information. HD 520 Contemporary Urban Adolescents Advisor: Human Development Faculty HD 564 Community as a Context for Development HD 570 Development of Bicultural Children Early Childhood Education HD 571 Working with Bicultural Children This specialization is designed for those who wish HD 611 Working with Adults to increase their understanding of young children HD 616 Leadership in Education in a developmental program. In order to be eligi- HD 625 Intervention Models in Early Childhood Education ble for the Early Childhood Education specializa- HD 641 Team Building for Early Childhood Educators tion, a student must have prior-to-degree experi- and Parents ence at 4 developmental levels (either documented or met through a previous practicum) and/or have 3. Prior and/or current experience, which can be a plan to meet these requirements during the documented, in four of the following develop- degree. In addition: mental levels: • at least 2 levels must be met prior to initiat- Infants/Toddlers (0–2 years) ing to the specialization, by the end of the Preschool (2–4) first year of course work (either through Kindergarten/Primary (4–6) P.O. practicum options or by documenting Primary (6–9) work experience). Preadolescent (9–13) • at least one fieldwork experience must be Adolescent (13–18) completed and documented during the stu- Young Adult (18–22) dent’s degree program regardless of prior Adult (over 21) experience.

The following guidelines apply to the required See Experience below. The basic requirements documented experience at each of the four devel- are: opmental levels: 1. HD 600 Working with Children in a Diverse World a. Direct work at any level should equal a minimum HD 601 Ecology of Working with Children of 135 hours HD 605 Developmental Education • A minimum of 100 hours paid or volunteer HD 606 Emergent Curriculum experience in a single setting • Experience at any level should stretch over a 2. At least two of the following classes: minimum of 3 months HD 505 Cognitive Development: How Children Learn • The above requirements can also be met

HD 506 Play in Childhood ACADEMIC PROGRAMS through 3 units of Pacific Oaks’ Reflective HD 515 The Art of Observation Teaching/Practicum with children at each HD 564 Community as a Context for Development 21 level. HD 570 Development of Bicultural Children PACIFIC OAKS COLLEGE HD 571 Working with Bicultural Children through dialogue with the advisor (together HD 590 Developing Anti-Bias Curriculum: Teaching Our with any supporting documentation deemed Values to Our Children necessary) using Pacific Oaks’ guidelines. HD 591 Implementing Anti-Bias Curriculum I HD 592 Advanced Studies in Implementing Anti-Bias Please see the advisor for additional information. Curriculum Advisors and Fieldwork Supervisors: Human HD 602 Working with Families in a Diverse World Development Faculty HD 611 Working with Adults HD 623 Current Issues in Developmental Assessment Human Development and Social Change HD 625 Intervention Models in Early Childhood Education This specialization is for individuals who wish to HD 630 Play, Language and Literacy Development acquire the skills to create large scale social change. HD 640 Models and Methods of Family/School Collaboration The belief explored in this course of study is that HD 641 Team Building for Early Childhood Educators one’s own personal growth and the act of evoking and Parents positive social change are interconnected processes HD 645 Writing Our Stories and particularly so during times of national or global HD 660 Foundations in Art Education stress. Students in this specialization will learn how to collaboratively design and implement change in an 3. Prior and/or current experience, which can organization, school or community and in society at be documented, in four of the following devel- large by making processes more participatory. opmental levels: Storytelling, dreaming, the arts, grant writing, action Infants/Toddlers Two Year Olds research, use of budgets and timelines, and 3 and 4 Year Olds autonomous community building are among the 4 and 5 Year Olds 6 to 8 Year Olds methods and mediums employed. No prior experi- Working with Parents of Young Children ence in any of the above areas is required. The basic course requirements are: The following guidelines apply to the required 1. Required Theory Class: documented experience at each of the four devel- HD 581 Human Development and Social Change opmental levels: HD 583 Dewey, Vygotsky and Freire a. Direct work at any level should equal a minimum of 135 hours 2. One of the following fieldwork courses: HD 564 Community as a Context for Development • A minimum of 100 hours paid or volunteer HD 580 Children’s Autobiographical Narratives as Social experience in a single setting Justice Curriculum • Experience at any level should stretch over a HD 582 Participatory Action Research minimum of 3 months • The above requirements can also be met 3. One of the following courses evaluating issues through 3 units of Pacific Oaks’ Reflective of power: Teaching with children at each level. HD 520 Contemporary Urban Adolescents b. Experience should be primarily in culturally HD 562 Advanced Studies in Diversity and Anti-Bias Issues relevant anti-bias, developmentally appropriate HD 563 Education for Critical Consciousness settings and include work with diverse children, HD 593 Anti-Bias Work with Adults families and settings. HD 675 Arts and Social Change • A majority of the experience should be in HD 677 The Community as Classroom: Forging group settings. Connections through the Arts • Experience should include work in observation, Advisors: Greg Tanaka, Olga Winbush group work, one-on-one work, and curriculum development and implementation. Infant/Toddler Care and Development c. The following 3 options exist for meeting the There is a growing demand for professionals who requirements of a single level of experience: are knowledgeable in the developmental needs 1. Documentation of a successful practicum at and issues of young children and their parents. another college This specialization is designed for those students 2. Completion of 3 units of Reflective Teaching ACADEMIC PROGRAMS who have an interest in working with infants and at Pacific Oaks toddlers. Parent education, child care, early inter- 22 3. Written documentation of experience OR vention, and programs for the prenatally exposed ACADEMIC PROGRAMS are examples of the types of settings where stu- HD 564 Community as Context for Development dents with this specialization might seek employ- HD 566; 567; 568: Issues of Language and Culture: ment. Basic requirements for the specialization Bicultural/Bilingual Identity Development; Language and consist of four courses from four areas in the spe- Cultural Meaning; Teaching Bicultural and Bilingual cialization: 1) Implementation; 2) Fieldwork; 3) Learners Depth Course; and 4) Related Elective. HD 572 Seminars in Bicultural Development and Education 1. Implementation – Choose one class from the HD 581 Human Development and Social Change following: HD 582 Participatory Action Research HD 591 Implementing Anti Bias Curriculum HD 585 Dewey, DuBois, Vygotsky, Freire and Hooks as HD 600 Working with Children in a Diverse World Social Justice Curriculum* HD 601 Ecology of Working with Children HD 591 Implementing Anti-Bias Curriculum HD 602 Working with Families in a Diverse World HD 605 Developmental Education* HD 605 Developmental Education HD 606 Emergent Curriculum * HD 625 Intervention Models in Early Childhood Education 2. Fieldwork: HD 640 Models and Methods of Family/School Collaboration HD 650 Reflective Teaching HD 641 Team Building for Early Childhood Educators and Parents 3. Depth Knowledge – Choose one class from the HD 646 Women in Administration following: HD 503 The Earliest Years 3. Fieldwork/Observation: Choose fieldwork HD 622 Authentic Infant/Competent Child related to sub-specialization. Minimum of 3 4. Related Elective – Choose one class from the units for each sub-specialization ** following: HD 656 Administration/Supervision HD 506 Play in Childhood Fieldwork/Observation 1-3 units HD 515 The Art of Observation HD 657 College Teaching/Teaching Adults HD 570 Development of Bicultural Children Fieldwork/Observation 1-3 units HD 590 Development of Anti Bias Curriculum HD 658 Parent/Community Work Fieldwork/Observation HD 625 Intervention Models in ECE 1-3 units HD 640 Models and Methods of Family/School Collaboration * Extended Competency course may not be used to meet HD 641 Team Building with ECE and Parents both specialization and core competency requirement. ** Students may take 1,2 or 3 units in any one semester. Leadership in Education and Human Services At least one unit should be Observation, and at least two This specialization is designed for students in units should be Fieldwork. leadership roles who work with adults involved in the field of early childhood. Students must choose Note: a student may register for one unit of a sub-specialization (see below), and may choose fieldwork at a time, but a total of three units is one or more areas in which to sub-specialize. required. Each sub-specialization needs an Extended Prerequisites: To register for Fieldwork, the Competency Course and minimally 3 units of student must have a job or arrange an internship/ fieldwork/observation. apprenticeship, which enables her/him to take a 1. Basic Requirements: Choose one responsible role in working with adults. Credit is HD 602 Working with Families in a Diverse World based upon 45 hours per unit of field work and HD 611 Working with Adults journal keeping. Credit for observation in each HD 616 Leadership in Education sub-specialization is based upon 45 hours per unit of observation and reading. 2. Extended Competency Courses: Choose a mini- Most students will participate in a concurrent mum of three units from below or another seminar offered online or on campus. course from Basic Requirements above: Advisors and Fieldwork Supervisors: Human HD 501 Advanced Studies in Human Development * Development Faculty. HD 515 Art of Observation HD 551 Conflict Resolution and Mediation * Social and Human Services This specialization is designed for professionals

HD 554; 555; 556: Communication for Empowerment: ACADEMIC PROGRAMS Online; In the Life Cycle; In Culture* working in group homes, adoption agencies, HD 562 Advanced Studies in Diversity * community activism, transitional housing, services 23 PACIFIC OAKS COLLEGE for the homeless, child advocacy and in early and adult supervision. Pacific Oaks B.A. equivalent, childhood settings with families who need addi- for M.A. ABLE students is approved by the California tional support services who wish to increase their Commission on Teacher Credentialing to meet the understanding and knowledge of family systems, B.A. option/requirement for the last three levels of conflict mediation, community assessment and the permit: Master Teacher, Site Supervisor and strategies for working with groups. Program Director. Basic Requirements are: M.A./ABLE students who have completed the 1. HD 602 Working with Families in a Diverse World Assessment of Experience seminar and have met all requirements for full admission may request a 2. At least one of the following Social and Human verification letter from the Pacific Oaks Registrar. Services electives: The date of the B.A. equivalent is the completion HD 515 Art of Observation date of the student’s graduate admission process. HD 520 Contemporary Urban Adolescents WestEd and Pacific Oaks Collaborative M.A. in HD 551 Conflict Resolution and Mediation Human Development Program: Infant and Toddler HD 564 Community as a Context for Development Care and Development and Leadership in HD 601 Ecology of Working with Children Education and Human Services HD 625 Intervention Models in ECE This 32-unit graduate program is open to MFT 542 Alcoholism and Chemical Dependency applicants who: (a) have a B.A. degree; or (b) MFT 560 Psychopathology of Childhood and Adolescence are mature learners with at least two years of college MFT 561 Child Abuse Assessment and Reporting meeting Pacific Oaks transfer requirements and ten years of leadership experience. Those without 3. Clinical Field Experience: a B.A. apply for admission through the Assessment HD 658 Parent/Community: Fieldwork/Observation (3 units) by Life Experience (ABLE) option. The program has three parts: 4. At least one of the following diversity electives 1. Completion of the Program for Infant/Toddler or an additional Social and Human Services Care (PITC): Trainer Certification co-sponsored elective approved by advisor: by WestEd and the California Department of HD 570 Development of Bicultural Children Education. Based on completion of two HD 562 Advanced Studies in Diversity and Anti-Bias Issues Institutes (4 Modules) and PITC review of all HD 571 Working with Bicultural Children certification papers, 8 units of Pacific Oaks HD 572 Seminars in Bicultural Development and Education graduate degree credit will be recorded on the MFT 650 Cross Cultural Mores and Values: SocioCultural student’s transcript as: Environments PITC Module I. Social-Emotional Growth and Advisors: Human Development Faculty Socialization PITC Module II. Group Care PITC Module III. Learning and Development Declaration of Specialization PITC Module IV. Culture, Family, and Providers A student who would like to specialize within a degree program should consult the catalog and 2. Completion of 24 semester units in Pacific speak to her/his advisor to understand course Oaks College M.A. program in Human and experience requirements. In the last term of Development, selecting from Infant/Toddler enrollment when the student submits a graduation Care and Development and Leadership in application to the Registrar’s Office, the student Education and Human Services as described must indicate the specialization(s) on the graduation in this catalog. application. The faculty advisor must sign signifying that the specialization requirements have been Note: PITC-certified trainers who already have an met. The degree cannot be awarded until this M.A. may apply this credit toward a Postgraduate occurs, unless the student decides to drop the Certificate in Leadership in Education and Human specialization and notifies the Registrar’s Office. Services by taking nine additional Pacific Oaks units. (See page 28.) California Child Development Permit For students interested in applying for any level of For more information visit www.pitc.org.

ACADEMIC PROGRAMS the California Child Development Permit, Pacific Oaks courses can meet Permit requirements for M.A. IN MARITAL AND FAMILY THERAPY (MFT) 24 ECE/CD courses, specialization units, administration The Marital and Family Therapy Program is a ACADEMIC PROGRAMS unique educational Master’s program for develop- the mental health profession: ing clinically skilled, culturally competent marital • Clinical (mental health theory and practice) and family therapists. It offers a multidisciplinary, • Professional (public role and behavior) inclusive curriculum based on developmental, psychodynamic and family systems theories and Upon provisional admission to the MFT program, practice. Integrated throughout its curriculum is a each MFT student will be given the Pacific Oaks commitment to understanding the lived experience College MFT Student Handbook. Each student in the of both clients and practitioner, the power of culture, program is required to adhere to these academic and oppression and society on the developmental professional standards as detailed in the handbook process, and the impact of one’s social political and in the First Year Progress Review section present context on the developing mind and behavior. catalog in order to maintain standing in the program The MFT department’s emphasis on intrapersonal, as detailed in the handbook. Upon receipt of the interpersonal, family and institutional issues provides handbook, the student will sign a form that they have a holistic approach to understanding the theory received the handbook, have reviewed it, and agree to and practice of marriage, family and child therapy. the terms of the handbook as a Pacific Oaks College The program at Pacific Oaks respects the unique MFT student. Each student is directed to discuss any learning styles of the individual and practices a and all of these required standards with their aca- relational model of learning that is dynamic, demic advisor if they have any questions. engaging, respectful and transformational. Faculty According to the above parameters, the MFT and students are partners in the learning community. program course work addresses the above seven Students are expected and mentored towards crit- competencies as follows: ically examining their own attitudes, beliefs and values to become clinically skilled and culturally Diversity: 6 units competent therapists. MFT 500 The Interface of Society and Human Admission As part of the admission process, an Development (3 units) admission interview will be scheduled with MFT MFT 650 Cross Cultural Mores and Values (3 units) faculty. Students are provisionally admitted to the program with a review for full admission following Development: 6 units the completion of 18 units. MFT 510 Personality Theories and Related Psychological Testing (3 units) Program Requirements MFT 530 Clinical Theories of Child Development (3 units) Prior to registering for classes each semester, stu- dents are required to meet with their advisor to Communication: 5 units identify the appropriate classes to take, to receive MFT 505 Communication and Counseling Skills (3 units) information regarding changes in the California MFT 642 Group Therapy (2 units) State Board of Behavioral Sciences requirements, and to review their progress. The MFT program Implementation: 7 units includes the following components: MFT 531 Domestic Violence (1 unit) MFT 561 Child Abuse Assessment and Reporting (1 unit) The MFT Department adheres fully to the five MFT 585 Clinical Skills in Family Therapy (3 units) main Pacific Oaks competencies, as these are MFT 595 Therapy with Children (3 units) defined and implemented within the scope of Research: 6 units mental health theory and practice: MFT 562 Research Design and Methods (2 units) Diversity MFT 572 Thesis Proposal (2 units) Development MFT 582 Master’s Thesis Completion (2 units) Communication Implementation Clinical: 10 units Research MFT 520 Theories of MFT (3 units) MFT 542 Substance Abuse, the Individual and Family In addition, the MFT Department adheres to two other competencies specific to the needs of Dynamics (2 units)

the mental health profession, as defined by the MFT 550 Psychopathology of Adulthood (3 units), or ACADEMIC PROGRAMS laws and regulations of the State of California and MFT 560 Psychopathology of the Child and Adolescence as circumscribed by the professional standards of (3 units) 25 MFT 632 Psychopharmacology (2 units) PACIFIC OAKS COLLEGE Professional: 8 units in the classroom discourse and collaborat- MFT 552 Professional Ethics and the Law (2 units) ing as a team member. MFT 651 Practicum A (2 units) • The student has come prepared for the class. MFT 663 Practicum B (2 units) • The student demonstrates understanding of MFT 672 Practicum C (2 units) MFT theories and their application. MFT 684 Practicum D (0-23 units) • The student has completed all of her/his MFT 691 Clinical Training Orientation (0 unit) assignments as required for the course, in a timely manner. The MFT students are required to take the follow- • The student has contributed to the learning ing foundation courses while they are in provi- environment of the class. sional status (first 18 units). During that time they are expected to complete these specific classes Professional Behavior that constitute the necessary 12 of the 18 units. • The student has consistently demonstrated MFT 500 The Interface of Society, the Individual and his/her capacity to behave responsibly and Human Development professionally in their student roles, and in MFT 505 Communication and Counseling Skills relation to their learning community. MFT 510 Personality Theories • The student has demonstrated sound profes- MFT 520 Theories of MFT sional judgment. • The student has demonstrated the capacity Students are reminded that there are foundation for being on time and meeting deadlines. course that are prerequisites for taking the advanced • The student is respectful of the learning practice classes. All of the theory courses are community and the ground rules. expected to prepare the student for the advanced • The student has demonstrated the capacity classes. Please meet with your advisor to plan as a collaborator. your schedule of classes to meet the necessary • The student is one who honors her/his word. requirements accordingly. • The student is one who is capable of responsible communication and openness First Year Progress Review to feedback. After completing 18 units and the above required courses, each student will obtain recommendations Clinical Readiness evaluations for full admission from two MFT faculty • The student has been capable of setting members, one of whom must be an MFT core faculty. boundaries. The student will also complete a self-evaluation • The student has demonstrated a capacity for on the same criteria. After the recommendations insight. evaluations have been submitted, the student will • The student has demonstrated an ability to meet with her/ his advisor to review overall per- empathize. formance in the program. After successful completion • The student has a grasp of her/his own process. of this process, the student will be fully admitted. • The student has the ability to monitor All students must also have completed all college her/his own behavior(self-monitor). admissions requirements to be fully admitted to • The student has demonstrated the capacity the program. Note: Students admitted to the M.A. for intentional listening. in Marital and Family Therapy program through • The student has demonstrated the capacity the ABLE option cannot enroll in clinical courses for self-reflection. until the successful completion of the Assessment course. The M.A. in Marital and Family Therapy is Culture and Diversity a clinical degree. In addition to academic performance, This section addresses the student’s intent, engage- students are expected to demonstrate competencies ment, and capacity to integrate an understanding in the following areas for consideration for full of the culture and diversity issues addressed in admission status: the program. • The student demonstrates a willingness to Academic Progress explore issues of diversity in relation to their

ACADEMIC PROGRAMS • The student has demonstrated graduate level own life experience. mastery in her/his course work. • The student actively pursues knowledge and 26 • The student has been consistent in engaging experience that enhances their capacity for ACADEMIC PROGRAMS

cultural competency. Program Learning Outcomes • The student is open to diverse ways of learning. The Program Learning Outcomes for the MFT • The student’s respect for cultural diversity is program at Pacific Oaks College are based upon manifested in her/his writings, discussions, the mandated competency requirements for the and behavior. licensure as a Marriage and Family Therapist in the State of California. These nine competencies 1. Capacity for insight, reflection are evaluated at a rudimentary level at the admissions 2. Ability to listen effectively and empathically interview, after 18 units of course work in the Full 3. Openness to feedback, new ideas and situations Admission Review process, and comprehensively 4. Commitment to self-growth in the clinical training process at the end of the 5. Professional behavior in the classroom program through the practicum placement.

If the student does not meet the requirements Clinical Evaluation Skills for full admission after completing a minimum of Crisis Management Skills 18 units, the advisor and Academic Director may Treatment Plan Development Skills counsel the student to change to the M.A. in Clinical Treatment Skills Human Development program, or to pursue Human Diversity Competency another occupational option outside of the college. Law and Ethics Competency The M.A. in MFT satisfies all of the requirements Personal Maturity and Interpersonal Skills of the Board of Behavioral Sciences (BBS) Professionalism (Business & Professions Code Sections 4980.37, Use of Supervision/Teachers/Mentors 4980.39, 4980.40, and 4980.41.) These include: Clinical Training Program Pacific Oaks course work totaling 48 50 The MFT Department is committed to providing semester units, including: an optimal clinical training experience for our 1. No less than 12 semester units of course work graduate students. One of our main objectives is in the areas of marriage and family therapy, the careful selection of community agencies whose and marital and family systems approaches to clinical training programs meet the pedagogical treatment. goals and standards of Pacific Oaks College. The 2. 6 semester units of supervised practicum, students of both the Latina/o Family Studies and including completion of one year of clinical the African American Family Studies programs are placement in an approved setting, concurrent expected to complete their practicum experience with the practicum seminar. in one of the approved agencies focusing on the 3. 150 hours of face-to-face experience counseling mental health needs of their respective communities individuals, couples, families or groups Latina/o community. During the degree program, 4. A two semester course in California law and the MFT Department, under the mandate and professional ethics guidelines of the Board of Behavioral Sciences of 5. A minimum of seven contact hours of training the State of California, monitors all clinical training or course work in child abuse assessment and experience completed by the students. The hours reporting of supervised clinical work completed at an agency 6. A minimum of 10 contact hours of training or approved by the MFT Department count toward course work in human sexuality the 3,000 clinical hours that are required by the 7. Specific instruction in alcoholism and other State of California for the state licensing exams in chemical substance dependency Marriage and Family Therapy. 8. 15 contact hours of course work in spousal or partner abuse assessment, detection and inter- Practicum vention Students must complete a Practicum as part of 9. A minimum of two semester units in a survey their Master’s degree requirements. The Practicum course in psychological testing experience is to be completed concurrently and 10. A minimum of two semester units in a survey in conjunction with the completion of the following course in psychopharmacology classes in this order:

11. a minimum of 10 contact hours of course MFT 651 Summer Practicum A (21 unit) ACADEMIC PROGRAMS work in aging and long-term care MFT 663 Practicum B I (3 2 units) MFT 672 Practicum CII (2 units) 27 MFT 691 Clinical Training Orientation (0 unit) PACIFIC OAKS COLLEGE These four courses are offered once a year, 6. Consent of the student’s Academic Advisor. only, and must be taken in sequence starting with the summer semester. Students may choose to 7. Submission to the Clinical Training Program of start their Practicum, if they have met all eligibility a completed and signed contract with an requirements, during the second or third year of approved agency (Three-Way Agreement of the program. It is highly advisable that students Clinical Placement). do not plan to take the practicum courses con- currently with working on their Master’s Thesis, 8. Completion of all prior course work. as this will create a huge workload, especially for those who will be working full time during their Requirements for completion of Practicum graduate studies. 1. Satisfactory completion of all the clinical training Eligibility requirements to start Practicum: requirements as a Marriage and Family Therapist 1. Completion of 18 units, plus the following (MFT) Trainee, conforming to all BBS refulations three courses before taking Practicum classes: and under the supervision of a licensed and MFT 470530 Clinical Theories of Child Development trained mental health practitioner in the clinical MFT 267550 Psychopathology of Adulthood, OR training program of a mental health community MFT 475560 Psychopathology of the Child/Adolescent agency approved by the MFT Department. MFT 225552 Professional Ethics and the Law 2. The minimum required time for the clinical 2. Completion of 20 hours of individual personal placement is twelve hours a week for twelve therapy with a licensed mental health profes- consecutive months. During this period, the sional. (These hours have to have been realized student is required to complete a minimum of after the student has started the masters program.) 150 hours of face-to-face client contact hours.

3. Attend the Preview to Clinical Training workshop 3. Concurrent attendance at and completion of that is scheduled in the fall semester before the courses MFT 651 Summer Practium A, the Clinical Training Orientation course in the MFT 663 Practicum BI, and MFT 672 following spring semester. Practicum CII.

