2010 -11 Catalog

Be ashamed to die until you have won some victory for humanity. Horace Mann First president of Antioch College • Excerpt from commencement address, 1859

2010-11 cover.indd 1 11/17/10 2:01:49 PM

DENNY WAY NORTH

SIXTH AVE

BATTERY ST

BELL ST

To reach Antioch: From north of Seattle, take the Stewart Street exit off Interstate 5 to Sixth Avenue, turning right onto Sixth Avenue and continuing about four blocks. From south of Seattle, take the Seneca Avenue exit off Interstate 5, turning right (north) onto Sixth Avenue. Continue through the downtown core toward the Space Needle about 10 blocks.

2326 Sixth Ave., Seattle, WA 98121-1814 | 206-441-5352 Admissions Office: 206-268-4202 | [email protected] www.antiochseattle.edu

2010-11 cover.indd 2 11/17/10 2:01:49 PM Contents

Message From the President...... 2 Academic Calendar...... 3 About Antioch University Seattle...... 4 The Campus...... 6 Disability Support Services...... 6 Library and Computer Services...... 7 Admission to Antioch...... 8 Tuition and Fees...... 12 Financial Aid...... 18 Academic and Student Life Policies...... 22 Center for Teaching and Learning...... 30 B.A. Completion Program ...... 31 Individualized Areas of Concentration...... 35 Structured Areas of Concentration...... 38 Center for Creative Change...... 62 M.A. in Environment and Community...... 64 M.S. in Management and Leadership...... 66 M.A. in Organizational Development...... 67 M.A. in Communication...... 68 M.A. in Whole Systems Design...... 69 Graduate Certificate Programs...... 70 School of Education...... 73 Undergraduate Teacher Preparation ...... 73 Graduate Teacher Preparation ...... 75 Master of Arts in Education ...... 77 School of Applied Psychology, Counseling and Family Therapy...... 81 M.A. in Psychology – Couple and Family Therapy...... 85 M.A. in Psychology – Mental Health Counseling ...... 86 M.A. in Psychology – Art Therapy with CFT or MHC...... 87 M.A. in Psychology – Drama Therapy with CFT or MHC...... 89 M.A. in Psychology – Integrative Studies ...... 92 Doctor of Psychology...... 97 Key to Course Listings...... 103 Course Listings...... 104 Center for Continuing Education...... 184 Antioch University Seattle Faculty and Principal Officers...... 185 Key Contacts...... 190

Antioch University Seattle 1 Antioch Seattle does not discriminate on the basis of race, color, sex, ancestry, national origin, religion, age, sexual orientation, family status or disability in recruiting and admit- ting students, awarding financial aid, recruiting and hiring faculty and staff, or operating any of its programs and activities as a matter of policy, and in accordance with the Civil Rights Act of 1964, Title IX of the Education Amendment of 1972, and other state and federal laws. Antioch University Seattle is one campus of Antioch University, which is accredited by the Commission on Institutions of Higher Education of the North Central Association of Colleges and Schools, 30 N. LaSalle St. Suite 2400, Chicago, IL 60602-2504, 800‑621-7440. Antioch University is authorized by the Washington Higher Education Coordinating Board (HECB) and meets the requirements and minimum educational standards established for degree-granting institutions under the Degree Authorization Act. This authorization is valid until March 1, 2012, and authorizes Antioch University to offer the following programs: Bachelor of Arts in Liberal Studies; Master of Arts in Education; Master of Arts in Environment and Community; Master of Arts in Organizational Development; Master of Arts in Communication; Master of Arts in Psychology; Master of Arts in Whole Systems Design; Master of Science in Management and Leadership; Doctor of Psychology in Clinical Psychology. Any person desiring information about the requirements of the Act or the applicability of those requirements to the institution may contact the HECB office at P.O. Box 43430, Olympia, WA 98504-3430. Selected academic programs of study at Antioch University Seattle are approved by the Higher Education Coordinating Board’s State Approving Agency (HECB/SAA) for enrollment of those eligible to receive benefits under Title 38 and Title 10, U.S. Code. The Washington State Board of Education has approved the state teacher preparation program offered by Antioch University Seattle.

Teacher Education. Prospective Washington state students are advised to contact the Office of the Superintendent of Public Instruction at 360-725-6320 or [email protected] to determine whether this education program is approved for teacher certification or endorsements in Washington State. Additionally, teachers are advised to contact their individual school district as to whether this program may qualify for salary advancement.

Antioch University is founded on principles of rigorous liberal arts education, innovative experiential learning and socially engaged citizenship. The five campuses located in Seattle, WA; Keene NH; Yellow Springs, OH;, Los Angeles and Santa Barbara, CA; along with the Ph.D. and Education Abroad programs, nurture in their students the knowledge, skills and habits of reflection to excel as life-long learners, democratic leaders and global citizens who live lives of meaning and purpose. Message From the President

Dear Student, Welcome! I am pleased you chose to be part of our Antioch University Seattle community. Antioch is known for its innovative approaches to student-centered, personalized learning as well as its opportunities for independent study, self-designed degree planning and interdisciplinary study. Community involvement and social justice also play a key role in the Antioch academic experience. Antioch Seattle graduates often describe their education as transformational and life changing. With the solid support of expert faculty and caring staff, graduates leave Antioch feeling empowered with critical thinking skills and the ability to create and manage change in the world. As you read through this catalog, you’ll better understand the many ways Antioch offers a dynamic and experiential education that is both rewarding and challenging. You’ll have opportunities to integrate classroom learning with your work and life experiences. Horace Mann -- Antioch’s first president, noted abolitionist, and founder of the Ameri- can public school system – led our institutions in setting numerous precedents. Anti- och was the first American college to educate women on a par with men and to hire female faculty at the same level as their male counterparts. Antioch also was among the earliest schools to admit African American students. An ongoing commitment to inclusiveness and welcoming people of diverse backgrounds and viewpoints continues to be among the core values at Antioch Seattle, which speaks volumes about why I became Antioch University Seattle’s fourth president. Antioch’s philosophy of giving back to the community is also very much a part of my Navajo values. Throughout my life I have been guided by the wisdom of my great, great grandfather, Chief Manuelito. When he signed the Navajo Treaty of 1868, he had the keen insight to see the value of education and said, “Education is the ladder to success. Tell my grandchildren to climb that ladder.” I share with you his message and my best wishes.

Sincerely,

Cassandra Manuelito-Kerkvliet, Ph.D. President Antioch University Seattle

2 Antioch University Seattle Academic Calendar

Summer 2010 Winter 2011 Quarter dates: July 6 to Sept. 18, 2010 Quarter dates: Jan. 3 to March 19, 2011

Financial Aid Filing Date ...... April 15 Registration Begins...... 9:01 p.m., Nov. 8

Registration Begins...... 9:01 p.m., May 10 Financial Aid Filing Date...... Nov. 15

Late Registration...... 9:01 p.m., June 20 Late Registration...... 9:01 p.m., Dec. 19 (Late Fee Assessed) (Late Fee Assessed)

Tuition Payment Due...... July 1 Tuition Payment Due...... Jan. 1

First Day of Classes...... July 6 (Tuesday) First Day of Classes...... Jan. 3

Last Day to Receive Full Refund...... July 14 . Last Day to Receive Full Refund...... Jan. 11 (9th day of quarter) Spring Registration Begins...... 9:01 p.m., Feb. 7 Fall Registration Begins...... 9:01 p.m., Aug. 9 Last Day of Classes...... March 19 Last Day of Classes...... Sept. 18 Evaluator Assessments Due...... March 26 Evaluator Assessments Due...... Sept. 25 Commencement Ceremony...... June 24, 2011 Commencement Ceremony...... June 24, 2011 Martin Luther King, Jr. Day Holiday...... Jan. 17 Independence Day Holiday...... July 4-5 (campus closed) (campus closed) Presidents’ Day Holiday...... Feb. 21 Labor Day Holiday (campus closed)...... Sept. 6 (administrative staff holiday)

Fall 2010 Spring 2011 Quarter dates: Oct.4 to Dec. 18, 2010 Quarter dates: April 4 to June 18, 2011

Registration Begins...... 9:01 p.m., Aug. 9 Registration Begins...... 9:01 p.m., Feb. 7

Financial Aid Filing Date...... Aug. 15 Financial Aid Filing Date...... Feb. 15

Late Registration...... 9:01 p.m., Sept. 19 Late Registration...... 9:01 p.m., March 20 (Late Fee Assessed) (Late Fee Assessed)

Tuition Payment Due...... Oct. 1 Tuition Payment Due...... April 1

First Day of Classes...... Oct. 4 First Day of Classes...... April 4

Last Day to Receive Full Refund...... Oct. 12 Last Day to Receive Full Refund...... April 12

Winter Registration Begins...... 9:01 p.m., Nov. 8 Summer Registration Begins...... 9:01 p.m., May 9

Last Day of Classes...... Dec. 18 Last Day of Classes...... June 18

Evaluator Assessments Due...... Jan. 1 Evaluator Assessments Due ...... June 25

Commencement Ceremony...... June 24, 2011 Commencement Ceremony...... June 24, 2011 Memorial Day Holiday (campus closed)...... May 30 Thanksgiving Holiday (campus closed).....Nov. 25-28

Winter Break (campus closed)...... Dec. 23-Jan. 2

Antioch University Seattle 3 “Be ashamed to die until you have won some victory for humanity.” — Horace Mann First president of Antioch College Excerpt from 1859 commencement address

About Antioch University Seattle

Antioch University is a bold and enduring Antioch’s Mission source of innovation in higher education. Antioch University is founded on principles With roots dating back to 1852 and of rigorous liberal arts education, innova- inspired by the work of pioneering tive experiential learning and socially en- educator Horace Mann, Antioch University gaged citizenship. The multiple campuses was founded in 1964 on principles of of the University nurture in their students rigorous liberal education, experiential the knowledge, skills and habits of reflec- learning and social engagement. The tion to act as lifelong learners, democratic multi-campus university nurtures in its leaders and global citizens who live lives of students the knowledge, skills and critical meaning and purpose. thinking to excel as lifelong learners, democratic leaders and global citizens A Distinctive Approach who live lives of meaning and purpose. More than 5,000 students across the Antioch’s campuses, including the Seattle United States and around the world are campus, are small, with limited class sizes served by undergraduate, graduate and and an intimate environment. Students doctoral studies at Antioch University Los receive strong support from expert faculty Angeles, Antioch University Midwest members who are both scholars and (Yellow Springs, OH), Antioch University practitioners in their respective fields, and Santa Barbara, Antioch University Seattle whose concern is with students’ personal and Antioch University New England as well as intellectual and professional (Keene, NH) and the university-wide growth. Since Horace Mann’s day, Antioch Antioch Education Abroad and Ph.D. in students have made significant contribu- Leadership and Change programs. tions to a just and humane world – not Together, students, alumni, faculty and only after graduation but also while still staff form a visionary community that pursuing their degrees. All students – strikes a rare and essential balance regardless of the program in which they between idealism and life experience are enrolled – participate in practica, internships and community projects of various kinds and learn from direct experience as well as from theory and research.

4 Antioch University Seattle Learning at Antioch is interactive and and interdisciplinary studies, self-designed based in real world experience. Most degree plans and integration of work classes are seminar style, with students experience with rigorous classroom and faculty engaged together in discus- learning all developed early at Antioch. sion. Lectures are infrequent and critical The institution also has been a leader in its thinking is always expected. The Antioch inclusiveness and in welcoming people of learning experience is designed not only diverse backgrounds and viewpoints. to be informative, but also transformative. Antioch College was among America’s first No grades are given. Rather, students co-educational institutions and among the receive regular written performance first to admit students regardless of race. assessments from members of the faculty. Its alumni have included distinguished civil Students rarely take objective examinations. rights leaders such as Coretta Scott King They are challenged in far deeper ways to and Eleanor Holmes Norton. Antioch call on all their personal, creative and continues to lead the way in making intellectual resources, to learn to recognize higher learning accessible to populations patterns and connections, to think systemi- who have been denied such opportunities cally and inventively, to write crisply and in the past. The University maintains a clearly, and to hone their capacities to culturally diverse faculty and staff, and contribute toward a better world. expects its students to become adept at Because Antioch draws students with working with people from all backgrounds. deeply formed commitments to work, fam- The Seattle campus in particular is ily and community, classes are scheduled distinguished by its collaborations with at times that harmonize with full lives. Native American communities to deliver Many classes meet in the evenings or on learning opportunities in tribal settings. weekends. Some programs offer intensive short residencies interspersed with periods of independent study and project work. Students communicate with one another and with faculty members both online and face-to-face. Undergraduate students may demonstrate college-level learning acquired from work and life experience – and, as appropriate, receive credit toward a B.A. degree for such learning. With faculty assistance, students in some programs may design their own degree plans and areas of concentration so they can focus their work on topics of particular interest to them rather than on a set curriculum with rigid, one-size-fits-all requirements.

A History of Innovation and Inclusiveness From its beginnings, Antioch has pio- neered innovative educational approaches that have gone on to become widely accepted across the country. Independent

Antioch University Seattle 5 The Campus Disability Support The Antioch Seattle campus is conveniently Services (DSS) located in a modern building in the Antioch University recognizes that func- Belltown neighborhood, near Seattle’s tional limitation is an experience shared downtown core and just a few short blocks by up to 1 in 5 people and is committed to from Seattle Center and the Space Needle. ensuring disability non-discrimination as The building houses classrooms, faculty outlined Section 504 of the 1973 Rehabili- and staff offices, a library, computer tation Act, the Americans with Disabilities facilities, an art studio, lounge and study Act of 1990, and related laws. The Disability spaces, a bookstore and a café. Metered Support Services (DSS) office provides and other paid parking is available adjacent resources for the campus community to to the campus, together with easy access to build effective understanding and imple- Metro bus lines. The campus is designed to mentation of disability civil rights. be accessible to everyone, regardless of physical ability. One key role of DSS is to provide reasonable accommodations to qualified Adult learners and the great majority of the students with a physical, sensory, psycho- Antioch Seattle faculty generally prefer logical or learning disability or disabilities small group discussions rather than in order to ensure that all students have lectures. As a result, Antioch classrooms are equal opportunity to benefit from and relatively intimate – with most designed for have access to programs and services. 20 or fewer students – and to facilitate Accommodations may include, but are not interchange, they are arranged seminar limited to: extended time on assignments, style with moveable tables and chairs. interpreters, note taking, books on CD, Central atrium spaces on each floor of the large print, adaptive equipment, recorded main building are comfortably furnished class sessions and priority registration. and class discussions often spill out into these spaces in class sessions and during All students requesting reasonable ac- breaks. The result is a lively intellectual commodations must register with the DSS atmosphere in which students learn from office and submit recent documentation of one another as well as from their instruc- disability from a health care professional. tors. All accommodations are determined on a case by case basis, since functional limita- The campus bookstore, located on the first tions can vary uniquely. Contact the DSS floor, stocks textbooks, general reading Office as early as possible so that individual material likely to be of interest to students, accommodation needs can be addressed school supplies, snacks, greeting cards, in a timely manner. All DSS information is clothing and other items. kept confidential. Also located on the first floor is a small cafe, For more detailed information, including with coffees, teas, warm sandwiches, policies, procedures and resources, please pastries, and salads. Artfully decorated, it contact the DSS Office at 206-268-4151 or holds an avant garde collegiate energy able 206-268-4403/TTY 206-728-5745 or e-mail to spark lively conversations around the [email protected]. table spaces. Newspapers and other reading materials are also available here to connect with the neighborhood and the whole city.

6 Antioch University Seattle Library and Computer research library close to home. See the Services librarian for reimbursement procedures. Computers, scanners, a printer and a copy Located on the first floor by the atrium, the machine are available during the library’s Antioch Seattle Library offers both print liberal open hours. (Please see the library and non-print materials. These support the web page for the current schedule.) The University’s curriculum and its commit- computer classroom (room 105) hosts ment to teaching to diverse learning styles. computer classes that provide training The collection is accessible through the to students with varied research and online catalog on the library’s web page at technology skills. In the library, students www.antiochseattle.edu/lib. The library also can view films from a growing DVD offers efficient document delivery and and online film collection. In addition, the interlibrary loan services as well as course library sponsors regular artistic and other reserves. cultural events of interest to the campus Antioch Seattle has licenses to numerous community. academic databases with full-text journal articles and e-books. Through the library, members of the Antioch community have access to a vast collection of electronic resources. All library staff are trained to help access these. To augment the on-campus print collection, currently registered Antioch Seattle students and core faculty can be reim- bursed the cost of a library card at one public research library. This could include the University of Washington, Seattle University, community colleges or any

Antioch University Seattle 7 Admission to Antioch based on space availability. Admission to Antioch University Seattle Visiting students are not eligible for is based on an applicant’s background, financial aid or loan deferments. If visiting education, accomplishments and goals students subsequently wish to enroll in – and on the student’s ability to benefit a degree program, regular application from learning opportunities the University procedures apply. Credits earned as a visit- provides. ing student are not automatically accepted as degree credit if the student is later Antioch requires several kinds of informa- accepted to a degree program, but may be tion from its applicants, depending on considered for application toward a degree the program of application. In all cases, at the discretion of program faculty. the Admissions Office seeks evidence of critical thinking and effective writing skills, International admission as well as a clear match between the student’s needs and what a program offers. Non-U.S. citizens who apply for admission In addition, prospective students submit and for a student visa must meet admis- records of prior study, a writing sample, a sion requirements of the undergraduate or résumé and/or one or more essays as well graduate program to which they apply. In as a completed application for admission. addition to regular application materials, When possible, candidates are interviewed they also must submit the following: by program faculty. n Official certified educational records, Specific application requirements for each including official translations if Antioch program are outlined in the ap- educational records are not in English. propriate application handbook, available n Evaluation of international transcripts as from the Admissions Office at 206-268- noted in the International Transfer 4202 (toll free at 888-268-4477) or by Credit section of this catalog. e-mail at [email protected]. n Test of English as a Foreign Language Admissions information also is (TOEFL) results. Applicants whose native available online at language is other than English are www.antiochseattle.edu/admissions normally required to take the TOEFL exam, and to achieve a minimum score Admission Decisions of 550 (paper-based) or 213 (computer- The Dean of Academic Outreach and based) or 79 (Internet) to be eligible for Enrollment Services makes all admission admission. Applicants who have studied decisions in consultation with admissions English at another U.S. college or counselors and program faculty. The dean’s university, or at an institution abroad in decisions are final. which English is the language of instruction, may have the TOEFL Visiting students requirement waived. Prospective Visiting or “non-matriculated” students students should contact the Admissions may enroll in courses for credit without Office for further information. intending to pursue a degree, or in courses Applicants must request an official to fulfill degree program prerequisites. TOEFL report be sent to Antioch Visiting students may register during the University Seattle (institution code # open registration period, following the 4146). The TOEFL exam must have been week of priority registration. Class admis- taken within the past two years. sion is limited to selected courses and is

8 Antioch University Seattle Transfer credit Undergraduate transfer credit For its undergraduate programs, Antioch University Seattle accepts college-level credit in transfer from regionally accredited institutions. Credits for college-level courses normally are accepted if the transfer credit carries a grade of C or better. Developmental or remedial courses are not accepted in transfer, nor are continuing education courses. No more than 120 lower-division quarter credits are applicable toward a baccalaureate degree. Antioch University Seattle operates on a quarter system. Transfer credits from institutions operating on a semester system are accepted on the basis that two semester-hours of credit are equivalent to three Antioch credits. Associate degrees from regionally accredited institutions generally transfer. n Documentation of the applicant’s ability Students normally receive the number of to pay for educational and living quarter credits they have earned at the expenses while in the United States. institution awarding the degree, subject to Documentation includes bank the following limitations: statements, retirement funds, loan n Courses below college level do not documents, salary verification, etc. transfer. Antioch University is approved by the Department of Citizenship and n Courses with grades below C do not Immigration Services to issue INS Form transfer, except where an I-20 to eligible prospective students so interinstitutional direct transfer or dual they may apply to obtain non- enrollment agreement provides immigrant student visas. Prospective otherwise. students should contact the Admissions n Continuing education and clock hour Office for more information and should courses do not transfer. apply at least three months in advance. n Transfer of physical education activity Applicants with transcripts from institutions courses is limited to 6 quarter credits. outside the United States and English- Antioch may also accept up to 30 under- speaking Canada are encouraged to apply graduate quarter credits in transfer from early to allow time for receipt and review institutions accredited by specialized ac- of these transcripts. See what follows for crediting bodies as defined by the Ameri- further information about international can Council on Education, including many transfer credit. vocational, technical and professional courses. Such courses would include those that have a specific career application or

Antioch University Seattle 9 skill-building focus and can be incorpo- student to progress simultaneously toward rated into the student’s plan of study. both a bachelor’s and a master’s degree. Antioch University Seattle also accepts Various “ladder” options are described at undergraduate credit from a number of the end of the B.A. in Liberal Studies section other sources, including advanced of this catalog. Further information may placement, the college level examination be obtained through the B.A. completion program (CLEP), international baccalaure- program admissions counselor, from the ate, military service and correspondence or directors or chairs of the participating online courses if offered by regionally graduate programs. accredited institutions. Transfer credit toward master’s degrees Direct Transfer and Dual Enrollment Agreements With approval from the program, students Antioch University Seattle maintains a may transfer up to 12 quarter credits of variety of Direct Transfer and Dual Enroll- previous and/or concurrent graduate-level ment Agreements with other colleges and work into an Antioch master’s degree universities. If you are planning to transfer program. During the admission process, to Antioch and are not sure if your present the faculty adviser may perform a prelimi- institution has a special transfer agreement nary screening of requests for transfer of with Antioch University Seattle, contact previous credit. This screening identifies Antioch’s department of Admissions. courses that might be considered for transfer, but does not guarantee acceptance of the request. To be considered for transfer Prior experiential learning credit toward a graduate degree: In the B.A. in liberal studies program, n Credits must be awarded by a regionally Antioch may grant credits based on accredited institution of higher pre-enrollment experiential learning from education, carry a grade of B or better work or life experience rather than from and be clearly related to the student’s academic study or a formal examination selected study area(s). program. Students who seek credit for such learning complete written learning n Credits must be earned in graduate narratives that specify and demonstrate level courses that can count toward an their college-level learning. For details, advanced degree. consult the prior learning coordinator, the B.A. program admissions counselor or see n Transfer credits may not be used in lieu the B.A. in Liberal Studies section of this of core knowledge area courses as catalog. Prior learning credits are not avail- defined by the Antioch graduate able in graduate programs. program. Formal approval of graduate transfer Accelerated joint B.A./M.A. requests should be pursued by the end of degree programs the student’s second quarter to allow time In certain fields of study for which Antioch for the student to identify a focus area and offers master’s degrees, an undergraduate select a permanent adviser. student also may qualify for a “ladder” program in which the B.A. degree can be com- International transfer credit pleted in part through concurrent study Applicants who wish to receive credit for in a graduate program, which permits the coursework completed at an institution

10 Antioch University Seattle outside the U.S. and English-speaking Canada must have that institution send official transcripts and/or documents directly to the Admissions Office. Certified translations and evaluation of international documents are required and must be arranged for by the applicant. Information on evaluation services is available from the Admissions Office. Please allow four to 10 weeks for the evaluation, and request that an official evaluation be sent to the Admissions Office. Determination of credit equivalency must be completed before the student can be admitted. U.S. citizens and legal residents who completed some or all college-level schooling outside the U.S. and English-speaking Canada must have international transcripts evaluated as outlined.