4. Full admission into the MFT Department. 4. Satisfactory evaluations from the clinical supervisor at the clinical placement at the end 5. Completion of the Clinical Training Orientation of each semester or or when course require- Course (CTOC). The course is offered once ments are completed. These evaluations are annually in the spring semester. Students are an integral part of the overall evaluation and required to follow all steps toward clinical credit that the student will receive for all three placement as per course syllabus and the Practicum courses: MFT 651, MFT 663, and department’s clinical training guidelines. The MFT 672. goals of the Clinical Training Orientation Course are: 5. Satisfaction of all clinical and professional a. To acquaint students with the clinical training expectations of the approved community regulations of the California Board of agency in the provision of the agreed upon Behavioral Sciences and of Pacific Oaks mental health services. College. Therapy for Students Students are required to be b.To acquaint students with the various clinical in personal psychotherapy for a total of 20 hours placements approved by the MFT to qualify for clinical training. The completion of Department. Thirty-six hours36 of personal therapy while in c. To support students through the process of the graduate program, are a requirement for all interviewing with various agencies. students to graduate in the MFT program completing d. To explore issues of professional roles, the MFT degree. Students must have completed tasks and behaviors regarding the MFT the first 20 hours of personal psychotherapy prior

ACADEMIC PROGRAMS Trainee experience. to the start of their clinical training Thereafter, e. To assess the student’s readiness for Clinical students are expected to complete the remaining 28 Training. 16 hours during their twelve months of their clinical ACADEMIC PROGRAMS training placement. To facilitate this process, the semester. It requires the completion of 56 semes- MFT department has a referral list of psychothera- ter units, a clinical training component, comple- pists interested in working with our students at a tion of 600 Practicum hours, and a thesis in an lower fee. These therapists are from throughout area relevant to the African American community. the greater Los Angeles area. MFT students are The MFT/AAFS program at Pacific Oaks College advised to contact their advisor or the clinical reflects a spirit of encouragement, cooperation, coordinator for referral. The MFT Department has and collegiality, nurturing the best in each student. no responsibility over the quality of clinical services The field of marriage and family therapy flourishes that students may receive by the mental health as a result of the synergism among theory, research, practitioners on the department’s referral list. and practice. The program will attract candidates Students are strongly advised to use their own who clearly demonstrate potential for graduate judgment when contracting to receive psychotherapy study, and whose personal qualities will contribute with a licensed practitioner, whether selected to their success to become skilled clinicians inter- from the referral list, or selected directly by the ested in moving the profession forward through student from the community at large. their clinical work, research, scholarly writing, and professional involvement. The program is Intern Registration generally designed to take students three years to Upon completion of the M.A. degree in Marital and complete. The minimum requirements for admission Family Therapy, students apply to the Board of are discussed in the MFT admissions package. Behavioral Sciences for an intern registration number. The following materials are required for admission As part of the application process, all applicants must to the MFT/AAFS program: submit their fingerprints to the BBS for a background • Completion of all B.S./B.A./B.A. equivalent check. The Intern registration packet can be obtained requirements before beginning MFT/AAFS by accessing the Internet website of the Board of course work. Behavioral Sciences at: http://www.bbs.ca.gov and • Three letters of recommendation then clicking on Forms and Publications. There are • Copy of official transcripts of all previous periodic changes in the BBS regulations. Students are course work required to stay up-to-date with all BBS regulations • A 1,000-word autobiographical statement and changes by frequently logging onto the website specific to Marriage and Family and accessing all necessary information. Therapy/African American Family Studies African American Family Studies Specialization • Completion of required program and spe- The Marriage and Family Therapy with a program cialization questions as part of the general concentration in African American Family Studies Pacific Oaks College application package. (MFT/AAFS) at Pacific Oaks College is designed to • Select candidates will be invited to interview lead graduates to eventual employment as marriage with faculty for admission to the program. and family therapists in settings that focus on family The MFT/AAFS program trains students in gen- based and community oriented interventions. eral systems theory, developmental theory, community Therefore, in addition to the common core curricular advocacy, and theirits application to clinical practice experiences in counseling, all students are required with individuals, children, couples, and families of to demonstrate knowledge and skills in areas spe- African descent, and be able to appropriately cific to MFT/AAFS through didactic courses and implement these systemic interventions. The student specialized clinical/supervisory experiences. The will view the theories critically, appreciating both curriculum for the program builds the knowledge strengths and weaknesses. The theoretical compo- base and skills necessary for practitioners to pro- nent of the program provides knowledge of the vide high-quality, effective therapy. It prepares stu- current thinking underlying the field, major dents to use an active, positive approach to therapy approaches to therapy, ways of assessing problems, that will help individuals, couples, and families of and professional issues facing clinicians and indi- African descent build on their strengths, improve viduals of African descent. The clinical component their relationships, and generate solutions to rela- involves developing the ability to appropriately tional problems. The program process is based and adequately interview, assess, and manage the

on a cohort system with 20 students which will treatment of African American individuals, children, ACADEMIC PROGRAMS meet for eight weekend (Saturday and Sunday) couples, and families, including knowledge of intensives and one evening class per week each preventive approaches such as pre-marital therapy, 29 PACIFIC OAKS COLLEGE training in parenting skills, and relationship Spanish/English communication skills, and a mas- enhancement. ter’s thesis focusing on issues of Latina/o mental Additional required course work to complete health. The LFS program meets the academic the 56 unit specialization include: requirements of the California Board of MFT 516 African American Family and Child (2 units) Behavioral Sciences for the MFT license. MFT 517 African American Psychology (2 units) The core curriculum for MFT-LFS classes is MFT 518 African American History and Culture (2 units) presented within the context of the Latina/o culture MFT 519 Advocacy in the African American Community and in relation to the experiences of Latina/o children (2 units) and families. The 56 units required are a combi- Graduates will have met the academic require- nation of MFT courses and The LFS specialization ments needed to become a licensed marriage and courses which are sequenced for the LFS special- family therapist (LMFT) in California, a clinical ization. The LFS specialization classes are: member of the American Association for Marriage MFT 504 Latina/Latino History and Culture and Family Therapy (AAMFT). MFT 524 Latina/Latino Family Systems MFT 554 Latina/Latino Psychology Latina/o Family Studies Specialization MFT 534 Historical Trauma The Latina/Latino Family Studies Specialization MFT 624 Advocacy and Community Mental Health in the (LFS) in the MFT program is a comprehensive M.A. Latina/Latino Community in MFT degree program with a special educational emphasis on the diverse mental health needs of For further information please call Connie Latina/Latino children and families. It is designed Destito, Program Director, Latina/o Family Studies as a cohort model based on the comadre-compradre at (626) 397-1327. extended family system of the Latina/o culture. The Latina Family Studies Specialization is a culture MFT Continuing Education centered cohort based on a model of collective- The MFT Department offers Continuing Education relational learning and teaching. This degree program short courses and workshops in many areas of recognizes the importance of the lived experience clinical theory and practice. Offerings have included: and critical thinking skills, and the clinical infor- Using Art in Therapy; Working with Obsessive mation is presented within the context of Latina/o Compulsive Disorders; Techniques of Gestalt history and culture. The theoretical foundation for Therapy; Solution Focused Therapy, as well as the this specialization is one of Liberation Psychology. Object Relations Therapy series of various courses The program seeks to attract students who are and workshops. passionate about studying MFT theory and practice These programs are open to the community as infused with understanding immigration, accultur- well as Pacific Oaks students and alumnae/i. The ation, advocacy and Latina/o mental health issues, Program is an approved provider of hours for and serving as Marriage and Family therapists in Marriage and Family Therapists and Licensed the Latina/o community. The LFS-MFT faculty work Clinical Social Workers for renewal of their pro- closely with students to create an academic com- fessional licenses, (Board of Behavioral Science munity that fosters relational and experiential Provider #PCE 853). Students and clinical interns learning in a supportive, humanistic and intellectually who have a licensed supervisor may use these challenging environment. hours toward their optional experience hours for In each class the focus of study is through the their licensing requirements. lens of the varied Latina/o experiences of children and families. Students are encouraged to become TEACHER EDUCATION PROGRAMS bilingual and to be guided by the mission statement The Preliminary Multiple Subject English Learner of Pacific Oaks College that call on graduates to Teaching Credential (MSEL) offered at Pacific work for social justice and equality in their lives Oaks is the first level of a two-level credential. and in their professional practice. Candidates complete the second level through an Classes are scheduled on six weekends per Induction program in their district of employment. semester, Fridays, Saturdays and Sundays and are The Preliminary credential qualifies candidates to structured in an intensive cohort model. The pro- teach K-12 multiple subjects in self-contained

ACADEMIC PROGRAMS gram requires a completion of 56 semester units, classrooms. Pacific Oaks also offers Level I and clinical training in selected agencies that work in Level II Education Specialist Credentials which 30 collaboration with LFS, a proficiency in bilingual qualify candidates to teach students with mild to ACADEMIC PROGRAMS moderate disabilities in K-12 and adults through b. Children with Special Needs: 22. Students may only enroll in the Level II • Identify a child with special needs, Education Specialist Credential when they are • Apply methods used to modify the curriculum employed with a Level I Credential. and accommodate various learning styles, A student may enroll in the Teacher Education • Collaborate with other professionals to identify Program as a B.A. or M.A. degree student, as a appropriate interventions… B.A. equivalent student admitted through the ABLE option, or as a post-B.A. student enrolled only in 3. Demonstrate the ability to design and implement the credential program The mission of the Teacher standards based instruction, starting with lesson Education Program at Pacific Oaks College is to planning and culminating with creating an prepare professional educators who understand integrated unit. In addition, students will be diversity, are grounded in human development, familiarized with state adopted curriculum and and value children. We believe that learn how to make modifications that reflect • awareness of diversity is integral to an edu- the needs of learners. cational process in which each individual is valued for their own identity, culture, language 4. Assess student learning using various informal and and ability, and where discrimination against formal assessment tools (i.e., running records, others is identified and challenged; student work samples, portfolios, observation and • teachers as well as students must be anecdotal records). Students will demonstrate an involved in meaningful learning experiences understanding of the ways in which such assess- characterized by inquiry, reflection, and ment tools and strategies inform practice. support; our courses model learning envi- ronments that take current knowledge about 5. Demonstrate an understanding of constructivism human development into account; in the classroom (i.e., classrooms should be • to best serve children in public or private inquiry based where curriculum is driven by schools, teachers must learn to integrate the interests and needs of students). In addition, constructivist approaches, standards-based students will demonstrate a commitment to instruction, and technology within a chal- issues of social justice and participate in advo- lenging and interesting curriculum. cacy on behalf of students and families.

For additional information, contact the Teacher 6. Become reflective practitioners, and understand Education Department at (626) 397-1331. At this that inquiry and observation are central to the time Teacher Education classes are only offered in teaching/learning process. Pasadena. 7. Demonstrate the ability to teach in a real Performance Level Objectives classroom as the culmination of everything By the end of the Teacher education program, our they have learned throughout the Teacher students will: Education Program. 1. Address CA standards for teaching as evidenced by completed portfolios: Credential Requirements a. Students admitted prior to July 2008 will Non-course Requirements for all Credential Programs: address the 13 Teaching Performance • Earned B.A. degree or higher from an Expectations (TPE’s) accredited institution b. Students admitted after July 2008 will • Certificate of Clearance (fingerprints) address each of the four Teaching • U.S. constitution Competency Performance Assessments (TPA’s) • California Basic Educational Skills Test (CBEST) passed 2. Identify the needs of diverse learners and • California Subject Examinations for Teachers design/select/implement instruction accordingly: (CSET) passed (Candidates earning Education a. English Language Learners: Specialist Credential only can take a SSAT exam • Develop standards-based instruction and instead of the CSET. See Advisor for details.)

assessment appropriate for English learners’ • Reading Instruction Competency Assessment ACADEMIC PROGRAMS language proficiency levels. (RICA) passed • Apply knowledge of language functions and • Level I Technology 31 forms PACIFIC OAKS COLLEGE

*Students admitted prior to 7/1/08 are required to Education Specialist Credential (Mild/Moderate) complete a Portfolio. Students admitted after 7/1/08 In this program, candidates earn the Level I and are required to complete and pass four Teaching Level II credentials, which authorize teaching of Performance Assessment (TPA) tasks over the course individuals ages 5-22 with mild to moderate dis- of the program. abilities. Teacher candidates who complete the Level I credential have five years from the date of Multiple Subject English Learner Teaching Credential issuance to complete the Level II credential and Multiple Subject English Learner (MSEL/2042) are required to teach with the Level I credential Teaching Credential – 44 units for 2 years prior to receiving a Level II credential. Note: Students are required to complete the A. Level I Education Specialist Credential, Level II program within 5 years at their school Mild/Moderate – 46 units district. Candidates are required to complete all Note: Candidates are required to complete all TEP fieldwork in sites approved by the department. TEP fieldwork in sites selected by the department. ED 300/500 Introduction to the Teacher Education ED 300/500 Introduction to Teacher Education Program (1 unit) ED 310/510 Introduction to Public Schooling (2 units) ED 310/510 Introduction to Public Schooling (2 units) ED 320/520 TEP Practicum A (includes 25 hours of ED 320/520 TEP Practicum A (includes 25 hours of fieldwork – 1 unit) fieldwork – 1 unit) ED 321/521 TEP Practicum B (includes 25 hours of ED 321/521 TEP Practicum B (includes 25 hours of fieldwork – 1 unit) fieldwork – 1 unit) ED 322/522 TEP Practicum C (includes 25 hours of ED 322/522 TEP Practicum C (includes 25 hours of fieldwork – 1 unit) fieldwork – 1 unit) ED 330/530 Language and Literacy in a Diverse ED 330/530 Language and Literacy in a Diverse Classroom A (3 units) Classroom A (3 units) ED 331/531 English Language Methodolgies in Diverse ED 331/531 English Language Methodolgies in Diverse Classrooms (3 units) Classrooms (3 units) ED 340/540 Cognitive Development and Mathematics in ED 340/540 Cognitive Development and Mathematics in a Diverse Classroom A (3 units) a Diverse Classroom A (3 units) ED 341/541 Cognitive Development and Mathematics in ED 341/541 Cognitive Development and Mathematics in a Diverse Classroom B (3 units) a Diverse Classroom B (3 units) SPED 330/530 The Child with Special Needs (3 units) SPED 330/530 The Child with Special Needs SPED 340/540 Behavior Intervention and Program ED 360/560 Integrated Thematic Instruction: Social Planning for Students with Special Needs Studies, Science, and the Arts (3 units) (3 units) ED 370/570 Healthy Children and Classroom SPED 350/550 Collaboration and Communication Skills Communities (2 units) for Special Educators (3 units) ED 390/590 MSEL Directed Teaching Placement and SPED 360/560 Assessing and Instructing Students with Seminar (15 weeks, 6 units) Mild to Moderate Disabilities (4 units) HD 300/500 Early Childhood Themes and Lifecycle SPED 390/590 Directed Teaching Placement and Issues (3 units) Seminar (15 weeks, 6 units) HD 341/541 Communication for Empowerment (3 units) HD 300/500 Early Childhood Themes and Lifecycle or Issues (3 units) SPED 350/550 Collaboration and Communication Skills HD 361/561 Social and Political Contexts of Human HD 361/561 Social and Political Contexts of Human Development (3 units) Development (3 units) HD 400/600 Working with Children in a Diverse World HD 400/600 Working with Children in a Diverse World (3 units) (3 units) B. Level II Education Specialist (Mild/Moderate) Credential Requirements – 17 units Prerequisites: • Possession of a Level I Education Specialist Credential (Mild/Moderate)

ACADEMIC PROGRAMS • Verification of full-time employment in a public or non-public school teaching students 32 with mild/moderate disabilities for 2 years ACADEMIC PROGRAMS

Course Requirements: (17 Units) Post Graduate Certificate SPED 600 Induction Seminar A: Developing an Induction Pacific Oaks offers a Post Graduate Certificate for Plan (2 units) Advanced Study in Human Development, SPED 610 Issues in Special Education (3 units) Advanced Study in Early Childhood Education, SPED 620 Special Education Law (3 units) Advanced Study in Bicultural Development, SPED 630 Advanced Strategies for Teaching Students with Advanced Study in Leadership in Education & Mild/Moderate Disabilities (4 units) Human Services, or Advanced Study in Social & SPED 640 Assistive Technology and Transition (3 units) Human Services. SPED 650 Induction Seminar B: Evaluating the Induction Plan (2 units) ED 697 Introduction to Ethnographic Research in Education (2 units) Additional Requirements Prior to ED 698 Working with Diverse Schools and Communities Recommendation for Level II Credential: (2 units) • At least 2 years of verified successful full- ED 699 Pedagogical, Social, and Cultural Implications time employment in a public or non-public (2 units) school, teaching students with mild/moder- ate disabilities with a Level I credential • 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 earn- ing 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 semes- ters, with the same instructor each semester. The instructor serves as the Thesis Chair for each per- son in the group. Each student is responsible for finding an outside reader to serve as a second committee member. Students advance to candida- cy after successfully completing the first course. Their completed and approved ethnography docu- ment is submitted to the Library upon completion at the end of the third course, marking comple- tion of the Human Development M.A. thesis requirement. Candidates may start this project when at least half of their M.A. course work has been completed. The required courses must be taken in sequence: ACADEMIC PROGRAMS

33 PACIFIC OAKS COLLEGE ■ GENERAL INFORMATION- Marital and Family Therapy (no specializa- tion) programs are offered mostly in a week- day format. LOCATIONS AND TIME FRAMES ■ Pacific Oaks College currently offers Human Marriage and Family Therapy, Latina/Latino Development program classes in Pasadena, in Family Studies and African American Family Academic Centers across California, and Online. Studies programs are offered through a Present Academic Centers are located in Oakland, monthly Friday-Saturday-Sunday extended weekend timeframe. Salinas, Santa Cruz, Chico, Sacramento, Visalia, ■ Porterville, Palm Springs and San Diego. Marital Teacher Education classes are offered in and Family Therapy classes are offered in most time frames. Pasadena and in Visalia, CA. Teacher Education The Pasadena Summer Session begins in June classes are offered in Pasadena. (See website for and ends in July. The nine week session includes updates.) weeklong, evening and weekend classes. The B.A., Face-to-face classes are offered in four time Credentials, M.A. in Human Development, and frames: Weekends, Extended Weekends, Week- some M.A. specializations may be completed by long intensives, and Weekly classes. primarily attending summers. Depending upon WestEd PITC trainings are available annually in the number of units required, it may take from southern and northern California and can be two to four summers to complete a degree. arranged elsewhere. Web site: www.pitc.org. Three unit classes are offered twice a week on two alternate days for three hours and 45 minutes Pasadena Campus per day over a six-week term. Most classes are All degree, program and specialization require- offered from 5:00–8:45 p.m. ments are offered on the Pasadena campus during Weekend and weeklong classes are also fall and spring semesters. Some degree and pro- offered during Summer Session. gram requirements are available during summer session. Check with your advisor. Distance Learning Options The fall semester classes begin in early August and end mid-December. The spring semester Distance Learning: Programs Outside of classes begin in January and ends mid-May. Each Pasadena Two academic programs, Human class is offered in three hour blocks once a week Development and Marital and Family Therapy, with a few exceptions. Most classes are scheduled sponsor degree programs in California outside of from 4:00 to 6:45 p.m. or 7:00 to 9:45 p.m. Some Pasadena at Academic Centers. In addition, one-unit classes are offered as weekend work- Human Development offers degree programs shops. Field experience and student teaching are Online. typically scheduled mornings and afternoons. In 2008 – 2009 cohort programs in Human Weekend classes are offered in three formats: Development are under way in Oakland, Salinas, Saturday-Sunday three times during the semester, Santa Cruz, Chico, Sacramento, and Porterville. An Friday, Saturday, Sunday extended weekend class- M.A. in Marital and Family Therapy with a special- es (MFT), and on six Saturdays or Sundays. ization in Latina/Latino Family Studies is under Weeklong classes are typically offered all day way in Visalia. Planning for future off-campus pro- Monday through Friday, but may be offered in grams is in progress. For information, contact the other 5-day formats. Early registration is required Distance Learning office. for week-long intensives. Note: Most weekend classes and all weeklong Academic Centers Face-to-face classes outside of classes have out-of-class work scheduled, before, Pasadena are scheduled on weekends, extended and sometimes after, the actual meeting dates of weekends and as weeklong intensives. They may the class. Consult the Pacific Oaks College web- be planned as cohort programs or serve as page for syllabi and letters regarding out-of-class resources for any Pacific Oaks degree student. work expectations. Most off-campus students enroll part-time and The B.A. and M.A. courses of study, generally, extend their programs over two or more years. may be completed by attending weekends only, However, Human Development students may except for field experience and student teaching. accelerate the programs and/or increase special- ization options by combining classes in Academic GENERAL INFORMATION ■ Human Development classes are offered in Centers, Pasadena, and Online. 34 most time frames. GENERAL INFORMATION

Online Programs Online programs leading to the WestEd Program for Infant and Toddler Care: Human Development B.A., M.A. and Post- Trainer Certification Graduate Certificate extend access to a Pacific WestEd Center for Child and Family Studies, a Oaks College education nationwide and interna- California non-profit organization, and the tionally. Most online classes last 10-12 weeks; California Department of Education co-sponsor a some four-week modules are scheduled through- program certifying trainers of infant/toddler care- out the year. The curriculum online is the same as givers (PITC). Trainers who have completed this that offered in face-to-face classes in Pasadena program may receive 8 units of graduate credit in and Academic Centers. Two face-to-face classes a Pacific Oaks dual-specialization M.A. program: are required for students in online degree pro- Leadership in Education and Infant and Toddler grams. They may be attended as week-long inten- Care and Development. California residents may sives. The distance program, designed for part- qualify for full-tuition State Department of time students, leads to the B.A. or M.A. in Human Education fellowships covering the PITC units. Development or to the postgraduate certificate. Two intensive WestEd institutes covering the Scheduling of these classes is flexible. Pacific content of the four training modules— Oaks’ alternate time frames and locations enable SocialEmotional Growth and Socialization, Group students at any distance to plan individualized Care, Learning and Development, and Culture, degree programs. Face-to-face classes are avail- Family and Providers—are offered regularly in able on weekends (meeting monthly) and as California and sometimes elsewhere in the US. weeklongs at all sites. The Pasadena campus Website: www.pitc.org offers weeklong, weekday and weekend classes See M.A. Specializations in this catalog for a during the six-week summer session as well as description of the combined Infant and Toddler fall and spring semesters. Care and Development and Leadership in Web-based instruction is available to Pacific Education and Human Services specializations. Oaks students at any distance. Students log on at (See page 22.) any time of day or night. An orientation to Pacific Oaks online is required of all new online stu- Extended and Continuing Education dents. The vision of the Extended and Continuing Education department is to provide access to Distance Learning higher education to a diverse population of learn- Pacific Oaks College ers. In line with Pacific Oaks College’s social jus- 5 Westmoreland Place tice mission, there are no prerequisites for cours- Pasadena, California 91103 es except for the desire to learn, and the tuition is (800) 613-0300, (626) 397-1340 or kept affordable to allow access to the community. (626) 397-1320 All Extended and Continuing Education cours- [email protected] or es meet the Carnegie standards for academic [email protected] credit. As many as 30 Extended Education credits may be transferred for admission to Pacific Oaks COLLABORATIVE PROGRAMS College’s B.A. degree program. The Extended and Continuing Education Early Childhood Consortium department office is located in Pasadena in the 45 The national Early Childhood Consortium is a Eureka building. For transcripts and other corre- cooperative program which brings together four spondence, the mailing address is: pioneering colleges—Bank Street College of Education in New York, Erikson Institute in Extended and Continuing Education Chicago, Wheelock College in Boston, and Pacific Registrar’s Office Oaks College—in a variety of collaborative activi- Pacific Oaks College ties including conferences, publications, and 5 Westmoreland Place Pasadena, CA 91103 teaching and learning. With advisor approval, a For more information, please call: student at any of the colleges may include study at Phone: (626) 397-1342 another Consortium college in her/his degree Fax: (626) 685-2531 program. GENERAL INFORMATION

35 PACIFIC OAKS COLLEGE

OFFICE HOURS academic challenges must self-identify themselves The normal business hours for the Administrative to the CARE Office prior to the beginning of class- Offices for the College are 8:30 a.m. to 4:30 p.m. es. Last minute requests may not be accommodat- Monday through Friday. The following offices ed due to insufficient time to make appropriate which primarily serve students, Admissions, arrangements. Note: Students who do not require Financial Aid and the Registrar are open Monday, accommodations do not need to make their dis- Tuesday, Thursday 8:30-5:00, Wednesday 8:30- abilities known. 6:00, and Friday 8:30-4:30. Student accounts per- sonnel in the Business Office also maintain this Accommodation Request Procedures schedule. The CARE Center, located at 55 Eureka, 1. Students at all Pacific Oaks sites who are will set its business hours based on student needs. requesting disability accommodations must All Administrative Offices are closed on weekends complete an accommodation request form and holidays except as posted. It is best to call and submit current documentation of their and make an appointment before visiting an office. disability (no older than three years) to the CARE Office located on the Pasadena Campus. ADVISING (Note: Pacific Oaks does not provide diagnos- Pacific Oaks students are responsible for being tic services.) Upon receipt of the required familiar with this Catalog and the requirements materials, the CARE Director will contact the for their degrees and programs. All students will student initiating the request and review the be assigned an advisor upon admission. Students next steps in the process. are required to contact their advisor regularly to 2. The accommodation request and documenta- review their academic progress and standing. The tion will be reviewed and a determination process for changing an advisor or site is outlined made as to the nature and extent of accommo- on page 34. dations that will be provided. The student will be notified in writing of the accommodations CENTER FOR STUDENT ACHIEVEMENT, and the next step for obtaining those accom- RESOURCES AND ENRICHMENT (CARE) modations. The Center provides services, support and 3. Students for whom accommodations have resources to assist students in reaching their aca- been granted must contact the CARE Director demic and professional goals. The Center’s no later than the second week of each semes- Learning component helps students plan, organize ter to discuss their accommodation needs for and enhance their writing assignments. Students that semester. can further enhance their writing capabilities by 4. Specific accommodations will be coordinated participating in writing classes and workshops directly with the CARE Director or her/his offered through the Center. designee. The Center’s Career Component assists students 5. As appropriate and with the permission of the in clarifying career goals and objectives, exploring student, individual faculty will be informed of career opportunities and enhancing their job search the need for accommodations to be made and techniques. Assistance with resume writing, inter- the nature of the accommodation. Information viewing skills and time management are available about the nature of the student’s disability will through the Center. Students can receive individual not be released by the CARE Office. assistance or participate in group activities through Any questions regarding accommodations or the various workshops offered. In addition, students the process for receiving assistance should be seeking employment opportunities can benefit directed to the CARE Director at (626) 397-1338. from the Center’s employment resources and yearly Career Fair. LIBRARY The CARE team is also available to assist students Andrew Norman Library with preliminary degree audits, special needs The Andrew Norman Library supports the degree accommodations, international student support, programs of Pacific Oaks College as well as inde- student concern issues and used book resources. pendent faculty research. The library collection emphasizes Early ACCOMMODATIONS FOR STUDENTS WITH Childhood Education and Curriculum SPECIAL NEEDS Development, Human Development, Family GENERAL INFORMATION Pacific Oaks is committed to providing program Systems and Therapy, and Child Care. Materials accessibility to all students. Students seeking purchased reflect our commitment to issues of 36 accommodations for documented physical and/or racism, sexism, homophobia, ability, etc. These GENERAL INFORMATION materials, which include books, videos, DVDs and material pertaining to professionals who worked digital resources, are meant to supplement the in the field of early childhood from the turn of the college curriculum at the undergraduate through century onward. The archives also serve as a graduate levels. The collection, which numbers repository of documents relating to the history of over 20,500 titles, reflects the most current Pacific Oaks College and Children’s School. The research in the fields above includes all of the Archives are open by appointment only and are theses submitted by Pacific Oaks graduates. Most available for use by researchers, including faculty of the theses submitted since 2004 are available and students, by special permission. Appointments in digital form from the record in the library may be made by contacting the Library at (626) online catalog. 397-1355. In addition, the library subscribes to some jour- nals in early education, adult education, human ADVANCEMENT PROGRAMS development, family therapy, and the related social The mission of the Office for Advancement is to sciences. We have access to hundreds of other journal advance Pacific Oaks College and Children’s articles through our online database services as School, internally and externally, through raising well as the full text of most doctoral dissertations funds, cultivating and fostering public and com- published in the United States since 1995. munity relations, and by strengthening the rela- Not all materials required by instructors are tionships between Pacific Oaks alumnae/i, faculty, available in the library, though library staff do students, staff, and friends of the institution. monitor class reading lists and include such If you would like to support Pacific Oaks as an materials in their purchasing whenever possible. alum, donor, or volunteer, please call us at (626) Required readings which the library does own are 397-1324 or e-mail [email protected]. placed on reserve each semester, and circulate for one week at a time. 2008 –2009 TUITION AND FEES Theses circulate for 2 weeks at a time and the general collection circulates for 3 weeks. All Tuition/per unit $859 materials can be renewed unless there is a hold Application Fee for Admission* $55 on them. Acquisitions for the collection are made Application fee for readmission $55 based on faculty and student recommendations as (absent 5 or more years) well as valuable review sources. Users are Re-entry fee $30 encouraged to offer suggestions. Late registration fee $30 As part of its services the library offers (during Add/Drop) research consultations arranged by appointment Late transaction fee $30 with the librarian. Bibliographic instruction is (after Add/Drop) also available through a number of the classes Student Services fee (per semester) $30 offered at the discretion of the instructor. The Online Fee (per semester) $60 librarian also provides assistance in specialized Petition waiver fee $30 research and other reference services. Interlibrary Interlibrary loan transaction fee $1+ loan is available through the databases. Library card (guest) per year $35 It is necessary to have a current Student I.D. Library card $10 card (available in the Business Office) to check (student not currently enrolled) out library materials. Students who are on an offi- Application fee for non-matriculating cial Leave of Absence may purchase a library students $30 guest card, which is good for one year. The Assessment of experience $859 Library is open Monday through Thursday from (ABLE option—1 unit course fee) 11:30 to 7:30, Fridays from 11:30 to 6:00 and B.A. per unit (upper division) $177 Saturdays from 11:00 to 4:00. Exception days are M.A. (B.A. equivalent) fee $5,314 posted on the Library website monthly. Materials fee (per class) $ 15–50 Call the library main number to renew books Change of Program fee $15 at 626.397.1355 or e-mail the library at Child Development Permit Processing Fee $10 [email protected]. (per level)