Change of degree program Students who wish to change from one degree program to another must apply for admission to the new program. If admitted to the new program, students must satisfy all requirements of that program.

Readmission Applications for readmission to Antioch University Seattle will be reviewed by the Admissions Office, Registrar and the director or dean of the degree program to which the student is requesting readmission. Readmission decisions are based on whether or not the applicant was in good standing at the time of withdrawal and on the applicant’s reasons for re-applying. Contact the Admissions Office for a Read- mission Application form.

Antioch University Seattle 11 School of Applied Psychology, Tuition & Fees 2010-11 Counseling and Family Therapy Tuition and fees rates are in effect through M.A. Psychology spring quarter 2011. Antioch reserves the $590 per credit right to change these rates at any time without prior notice. Amounts shown are Psy.D. Clinical Psychology in U.S dollars. $710 per credit

Tuition is charged at a per-credit rate for Center for Teaching and Learning all credits registered. In addition to tuition, Tuition for courses sponsored by the Center is most students are charged a quarterly charged at these rates: student services fee and technology fee 400-level courses...... $500/credit (described below). Some courses may 600-level courses...... $590/credit require payment of a lab or materials fee. 700-level courses...... $710/credit

B.A. Completion Program Visiting Students B.A. in Liberal Studies Tuition for visiting students is charged $500 per credit at the per credit rate of the program Prior Learning credits ...... $125/credit sponsoring the course, plus any related materials or course fees. Center for Creative Change M.A. Communication Required Fees M.A. Environment and Community In addition to tuition, matriculated M.S. Management and Leadership students are required to pay the following M.A. Organizational Development fees each quarter in which they are M.A. Whole Systems Design CCC Graduate Certificate Programs registered for credit. These fees are $590 per credit nonrefundable after the 100% tuition refund period. School of Education The Student Services Fee supports several B.A. in Liberal Studies with Teacher academic and student services, including Preparation career workshops and services, personal $490 per credit counseling offered through the Commu- nity Counseling and Psychology Clinic, the M.A. Education Student Life Office, transcripts and gradu- Graduate Teacher Preparation ation, as well as writing tutors and other Graduate Teacher Prep with M.A. academic support services offered through $525 per credit the Center for Teaching and Learning. The fee is not charged to Pathway 2 endorse- Pathway 3 Endorsements ment students. Library Media Special Education Students enrolled part time Theater Arts Undergraduate students - 1-5 credits $525 per credit Graduate students - 1-3 credits...... $65

Pathway 2 Endorsements Students enrolled more than part time Students enrolled greater than part-time- Instructional Planning...... $155/credit Undergraduate students - 6 + credits, Practicum...... $250/credit Graduate students - 4 + credits ...... $105 Culminating Project...... $155/credit

12 Antioch University Seattle The Technology Fee provides increased Antioch University Seattle technical staff support as well as a half-time faculty-at-large position for Student Financial Policies academic technology. The fee is not The Student Financial Policies are adminis- charged to Pathway 2 endorsement tered by the Student Accounts Office. Anti- students och reserves the right to amend its policies Technology Fee...... $30 at any time without prior notice. For more information, stop by or contact this office Other Fees and Deposits at [email protected] or Fees and deposits are not refundable (206) 268-4009. except as noted. Application Fee (on paper)...... $50 Policy Statement Application Fee (online)...... $25 When students register, Antioch reserves Application Fee/Endorsements...... $50 specific class space and commits resources Application Fee/Readmission...... $25 to provide the instruction selected. Students agree to the terms of the Student Enrollment Deposits (nonrefundable; Financial Policies and all other policies of applied to first quarter’s tuition) the university, including the responsibility Psy.D. program...... $300 for paying tuition or for notifying the Art Studio Access Fees Registrar’s Office if they decide to cancel Quarterly/Daily Drop-in...... $75/$5 enrollment. Audit Fee (per course)...... $400* The purpose of the Student Financial Poli- Bike room key deposit (refundable)...... $25 cies is to inform students of their financial Course and Materials Fees...... vary** responsibilities while enrolled at Antioch Diploma Replacement...... $35 and of actions the university may take Enrollment Maintenance Fee...... $500 when a student fails to comply with these Late Payment Fee...... $60 policies. These policies are in effect sum- Late Registration Fee...... $60/75/100 mer 2010 through spring 2011. Liability Insurance Fee (per quarter)...... $20 Billing of Tuition Student Parking Permit When a student registers online in Evening/Weekend (per quarter)...... $30 myAntioch, estimated tuition and fee Payment Plan Fee (per quarter)...... $35 billing charges update immediately on Registration Reinstatement Fee...... $195 the student’s account. Students view their Returned Check Fee...... $30 tuition and fee charges in myAntioch *Audit fees are waived for Antioch students under Student Account Summary. After enrolled at least half time, Antioch University verification of the tuition and fee charges, Seattle graduates, degree committee members the Student Accounts Office emails a and Antioch University Seattle employees. courtesy reminder of the tuition payment Fees for a maximum of two courses audited deadline to the student’s Antioch email will be waived per term. Course and account. materials fees are not waived. All charges on a student’s account are sub- **Fees for courses requiring payment of a ject to verification and may be adjusted course, materials or liability insurance fee in accordance with the applicable tuition are noted in Schedule of Classes and are and fee rates. If an adjustment is made to refundable if the course is dropped during a student’s account, the Student Accounts the 100% refund period. Office will send notification of the change to the student’s Antioch email account.

Antioch University Seattle 13 Paying Tuition are due on the first of each month (see Failure to attend classes or provide written schedule on next page). The plan is notification of withdrawal to the Registrar’s available only to matriculated students Office does not relieve a student from registered for credit. tuition payment. Antioch reserves the right to cancel a student’s registration for Where to Pay Tuition failure to meet their financial obligations, Payments may be made online through a although such an action will not cancel student’s account in myAntioch. In person any financial obligations previously or by mail, tuition payments and payment incurred. Antioch further reserves the arrangements are made at the Student right to withhold assessments, official Accounts Office, Antioch University transcripts and diploma, or withhold the Seattle, 2326 Sixth Avenue, Seattle, WA right of registration for a future term or 98121. Bank card payments may be called course, until all outstanding debts to in during business hours at 206-268- the university have been paid and the 4009. There is a night drop at Enrollment student’s account has been cleared. Services for after-hours payments. Antioch offers several options for paying tuition. Students must complete one of the Tuition Payment Deadline following payment options by the tuition Tuition is due at the time of registration payment deadline to avoid a late payment except as noted in the following table. fee or possible cancellation of registration Payment deadlines for students registered due to non-payment of tuition: during the priority or open registration periods are shown in the following 1) Pay tuition in full. Antioch accepts payment schedule. Payments may be checks (e-checks through myAntioch), made on the next business day without money orders, and American Express, penalty if a payment deadline falls on a Discover, MasterCard and VISA bank weekend or holiday. cards. All payments must be made in U.S. dollars. Students who initiate registration after the published open registration period must 2) Have evidence of a certified financial aid pay a late registration fee and estimated package. Tuition not covered by aid also tuition or have evidence of a certified must be paid in full or a payment plan financial aid package before clearance for arranged (see option 4) by the payment registration will be granted. deadline. Financial aid packages are arranged through the Financial Aid Office. 3) Submit a third-party agency- or employer-paid tuition payment authorization to the Student Accounts Office. Tuition not covered by the authorization also must be paid in full or a payment plan arranged (see option 4) by the payment deadline. 4) Arrange a Tuition Payment Plan to pay tuition in three installments. The cost is $35 per quarter. No interest is charged on the outstanding balance. Payments

14 Antioch University Seattle Payment- Payment Plan Registration ends the first Friday of the Deadline Payment quarter. If a student is permitted to initiate Schedule registration during week two or three of July 1, 2010 the quarter, a $75 late registration fee Summer will be assessed. After week three of the 2010 July 1, 2010 Aug. 1, 2010 Sept. 1, 2010 quarter, a $100 late registration fee will be assessed. Oct. 1, 2010 Fall 2010 Oct. 1, 2010 Nov. 1, 2010 A $60 late registration fee will be assessed Dec. 1, 2010 if a student is permitted to add a new course to an existing registration after the Winter Jan. 1, 2011 Jan. 1, 2011 16th calendar day of the term. 2011 Feb. 1, 2011 March 1, 2011 Registration Cancellation/ Spring April 1, 2011 April 1, 2011 Reinstatement 2011 May 1, 2011 Antioch reserves the right to cancel a June 1, 2011 student’s registration for non-compliance with Student Financial Policies. A Late Payment Fee student may request reinstatement of A late payment fee will be assessed when a cancelled registration within seven an account is not paid in full and lacks an days of cancellation by submitting a approved payment arrangement by the completed Registration Reinstatement second Tuesday of the quarter. The fee Form with payment in full for tuition and is assessed monthly until the account is reinstatement fee. Reinstatement is for all brought to-date or sent to collections. courses previously registered, except those The fee is assessed when a payment plan courses that have filled. If a reinstatement payment is late or the amount paid is request is denied for any reason, either in less than the minimum agreed payment full or in part, any tuition overpayment will amount. Accounts with balances of $250 be returned to the student. Courses not or less at the beginning of the quarter will reinstated will be marked “LD-late drop.” not be charged a late fee until the first The student will be required to pay tuition of the month following the start of the in full prior to registering in future terms. quarter. Accounts with past due balances of any amount are subject to fiscal holds Fiscal Holds and collection actions (see what follows). Fiscal Holds are used to restrict access Late Registration Fee to registration, or prevent processing A $60 late registration fee will be assessed of transcript requests, graduation when a student initiates registration after applications or other university services. the open registration period. The fee plus A Student Accounts Hold is applied when estimated tuition must be paid before payment on a student’s account is past clearance to register will be granted, un- due. It is removed when the account is less the student has a certified financial brought to-date. aid package on record that covers the A Student Accounts Clearance Hold is estimated tuition. The fee is not charged applied to every student record during cer- to new or visiting students, or to students tain registration periods. The hold requires who register for Enrollment Maintenance a student to contact the Student Accounts or Leave of Absence by the end of the first Office prior to registration. Payment of week of the quarter. tuition or satisfaction of other payment

Antioch University Seattle 15 arrangements may be required before the a check is issued for any remaining credit hold is removed and clearance for registra- balance. A credit balance of less than five tion is granted. dollars will be credited to the student’s A Student Accounts Discretionary Hold next term unless the student graduates or is no longer enrolled. is applied when a student exhibits a history of late payments. This is a permanent Refund hold that requires the student to satisfy Pickup Date payment arrangements with the Student Quarter (subject to change) Accounts Office prior to registration each Summer 2010 July 9 quarter. Fall 2010 Oct. 8 Returned Check Fee Winter 2011 Jan. 7 Each check or e-check returned unpaid to Spring 2011 April 8 the University is subject to a $30 returned check fee. A $60 late payment fee also Refunds are dependent upon comple- may be assessed and registration may be tion of an aid package and the types and cancelled if the check was used to pay amounts of aid received. Stafford, Perkins tuition and is returned after the payment and PLUS loans, and Supplemental Edu- deadline. cational Opportunity Grants are generally credited to accounts at the beginning of Collections each quarter. Students receiving a Pell or A student account will be closed and Washington State Need Grant may not submitted to an outside collections receive a refund until those grants arrive agency within 120 days of a term’s original (usually the third Friday of the quarter). payment deadline if the account is not paid in full or, in special circumstances, Students must show due diligence when when a minimum, previously agreed setting up a financial aid package to avoid upon payment is not made. All costs, fees delays in disbursement of their aid to the and expenses (including, but not limited university. Antioch can not honor requests to, collection agency fees, reasonable for early disbursement of aid. attorney fees, court costs and other out- of-pocket expenses) incurred by Antioch Tuition Credit for Dropped Courses in attempting to collect the debt will be A tuition credit is calculated and applied added to the student’s account balance. to a student’s account using the following schedule when a student drops a course(s) Financial Aid Refunds within the first 40 calendar days of the Financial aid received in excess of a quarter. The credit is calculated from the student’s account balance is refunded to date the student submits the completed eligible students. Antioch is permitted 14 Drop Form to the Registrar’s Office. Fees days from the first day of the quarter to are not refunded after the 100% refund disburse excess funds received prior to period. the start of the quarter; however, refund For courses of three or more credits that checks are generally available for pickup begin after the first week of the quarter, on the first Friday of each quarter and the 100% deadline is extended to the busi- at additional times announced by the ness day following the first session of class. Student Accounts Office. When possible, a refund will be returned to a bank card For all courses that begin more than one previously used to pay the tuition before week prior to the official start of the quar- 16 Antioch University Seattle ter, the refund percentage is calculated assessment of late payment fees when from the first day of class. In this situa- applicable. Please read the Tuition & Fees tion, a student may be liable for paying Appeal Form for complete details. prorated tuition if the courses are dropped prior to disbursement of financial aid.

Tuition Credit Schedule

Days into % Tuition Quarter Credit Days 1-9 100 Days 10-16 80 Days 17–23 70 Days 24-30 60 Days 31-37 50 Days 38-40 40

Tuition Refunds Tuition refunds are generally made within 14 days to the student or original payer of the tuition. When possible, the refund will be credited to a bank card used to pay the tuition, up to the amount originally charged. Refunds for students who drop below financial aid eligibility after aid has been released are subject to the terms and conditions of the student’s financial aid, which may include a return of financial aid funds to the student’s lender. In some cases, the amount of aid returned to the lender may exceed the tuition credit, causing a balance on account that the student must pay to the University.

Appeals of Tuition & Fees An appeal for credit of tuition or fees will be considered for circumstances beyond a student’s control when the student submits appropriate documentation in accordance with the Tuition & Fees Appeal Form within 15 days of the end of the term. Filing an appeal does not exempt a student from payment of tuition or the

Antioch University Seattle 17 Financial Aid Programs Not Based on Financial Need ■ William D. Ford Direct Unsubsidized Antioch University offers financial Stafford Loan assistance for students who pursue ■ degrees and many graduate certificates. Parent Plus Loan The Financial Aid Office staff can provide ■ Graduate Plus Loan the necessary forms and assist students ■ Private loans with the process. ■ Payment plan offered through Antioch's Student Accounts Office Programs available to all eligible students include: To process financial aid applications, Antioch’s Student Accounts Office may ■ Perkins Loan take six to eight weeks, so students are ■ William D. Ford Direct Stafford Loans urged to apply for financial aid early. For ■ Federal and State Work Study applications and assistance, please contact the Financial Aid Office at 206-268-4010. Programs available only to Financial aid information is available online undergraduate students include: at www.antiochseattle.edu/checklist ■ Federal Academic Competitiveness Scholarships Grant Antioch offers a limited number of schol- ■ Federal Smart Grants arships to new students. To be eligible, ■ Federal Pell Grant applicants must demonstrate financial ■ Federal Supplemental Educational need and be enrolled full time. Eligibility Opportunity Grant (SEOG) requirements for scholarships may vary. ■ Washington State Need Grant To apply for a scholarship, prospective (available only to Washington residents) students should complete a scholarship application, available in the Admissions To qualify for financial aid, Office. Because scholarships are based students must: on financial need, applicants also need to ■ Demonstrate financial need through complete a Free Application for Federal the application process Student Aid (FAFSA) at least two weeks prior to the scholarship application dead- ■ Be accepted for enrollment line. Students can complete the FAFSA ■ Register at least half time online at www.fafsa.ed.gov. ■ Make satisfactory academic progress Other Financial Assistance ■ Be a U.S. citizen/national, a permanent resident or an eligible noncitizen Assistantships are available to help graduate students meet their educational ■ Not be in default on previous loans expenses. Students gain valuable experi- or owe an overpayment on previous ence in working closely with members of financial aid the Antioch faculty and staff. ■ Be registered for Selective Service before the age of 26 (if male) National Service Scholarships may be available for new students who are: • Current, full-time Americorps members

-OR-

18 Antioch University Seattle • Alumni of Americorps, VISTA or Peace Corp who have completed at least one year of full-time service

Veterans Administration Benefits Veterans may be entitled to educational benefits while they pursue a course of study at Antioch. Eligible students should contact the Registrar, who serves as the VA certifying officer, for the appropriate forms to initiate requests for benefits. Students aid percentage applied to the total Title IV also may contact the local VA office for aid received. assistance and forms. The student is required to return the differ- Financial Aid Withdrawal ence between the amount of unearned aid and Refund Policy and the amount returned by Antioch. The Financial aid recipients who change their student will be billed for the amount owed enrollment status to leave of absence the Title IV programs and any amount due (LOA) or withdraw during a term for which the University resulting from the return financial aid payments have been received of Title IV funds used to cover University will have their tuition adjusted according charges. If the student (or parent in the to Section 484B of the Higher Education case of a PLUS loan) is required to return Act. Such students may have to return a portion or all of the loan proceeds, the cal- unearned aid. See the Financial Aid Office culated amount is to be repaid according to staff for more information. the loan’s terms. Students must return only half the amount of grant funds calculated. When a financial aid student does not complete a term, the calculation of financial aid Funds are returned to the following Title IV earned is based on the period of enrollment sources in order of priority: completed. That percentage is computed ■ Direct UnsubsidizedStafford Loans by dividing the number of calendar days ■ Direct Subsidized Stafford Loans completed as of the date the student noti- ■ fied Antioch of the LOA or withdrawal by to- Federal Perkins Loans tal number of calendar days in the term. The ■ Direct PLUS Loans percentage of Title IV assistance to which ■ Federal Pell Grants the student is entitled (earned aid) is equal ■ to the percentage of the term completed, Federal SEOG up to 60 percent. If the termination occurs ■ Other Title IV assistance for which the after 60 percent, the earned percentage is return of funds is required considered equal to 100 percent. ■ Other federal, state, private or The amount of Title IV aid that a student institutional financial assistance must return is based on the percentage of unearned aid. That percentage is computed by subtracting earned aid from 100 percent. Antioch is required to return to federal sources the lesser of (1) the unearned aid percentage applied to the institutional charge, or (2) the unearned Antioch University Seattle 19 State Grant Repayment Policy 3. Multiply the percent of unearned state Requirements grant by the grant amount. General 4. Multiply the amount from step 3 by 50% to determine the state grant State grant recipients who withdraw from repayment due. the institution, are expelled or otherwise complete zero credits in any given term Example: Known last date of attendance, must repay state grants on a prorated basis. prior to or on 50% of the term: For the purposes of this policy, "Award" is the A student is awarded $400 for a state amount of state grant for which the grant and completed 20% of the term student was eligible during the enrollment prior to withdrawal. The state grant period, after the school made any required repayment is calculated as follows: adjustments for need and enrollment level. 1. The unearned percentage equals 80% All monies, whether disbursed to the student (100% less 20% completed). account or directly to the student, shall be included in the repayment calculation. 2. Unearned aid equals $320 (80% of $400 state grant award). Authority 3. The repayment equals $160 ($320 x State Need Grant (WAC 250.20.051(4)) 50% reduction). Educational Opportunity Grant (EOG Unknown Last Date of Attendance program manual guidance) If a student attends a portion of a term and withdraws with no verified last date Known Last Date of Attendance of attendance, the state grant repayment ■ If a student’s last date of attendance can will be 50% of the grant amount with no be verified and is prior to or on 50% of additional adjustments. the term, the state grant repayment will be based on the percent of the term not No-Show Repayments completed. If a state grant recipient never attends ■ If the last date of attendance occurs after courses in the term for which he or she 50% of the term, the state grant award is received a state grant award, the state considered 100% earned and no state grant repayment is 100% of the award. If grant repayment is due. a school is unable to distinguish between State grant repayment formula: a no-show and an unofficial withdrawal, Known last date of attendance, prior the no-show policy shall apply. to or on 50% of the term General repayment policies: 1. The percent of state grant earned is calculated by dividing days in 1. Repayments are based on the state attendance by calendar days in term. grant award amount, including Scheduled breaks of five or more days enrollment and packaging adjust- should be excluded from the ments. calculation. 2. Verified withdrawal dates after 50% 2. Subtract the percent of state grant of the term equate to 100% earned earned from 100%; this equals the state grant. percent of unearned state grant.

20 Antioch University Seattle 3. Unofficial withdrawals/no known last date of attendance equate to repay ment of 50% of the state grant award. 4. No shows are 0% earned and equate to repayment of 100% of the state grant. 5. Official withdrawals or verified last date of attendance repayment calculation: State grant award amount multiplied by the percent of unearned state grant multiplied by the 50% reduction equals the state grant repayment due. 6. The 50% reduction applied at the end of the repayment computation addresses unreimbursable start-up education costs and reduces the barrier for students who intend to return to school. Repayments of less than $50 should not be returned to the Higher Education Coordinating Board (HECB). Outside aid will be reduced by the unearned percentage, but not to create a debit balance on the student’s account. Institutional aid will be reduced by the unearned percentage times the aid program’s percentage of aid as compared to total aid, but not to create a balance below zero. If less aid is disbursed than earned, the student may receive a late disbursement for the difference.

Antioch University Seattle 21 Academic and Course Credits Antioch University Seattle is on a quarter Student Life Policies calendar and courses are offered as quarter By registering for courses at Antioch credit. Seattle, students acknowledge they are Credits for fixed-credit courses may not be familiar with the regulations and policies altered. of the University and accept them. The full text of the regulations and policies are A student may increase or decrease the available in the following: number of credits for variable-credit courses only within the first six weeks of ■ Antioch Seattle Student Handbook the quarter. The number of credits cannot ■ Individual program handbooks – subsequently be reduced by the instructor distributed when students first enroll or student as a means of reflecting incom- ■ Antioch Seattle website plete or inadequate quality of coursework. (www.antiochseattle.edu) Credits already earned cannot be changed. Credits are not negotiable either at the ■ Quarterly Schedules of Classes end of the quarter or at the end of the Some of the most frequently consulted degree program. academic and student life policies follow. Permission to audit a class may be available during the first week of classes on a Enrollment Status space-available basis. Credit is not earned. Student enrollment status refers to the Be aware that many classes are not avail- number of credits for which a student is able for audit. In all cases, program and enrolled for any given quarter. A student instructor approval are required. may be: Status Graduate Undergraduate Credit Load Limits Full Time 8-12 12-15 Graduate students may take a maximum of 12 credits per quarter. Undergraduate Half Time 4-7 6-11 students may take a maximum of 15 cred- Part Time 1-3 1-5 its per quarter, excluding prior learning This status is the basis for determining credits. Students who wish to exceed the eligibility for financial aid (according to maximum quarterly course load must get federal guidelines) and loan deferment. approval from their faculty adviser and the Also considered full time for academic and program chair or director. If approval is loan deferment purposes are: granted, up to three additional credits may be taken (that is 15 and 18 respectively). n Graduate students enrolled for at least These load limits include courses taken 4 total credits of psychology internship concurrently at other institutions. and case consultation n Doctoral students enrolled for Attendance supervised experience and/or supplemental supervised experience Students are expected to attend all scheduled classes. Credits may be denied for failure to attend classes.

22 Antioch University Seattle Academic Progress Academic Action For Unsatisfactory Progress Student Satisfactory Academic First Quarter: Academic Concern Progress Policy Students who do not meet one or more Maintaining Satisfactory Progress of the aforementioned academic progress Antioch Seattle is committed to assisting standards are placed on academic concern students to achieve their degree or other and must meet with their advisers to de- credential sought. Consequently, Antioch velop an appropriate strategy for improve- expects students to complete courses by ment in the next term. Elements of such a the end of the term of registration. strategy may include: Satisfactory academic progress is deter- n Development of a schedule for mined by the number of credits completed completing unfinished credits relative to registered credits, as well as timely n Continued enrollment limited to a progression through the degree process. maximum of 6 credits for graduate students or 9 credits for undergraduate Minimum Cumulative Percentage of students Credits n EMF registration status All students must have completed or n Leave of absence if no courses are in actively have in progress a minimum of 75 progress percent of their total attempted Antioch Seattle credits. Completed or in-progress Second Quarter: Academic Warning courses include those with earned credits or approved In Progress (IP) (not expired). After a second consecutive quarter of unsatisfactory progress, students are Attempted credits are all those Antioch placed on academic warning, and will not Seattle credits for which a student has ever be permitted to register again until they registered, less any courses dropped prior have met with their advisers and center to the 10th calendar day of the quarter. No director/school dean to determine and Credit (NC), Late Drop (LD) and permanent document program conditions of contin- Incomplete (IN) credit notations are puni- ued enrollment. tive and count as credits attempted but not earned. Students on academic warning must limit their registration to less than full time or Unfinished Credits to Enrollment Maintenance status until satisfactory academic progress is made. Students are limited to a cumulative Program conditions may include: total of 8 unfinished credits of study at Antioch Seattle at any given time. n Schedule for completion of Unfinished credits are those recorded coursework as IP or IPX. n Continued enrollment limited to a maximum of six credits n Leave of absence if no courses are in progress n EMF registration status n Withdrawal from the program

Antioch University Seattle 23 Minimum Cumulative Percentage of Credits To maintain their eligibility for financial aid, students must have completed a minimum of 75% of the credits for which they registered. For financial aid eligibility, credits accepted in transfer from other institutions may be counted toward the 75%.

Minimum Cumulative Credits and Maximum Time Frame Students are not eligible for financial aid for credits in excess of 150% of the number required for their program. The limits are:

■ Third Quarter: Academic Hold B.A. – 270, including transfer credits ■ M.A. Psychology – CCFT or MHC – 108 After three consecutive quarters of unsatisfactory progress, students are ■ M.A. Psychology – CCFT or MHC placed on academic hold, and must take a with Art Therapy – 135 mandatory leave of absence or may be ■ M.A. Psychology – CCFT or MHC withdrawn from the program. with Drama Therapy – 135 After the mandatory absence, students’ ■ M.A. Psychology – Integrative Studies – 90 eligibility to continue will be reviewed by ■ Psy.D. in Clinical Psychology – 225 the Academic Appeals Committee. If approved, they will not be permitted to ■ M.S. Management – 99 register until they have met with their ■ M.A. Environment and Community – 99 advisers and school deans or center/ ■ M.A. Organizational Psychology – 99 program directors to determine and document program conditions of ■ M.A. Whole Systems Design – 99 continued enrollment. A student may ■ M.A. Strategic Communication – 99 appeal an academic hold and request ■ Certificate programs – Center for immediate re-enrollment by submitting a Creative Change – 27 written request to the Academic Appeals ■ Committee. See Appeals Process on page 25. M.A. Education – 72 ■ M.A. Education with Graduate Satisfactory Progress And Teacher Preparation – 111 ■ Graduate Teacher Preparation Financial Aid Eligibility without M.A. – 87 Students must make satisfactory aca- In addition, a full-time undergraduate stu- demic progress to be eligible for financial dent must complete at least 32 credits per aid. Students who have not previously year to remain eligible for financial aid. attended Antioch Seattle are considered to be in good academic standing. For students who attended Antioch Seattle but did not receive financial aid, the University will determine eligibility by reviewing their past Antioch Seattle records.

24 Antioch University Seattle Additional Standards for Washington eligible, or Enrollment Maintenance status. State Financial Aid Students who receive Washington state Leave of Absence financial aid – including state work-study, A leave of absence (LOA) is a period of state EOG and Washington State Need time during which a student has officially Grants – must complete each quarter the notified the school that he or she will not following number of credits: be affiliated with the University, e.g., take Status Grad Undergrad classes, seek faculty advice, take part in Full time 8 12 internships or hold degree committee Three-quarter time 6 9 meetings. To be on leave, a student must Half time 4 6 register for the leave of absence by the end of the first week of the quarter of absence. Students are placed on financial aid proba- Leave of absence registration must be tion if they complete at least one half, but submitted for each consecutive quarter less than all, of the minimum number of the student intends to be on leave. Leaves credits for which the aid was calculated of absence can be requested only one and disbursed. Students may receive quarter at a time. financial aid for the following quarter, but must earn all credits for which they register Note: Taking a leave of absence may cause to continue to receive financial aid. financial aid loans to go into repayment. Contact the Financial Aid Office for further Students are not eligible for further information. financial aid if they earn less than half of the credits for which they have previously Students are limited to four consecutive received aid awards. Students who com- leave of absence quarters. After that, plete all credits for which they are enrolled unless the student registers for credit, or in one quarter may regain eligibility. enrollment maintenance (EMF) status if eligible, he or she will be withdrawn. Appeals Process Enrollment Maintenance Students placed on academic hold may appeal in writing to the Academic Appeals There are circumstances in which neither Committee. Generally, an appeal should be course enrollment nor a leave of absence based on a student’s unusual circumstances. is appropriate. To maintain continuous An appeal request must be supported and enrollment under these circumstances, a signed by both the adviser and program student registers for enrollment mainte- director. Appeals must be submitted to the nance status (EMF). Registrar’s Office no later than the fifth day When not enrolled for courses, EMF of the quarter. If an academic appeal to registration is required: continue is granted, the student neverthe- less remains ineligible for federal, state and ■ if a student is completing or has course institutional financial aid until one quarter work In Progress is completed with all courses finished and/ ■ to graduate at the end of a term or all unfinished credits completed. ■ to hold degree committee meetings Continuous Enrollment A student may not register for enrollment Students must notify the University if they maintenance status to maintain continu- want to take any quarter off from course- ous enrollment after exhausting the con- work by requesting a Leave of Absence, if secutive leave of absence maximum.

Antioch University Seattle 25 Withdrawal In Progress contracts are not available to According to the LOA and other policies, non-matriculated/visiting students. the University can withdraw students, Upon withdrawal from Antioch, outstand- a student can withdraw or a program ing courses in progress are converted to may initiate withdrawal. In all cases, the NC (No Credit). An NC is permanent and Registrar is notified. If a student does not not subject to change. Students must register for courses, a leave of absence or complete all course and degree require- enrollment maintenance status by the end ments prior to or on the last day of of the first week of the quarter, the student classes of a term to be eligible to will be withdrawn and any courses in prog- graduate that term. ress will be marked “No Credit.” Withdrawn *Classroom courses include methods students who wish to resume their degree courses, lecture, lab and seminar; other programs must apply for readmission courses include inquiry, independent through the Admissions Office. Readmit- study, field study, internship and thesis. ted students must comply with University policies and program requirements in Non-matriculated (Visiting) Students effect at the time of readmission and with Non-matriculated students are those any specific program/adviser conditions who enroll in courses for academic credit imposed. without intending to pursue a degree. If non-matriculated students subsequently In Progress Policy wish to pursue a degree or certificate, they The University expects a student will must apply for admission. Credits earned complete all coursework by the end of the as a non-matriculated student are not quarter. In exceptional circumstances, a automatically applicable to the degree student may request an exception and ne- programs if the applicant is accepted. Non- gotiate with the instructor for an In Prog- matriculated students may not be granted ress (IP). An In Progress may be granted In Progress contracts. solely at the discretion of the instructor. Classroom courses* may be allowed up to Grades one additional quarter. Other courses may Antioch Seattle does not award letter or be allowed up to two additional quarters. numeric grades for learning completed A student may not enroll for a Leave of either prior to or during enrollment. Absence (LOA) with an IP; course enroll- However, at a student’s request, the ment or enrollment maintenance status Registrar will provide a letter that outlines (EMF) is required. the University’s philosophy about evalu- If the work is not finished by the deadline ation of student learning and report the the instructor has set, the instructor can University’s standards for granting credit (B extend the IP deadline up to the maximum or better for graduate students, C or better time permitted for the course. If the work for undergraduate students). is not complete by the final deadline set by No Credit (NC) and permanent Incomplete the instructor and an assessment has not (IN) credit designations are not subject to been submitted, a No Credit (NC) will be change. assigned, not subject to change. To earn credit for a course deemed No Credit or permanently incomplete, the student must Degree Completion re-enroll in and repay for the course. A student must be enrolled for courses or for Enrollment Maintenance status to be

26 Antioch University Seattle eligible to graduate at the end of a term. the Vice President for Academic Affairs. Students are allowed six years from their original date of enrollment to complete a Student Appeal Procedure for degree. Non-Academic Issues Students must complete all course and Students have the right to appeal when a degree requirements, including portfolios, violation of university policy or procedure prior to or on the last day of classes of a is alleged. Note: Sexual harassment claims term to be eligible to graduate that term. and academic grievances are covered through their respective procedures. Be- Student Records and Transcripts fore an appeal is filed, students should attempt to solve problems informally. That is, Narrative evaluations are part of a they should communicate directly with the student’s permanent academic record person(s) involved. If that is not satisfac- and may be requested by the student to tory students should then communicate accompany the transcript. The student with their Dean or Director. may request that any, all, or none of the narrative evaluations accompany the If an informal resolution cannot be transcript; no evaluations will be released reached, the student may file a formal ap- unless requested by the student. peal to the Dean of Students by providing a written statement specifying the nature Upon written request, the university will of the complaint, any evidence related to provide academic transcripts for any stu- the complaint, and the remedy sought. dent who has attended Antioch University Seattle. The university maintains the right Communication Protocol to withhold release of a transcript if the student has an outstanding financial obli- E-mail accounts and addresses are as- gation to the university. signed for all Antioch Seattle students. Students are required to check their e-mail Due Process and Student Grievances at least weekly and are responsible for being aware of information posted as Antioch is committed to the fair and equal official announcements and through their treatment of students in all areas. All programs. members of the Antioch community are expected to conduct themselves honestly, To comply with student record confiden- responsibly and in a manner that respects tiality and security requirements, official the rights of others. To this end, a student e-mail communication with Antioch code of conduct, including a statement Seattle, including e-mail between students of student rights and responsibilities, is and instructors, should originate from and maintained and published in the Student be conducted within the Antioch Seattle Handbook. The student grievance policy is system. also outlined in the Student Handbook. Students are required to report and Students who believe they have grievances maintain a current mailing address with about their treatment in an academic pro- the University. Address changes should be gram have recourse with the Vice President reported to the Registrar’s Office securely for Academic Affairs and with a review through Antioch Seattle e-mail, by letter process in which grievances may be heard or by using the address change form and ruled on by an impartial faculty panel. available on the Antioch Seattle website A detailed statement of applicable policies at www.antiochseattle.edu/currentstu- and procedures is available in the Office of dents/registrar_forms.html

Antioch University Seattle 27 Antioch Seattle Plagiarism Policy intent, faculty members are asked to refer Plagiarism is defined as the presentation the case to the full faculty of the school, of an idea or work product as one’s own, center or program involved, and the full when that idea or product is derived from program faculty may recommend to the another source and presented without center or program director or the dean of credit to the original source. “Idea or the school that the student be dismissed product” includes not only written work or suspended from the program, or that but also artworks, images, performances or the director or dean of the school issue a ideas expressed orally or via any electronic written reprimand and/or warning to the or other medium. student, a copy of which would be filed in the student’s record. Antioch expects its graduate and undergraduate students to know and observe Students against whom any of the afore- appropriate conventions of source citation, mentioned measures are taken have ac- so that any use students may make of oth- cess to the academic grievance procedure. ers’ work is duly attributed to the origina- Except as provided in the aforementioned, tors of that work. Student work should no reference to charges or suspicions of leave no ambiguity about which ideas, plagiarism or academic dishonesty shall be words, images, performances etc. originate included in the student’s course assess- with the student and which have been ment or official academic record. taken from other sources. This expecta- tion applies without regard to whether the source material used is protected by Disability Support copyright. Services Policy In so far as is practical, these expectations It is the policy of Antioch University, apply not only to students’ written work, in compliance with Section 504 of the but also to work submitted in other forms, Rehabilitation Act of 1973, the Americans e.g. as oral presentations, performances or with Disabilities Act of 1990, as amended, via electronic media. and other disability non-discrimination When student work includes unintentional laws, that no student shall, on the basis errors in source citation, such that doubt of his/her disability, be excluded from may arise about the source or originality participation in, be denied the benefits of, of ideas, words or work products used, or otherwise be subject to discrimination Antioch University Seattle faculty mem- under any University program or activity. bers normally call those errors to students’ Antioch University is committed to provid- attention, with due warning about the ing qualified students with a disability an hazards of plagiarism. Normally, in such equal opportunity to access the benefits, cases, students are required to correct rights, and privileges of University services, and resubmit their work following such programs, and activities, in the most inte- warning. grated setting appropriate to the students’ needs. Antioch University is committed to If errors persist following warnings of this providing reasonable accommodation to kind, or if failures of proper source citation qualified students with disabilities in order are clearly a result of deliberate deceptive to ensure that all students have an equal intent, faculty members normally deny opportunity to benefit from and have ac- credit for the course or learning activity in cess to programs and services. which the suspect work was generated. Where there is evidence of deceptive

28 Antioch University Seattle Student Rights under FERPA The Family Educational Rights and Privacy Act (FERPA) FERPA allows students certain rights with respect to their education records. They are: (1) The right to inspect and review the student’s education records within 45 days of the day the university receives a request for access. Students should submit to the registrar, dean, head of the academic department or other appropriate official, written requests that identify the record(s) they wish to inspect. The university official will make arrangements for access and notify the student of the time and place where the records may be inspected. If the records are not maintained by the university official to whom the request was submitted, that official shall advise the student of the correct official to whom the request should be addressed. (2) The right to request the amendment of education records that the student believes are inaccurate or misleading. Students may ask the university to amend a record that they believe is inaccurate or misleading. They should write the registrar, clearly identifying the part of the record they want changed, and specifying why it is inaccurate or misleading. The registrar refers the request to the vice president for academic affairs and dean of the faculty, who consults with appropriate faculty and with the head of the academic program in which the record was generated. If the vice president decides not to amend the record as requested by the student, the university will notify the student of the decision and advise the student of his or her right to a hearing regarding the request for the amendment. Any such hearing will be conducted according to the procedures governing student academic grievances. (3) The right to removal of inappropriate content from faculty narrative assessments of student work. Inappropriate content of a narrative assessment includes: any malicious statement; any statement irrelevant to the student’s academic performance; or any statement that characterizes or reveals the student’s ethnicity, family background, physical or mental health diagnosis or history, disability/ability status, religion, sexual orientation or membership in any group protected under the terms of the university’s nondiscrimination policy. The student seeking removal of inappropriate content from a faculty member’s narrative assessment should write to the registrar, who refers the request to the vice president for academic affairs and dean of the faculty. The vice president, following consultation with the chair or head of the student’s academic program and with other faculty as appropriate, may direct the registrar to remove the disputed content from the narrative assessment – though only by deleting the inappropriate word(s), phrase(s), or sentence(s). The vice president may not authorize the introduction of new language into a narrative assessment. If the vice president decides against removal of the disputed language, the university will notify the student of the decision and advise the student of his or her right to a hearing. Any such hearing will be conducted according to the procedures governing student academic grievances. (4) The right to consent to disclosures of personally identifiable information contained in the student’s education records, except to the extent that FERPA authorizes disclosure without consent, e.g. disclosure to school officials with legitimate educational interests. A school official is a person employed by the university in an administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health staff); a person or company with whom the university has contracted (such as an attorney, auditor or collection agent); a person serving on the Board of Trustees; or student serving on an official committee, such as disciplinary or grievance committee, or assisting another school official in performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record to fulfill his or her professional responsibility. (5) The right to file a complaint with the U.S. Department of Education concerning alleged failures by the university to comply with the requirements of FERPA. The name and address of the office that administers FERPA is: Family Policy Compliance Office, U.S. Department of Education, 400 Maryland Ave. S.W., Washington, DC 20202-4605. Directory Information In accord with the Family Educational Rights and Privacy Act of 1974, as amended, Antioch University Seattle ensures students access to their official academic records and prohibits the release of personally identifiable information, other than directory information, from these records without the student’s permission except as specified by law. Antioch University Seattle has defined directory information to include a student’s name, address, Antioch Seattle e-mail address, telephone number, major course of study and concentration, dates of attendance and degrees or certificates earned. If a student withholds directory information, the University cannot release any information, including verification of attendance or degree(s) earned without the student’s explicit written request.