Archives * Pacific Oaks B.A. students do not pay application

The Marianne Wolman Archives is housed in the fees for graduate programs. GENERAL INFORMATION Library. The main purpose of the archives is to preserve and make available primary source 37 PACIFIC OAKS COLLEGE

Graduation Application Fees “FACTS” and are subject to the enrollment fee and B.A. Degree $45 missed payment fee. For more information, con- M.A. Degree $65 tact the Business Office: (626) 397- 1311 or Teaching Credential $20 (800) 699-1311. Late application for Graduation/ Thesis Submission $40 Tuition Personal copy of thesis (optional) $35 Tuition is due on the payment deadline or first day Transcript Fees (applies to College of class, whichever comes first. All students must and Extended Education transcripts) complete a Payment Election Form. Tuition must Transcript $10 be paid according to the payment plan elected. Rush Transcript (2 day service; sent first class mail) $20 Transcript Requests Emergency Transcript A transcript of College work costs $10 per copy. (2 day service; sent Express Mail) $35 Please allow ten working days for processing a Other Schools/each college transcript. A rush college transcript may (credential students only when be requested for a $20 per copy fee. Please allow sent for licensing purposes) $10 two working days for processing. You may also request a rush transcript to be sent via Express Teacher Education Fees Mail for $35. All requests for College transcripts (Contact Teacher Education Department for CCTC should be in writing and addressed to: Credential Application fees) U.S. Constitution Exam $35 Registrar’s Office Pacific Oaks College Credential Processing $35 5 Westmoreland Place Pasadena, CA 91103 Internship Certificate $35 SB57 Early Completion Option $250 All requests should include the following infor- Children’s School Practicum Fingerprint clearance mation: Name(s) while in attendance at Pacific through FBI and Child Abuse Index through Oaks; signature of student; social security num- California Department of Justice $96 ber; phone number; date of birth; complete (Contact Children’s School Administrator for address where transcript should be sent; and forms.) dates of attendance, if known. All requests for Extended and Continuing Note: Teacher Education students doing an off-site Education transcripts should be addressed to: practicum must contact the Teacher Education Extended and Continuing Education Office regarding fingerprint clearance. Pacific Oaks College 5 Westmoreland Place Pasadena, CA 91103 Business Office Fees Late Payment Fee $25 All requests should include the following infor- Missed FACTS Payment Fee $25 mation: Name(s) while in attendance at Pacific Charge for returned checks $20 Oaks; signature of student; social security num- ber; date of birth; complete address of where FACTS Fees* transcript should be sent; class completed; and Payment plan enrollment fee $25/semester dates of attendance, if known. or $45/year Note: Transcripts will not be issued to students Missed FACTS payment fee $25 who have an outstanding balance on their account or who owe Library fees. Fees are subject to change without notice. Fees are non-refundable. All funds owed the College COLLEGE POLICIES- must be paid when due. Any student whose account is past due may be refused registration SATISFACTORY ACADEMIC PROGRESS POLICY privileges until the account is settled. Transcripts Students must maintain satisfactory progress and diplomas will not be released until all bills toward an academic degree to continue to be have been paid. Credential Services (i.e., CL 469, matriculated and to be eligible for financial aid. credential application) are not available until all Though non-matriculated students are by defini- GENERAL INFORMATION bills have been paid. tion not pursuing a degree, academic progress *Payment plans are only available through rate expectations apply to them as well. At Pacific 38 Oaks College, a student’s academic progress is COLLEGE POLICIES measured by both quantitative and qualitative Special Considerations components at the end of the each semester by Academic progress advances only when a student the Registrar’s Office. earns academic credit towards graduation. A stu- Satisfactory Academic Progress Determination dent does not earn academic credits and makes 1. Quantative Measures — Maximum Cumulative no progress academically under the following Attempted Credits: To continue to qualify for conditions: federal financial aid programs, students must 1. The student receives No Credit (X); complete their program of study within a max- 2. The student withdraws from a course after imum time frame, measured by attempted unit the add/drop deadline published in the hours, and must earn a minimum percentage Catalog. of all attempted unit hours. The maximum Both of these situations count in the determi- number of attempted units cannot exceed nation of units attempted, and thus affects the cal- 150% of the published length of the student’s culation of the student’s cumulative rate of academic program. In accordance with Title progress. IV regulations, transfer credits from other institutions that are applicable to a student’s Incomplete (I): Incomplete (I) courses are Pacific Oaks College degree program are excluded from the calculation in the initial satis- counted toward the maximum attempted units factory academic progress evaluation. Students (consortium agreement). have up to one month prior to the end of the semester following the term in which an Degree #of Units Required Max # of Units Program to Complete Degree that can be taken Incomplete (I) was given (until the end of either at Pacific Oaks College at Pacific Oaks College* April or November) in order to submit any written B.A. 124 54 work required to satisfy the completion of the B.A. ABLE 124 63 class. If the Incomplete (I) requirements are not B.A.- Cred satisfied by the end of the semester following the MSEL/Special 124 54/54/65 term in which the Incomplete (I) was assigned, a 1/Special 2 grade of No Credit (X) will be given and the M.A. 30 30* course counts as units attempted. M.A.-Cred, Evaluation Delayed: Because a delay in evalua- MSEL/Special 30 50/52/71 tion is the fault of the instructor, Evaluation 1/Special 2 Delayed courses are excluded from the calcula- M.A./MFT 50 50 tion in the initial satisfactory academic progress M.A./AAFS 56 56 evaluation. The course will be factored into the M.A./LFS 54 54 calculation of the student’s cumulative progress at M.A. ABLE* 33-42 42* the conclusion of the semester the instructor M.A. ABLE/MFT 51 57** issues the evaluation. Work in Progress: Work in Progress courses are 2. Qualitative Measures — Academic Standing: A excluded from the calculation in the initial satis- Pacific Oak College student’s progress toward a factory academic progress evaluation. The course degree is measured in semester units; to be in will be factored into the calculation of the stu- good academic standing a student must be earn- dent’s cumulative progress at the conclusion of ing units in satisfactory proportion to the number the semester the course concludes. of units attempted. A cumulative earned/attempted Transfer Credit: Transfer courses will count as ratio is calculated for each student at the end of units attempted and earned. each semester and used by the Registrar’s Office Repeated Courses: In the case of course repeti- to determine academic standing. Since Pacific tions, only the highest unit award is counted Oaks College evaluates its students by written toward the degree requirement. All attempted narrative statement and does not calculate a grade units are included in the calculation of the maxi- point average (GPA), an undergraduate student mum cumulative attempted units (above) and the is considered to have a “B” average if the student cumulative completion ratio; however, the num- has received an evaluation of “Satisfactory (S)” ber of earned units for the repeated activity will in 75% of the courses attempted in a semester. A only be counted once toward fulfilling degree graduate student is considered to have a “B” requirements.

average if the student has received an evaluation COLLEGE POLICIES of “Satisfactory (S)” in 75% of the courses attempted in a semester. 39 PACIFIC OAKS COLLEGE

Academic Probation ratios, the student will remain on probation until Students who are not making satisfactory academ- a cumulative completion ratio of at least .75 is ic progress by the evaluation deadline of the achieved. Waivers of academic dismissal (exten- enrolled semester (minimum .75 cumulative sion of probation) will not be extended beyond a completion ratio) will be placed on probation for second consecutive semester without mitigating their next semester of enrollment. Once notified circumstances and/or concrete evidence that aca- in writing, the student must immediately make an demic progress has been made. appointment with the student’s academic advisor to develop a probation plan. The plan will be Academic Progress Dismissal negotiated with the advisor and approved by the Dismissal for academic reasons occurs when a Academic Director. The probation plan must be student cannot show cause for being allowed to filed with the Registrar’s Office by the end of the pursue study. In most cases, this will occur after add/drop period of the semester subsequent to two successive semesters of failure to achieve an notification, or the student will be considered out overall completion ratio of .75 or the student of compliance with the satisfactory academic reaches the maximum time frame for completion progress policy and subject to academic dis- of the academic program. In rare instances, when missal. By the end of the add/drop period, the it is evident that a student is unable to benefit Registrar’s Office provides the Office of Financial from continued enrollment in the college, the Aid with the names of those students who are on Academic Director of the program may academi- academic probation, as well as those who are out cally dismiss a student without warning as war- of compliance with the satisfactory academic ranted by the student’s academic record. progress policy. Note: Failure to submit a con- The student and the Office of Financial Aid will tracted probation plan or necessary petitions will be notified in writing by the Registrar’s Office of result in notification to the Office of Financial Aid academic dismissal following the semester’s eval- that the student is out of compliance with the sat- uation deadline. Note: If any student has not isfactory academic progress policy. Students earned any of the units attempted in a semester, maintain aid eligibility while on probation; howev- the last date of the student’s attendance will be er, it is the student’s responsibility to discuss their determined and may necessitate the collection progress as related to available funding with the and return of disbursed financial aid funds. Office of Financial Aid directly. At the end of the contract semester when stu- Reinstatement after Academic Progress dent transcripts are mailed, the Academic Dismissal Program Director, working with the student’s aca- To return to Pacific Oaks College, an academically demic advisor, will determine if the student has dismissed student must reapply through the satisfied the conditions of the probation plan. Admissions Office after at least one semester away Students who fail to satisfy the requirements of the from the College as a matriculated student. In contract or to achieve a cumulative completion order to be reinstated, a student must present ratio of at least .75 are subject to academic dis- written evidence that the student is ready and able missal. Students, who satisfy the terms of the pro- to make satisfactory progress. Academically dis- bation plan but fail to achieve a cumulative com- missed students may enroll in learning activities pletion ratio of at least .75, must remain on pro- as non-matriculated students, but will be ineligi- bation and continue to contract to probation ble for financial aid or veteran’s benefits. plans until the cumulative completion ratio is at Enrolling as a non-matriculated student or inter- least .75. Students will not be eligible for financial rupting attendance for one or more semesters do aid for the second consecutive term of probation. not in themselves affect a student’s academic The Academic Program Director rescinds the aca- standing. Accomplishments during this period are demic probation in writing when the student satis- considered as criteria for readmission. fies the terms of the probation plan and achieves Requests will be considered on an individual a cumulative completion ratio of at least .75 basis and readmission is at the sole discretion of (refer to Financial Aid Satisfactory Academic the College. A student who returns from academi- Progress Policy). cally dismissed status with a cumulative comple- Achievement of the .75 overall completion tion ratio below .75 is placed on probation as ratio must be possible within the maximum part of the readmission decision; this information

COLLEGE POLICIES cumulative attempted credits for degree comple- will be provided to the student’s advisor, and the tion listed above in order to maintain financial aid student must contract to a probation plan. Failure 40 eligibility. Regardless of semester completion to meet the terms of the probation plan at the end COLLEGE POLICIES of the first semester after returning from a Unearned federal financial aid (the difference required leave of absence will result in dismissal between earned aid and disbursed aid) is returned from the College. to the Title IV programs in the following order: Students who have been reinstated after aca- 1. Unsubsidized Federal Stafford Loan demic dismissal and who have received financial 2. Federal Stafford Loan aid (California or federal) in the past are not 3. Federal Perkins Loan automatically eligible for such aid again. 4. Federal PLUS Loan Students who are academically dismissed for a 5. Federal Pell Grant second time are not eligible for reinstatement. 6. Federal Supplemental Educational Opportunity Grant (FSEOG) Written Notice 7. Other federal loan or grant assistance Pacific Oaks College provides written notice to the student when a student is placed on academic The withdrawal policy for unearned state probation, probation status is rescinded, the stu- grants and external scholarships is determined by dent is academically dismissed, or the student is the institution in collaboration with the individual reinstated. Copies of written notices are sent to awarding agency. the Registrar’s Office, the Financial Aid Office, and A student who is considering withdrawing from the student’s advisor. Pacific Oaks College is strongly encouraged to Appeals contact the Financial Aid Office to determine the A waiver of the automatic academic dismissal or impact of the withdrawal on financial aid and the an appeal of adverse SAP determinations may be student’s account. granted only by submitting a written petition with- in 30 days of the adverse decision citing mitigat- ADD/DROP POLICY ing circumstances to the Chief Student Students are responsible for dropping classes in Services/Enrollment Officer for an exception to which they no longer desire to be enrolled. Students academic policy. Students will be notified in writ- wishing to add a class during the add/drop period ing of the Chief Student Services/Enrollment must meet with their advisor who will formally add Officer’s decision within 30 days of the receipt of their courses electronically through Web Advisor. the original appeal. The decision of the Chief During the add/drop period, students may drop Student Services/Enrollment Officer is final. courses without their advisor’s signature by submit- ting the Student Drop form. STUDENT WITHDRAWAL POLICY After the add/drop period, students wishing to (Return to Title IV Funds) add/drop due to extraordinary circumstances Federal Title IV and institutional financial aid is must submit an administrative add/drop form on earned based on the percentage of the enrollment appeal. Approval will be based on institutional period the student completes. For the purpose of refund and financial aid policies. this policy, the period of enrollment is a semester. The beginning of a semester is the first day a stu- Deadlines: dent’s class is scheduled to meet and the end of Weekday Classes: end of second week of classes the semester is the last day. To determine the Weekend Classes: by 12:00pm (noon) on second amount of federal aid and/or institutional aid business day after the first class earned up to the time of withdrawal, the Office of session Financial Aid will divide the number of calendar Weeklong Classes: by 12:00pm (noon) on second days the student attended classes by the total business day after the first class number of calendar days in the semester. The session College will use the Title IV formula to calculate institution aid “earned” and return aid not earned Any refund due to a student will be in accor- to the College. Scheduled breaks of five days or dance with the following schedule. more are excluded from the calculation. A student • Before the add/drop deadline 100% who withdraws after completing more than 60% • After the add/drop deadline 0% of the enrollment period has earned the full • A grade of “W” will be recorded for any amount of aid that can be disbursed for the class dropped after the add/drop deadline. enrollment period. Appeals may be made in writing to the Chief

If a student withdraws on or before completing Student Services/Enrollment Officer. COLLEGE POLICIES more than 60% of the semester, the amount of earned and unearned financial aid is calculated. 41 PACIFIC OAKS COLLEGE

PROGRAM CHANGE the classroom. Students who have concerns about After discussing a change with her/his faculty the policy and/or its implementation should dis- advisor, the student submits a completed cuss their concerns with the student and/or “Program Change” form to the Admissions Office instructor involved. If the matter cannot be indicating the change. Until the change has been resolved at that level, the matter may be referred approved, you must continue with your current to the Dean of Enrollment Management for review. program and advisor. You will receive notification It is the College’s hope that all adults at Pacific in the mail once the Admission Status Change Oaks will grow in their appreciation of and toler- form has been processed. Note that changes in ance for the presence of children in their environ- the Admission status are not automatic and ments, despite the complexity that children may require faculty review and approval. produce in an academic setting. As students of The following is a list of changes that require human development, we expect that problems will completion of the Admission Status Change form: occur; our aim is not to eliminate the problems, • Addition of teaching credential(s) to the but to become skillful problem-solvers. The pres- B.A. or M.A./HD degree ence of differences (in age, culture, language, • Addition of the M.A./HD degree to a ability, lifestyle and values) in any group adds to Teaching Credential Program its potential for conflict— and for the growth of • Traditional admission to ABLE admission all its members—and offers us experience in col- status legial conflict resolution. • Changes within the ABLE admission option At no time may children use the Pacific Oaks • M.A./HD degree to MFT degree computers. This includes computers in the com- • MFT degree to M.A./HD degree puter lab, CARE Center, Library or offices. • ABLE admission status to traditional admis- sion status COURSE WAIVER POLICY Certain required courses in the Pacific Oaks cur- CHANGE OF ADVISOR riculum may be waived by students who meet spe- Students may request a change of advisor when cific criteria. Processes currently exist for waiver they are unable to resolve communication prob- of Thesis Development. lems with their current advisor. Students must Requirements met by waiver do not appear on make an effort to resolve any issues before the transcript. Students may still be responsible requesting a change. A student may ask the for the units associated with the waived require- Academic Director or the CARE Director to assist ment. Waiver forms and instructions can be in this process, if they choose. A change is made obtained from the Registrar’s Office or academic through the student’s academic department or advisors. The approval process begins with the program. academic advisors. Please consult with your advi- sor to determine eligibility to attempt a class waiv- CHILDREN IN THE CLASSROOM er. The Pacific Oaks mission statement reflects a commitment to meeting the needs of children and ELIGIBILITY FOR REGISTRATION & families. However, we expect students who are COMMENCEMENT parents to make arrangements for child care off Students must submit a Graduation Application to campus. The administration, faculty, and staff of the Registrar’s Office during the last semester of the college understand that situations may arise their program. The Registrar’s Office will then where a student’s child care arrangements fall perform a degree audit to insure that all degree through. When such a situation arises, the student or program requirements have been completed. is asked to notify the instructor in advance to dis- For students planning to participate in cuss whether the presence of a child can be Commencement ceremonies, the Graduation accommodated within the context of the class- Application must be submitted by February 1. All room setting. Master’s degree-seeking students planning to par- The personal care of the child (feeding, diaper- ticipate in the graduation ceremony must com- ing, etc.) should be handled discreetly and in such plete and submit their Thesis to the Library by a way as to not interfere with the ongoing work of April 1st. the class. If, in the view of the instructor, the edu- In order to participate in Commencement, stu-

COLLEGE POLICIES cational process of the class is being disrupted, dents must be fully admitted and have no more the student may be asked to remove the child from than 6 units of outstanding course work. In addi- 42 COLLEGE POLICIES tion, it is the policy of Pacific Oaks College that no specific requirements determined by the class student is eligible to register for courses or par- instructor. Students have up to one month prior to ticipate in commencement until any and all out- the end of the semester following the term in standing balances owed to the institution from a which an “Incomplete” was given (until the end previous semester have been paid in full. The of either April or November) in order to submit Business Office must also verify that payment in any written work required to satisfy the comple- full has been received. tion of the class. If the “Incomplete” require- This policy does not exclude students on pay- ments are not satisfied by the end of the semester ment plans. Students on payment plans can only following the term in which the “I” was assigned, register after their last payment is made to and a grade of “No Credit” will be given. (See noted by the Business Office. Payment plans should Incomplete Policy on page 38.) be completed by November 30th for the Fall semes- ter and April 30th for the Spring semester. No Credit (X) Students will receive a “No Credit” when: they EVALUATIONS have received an “Incomplete” and the contract Pacific Oaks views goal-setting and evaluation as period has elapsed without successful completion part of a shared learning process in which of the contracted work; or the instructor deter- instructors and students are both actively mines that an “Incomplete” is not warranted. In involved. For this reason, Pacific Oaks does not both instances full payment for the class is issue letter grades as a means of evaluation. required. To receive credit for the class, it will be Evaluation is by written statement in which the necessary to register and pay for the class again. instructor and student have had direct input. These written narrative evaluations become part No Credit (NC) of the student’s transcript. To be used for Zero unit and Documented Evaluations often include information in Competency (DC) courses instead of the “X” grade. response to the following questions: 1. Did the student engage intellectually with Credit (CR) the class material? To be used for Zero unit and Documented 2. Did the student engage intellectually with Competency (DC) courses instead of the “S” grade. the class material? 3. Was the student skilled in written communi- Withdrawal (W) cation? Students will receive a “Withdrawal” if they drop a 4. How did the student participate in the dia- course after the add/drop deadline. The tuition for logue process and in class discussions? the course will still be charged to students’ accounts 5. What is the student’s ability to implement and students will be allowed to keep all financial aid the class material in her/his own classroom funds that have been previously credited to their or job? accounts. 6. Did the student demonstrate appropriate level(s) of competence? Work in Progress (WP) Narrative evaluations can be translated into let- Work in Progress is given when a student is enrolled ter grades for students who request a letter grade in Master’s Project which extends beyond one or grade point average for graduate applications semester. or financial aid/scholarship applications. Students must submit documented proof of the require- Procedures Regarding Evaluation Complaints ment with their request to the Registrar’s Office. Student complaints regarding a class evaluation or grade will not be reviewed until after one semes- Satisfactory (S) ter from the date of issue of that evaluation. This grade is given when a student has successful- Complaints will be reviewed as follows: ly completed all class requirements. Students are encouraged to consult with the instructor before initiating a grade review process Incomplete (I) as outlined in this procedure. An “Incomplete” enables a student who has com- The student will provide the evaluation pleted a substantial amount of work for a class to received in the course, together with the reason satisfy the remaining requirements for passing for the complaint, specifying as accurately as pos- COLLEGE POLICIES that class within a specific time and according to sible all pertinent performance indicators and 43 PACIFIC OAKS COLLEGE attendance data, if applicable. This information b. Submission or rejection of the conduct is will be filed in writing with the Registrar. The used as a basis for academic evaluation or complaint will be for warded to the Academic employment decision; Director and to the course instructor for the c. Harassment interferes with an individual’s instructor’s review and possible adjustment. educational or work performance or cre- The course instructor will return her/his deci- ates an intimidating, hostile, or offensive sion in writing indicating the basis on which the learning or working environment. decision was made and include the current evalu- Harassing conduct may take many forms, ation written for the student, the evaluation crite- including but not limited to slurs, jokes, state- ria for the course, performance indicators, and ments, pictures, gestures, or cartoons regarding attendance data, if applicable, achieved by student an individual’s sex, sexual orientation, race, color, in that course. The decision is transmitted to the national origin, ancestry, religion, age, gender, student through the Registrar with whom the physical or mental disability, genetic information complaint was initially filed. or characteristics, veteran status, or any other Ordinarily, the above process of review should condition or characteristic protected by federal, be sufficient, but if the student feels there were state or local laws. extenuating circumstances, a conference may be requested with the Academic Director, the course Sexual Harassment instructor, and the Registrar. The conference will Sexual harassment is one specific type of harass- investigate the circumstances of performance in ment. It is prohibited by Pacific Oaks policy, as the course and determine appropriate adjust- well as federal and state law. Pacific Oaks is com- ments if warranted. mitted to providing a workplace and learning Since the evaluation of course proficiency is environment free of sexual harassment. Sexual exclusively within the province of the harassment may include explicit sexual proposi- instructor(s) for a particular course, any adjust- tions, sexual innuendoes, suggestive comments, ments or grade changes may be initiated only by sexually-oriented kidding, joking, teasing or prac- that instructor(s), or under proven extenuating tical jokes, jokes about specific gender, traits, circumstances, by the chief academic officer. offensive or obscene language or gestures, dis- plays of offensive or obscene printed visual mate- HARASSMENT POLICY rial, and physical contact of a sexual nature. By The Student Rights and Responsibilities listed on law, all reports of harassment must be investigat- page 41 echo Pacific Oaks’ strong commitment to ed and appropriate action must be taken. creating and maintaining an environment free from any type of unlawful harassment. However, Who May File a Complaint the college recognizes the need to establish a Any student, staff, faculty member, or independent more defined policy regarding harassment and contractor may report an incident of sexual or sexual harassment. Harassment is destructive to other unlawful harassment against any other the mission of the institution and will not be toler- member of the College community who is ated. The following is the College policy for believed to have violated the policy. harassment complaints. Because of the impor- tance of this policy, it is everyone’s responsibility How to File a Complaint to bring such matters to the attention of proper A complaint alleging a violation of the harassment personnel as quickly as possible so that prompt, or sexual harassment policy may be brought to effective action can be taken. Pacific Oaks cannot any appropriate member of the College communi- act on matters of which it is unaware. ty. Examples of designated persons within the College community would be: Human Resources Harassing Conduct Director, Chief Academic Officer, V.P. for Harassment includes verbal, physical, and visual Administration, CARE Director, Academic conduct that creates an intimidating, offensive, or Directors, or supervisors. In all cases, except if hostile learning and/or working environment. the complaint is against the Human Resources Such conduct constitutes unlawful harassment Director, the Human Resource Director must be when: notified immediately by the designated staff mem- a. Submissions to the conduct is made either ber, and will investigate the complaint. If the com-