Antioch University Seattle 29 The Center for Teaching and Learning

The Center for Teaching and Learning academic programs. The writing courses at Antioch University Seattle fosters are designed to support the writing academic and teaching excellence within growth and success of students. These the AUS community through providing courses offer AUS students a broad scope writing courses and academic support for of writing experience, from understanding students as well as providing faculty devel- the writing process to academic writing, opment through workshops, forums and from formal research and inquiry to techni- consultations on innovative collaboration, cal and professional writing. The courses scholarly activity and effective pedagogy. are all taught by experienced faculty In providing a central system for all mem- "writing experts" and are designed with bers of the AUS academic community, the specific educational goal of bringing the Center for Teaching and Learning is a a critical examination of writing to the central, cross-curricular resource center for academic experience at AUS. student and faculty academic interaction, writing and program excellence. Academic Support Lab The Academic Support Lab is dedicated to offering AUS students assistance with their academic writing. Writing consultants are trained in a collaborative model to converse with peers about their writing and provide support. The ASL also offers workshops on academic concerns, such as approaches to researching and APA documentation and formatting. Writing assistance and test support are available in Writing Courses at the Center for one-on-one and group sessions in half- hour Teaching and Learning and one hour segments through scheduled appointments and drop-in hours. A consistent feature of an Antioch education is the role writing plays within aca- Faculty Development demic study. Rather than tests and exams, Antioch students use writing to illustrate The Center for Teaching and Learning their complex understanding of new con- offers quarterly workshops and forums cepts. In this way, writing becomes more that engage faculty from all programs in than words on a page—writing becomes collegial and intellectual conversations on a "way of knowing," a representation of issues related to progressive teaching and the critical reflection engaged in learning. scholarly activity at AUS. The CTL also of- Writing is an essential mode of learning at fers a monthly brown bag series for all new Antioch University, so essential that some AUS faculty. Faculty members also may academic programs require writing classes request a personal consultation regarding at the beginning of study. issues related to teaching. At Antioch University Seattle, we have developed course offerings in writing that are innovative and are integrated across

30 Antioch University Seattle B.A. in Liberal Studies Completion Program

Introduction the adult learner who is planning, among other things, to: In line with the mission of Antioch Uni- versity Seattle, the B.A. in Liberal Studies n Change career directions completion program is a 180 quarter-cred- n Get a promotion it program built on principles of rigorous n Pursue a new job opportunity liberal arts education, lifelong learning and social responsibility. Guided by these n Attend graduate school principles, faculty developed a conceptual n Become a community or framework that places the student at the environmental activist center of the program’s design process. n Experience the personal fulfillment Informed by this unique framework, Anti- of completing a bachelor’s degree och offers a bachelor’s degree completion opportunity for self-directed adult learners Many Antioch B.A. students are currently ready to determine their own educational employed and have clear personal and pathways. professional goals. They can be managers, artists, small business operators, social Entering students come to Antioch with service workers, parents, community backgrounds ranging from recent com- activists, military veterans and recent (or munity college graduates to students with not-so-recent) graduates of community up to 30 or more years of work and life and technical colleges. Others are at early experiences. The Antioch experience – like stages of their careers and want to explore life – brings together a variety of individu- ways to match their ideals with their als who insist on designing their future. As studies and future work, especially with a result, students in the B.A. completion regard to social change and social justice. program may have accumulated college credits from other accredited institutions, All these students share: from recognized testing processes and/or n A desire to shape their education to from prior learning experience. From these fit professional and personal goals diverse backgrounds, students in the B.A. ■ Interest in self-directed learning completion program, with faculty guidance, design their own curriculum to focus ■ Drive for a personally meaningful on an area of personal interest. education ■ Strong motivation to enhance their In concert with the University’s goal to professional and personal lives provide programs of study that are current, relevant and not repetitious of a student's ■ Appreciation of the value of previous educational and life experience, collaboration the B.A. completion program is designed ■ Strong desire to make a significant to meet learners where they are personally, contribution to society and create professionally and academically. Antioch’s social change B.A. in Liberal Studies program is meant for

Antioch University Seattle 31 Conceptual Framework their progress through the program and exhibit their best work. Although portfoli- of the B.A. Completion os have a consistent set of documents that Program students create as they progress through the program, each student portfolio is Customization is Key unique, reflecting experiences, interests and intellectual decisions each student In the B.A. program, each study plan is makes. based on the student’s past experience, current needs and interests, and future goals. Students work in close collaboration Core Curriculum with faculty advisers, instructors and other To support students in designing their students to shape their studies. Students undergraduate education, the B.A. faculty build on earlier college work and on skills has developed a core curriculum in liberal learned at home, at work, through inde- studies. Students begin with a liberal stud- pendent reading and volunteer activities. ies seminar in which they explore the liberal arts in relation to their own interests, Advising needs and goals. Throughout their time at Antioch, students also pursue liberal stud- Students in the B.A. in Liberal Studies ies chosen from offerings both at Antioch Program are assigned a faculty advisor and at other institutions. They study the at the entry to the program. Each diversity of the human community, evalu- full-time core faculty member advises ate and demonstrate their own personal approximately 30 students, meeting academic strengths and work collabora- regularly with each advisee. Faculty tively with other students. They share the advising is especially focused on degree results of their own studies and express planning and registration for courses their creativity in peer group settings. All and other learning activities such as students do a project in the community independent studies, internships, service during their time at Antioch. Students learning, and the senior synthesis. When finish with a capstone project that brings core faculty advisors are on professional various elements of their learning together development leave for one quarter each into a coherent synthesis. year, their advisees are assigned to other core faculty members as temporary advisees. In addition to guidance each Areas of Concentration (AoC) student receives from their primary core Each student develops an area of con- faculty advisor, students are regularly centration around his or her intellectual reminded that they may consult with any interests. These concentrations include B.A. faculty member at any time. Students a minimum 45 credits of coursework, also receive substantial assistance from transfer courses, prior learning, indepen- program associates, mainly focused on dent studies and other learning activities. technical issues, such as registration Students choose concentrations in one of procedures, information technology two ways. Students create individualized support, and interactions with other committee-based areas of concentration departments across campus. if they want to do extensive interdisciplinary study, for example, in a combined Portfolios study of psychology, art and social justice. These concentrations are created through All students create portfolios that map a committee structure, where the student,

32 Antioch University Seattle an academic adviser and two community pate in a class that helps them document advisers guide the student to design learn- past experience. They write narratives ing activities to form a coherent study of about their learning either independently a theme, topic or interdisciplinary project. or within a writing course and receive Or, students may choose a more focused evaluation from experts in the fields in concentration in one of the several fields which they claim knowledge. highlighted at Antioch Seattle and develop a degree plan that is largely comprised Core Competencies of a curriculum established by the B.A. faculty. These are called structured areas Faculty members have identified core of concentration. At the end of this section competencies of a liberal arts education on the B.A. program, the range and format that students must demonstrate to com- of both individualized and structured areas plete their degrees. All core competencies of concentration are spelled out in detail. fall under the larger purpose of achieving leadership skills for the 21st century. Students assess their strengths and weak- Prior Learning nesses in these areas, and are evaluated The B.A. faculty believes adult students by their advisers and teachers. They create deserve respect and recognition for the a plan to bring their competencies to a achievements and knowledge they have baccalaureate level and demonstrate these gained in the real world. Antioch therefore competencies to their faculty advisers and offers B.A. students an option to receive ac- their peers. Using papers, presentations, ademic credit for college-level knowledge artwork, narratives of life experience and and skills acquired outside the classroom other forms of learning, students demon- prior to enrollment. For example, adults strate their accomplishments in each of who have studied art, learned manage- these areas: ment skills working in an office or investi- n Creative and Critical Inquiry gated theories of child development while raising their own children can receive n Understanding Self and Community college credit for the knowledge gained n Understanding Society and the World from these activities. To gain credit for learning from work and Graduation Requirements life experience, students must docu- To complete the B.A. program successfully, ment and demonstrate their learning to students fulfill the following requirements: qualified evaluators, who may be regular members of the Antioch faculty or outside Credit Requirements professionals who serve, for this purpose, as affiliate faculty. Getting credit for prior Students must complete at least 180 learning happens through a carefully quarter credits, of which at least 60 must structured process that helps students to be upper division (classified as junior or identify and organize the knowledge and senior level). These can include college- skills they have gained through experi- level coursework at Antioch and elsewhere ence and connect that experience to more and prior learning credits. theoretical knowledge. Credit is not given for experience. Rather, it is granted for the Residency Requirements college-level learning that has resulted n 36 credits must be completed from that experience. in residence through the program (not To obtain these credits, students partici- including credits for prior learning).

Antioch University Seattle 33 n Students must be in residence at In addition, structured option students take: Antioch for four quarters LIB402 - Integrated and Synthesis Seminar - Capstone Project (1-2 credits) Other Graduation Requirements Include: LIB450 - Senior Synthesis (1-10 credits) n The completion of a portfolio which Individualized students also work with contains a degree plan and the a degree committee in a series of three student's best work meetings. n Progress through a core curriculum n Creation of an area of concentration n Successful demonstration of the core competencies in of the program

B.A. Degree Completion Requirements Summary Students satisfy the requirements for graduation when they: n Complete 180 credits, at least 36 (excluding prior learning) at Antioch University Seattle n Enroll for at least four quarters in residence at Antioch n Create a portfolio of documents reflecting academic progress n Complete required core courses, including a field-based or community project and senior synthesis project n Demonstrate in-depth knowledge of an area of concentration n Demonstrate mastery of core competencies through presentations, coursework, writing and practical experience

All students take the following required courses: LIB301 - Liberal Studies Seminar (3-4 credits) LIB302 - Diversity, Power and Privilege (3-4 credits) LIB310 - Educational Design (repeatable up to 6 credits)

34 Antioch University Seattle Areas of Concentration n Human resource management Introduction n Somatics, psychology and dance In consultation with their academic advis- n Facilitating community transformation ers, students create a concentration that is n Children, family and community in many ways like a traditional academic major. The significant difference is that n Sign language interpreting students themselves design the combina- What follows is an example of an individu- tion of courses that makes up their area alized area of concentration in Ecologi- of concentration. In this way, students can cal Design. In this example, the student draw on their past or current interests to defines her area of concentration, talks shape their concentrations, or they can about how she gained the knowledge and shape concentrations that might help interest, and indicates how the courses them make career changes in the future. and other learning experiences combine They can use the concentration to fulfill a to make a whole. She then specifies long-delayed intellectual exploration or to courses and other learning included in the enhance their skills or knowledge in work area of concentration, as well as the forum they already do. in which her learning took place. The minimum number of credits required Example: Ecological Design for an area of concentration is 45. For those who choose to have a second area of Ecological Design is a study of design concentration, that requires an additional that fosters an ecological literacy, and 35 credits. However, students typically com- an engagement with natural processes, plete closer to 50-60 credits in their area of global systems of power, sacredness concentration, and many do more than that. and placemaking. Ecological Design, as popularized by Sim Van der Ryn, is an inte- Individualized Areas of Concentration grated approach to sustainability at both the building-specific and the community Students who choose the individualized development scale. This field of concen- option create their areas of concentration tration evolves to include and intends to with a degree committee composed of further Dr. Randolph Hester’s research the student, his or her academic adviser, on design for ecological democracy. and two specialists in the area of concen- Localization of culture, of economy, and of tration. For example, a student who studies decision-making is a necessary foundation psychology, art and social justice may have of sustainability, and intersections (like committee members from the community the long forgotten local square), when who are art therapists or are working in planned with intention, can be power- mental health clinics for disenfranchised ful sites of connection. Ecological Design people. These concentrations are shaped provides a path toward work honoring the to personal interests and often cross value of this sacred space. I will confront categories. design opportunities at the intersections, Examples of some individualized areas of seek to interpret and honor the diversity concentration from recent graduates are: of edges, and with participatory research create gathering spaces that empower n Sustainable communities and affect change. According to Hester, n Alternative education “confrontation is the greatest source of civic creativity.” n Urban planning

Antioch University Seattle 35 In the Ecological Design concentration, as a child raised in the coastal redwoods. Bachelor level competence will reflect the I took my first real job as a job as an inter- following: pretive park ranger the summer after high school, and became a volunteer steward n a working knowledge of the stages of process consulting, and a design for the Monterey National Marine Sanctu- portfolio that communicates enabling, ary before the word sustainability made resilient and impelling form, and the art it onto my radar. Both as a field school of reciprocal stewardship. naturalist, and a fourth-grade core educator, I remained dedicated to the each-one- n a demonstrated understanding of teach-one philosophy of environmental community development, and the stewardship. The work of Dr. Randolph public art process – from design concept Hester at University of California at Berke- to implementation. ley in the area of Design for Ecological n exposure to statistical modeling, Democracy creates grounds for thinking life-cycle cost analysis, and practical about the environment, community and application of alternative energy designs design to become more integrated. I feel and efficiency certification standards as though I’ve come full circle with Ecologi- cal Design; capturing the soul of a place, n theoretical insight into the nature of creating intentional sacred gathering narrative inquiry, the contexts in which places in order that communities might people connect to each other & give pursue their own essence, and interpret meaning to place, and the power of their own future. story to evoke individual and collective change Community-based change: I draw upon difference to strengthen links between n critical grasp of the environmental and creativity, community & environment. social justice impacts of design on the My work with at-risk populations can and global community in the face of climate should be reframed as work with survivors. change, and a research base in progres Teaching, counseling, training and mentor- sive alternative economic theory ing instilled in me a profound respect for Design: I was introduced to the sustain- the unique issues facing young people, able reach of participatory building, and women and those who identify as mem- the Land Trust process when I partnered bers of minority or counter-culture groups, with White Oak Farm and Education Center and the stressful transitions families face as in Southern Oregon several years ago. In their roles are redefined with age and with exchange for training in natural building circumstance. Individuals who choose to technique, I helped to build and maintain utilize resources outside familiar networks a strawbale common house on their Equity to not only meet their own needs, but Trust site. The level of intention with which to create opportunities for community – participants there have grown their vision these survivors – these leaders – are my and put it into action resonates with me in inspiration. I want my designs to capture a profound way. It was on this land that I their stories and support their resilience began to form a vision of my path in rela- that mystifies me so. I want my designs to tion to sustainability. I do freelance organic empower their active engagement in mak- garden design, and I’m a nationally certi- ing lasting change happen. fied sustainable building advisor (CSBA). What I seek in a liberal arts education at Ecology: Interpretation, restoration and Antioch is a more scholarly perspective of stewardship were values I took for granted the privilege from which I will ultimately

36 Antioch University Seattle practice, and the objectivity required to Transcripted learning activities that sup- balance the creative with the technical. port my area of concentration: I will emerge from Antioch with course- Title Credits work that speaks directly to the gaps that exist in my learning, having filled my Other Institutions toolbox with narrative research methods, Climate Change Seminar...... 2 marketable design graphics skills that Environmental Engineering, Design, & are recognized universally, and a clearer Analysis...... 2 understanding of global economic and Environmental Science & Statistics...... 1 environmental climate systems, so that I have some informed baseline from which Intro to Visual Arts...... 5 to begin my Masters studies abroad. Philosophy of the Arts...... 4 Community Design Studio coursework Intro to Design...... 6 will be married with a policy internship, and together they will stretch me to com- History of Modern Landscape ...... municate vision to a variety of audiences, Architecture...... 3 by a variety of means, at varying scales. Intro to Social Theory...... 3 Masters classes, taken with special permis- Intro to Social Organizations...... 3 sion in the departments of Organizational Psychology and Environment & Com- Antioch University Seattle Courses munity will bridge my commitments to social and environmental justice, shape Placemaking & Public Art...... 3 my own personal theory of practice, my Old Growth: Ecology & Management...... 3 design portfolio and the confidence to say, Stories for Collective Action...... 4 out loud, that I am an artist. My Capstone Project will reframe the central issues sur- Globalization & Its Discontents...... 3 rounding development that I grapple with Children in America...... 4 as a designer. I will propose a collaboration–internship or independent study with Independent Studies and Internships Earth Economics, incorporating measures that value indigenous wisdom, biodiver- Landscape Perception & Design...... sity, climate change, and natural resources Graphics...... 1 as I create a sense of place. Rather than Community Design Studio...... 1 designing to persuade those who stand Energy Modeling & Solar Workshop...... 1 in the way of sustainable outcomes that CAPSTONE Concept Research – Earth their policies oppress, my practice will Economics...... 4 impel active participation. I will emerge from Antioch with the breadth to design Natural Resource Conservation...... 4 gathering places that demand not the Intro to Research Methods...... 5 freedom from, but instead make accessible Special Projects-R: Ecological Evaluation .... the freedom to. & Design Perception...... 5 Tanzania – Building & Building Community Ind Study ...... 1 Policy Work...... 1 Practitioner Development...... 2

Antioch University Seattle 37 Prior Learning Examples of Structured Areas of Intergenerational Ties...... 3 Concentration Origins & Human Behavior...... 4 An example of the structured areas of con- Sex Roles...... 5 centration, based on actual B.A. students’ work, follows the description of each struc- Environment & Behavior...... 4 tured area of concentration. Students may Social Psychology...... 3 have taken courses at several community colleges and universities before enrolling Total concentration credits...... 90 at Antioch University Seattle. These are listed generically as Univ 1 or CC 1. Antioch Structured Areas of Concentration (AUS) courses featured in sample degree plans reflect those offered in past years as In addition to individually designed areas well as the current one. PL signifies prior of concentration, the B.A. program has ten learning; IS represents independent study. structured areas: n Arts and Literature n Environmental Studies n Global Studies n Human Development and Learning n Human Services n Leadership and Organizational Studies n Psychology n Social Justice Studies n Spiritual Studies n Sustainable Business Each of these ten areas requires both core and elective courses. There are six core courses (at least 18 credits), or types of courses, required in each area of concentration, plus elective credits that bring the total to 45 quarter credits. In practice, most students include many more than 45 credits in their areas of concentration. Specific requirements follow for each structured area of concentration, and examples of courses that fulfill those requirements. These classes are offered every year, or every other year. Unless otherwise noted, all courses can be taken for 3-4 credits. Students choose a course for each core area and the remaining courses or other learning experiences qualify as electives. Transfer credits can be used in both core and elective areas; prior learning credits are often used as electives.

38 Antioch University Seattle Core courses 1. Writing workshop: One of the following courses, an independent study or transfer credit n Writing the Stories We Know n Spoken Word and Performance Poetry n The Moving Image: Screenwriting n Improvisation n Playwriting: Exploring Craft n Writing Poetry and the Pursuit of Memory n Solo Performance and Presentation n Writing Fiction: Whose Story? 2. Art Studio: One of the following courses, an independent study or transfer credit

n Acrylic Painting n Ceramics I/II Arts and Literature n Ceramics: Primitive Techniques n Mixed Media I/II PURPOSE: The goal of an Arts & Literature n Acting Fundamentals concentration is to prepare students to n Acting With Text work in fields such as writing, publishing, n Stonecarving publicity, the visual and performance arts, new media and arts management. Stu- n Printmaking dents also acquire the necessary prerequi- 3-6. Art and Literature Seminars sites for successful graduate study. While n The American Family in Literature students often choose to focus on either and Film writing/literature or the visual/perfor- n Literature of Displacement mance art, the concentration encourages n Literary Representations of American cross-disciplinary study and work. Slavery Partnerships with local arts organizations, n The Making of a Literary Magazine such as Freehold Theatre, Richard Hugo n Placemaking and Public Art House, and Pratt Fine Arts Center, expand n Fine Art Symposium: Seattle’s Place students’ learning opportunities. Up to in Art World 25% of a student’s Arts and Literature n Border Crossings: A Multi-Cultural concentration may be completed through Journey Through Film partnership organizations’ courses. n Postcolonial Protest Narratives n Indigenous Art and Literature n Contemporary Native American Fiction Electives can be satisfied by courses mentioned above which were not taken as core, plus transfer courses or prior learning.

Antioch University Seattle 39 What follows is a sample Arts & Literature Area of Concentration Plan 1. Six Required Courses

title quarter school credits o 1. Writing Workshop - Poetry and the Pursuit of Memory Fall 08 AUS 4 o 2. Art Studio - Stonecarving Fall 08 AUS 3 o 3. Art and Literature Seminar - Postmodern Fiction Spring 06 CC 1 5 o 4. Art and Literature Seminar - Literature of Displacement Winter 09 AUS 4 o 5. Art and Literature Seminar - Post Colonial Protest Narratives Spring 09 AUS 3 o 6. Art and Literature Seminar The American Family in Literature and Film Summer 09 AUS 4 Subtotal: 23 2. Area of Concentration Electives

title quarter school credits Acting Fundamentals Fall 08 AUS 3 Acrylic Painting Fall 08 AUS 3 Art and Literature Seminar - Postmodern Fiction Winter 09 AUS 4 Writing the Stories We Know Winter 09 AUS 4 The Moving Image: Screenwriting Spring 09 AUS 2 Ecoliterature Summer 06 CC1 5 Fine Art Symposium: Seattle's Place in the Art World Fall 09 AUS 3 Placemaking and Public Art Summer 09 AUS 4 Subtotal: 28 3. Community/Field-based Learning Experience

title quarter school credits Internship in Publishing Summer 09 AUS 4 Subtotal: 4 4. Senior Synthesis

title quarter school credits The Intersection of the Novel and Art Fall 09 AUS 6 Subtotal: 6 Total Area of Concentration credits: 61

40 Antioch University Seattle 3. Global Environmental Justice Issues n Global Environmental Problems n Environmental Policy n Environmental Justice Issues n Global Warming n History of the Environmental Movement n Urban Sustainability 4. Eco-Psychology and/or Eco-Spirituality n Ecopsychology n Wilderness Therapy n Dreams and Earth n Ritual Process and Ceremonial Design n The Spiritual Psychology of the Environmental Studies Human Heart PURPOSE: The goal of the Environmen- n Ecological Ceremonies tal Studies concentration is to prepare 5. Environmental Leadership, Education students for work in green-related jobs, to and Advocacy increase their understanding of environ- n Games for Leaders: Facilitation of LOW mental justice issues, to explore tech- Risk to HI Element Activities niques of place-based urban sustainability, n Methods of the Environmental and to enhance their appreciation of the Educator natural world. Work opportunities may n Expeditionary Leadership include jobs in government agencies (For- n Survey of Outdoor Education est or Park Service), environmental start-up companies, non-profits, and/or environ- 6. Eco-Art mental education/ therapy programs. The n Nature Writing/Poetry Environmental Studies Concentration com- n Nature Photography bines science, policy, social justice issues, n Digital Storytelling psychology, spirituality, leadership and outdoor skills with a deep appreciation Electives and awareness of the natural world. n The Nature of Wilderness First Aid n Oceanography and Marine Science Core courses n Environmental Justice and Racism 1. Environmental Science n Women in Wilderness n Water Quality Assessment n Alchemy and Science: Toward n Cascade Geology/Hydrology the Re-imagination of Nature n Field Based Environmental Analysis 2. Bio-Regional Studies and Nature Awareness Skills n Floral and Fauna of the Pacific Northwest n Bio-Regional Studies: The Dynamic Duwamish n Old-Growth Forest Ecology n Birds in the Imagination and the Field n Nature Awareness Skills

Antioch University Seattle 41 What follows is a sample Environmental Studies Area of Concentration Plan

1. Six Required Courses

title quarter school credits

o 1. Field Based Environmental Analysis Fall 09 AUS 4 o 2. Bio-Regional Studies: The Dynamic Duwamish Spring 10 AUS 3 o 3. History of the Environmental Movement Spring 06 CC1 5 o 4. Ecopsychology Winter 10 AUS 4 o 5. Expeditionary Leadership Summer 09 AUS 3 o 6. Nature Photography Summer 10 AUS 4 Subtotal: 23 2. Area of Concentration Electives

title quarter school credits Cascade Geology/Hydrology Fall 09 AUS 3 Old-Growth Forest Ecology Fall 09 AUS 3 Environmental Policy Winter 10 AUS 4 Urban Sustainability Winter 10 AUS 4 Dreams and the Earth Spring 10 AUS 2 Writing the Natural World Summer 06 CC1 5 Methods of the Environmental Educator Fall 09 AUS 3 Placemaking and Public Art Summer 09 AUS 4

Subtotal: 28 3. Community/Field-based Learning Experience

title quarter school credits Internship: Wilderness Awareness School Spring 10 AUS 4 Subtotal: 4 4. Senior Synthesis

title quarter school credits The Zero-Waste Urban Community Summer 10 AUS 4 Subtotal: 4 Total Area of Concentration credits: 59

42 Antioch University Seattle Global Studies PURPOSE: The goal of the interdisciplinary Global Studies concentration is to provide students interested in contemporary world issues with a solid grounding in ideologies, problems and solutions to transnational phenomena such as trade, debt, outsourcing, environmental concerns, militarization and global terror, together with an exploration of ways to achieve true democracy and global justice. The focus is on the late 20th century and opening decade of the 21st century – that is, the “Age of Globalization” that emerged in the wake of imperialism, post-colonial- Electives ism and the Cold War. n The African American 20th Century Core courses n History of Mindfulness: East and West 1. Global Economics n Palestine-Israel Conflict n n Globalization: The Global South Wealth and Poverty n Globalization, Development and n International Activism Grassroots Movements n Marx's Theory of History n Classic and Contemporary Models of 2. Postcolonial Protest Narratives African Leadership 3. Narratives of Displacement n War and Gender n Border Crossings: A Multi-cultural n Indigenous Women Movements Journey Through Film n Mapping Worlds: Wayfaring at the n Brown Thought and Activism Margins n Literature of Displacement n Political Economy of Oil States 4. World Ideologies Today n Indigenous Psychology n Global Economics and Ideologies n Palestine-Israeli Conflict n War and Gender 5. Translating Gender n Translating Gender n Women and Mental Health 6. International Activism n Community Organizing in History n Climate Change Activism

Antioch University Seattle 43 What follows is a sample Global Studies Area of Concentration Plan 1. Six Required Courses

title quarter school credits

o 1. Globalization and Its Discontents Globalization, Development, Grassroots Movements Fall 07 AUS 4 o 2. Post-colonial Narratives Post-colonial Literature Spring 08 AUS 4 o 3. Narratives of Displacement Literature of Displacement Fall 08 AUS 4 o 4. World Ideologies Today Marxism and 20th Century Summer 05 Univ 1 5 o 5. Translating Gender Women's Studies - Cross Cultures Winter 98 CC 1 5 o 6. War and peace, Terrorism, Democracy and Nonviolence Creating Just, Peaceful and Sustainable Societies Winter 08 AUS 3

Subtotal: 25 2. Area of Concentration Electives

title quarter school credits Immigrant Experience Summer 07 AUS 3 (PL) Culture Studies: Central Amer Immersion (PL) Summer 07 AUS 10 World Literature Spring 98 CC1 5 Globalization and Economics Fall 05 Univ 1 5 Palestine-Israel Conflict Fall 08 AUS 3 Pilgrimage Summer 08 AUS 4 Anthropology and Literature Summer 07 AUS 4 Subtotal: 34 3. Community/Field-based Learning Experience

title quarter school credits Seattle Immigrant Rights Center Internship Summer 09 AUS 2 Subtotal: 2 4. Senior Synthesis

title quarter school credits Immigrant Women Winter 09 AUS 4 Subtotal: 4 Total Area of Concentration credits: 65

44 Antioch University Seattle Human Development and n Women and Mental Health Learning n Women’s Health in Global Perspective. PURPOSE: The goal of the Human Electives Development and Learning concentration is to provide students with a solid liberal n Abnormal Psychology arts foundation for: graduate studies in n The American Family in Literature education, leading in turn toward and Film eligibility for a Washington residency n Arts, Culture and Learning teacher certificate; graduate studies in n The Body in Context psychology, human development, and n Child and Adolescent Literature human service fields; practitioner roles n Children with Special Gifts and Needs working with children, youth, and/or n Conflict Resolution adults as caregivers, program specialists, or n The Counseling Role noncertificated educators; citizenship, n Current Assessment Practices policy and entrepreneurial roles requiring n Depth Psychology broad knowledge of human development and learning. n Human Services Seminar n Inquiry and Research Core courses n History and Image of the American Family 1. Perspectives in Human Development n Integral Psychology and Spirituality and Learning n Liberatory Psychology and Cultural 2. Lifespan Development Healing 3. Social Science Research n Loss and Grief n Psychology and Spirituality 4. Child Development and Learning Theory n Race, Justice & Political Reality or another course focusing on theories n Researching Strategies Seminar of learning and human development n Social Psychology such as: n Theories of Personality n Child Development and Educational Psychology n Transpersonal Psychology n n Educational Foundations Women’s Education Project 5. Prevailing Cultural Attitudes and Social Policy Issues Affecting Children, Youth, Families, or Elders. n History and Image of the American Family n Children and Social Policy n Urban Youth in Context 6. Issues of Gender, Sexual Orientation, and Sexual Identity as these Affect Human Development. n Gay, Lesbian, Bisexual, and Transgender Studies n Men n Translating Gender

Antioch University Seattle 45 What follows is a sample Human Development & Learning Area of Concentration Plan 1. Six Required Courses

title quarter school credits

o 1. Perspectives in Human Development and Learning Fall 09 AUS 4 o 2. Lifespan Development Summer 10 AUS 3 o 3. Social Science Research Spring 10 AUS 4 o 4. American Family in Literature and Film Summer 09 AUS 4 o 5. Women and Mental Health Fall 09 AUS 4 o 6. Child Development and Learning Theory Winter 10 AUS 4

Subtotal: 23 2. Area of Concentration Electives

title quarter school credits Theories of Personality Summer 10 AUS 3 Children and Social Policy Winter 10 AUS 10 General Psychology Spring 09 CC1 5 Introduction to Sociology Spring 09 CC1 5 Abnormal Psychology Fall 10 AUS 3 The Body in Context Winter 10 AUS 4 Human Anatomy & Physiology Spring 08 CC2 5 Perspectives on Loss & Grief Fall 10 AUS 4 Subtotal: 33 3. Community/Field-based Learning Experience

title quarter school credits Child Development Practicum – Prior 10 Learning Subtotal: 10 4. Senior Synthesis

title quarter school credits Organizing a Parent Co-op Fall 10 AUS 6 Subtotal: 6 Total Area of Concentration credits: 72

46 Antioch University Seattle Human Services n The American Family in Literature and Film PURPOSE: The goal of the Human Services concentration is to prepare students for 6. Social Issues work within the field of human services, n Service Learning: The Homeless which could include case management, Women’s Project advocacy, community organizing, service n Globalization delivery and policy-related work. In addi- n Translating Gender tion, students might pursue this concen- n History and Image of the American tration if interested in social justice work Family within human services or if they want to n Climate Change Activism work within the field of education as a family or child advocate. n Women and Mental Health n Palestine-Israeli Conflict Core Courses n Children and Social Policy 1. Personal and Professional Develop- n Women's Health in Developing ment Seminar in Human Services Countries n Human Services Seminar Electives

2. Lifespan Development n Interdisciplinary Perspectives on 3. The Counseling Role Loss and Grief n Group Facilitation 4. Community Organizing and Social Movements n Leadership, Mindfulness and Social Justice n Community Organizing in Action n Latinos in the U.S. n International Activism n Facilitating Democratic Participation n Community Organizing in History n Leadership and Conflict Resolution 5. Literature Focused on the Human n Intercultural Communications and Experience Conflict Resolution n Border Crossings n Literature of Displacement

Antioch University Seattle 47 What follows is a sample Human Services Area of Concentration Plan 1. Six Required Courses

title quarter school credits o 1. Personal/Prof. Development Human Services Human Services Seminar Winter 09 AUS 3 o 2. Lifespan Development Lifespan Development Summer 08 AUS 4 o 3. The Counseling Role Counseling Skills Fall 07 AUS 4 o 4. Community Org. & Social Movements Community Organizing in Action Fall 08 AUS 4 o 5. Literature of Human Experience History and Image of American Family Spring 07 AUS 4 o 6. Social Issues Children and Social Policy Fall 07 AUS 4 Subtotal: 23 2. Area of Concentration Electives

title quarter school credits Depth Psychology Winter 08 AUS 4 Abnormal Psychology Winter 08 AUS 4 Psychology and Spirituality Spring 08 AUS 4 Monsters and the Literary Imagination Spring 07 AUS 4 Immigrant Experience Summer 07 AUS 4 Women and Mental Health Fall 07 AUS 4 Theories of Personality Spring 08 AUS 4 LSII: Diversity, Power and Privilege Summer 07 AUS 4 Introduction to Buddhist Psychology Summer 08 AUS 3 Subtotal: 35 3. Community/Field-based Learning Experience

title quarter school credits Service Learning: LGBT Center (IS) Summer 08 AUS 4 Subtotal: 4 4. Senior Synthesis

title quarter school credits Crosscultural Counseling Spring 08 AUS 2 Subtotal: 2 Total Area of Concentration credits: 64

48 Antioch University Seattle n Far from Equilibrium: Systems Perspectives on Change 3. Systems Change 2 n Narrating Change: Stories for Collective Action n Social Justice Organizing Strategies for Organizations 4. Leadership 1 n Case Studies in Leadership n Leadership and Conflict Resolution 5. Leadership 2 n Leadership, Mindfulness & Social Justice n Expeditionary Leadership: Lessons in Group Facilitation Leadership and Organizational Studies 6. Facilitation n Power of Engaging: Listening, PURPOSE: The goal of the Leadership & Collaborating, Facilitating Organizational Studies concentration is to n Expeditionary Leadership: Lessons engage students in reflective inquiry into in Group Facilitation the nature of dynamic leadership and effec- n Community Organizing in Action tive organizational life for the 21st century. n International Activism A particular emphasis is placed on theories Electives and models for guiding systemic and participatory (or collaborative) change. Students n Sustainable Workplace Relationships who elect this focus are interested in pursu- n Economics for Global Sustainability ing work in fields such as management, n Human Services Seminar organizational psychology, business, whole n Social Science Research systems design, policy making, advocacy, n Intercultural Communications and education, health care and social services. Conflict Resolution Students who complete this concentration n Finance for Sustainable Business also acquire the necessary prerequisites for successful graduate study in these fields. Core Courses 1. Organizational Studies n Introduction to Non-profit Management n Organizational Theory/Behavior n Introduction to Business n Intercultural Communications and Conflict Resolution 2. Systems Change 1 n Turning the Ship: Organizational Change

Antioch University Seattle 49 What follows is a sample Leadership & Organizational Studies Area of Concentration Plan 1. Six Required Courses

title quarter school credits

o 1. Organizational Studies Intro to Non-profit Management Fall 08 AUS 4 o 2. Systems Change 1 Far From Equilibrium Spring 08 AUS 4 o 3. Systems Change 2 Turning the Ship - Organizational Change Summer 09 CC1 3 o 4. Leadership 1 Case Studies in Leadership Winter 09 AUS 4 o 5. Leadership 2 Leadership & Conflict Resolution Spring 09 AUS 3 o 6. Facilitation Facilitating Democratic Participation Fall 08 AUS 3 Subtotal: 21 2. Area of Concentration Electives title quarter school credits Introduction to Psychology Winter 06 CC1 5 Human Resources Management Spring 06 CC1 5 Interpersonal Communications in the Workplace Fall 06 CC1 5 Organizational Behavior Winter 07 CC1 5 International Activism Spring 09 AUS 3 Social Science Research Winter 09 AUS 3 Economics for Global Sustainability Fall 08 AUS 3 Subtotal: 29 3. Community/Field-based Learning Experience

title quarter school credits Internship: Facilitation Practicum Summer 09 AUS 4 Subtotal: 4 4. Senior Synthesis

title quarter school credits Senior Synthesis: Leading Teams Through Change Fall 09 AUS 3 Subtotal: 3

Total Area of Concentration credits: 57

50 Antioch University Seattle Psychology Electives PURPOSE: The goal of the Psychology n Interdisciplinary Perspectives on concentration is to prepare students for Loss and Grief graduate studies in psychology or social n Transpersonal Psychology work, with the ultimate goal of working as n Indigenous Psychology counseling professionals. Students with n Introduction to Jungian Psychology interdisciplinary interests in areas such as n Joseph Campbell art and psychology (or art therapy), or writing and psychology, also might pursue this n Introduction to Organizational structured concentration. Psychology n Spiritual Psychology of the Human Core Courses Heart 1. Theories of Personality n Psyche and World Religions 2. Abnormal Psychology n Women and Mental Health n Ecopsychology 3. Lifespan Development n Depth Psychology 4. The Counseling Role n Children and Social Policy 5. Literature Focused on the Human n Archetypes in Classical Literature Experience n The American Family in Literature and Film

n Literature of Displacement n Contemporary Native American Literature 6. Social Science Research n Social Science Research

What follows is a sample Psychology Area of Concentration Plan 1. Six Required Courses

title quarter school credits

o 1. Theories of Personality Theories of Personality Winter 09 AUS 3 o 2. Abnormal Psychology Abnormal Psychology Fall 08 AUS 4 o 3. Lifespan Development Lifespan Development Summer 08 AUS 4 o 4. The Counseling Role Counseling Skills Fall 07 AUS 4 o 5. Literature of Human Experience History and Image of the American Family Spring 07 AUS 4 o 6. Social Science Research Children and Social Policy Fall 07 AUS 4 Subtotal: 23 Antioch University Seattle 51 2. Area of Concentration Electives title quarter school credits Depth Psychology Winter 08 AUS 4 Ecopsychology Winter 08 AUS 4 Psychology and Spirituality Spring 08 AUS 4 Monsters and the Literary Imagination Spring 07 AUS 4 Immigrant Experience Summer 07 AUS 4 Women and Mental Health Fall 07 AUS 4 Archetypes in Classical Literature Spring 08 AUS 4 LSII: Diversity, Power and Privilege Summer 07 AUS 4 Intro to Buddhist Psychology Summer 08 AUS 3 Subtotal: 35 3. Community/Field-based Learning Experience

title quarter school credits Service learning - LGBT Center (IS) Summer 08 AUS 4 Subtotal: 4 4. Senior Synthesis title quarter school credits Intergenerational Perspectives on Grief Spring 08 AUS 2 Subtotal: 2

Total Area of Concentration credits: 64

52 Antioch University Seattle Social Justice Studies Social Movements n Creating a Just, Peaceful and PURPOSE: The goal of the Social Justice Sustainable Future Studies concentration is to prepare students for work within political and 4. Leadership and Development grassroots organizations working for social n Expeditionary Leadership justice or within governmental agencies n Leadership, Mindfulness and Social concerned with social justice issues. Justice Students interested in teaching social 5. Social Issues 1 studies or in strengthening their own civic n Men engagement also could participate in stud- n Urban Youth in context ies in this area. Social Justice Studies is grounded in an understanding of the 6. Social Issues 2 central role nonviolent social movements n History and Image of the American and citizen organizations play in a Family democratic society and in empowering n Post Colonial Protest Narratives students to take an active role in their n Women's Health in Developing communities. Countries n Nutrition and the Politics of Food Core Courses Electives 1. Social Movements and Democracy n Global Economics n Nonviolence, Social Movements and n Brown Thought and Activism Democracy n World Ideologies n Climate Change Activism n Translating Gender n International Activism n Narrating Change: Stories for 2. Organizing and Building Social Collective Action Movements n Vision and World-making n Community Organization in Action n Women and Mental Health n Community Organizing in History n Literature of Displacement n Children and Social Policy n The African American 20th Century 3. Civic Engagement, Policy Making and n The Palestine-Israel Conflict Government n Latinos in the U.S. n Globalization, Development and

Antioch University Seattle 53 What follows is a sample Social Justice Studies Area of Concentration Plan