COLLEGE POLICIES an implicit or explicit condition of employ- plaint involves the Human Resources Director, the ment: V.P. for Adminstration should be notified. 44 COLLEGE POLICIES In the complaint procedure, the Human contacted by telephone at (800) 884-1684. The Resources Director will inform the complainant of EEOC can be contacted at 1801 “L” Street, the pertinent considerations involved, such as: Northwest, Washington, D.C. 20507 or at (800) • the details of the complaint process; 669-4000. • the issues involved in the complaint; • possible resolutions; LEAVE OF ABSENCE/WITHDRAWAL • provisions in the policy for protection of the Situations may arise that require a student to take complainant’s confidentiality within the time off from their studies. Students who find parameters required of the investigation, themselves in this situation need to file a “Request need for truthfulness, keeping complainant For Leave of Absence” form with the Registrar informed of progress, action requested from prior to the end of the first semester of leave. A the complainant; Leave of Absence can be extended for up to one • provisions in the policy for protection of the year. alleged offender’s confidentiality within the Note: If a Leave of Absence is approved for a parameters required of the investigation, term in which a student is currently enrolled, the need for truthfulness, right to be notified of student will be dropped from all classes. any complaint. During a Leave of Absence a student can re- The investigation will include, but not be limit- enroll at anytime before the leave expires. Once ed to, interviews with the complainant and the five years have passed since the last enrollment, a alleged offender. The purpose of the investigation student will be required to apply for readmission. is to establish whether there is a reasonable basis Students who are using loans to fund their that the alleged violation(s) of the harassment education must be mindful that there is a six- policy occurred. month grace period before repayment of loans The Human Resources Director will interview must begin. A Leave of Absence does not prevent the complainant, the alleged offender and witness loans from coming due. Not enrolling for one believed to have pertinent or factual knowledge of semester means that approximately four months the allegation. The complaint will be investigated of the six-month grace period will be used and a in the most confidential manner possible. Every student’s loan will come due two months after reasonable attempt will be made to handle a com- graduation. Any leave longer than six months does plaint in an expeditious manner. mean that loans come due immediately after that The possible outcomes of the investigation are: six-month grace period is over regardless of the • a finding that there is a reasonable basis date of graduation. that the violation occurred; If a student does not return as scheduled, the • a finding that there is no reasonable basis college must change her/his status within 60 days that the allegation occurred; to “Withdrawn,” with an effective date of the last • a finding that the evidence is not conclusive date of attendance. one way or the other When a student decides to permanently leave When the investigation determines that there is the College, a “Request for Withdrawal” form reasonable basis that a violation occurred, the must be filed with the Registrar. College will take appropriate action. Examples of appropriate actions for Pacific Oaks students and INCOMPLETE POLICY employees include, but are not limited to: An “Incomplete”grade is only available to students • written notice in personnel or permanent who have completed a substantial amount of work academic file; required for a particular class. Instructors are • reassignment of the person who is in viola- responsible for notifying students that an tion of the policy; Incomplete is being awarded. Faculty will discuss • dismissal of the person who is in violation remaining class requirements with the student of the policy involved and agree upon the criteria for satisfacto- If the complainant is not satisfied with the out- ry completion of the class. A written contract will come of the complaint process, the complainant then be issued, setting out the conditions for suc- may pursue options outside of the College, such cessfully completing the class. Faculty are respon- as filing a complaint with the California sible for making arrangements with other instruc- Department of Fair Employment and Housing tors in those cases where repeating the class is a

(DFEH) or the federal Equal Employment component of the Incomplete contract. Evaluations COLLEGE POLICIES Opportunity Commission (EEOC). DFEH may be for Incomplete are submitted, following the same 45 PACIFIC OAKS COLLEGE time line for classes conducted during the term in vision of the Act. Directory Information includes: which the Incomplete is completed. student name, address, telephone number, date If written work is required to complete the and place of birth, major field of study, units cur- class, this must be submitted to the class instruc- rently enrolled, dates of attendance, degrees and tor at least one month prior to the end of the awards received, and previous educational agen- semester following the one in which the cies or institutions attended by the student. Incomplete is given. Instructors may set an earlier Requests for non-disclosure must be filed with the deadline if they wish. Students who fail to meet Registrar’s Office at the beginning of each aca- the conditions of the Incomplete contract will demic year (within the first two weeks of the automatically receive a “No Credit.” (Only the semester) and remain in effect for one year. Registrar may approve extension.) Students may make written requests for non-dis- closure of information at two levels: 1) Phone and PRIVACY RIGHTS address only, or 2) non-disclosure of any infor- Pacific Oaks College recognizes and conforms to mation (this level of confidentiality would result the regulations set in accordance with the Family in a response to any inquiries about you that Educational Rights and Privacy Act of 1974 (The “Pacific Oaks has no information about that indi- Buckley Amendment). Students have access to vidual.” You would need to provide a written their records, with the exception of those consid- release to anyone, including loan companies and ered confidential under the Act. Students may employers, who might need verification of your make an appointment to view their records in the status at Pacific Oaks.) It is Pacific Oaks’ policy Registrar’s Office during regular business hours. that failure on the part of any student to request Files may not be removed from that office. withholding of Directory Information indicates Students may obtain copies of their records, individual approval for disclosure. except, again, those covered under the Act (i.e., For a copy of the Family Educational Rights copy of the academic record for which a financial and Privacy Act contact: The Family Educational “hold” exists; transcript or an original or source Rights and Privacy Office, Department of document existing elsewhere; confidential let- Education, Switzer Building, Washington, D.C. ters/recommendations associated with admis- 20202. sion). A copying fee may be assessed. Within the Pacific Oaks community, only those RE-ENTRY FEE members, individually or collectively, acting in the If a student is not continuously enrolled and does student’s educational interest are allowed access not take an official Leave of Absence, she/he must to student educational records, except when pay a reentry fee upon return in order to be an information is required by: judicial order; state or active student. federal agents in connection with audit or evalua- tion of federal legal requirements; for financial SPECIAL ASSISTANCE FOR CHEMICAL DEPENDENCY aid requirements; an accrediting organization; The 1986 Higher Education Amendments include organizations conducting educational studies, a stipulation that schools and colleges take action provided the studies will not permit personal to prevent alcohol and drug addiction on their identification. Information released from Pacific campuses. This is in response to national research Oaks College will state that no other party shall showing that drug use and alcohol abuse are high have access without the written consent of the stu- among the traditional college age population. dent. Any information regarding students that is An alcohol and chemical dependency treat- not personally identifiable may be released at the ment referral list is available in the office of the discretion of the Provost and/or the Registrar. MFCC department. In addition, the college offers a Students may challenge the contents of their course in substance abuse through the MFCC educational records on the grounds that they are department for students and college credit. inaccurate, misleading, or otherwise inappropri- Pacific Oaks prohibits the unlawful possession, ate, by discussing their problems informally with use, or distribution of drugs and alcohol by stu- the Registrar. If student and Registrar agree, dents or employees on College property, or as any records will be amended. If agreement is not part of institutional activities. reached, a statement of challenge should be sub- An individual who is determined to be impaired mitted in writing to the Provost who will review or who becomes impaired (impaired meaning that

COLLEGE POLICIES the complaint and take necessary action. the individual’s normal physical or mental abilities At its discretion, the institution may provide have been detrimentally affected by the use of sub- 46 Directory Information in accordance with the pro- stances) while on College property is guilty of a STUDENT CONDUCT, COMPLAINTS AND APPEALS major violation of institution policy and is subject to dence which is not contested by the accused stu- severe disciplinary action. Severe disciplinary action dent. The incidents shall be resolved between the can include suspension, dismissal, or other penalty parties involved and a written report will be filed deemed to be appropriate under the circumstance. in the student’s permanent folder so that any Use, possession, transfer, or sale of any illegal sub- future incidents may be referred to the Provost or stance on College property is prohibited and viola- Dean of Enrollment Management. tors are subject to severe disciplinary action includ- Major violations may result in disciplinary action, ing the notification of appropriate authorities. up to and including dismissal from the College. This policy is distributed annually to all stu- dents and employees pursuant to Public Law 101- STUDENT COMPLAINT PROCEDURES 226 (The Drug-Free Schools and Communities Act Students who feel they have a complaint relating Amendment of 1989). to an action by a member of the college commu- Pacific Oaks will regularly review the terms of nity have the following procedure available: this policy to: When a student has a complaint, s/he is A. Determine its effectiveness; encouraged first to consult with the person B. Implement changes, as needed, and involved before initiating the complaint. If the stu- C. Ensure that sanctions are consistently rein- dent determines that the complaint may be han- forced. dled more appropriately without the person’s Veterans Policies involvement, s/he may consult with her/his advi- This institution will conduct an evaluation of the sor to assist in determining the reasonable course veteran’s or eligible person’s previous education of action, or the student may contact the head of and training, grant appropriate credit, shorten the the appropriate department, or the designated veteran’s or eligible person’s duration of the complaints officer, or the CARE Director. course proportionately and notify the Veteran’s When complaints filed with the head of the Administration and student accordingly. department have not been resolved, the student may bring the complaint to designated complaints STUDENT CONDUCT, COMPLAINTS AND APPEALS officer (see above) for further action. The designated complaints officer will discuss STUDENT CONDUCT the concerns outlined by the student and the options available for resolution. Should the stu- Behavior dent elect to proceed with a formal complaint, the Students enrolled in the college are expected to concerns must be outlined in writing, specifying conduct themselves in a manner compatible with the complaint, identifying dates and person(s) the College’s function as an educational institu- involved as accurately as possible, and indicate tion. Behavior that is disruptive and/or interferes what result(s) that s/he is seeking. The formal with the educational process is disrespectful of written complaint will be forwarded by the desig- the rights of others and is not acceptable. nated complaints officer within ten instructional days to the person(s) named in the complaint and Confidentiality to the appropriate department head for a Classes at Pacific Oaks are interactive, drawing on the response within ten instructional days. rich experiences of faculty and student alike. Often in Should the written response not resolve the the course of these discussions, information of a per- complaint, then the designated complaints officer sonal or potentially damaging nature is shared. It is will convene a conference with all parties con- the expectation of the college that such information cerned within ten instructional days, for the pur- will remain confidential, allowing all to share freely pose of achieving a resolution of the complaint. without fear of disclosure outside the classroom. The complaints officer will keep all written Breaches of confidentiality damage the building of statements, transcripts, minutes, and resolutions community and trust and are not acceptable. associated with the complaint as part of the confi- dential files of the campus. Academic Integrity If the conference resolutions do not satisfy the Academic dishonesty (ie. cheating, forgery, plagia- complainant, the designated complaints officer rism) depreciates the learning experience. It is will notify the Provost/Vice Provost for Enrollment fundamental that students contribute to the ideal and forward the complaint for resolution. The of academic integrity and accept individual Provost/Vice Provost for Enrollment will review COMPLAINTS AND APPEALS STUDENT CONDUCT, responsibility for their work. For all of the above: the minutes, transcripts, and other pertinent state- In most instances accusations are based on evi- ments and discuss the complaint with the parties 47 PACIFIC OAKS COLLEGE involved. If complaints filed with the Provost/Vice Office). The written appeal should outline Provost have not been resolved, she/he will issue the steps taken to date, the extent and a decision to resolve the complaint. nature of conversations with the person with whom the student disagrees and what APPEAL PROCEDURE outcome the student is seeking. The Faculty A student may appeal a staff, faculty, or adminis- Appeals Committee is composed of three trative decision in writing. Informal efforts to people: a faculty member nominated by the resolve the matter must be undertaken first. These student, a faculty member nominated by the should include (1) meeting with the party with person with whom the student disagrees, whom you disagree and (2) discussing the situa- and the Chair of the Faculty Appeals tion with the CARE Director. Note: Admissions Committee. (If the disagreement is with the decisions may not be appealed. Chair, another person acceptable to both If the informal processes do not resolve the the student and the other party will be situation, the student may choose from one of two appointed chair.) The Committee will con- formal appeal processes: the administrative vene to review the student’s appeal. The stu- appeal process or the appeals committee process. dent will be notified, in writing, of the time 1. Administrative Appeal Process and place of the meeting and will be invited a. The student appeals in writing to the super- to attend. The student may bring any wit- visor of the party in the dispute. (If it is a nesses (excluding legal counsel)that might staff member, the appeal goes to the depart- be relevant and will verbally present her/his ment director. If it is a faculty member, the case to the Committee. The Committee takes appeal goes to the Academic Director. Iithe the appeal under advisement, reaches a dispute is with the Academic Director or decision and communicates that decision to department director, move to “b.”) The the student, in writing, within 10 calendar written appeal should outline the steps days of the meeting. taken to date, the extent and nature of con- b. If the Faculty Appeals Committee’s decision versations with the person with whom the is not acceptable to the student, she/he may student disagrees and what outcome the appeal to the Provost (for faculty/academic student is seeking. This appeal is to be sub- matters), or the Vice Provost for Enrollment mitted within 14 calendar days of the con- (for student services matters) in writing clusion of the informal appeals process. within 14 calendar days of receipt of the b. If the department/Academic Director’s deci- Faculty Appeals Committee decision. The sion is not acceptable to the student, she/he Provost/Vice Provost will review the entire may appeal to the Provost (for faculty/aca- appeal process and determine if a different demic matters) or the Vice Provost for decision is warranted. The Provost/Vice Enrollment (for student services matters) in Provost’s decision will be communicated to writing within 14 days of the department/ the student in writing within 10 calendar Academic Director’s decision. The Provost/ days of receipt of the written appeal. The Vice Provost will review the entire appeal decision is final. process and determine if a different decision c. The timeline outlined in this procedure may is warranted. The Provost/ Vice Provost’s be extended in extenuating circumstances decision will be communicated to the stu- by the Chair of the Faculty Appeals dent in writing within 10 calendar days of Committee or the Provost/Vice Provost, with receipt of the written appeal. The decision concurrence of all parties involved. of the Provost/Vice Provost is final. No appeals to the President or Board of STUDENT RIGHTS AND RESPONSIBILITIES Trustees will be provided. Each student is responsible for the following: c. The timeline outlined in this procedure may 1. Read the Catalog and Schedule of Classes. be extended in extenuating circumstances The Catalog and Schedule are found on the by the Provost/Vice Provost, with concur- Pacific Oaks website: www.pacificoaks.edu. rence of all parties. They contain all of the information needed 2. Appeals Committee Process to facilitate smooth planning. Questions are a. If the appeal does not lead to a satisfactory encouraged.

STUDENT CONDUCT, COMPLAINTS AND APPEALS STUDENT CONDUCT, solution, the student may appeal, in writing 2. Submit official transcripts to the Admissions within 14 calendar days, to the Faculty Office when transfer course work has been 48 Appeals Committee (via the Provost’s completed, whether courses are for com- STUDENT CONDUCT, COMPLAINTS AND APPEALS pletion of entry requirements or additional name as it appears throughout your narra- transfer credit. tive evaluations, which are part of your 3. Register for classes in keeping with regis- official transcript record, are not changed. tration deadlines. When approved, students may change 4. Complete drops, adds, and changes of class their addresses, phone numbers and email by the published deadlines (see Add/Drop, addresses over the Internet. page 34). 14. It is the student’s responsibility to check 5. Make an appointment with your advisor to office hours before driving to Pacific Oaks. register for classes or make schedule It is recommended that students call changes. Students unsure about who advis- offices or faculty before driving to the es them should contact their academic campus. department. When approved, students will 15. Park in designated areas only. Please refer be allowed to register and change classes to the Student Handbook for additional over the Internet. information. 6. Apply for aid and finalize number of units 16. All Pacific Oaks College students are asked for the semester. to be willing to engage actively in thinking, 7. Pay tuition and fees in full or develop a pay- discussion, and change as we all learn ment plan on or before the first day of the about the nature, dynamics and impact of term. Students who have made no financial bias and oppression, and the ways in arrangements will be asked to withdraw which theories, practices and institutions from class(es). are oppressive. It is important that we all 8. Meet all payment deadlines in a timely man- be willing to risk growing and changing ner. If they are not met, in addition to being together, rather than clinging to old theo- asked to withdraw from current class(es), ries and practices simply because they are students will be unable to obtain tran- familiar and comfortable. scripts, diplomas or certificates, and will be 17. Pacific Oaks College’s anti-bias commit- denied future payment plans. Students may ment applies to all areas of discrimination, incur legal fees and substantial finance including those based on race, ethnicity, charges. class, sexual orientation, gender, age, dis- 9. Follow up on understandings and agree- ability. Respect is expected to be shown ments with the student services offices and toward persons in all categories, both gen- faculty. erally and as individuals. It is each stu- 10. Adhere to standards of confidentiality dent’s responsibility to approach interac- regarding information shared by class- tions and diversity openly, and to act from mates and instructors during class discus- one’s centered, adult compassionate self. sions. 18. In order to ensure that students ’adminis- 11. Students who believe they have followed trative records are correct, students must directions, have met deadlines, and who file timely changes of admissions status, still have a problem with one or more stu- program, advisor, location, etc. with the dent services offices or instructors, should appropriate offices as directed under these contact the CARE Director who will act as polices. ■ a facilitator in resolving the problem. 12. Keep copies of all transactions, records and receipts. These copies will verify transactions in the event a document has been misplaced or if there is a disagree- ment. 13. Submit change of name, address, or phone number to the Registrar’s Office in writing. Name changes require supporting documents (court order, drivers license, or other form of positive identification). Name changes apply to permanent student

files (but not their contents) and comput- COMPLAINTS AND APPEALS STUDENT CONDUCT, er records; mentions of your previous 49 PACIFIC OAKS COLLEGE

COURSE DESCRIPTIONS- ED 321/521 1 UNIT ED 330/530 3 UNITS TEP PRACTICUM B: LANGUAGE AND LITERACY IN A FOCUS ON LEARNERS DIVERSE CLASSROOM EDUCATION In this class, multiple subject and special This three-unit course is first in a two- education candidates focus collaboratively course sequence. It focuses on the his- ED 300/500 1 UNIT on the learners as a unit of observation, torical, theoretical, and practical aspects INTRODUCTION TO THE TEACHER reflection, and practice. Students select an of teaching reading, writing, speaking, EDUCATION PROGRAM approved fieldwork site from the list pro- and listening to elementary students in a Formerly a Special Topics course vided by the department, and obtain per- diverse classroom. Emphasis is on This seminar provides an overview of mission from the site supervisor prior to incorporating state Frameworks and the “learning to teach” continuum, and starting their fieldwork. Students complete Standards into a program that also draws of the requirements for earning a at least 25 hours of fieldwork at the site, on children’s real-life experiences and Preliminary Multiple Subject English observing and participating in teaching knowledge about language. In a lan- Learner Credential (2042). Students and learning activities. Students keep a guage environment that parallels that of will become familiar with the Teaching journal for reference during in-class inter- a dynamic elementary school classroom, Performance Expectations as an actions. Students also use this fieldwork students will explore reading and lan- accountability tool. Students will learn setting as a place to practice what they are guage arts through readings, discus- about the guiding principles and con- learning in other courses. Topics in this sions, activities, observations, and reflec- structivist framework of the program. class include observation methods for tion. The unique needs of English lan- They will be introduced to the Portfolio teachers; teachers’ own biases and per- guage learners and children with special Assessment System, and will begin to spectives; children’s varied learning needs needs will be addressed throughout the build their portfolios. and how they are met; how children’s course. Key topics include the reading strengths are recognized and built upon; process, phonemic awareness and ED 310/510 2 UNITS ways of grouping learners and whether phonics, elements of a balanced reading INTRODUCTION TO PUBLIC SCHOOLING tracking occurs; the support of English program including guided reading and This course focuses on broad education- learners or children with special needs; the writing process, lesson planning, al issues including structures, policies, the close observation and description of inclusion, student assessments, chil- and what it means to be a teacher in a one child and his or her learning in this dren’s literature, enrichment versus public school. The course will address setting; and the observation and descrip- deficit models of schooling, and analysis federal, state, and local structures; gov- tions of the learners as a group, and their of classroom discourse. ernance, and demographics; education interactions among themselves and with finance; standardized testing; teacher their teacher. This course is the second of ED 331/531 3 UNITS associations; California laws; school a three-part fieldwork series, which must ENGLISH LEARNER METHODOLOGIES reform trends; and professional develop- be completed in sequence. The whole FOR A DIVERSE CLASSROOM ment. Students visit a public elementary series meets the fieldwork requirement for This three-unit course is second in a school, and write a mini-ethnography. the Human Development B.A. or M.A. two-course sequence. It focuses on the Prerequisites: TEP Practicum A. historical, theoretical, and practical ED 320/520 1 UNIT aspects of English Language TEP PRACTICUM A: ED 322/522 1 UNIT Development (ELD) and Specially FOCUS ON THE CLASSROOM TEP PRACTICUM C: Designed Academic Instruction in In this class, multiple subject and spe- FOCUS ON CURRICULUM English (SDAIE) to elementary students cial education candidates focus collabo- In this class, multiple subject and special in a diverse classroom. Emphasis is on ratively on the classroom as a unit of education candidates focus collaborative- incorporating state Frameworks and observation, reflection, and practice. ly on the curriculum as a unit of observa- ELD standards into a program that also Students select an approved fieldwork tion, reflection, and practice. Students draws on children’s real-life experiences site from the list provided by the depart- select an approved fieldwork site from and knowledge about language and liter- ment, and obtain permission from the the list provided by the department, and acy. In an environment that parallels that site supervisor prior to starting their obtain permission from the site supervi- of a dynamic elementary school class- fieldwork. Students complete at least 25 sor prior to starting their fieldwork. room, students will explore language, lit- hours of fieldwork at the site, observing Students complete at least 25 hours of eracy, and content acquisition for and participating in teaching and learn- fieldwork at the site, observing and par- English learners through readings, dis- ing activities. Students keep a journal ticipating in teaching and learning activi- cussions, activities, reflection, and class- for reference during in-class interac- ties. Students keep a journal for refer- room observations. The unique needs of tions. Students also use this fieldwork ence during in-class interactions. English language learners and children setting as a place to practice what they Students also use this fieldwork setting as with special needs will be addressed are learning in other courses. Topics in a place to practice what they are learning throughout the course. Key topics this class include the structure and in other courses. Topics in this class include primary and second language dynamics of the classroom environ- include state-adopted and teacher-creat- acquisition, the role of language in ment; the organization of routines, pro- ed curricula; implementation of stan- learning, SDAIE strategies, lesson plan- cedures, and transitions; the classroom dards; lesson and unit planning; adapting ning, inclusion, student assessment, dif- management plan; what works for curriculum for English learners or chil- ferentiation of instruction, enrichment which children and whether some chil- dren with special needs; hands-on learn- versus deficit models of schooling, and dren are regularly marginalized; the ing; and types of formal and informal analysis of classroom discourse. schedules for days and weeks; and para- assessments. This course is the third of a Prerequisite: ED 330/530 Language and professional and parent participation. three-part fieldwork series, which must Literacy in a Diverse Classroom. This course is the first of a three-part be completed in sequence. The whole fieldwork series, which must be com- series meets the fieldwork requirement COURSE DESCRIPTIONS pleted in sequence. The whole series for the Human Development B.A. or M.A.. meets the fieldwork requirement for the Prerequisites: TEP Practicum A & B. 50 Human Development B.A. or M.A. COURSE DESCRIPTIONS

ED 340/540 & 341/541 6 UNITS ED 370/570 2 UNITS research and the use of ethnography to COGNITIVE DEVELOPMENT AND HEALTHY CHILDREN AND CLASS learn about students, families, schools, MATHEMATICS IN A DIVERSE COMMUNICATION and community. This course uses the CLASSROOM This course is built around the belief that ethnographic method to help students This two-semester six-unit course focus- building a classroom community pro- identify a question, gather data in order to es on the theoretical and practical motes social and academic growth, and “tell the story,” and analyze the data to aspects of teaching mathematics to ele- personal and community health. Through inform their teaching practice. In this mentary students in a diverse classroom. study, collaborative learning, and reflec- course students complete Section I of the In keeping with the cognitive theories of tion, students will explore how safe, car- ethnography by reflecting on their person- Piaget, Vygotsky, brain research, and ing and respectful environments, student al story and how it has led them to the Gardner, emphasis will be placed on the rights and responsibilities, cooperation, teaching profession. Candidates complete implications of a constructivist theory in collaboration, choice, self-assessment Section II of the ethnography by identifying terms of the role of the teacher, the class- and home-school communication impact three students they will follow throughout room environment and student learning. the classroom community. Students will the study, by interviewing the students and Participants will therefore actively apply also examine legal and practical issues their parents and by gathering data so they cognitive theoretical content to mathe- pertaining to children and family health, can better tell the students’ personal and matics instruction, The unique needs of including alcohol and substance abuse, academic stories. Early in the course, stu- English language learners and children communicable diseases, physical fitness dents must have their Human Subjects with special needs will be addressed and P.E., nutrition, and the connection Review forms approved by the instructor. throughout the course. This course uses between student health and learning. Advancement to Candidacy takes place the NCTM standards for the teaching and upon successful completion of this course. learning of mathematics as a framework ED 390/590 6 UNITS Competencies: Research, Fieldwork. for creating developmentally appropri- MSEL DIRECTED TEACHING ate, learning-centered curriculum. PLACEMENT AND SEMINAR ED 698 2 UNITS Student teachers work in a public elemen- WORKING WITH DIVERSE SCHOOLS ED 350/550 3 UNITS tary school classroom for a placement of AND COMMUNITIES AN ANTI-BIAS APPROACH TO THE approximately 15 weeks. Beginning by In this second course of the Ethnography INCLUSIVE CLASSROOM teaching in only two content areas per day, Thesis Project, students learn about the In this course participants explore the the student teacher gradually advances to a schools and communities in which they culture of schools from a perspective of two-week complete take-over in which work, and in which their three student diversity and inclusion. The socio-political he/she is in charge of both curricular subjects go to school. Through interviews context of today’s public schools provides planning and implementation, as well as and visits candidates place the lives of their the basis for examining issues of institu- discipline and management. The three ethnography subjects within a larger tional oppression of students who have practicum is accompanied by a seminar social context. Candidates interview school differences in gender, race, culture, abili- which all student teachers attend. Topics personnel to learn about programs and ties and class, and the impact that these include discipline/classroom manage- other resources within the school that may practices have on our students’ success ment, cooperative learning, the effective assist in improving the quality of their stu- and failure in the classroom. Participants teacher, research, discussion skills, higher dents’ education. Candidates also visit will learn how to develop and implement order thinking skills, holistic teaching community institutions and establish- anti-bias curriculum and instructional strategies, lesson planning, dealing with ments, interviewing members of diverse strategies that include all students in the stress, parent-teacher interaction, the first organizations in order to better under- school community. Accommodations for week of school, substitute teaching, testing stand the inherent social and cultural cap- at-risk students and students with special and other issues. Students complete vari- ital within the community. Candidates con- needs will be explored by examining ous assignments for the seminar, including tinue to collect data and work with their classroom environment, learning styles, audio and video tapes, journals, peer three identified students while completing and school district policy. coaching, observations, lesson plans in all Section III of the Ethnography Project. content areas and an instructional unit. Competencies: Diversity, Communication, ED 360/560 3 UNITS Prerequisite: Successful completion Implementation, Fieldwork. INTEGRATED THEMATIC INSTRUCTION: of all course work, CBEST, CSET and SCIENCE, SOCIAL STUDIES AND THE ARTS Certificate of Clearance. ED 699 2 UNITS Students, as teachers/learners, will explore PEDAGOGICAL, SOCIAL, AND the concept of using science, social studies, ED 492/692 1–3 UNITS CULTURAL IMPLICATIONS and the visual and performing arts as a frame INDEPENDENT STUDY This third course is designed as both a for the rest of the curriculum. Topics in social Available for students in the Credential scholarly and reflective opportunity where studies and science will be approached program(s) to meet some individual com- candidates ground their ethnography within through hands-on learning, critical thinking, petency and/or program requirements. An a theoretical framework. The course helps and using the community as a real-world text. independent study contract signed by the students access the larger social and politi- Students will be introduced to state frame- faculty supervisor is required at the time of cal context of schooling by analyzing issues works and standards and will create a the- registration. Classes offered at Pacific Oaks such as society’s perception of schools; the matic unit that demonstrates their ability to may not be taken for independent study. racial, economic and linguistic pressures think creatively, plan instruction, utilize Please consult the Schedule of Classes for placed on parents and their children; and school and community resources, and inte- registration deadlines. the policies and trends that impact learning. grate all curricular areas. Additionally, partic- The candidates synthesize their experiences ipants will have opportunities to examine ED 697 2 UNITS with in schools and write about how they standard texts, curricula and materials used INTRODUCTION TO ETHNOGRAPHIC will work to create equitable learning envi- in public schools, and to analyze the impact RESEARCH IN EDUCATION ronments in the future. Section IV of the of biases and misconceptions on children’s This course is the first in a series of three Ethnography Project helps candidates syn- learning. Emphasis will be placed on the courses and serves as an introduction to thesize previous readings by analyzing, sup- COURSE DESCRIPTIONS inclusion of English language learners and the Ethnography Thesis Project. The porting and discussing their data. children with special needs. course introduces candidates to qualitative Competencies: Research, Development. 51 PACIFIC OAKS COLLEGE