1. Six Required Courses

title quarter school credits

o 1. Social Movements & Democracy Nonviolent Social Movements & Democracy Winter 08 AUS 3 o 2. Organizing & Building Social Movements Community Organizing in Action Fall 08 AUS 4 o 3. Civic Engagement, Policy Making & Gov't Homeless and County Government Fall 02 Univ 1 5 o 4. Leadership Development Transformative Leadership Spring 08 AUS 3 o 5. Social Issues Children and Social Policy Fall 07 AUS 4 o 6. Social Issues Post-colonial Literature Spring 09 AUS 4 Subtotal: 23 2. Area of Concentration Electives

title quarter school credits

Immigrant Experience Fall 07 AUS 4 Women and Mental Health Fall 07 AUS 4 Homelessness (PL) Spring 09 AUS 5 History and Image of American Family Spring 07 AUS 4 Child Development Summer 02 CC1 5 Subtotal: 22 3. Community/Field-based Learning Experience

title quarter school credits Homeless Women's Project SpSuFa 08 AUS 6 Subtotal: 6 4. Senior Synthesis

title quarter school credits Homelessness and Children Spring 09 AUS 4 Subtotal: 4

Total Area of Concentration credits: 55

54 Antioch University Seattle Spiritual Studies Core Courses PURPOSE: The Spiritual Studies concentra- 1. Psychology and Spirituality tion is designed for students whose main n Spiritual Psychology of the Human concern is the study of the human psyche, Heart the study of religious traditions and how n Psychology and Spirituality to live a spiritual life. It is well suited for 2. Depth Psychology students who wish to continue a path in n Introduction to Jungian Psychology the helping professions, ground their politics in a spiritual context or seek to deepen 3. Transpersonal Psychology their own spiritual life. Special emphasis in 4. Religious Studies both classwork and in field-based learning n Joseph Campbell connects the interior life of the soul to the n Psyche and World Religions needs of the world through “engaged” 5. Comparative Religion or “incarnational” spirituality. All classes n World Religion approach the sacred with an attitude of n Mindfulness: East and West deep ecumenism in which all religious and spiritual traditions are welcome as long as 6. Spiritual Practices they acknowledge the element of mystery n Dreams and the Earth that resides in the heart of the divine. n Ritual Process and Ceremonial Design n Eastern Meditation Practices Electives

n Theories of Personality n Pilgrimage: Walking with Intention n Foundations of the Great Turning

What follows is a sample Spiritual Studies Area of Concentration Plan

1. Six Required Courses

title quarter school credits

o 1. Psychology & Spiritual Studies Intro to Psychology and Spirituality Fall 07 AUS 4 o 2. Depth Psychology Seminar in Archetypal Psychology Fall 08 AUS 3 o 3. Transpersonal Psychology Transpersonal Psychology Winter 07 AUS 4 o 4. Religious Studies: Myth, Symbol & Sacred The Legacy of Joseph Campbell Winter 08 AUS 4 o 5. Comparative Religion World Religions Fall 05 Univ 1 5 o 6. Spiritual Practices Ritual Practice and Ceremonial Design Spring 08 AUS 4 Subtotal: 24

Antioch University Seattle 55 2. Area of Concentration Electives

title quarter school credits The Bible as Literature Fall 05 Univ 1 5 The New Testament Winter 06 Univ 1 5 Esoteric Christian Traditions Spring 07 Univ 1 5 Alchemy & Science: Towards the Re-imagination of Nature Fall 07 AUS 4 Inquiry into the Myth of the Holy Grail Winter 08 AUS 4 Spirit in Action Winter 09 AUS 4 Pilgrimage: Walking With Intention Spring 08 AUS 4 Open Heart, Open Mind: Intro to Meditation Summer 08 AUS 4 Subtotal: 35

3. Community/Field-based Learning Experience

title quarter school credits Internship: Youth Rites of Passage Summer 08 AUS 4 Subtotal: 4

4. Senior Synthesis

title quarter school credits Senior Synthesis: Vision Quest Spring 09 AUS 4 Subtotal: 4 Total Area of Concentration credits: 67

56 Antioch University Seattle 3. Social Responsible Marketing n Green Marketing 4. Systems Leadership/Systems Change n Far From Equilibrium: Systems Perspectives on Change n Case Studies in Leadership n Narrating Change: Stories for Collective Action 5. Collaborative/Team Skills Sustainable Workplace Relationships n Facilitating Democratic Participation n Expeditionary Leadership: Lessons in Group Facilitation n Intercultural Communications & Sustainable Business Conflict Resolution PURPOSE: The Sustainable Business con- 6. Topics & Issues in Sustainability centration educates students for leader- n Creating a Just, Peaceful & Sustainable ship in the transition currently underway Future toward more sustainable models for 21st n Global Environmental Problems century business. Studies in this area n Environmental Policy & Decision- emphasize an ethic of social responsibility making Process driving business decisions and functions, along with concern for environmental Required Transfer (or Concurrent sustainability and financial success in an Enrollment) Courses interdependent global economy. Students n Fundamentals of Accounting I in this concentration learn to think critically n Fundamentals of Accounting II about contextual issues while experiment- ing boldly with emerging principles and practices. This concentration assumes Electives some essential lower division coursework n Introduction to Business prior to (or concurrent with) enrollment n Introduction to Marketing at Antioch, and prepares students for new n Human resource Management work roles in business and/or graduate n Organizational Theory/Behavior studies. n Climate Change Activism n Ecoliterature: Narrative and Ecological Core Courses Conflict n Globalization and Its Discontents 1. Economics and Sustainability n Economics for Global Sustainability 2. Financial Theory & Practice for Sustainable Business n Finance for Sustainable Business n Triple Bottom Line Accounting and Management

Antioch University Seattle 57 What follows is a sample Sustainable Business Area of Concentration Plan

1. Eight Required Courses

title quarter school credits

o 1. Economics for Global Sustainability Summer 09 AUS 3 o 2. Triple Bottom Line Accounting & Management Spring 09 AUS 4 o 3. Green Marketing Fall 08 AUS 3 o 4. Far From Equilibrium: Systems Perspectives on Change Winter 09 AUS 4 o 5. Sustainable Workplace Relationships Spring 08 AUS 3 o 6. Global Environmental Problems Fall 08 AUS 3 o 7. Fundamentals of Accounting I Fall 07 CC1 5 o 8. Fundamentals of Accounting II Winter 08 CC1 5

Subtotal: 30 2. Area of Concentration Electives title quarter school credits Small Business Management Winter 06 CC1 5 Diversity Issues in Business Spring 06 CC1 5 Introduction to Marketing Fall 06 CC1 5 Organizational Behavior Winter 07 CC1 5 Climate Change Activism Spring 09 AUS 3 Economics for Global Sustainability Fall 08 AUS 3 Subtotal: 26 3. Community/Field-based Learning Experience

title quarter school credits Internship: Assessing Ecological Footprints Summer 09 AUS 4 Subtotal: 4

4. Senior Synthesis

title quarter school credits Senior Synthesis: Developing a Corporate Fall 09 AUS 3 Social Responsibility Plan Subtotal: 3 Total Area of Concentration credits: 63

58 Antioch University Seattle The Ladder Option Once students are conditionally admitted, they are assigned a graduate program Antioch University Seattle offers a ladder adviser. They arrange to meet with this option for undergraduate students in the adviser prior to beginning the “ladder” por- B.A. in Liberal Studies program. Under- tion of the B.A. program (the final 10 or 12 graduate students take specific graduate credits needed to graduate). Refer to the courses that count toward both their list that follows for specific courses eligible undergraduate and graduate degrees for laddering to each school or center. earned at Antioch. Up to 12 credits may be counted toward Psychology and Education Tuition programs, and up to 10 in the Center for Creative Change. B.A. students pay undergraduate tuition and are eligible for undergraduate finan- Eligibilty cial aid. Students can save a maximum of 12 credits in Education and Psychology All B.A. students are eligible once they and 10 credits in the Center for Creative have been conditionally accepted into one Change. of the graduate programs and they are in good academic standing. The ladder op- B.A. Degree Completion tion is ideal for those who have accumulated fewer than 168 credits. Ladder option students, like regular B.A. students, must complete at least 180 If for any reason, students lose good credits as well as all other degree program academic standing (i.e., they are put on requirements established by the B.A. academic concern, academic warning or program. Once the B.A. degree is awarded, academic hold), they will lose their condi- the student’s status changes from “condi- tional acceptance into one of the graduate tionally accepted” to a "full admit" in the programs and must reapply once satisfac- graduate program. tory academic standing is regained.

Admissions Process Courses Available to Ladder Option Students Current B.A. students may start the ladder option process by talking to their B.A. adviser at least three quarters before they School of Education (12-credit maximum) intend to graduate from the B.A. program. Once they have created an initial plan with their B.A. adviser, students may then M.A. in Education contact the appropriate admissions adviser EDUC504: Diversity and Equity (4) for their program of interest. Admissions EDUC511: Curriculum Studies and advisers give students detailed informa- Reflection (4) tion about the application process, information about prerequisites, if any, and EDUC546: Leadership and Reform (4) arrange an admissions interview. Students EDUC608: Inquiry and Research (4) are encouraged to attend an Open House. Antioch graduate programs vary their start Graduate Teacher Preparation times depending on the program. Some (Summer and Winter start only) programs admit students in all quarters, EDUC502: Education and Society (4) where others only admit fall and spring quarters or only in the fall. EDUC560: Literacy Issues and Methods-

Antioch University Seattle 59 Writing and Learning to Write (4) Mental Health Counseling (MHC) / Couple EDU509: Child Development & Learning and Family Therapy (CFT) with Art or Theory (4) Drama Therapy Concentration PSYA503/PSYD503: Family of Origin/Art Center for Creative Change or Drama Therapy (3) (10-credit maximum) PSYA504/PSYD504: Multicultural M.A. in Environment and Community, Perspectives in Art or Drama Therapy Organizational Development, Commu- (3) (prerequisite: Family of Origin/Art or nication, Whole Systems Design, M.S. in Drama Therapy) Management PSYC505: Systems Perspectives in Family Fall and spring start only. Two years of Therapy (3) experience in the area of focus are gener- PSYC506: Communication & Counseling ally required for admission. Because this Skills (3) is a cohort-based program and classes are offered in sequence across quarters, a LEAPYEAR - A program of student’s final quarter in the B.A. pro- International Travel & Study gram needs to occur during spring or fall quarters and be comprised of the following Antioch University Seattle partners with classes in the Center for Creative Change. LEAPNOW: Transforming Education, based Also, ladder option students must attend in Sonoma County, Calif., to offer an alter- a two-day off-campus gathering at the native year of college focused on interna- beginning of the quarter. tional travel, cultural immersion and inner growth, called LEAPYEAR. LEAPYEAR stu- CHNG530: Systemic Thinking for a dents spend the fall quarter studying and Changing World (3) traveling with a group in India or South CHNG545: Sustainability (3) America. They spend the spring quarter do- CHNG632: Methods for Sustainable ing a three-month individual internship in Change (3) one of 126 countries throughout the world. The winter quarter and part of the fall and CHNG614-618: Program Caucus (1) spring quarters are spent in a series of four, inner-directed residential intensives (total- School of Applied Psychology, ing eight weeks) at LEAPNOW's northern Counseling and Family Therapy California campus. (12-credit maximum) LEAPYEAR runs between late August and Mental Health Counseling (MHC) / Couple May, and is open to students between the and Family Therapy (CFT) ages of 17 and 24, and is part of Antioch's PSYC503: Family of Origin (3) B.A. program. Successful completion of the program leads to 36 quarter hours of PSYC504: Multicultural Perspectives (3) credit. LEAPYEAR is an excellent founda- (prerequisite: Family of Origin) tion for a B.A. in Liberal Studies. PSYC505: Systems Perspectives in Family Therapy (3) Antioch Education Abroad PSYC506: Communication & Counseling Skills (3) The Antioch University Seattle - Antioch Education Abroad B.A. in Liberal Studies is a two-year program for students who transfer to Antioch University Seattle in the

60 Antioch University Seattle third year and have already earned 60 semester (or 90 quarter) credits. Students may select to concentrate in one of the following areas: Environmental Studies, Spiritual Studies, or Global Studies. Students can: 1. Complete 2 semesters abroad and 3 quarters in residence at AUS. Students can combine in-depth immersion abroad with real work experience during an internship and academic program in Seattle. 2. Integrate academic learning, both abroad and at AUS, with the experience of international living and working in a program-related internship in the Seattle area. Students gain invaluable practical experience for the continuation of study or work. 3. Receive team-based academic advising, comprised of one faculty member from AUS and one faculty member from Antioch Education Abroad. Students enjoy the benefits of uninterrupted, individualized academic advising. 4. Enjoy continuous and meaningful engagement in a true academic cohort, from beginning to end. Students stay connected with faculty advisers, other faculty members, and fellow students through direct personal interactions, within a framework of an on-line community.

Antioch University Seattle 61 The Center for Creative Change

Building on Antioch’s tradition of expe- Whole Person Learning riential education and socially engaged Whole person learning enables students citizenship, the degree and certificate to develop and grow as authentic human programs offered by the Center for beings. Learning that engages minds, Creative Change (CCC) equip students to hearts and spirits, and enables students become leaders for organizational and to integrate critical thinking, empathetic environmental sustainability, social justice understanding and hands-on skills. Whole and positive social transformation. person learning nurtures the compassion- All Center programs are based on the un- ate, practical genius in everyone. derstanding that creative change requires a fundamental shift in peoples’ values, aware- Skills for Thinking, Skills for Action ness and behavior. Solutions to the complex Effective education for social change social and environmental problems of the includes developing students’ skills for 21st century require a new systemic, inter- thinking and action. Both are essential disciplinary way of thinking that honors to create a sustainable and just world. everyone’s ideas and perspectives. Change agents need thinking skills to All CCC degree and certificate programs understand the world and its problems, as are grounded in the following approaches well as practical skills to design and imple- to higher education: ment sustainable solutions.

Learning in Community Diversity A collaborative learning community A diverse community of students contrib- stimulates individual and group learning. utes to individual learning and to an inclu- It encourages the sharing of ideas, values sive educational environment. Seen in this and experience and leads to the creation way, diversity includes different ideas and of new perspectives and understandings. beliefs, as well as different cultures and A learning community that is co-created ethnicities. Diversity in the classroom is by students and faculty contributes to vital for the education of socially engaged shared knowledge and individual citizens in a diverse, democratic society. awareness. Understanding Systems Learning from Experience Education for social change requires By developing the ability to learn from understanding systems. Systemic thinking their own practical experience, students focuses on how a single thing, event or open up to new ways of knowing – not phenomenon interacts with others. Sys- derived from books or experts – but from temic thinking expands students’ world- their own lives, work, communities and views to take into account interactions and families. Learning from experience allows relationships and provide a holistic view of students to learn from action, and to learn the world. for action. The Center for Creative Change offers five degree and seven certificate programs.

62 Antioch University Seattle The five degrees are: learning and engaging in practice within an interdisciplinary cohort. n M.A. in Communication n M.A. in Environment and Community Time Requirements n M.S. in Management and Leadership n M.A. in Organizational Development Classes are offered one weekend per n M.A. in Whole Systems Design month in four-day modules running Friday through Monday. The master’s programs are designed to be completed in seven The seven certificate programs are: quarters (21 months). Certificate programs n Business Leadership and Change generally take nine months. Management n Ecological Planning and Design Admission Requirements/Candidate n Effective Communication Strategies Competencies n Integrated Skills for Sustainable Change Through application material and an interview, applicants for admission must n Organizational Dynamics demonstrate the following competencies: n Sustainable Food Systems and Permaculture Design n Ability to work collaboratively with other students and faculty in a learning n Systems Thinking and Design environment Students may enroll in either a master’s de- n Ability for reflection, self-awareness, gree or a certificate program. Those com- critical thinking and sustained inquiry pleting a CCC master’s degree concurrently earn two certificates: Integrated Skills for n Demonstrated evidence of Sustainable Change and the certificate organizational, conceptual and associated with their program of study. The expressive skills, including writing and CCC degrees require specialized courses oral communications yet permit students to cross boundaries in n Competence in using computerized their other coursework, research and com- communication tools and access to a munity projects. Students benefit from computer with Internet connection

Antioch University Seattle 63 In addition, applicants need to have at M.A. in Environment and least two years of practical work experience relevant to program of interest. Community The Environment and Community Program Requirements program prepares students to design and implement sustainable solutions for All of the CCC master’s degree programs today’s environmental and social prob- require students to complete a total of 66 lems. Working together, students and credits distributed as follows: faculty use systemic thinking and critical n 18 credits of required core classes analysis to develop positive alternatives n 9 credits of Methods for Sustainable for a better world. Emphasizing social Change science perspectives and natural science literacy, this program focuses on the n 3 credits of Degree Caucus relationships among values, ideas, theory, n 12 credits of Applications of Sustainable practice, social and institutional structures, Change constructive engagement and modalities n 24 credits of specialization and elective of socio-environmental change. Students courses relevant to the student’s degree may elect to take the traditional Environ- ment and Community degree or an Envi- In addition, students are required to ronment and Community degree with a attend: concentration in Sustainable Food Systems n Initial two-day new student orientation and Permaculture Design. In addition to a at an off-campus site master’s degree, students earn certificates in Integrated Skills for Sustainable Change n On-campus orientation prior to the and Ecological Planning and Design or beginning of the first quarter Food Systems and Permaculture Design. n Extended residency at the conclusion of their course of study Environment and Community Degree Requirements (66 credits) M.A. Core Requirements (18 credits) CHNG510: Communication Design (3) CHNG520: Critical Inquiry (3) CHNG530: Systemic Thinking for a Changing World (3) CHNG545: Sustainability (3) CHNG550: Global Pluralism (3) CHNG560: Transformative Leadership and Change (3)

M.A. Methods and Applications of Sustainable Change Requirements (24 credits) CHNG631, 632, 633: Methods for Sustainable Change (9)

64 Antioch University Seattle CHNG614: Environment and Community ENVC672: Appropriate Technologies and Caucus (3) Social Adaptations (3) CHNG655, 656, 657: Applications of ENVC680: International Applications in Sustainable Change (12) Sustainable Change (3) Specialization and elective courses from M.A. in Environment and Community other Center degree programs Specialization Requirements (12 credits) Independent Studies ENVC610: Integrative Environmental Science (3) ENVC620: Theories and Practices of Social-environmental Change (3) ECON630: Economics and the Environment (3) ENVC640: Environmental Policy and Decision-making Processes (3)

M.A. in Environment and Community Concentration in Sustainable Food Systems and Permaculture Design (12 credits) ENVC620: Theories and Practices of Social-environmental Change (3) ENVC641: Political Ecology of Eating and Consumption (3) ENVC642: Food Systems and their Alternatives (3) ENVC671: Permaculture and Sustainable Systems Design (3)

M.A. Elective Requirements (12 credits) Elective courses include: ENVC621: Philosophical Perspectives on Environment and Community (3) ENVC622: Ethics and Environmental Justice (3) ENVC650: History and Culture of the Pacific Northwest Environment (3) ENVC651: Globalization and Its Discontents: The Political Economy of the 21st Century (3)

Antioch University Seattle 65 M.S. in Management and M.S. Methods and Applications of Sustainable Change Requirements Leadership (24 credits) The Management and Leadership program CHNG631, 632, 633: Methods for is designed for professionals committed to Sustainable Change (9) leading creative change in businesses and CHNG615: Management and Leadership corporations, government departments, Caucus (3) social service agencies and community and nonprofit groups. Based on the latest CHNG655, 656, 657: Applications of ideas about management and leadership, Sustainable Change (12) the M.S. in Management and Leadership program uses students’ work experiences M.S. in Management and Leadership as a starting point to: Specialization Requirements (12 credits) n Understand how businesses and organizations function as systems and FIN610: Managerial Finance and how to change them for the better Accounting (3) n Explore how successful managers plan, MGMT610: Socially Responsible collaborate, listen and serve their Marketing (3) organizations MGMT630: Strategic Thinking and n Study conventional and emerging Planning (3) models of leadership MGMT640: Leadership in Business and n Learn about the personal, organiza- Organization Systems Inquiry (3) tional, cultural and global dimensions of management M.S. Elective Requirements (12 credits) In addition to a master’s degree, students earn certificates in Integrated Skills for Sus- Elective courses include: tainable Change and Business Leadership MGMT631: Managing in a Changing and Change Management. Context (3) MGMT633: Innovation and Creativity in Management and Leadership Turbulent Times (3) Degree Courses (66 credits) MGMT643: Harnessing Human M.S. Core Requirements (18 credits) Diversity (3) CHNG510: Communication Design (3) MGMT646: Evoking Spirit at Work CHNG520: Critical Inquiry (3) through Islamic Mysticism (3) CHNG530: Systemic Thinking for a Specialization and elective courses from Changing World (3) other Center degree programs CHNG545: Sustainability (3) Independent Studies CHNG550: Global Pluralism (3) CHNG560: Transformative Leadership and Change (3)

66 Antioch University Seattle M.A. in Organizational In addition to a master’s degree, students earn certificates in Integrated Skills for Development Sustainable Change and Organizational Antioch’s Organizational Development Dynamics. program offers a comprehensive approach for revitalizing organizations and Organizational Development workplaces, in contrast with traditional Degree Courses (66 credits) organizational development or human M.A. Core Requirements resource programs that provide a narrow (18 credits) set of skills. In this program, students use psychological principles to understand CHNG510: Communication Design (3) and influence change in organizations. CHNG520: Critical Inquiry (3) They acquire skills to build collaborative CHNG530: Systemic Thinking for a teams, intervene effectively in groups and Changing World (3) maintain positive relationships. They learn to understand organizational cultures CHNG545: Sustainability (3) and assess organizational structures and CHNG550: Global Pluralism (3) processes. Students in Organizational CHNG560: Transformative Leadership Development gain: and Change (3) n Deep understanding of self n Ability to nurture interpersonal M.A. Methods and Applications of relationships Sustainable Change Requirements (24 credits) n Appreciation of the role of spirit in work CHNG631, 632, 633: Methods for n Practical understanding of organiza- Sustainable Change (9) tions as systems CHNG655, 656, 657: Applications of ■ Innovative skills to intervene effectively Sustainable Change (12)

Antioch University Seattle 67 M.A. in Organizational Development M.A. in Communication Specialization Requirements (12 credits) The M.A. in Communication prepares ORGP615: Overview of Organizational students to communicate their ideas Dynamics (3) successfully. Grounded in the latest communications theory, this program ORGP630: Practitioner Development (3) combines critical media analysis with ORGP633: Intervening in a System (3) practical communication skills. Students ORGP640: Group Dynamics and design and implement communication Facilitation (3) strategies that advance creative change wherever they are – in an organization, a workplace, a community or in society at M.A. Elective Requirements large. Students learn how to frame ideas (12 credits) persuasively and determine the best Elective courses include: media to communicate clearly and professionally – websites, blogs, print, video, ORGP621: Human Behavior in the radio, graphics, live performance or the Workplace (3) spoken word. ORGP622: Personal Wellness in In addition to a master’s degree, students Organizational Systems (3) earn certificates in Integrated Skills for ORGP631: Consulting Practice (3) Sustainable Change and Effective ORGP632: Systems-level Intervention Communication Strategies. and Change (3) ORGP642: Conflict Management (3) Communication Degree Courses (66 credits) ORGP643: Trauma and Healing in Organizations (3) M.A. Core Requirements (18 credits) ORGP644: Creating Collaborative CHNG510: Communication Design (3) Teams (3) CHNG520: Critical Inquiry (3) ORGP645: Coaching (3) CHNG530: Systemic Thinking for a ORGP646: Multi-Stakeholder Changing World (3) Collaboration (3) CHNG545: Sustainability (3) Specialization and elective courses from other Center degree programs CHNG550: Global Pluralism (3) Independent Studies CHNG560: Transformative Leadership and Change (3)

M.A. Methods and Applictions of Sustainable Change Requirements (24 credits) CHNG631, 632, 633: Methods for Sustainable Change (9) CHNG617: Communication Caucus (3) CHNG655, 656, 657: Applications of Sustainable Change (12)

68 Antioch University Seattle M.A. in Communication M.A. in Whole Systems Specialization Requirements (12 credits) Design STCM610: Communicating Across The Whole Systems Design program helps Cultures (3) students to become designers and leaders STCM620: Media for Social Change (3) of deep systemic change. It emphasizes the relationships between personal, com- STCM630: Communication Media (3) munity, organizational, economic, social STCM640: Participatory Communication and ecological issues. Students understand for Social Change (3) these issues from a systems perspective and focus on preferred sustainable futures M.A. Elective Requirements as a way of transcending constraints. The (12 credits) program is organized around systemic Elective courses include: thinking, holistic perspectives and design praxis. Through a combination of course- STCM631: Legal and Ethical Issues in work, community-based projects and Communication (3) individualized study, learners develop and STCM637: Power in Media (3) synthesize competence in all three areas. STCM639: Integrity and Public Relations (3) In addition to a master’s degree, students earn certificates in Integrated Skills for STCM641: Documentary Film (3) Sustainable Change and Systems Thinking STCM642: Citizen Journalism (3) and Design. STCM697: Media Fieldwork (3) Specialization and elective courses from Whole Systems Design other Center degree programs Degree Courses (66 credits) Independent Studies M.A. Core Requirements (18 credits) CHNG510: Communication Design (3) CHNG520: Critical Inquiry (3) CHNG530: Systemic Thinking for a Changing World (3) CHNG545: Sustainability (3) CHNG550: Global Pluralism (3) CHNG560: Transformative Leadership and Change (3)

M.A. Methods and Applications of Sustainable Change Requirements (24 credits) CHNG631, 632, 633: Methods for Sustainable Change (9) CHNG618: Whole Systems Design Caucus (3) CHNG655, 656, 657: Applications of Sustainable Change (12) Antioch University Seattle 69 M.A. in Whole Systems Design Center for Creative Specialization Requirements (12 credits) Change Graduate WSDN614: Applications in Human Certificate Programs Systems (3) WSDN624: Design for Social Business Leadership and Change Innovation (3) Management (18 credits) WSDN632: Structures of Meaning: Distinctions, Intentions and Outcomes (3) Learn the business and people skills necessary to lead and manage change in WSDN633: Systemic Change and companies. Recommended for mid-level Persistence (3) managers. Requirements are any three of the following courses (9 credits): FIN610: M.A. Elective Requirements Managerial Finance and Accounting; (12 credits) MRKT610: Socially Responsible Marketing; Elective courses include: MGMT630: Strategic Thinking and Plan- WSDN610: Design as a Practice of ning; or MGMT640: Leadership in Business Wholeness (3) and Organization Systems Inquiry; plus three elective courses (9 credits) in any WSDN612: Experience of Place (3) CCC program approved by the student’s WSDN613: Metaphor, Worldview and adviser. Change (3) Specialization and elective courses from Ecological Planning and Design (18 credits) other Center degree programs Become skilled at creating sustainable Independent Studies solutions for today’s environmental and social problems. Recommended for natural resource managers, land use and urban planners, policy analysts, environmental consultants, ecological designers and those who work for nonprofits. Require- ments are any three of the following courses (9 credits): ENVC620: Theories and Practices of Social-environmental Change; ENVC610: Integrative Environmental Science; ECON630: Economics and the Environment; or ENVC640: Environmental Policy and Decision-making Processes; plus three elective courses (9 credits) taken in any CCC program approved by the student’s adviser.

Effective Communication Strategies (18 credits) Learn how to design and implement communication strategies that advance creative social change in organizations, 70 Antioch University Seattle communities and society at large. Recom- Changing World; CHNG545: Sustainability; mended for journalists, writers, filmmak- CHNG550: Global Pluralism; and CHNG560: ers, media strategists, communications Transformative Leadership and Change. consultants, community leaders and social-change advocates. Requirements Organizational Dynamics are any three of the following courses (9 (18 credits) credits): STCM630: Communication Media; Learn how to use psychological principles STCM610: Communicating Across Cultures; to understand and change organizations. STCM620: Media for Social Change; or Recommended for professionals who STCM640: Participatory Communication work in human resources, organizational for Social Change; plus three elective development, labor relations, training and courses (9 credits) taken in any CCC pro- executive coaching. Requirements are any gram approved by the student’s adviser. three of the following required courses (9 credits): ORGP615: Overview of Organiza- Integrated Skills for tion Dynamics; ORGP633: Intervening in a Sustainable Change System; ORGP630: Practitioner Develop- (18 credits) ment; or ORGP640: Group Dynamics and Strengthen abilities to lead sustainable Facilitation; plus three elective courses (9 change in an organization, business or credits) in any CCC program approved by community. Recommended for manag- the student’s adviser. ers, consultants, community leaders and others who want to learn about collaborative and systemic approaches to change. Requirements are: CHNG510: Communication Design; CHNG520: Critical Inquiry; CHNG530: Systemic Thinking for a Antioch University Seattle 71 Sustainable Food Systems and Permaculture Design (18 credits) Learn how to design and implement changes in food systems – from soil to plate. Recommended for people working in organic farming, permaculture, ecological agriculture, urban and rural sustainability, community supported agriculture, and food services. Requirements are the following four specialization courses (12 credits): ENVC620: Theories and Practices of Social-environmental Change; ENVC642: Food Systems and their Alternatives; ENVC641: Political Ecology of Eating and Consumption; and ENVC671: Permaculture and Sustainable Systems Design; plus two elective courses (6 credits) taken in any CCC program approved by the student’s adviser.

Systems Thinking and Design (18 credits) Explore the links among things that seem unconnected and then use this holistic understanding to design new and elegant systems to solve the problems of the 21st century. Recommended for big-picture thinkers in businesses, nonprofits, government departments, social-service agencies and other types of organizations. Require- ments are the following four specialization courses (12 credits): WSDN614: Applica- tions in Human Systems; WSDN624: Design for Social Innovation; WSDN632: Struc- tures of Meaning: Distinctions, Intentions and Outcomes; and WSDN633: Systemic Change and Persistence; plus two elective courses (6 credits) taken in any CCC program approved by the student’s adviser.

72 Antioch University Seattle School of Education The School of Education provides collab- Bachelor of Arts in orative and challenging learning environments that continue Antioch’s long tradi- Liberal Studies – K-8 tion of progressive education and respond Teacher Preparation to contemporary challenges and opportu- (Residency Certification) nities for children, youth and adults. Antioch’s Bachelor of Arts completion with Antioch Seattle education programs draw teacher preparation provides opportuni- on current research and study the implica- ties for paraprofessionals, instructional tions of that research for learning. All offer- assistants in public schools and others ings in the School promote constructivist interested in working in school settings. pedagogy, critical reflection about practice For the 2010-11 academic year, this in the increasingly multicultural world, criti- program is not accepting applications. cal reflection about the social and political Students interested in earning a bachelor’s beliefs that influence institutions and com- degree are encouraged to apply to the B.A. mitment to justice through transformative Completion program, with continuation in education. Education programs emphasize the ladder option for the Graduate Teacher close integration of theory and practice Preparation coursework. and reflect Antioch’s commitment to social justice, whole person learning and leader- Degree Completion Requirements ship for responsible educational change. ■ Completion of 180 credits, including at All education candidates are expected to least 96 credits at Antioch Seattle develop as competent practitioners who ■ use teaching and learning opportunities Successful completion of field to promote the principles and values of experiences, including student teaching diversity and equity for all people. ■ Completion of degree work in a timely fashion Meeting a Range of Needs ■ Passing score on the Washington Antioch Seattle offers degrees and certifi- Educators Skills Test – Endorsements cation preparation options both on and off (West-E) followed by student teaching campus: ■ Bachelor of Arts in Liberal Studies Required Coursework Completed completion with recommendation for Before Student Teaching (81 credits) a Washington state residency teaching certificate Liberal Studies Courses (21) ■ Graduate Teacher Preparation leading EDUC300: Reflective Practice to recommendation for a Washington state residency teaching certificate with EDUC321: Literature: Exploring Lives the option to complete a Master of Arts Through Story in education EDUC331: The Arts & The Imagination ■ Master of Arts in Education EDUC341: The Meaning & Practice of ■ Add-on Endorsements Social Studies EDUC350: Math Content for K-8 Teachers, I

Antioch University Seattle 73 EDUC351: Math Content for K-8 EDUC456: Teaching Earth & Space Teachers, II Science w/Lab WRTG405: Writing in Academic Contexts EDUC458: Health, Fitness & Safety Note: Passing scores on the WEST-B are Education prerequisite to taking Teacher Preparation EDUC477: English Language Learners Courses EDUC479: Children With Special Gifts & Needs Teacher Preparation Courses (60) EDUC480: Current Assessment Practices EDUC302: Schooling in America EDUC481: Educational Law and the EDUC303: Multicultural Education School EDUC304: Child Development & EDUC484: Classroom Management Educational Psychology Note: Passing scores on the WEST-E are EDUC306: Schools, Society and prerequisite to Student Teaching Technology EDUC310: Curriculum & Instruction Professional Development Courses (15) EDUC320: Children’s & Adolescents’ EDUC485: Field Experience Literature EDUC490: Student Teaching EDUC360: Literacy Issues and Methods I EDUC491: Integration Seminar EDUC460: Literacy Issues and Methods II Upon successful completion of student EDUC430: Teaching the Arts teaching and all degree requirements, EDUC440: Teaching Social Studies students are awarded a Bachelor of Arts in Liberal Studies degree and qualify for EDUC450: Math Methods for K-8 Teachers recommendation for a Washington state EDUC452: Teaching Life Science w/Lab residency teaching certificate. EDUC454: Teaching Physical Science w/Lab 74 Antioch University Seattle Master of Arts in ■ Undergraduate cumulative GPA of 2.5 Education with Teacher out of 4.0 Preparation ■ Minimum of 40 hours of work in schools ■ High degree of literacy in all basic skills Graduate teacher preparation emphasizes areas social change and innovative program ■ Evidence of strong, positive moral design. Options include specializations character within elementary education with the opportunity to complete the Master of ■ Two letters of recommendation Arts in Education degree. Students arrive ■ A current resume with a Bachelor of Arts or Bachelor of ■ Approved plan for completion of Science and advanced degrees with an endorsement requirements interest in changing careers and teaching in schools with diverse student popula- ■ Passing score on Washington Educators tions. Candidates learn to: Skills Test – Basic (WEST–B) ■ Plan and implement curriculum that meets the needs of diverse students Completion Requirements for Certification ■ Teach in diverse classroom settings ■ Completion of course requirements ■ Manage the material and human dynamics of the classroom ■ Successful completion of field experiences ■ Nurture the holistic development of all students ■ Passing score on the Washington ■ Work with existing technology in Educators Skills Test – Endorsements classrooms (West-E) followed by student teaching

■ Perceive and reflect on one’s role as a Upon successful completion of student teacher teaching and all requirements, students ■ Communicate effectively with students, qualify for recommendation for a Wash- colleagues, parents and community ington state residency teaching certificate. members Note: Passing scores on the WEST-B are ■ Assume leadership roles to advocate prerequisite to taking Teacher Preparation for children Courses The Master of Arts in Education is available to students in the graduate teacher prepa- Completion Requirements for ration options. Students focus on action Degree research models, social change and cur- Upon successful completion of a capstone, riculum design in capstone projects. The students receive a Master of Arts in Education. master’s program culminates in completed inquiry projects. Graduate teacher preparation options: Residency certifications Admission Criteria ■ Elementary Education (K-8) (72 credits) In addition to fulfilling the general admis- • Optional Washington State sion requirements of Antioch Seattle, endorsements applicants must have: • Middle School Math • Middle School Science ■ B.A. or B.S. degree • Middle School Humanities Antioch University Seattle 75 ■ Secondary (5-12) Math (60 credits) EDUC577: English Language Learners (4)

■ Secondary (5-12) Science (60 credits) SPED601: Special Education (4) Required admissions test: WEST-B Electives or Middle School Endorsement Courses: Required certification test: WEST-E • One 4-credit elective exam(s) • Middle School Mathematics Graduate teacher preparation core Endorsement: EDUC551: Instruc- courses: required for all options tional Methods: Mathematics II (4) (28 credits) • Middle School Science Endorsement: EDUC 502: Education and Society - EDUC553: Instructional Methods: Foundations of Schooling in a Diverse Science II (4) America (4) • Middle School Humanities EDUC 510: Strategies of Instruction and Endorsement: EDUC541: Instructional Assessment (4) Methods: Social Studies II (4) EDUC590: Student Teaching (11) EDUC591: Supporting Seminar (1) Graduate teacher preparation courses: required for Mathematics (5-12) EDUC608: Research Project I (4) Mathematics or Science (5-12) options EDUC609: Research Project II (4) (60 credits) EDUC592: Integration Seminar Core Courses (28) EDUC516: Adolescent Development (4) Graduate teacher preparation courses: required for Elementary (K-8) EDUC543: Secondary Literacy Issues and Education option (64 credits) Methods I: Writing (4) with M.A. project (72 credits) EDUC545: Secondary Literacy Issues and Core Courses (28 credits) Methods II: Reading (4) EDUC509: Child Development and EDUC512: Curriculum, Instruction, Learning Theory (4) and Assessment in Secondary Mathematics I (4) EDUC532: Instructional Methods: Integrating the Arts (4) EDUC514: Curriculum, Instruction, and Assessment in Secondary Science I (4) EDUC540: Instructional Methods for Social Studies (4) EDU513: Curriculum, Instruction, and Assessment in Secondary EDUC550: Instructional Methods: Mathematics II (4) Mathematics I (4) EDU515: Curriculum, Instruction, and EDUC552: Instructional Methods: Assessment in Secondary Science II (4) Science I (4) EDUC578: Literacy for Secondary English EDUC558: Instructional Methods: Language Learners (4) Health, Fitness, and Safety: Content and Methods (4) SPED607: Secondary Students with Special Needs (4) EDUC561: Literacy Issues and Methods I : Writing and Learning to Write (4) One elective course (4) EDUC563: Literacy Issues and Methods II: Reading and Learning to Read (4)

76 Antioch University Seattle Master of Arts in An Emphasis on Student Choice and Self-direction Education (M.A.Ed.) Each student pursues areas of professional This flexible, 48-credit program serves edu- interest in the program through student- cators who teach at all levels – PK-12 and selected studies. These studies may take beyond. Emphasis is on preparation for many forms, including participation in self- leadership in educational change and stu- directed independent study, collaborative dents have latitude to select a focus area projects, special topic courses offered in unique to their needs and interests. Core the education programs, related courses courses explore broad issues of interest from other centers at Antioch Seattle or to educators in their everyday work. Most internships and field experiences. Course- courses are offered in the late afternoon work is designed around three areas: Core and occasionally on weekends. All courses Knowledge Area; Inquiry and Reflection; meld the best of contemporary theory and Concentrations or Endorsements. and research with focused attention to applications in the students’ own work Core Knowledge Area (16 credits) settings. The M.A.Ed. curriculum embodies EDUC504: Diversity & Equity the value the faculty places on the skills, knowledge and talents students bring EDUC511: Curriculum Studies & to their graduate work. Students have Reflective Practice worked in a variety of settings with people EDUC546: Leadership & Reform of all ages. Fields include early childhood EDUC607: Inquiry & Research and K-12 education, adult education, community college instruction and English as Inquiry and Reflection (12 credits) a second language instruction. Graduates EDUC610: Inquiry Proposal typically use their expanded knowledge EDUC620: Inquiry Development base and professional experience to promote and lead efforts for change in their EDUC650: Inquiry Report schools, districts, colleges, businesses and communities. Many have received local, Concentration/Endorsement Options statewide and national recognition for de- (20 or more credits) signing new educational models and ap- Contemporary Adult Education proaches for creating programs dedicated Early Childhood Education* to addressing social equity and justice. Environmental and Sustainability Education* Admission Criteria Global Education In addition to fulfilling the general admis- Integrated Arts sion requirements of Antioch Seattle, Library Media* applicants must have: Middle School Math* ■ B.A. or B.S. degree Middle School Science* ■ A current resume Native American Education ■ Two letters of recommendation Reading (Literacy)* Special Education* Theater Arts* Self-designed Area of Study *Washington state endorsement Antioch University Seattle 77 To enhance the selected studies, research Endorsement Options projects enable students to examine in Endorsement areas lead to Washington detail an area of professional interest. state endorsement. Related area Students design their projects to pose and endorse¬ments may be obtained via answer questions important to their work Pathway II and/ or as part of the Master of as educators. Arts degree for experienced educators. Pathway 2 is the process to add a some- A Collaborative Learning Environment what compatible or related endorsement Faculty and peer support are important to the endorsement(s) that you hold and components of learning. The faculty en- requires verification of the content area by courages cooperative models of learning passing the content exam (WEST-E) and in an environment of critical intellectual demonstrating the new endorsement's inquiry. All students participate in intro- teaching method in a practicum. ductory and concluding seminars. These Evidence elements for Pathway 2 seminars provide students with support endorsements include: from faculty and peers for program planning, independent study development and A. A professional portfolio research. Students find opportunities for B. Performance on Pedagogy both independent and collaborative work Assessment Tool in classes, projects and research. C. Performance on West-B & E D. Documentation of alternative work Concentration/Endorsement Options Students create an exemplary instructional Concentration Options plan in the new endorsement area using Concentration areas are designed by the criteria described in the state of Wash- students in cooperation with an adviser. ington Pedagogy Assessment Tool: Students combine courses, independent http://www.k12.wa.us/certification/ studies and collaboration projects. Areas profed/PPA.aspx of specific interest include environmental education and Native American education.