HUMAN DEVELOPMENT HD 302/502 1 UNIT demic learning. Cultural and gender issues RESEARCH SEMINAR and ways to support cultural expression HD 300/500 3 UNITS Students will learn about the process of and non-sexist play opportunities will be EARLY CHILDHOOD THEMES AND LIFE writing a research paper, develop a considered. Although our focus will be on CYCLE ISSUES research question, examine the litera- early years, we will address the integrative Each stage of life poses a task to be ture relevant to their question, and and transformative function of play as it accomplished. These tasks appear as a explore various ways of collecting and contributes to the lives of individuals challenge and bring the chance for analyzing data. Offered as an option for throughout the life span. growth, but also a fear of failure and dis- meeting the research competency for a comforting disequilibrium. Themes Pacific Oaks degree or for work on a HD 315/515 3 UNITS which begin in early childhood— self-selected project. THE ART OF OBSERVATION attachment, separation, autonomy, Note: Required of students who take Observation is a basic teaching and accomplishment and failure— recur HD 300/500 Early Childhood Themes assessment tool in early childhood edu- later in the life cycle. Awareness of their and Life Cycle Issues or HD 301/501 cation and a necessary skill in the field of beginnings and knowledge of psychoso- Advanced Studies in Human counseling. When you observe a child: cial developmental theories enables Development in a Weeklong or What do you see? What do you look for adults to be aware of the resolution of Online format. and why? How do you interpret what you these themes in their own lives, as well are seeing? How do you translate what as in children’s lives. This class requires HD 303/503 3 UNITS you have observed into goals for inter- extensive reading and a research project THE EARLIEST YEARS vention? Participants will observe chil- which meets the research competency. Focus on the significance of earliest dren and adults, share and evaluate Note: Students who take HD 300/500 childhood, from birth to age three, in frameworks for observation, and get as a weeklong or online class must the human life cycle, with emphasis on feedback on observational skills. also take HD 302/502 Research trust and autonomy, sensory-motor Seminar to meet the research compe- explorations, and the beginning of lan- HD 320/520 3 UNITS tency requirement. guage and play. This course will exam- CONTEMPORARY URBAN ADOLESCENTS ine the range of typical and atypical This class will focus on several issues that HD 301/501 3 UNITS development in diverse cultural contexts affect the quality of life of adolescents in ADVANCED STUDIES IN HUMAN in the preschool years. Observation of urban areas. Subjects for study will DEVELOPMENT child behavior from the perspective of include: unemployment/underemploy- This class explores in depth how themes its meanings for the child will be includ- ment; gangs and other peer pressures; which begin in early childhood recur ed. Students will develop skill in design- early sexuality; teen pregnancy; AIDS and later in the life cycle. Building on knowl- ing culturally relevant and inclusive other sexually transmitted diseases; and edge of Erik Erikson’s theory and other home and group care environments for drugs. We will examine these topics from psychosocial and cognitive theories, the optimum development of caring rela- a developmental perspective and visit participants will add and integrate theo- tionships and learning. programs that are addressing them. retical and personal knowledge of growth during the life cycle and the HD 305/505 3 UNITS HD 330/530 3 UNITS interaction between the contexts of COGNITIVE DEVELOPMENT: ADULT DEVELOPMENT: development and psychological develop- HOW CHILDREN LEARN MISSION AND VISION ment. We will examine our own develop- An active investigation of the implica- We construct mission and vision in our mental paths and look at choices made tions of cognitive developmental theory lives through the developmental tasks we and options taken or rejected. A for early childhood education and the encounter. In turn, mission and vision research project focusing on a develop- elementary classroom. Objectives of the inform our life choices in deep and mental issue is required. The class will class include: 1) acquisition of under- meaningful ways. Together, we will exam- emphasize development in adulthood. standing of basic constructivist theories, ine the emergence and development of Prerequisites for HD 301/501: primarily those of Piaget and Vygotsky; meaning in the adult years through our 1. All of the following: 2) exploration of the cultural and devel- own as well as others’ stories. a. M.A. or post baccalaureate student opmental perspectives of cognitive theo- b. Knowledge of Erik Erikson’s theory ry; and 3) application of theory to the HD 335/535 3 UNITS and other psychosocial theories diverse educational needs of children. HUMAN DEVELOPMENT: c. Knowledge of cognitive theories Emphasis will be placed on the implica- THE ELDER YEARS d. Ability to observe and interpret data tions of constructivist theory in terms of Shifting demographics, increased life e. Ability to reflect on one’s own and the role of the teacher, the classroom expectancy, advances in medical tech- others’ life development and process environment, and the curriculum. nology, economic and financial realities: or Observation of children required. all these add to the challenges of navigat- 2. M.A. or post-baccalaureate student, ing the later years with grace and dignity. and previous completion of HD HD 306/506 3 UNITS This class provides theory as well as 300/500. PLAY IN CHILDHOOD experiential learning. For those who are Note: Students who take HD 301/501 An exploration of play as a human adaptive working with aging populations, inter- as a weeklong or online class must function with a distinct developmental acting with and caring for aging parents also take HD 302/502 Research course, beginning in infancy and varying in or contemplating the aging process, here Seminar to meet the research compe- content and mode from culture to culture. is an opportunity to explore relevant tency requirement. Emphasis will be placed on the ability to issues at both the macro and micro level, observe children’s play and to make use of including deconstructing of stereotypes. these observations in planning for a child; the importance of the physical environ- COURSE DESCRIPTIONS ment; and the setting up of environments for play that will engage children in using 52 the skills that are prerequisites for aca- COURSE DESCRIPTIONS

HD 341/541 3 UNITS HD 347/547 1 UNIT HD 361/561 3 UNITS COMMUNICATION FOR EMPOWERMENT COMMUNICATION FOR SOCIAL AND POLITICAL CONTEXTS This class will empower students to make EMPOWERMENT: IN CULTURE OF HUMAN DEVELOPMENT connections with other people. Four areas One of the most challenging issues we The diverse social and political contexts of of communication will be addressed: face in cross-cultural communication is our society affect the socialization of the active listening for meaning; fluent con- the potential for misunderstanding and individual and his/her understanding of cise and organized writing; active, appro- the need to move from an ethnocentric human development. This class examines priate, and engaging group facilitation orientation to the place of cultural equi- attitudes toward gender, class, race/ethnic- and leadership; and articulate, organized ty. Students will examine proxemics, ity, disability and sexual orientation, along verbal communication and presentation kinesics and paralanguage along with with the historical contexts within which of self. In addition, students will develop power dynamics. specific theories of human development and strengthen their ability to think criti- Note: Communication for were created. Students are challenged to cally, integrating the subjective and objec- Empowerment is offered in this mod- examine these influences on their own tive, in all the areas of communication. ular format online. All three modules growth and perceptions of human behav- They will examine the impact of their val- must be completed to satisfy core ior, to define their personal ethics within ues and biases on communication across requirement. the context of contemporary society, and to cultural, racial, class and gender lines. search for creative professional responses HD 350/550 3 UNITS to inequality and bias. A variety of meth- HD 342/542 3 UNITS COMMUNICATION AND THE LIFE CYCLE ods, including experiential activities, small COMMUNICATION SKILLS AND A class about life cycles and communica- group discussion, weekly writing, reading, INDIVIDUAL DYNAMICS tion concepts. It is a goal of this class to and mini-lectures are utilized. In spite of the fact that we spend a great enhance understanding of the intercon- deal of our time with others, rarely do we nected and interdependent components HD 363/563 3 UNITS have an opportunity to see ourselves clear- of communication and tasks of various EDUCATION FOR CRITICAL ly as we interact with others. The capacity life cycle changes. Whether it’s an infant CONSCIOUSNESS to see ourselves clearly in social interac- learning about trust, an older adult Paulo Freire taught adults in Brazil; tions is the nucleus of our empathy and the learning to adjust to physical and mental Sylvia Ashton Warner taught children in basis of the helping process. Hence, changes, or any of the many stages in New Zealand. Both taught oppressed knowledge of ourselves is, indeed, very between, we all have a vital need to com- populations and believed that people valuable, in that it leads into the worlds of municate with one another. Focusing on learn through what they are passionate other people. The focus of the present specific life cycle stages and how atten- about. Their work will be read and dis- class is largely experiential, with a central tion to communication can facilitate cussed along with that of other theorists objective being the improvement of our engagement with the task of that stage who have similar beliefs about such communications skills and the use of our- will provide valuable information for issues as moral development, relation- selves in positive ways in interactions. personal and professional relationships. ships and literacy/curriculum. Students will have the opportunity to learn Communication and life cycle issues will about themselves by sharing their be addressed in a holistic way, looking at HD 364/564 3 UNITS thoughts, ideas and feelings with group the needs of both parties as well as the COMMUNITY AS A CONTEXT members. A variety of techniques will be social context of interactions. FOR DEVELOPMENT used to assist us in our learning and grow- Children develop as unique individuals ing. Among these will be active listening, HD 351/551 3 UNITS in the context of complex communities. re-framing, role-playing and socio-drama. CONFLICT RESOLUTION AND MEDIATION Growth and identity are influenced by Context-building for mutual understanding This class is designed for human service the social dynamics and interactions of will be an ongoing component of the class. professionals, including teachers, educa- the diverse families and cultural institu- tional administrators, and marriage and tions in which children live. This class HD 345/545 1 UNIT family counselors, who work with chil- focuses on theoretical and practical COMMUNICATION FOR dren, adolescents, and families. aspects of building, reflecting, and EMPOWERMENT: ONLINE Participants will examine the nature of including “community” in early child- What is the impact of the online format human conflict and effective strategies for hood and primary classrooms. Students on interpersonal communication? How conflict resolution, and will explore meth- will be expected to create strategies can existing skills be applied and adapt- ods for developing programs which pro- which use the child’s community to ed to improve the effectiveness of online mote the peaceful resolution of conflict. enhance learning and build a sense of communication? belonging. This class will explore com- Note: Communication for Empowerment The class will focus on the techniques munity-building as an avenue to exam- is offered in this modular format online. and models for conflict resolution, ine and promote cultural competence All three modules must be completed to mediation, and creative problem-solving and advocacy for children. Observation satisfy core requirement. in various conflict areas, including the of children is required. family, the school, and the workplace. HD 346/546 1 UNIT Techniques for effective communication, HD 365/565 3 UNITS COMMUNICATION FOR brainstorming and cooperative group SOCIOLINGUISTICS: ISSUES OF EMPOWERMENT: IN THE LIFE CYCLE decision-making will be explored. LANGUAGE AND CULTURE Engagement with developmental stages Communicating across cultures, and Focuses on the development of language can be enhanced or diminished by com- bias awareness issues will be explored within the social context and its implica- munication dynamics. Students will within all content areas. Class format will tions as one of the most powerful trans- explore the impact of effective commu- include discussion, lecture, reading, mitters of culture. The role of language nication on specific life cycle issues. writing, demonstration and role playing. as a tool of social domination or libera- Note: Communication for Empowerment tion will be explored. Emphasis will be is offered in this modular format online. placed upon issues of bilingualism and COURSE DESCRIPTIONS All three modules must be completed to literacy as they relate to the process of satisfy core requirement. bicultural development in American 53 PACIFIC OAKS COLLEGE

society; on analyzing primary and sec- HD 371/571 3 UNITS ond language acquisition; and on WORKING WITH BICULTURAL tive development of African immigrant, instruction of bilingual learners. This CHILDREN African-American, and African course meets one of the CLAD require- Focuses on the methodological issues as Caribbean children in the United States ments in California. they relate to effectively working with between the ages of zero to five. Original bicultural children. Learning theory and research will be presented which covers HD (A) 366/566 1 UNIT motivational concepts based upon the role of culture and language on their HD (B) 367/567 1 UNIT research with bicognitive children will socialization styles, the importance of HD (C) 368/568 1 UNIT ISSUES OF be examined. Bicultural curriculum and relationships, and how these relation- LANGUAGE AND CULTURE A, B, C bilingual program components will be ships impact development. We will These modular courses will focus on the discussed. Students will be required to explore the implications of multicultur- development of language within the participate in several on-site classroom al development of the child within the social and political context and its observations in bicultural and bilingual context of home, school, and communi- implications as one of the most power- settings. Particular emphasis will be ty. Emphasis will be placed on how early ful transmitters of culture. The modules placed on integrating the principles of childhood development takes place within this course will focus on the role bicultural development into the practi- within an Afrocentric model. Strategies of language as a tool of social domina- cal application of an effective education- will be examined that support children’s tion or liberation. Areas of emphasis al approach. growth and empowerment in communi- will include the historical, psychological ty and institutional structures. The read- and cognitive factors of language devel- HD 372/572 1–3 UNITS ings for this class focus on Afrocentric opment. Particular emphasis will be SEMINARS IN BICULTURAL theories of development, family rela- placed upon issues of bilingualism and DEVELOPMENT AND EDUCATION tionships, and coping with racism in the literacy as they relate to the process of These seminars are designed to focus educational system. bicultural development in the on bicultural development and its impli- Continental U.S. society. cation for educators and human service HD 380/580 3 UNITS professionals working in bilingual CHILDREN’S AUTOBIOGRAPHICAL ISSUES OF LANGUAGE AND CULTURE and/or bicultural communities. The NARRATIVES AS SOCIAL JUSTICE A: BICULTURAL/BILINGUAL IDENTITY seminars will be constructed on identi- CURRICULUM DEVELOPMENT fied needs in the bicultural specializa- The roots of social change within chil- Cultural response patterns and develop- tion and the areas of interest of faculty dren begins with the learning of anti-bias. ment of bicultural identity. Becoming members who will be teaching the Anti-bias/culturally inclusive curriculum bilingual. Impact of systemic oppression course. Each weekend will be a con- begins with children’s voices. Who the on development. tained “mini class.” Students may take children are, the home cultures that they one or all three weekends. Specific top- bring into the classroom, their world ISSUES OF LANGUAGE AND CULTURE B: ics will be listed in the class schedule views, and their learning styles must first LANGUAGE AND CULTURAL MEANING when the class is to be offered. be unpackaged in order for anti-bias to Language acquisition and communica- take place. Seeing the child, through the tive behaviors within the sociocultural HD 373/573 3 UNITS child’s own voice, and supporting chil- context. Transmission of culture THE DEVELOPMENT OF CHILDREN OF dren in seeing and developing participa- through language. AFRICAN DESCENT: SCHOOL AGE tory relationships with their peers YEARS (6-12) through their peers’ autobiographical ISSUES OF LANGUAGE AND CULTURE This course will examine the social, emo- stories is the first step in unpackaging C: TEACHING BICULTURAL AND tional, spiritual, cultural and cognitive culture and creating inclusive class- BILINGUAL LEARNERS development of African immigrant, rooms. In order for children to become Strategies for incorporating the dynam- African-American, and African Caribbean agents of social change within a partici- ics of cultural diversity within the class- children in the United States between the patory democracy, they must take an room environment. ages of six to twelve. Original research will active role in the building of classroom be presented which covers the role of cul- communities, which emerge from the HD 370/570 3 UNITS ture and language on their socialization context of their lives. Through the sharing DEVELOPMENT OF BICULTURAL styles, the importance of relationships, and of autobiographical narratives, adults and CHILDREN how these relationships impact develop- children gain an important entrance into This class will specifically focus on a ment. We will explore the implications of one another’s cultural lives and through framework of bicultural development as multicultural development of the child that entrance they are able to create real- it compares with monocultural develop- within the context of home, school, and istic inclusive communities. This course mental theories. The pertinent issues and community. Emphasis will be placed on will explore using children’s narratives as major social-ecological influences that how early childhood development takes a means of developing anti-bias/cultural- play an important role in shaping the place within an Afrocentric model. ly inclusive curriculum which supports development of bicultural children will Strategies will be examined that support children’s development in terms of being be explored. Culture and cognition, bilin- children’s growth and empowerment in advocates for social change. This course gualism, the biculturation process, and community and institutional structures. will involve observations in the field as cultural psychological dynamics as they The readings for this class focus on well as participants collecting and docu- relate to personality and development Afrocentric theories of development, fami- menting children’s narratives. These nar- and identity formation will be examined. ly relationships, and coping with racism in ratives will be used to create anti- An overview of the current literature in the educational system. bias/culturally inclusive curriculum and the field will also be discussed. the building of participatory classroom HD 374/574 1 UNIT communities which empower children in DEVELOPMENT OF CHILDREN OF the development as social change agents. COURSE DESCRIPTIONS AFRICAN DESCENT: EARLY CHILDHOOD YEARS (0-5) 54 This course will examine the social, emotional, spiritual, cultural and cogni- COURSE DESCRIPTIONS

HD 381/581 3 UNITS HD 383/583 3 UNITS HD 391/591 3 UNITS HUMAN DEVELOPMENT AND SOCIAL DEWEY, DUBOIS, VYGOTSKY, FREIRE, IMPLEMENTING ANTI-BIAS CHANGE AND HOOKS AS SOCIAL JUSTICE CURRICULUM This course will examine the importance PEDAGOGY Designed for educators with some expe- of promoting positive social change in Formerly a Special Topics course. rience in anti-bias curriculum, this class times of national stress. Exploring the The roots of education for social justice lie will synthesize national standards, state connection between one’s own personal in the works of John Dewey, Lev Vygotsky, frameworks and district courses of growth and the act of evoking actual and Paulo Freire. Their work resonates in study with a developmental, anti-bias change, students will learn useful tech- the educational and social philosophies of philosophy. Developing interdisciplinary niques based in storytelling, art, per- W.E.B. Dubois and bell hooks. Yet today, curriculum, critically analyzing current formance, and action research. Readings much of what passes for progressive criti- instructional practices and infusion of will be assigned from feminist theory, cal education has been diluted in order to an anti-bias curriculum into all content cultural studies, critical race theory, par- meet the needs of the status quo, and edu- areas are the main objectives for this ticipatory democracy, and other frame- cation for social justice has been lost. This class. This is the “how to” class for put- works for social change. To put their course will examine the theoretical works ting anti-bias curriculum into action in new thinking into action, each student of John Dewey, Lev Vygotsky, Paulo Freire, the classroom. will design a project proposing actual W.E.B. Dubois, and bell hooks, and ways I—Early Childhood Education II— change at an organization, school, com- of constructing progressive critical peda- Elementary Education Prerequisite: munity or government agency. If a stu- gogy, which is grounded in participatory HD 400/600, HD 361/561 or experi- dent already has an ongoing project democracy and social justice. ence. addressing social change, this course can be used to improve that project. HD 384/584 3 UNITS HD 392/592 3 UNITS Group discussion will be a key compo- THE POWER OF OUR STORIES: ADVANCED STUDIES IN IMPLEMENT- nent of this class. EXPLORING ISSUES OF RACE AND ING ANTI-BIAS CURRICULUM IDENTITY This class is designed for students who HD 382/582 3 UNITS Much of our identity is formed within the are interested in strategic planning, PARTICIPATORY ACTION RESEARCH context of race. By examining issues of institutional changes, and skills for This is a methods course designed to race, we gain a better understanding of working with adults within an anti-bias give students the skills to initiate a proj- its impact upon our identity development. framework. Class format will include ect directed at actual social change. One Opening the doors to race and our iden- discussions, interactive activities utiliz- of the assumptions in such a course is tities enables us to better understand and ing case studies and policies, readings that actual change in an organization or fulfill our role as social justice advocates and written assignments. Students are agency or school can become a model for children and families within a partici- expected to engage with each other in that can be replicated in other organiza- patory democracy. This class will explore critical analysis of educational practices tions and even serve as a model for larg- issues of race and its complex role with- and societal obstacles to deepen their er change at the level of society itself. in identity development. It will take an in- theoretical knowledge and to define lev- Students will be taught pre/post assess- depth look at critical race and racializa- els and models of advocacy work. An ment techniques, collaborative decision- tion theories and the application of these action project will be required. making skills, how to build community theories to individual and group racial Prerequisite: HD 361/561 or 562, or through intercultural storytelling, how to identity development within a global soci- permission of instructor. make budgets, and how to design and ety. Through personal stories and narra- implement long term strategies. By the tive literature, we will unpackage how HD 393/593 3 UNITS end of the course, each student will have race impacts our identity. We will also ANTI-BIAS CURRICULUM WITH designed an implementation plan (with explore the affect that unpackaging race ADULTS timelines) and a grant proposal to help has upon our perception of ourselves We will explore: (a) the pedagogical prin- carry out that initiative. and the world around us. Through the ciples, strategies and activities for promot- sharing of our stories, we will begin to ing anti-bias education with E.C.E. stu- A second assumption is when high develop personal transformative strate- dents, staff, parents and other caregivers; stress is being visited upon a country’s gies to more effectively support our work (b) the issues, obstacles and developmen- big business, government, education, with children and families. tal journey adults travel when engaged in arts or other social systems, one’s own anti-bias education; and (c) the knowl- personal development will be linked HD 390/590 3 UNITS edge base, skills and dispositions increasingly to the act of evoking posi- DEVELOPING ANTI-BIAS CURRICULUM: required of anti-bias education trainers. tive social change to make society better. TEACHING OUR VALUES TO OUR Class methods include experiential activi- Under this hypothesis, individuals will CHILDREN ties, reflective discussions, mini-lectures, need to participate personally in collab- This class will introduce foundational con- reading and writing. Students must have a orative efforts to construct new socially cepts, models and rationale for developing working knowledge of anti-bias curricu- just models and practices for schools, anti-bias curriculum, with a particular lum. Completion of HD 361/561, Social democratic institutions, and community focus on early childhood education and and Political Contexts of Human and arts organizations if they are to developmentally appropriate practice. Development, is strongly recommended. become whole as individuals - and by Attitudes and behaviors towards others in the same token, in order to evoke such the areas of gender, race, culture, abilities HD 400/600 3 UNITS change, one must come to better know and class will be addressed. Other content WORKING WITH CHILDREN IN A and understand oneself. will include: developmental issues, cur- DIVERSE WORLD riculum models, analysis of This class examines the developmental resources/materials and beginning advoca- needs of children and the different cy tools. The importance of self-introspec- assumptions which underlie develop- tion and critical thinking will be stressed. mental and constructivist approaches to COURSE DESCRIPTIONS Prerequisite: HD 400/600 or permis- working with children. It includes an sion of instructor. exploration of the uses of interpersonal 55 PACIFIC OAKS COLLEGE

power in settings where adults and chil- about curriculum should be negotiated There will be opportunities to observe at dren encounter each other, opportuni- by those who know the learners best. In Pacific Oaks and in other settings and to ties to observe children in a variety of this approach, the focus is on the com- problem solve by altering the environ- contexts, and the examination and devel- munity that teachers and learners create ment. By arrangement, this class may opment of effective facilitative strategies and involve in their lives together. give credit for Administration/ for teaching, counseling, parenting, and Supervision of Child Care Programs. social and educational change. Emphasis In this class, students will explore will be on valuing diversity and respect- sources of emergent curriculum, power HD 422/622 3 UNITS ing the individual; active experiential dynamics, the balance between advance AUTHENTIC INFANT—COMPETENT learning; interaction between theory and planning and spontaneity, and issues of CHILD practice; and the impact of social con- cultural relevancy and accountability. Class content will consist of analyses of texts on oneself and others. Participants will be required to actively diverse approaches to infant-rearing engage in their own classroom in teacher with special emphasis on the Pikler HD 402/602 3 UNITS roles that are central to the emergent methods. Topics will include: sensory- WORKING WITH FAMILIES IN A curriculum process—observation, motor development, manipulation, DIVERSE WORLD analysis, collaboration, research and human relationships and problem solv- This class is designed for educators, documentation. Implication for learners ing; infants’, parents’ and carers’ needs; counselors and other human services of all ages will be considered, with a what is an “educarer;” how, what, and professionals who work with families focus on the early childhood classroom. when do infants learn; how, what, and directly or as allies for their young chil- when to teach; effects of environments dren and adolescents. We will examine HD 411/611 3 UNITS ranging from neglectful to over-stimulat- the psychosocial developmental WORKING WITH ADULTS ing. Instruction will include lectures and stages/tasks of families, the critical Students are introduced to a rationale discussions. Students will observe envi- importance of culture/ethnic traditions, and methodology for working with ronments where infants are reared; dis- values and beliefs and how these all affect adults in educational, therapeutic and cussion and evaluations will follow. our relationship as advocates. Learning other human services settings. Topics objectives will include utilizing culturally covered will include supervising adults, HD 423/623 3 UNITS sensitive methods to assess family needs, staff evaluation, leadership style, com- CURRENT ISSUES IN DEVELOPMENTAL designing and implementing supportive munication, and problem solving. ASSESSMENT social service and community structures, Emphasis is on valuing diversity and The assessment of children’s develop- developing appropriate interventions and respecting individuals; active, experien- ment and learning is a public issue chal- promoting effective communication and tial learning; the interaction between lenging teachers and administrators in interaction within the family and between theory and practice; the impact of social schools and early childhood programs. the family, school, social service agency, contexts on oneself and others. Students Assessment includes establishing and or other professionals. Within this con- will use observation to enhance their communicating learning goals, collecting text, students will develop strategies to be understanding of the challenges inher- and using multiple sources of informa- more successful individual, interpersonal ent in working with adults. They will tion to plan program, involving children and institutional change agents. The develop strategies to facilitate adult in documenting their learning and being emphasis will be on active, experiential empowerment and learn to advocate accountable to families. Class members learning, interaction between theory and responsibly in diverse settings. will be encouraged to critically analyze practice, and the impact of social, ethnic, observational techniques, developmental gender and class contexts on ourselves, HD 416/616 3 UNITS assessments, standardized tests, teacher- and our work with children and families. LEADERSHIP IN EDUCATION made tests and portfolio documentation This class is a seminar for professionals models. The class will discuss strategies HD 405/605 3 UNITS in leadership situations who work in for effective response to community DEVELOPMENTAL EDUCATION early childhood education and other demands for accountability. This class examines traditions that human service professions. Theoretical underlie a developmental, experiential, emphasis is on educational issues in con- HD 425/625 3 UNITS open-structured approach to education; temporary society. Topics include: work- INTERVENTION MODELS IN EARLY one’s own values and the values reflect- ing effectively with diverse colleagues and CHILDHOOD EDUCATION ed in school programs and practices; families; program development and This class will focus on the key theories, the role of education as a tool of oppres- administration; strategies for facilitating philosophies, regulations and programs sion and liberation for different groups empowerment, responsibility and advo- that have been developed to respond to in society; and personal and political cacy; adult supervision; and professional the needs of (a) children who are devel- strategies for educational change. Issues growth and survival. Students will be oping atypically; and (b) children and trends in early childhood education expected to reflect upon their own prac- deemed at risk from family dysfunction, are considered from a developmental, tice and values, to observe other adults abuse and neglect, prenatal drug expo- cross-cultural perspective. Implications working with children and their families sure and community violence. Early for older children and adult learners or with other adults, and to explore the childhood special education, therapeu- will also be explored. integration of values into practice. tic and social services will be observed and discussed as resources that offer HD 406/606 3 UNITS HD 421/621 3 UNITS support for early childhood programs EMERGENT CURRICULUM: REFLECTING EVALUATING ENVIRONMENTS AND and families. LEARNER LIVES PLANNING FOR CHANGE Emergent curriculum is a values based The goal of this class is to teach people HD 426/626 3 UNITS approach to teaching and learning which who are responsible for children and WORKING WITH CHILDREN WHO focuses on who the students are, their children’s programs to analyze environ- CHALLENGE TEACHERS’ SKILLS

COURSE DESCRIPTIONS sociocultural context and current issues, mental dimensions and to examine the Often teachers encounter children who in order to shape “what happens” in an range of environmental variables that challenge their teaching skills and 56 educational setting. Decision-making govern the behavior of children and staff. understanding. This class will help COURSE DESCRIPTIONS teachers stretch their skills, develop a port activities. Cultural and socioeco- tion skills and examine sexual harass- better understanding of children who nomic factors, the realities of working ment. Students will develop class projects, challenge them, and also identify those and single-parent families, and varia- conduct interviews, examine and com- children whose behavior extends beyond tions among program types are consid- pare research findings, and participate in their expertise and may require different ered. This class meets the three-unit mini-seminars, as well as evaluate various or specialized help. Students will use and Home, School and Community require- class guest speakers. By arrangement, this critique observational and assessment ment for state licensing for Early class may give credit for Administration/ strategies while creating an intervention Childhood Education/School Director. Supervision of Child Care Programs. plan for the support of an individual child. Atypical development, family insta- HD 441/641 3 UNITS HD 450/650 1–3 UNITS bility, differences in cultural expecta- TEAM BUILDING FOR EARLY REFLECTIVE TEACHING tions, and the limitations of the student’s CHILDHOOD EDUCATORS AND PARENTS This class requires that students have a own experiences will all be considered Designed for administrators, teachers, job or internship/apprenticeship which as possible influences on the teacher’s staff, and parents to create an effective involves them in ongoing work with chil- difficulties with a particular child. team which values working together with dren. Credit is based on 45 hours per mutual respect. Among the issues unit of fieldwork, reflective journal keep- HD 430/630 3 UNITS addressed will be: 1) including parents ing and online seminar participation. PLAY, LANGUAGE AND LITERACY as members of the team working for the DEVELOPMENT growth and support of the children; 2) HD 456/656 1–3 UNITS How do young children develop the skills developing clear communication, writ- ADMINISTRATION/SUPERVISION: they need to grow up competent in a liter- ten and oral, formal and informal and 3) FIELDWORK/OBSERVATION ate society—language, dramatic play, exploring experiences of power and FIELDWORK requires that students have using tools and materials to represent powerlessness among people with a job or internship/apprenticeship their experience, and reading? An exami- diverse roles, perceptions, and histories. which enables them to take responsibil- nation of the development of symbolic Questions will include: What can you do ity in administration and/or supervision. behaviors and the role of adults in sup- from where you are? What is your Credit is based on 45 hours per unit of porting children’s play, language and liter- responsibility when you are caught in the fieldwork, journal keeping and seminar acy. Students will examine developmental- middle of a problem? How can you deal participation. ly appropriate curriculum and assessment with issues that are not clear? How can OBSERVATION focuses on one or more design for diverse literacy learners. you enable people to deal directly with persons, whose work, the culture in which Observation of children required. others? This is an equivalent class for HD it takes place, and whose style of dealing 440/640, Models & Methods of with their work is of interest to the student. HD 432/632 3 UNITS Family/School Collaboration, with per- Students function as observers, rather than CHILDREN’S LITERATURE mission of advisor. as participants, in daily processes. Required for this class is a willingness to Permission of the individual(s) being be both adult and child as we explore HD 445/645 3 UNITS observed is required. Credit is based on 45 and examine the impact of books upon WRITING OUR STORIES: REFLECTIONS hours per unit of observation, reading, and young minds. We will create positive and ON LITERACY DEVELOPMENT seminar participation. memorable curriculum experiences for Pacific Oaks students bring a breadth of Available to B.A. student upon discre- children by group exposure to a wide diverse life experience to the college. tion of advisor. variety of children’s books and methods. They learn through telling and writing their stories about these experiences and HD 457/657 1–3 UNITS We will explore when and how to use develop in-depth knowledge through COLLEGE TEACHING/TEACHING books and language to meet specific reflecting on them with others. To be ADULTS: FIELDWORK/OBSERVATION needs, and how to create an environ- effective in facilitating young children’s FIELDWORK requires that students be ment that encourages a magical beginning writing, teachers must have either employed as the teacher of a college encounter between children and literacy. experiences themselves with writing. class, or be involved in another suitable They must model literacy behaviors, by adult teaching arrangement which enables HD 435/635 3 UNITS writing where children can see, scribing them to take a responsible role co-teach- ADMINISTRATION OF CHILD CARE children’s words, and representing chil- ing or working with other adults in that FACILITIES dren’s play in writing. Writing Our Stories teaching arrangement. Credit is based on This class will identify approaches and will bridge between the kind of writing 45 hours per unit of fieldwork, journal techniques for working with parents, that people may be comfortable with keeping and seminar participation. issues concerning programming, supervi- before they entered the program with OBSERVATION in one or a variety of col- sion of staff, and providing on-going writing that encourages people to express lege classes, with special attention to growth and training of staff. We will dis- their own culture through writing. instructional process and strategies. cuss the skills and techniques necessary Students will practice reflecting on this Credit is based on 45 hours per unit of to administer a variety of early childhood writing with others to discover how they observation, reading, and seminar par- education programs, including preschool became literate writers, and what their ticipation. and day care. Such issues as budgeting, stories can tell them about what they have Available to B.A. student upon discre- record keeping, authority, communica- learned from their experiences. tion of advisor. tion and creativity will be discussed. HD 446/646 3 UNITS HD 458/658 1–3 UNITS HD 440/640 3 UNITS WOMEN IN ADMINISTRATION PARENT/COMMUNITY WORK: FIELD- MODELS AND METHODS OF FAMILY/ Designed to help women pursue a career WORK/OBSERVATION SCHOOL COLLABORATION in administration, and to explore the FIELDWORK requires that students have Students study the many avenues for political and social forces that affect deci- a job or internship/apprenticeship family collaboration with preschool and sion making, understand the importance which enables them to take responsibil- COURSE DESCRIPTIONS elementary programs, both direct class of style and image, develop networking ity for work with parents or other adults room participation and program sup- techniques, learn effective communica- in an approved community, family or 57 PACIFIC OAKS COLLEGE

social service setting. Credit is based on HD 470/670 3 UNITS tion and mastery in at least one art form; 45 hours per unit of fieldwork, journal TEACHING AS PERFORMING ART development and presentation of basic keeping and seminar participation. Participants explore creative drama as analyses of works of art from informed OBSERVATION focuses on one or more an improvisational, non-exhibitional, structural, historical and cultural per- persons whose work, the culture in which process-centered form of expression in spectives; and the relation of various it takes place, and whose style of dealing which students are guided by a leader to types of arts knowledge and skills within with their work is of interest to the student. imagine, enact, and reflect upon human and across disciplines. Students will gain Students function as observers, rather than experiences. The purpose is to provide an informed acquaintance with exempla- as participants, in daily processes. an alternative approach to teaching ry works of art from a variety of cultures Permission of the individual(s) being social studies and integrated arts which and historical periods and from combi- observed is require. Credit is based on 45 opens children’s minds, stimulates their nations of those perspectives; and derive hours per unit of observation, reading, and imaginations and language abilities, and their own knowledge, beliefs and values seminar participation. sparks their enthusiasm for continued for making personal and professional Available to B.A. student upon discre- personal development and discovery. artistic decisions. Students will also tion of advisor. This class may also serve as a practical acquire a well-grounded understanding guide for classroom teachers, recre- of the nature, value and meaning of the HD 460/660 3 UNITS ational leaders, and others who want to arts as part of their own humanity. FOUNDATIONS OF TEACHING ART: initiate creative drama activities in a RELEASING THE IMAGINATION variety of subject areas and need help in Students are required to complete at Numerous studies show that students getting started. least one fieldwork experience and who are exposed to a creative and nur- could be expected to complete two. The turing art program are also more likely to HD 475/675 3 UNITS specialization advisor would determine excel in all areas of school. If you have ARTS AND SOCIAL CHANGE this based on the student’s experience always considered yourself to be “art Treatment of societal issues in art as and program goals. phobic” but have the desire to use art well as art education. Topics will techniques in your classroom, this include art as an anti-bias tool, the HD 469/669 1 UNIT course is designed to empower you— inclusive potential of art, and art as a ART EXHIBITION and your students. We will explore art political statement. In the course students will plan and pre- theory as well as hands-on art making. pare for display, 15–20 selected pieces Beginning with an examination of the HD 477/677 3 UNITS of project work, integrating accessible nature of creativity, the class will evolve THE COMMUNITY AS CLASSROOM: and affordable techniques and methods; into practical, hands-on techniques and FORGING CONNECTIONS THROUGH design and distribute exhibition materi- concepts that can be put into immediate THE ARTS als; and submit a portfolio of the exhibi- use. Areas of study will include printmak- Every community has a wealth of people, tion along with a narrative about the ing, sculpture, cartooning, approachable places and organizations on which process for the permanent collection. and achievable drawing techniques, schools, human service agencies and working with charcoal, pastels, watercol- other institutions can draw to enrich the HD 480/680 0 UNITS ors, use of unorthodox materials, etc. quality of care, education and opportu- INTRODUCTION TO nities to construct meaningful experi- PACIFIC OAKS PEDAGOGY HD 462/662 3 UNITS ences. Incorporating scholarship and A weekend workshop designed to pro- WOMEN IN ART methodologies from visual and perform- vide an overview of Pacific Oaks A hands-on series of art experiences by, for ing arts, folklore, oral history and inter- Pedagogy with special attention to (1) and about women. We will discover and generational programs, this course views participation, (2) critical thinking, (3) practice our own forms as we become field trips and site visits by artists and writing, and (4) presentations. The acquainted with the forms created by local residents as being at the heart of implementation of Pacific Oaks’ mission women artists from every continent. We will the human services rather than enrich- statement throughout the curriculum is explore the relationships between the tradi- ment activities. The course will explore also reviewed. Opportunities for explo- tional art forms and contemporary art ways to integrate the rich resources of ration, discovery, reflections are utilized forms. We will apply these findings to the local communities into classrooms and in order to familiarize students with art education of our children. Attendance at institutions that encourages exploration skills to enhance their engagement with one museum or gallery show of women’s and discovery. Curriculum will include course concepts, dynamics and material. work and a written review will be required. visits to studios of local artists, who will explore technical application in the arts HD 483/683 3 UNITS HD 465/665 2 UNITS through a variety of media. As part of the QUALITATIVE METHODS CHILDREN’S ART STUDIO PRACTICUM course, students will participate in a field This class is designed to teach students the AND SEMINAR trip of their own and develop a project underlying principles, theoretical Students will work directly with children based on the experience. approaches and applied skills of qualita- ages two to seven years in the Children’s tive research by focusing on formulating Art Studio, supervised by resident artist; HD 468/668 2–4 UNITS research questions, gathering data, cate- learn age-appropriate art curriculum ART EDUCATION gorizing, coding and analyzing collected using various media, and apply skills and FIELDWORK Students are required to information in preparation for document- knowledge in directed teaching. Included spend a specific number of hours in a ing and presenting research. Ethnography, are the art of preparing and hanging exhi- minimum of two different settings during narrative analysis, case study and inter- bitions, ceramic kiln firing, documenting the course of the semester. viewing strategies and methods will be and cataloguing children’s art for the Responsibilities of the student must explored. Recommended for students Pacific Oaks Permanent Collection. include planning, implementation and engaging in completion of or interested in Written and photo-documentation are documentation of an art curriculum. engaging in a qualitative master’s thesis. COURSE DESCRIPTIONS required. Enrollment is limited. Consent Each student will create a portfolio that of instructor required. Teacher Education includes documentation of communica- 58 students, please consult your advisor. tion in four arts disciplines; communica- COURSE DESCRIPTIONS

HD 491/691 O UNITS regarding sexism, racism, clas- HD 684 3 UNITS PACIFIC OAKS ONLINE ORIENTATION sism, and disability THESIS DEVELOPMENT Required of all new online students. c. Demonstrated commitment to Students will develop and refine their the- Must be completed before your class social justice sis topic while developing an understand- begins. d. Understanding of the dynamics of ing of the elements of a formal proposal institutional and individual biases and thesis, including literature review, HD 492/692 1–3 UNITS and use of power, or methodology and data analysis. They will INDEPENDENT STUDY 2. M.A. or post-baccalaureate student learn to organize their writing, develop Independent study requires that a student and previous completion of HD themes, review technical writing skills and design a project of one to six months 361. practice editing thesis and proposal mate- duration and find a faculty supervisor. An Open to graduate students only. rial. Students must present a draft propos- independent study contract signed by the al for review to complete this class. faculty supervisor is required prior to HD 601 3 UNITS Thesis Development is also offered in registration. Classes offered at Pacific ECOLOGY OF WORKING WITH this modular format online: Oaks may not be taken for independent CHILDREN study. Please refer to the Schedule of This class is an in-depth examination of HD 685 1 UNIT Classes for registration deadlines. educational and therapeutic practices THESIS DEVELOPMENT A using ecological and historical perspec- Students will develop and refine their HD 495/695 1–3 UNITS tives. The content of the class is individu- thesis topic while developing an under- SPECIAL TOPICS: alized, built upon the interests and issues standing of the elements of a formal Special interest classes. See current of students. This class will examine the proposal and thesis, including literature Schedule of Classes for specific descrip- dynamic interaction between practice, review, methodology and data analysis. tion(s). reflection and theory, and include close attention to the impact of diversity and HD 686 1 UNIT HD 498 1 UNIT cross-cultural issues on our work with THESIS DEVELOPMENT B ASSESSMENT OF EXPERIENCE children. Through critical thinking, data Students will initiate literature searches The undergraduate assessment course analysis and review of the literature, stu- and develop and pilot their methodology. requires students to reflect, conceptual- dents will be expected to develop their Prerequisite: HD 685, or waiver. ize, and clearly communicate what they own theoretical and methodological have learned about human development framework for working with children and HD 687 1 UNIT from their life experience. Papers and adults in a diverse world. THESIS DEVELOPMENT C presentations are the means by which Open to graduate students only. Students will learn to organize their writing, this learning is documented. Papers develop themes, review technical writing must demonstrate a deep engagement HD 664 2 UNITS skills and practice editing thesis and propos- with the topics as evidenced by the abili- GRADUATE SEMINAR IN ART al material. Students must present a draft ty to articulate the developmental EDUCATION proposal for review to complete this class. nuances, subtleties, themes, and patterns This seminar will provide Master’s candi- Prerequisite: HD 685/686, or waiver. present in the student’s life. Final papers dates with an opportunity to pursue in- are a result of a process that requires depth those areas of interest to which they HD 689 O UNITS writing multiple drafts. While much of have been drawn during their course of THESIS SUPPORT GROUP this process is an individual one, an study. Through reading and dialogue, par- An online facilitated group providing mutu- essential element of this class is to be an ticipants will sharpen their focus on the al support in thesis writing. This group is active and participating member of the issues of art education they find most chal- ongoing and may be joined at any time. learning community. Fundamental to the lenging. Participants are expected to be assessment process is the ability to give conversant with art theories and to work HD 690 0 UNITS and receive feedback. toward evolving their own philosophy of THESIS WORKSHOP art education. Study topics will include: the This course provides support during thesis HD 562 3 UNITS relationship of the artist to society; cross- writing by linking course work to the the- ADVANCED STUDIES IN DIVERSITY cultural and culture-specific artwork; sis process through fieldwork/data gather- AND ANTI-BIAS ISSUES school as an agent of change and/or ing and theory work/literature review. It An in-depth, critical examination of the socialization; the economics of art; and also supports the integration of all thesis impact of institutional oppression on making space for adults’ and children’s chapter material into a final document. human service programs for children art. We will create a personal statement of Prerequisite: HD 984 Thesis and adults and the significance of cul- our beliefs over the course of the semester. Development or equivalents. tural and political contexts on individual Open to graduate students only. development and learning. Students will HD 697 1 UNITS study new research and methods for HD 681 O UNITS THESIS/MASTER’S PROJECT working with bicultural children and ADVANCE TO CANDIDACY SUPPORT This is a one-time option for adults, and develop skills for doing anti- This class is for students who have taken Thesis/Masters project enrollment. bias human service work and advocacy. HD 277 Thesis Development and have Registration in this course allows Masters Format is a graduate seminar individual- not yet advanced to candidacy. Structure candidates to work on their thesis with ized to the participants’ interests and of this class will include one weekend their Chair during one ter. This course issues. Students are expected to engage class and regularly scheduled opportu- gives half-time graduate standing to stu- in developing their own theoretical and nities for meeting with the instructor. dents regardless of how many unites in methodological framework for bicultur- which they are enrolled. Students may al and anti-bias work. Focus of this class is to provide support, enroll in this course one time instead of Prerequisites for HD 562: expertise, information and encourage- the zero-unit HD 699. The Leave of 1. All of the following: ment for students in the thesis proposal Absence policy does apply to this option. COURSE DESCRIPTIONS a. M.A. or post-baccalaureate student process. Students are preparing them- Prerequisite: HD 699 Thesis/Masters b. Experience working on issues selves to advance to candidacy. Project 3-4 unit enrollment. 59 PACIFIC OAKS COLLEGE

HD 698 1 UNITS op skills that promote civic empowerment MFT 517 2 UNITS ASSESSMENT OF EXPERIENCE and responsibility in individuals and that AFRICAN AMERICAN PSYCHOLOGY The graduate assessment course requires enhance and promote social change, as This course will examine various models students to reflect, conceptualize, and well as develop basic research skills in of Black mental health and ethnic and clearly communicate what they have addressing relevant societal concerns. self-identity development. The impact of learned about human development from Black society, culture, family, racism, and their life experience. Papers and presen- MFT 504 3 UNITS poverty on personality growth of African tations are the means by which this learn- LATINA/O HISTORY AND CULTURE Americans will be explored. The history ing is documented. Papers must demon- The topics in this course include the his- of Black Psychology and the pioneer the- strate a deep engagement with the topics tories of Latina/o ethnic groups in their orists of this movement, such as Kenneth as evidenced by the ability to articulate the native countries and their histories with- Clark, William Cross, Na’im Akbar, developmental nuances, subtleties, in the United States. Histories of immi- Joseph White, Franz Fanon, Frances Cress themes, and patterns present in the stu- gration, socio-economic conditions, Welsing, Wade Nobles, Linda James dent’s life. Final papers are a result of a classism and racism, and political issues Myers, and others will be discussed. process that requires writing multiple will be discussed. Traditions, oral histo- drafts. While much of this process is an ries, literature, and the arts will be used MFT 518 2 UNITS individual one, an essential element of this as a way to further examine the docu- AFRICAN AMERICAN HISTORY AND class is to be an active and participating mentation of history and its influence on CULTURE member of the learning community. the culture and variations in behavior. This course examines the history of Black Fundamental to the assessment process is people in America, including the arrival the ability to give and receive feedback. MFT 505 3 UNITS of Africans during pre-slavery, slavery and The course gives half time graduate stand- COMMUNICATION AND the migration of African peoples through- ing to the student regardless of the num- COUNSELING SKILLS out history in America. The culture of ber of units for which the student is regis- This is an introductory class in developing Black people and the influences of tered in that semester. In addition, the stu- basic interview/communication skills for racism, poverty, politics, and institutions dent must pay the BA/Equivalent fee. use in interpersonal relationships, work- on that culture will be discussed. ing with students and parents in educa- HD 699 0–4 UNITS tional settings, and an emphasis on the MFT 519 2 UNITS THESIS/MASTER’S PROJECT counseling relationship. This class is ADVOCACY IN THE AFRICAN AMERICAN Registration for thesis advising: A mini- designed to train the student to see oneself COMMUNITY mum of three units is required for the in social interactions in light of one’s This course will explore the current first semester following advancement to social/cultural/ethnic context, and to be health status of African Americans, and candidacy. Registration for 0 units in able to communicate to others clearly, in particular examines the impact of the each successive term (including sum- effectively and cross-culturally. There will mental health systems and their policies, mer) will keep the student active for up be a strong emphasis on the skills of active practices, and structures. The role of to 3 additional terms. The student must listening, consisting of the skills of empa- mental health professionals in advocacy be active when the finished thesis is sub- thy, clarification, reflection of feelings, with health systems in the Black com- mitted. Students who have not completed confrontation, as well as others. This will munity will be discussed. the thesis at the end of these 3 additional empower the student to function in the terms must enroll in 1 unit to stay active helper role of facilitator and counselor. MFT 520 3 UNITS while working with their committee. THEORIES OF MARRIAGE, FAMILY Prerequisite: An Advancement to MFT 510 3 UNITS AND CHILD COUNSELING Candidacy form signed by the Thesis PERSONALITY THEORIES AND CLINICAL This class will review the major psy- Chairperson on file in the Registrar’s INTERVENTION chotherapeutic approaches in marital office. This class is designed to explore the var- and family therapy. There will be a focus ious personality theories and study their on interpersonal theories, family systems logical conclusions in psychotherapy. theories, and feminist theory and how MARITAL AND FAMILY THERAPY Therefore, each theory will be followed each informs work with individuals, cou- by clinical case discussions, usually ples, families, and children. The class chosen from that theorist’s writing. In will present an inclusive framework, so MFT 500 3 UNITS cases where testing material or research that students develop competency work- THE INTERFACE OF SOCIETY AND techniques were developed from theory, ing with bicultural populations. HUMAN DEVELOPMENT study of these materials will replace This course integrates a variety of theories clinical material. Active student partici- MFT 524 3 UNITS of human development, with a variety of pation and preparation is essential. LATINA/O FAMILY SYSTEMS societal issues, forces and dynamics, This class provides training require- This course will examine family systems and including politics, economics, globaliza- ment for the California MFT license. how Latina/o families are affected by their tion, race, culture, gender, class, sex, sex- experiences in the United States. The varied ual orientation, physical or mental ability, MFT 516 2 UNITS constellation of families including the privilege and oppression. Using the class AFRICAN AMERICAN FAMILY AND CHILD monocultural traditional family structure, as participants’ lived experiences and critical This course emphasizes the unique well as the emerging bicultural/biracial thinking, along side classic and contem- social, economic, religious, education- family structure, are among those to be porary texts, the course will explore if, al, and political environments that have studied. Issues, such as acculturation and how, and to what extent, society impacts, affected the structure, function, and generation, class, changing values and influences or shapes human develop- dynamics of the Black family and the beliefs, gender roles, language, religion, ment, identity and life choices, and in turn developing child. The course examines spirituality, within group discrimination, the becomes a possible significant factor in these forces from slavery to present day, effects of immigration and status, health

COURSE DESCRIPTIONS the development of mental health stres- including urban and rural influences on care, myths, taboos, and traditions will be sors, issues, symptoms and needs in indi- the family system of African Americans included in developing a framework in viduals and families. This class will devel- 60 and other Black families in America. which to understand Latina/o families. COURSE DESCRIPTIONS

MFT 530 3 UNITS assist in the recover from trauma from effects of psychoactive drugs on the brain CLINICAL THEORIES OF CHILD natural disasters, interpersonal vio- and how these biological changes impact DEVELOPMENT lence, war and terrorism. We will dis- affect, mood and behavior will be Designed to provide the student with a cuss spousal and child abuse and man- explored. This course will examine both basic understanding of clinical issues dated reporting, emphasizing etiology, theory and clinical practice. MFT regarding how the child grows. Class will detection, cultural aspects, and treat- requirement for graduation; registration integrate the physical, social, emotional ment approaches. Furthermore, the preference given to MFT students. and cognitive aspects of growth and class will address the occurrence of Prerequisites: MFT 520 Theories of development and how they manifest compassion fatigue or secondary trau- MFCC and MFT 510 Personality intrapsychically and interpersonally. ma in the practitioner who works with a Theories and Clinical Intervention Theoretical material will include ele- traumatized population, including ments of ego psychology, object relations, strategies to combat its development. MFT 549 2 UNITS self psychology, attachment theory, and This course satisfies the BBS require- THEORIES AND APPLICATIONS OF infant and child research. Readings will ments for course work on spousal PSYCHOLOGICAL TESTING be taken from the writings of Freud, abuse and child abuse detection and This class considers the strategies and Klein, Balaint, Winnicott, Bick, Sarnoff, reporting for mandated reporters. procedures involved in making decisions Mahler, Bowlby, Kohut, Erikson, Piaget about people in a multi-cultural society. and Stern among others. Learning tasks MFT 541 1–2 UNITS Theories of measurements and assess- will consist of reading and discussion, INTRODUCTION TO TRAUMA, A AND B ments, standardized testing and psycho- assigned observation of children, model- This class is an introduction to clinical logical tests will be examined. Moral and ing and role playing, and viewing of films. victimology, trauma theory and practice ethical issues involved in decision-making Prerequisite: MFT 510Personality for people working in a clinical setting will be an important focus of this class. Theories. of victims of trauma and interpersonal violence. The impact of trauma on the MFT 550 3 UNITS MFT 531 1 UNIT developmental process throughout the PSYCHOPATHOLOGY OF ADULTHOOD DOMESTIC VIOLENCE life cycle will be examined. The first half A general view of the various definitions The impact of domestic violence on the of the class will focus on the prevalence and forms of psychopathology is pre- individual, the family and family life will and culture of violence in America. In sented in a historical, sociopolitical and be examined. The types of domestic vio- the second half of the class, various cross-cultural perspective. The purpose lence will be presented in this class with treatment approaches for children and and history of various diagnostic systems special emphasis in understanding the adults will be examined. Additionally, will be discussed. Using the DSM IV as trauma to the developing mind of children the class will examine the effects of sec- the main paradigm, some of the most and to the mental health of the victim and ondary trauma that the helpers of vic- prevalent psychopathologies of our cul- family. Culture and gender considerations tims experience. ture will be explored. The purpose and and implications for treatment will be dis- A is a prerequisite for B. usage of DSM IV will be studied. Focus cussed, in addition to the legal responsi- will be on building a cognitive diagnostic bilities for the mental health practitioner. MFT 542 1 UNIT competence of, as well as an effective ALCOHOLISM AND CHEMICAL understanding and comfort with, the var- MFT 534 2 UNITS DEPENDENCY ious mental health disorders. Attention HISTORICAL TRAUMA An overview of alcohol/drug abuse and will also be given to etiology, epidemiol- This course will study the history of the its related disorders within the family ogy and treatment, including chemother- conquest and colonization of the unit. Therapeutic issues associated with apy. Some of the main psychiatric testing Latina/o population and the traumatic chemical dependency as it relates to tools will be examined. impact this history has had on Latina/o physical, emotional and sexual abuse Prerequisite: MFT 510 Personality families and communities. Historical will be examined, along with various Theories, MFT 520 MFCC Theories and trauma and intergenerational trauma techniques for intervention. Dependency MFT 505 Communication and will be studied as well as the resulting and co-dependency, essential require- Counseling Skills. adaptive behavior related to this trauma ments necessary for recovery, and the that may be present and affecting family function of a strong aftercare program MFT 551 1 UNIT functioning. Post-traumatic Stress will all be explored. HUMAN SEXUALITY AND SEXISM Disorder and posttraumatic symptoms This class meets the requirement for This class focuses on the professional and will be studied in relation to their effect the California MFT license. personal aspects of human sexuality. The on family functioning and on Latina/o Offered on Weekends class will explore various issues including communities. Everyday stressors such the development of a working vocabulary as discrimination, violence in families MFT 543 2 UNITS of appropriate language and a knowledge and communities, and limited access to SUBSTANCE ABUSE, THE INDIVIDUAL, of procedures that enable people to feel resources will be identified and dis- AND FAMILY DYNAMICS more at ease discussing sex. Because sex- cussed as possible sources of present This course will introduce the student to uality is an integral part of the whole per- traumatic experiences. the scope and depth of substance abuse son, the following topics are addressed: and dependence as a biochemical and anatomy, physiology, communication, sex MFT 540 2 UNITS psychological addiction and its impact on therapy, sexuality in childhood and other TRAUMA AND ABUSE WITH the individual and the family. Pathogenic life cycle periods, and suggested books INDIVIDUALS AND IN FAMILIES sources, therapeutic issues and treatment for clients and their children. This course will examine the impact of interventions associated with alcoholism This class is designed to meet the trauma on the lifecycle of individuals and substance abuse in relation to cul- requirement for the California MFT and families from a developmental ture, gender, interpersonal and family license. framework. We will focus on trauma dynamics will be examined. Childhood therapy and other types of therapeutic and adolescent developmental issues in COURSE DESCRIPTIONS models, e.g. trauma-focused CBT, relation to families and substance abuse EMDR, psychological first aid, etc. to will be presented. The neurological 61 PACIFIC OAKS COLLEGE

MFT 552 2 UNITS MFT 560 3 UNITS health professional. The Thesis PROFESSIONAL ETHICS AND THE LAW PSYCHOPATHOLOGY OF CHILDHOOD Proposal will include initial drafts of the The class reviews the following areas: AND ADOLESCENCE Introduction and Methodology chapters, 1. Contemporary professional ethics This class will examine the psychopathol- an outline and partial draft of the and statutory, regulatory, and deci- ogy of infancy, childhood and adolescence Literature Review Chapter, and a Pilot sional laws that delineate the profes- within a biopsychological, developmental, Study of the Methodology. sion’s scope of practice; sociopolitical and family systems perspec- Prerequisite: MFT 562 Research 2. The therapeutic, clinical, and practical tive. It will address challenges that chil- Methods considerations involved in the legal and dren, adolescents and their families face ethical practice of marriage, family, and that require direct and specialized mental MFT 582 0-2 UNITS child counseling, including family law; health and social services alongside the MASTER’S THESIS COMPLETION 3. Spousal or partner abuse, detection, appropriate educational services. This is In this ultimate segment of the Master’s and intervention. an interdisciplinary class with an empha- Thesis process, the mental health 4. The current legal patterns and trends sis on facilitating intimate understanding, research student forms the Master’s in the mental health profession; communication and collaboration among Thesis Committee, receives approval for 5. The psychotherapist/patient privilege, the class participants of the three profes- Advancement Candidacy, and completes confidentiality, including issues relat- sions of Education, Human Development the Thesis with the Committee’s guidance, ed to a patient being dangerous to self and Marriage, Family and Child support and approval.This includes both or others and the treatment of minors Counseling in the service of children, ado- limited class time and independent study. with and without parental consent; lescents and their families. The two units provide Thesis Committee 6. A recognition and exploration of the Prerequisite: MFT 530 Clinical availability for 2 consecutive semesters relationship between a practitioner’s Theories of Child Development. after which the student must register for sense of self and human values and his 1 unit of MFT 582 each subsequent or her professional behavior and ethics. MFT 561 1 UNIT semester until completion. This class meets the requirements for CHILD ABUSE ASSESSMENT Prerequisite: Completion of MFT 562 the California MFT license. AND REPORTING Research Methods and MFT 572 Thesis This workshop includes the study of the Proposal MFT 554 3 UNITS assessment and method of reporting sex- LATINA/O PSYCHOLOGY ual assault, general neglect, severe neg- MFT 585 3 UNITS This course will study issues related to lect, willful cruelty or unjustifiable pun- CLINICAL SKILLS IN FAMILY THERAPY the development of the self and issues ishment, corporal punishment or injury This is a class for advanced students related to the mental health profession. and abuse in out-of-home care. Physical focusing on the clinical aspects in the Ethnic and self-identity development will and behavioral indicators of abuse, cri- practice of family therapy. It will provide be examined as well as the development sis counseling techniques, community a brief overview of family therapy and of self in a collectivist culture. The resources, rights and responsibilities of will concentrate on the experiential strengths of the cultural traditions/prac- reporting, consequences of failure to learning of basic family therapy skills. tices will be examined in understanding report, caring for a child’s needs after This class is designed to provide students the development of one’s self worth, as report is made, and implications and with direct experiences of the family well as the effects of discrimination, methods of treatment for children and therapy milieu in the initial session/treat- acculturation and bicultural experi- adults are also included. ment alliance phase of therapy via obser- ences. Mestizo/a Psychology and Native This class provides training require- vation and role play; assist in the devel- Health Models and their application are ment for the California MFT license. opment of a working knowledge of the an integral part of the course. Culturally clinical skills of family interview, joining, sensitive theories, assessment and treat- MFT 562 2 UNITS problem formulation, treatment con- ment models, cultural bias in assessment RESEARCH DESIGN AND METHODS tract, and family case presentation; fur- and testing, and racism in the mental The goal of this two unit course is to ther the students’ awareness of and health professions will be included. acquaint the beginning research student appreciation for the multiple psychoso- with a variety of research paradigms and cial factors which impact families in MFT 558 3 UNITS methods, both qualitative and quantita- treatment; and contribute to the develop- PSYCHOPATHOLOGY tive, useful in pursuing clinically relevant ment of a personal conceptualization of This class will examine the psy- and competent research in the human sci- the process of psychotherapy. chopathology of infants, childhood, ado- ences, within the multicultural and Prerequisite: MFT 520 Theories of lescence, and adulthood within a biopsy- diverse sociopolitical context of our soci- Marriage, Family and Child chological, sociopolitical, and systemic ety. A variety of such methods will be stud- Counseling, MFT 510 Personality perspective. It will examine challenges ied, explored and tried in simulated Theories, MFT 505 Communication faced by individuals, families, and clini- research tasks, with a focus on the partic- and Counseling Skills. cians that require direct and specialized ular needs of the mental health mental health services. The impact of research/practitioner. Basic skills in read- MFT 586 3 UNITS larger systems involvement i.e. health ing, understanding and assessing CLINICAL SKILLS IN COUPLES AND services, social services, child welfare research literature will also be developed. FAMILY THERAPY services, and educational institutions will This class is for advanced students and also be explored. The purpose and usage MFT 572 2 UNITS will emphasize family and couples dynam- of the DSM IV-TR will be studied with an THESIS PROPOSAL ics. The class will provide a brief overview emphasis on developing competent diag- The goal of this course is to help the of couples and family therapy. It will nostic skills and developing confidence graduate student choose an appropriate emphasize the understanding of interac- with recognizing the etiology and treat- thesis topic, frame the research ques- tional styles that frequently bring couples ment of a variety of mental disorders. tion to fit the developmental needs and and families into the mental health set- COURSE DESCRIPTIONS Prerequisites: MFT 505 Communication goals of the Masters Thesis and com- tings including court ordered therapy. The and Counseling Skills; MFT 510 plete the Masters Thesis Proposal. The development of a working knowledge of 62 Personality Theories and Clinical course is designed to address the the clinical skills of joining, initial inter- Interventions; MFT 520 Theories of MFT research needs of the emerging mental viewing, case conceptualization, treatment COURSE DESCRIPTIONS planning, treatment implementation, and MFT 624 2 UNITS the basis for understanding diagnostic termination will be the major focus of the ADVOCACY AND COMMUNITY assessment, treatment goals and the class. Role-play and case presentation will MENTAL HEALTH IN THE LATINA/O realizations of successful interrelations. be used to further the student’s awareness COMMUNITY The objective of the class is to develop of the multiple stressors that impact cou- This course will address the traditional knowledge of and an openness and sen- ples and families coming to treatment. structures and current practices of institu- sitivity to the cultural differences. Prerequisites:MFT 505 Communication tions that influence and impact mental Prerequisite: MFT 500 The Interface and Counseling Skills; MFT 510 health services and wellbeing in the of Society and Human Development Personality Theories and Clinical Latina/o community. Understanding the and/or HD 562, Advanced Studies in Interventions; MFT 520 Theories of MFT historical significance of marginalization Diversity. and the ecological context of the Latina/o MFT 591 1-3 UNITS community in relation to institutional MFT 651 2 UNIT INDEPENDENT STUDY socio-cultural blindness will be evaluated. PRACTICUM A Independent Study requires that a student Particular emphasis is on social justice, This course provides the initial basic design a project of one to six months advocacy theory and developing practice skills that are needed when starting clin- duration and find a faculty supervisor. An skills needed to become change agents ical training. Included in the content of independent study contract signed by the for families in the Latina/o communities. the class are the following areas of faculty supervisor is required prior to inquiry: professional role as a Marriage registration. Classes offered at Pacific MFT 632 2 UNITS and Family Therapist Trainee (MFT Oaks may not be taken for Independent PSYCHOPHARMACOLOGY Trainee) and relationships with peers Study. Please refer to the Schedule of This course provides an overview of clin- and supervisors at the clinical place- Classes for registration deadlines. ical psychopharmacology for the gradu- ment. Initiating first client contact, mak- ate student in clinical training. It focuses ing an early diagnostic assessment, and MFT 595 3 UNITS on the use of psychiatric medications for establishing an effective therapeutic THERAPY WITH CHILDREN specific mental health disorders, diag- relationship with a mental health client. This class will provide an overview of the nostic issues, and treatment plans, as knowledge base and an introduction to the well as addressing cultural differentials MFT 663 2 UNITS clinical skills of child therapy. The public in assessment. The course explores bio- MFT PRACTICUM B and private mental health systems, levels of logical etiologies and addresses the This class is developmental in its care, range of child therapy settings, and extent and impact of side effects in the approach, combining supervision issues barriers to access will be discussed. An life of the client. It prepares the MFT that arise in clinical placement with the- understanding of migration, class, cross- Trainee to act as professional support to oretical issues studied in class. Various cultural and intra-cultural variations in the psychiatrist/client dyad. psychotherapeutic techniques will be normative child and family functioning will examined and clinical skills in intake be integrated with the development of child MFT 642 2 UNITS evaluation, assessment, diagnosis and evaluation and treatment skills. Multiple GROUP THERAPY treatment will be developed. This class theoretical perspectives of child therapy The What, Where, When, Why, Who and will monitor and support the students’ will be considered. The major childhood How of working with groups as a counsel- experience in clinical placement and disorders will be reviewed and applied to ing modality. An examination of group will study issues of counter/transfer- specific case material. The range of modal- practice with individuals, families, adoles- ence, spousal abuse assessment and ities utilized in child therapy will be cents and children. A look at the wide treatment, interventions with various explored with special emphasis on the use range of populations and problems for types of crises and ongoing treatment of play therapy. Clinical assessment and which group work has become a therapy of and termination. An understanding of treatment of the child in socio-cultural con- choice. The class will begin to answer the the impact of social, racial, cultural, text will be the focus of practice skills devel- question of how one can become a safe, gender and sexual orientation issues in opment. Clinical issues in child therapy secure, and successful group practitioner. psychotherapy will be promoted. The with special populations will be presented. Prerequisite: MFT 520 Theories of class will also examine a wide variety of Prerequisite: MFT 530 Clinical Theories of MFCC, MFT 510 Personality Theories ethical, professional and personal Child Development, MFT 520 Theories of and Clinical Intervention, and MFT issues that impact the mental health Marriage, Family and Child Counseling, 505 Communication and Counseling professional in the pursuit of the profes- MFT 510 Personality Theories. Skills. sion within the market reality of present day health care systems. MFT 622 2 UNITS MFT 650 3 UNITS COUPLES THERAPY CROSS-CULTURAL MORES AND VALUES: MFT 672 2 UNITS This is an introductory course for work- SOCIO/CULTURAL ENVIRONMENTS PRACTICUM C ing with domestic partners. This includes This class is designed to consider and This class is developmental in its an overview of approaches from various present a conceptual framework for approach combining supervision issues schools of thought, as well as training in review and incorporation of sociocultu- that arise in clinical placement with the- relationship skills, including the dynam- ral factors into clinical and communica- oretical issues studied in class. Various ics of bonding and attachment, commu- tion theories and practices. Specific cul- psychotherapeutic techniques will be nication skills, conflict management tural content (with emphasis on family examined and clinical skills in intake skills, and negotiating differences. The history, structures, dynamics, values, evaluation, assessment, diagnosis and course will include reflections upon mores, adaptive strengths, and coping treatment will be developed. This class one’s own significant relationships; role- styles) and socio-political constraints will monitor and support the students’ playing and skill practice; and applica- on human development (with emphasis experience in clinical placement and will tion of therapy skills to issues of diversity. on racism and normative value psychol- study issues of counter/transference, Prerequisites: :MFT 505 ogy) will be examined. The importance spousal abuse assessment and treatment, Communication and Counseling of racial/ethnic identity is highlighted as interventions with various types of crises, COURSE DESCRIPTIONS Skills; MFT 510 Personality Theories the core of one’s self-identity, the frame- ongoing treatment and termination. An and Clinical Interventions work which has shaped personality, and understanding of the impact of social, 63 PACIFIC OAKS COLLEGE

racial, cultural, gender and sexual orien- 2. Knowledge of federal/state mandates This course meets the communica- tation issues in psychotherapy will be for educating students with disabili- tion competency requirement for HD promoted. The class will also examine a ties; degrees. wide variety of ethical, professional and 3. Identification and screening of a personal issues that impact the mental child with special needs; SPED 360/560 4 UNITS health professional in the pursuit of the 4. Involvement of parents in the process INSTRUCTING AND ASSESSING profession within the market reality of of meeting student needs; STUDENTS WITH MILD TO MODERATE present day health care systems. 5. Collaboration with other profession- DISABILITIES als to identify appropriate interven- This course examines principles and tech- MFT 684 0-2 UNITS tions; niques for assessing academic progress PRACTICUM D 6. Application of methods used to mod- and addresses the design of instruction This class is developmental in its ify the curriculum and accommodate and selection of curriculum materials for approach and will combine supervision various learning styles; and students and young adults with mild to issues that arise in clinical placement with 7. Accessing educational and communi- moderate disabilities. Class work will various psychotherapeutic techniques. ty resources such as assistive technol- include observing and learning from The class is an advanced class that is ogy, career and vocational education. practicing special education teachers. designed to provide on-going support for (Fifteen hours of fieldwork/observation is students completing clinical hours and SPED 340/540 3 UNITS required at two different age levels.) will continue to focus on assessment, BEHAVIOR INTERVENTION AND Emphasis will be placed on collecting treatment planning, and interventions PROGRAM PLANNING FOR STUDENTS data from many sources, and accurately appropriate for individuals, families, and WITH SPECIAL NEEDS interpreting assessment results for stu- children/adolescents. Culture, race, gen- This course explores the relationship dents including those who are culturally der, aging, and sexual orientation will be between teacher choices, academic task and linguistically diverse. Curriculum addressed within the context their thera- and classroom environment in encour- planning, related to state and local stan- peutic impact on treatment. The class will aging and discouraging student self dards, will be discussed with a focus on also examine ethical, professional, and esteem, behavior and achievement. Four accommodating learners and modifying personal biases that impact the delivery of models of behavior management will be materials. Teacher candidates will devel- clinical services. discussed from a social systems per- op skills in writing concise descriptions of Prerequisites: Practicum A and spective: psycho-dynamic, behavioral, students’ present levels of performance, Practicum B and Practicum C. environmental, and constructivist. goals and objectives that are achievable Analysis of behavior will be discussed in and measurable, and both individual and MFT 691 0 UNITS relation to antecedents and conse- group lesson plans. Compliant IEPs will CLINICAL TRAINING ORIENTATION quences of target behaviors as highlight- be discussed over fourteen years of age. COURSE (CTOC) ed by a case study approach. Teacher This course prepares students to start candidates will develop skills in design- SPED 390/590 6 UNITS their clinical training year and is the last ing whole class management systems, as ESC DIRECTED TEACHING PLACEMENT prerequisite for all students to being well as individualized programs (posi- AND SEMINAR awarded the professional status of MFT tive behavior support plans) consisting Directed Teaching is a 16-week student Trainees by the MFT Department. The of data collection on target behaviors, teaching experience in a Special Day course addresses all regulations by the identification of replacement behaviors Class or program for students or young Board of Behavioral Sciences of with specific behavioral goals and adults with mild/moderate disabilities. California regarding clinical training, objectives, and appropriate reinforce- The practicum is accompanied by a and informs students of the clinical ment strategies. seminar which meets at regular intervals training protocol of the MFT to discuss experiences with other stu- Department of Pacific Oaks College. The SPED 350/550 3 UNITS dent teachers, and to refine skills in the course also provides students with ini- COLLABORATION AND following areas: tial information and exposure to a vari- COMMUNICATION SKILLS FOR 1. Ability to adapt and modify core cur- ety of mental health community agencies SPECIAL EDUCATORS riculum to ensure student learning; in the LA County, which have been This course explores the spectrum of 2. Collaboration with families and other approved as Practicum placements. interpersonal and interactive learning professionals to coordinate services; Finally, the course assists students in skills required of the special educator. 3. Planning and implementing appro- securing a Practicum placement for Emphasis will be placed on effective priate individualized instructional their clinical training year. communication strategies with students programs, including transition plans; with disabilities, their families, and 4. Providing a supportive climate for other school or agency professionals. growth in interpersonal relation- SPECIAL EDUCATION Teacher candidates will learn how to ships; collaborate with other IEP team mem- 5. Evaluating children’s progress and bers to develop, implement and evaluate program effectiveness with a variety SPED 330/530 3 UNITS individual student programs, including of assessment approaches; and THE CHILD WITH SPECIAL NEEDS: AN transition plans. 6. Developing an effective classroom INTERDISCIPLINARY PERSPECTIVE management plan, including individ- This course is designed to explore the Counseling strategies to enhance the ual Positive Behavior Support Plans, context of culture and anti-bias issues parent professional partnership will be as appropriate. related to educating children and ado- discussed. Issues of conflict resolution, lescents with special needs in both mediation, crisis management, and SPED 495/695 1 UNIT inclusive and more restrictive settings. advocacy for students and their families INTERN SEMINAR For purposes of enhancing the teacher’s will be explored. Cross-cultural issues, This class requires that students have an effectiveness in the classroom, the fol- COURSE DESCRIPTIONS including bilingual and bicultural con- intern credential that requires them to lowing areas will be addressed: siderations will be integrated through- be the teacher of record in a classroom. 1. Knowledge of, and sensitivity toward, out the course. Credit is based on 25 hours per unit of 64 people with disabilities COURSE DESCRIPTIONS fieldwork, reflective journal keeping and SPED 620 3 UNITS SPED 650 2 UNITS seminar participation. During this semi- SPECIAL EDUCATION LAW INDUCTION SEMINAR B: EVALUATING nar, you will create a classroom manage- This course provides a historical and THE INDUCTION PLAN ment strategy. The experiences you bring sociopolitical perspective of the legal This seminar facilitates the implementa- to class are the content we study, as mandates for equity in special educa- tion and documentation efforts of the opposed to our presenting new informa- tion, as well as an examination of the candidate in attaining the goals they tion or theories. This quarter will focus current legal policy and leadership established for themselves in their on weekly topics without the use of a issues which impact best practices in Individualized Induction Plan (IIP) and text. A number of online resources relat- both the school and the social services compiling evidence that demonstrates ed to individual topics are provided for systems. Topics include the review of mastery of each of the Level II compe- you. You will be making reflective obser- integral laws and litigation, court cases, tencies as standards. The outcome vations of your teaching or work with policy documents, legal procedures, becomes the Level II Professional children during the first week of each empowerment of parents and guardians Portfolio, which is reviewed during an new topic. Each week, you will create a in understanding their rights, and pro- exit interview at the end of the Level II journal entry discussing what you fessional ethics related to the provision program. The portfolio includes, but is observed associated with the topic pro- of services to students with disabilities not limited to, a personal mission state- vided within your classroom and/or and their families. ment, reflections on practice, and arti- school setting. Many new (and old) facts from the candidate’s learning expe- ideas will come up for discussion and SPED 630 4 UNITS riences. we’ll learn much from each other. ADVANCED STRATEGIES FOR TEACHING STUDENTS WITH MILD/MODERATE SPED 492/692 1–3 UNITS SPED 600 2 UNITS DISABILITIES INDEPENDENT STUDY INDUCTION SEMINAR A: DEVELOP- This course will focus on three dynamic Available for students in the Education ING AN INDUCTION PLAN aspects of successful teaching practice: Specialist Credential program(s) to This seminar provides guidance, support assessment, instruction, and behavior meet some individual competency and assistance to beginning special edu- management, in relation to creating and/or program requirements. An inde- cators working on their Professional classroom communities which reflect pendent study contract signed by the Level II Induction Plan (IIP). Candidates the complex interaction between the faculty supervisor is required at the time reflect on their current practice in the student, the teacher, and the environ- of registration. Classes offered at Pacific classroom and assess their strengths and ment. Advanced collaboration and con- Oaks may not be taken for independent needs based on the state and national sultation skills will be woven throughout study. Please consult the Schedule of standards for the profession. Individual all three topics. Personal reflections and Classes for registration deadlines. professional development goals are case studies will be used in designing established collaboratively with the instructional strategies which are both school district’s support provider and cognitive and affective, and which the college advisor. The strategies to encourage active engagement in the achieve these goals become an action learning process. Evaluating instruction- plan that outlines the requirements and al practices will also be covered. opportunities for course work, support and professional development. These SPED 640 3 UNITS opportunities offer candidates the ASSISTIVE TECHNOLOGY & TRANSITION chance to pursue specific topics which This course addresses a variety of reflect their own interests and values. subtopics, including current legislation, Note: The IIP requires an additional funding, assessment, resources and cur- 3-unit elective course or 45 hours of riculum related to assistive technology non-college activities as options for (AT) and transition to adulthood. professional development which Candidates will learn about advance- must have prior approval as part of ments in technologies and services that the IIP. can support a person with a disability to reach individual academic, employment SPED 610 3 UNITS and daily living goals. Candidates will APPLIED ISSUES IN SPECIAL EDUCATION develop skills in administering assistive In this course, Level II candidates dis- technology and vocational assessments, cuss current challenges and controver- and will develop appropriate goals and sies in the field of special education, lessons for student success in school- reflect on various positions, options and related or post-secondary tasks. emotions of each, and research addi- Emphasis will be on working with stu- tional perspectives. The reflection and dents who have learning, cognitive, com- critical thinking involved in discussing munication and sensory disabilities that these issues will deepen understanding cause difficulties in academics, memory, of the realities inherent in teaching stu- organization, communication, self-help, dents who are often marginalized by the movement, hearing and vision. majority culture, and introduce new perspectives which will, in turn, guide actions and decisions in actual practice in the field. Topics include social jus- tice, advocacy, inclusion, least restric- tive environment, over-representation of COURSE DESCRIPTIONS students of color, standardized assess- ment, and transitional services. 65 PACIFIC OAKS COLLEGE

Seon Chun Rebecca Rojas ADMINISTRATION- Ed.D., M.Ed., University of Northern Iowa, Academic Director, M.F.T. Curriculum and Instruction, Early Childhood Ph.D., University of Southern California, Carolyn H. Denham Education. B.A., Ewha Womans University, Counseling Psychology. M.A. Pepperdine President Seoul, Early Childhood Education. University, Psychology. B.A., California State University, Long Beach, Music Therapy. Martha Clark Jan Brown M.A., Pacific Oaks College, Human Joseph T. Sundeen Vice President for Administration Development. B.A., Pacific Oaks College, Academic Director, Human Development, Human Development. Pasadena. Ph.D., University of California, Los Sandra Chen Lau Angeles, Anthropology. M.A., University of Vice President for Advancement Connie Destito California, Los Angeles, Anthropology. B.A., M.S.W., University of California, Los Angeles, Columbia University, History. Social Work. B.A., California State University, David Marker Los Angeles, Sociology. Licensed Clinical Greg Tanaka Chief Academic Officer Social Worker, State of California. Ph.D., University of California, Los Angeles, Education. M.A.T., New Mexico State Monica Rascoe Trevor Dobbs University, Elementary Education/ESL. B.A., Chief Student Services/ Ph.D., Newport Psychoanalytic Institute, Williams College, Psychology/Child Enrollment Officer Tustin, CA. M.A., Fuller Theological Development. Seminary, Marriage and Family Counseling. B.A., Pepperdine University. Olga Winbush Marisa Reyes Ph.D., University of California, Los Angeles, Executive Assistant to the President Larry Garf Education. M.A., Pacific Oaks College, M.A., Pacific Oaks College, Human Human Development. B.A., University of Jane Rosenberg Development. B.A., State University of New California, Los Angeles, Sociology. Director, Children’s School York at New Paltz. Cheryl Greer Jarman ADJUNCT FACULTY DEPARTMENTS M.A., Pacific Oaks College, Human Development. B.A., Pacific Oaks College, Distance Learning Perla Adef Human Development. Preliminary Multiple M.A., Pacific Oaks College, Marriage, Family Main Line: (626) 397-1340 Subject Teaching Credential, Pacific Oaks and Child Counseling. College. Human Development Raul Angeles Toni Guajardo Main Line: (626) 397-1310 M.A., Pacific Oaks College, Human Visiting Faculty Development. Marriage and Family Therapy Ph.D., California School of Professional Psychology. M.S., California State University, Paul Angers Main Line: (626) 397-1327 Los Angeles, Psychology. B.A., California M.A., Pacific Oaks College, Human State University, Los Angeles, Speech Development. Teacher Education Pathology/Audiology. Main Line: (626) 397-1331 Susan Anguiano Brenda Ingram M.A., Fuller Theological Seminary, Theology, Visiting Faculty, M.S.W., California State Marriage and Family. B.A., California State FACULTY- University, Sacramento. B.A. University of University, Los Angeles, Sociology. California, Los Angeles, Psychology. Laila Aaen Diane Pasillas Araujo Betty Jones Academic Co-Director M.P.A., California State University, Northridge, Academic Co-Director Off-Campus Off-Campus Education Public Administration. B.A., California State Education Ph.D., The Wright Institute in Berkeley, University, Los Angeles. Psychology. M.A., University of Wisconsin, Ph.D., University of Southern California, Sociology. M.A., Whittier College, Sociology. Sociology. B.A., Carthage College, Sociology. Nancee Bacigalupi-Darling M.A., University of Wisconsin, Child M.A., California State University, Los Angeles, Development. B.A., College of the Pacific, Sue Bawale Special Education. B.A., California State Psychology. Standard Teaching Credential, Ed.D., Teachers College, Columbia University, University, Los Angeles, English. Curriculum & Teaching/Early Childhood Elementary and Early Childhood. Education. M.Ed., Teachers College, Columbia Dianna Ballesteros Dino Koutsolioutsos University, Curriculum & Teaching. M.A., M.A., Pacific Oaks College, Human Marriage, Family and Child Counseling; Teachers College, Columbia University, Early Development. B.A., California State M.A., Loyola Marymount University, Childhood Education. B.A., Tufts University, University, Chico, Child Development. Child Study. Multiple Subject Teaching Counseling Psychology. Credential, University of California, Irvine. Charloteé Bautista-Loria Judith Magee M.A., Pacific Oaks College, Marriage, Family Academic Co-Director Off-Campus Susan Bernheimer and Child Counseling. M.A., Pepperdine Education Ph.D., Claremont Graduate University, University, Psychology. B.A., Loyola M.A., Pacific Oaks College, Human Education. M.A., California State University, Marymount University, Psychology. Northridge, Educational Psychology/Early Development. B.A., University of California, Davis, Psychology. Childhood Education. B.A., University of Sue Bawale California, Los Angeles, Social Anthropology. Ed.D, Teachers College, Columbia University, Aki Ohseki Curriculum & Teaching/Early Childhood Ed.D., Teachers College, Columbia ReGena Booze Education. M.Ed. & M.A., Teachers College, University, Curriculum And Teaching/Early Ph.D., M.A. Fielding Graduate Institute, Curriculum & Teaching/Early Childhood Childhood. M.A., New York University, Early Human Development, and Organizational Education. B.A., Tufts University, Child Study. Systems. M.A., Pacific Oaks College, Human Childhood/Elementary Education. B.A., SUNY, Albany, Psychology. Development. B.A., California State Judith Bordin University, Hayward, Sociology. Ph.D., Fielding Institute, Human Paige Parker Development. M.A., Pacific Oaks College, ADMINISTRATION AND FACULTY ADMINISTRATION M.A., California School of Professional Gretchen Brooke Human Development. B.A., Chico State Psychology. M.A. Stanford University, Visiting Faculty University, Child Development. M.A., Pacific Oaks College, Human Communications. M.A., Bank Street College 66 Development of Education, Early Childhood Education. B.A., Howard University, Education. ADMINISTRATION AND FACULTY

Rob Brin William Franklin Junelle Lawry M.A., Pacific Oaks College, Human Ph.D., Stanford University, Psychological M.A., Pacific Oaks College, Human Development. Studies in Education/Child and Adolescent Development. B.A., Sonoma State University, Development. M.A., California State University, Sociology. Karen Cardell Northridge, Educational Psychology. B.A., M.A., Pacific Oaks College, Human California State University, Northridge, Sharone Lee Development. Psychology. M.A. Pacific Oaks College, Human Development. B.A. Portland State University, Martha Carr Senta Greene Psychology. M.A., Pacific Oaks College, Marriage, Family M.A., California State University, Northridge, Errata: Sharon Lee had not earned a Ph.D. and Child Counseling. B.A., (ABLE), Pacific Early Childhood Special Education. B.A., from Fielding Graduated University as Oaks College, Human Development. California State University, Northridge, Child reported in the 2006-2008 Catalog. Development. Isaac Carreon Constance Lent M.A., Pacific Oaks College, Marriage, Family Ruth Anne Hammond M.A., Pacific Oaks College, Human and Child Counseling. B.A., California State M.A., Pacific Oaks College, Human Development. B.A., University of Wisconsin, University, Los Angeles, Psychology. Development. Certificate, Emmi Pikler Education/Spanish. Methodological Institute, Budapest. B.A., Karen Caruso Southern Methodist University, Fine Arts. Debe Loxton M.A., Antioch University, Psychology. M.Ed., M.A., Pacific Oaks College, Human University of California, Los Angeles, Heidi Hart Development. Administrative Studies. B.F.A., University of M.A., Pacific Oaks College, Human Hartford Art School. National Board of Development. Staci Ma Professional Teaching Standards, 2000. M.S., Pepperdine University, Educational Marilee Hartling Administration. M.A., Pepperdine University, Delaine Certo M.A., Pacific Oaks College, Marriage, Family Educational Technology. B.A., University of M.A., Pacific Oaks College, Human and Child Counseling. B.S., Northwest California, Los Angeles, Economics. Development. Christian College, Liberal Studies/Psychology. Claudia Marinai Shaun Adrian Chong-Flatt Dorothy Haskin M.A., Pacific Oaks College, Human M.A., Pacific Oaks College, Human M.A., Pacific Oaks College, Human Development. B.A., Pacific Oaks College, Development. B.A., Pacific Oaks College, Development. Human Development. Human Development. Mariana Herrera Judith Matson Marisa Colon M.A., Pacific Oaks College, Marriage, Family Ph.D., National University, Clinical M.A., Pacific Oaks College, Human and Child Counseling. Psychology. M.A., Pacific Oaks College, Development. Human Development. B.A., Pacific Oaks Stephanie Hopkinson College, Human Development. Irene Cook M.A., Pacific Oaks College, Human M.A., Pacific Oaks College, Human Development. Catherine McQueeney Development. B.A., Pacific Oaks College, M.A., Pacific Oaks College, Human Human Development. Joseph Hunter Development. B.A., North Texas State M.A., Pacific Oaks College, Marriage, Family University, English. Glenda Corstorphine and Child Counseling. B.A., Pacific Oaks M.A., Fuller Theological Seminary. B.A., College, Human Development. Hadiyah Miller Marriage and Family Therapy, Theology. M.A., Pacific Oaks College, Human B.A., Oregon State University, German. Patricia Hunter Development. B.A., Mills College. M.A., Pacific Oaks College, Human Bruce Cowan Development. B.S., San Diego State Adrienne Ann Mullen M.S.W., University of California, Los Angeles. University, Child Development. M.Ed., University of South Carolina, B.A., California State University, Los Angeles. Columbia, Student Personnel Services. Suzanne Duarte Jones B.S.E., Concord College, Preschool Sharon Davisson M.A., Pacific Oaks College, Human Handicapped and Early Education. M.A., Pacific Oaks College, Human Development. B.A., University of California, Development. B.A., California State Santa Cruz. Shirley Murray University, Chico, Sociology. M.A., Pacific Oaks College, Human Mary Jo Jordan Development. B.A. California State University Gloria de la Cruz-Quiroz M.A., Pacific Oaks College, Human Chico, Child Development. M.S.W., University of Michigan. B.S.W., Siena Development. Heights College. Maxa Ott Katie Kissinger Ph.D., Southern California Psychoanalytic Elizabeth Estrella M.A., Pacific Oaks College, Human Institute, Psychoanalysis. M.A., Pacific Oaks M.A., San Diego State University, Counselor Development. B.A., Marylhurst College, College, Marriage, Family and Child Education. B.A., University of California, Santa Social Science. Counseling. M.A., Friedrich-Alexander Barbara, Sociology and Religious Studies. Universitaet of Erlangen-Nuernberg, Kim Kmetz Germany, Linguistics and History. Angela Fisher M.F.C.C.; M.S., California State University, Los Ph.D., Union Institute and University, Angeles, Psychology. B.A., University of Marsha Peralta Interdisciplinary Studies-Development California, Los Angeles, Psychology. M.A., Pacific Oaks College, Human Psychology. M.A., Pacific Oaks College, Development. B.A., California State Human Development. B.S. Howard University, Denise Landis University, Sacramento, Psychology. Microenvironmental Studies & Design. M.A., Pacific Oaks College, Human Development. Barbara Perkins Karen Fite Ph.D., Fielding Graduate Institute, Human & J.D., Loyola Law School. M.A., Georgetown Druann Landreth Organization Development. M.A., Pacific University, English. B.A., Pomona College, M.A., Pacific Oaks College, Marriage, Family Oaks College, Human Development. English and Creative Writing. and Child Counseling. B.A., Pacific Oaks College, Human Development. Lulaellen Pilgrim

Bobreta Franklin M.S., University of Utah, Educational FACULTY M.A., Pacific Oaks College, Marriage, Family Psychology and Counseling. B.S., Utah State and Child Counseling. B.A., Pacific Oaks University, Elementary Education. College, Human Development. 67 PACIFIC OAKS COLLEGE

Lily Pimentel-Anderson Johna Stienstra FACULTY MEMBERS EMERITAE M.A., California State University, Los Angeles, M.A., Pepperdine University, Education. B.A., Early Childhood Development. B.S., California Lutheran University, Liberal Arts. Carroll Borland-Parten California Polytechnic University, Pomona, D.Ed., Fielding Institute. M.A., California Communication Arts. Beatrice Sweeney State University at Los Angeles, Early M.A., Pacific Oaks College, Human Childhood Education. B.A., Pacific Oaks Shikana Porter Development. B.A., University of Alaska- College, Human Development. “Core Ph.D., M.A., California School of Southeast, Early Childhood Education. Certificate,” University of California at Los Professional Psychology, San Diego. B.A., Angeles. Nursery School Education. A.A., University of San Diego, Psychology. Phillip G. Tabera University of California at Berkeley, Speech B.A., University of California, Santa Cruz, Arts. California Special Education Teaching Elizabeth Prescott Psychology. M.A., San Jose State University, Credential. California General Elementary M.A., Los Angeles State College, Psychology. Mexican Amercian Studies and Public Policy. Teaching. B.A., University of Denver, Social Sciences and Mathematics. Elizabeth Tertell Louise erman-Sparks M.Ed., University of Illinois, Instructional D Mario Prietto Leadership. B.S., Southern Illinois University, Mio Polifroni M.A., Pacific Oaks College, Human Early Childhood, Human Development. M.A., Pacific Oaks College and Claremont Development. Postgraduate Certificate, Pacific Oaks College. Graduate School, Human Development. Graduate work, School of Social Service, Merci Quintana-Baragan Laurie Todd University of Chicago. B.A., University of M.A., Immaculate Heart College. M.A., Pacific Oaks College, Human Chicago, Social Service Administration. Development. B.S., Portland State University, Kaye Ragland History. Elizabeth Prescott Ed.D., Fielding Graduate Institute, M.A., Los Angeles State College, Psychology. Educational Leadership and Change. M.A. Sonia Torres B.A., University of Denver, Social Sciences Pacific Oaks College, Marriage and Family M.A., Pacific Oaks College, Marriage, Family and Mathematics. Therapy. and Child Counseling. B.A., California State University, Bakersfield, Liberal Studies. Molly Scudder Kelly Ramsey M.A., Goddard College. B.A., Nursery M.A., NOVA Southeastern University. B.A., Nikola Trumbo Training School at Boston (Tufts University). Southern Nazarene University. M.A., Pacific Oaks College, Human Development. B.A., University of Colorado. Marita Reyes M.A., Pacific Oaks College, Human Lee Turner Development. Ed.D., Mills College. BOARD OF TRUSTEES 2008-2009 Liz Rogers Karen Ontiveros Villegas M.A., Pacific Oaks College, Human M.A., Pacific Oaks College, Human Development. B.A., University College Development. B.A., University of California, Julio Ramirez, Jr., Chair Dublin, Ireland, Philosophy. Irvine, Social Ecology. Robert W. Brown, Vice-Chair Michael Buchanan, Vice-Chair Theresa Rochambeau Chiquita Waters Sue Femino, Secretary M.A., Pacific Oaks College, Human M.A., Pacific Oaks College, Human Development. Development. B.A., Pacific Oaks College, Andy Wilson, Treasurer Human Development. Hermelinda Rocha-Tabera Marlene Canter M.A., Pacific Oaks College, Human Denise Lori Watson Angelica Clark Development. M.S., San Diego State M.A., Pacific Oaks College, Human Carolyn Ellner University, Counselor Education. B.A. San Development. B.A., Pacific Oaks College, Diego State University, Mexican-American Human Development. Fred Marcus Studies/Sociology. Bill Peters Suzanne Williamson Allison Shearmur Dale Rowden M.A., Pacific Oaks College, Human Jed Sherwindt M.S.W., California State University, Fresno. Development/Administration. B.A., California Donna Vaccarino B.A., California State University, Fresno, State University, Los Angeles. Courtney Valenti Zoology. Mary Worthington Edwin V. Woodsome, Jr. Rose Rubio M.A., Pacific Oaks College, Human David Zander M.A., National University, Fresno, Counseling. Development. B.A., Pacific Oaks College, B.A., Reedley College, Child Development. Human Development. Life Trustees Azita Sachmechian Nanette Wylde Ann Barrett M.A., Phillips Graduate Institute, Marriage M.A., Pacific Oaks College, Human Olin Barrett and Family Therapy/Art Therapy. B.A., Development. Ray Cortines Hunter College (CUNY), Psychology. Adelaide Hixon Eric Young Margo Sipes M.A., California State University, Dominguez Jack Scott M.A., Pacific Oaks College, Human Hills, Special Education. B.A., California Betty Williams Development. B.A., Towson State University. State University, Northridge.

Sheila C. Butcher Smith M.A., Pacific Oaks College, Human Development.

Fiona Stewart M.A., Pacific Oaks College, Human Development. B.S., Cornell University,

ADMINISTRATION AND FACULTY ADMINISTRATION Human Development and Family Studies.

68 2008-2009 CALENDAR

2008-2009 CALENDAR-

SUMMER 2008 June 1 - July 31...... Summer Semester 2008 March 24 - April 6 ...... Summer Advising & Priority Registration for Distance Learning Students April 7 - May 9...... Summer Advising & Priority Registration for Continuing Students April 15 . Deadline for Summer Financial Aid Application and Priority for Fall Institutional Scholarships May 12...... Open Enrollment Begins May 23 ...... Tuition Payment Due May 23 or First Day of Class, whichever comes first June 1...... Summer Semester Begins June 1...... Deadline to Register for Summer Classes June 2 ...... Summer Weekday Classes Begin June 20...... Deadline to Register for Independent Study & Master’s Thesis July 4 ...... Holiday – Independence Day (College Closed) July 27 ...... Last Day of Summer Classes July 31...... Summer Semester Ends July 31 ...... Last Day to Submit the Thesis to Earn a Summer Award Date August 8 ...... Deadline for Faculty to Submit Summer Narratives and Grades December 31 ...... Deadline for Students to Submit Work to Change an Incomplete Grade Received in Summer ’08, Students will Receive a No Credit after this Date

FALL 2008 August 1-December 31...... Fall Semester 2008 March 24 - April 6 ...... Fall Advising & Priority Registration for Distance Learning Students April 7 - May 9 ...... Fall Advising & Priority Registration for Continuing Students April 15...... Deadline for Fall Financial Aid Application and Priority for Institutional Scholarships May 12...... Open Enrollment Begins August 1...... Fall Semester Begins August 1...... Deadline to Register for Fall Weeklong Classes August 4 ...... Fall Weeklong Classes Begin August 28 ...... Tuition Payment Due August 28 or First Day of Class, whichever comes first August 29 ...... Deadline to Register for Fall Weekday Classes September 1 ...... Holiday – Labor Day (College Closed) September 2...... Fall Weekday Classes Begin October 9...... Holiday – Yom Kippur (College Closed) October 10 ...... Deadline to Register for Independent Study & Master’s Thesis November 11 ...... Holiday – Veteran’s Day (College Closed) November 27 & 28 ...... Holiday – Thanksgiving (College Closed) December 1 Deadline for Students to Submit Work to Change Incomplete Grades Received Spring & Summer ’08, Students will Receive No Credit after this Date December 12 ...... Last Day of Fall Classes December 13 - January 1 ...... Winter Break December 24 ...... Holiday – Christmas Eve (College Closed) December 25 ...... Holiday Christmas Day (College Closed) December 31...... Holiday – New Year’s Eve (College Closed) December 31 ...... Fall Semester Ends January 2 ...... Last Day to Submit the Thesis to Earn a Fall Award Date January 2 ...... Deadline for Faculty to Submit Fall Narratives and Grades for Fall ’08 January 2 . . . . . Deadline for Faculty to Submit Grade Changes and Narratives for Spring & Summer ’08 Incompletes, Students Will Receive No Credit after This Date

Note: The last day to add/drop a class varies. The deadlines are posted on the departments’ class schedules on 2008-2009 CALENDAR the Pacific Oaks Website, pacificoaks.edu. Dropping after this date will cause the student to receive a grade of 69 Withdraw (W). PACIFIC OAKS COLLEGE

SPRING 2009 January 1-May 31 ...... Spring Semester 2009 October 1 ...... Deadline for Spring Financial Aid Application and Priority for Spring Institutional Scholarships October 1 -14 ...... Spring Registration for Distance Learning Students October 15 - November 21 ...... Spring Registration for Continuing Students November 24 ...... Open Enrollment Begins January 1...... Spring Semester Begins January 1...... Holiday – New Year’s Day (College Closed) January 19 ...... Holiday – Dr. Martin Luther King, Jr. (College Closed) January 23 ...... Tuition Payment Due January 23 or First Day of Class, whichever comes first January 23 ...... Deadline to Register for Weekday Classes January 26...... Spring Weekday Classes Begin February 16...... Holiday – President’s Day (College Closed) February 1 ...... Deadline to Submit Graduation Applications to the Registrar to Be Eligible to Participate in Commencement, a $40 Late Fee Applies after This Date March 6 ...... Deadline to Register for Independent Study and Master's Thesis March 6 ...... Deadline to Submit the Thesis to Be Eligible to Participate in Commencement, a $40 Late Fee Applies after This Date April 6 - 12 ...... Spring Break April 10 ...... Holiday – Good Friday (College Closed) April 15. . . . Deadline: Summer/Fall Financial Aid Application and Priority for Institutional Scholarships April 17 ...... Deadline for Students to Submit Work to Change an Incomplete Grade Received in Fall ’08, Students Will Receive No Credit after this Date May 1...... Final Deadline to submit the Thesis to be Eligible to Participate in Commencement May 1 ...... Deadline for Faculty to Submit Grade Changes for Fall Incompletes, Students Will Receive a No Credit after This Date May 15 ...... Last Day of Spring Classes, no classes may be scheduled after this date May 16 ...... Commencement Ceremony May 25 ...... Holiday – Memorial Day (College Closed) May 31 ...... Last Day of the Spring Semester May 31 ...... Last Day to Submit the Thesis to Earn the Spring Award Date June 1...... Deadline for Faculty to Submit Spring ’09 Narratives and Grades June 1...... Deadline for Faculty to Submit Grade Changes and Narratives for Fall ’08 Incompletes

2008-2009 CALENDAR Note: The last day to add/drop a class varies. The deadlines are posted on the departments’ class schedules on the Pacific Oaks Website, pacificoaks.edu. Dropping after this date will cause the student to receive a grade of 70 Withdraw (W). INDEX

About Pacific Oaks...... 2 General Education Transfer Requirements ...... 5 Academic Centers/Cohorts ...... 34 General Information and Services ...... 31 Academic Probation ...... 39 Graduate Admission ...... 7 Academic Programs ...... 12 Harassment Policy ...... 44 Accommodations for Students with Special Needs ...... 36 Human Development and Social Change ...... 16, 22 Add/Drop Policy ...... 41 Incomplete Policy ...... 45 Administration ...... 66 Infant and Toddler Care and Development ...... 16, 22 Admission by Life Experience (ABLE)...... 5, 7 International Student Admission ...... 8 Admission for Degree, Certificate, Permit and Teacher Intern Program...... 8 Education Programs ...... 5 Introduction ...... 2 Admission to the MFT Program...... 8 Latina/o Family Studies ...... 30 Admission to the Post Graduate Certificate Program ...... 8 Leadership in Education & Human Services ...... 23 Admission to Teacher Education Program ...... 8 Leave of Absence/Withdrawal ...... 45 Advancement Programs...... 37 Library ...... 36 Advising ...... 36 Locations and Time Frames ...... 34 Appeal Procedure ...... 11, 41 M.A. ABLE Option ...... 7 African American Family Studies...... 29 M.A. Curriculum Specializations ...... 19 Archives ...... 37 M.A. Human Development Requirements ...... 17 Art Education ...... 13, 19 M.A. in Marital and Family Therapy (MFT)...... 24 B.A. ABLE Option ...... 5 MFT Continuing Education ...... 8, 30 B.A. Curriculum Specializations ...... 13 Mission Statement ...... Inside Front Cover B.A. Human Development Requirements ...... 12 Multiple Subject Teaching Credential ...... 32 Bicultural Development ...... 20 Off-Campus Education (Distance Learning Options). . . 4, 34 Board of Trustees ...... 68 Office Hours ...... 36 Calendar ...... 69 Online Programs ...... 35 California Child Development Permit ...... 17, 24 Overview of Programs ...... 3 Career Planning (CARE) ...... 36 Pasadena Campus ...... 4, 34 Center for Student Achievement Play, Language and Literacy Sub-Specialization ...... 15 Resources and Enrichment (CARE) ...... 36 Post Graduate Certificate ...... 8, 33 Change in Admission Status ...... 41 President's Message ...... Inside Front Cover Change of Advisor and/or Campus ...... 42 Privacy Rights ...... 45 Change of Specialization ...... 41 Program Change (Addition/Deletion of a Specialization) . 41 Chemical Dependency ...... 46 Re-Entry Fee ...... 46 Child Care ...... 13, 20 Scholarships ...... 10 Children in the Classroom ...... 42 Sexual Harassment ...... 44 Clinical Training Program ...... 27 Social and Human Services ...... 23 Collaborative Programs...... 35 Sources of Financial Aid ...... 9 College Policies ...... 38 Special Assistance for Chemical Dependency ...... 46 Course Descriptions ...... 50 Special Considerations ...... 39 Course Waiver Policy ...... 42 Student Complaint Procedures ...... 47 Credential Requirements...... 31 Student Conduct ...... 47 Curriculum Philosophy ...... 4 Student Rights and Responsibilities ...... 48 Degrees, Programs and Specializations (Academic Programs). . 12 Teacher Education Programs (TEP) ...... 8, 30 Developmental Education ...... 14, 20 TEP Ethnography Thesis Project ...... 19, 33 Distance Learning Options ...... 4, 34 Transcript Requests ...... 38 Early Childhood Consortium ...... 35 Transfer Requirements ...... 5 Early Childhood Education ...... 15, 21 Tuition and Fees ...... 37 Education Specialist Credential ...... 32 Undergraduate Admission ...... 5 Eligibility for Registration and Commencement ...... 42 Veterans Policies ...... 47 Extended and Community Education ...... 35 WestEd M.A. in Human Development Program ...... 35

Evaluations ...... 42 OAKS COLLEGE PACIFIC Withdrawal from College ...... 41 Faculty ...... 66 Financial Aid ...... 9 71 PACIFIC OAKS COLLEGE

MAIN CAMPUS Pacific Oaks College 5 Westmoreland Place Pasadena, CA 91103 Admissions (800) 684-0900 E-mail: [email protected]

Summer, Fall, and Spring Class Schedules with dates, times and locations may be obtained from the Pacific Oaks College website.

Website www.pacificoaks.edu

2008 – 2009 CATALOG