78 Antioch University Seattle They clarify and document readiness to Library Media Course work includes meet the prerequisites of the required LIBM602: School Library Program practicum and competencies in the new Management for the 21st Century (3) endorsement area. LIBM604: Technology-based The practicum consists of three to six Instructional Resources (3) weeks (30 hours) of supervised internship LIBM606: Technology in the Library: in a classroom appropriate to the new Production and Presentation (3) endorsement area. Students also collect documentation to be used as work LIBM608: Selection of Children’s and samples for the exit portfolio. Adolescent Library Materials (3) For the culminating project, students LIBM610: Library Research Skills: prepare an exit portfolio, a collection of Working I Collaboration (3) instructional plans and samples of student An additional 13.5 on-line quarter cred- work to document content knowledge and its are taken with Mansfield University. teaching effectiveness. Theater Arts Courses are selected with Related area endorsements may also be an adviser. obtained via Pathway 3 and/ or as part of the Master of Arts degree for experienced Sustainability Course work includes educators. Pathway 3 is the process to EDUC630: Introduction to Ecological add an endorsement by a program that Perspectives in Environmental Educa- may require coursework, verification of tion and Sustainability (2) the content area by passing the content exam (WEST-E) and demonstrating the EDUC631: Introduction to Cultural, new endorsement's teaching method in Social and Economic Perspectives in a practicum. Endorsement areas include Environmental Education and Sustain- Special Education, Library Media, Theater ability Education (2) Arts and Sustainability. EDUC632: Contemporary Issues in Envi- ronmental Education and Sustainability Special Education Course work includes Education: Ecological Dimensions (2) SPED621: Understanding Individuals EDUC633: Contemporary Issues in with Disabilities (4) Environmental Education and Sustain- SPED622: The Special Education Student ability Education: Cultural, Social and in Contest (4) Economic Dimensions (2) SPED623: Assessment and Evaluation of EDUC634: Identifying, Investigating, and Students with Special Needs (4) Evaluating Current Issues in Environ- SPED624: Curriculum Planning and mental Education and the Sustainability the IEP (4) Education (4) SPED625: Curriculum Planning, Content EDUC635: Policy-making, Engagement, and Practice in Special Education (4) and Action in Environmental Education and the Sustainability Education (4) SPED 626: Managing Student Behavior and Social Integration Skills (4) EDUC636: Professional Development and Contributions in Environment Edu- SPED 627: Internship in Special cation and Sustainability Education (4) Education (8)

Antioch University Seattle 79 National Board Certification The National Board for Professional Teach- ing Standards (NBPTS) attests that teachers embrace opportunities to examine their practice against the profession’s highest standards. Antioch’s NBPTS Support Program provides a support system for NBPTS certification. The program has summer orientation meetings followed by approximately 40 hours of facilitation by Nationally Certified facilitators, September through April. Group meetings (ratio of 1 Nationally Certified Teacher for 4-5 candidates) provide individual support with the National Board process, feedback on written entries, organization, assessment center help, and retake support. Together, the cohort members and facilitators determine the schedule. EDUC665: National Board Certification (3)

80 Antioch University Seattle School of Applied Psychology, Counseling and Family Therapy

The School of Applied Psychology, to cover costs associated with supplies Counseling and Family Therapy provides and various other expenses including, but education and training in the theory and not limited to, presentations or exhibits of application of psychological principles to student work. current and future license-eligible clinical professionals. The School also provides rich Master of Arts in Psychology – curricula of study in the field of psychology Couple and Family Therapy (CFT) for those who are interested in the subject but do not intend to become licensed Students in the CFT Specialization develop professionals. the basic conceptual and relational competencies needed for the professional Steeped in Antioch’s long tradition of rec- practice of couple and family therapy. This ognizing the diversity of individual back- learning specialization meets the grounds, the curriculum promotes values educational requirements for Washington of ethical practice, social responsibility and state licensure in Marriage and Family cultural pluralism. Additionally, specializa- Therapy and is accredited by the Commis- tions and classes promote self-exploration, sion on Accreditation for Marriage and empowerment and whole-person learning. Family Therapy Education (COAMFTE). Informed by this tradition and viewpoint, the School of Applied Psychology, Master of Arts in Psychology – Counseling and Family Therapy balances traditional and contemporary perspec- Drama Therapy (DT/CFT or DT/MHC) tives in the field to develop graduates who Students develop competencies in drama are informed, effective practitioners and therapy concurrent with earning a master’s change agents. Ultimately, the professional degree in either the Couple and Family licensure specializations develop practi- Therapy specialization or the Mental tioners who become part of an Antioch Health Counseling specialization. community of mental health professionals dedicated to helping their clients adapt to Master of Arts in Psychology – the challenges created by life in a rapidly Integrative Studies in Psychology changing and complicated world. The non- (ISP) clinical specialization provides a venue for inter-disciplinary exploration with an eye Students in this specialization pursue one toward social change. of three concentrations: (1) Individualized - a self-directed, individualized and Master of Arts in Psychology – interdisciplinary course of inquiry through the lens of psychology; (2) Ecopsychology Art Therapy (AT/CFT or AT/MHC) – a structured study in the field of Students develop competencies in art ecopsychology with tracks in either therapy concurrent with earning a master’s Ecopsychology and Cultural Transforma- degree in psychology with either the tion or in Research; (3) Psychology and Couple and Family Therapy specialization Spirituality – a structured study of the or the Mental Health Counseling special- intersections of psychology and spirituality ization. A lab fee is collected for each class with tracks in Depth Psychology, Transper-

Antioch University Seattle 81 sonal Psychology or Buddhist Psychology. Career Choices for Psychology These courses do not lead to clinical Graduates licensing or certification. Graduates of this Many professional options are open to non-licensure Integrative Studies in graduates of the Master of Arts in Psychol- Psychology specialization leave with a rich ogy specializations. Depending on the understanding of human behavior, which specialization, graduates can seek profes- has been helpful in creating effective and sional positions in organizations such as often cutting-edge public service community agencies, hospitals, mental professionals, managers, supervisors, health clinics, private practices, community leaders, partners, spouses and parents. college teaching, consulting and research. Those who choose to continue their edu- Master of Arts in Psychology – cation find the Antioch degree provides Mental Health Counseling (MHC) a solid foundation for entering a doctoral Students in the MHC specialization acquire program or obtaining post-master’s cre- comprehensive skills for the practice of dentials in an area of professional interest, counseling. The MHC specialization pro- such as substance-abuse counseling or vides a structure and set of experiences to other clinical specialties. help students develop the intellectual and Graduates of the Psy.D. program find their relational capacities needed to understand scope of practice expanded to include and work with others in the professional assessment, diagnosis, expert witness tes- practice of counseling. These goals are timony, and university teaching. Doctoral accomplished through a combination of graduates work in private practice, for state required coursework, electives, practical or county agencies and at universities. experience and a supervised internship. This learning specialization is designed A Commitment to Diversity to meet the educational requirements for state licensure in Mental Health Counsel- Antioch Seattle’s School of Applied Psy- ing as well as the national standards of the chology, Counseling and Family Therapy counseling profession. programs reflect the University commitment to diversity in at least three distinct Doctor of Psychology (Psy.D.) areas: The Psy.D. program uses a practitioner/ Curriculum: Skill-based classes and field scholar model to educate students as experience address emerging issues and professionals in clinical psychology and as trends and promote values of ethical scholars in psychology to promote health, practice, social responsibility and cultural education and human welfare. The cur- pluralism. The courses deliver the critical riculum advances students in the broadest skills and knowledge necessary to prepare and most liberal manner, including the students to meet professional challenges conduct of research in psychology. The and serve a diversity of people. program promotes the highest standards Faculty: Psychology faculty members of ethics, conduct, education and achieve- bring broad professional experience and ment in a manner that balances traditional diverse backgrounds in education to An- and contemporary perspectives so stu- tioch Seattle. In addition to their teaching dents become responsible change agents and advising responsibilities, they are ac- in this complex world. tive in their communities and/or in clinical practices.

82 Antioch University Seattle Student Population: Psychology gradu- within their cultural and historical ate students at Antioch vary in age, contexts, providing students with a broad background and professional experience understanding of the evolution of ideas as well as ethnicity. Many have worked concerning human nature. The focus is in psychology-related fields, such as sub- on the exploration of theories that apply stance abuse or crisis hotline work. Some specifically to the practice of counseling. are homemakers preparing to re-enter the Major topics include the interaction of workforce. Others are leaving professions the individual with the social milieu, the such as banking, law or education to cultural biases within theory and the effect prepare for a different career. A few enter of personal history on theoretical claims. immediately after receiving their undergraduate degrees. PSYC492: Lifespan Development (3) Traces the major phases of human Clinical Master of Arts development from a variety of perspectives. Lifespan is viewed as Specializations a continuum on which crises and changes, coping and adjustment occur Specialization Design within a social context. The emphasis The clinical specializations offer both the is on addressing how developmental academic and practical training needed to perspective informs students of important work in diverse settings. All specializations lifespan issues. are academically rigorous, intertwining theory and practice through classroom PSYC494: Abnormal Psychology (3) learning and an internship, with an em- Introduces students to theories and phasis on multicultural competencies. concepts of human behavior in the context of both personal and professional Upon graduation, students meet educa- understanding of what is normal vs. tional requirements, which, along with abnormal behavior. This includes: defining appropriate supervised practical experi- abnormal behavior; understanding ence, allow them to become licensed as historical context; reviewing psychological mental health counselors, marriage and models and forms of assessment; family therapists or clinical psychologists delineating major categories of abnormal in Washington and in most other states. behavior; reviewing treatment Expressive Arts students meet educational interventions; and discussing social, requirements for additional registration as cultural, ethical and legal issues. art therapists (ATR) through the American Art Therapy Association (AATA) or as drama therapists (RDT) through the National As- Required Corequisite sociation for Drama Therapy. WRT606 Inquiry and Research Introduces students to graduate level writ- Required Prerequisite Courses ing basic skills, including exposure to APA Normally applicants for admission to Guidelines. Unless the student tests out the M.A. programs are expected to have of this course,the class is taken in the first completed courses equivalent to those quarter in conjunction with the Family of listed here. Origin required course. PSYC490: Theories of Personality (3) A study of major personality theorists

Antioch University Seattle 83 Commuter Option services setting. Experience may be volunteer or professional. Cluster scheduling enables students from the Pacific Northwest and Western Canada ■ Two letters of recommendation: one to attend classes on the Antioch Seattle from a professional who has provided campus Thursdays, Fridays, Saturdays and oversight of practical experience and occasional Sundays for M.A. and Fridays/ one from a social science instructor who Saturdays for Psy.D. students. This schedule can assess the applicant’s capabilities helps reduce commuting time and allows and readiness to enter graduate clinical students to integrate their studies with training. If the applicant has not other personal and professional commit- enrolled in a college course in five years, ments. two letters may be submitted from professional supervisors. Internship Experience Additional Admission Requirements All students participate in field-based for Art Therapy practica. These experiences in professional In addition to the aforementioned require- settings enable students to validate and ments, applications to the art therapy clarify the theory they acquire in the class- specialization must have: room while they develop their own roles as clinicians. The combination of coursework ■ Art coursework (27 quarters/18 semester and supervised field experience fosters hours) in both two- and three- self-awareness and understanding of dimensional media such as ceramics, ethical and professional guidelines critical metalsmithing, painting, drawing, for practice. Examples of practica and printmaking and sculpture. internship sites include: college counseling ■ A portfolio of 20 works that demon- centers, group homes, homeless shelters, strate multiple media competencies. youth and family services, community The portfolio may be submitted as centers, public mental health clinics, jails, slides, prints, CD, DVD or by e-mail. penitentiaries and in-patient psychiatric Please note that portfolios become the hospitals. property of Antioch University and are not returned. Program-specific Admission Requirements for M.A. Clinical ■ Psychology (18 quarter/12 semester Specializations hours) including Theories of Personality, ■ Completion of the following Abnormal Psychology and Lifespan academic prerequisites: Development. • Theories of personality, abnormal Additional Admission Requirements psychology and lifespan development for Drama Therapy courses with a minimum grade of C taken within the last 10 years ■ Psychology prerequisite coursework (18 quarter/12 semester hours) that –OR– includes completion of three prerequi- • A bachelor’s degree in psychology site courses: Theories of Personality, completed within the last 10 years with Abnormal Psychology and Lifespan a GPA of 3.0 or higher on a 4.0 scale. Development with a minimum grade of ■ Completion of 100 hours of practical C taken within the last 10 years. experience in a helping relationship role ■ Drama Therapy prerequisite coursework in an educational and/or human (at least 6 semester or 9 quarter credits

84 Antioch University Seattle in courses such as Improvisation, prerequisites at Antioch. An applicant Directing, Drama/Theater in education, provisionally accepted in art therapy has Acting or Playwriting) or 270 hours of four quarters to complete the art prereq- direct theater experiences including uisites. Upon completion, the student is acting, directing and/or improvisational fully admitted into one of the M.A. clinical work performed in a college, community specializations. or professional setting. ■ An outline indicating background in M.A. in Psychology – theater and/or theater-related classes Couple and Family taken. Therapy Admission Essay Degree Requirements Applicants must submit a one- to two-page 75 total credits to graduate response to each of four admission questions specified in the program application. Required Coursework Completed Before Internship (35 credits) Transfer Credits PSYC500: Competency Assessment I A student may request transfer of up to (taken first quarter) (1 credit) 12 quarter credits of prior graduate-level coursework, graded B or better. PSYC501: Competency Assessment II (taken one quarter before starting Provisional Admission to Clinical internship) (1 credit) Programs PSYC503: Family of Origin Systems This option may allow an applicant to be (taken first quarter) granted pre-master’s status when only one PSYC504: Multicultural Perspectives or two of the three prerequisite course (taken second quarter) requirements listed previously are fulfilled. PSYC505: Systems Perspectives in Family If admitted provisionally, a student has Therapy (taken first or second quarter) two quarters to complete the psychology

Antioch University Seattle 85 PSYC506: Communication and M.A. in Psychology – Counseling Skills Mental Health Counseling PSYC512: Counseling Individuals in the Family System Degree Requirements PSYC515: Psychopathology 81 total credits to graduate PSYC516: Psychodiagnostics and Required Courses Completed Before Treatment Planning Internship (50 credits) PSYC518: Ethics and Professional Issues PSYC503: Family of Origin Systems PSYC580: Applied Couple Therapy (taken first quarter) PSYC581: Applied Family Therapy PSYC504: Multicultural Perspectives (taken second quarter) PSYC582: Theories of Couple and Family Therapy PSYC505: Systems Perspectives in Family Therapy PSYC598: Internship Preparation (not for credit; taken two quarters before PSYC506: Communication and starting internship) Counseling Skills PSYC507: Group Counseling Other Required Credits (12 credits) PSYC508: The Counseling Profession PSYC502: Competency Assessment III and Identity (taken last quarter of internship) PSYC510: Theories and Practice of (1 credit) Counseling: Psychodynamic and PSYC519: Ethics in Family Practice Cognitive Behavior PSYC522: Human Development in the PSYC511: Theories and Practice of Family Lifecycle Counseling: Humanistic, Transpersonal PSYC524: Human Sexuality and Eastern PSYC550: Research Methods: PSYC515: Psychopathology Introduction to Research PSYC516: Psychodiagnostics and PSYC551: Research in Family Practice Treatment Planning PSYC518: Ethics and Professional Issues Elective Courses (9 credits) PSYC523: Human Development in Con- ■ One elective in Family Practice Series text: Gender – A Lifespan Perspective ■ One elective in Multicultural Counseling PSYC527: Career Development and Series Counseling ■ One elective in Abuse Relationships PSYC550: Research Methods: or Addictions Electives Introduction to Research PSYC552: Assessments: Tests and Required Internship Courses Measurements (19 credits) PSYC592: MHC Pre-Internship Practicum PSYC600B: Internship: Couple and and Supervision Family Therapy PSYC598: Internship Preparation (not PSYC601B/602B: Case Consultation OR for credit; taken two quarters before Case Supervision starting internship)

86 Antioch University Seattle PSYC630-638: Advanced Theories: PSYC512: Counseling Individuals in Varying topics the Family System PSYC515: Psychopathology Elective Courses (15 credits) PSYC516: Psychodiagnostics and ■ One elective class in counseling a Treatment Planning culturally specific population or one of the Historical/Socio-Cultural PSYC518: Ethics and Professional Issues Perspectives in Psychology classes PSYC519: Ethics in Family Practice ■ One of the following electives: (1 credit) PSYC528: Abusive Relationships PSYC522: Human Development in the Family Life Cycle PSYC529: Addictions and Substance Abuse PSYC524: Human Sexuality PSYC530: Loss and Grief PSYC580: Applied Couple Therapy ■ Other elective credits PSYC581: Applied Family Therapy PSYC582: Theories of Couple and Family Required Internship Credits Therapy (16 credits) PSYC598: Internship Preparation (not PSYC600A: Internship: Mental Health for credit; taken two quarters before Counseling starting internship) 0 credit PSYC601A: Case Consultation: Mental PSYCH552: Assessment: Tests and Health Counseling Measurements

Required Art Therapy Courses M.A. in Psychology – Art Completed Before Internship (32 credits) Therapy with CFT or MHC PSYA500: Competency Assessment I Either of Antioch Seattle’s two master’s (not for credit; taken first quarter) degrees in psychology programs – Couple PSYA501: Competency Assessment II and Family Therapy or Mental Health (not for credit; taken one quarter before Counseling – can be combined with cours- starting internship) es leading to professional credentials in art therapy as recognized by the American Art PSYA503: Family of Origin Systems and Therapy Association (AATA). Art Therapy (taken first quarter) PSYA504: Multicultural Perspectives and Degree Requirements for M.A. in Art Therapy (taken second quarter) Psychology – Art Therapy with CFT PSYA506: Family Group Art Therapy 90 total credits to graduate (1 credit) PSYA507: Art Therapy in Diverse Set- Required Psychology Courses tings: Individual and Group Therapy Completed Before Internship (37 credits) PSYA508: Techniques and Practice of PSYC505: Systems Perspectives in Family Art Therapy Therapy (taken first or second quarter) PSYA510: History and Theory of PSYC506: Communication and Art Therapy I Counseling Skills

Antioch University Seattle 87 PSYA511: History and Theory of Art Degree Requirements for M.A. Therapy II in Psychology – Art Therapy with PSYA518: Ethical Issues in Art Therapy Mental Health Counseling (1 credit) 90 total credits to graduate

PSYA540: Developmental and Treatment Required Psychology Courses Models in Art Therapy Completed Before Internship (38 credits) PSYA551: Art Therapy Research in PSYC505: Systems Perspectives in Family Individual and Family Therapy Therapy PSYA591: CFT/AT Pre-internship PSYC506: Communication and Practicum and Supervision Counseling Skills PSYA651: Advanced Art Therapy PSYC508: The Counseling Profession Research in Individual and Family and Identity Therapy PSYC510: Theories and Practice of PSYA653: Advanced Art Therapy Counseling: Psychodynamic and Assessment Cognitive Behavior

Other Required Art Therapy Courses PSYC511: Theories and Practice of (2-5 credits) Counseling: Humanistic, Transpersonal and Eastern PSYA502: Competency Assessment III (not for credit; taken last quarter of PSYC515: Psychopathology internship) PSYC516: Psychodiagnostics and PSYA650: Art Therapy Master’s Project Treatment Planning -OR- PSYC518: Ethics and Professional Issues PSYA660: Art Therapy Thesis PSYC523: Human Development in Context: Gender – A Lifespan Perspective Elective Courses (3 credits) PSYC527: Career Development and Counseling ■ One elective class in counseling a culturally specific population, PSYC552: Assessment: Tests and Historical/Socio-cultural Perspectives in Measures Psychology classes, PSYC630-638: Advanced Theories: -OR- Varying topics ■ One of the following electives: Required Art Therapy Courses PSYC528: Abusive Relationships Completed Before Internship (34 credits) PSYC529: Addictions and Substance PSYA503: Family of Origin Systems and Abuse Art Therapy (taken first quarter) Required Internship Credits PSYA504: Multicultural Perspectives and (16 credits) Art Therapy (taken second quarter) PSYA600B: AT/CFT Internship I PSYA505: Group Art Therapy PSYA601B/602B: AT/CFT Case PSYA507: Art Therapy in Diverse Consultation or Case Supervision Settings: Individual and Group Therapy PSYA508: Techniques and Practice of Art Therapy 88 Antioch University Seattle PSYA510: History and Theory of Art M.A. in Psychology – Therapy I Drama Therapy with CFT PSYA511: History and Theory of Art Therapy II or MHC PSYA518: Ethical Issues in Art Therapy The School of Applied Psychology, Coun- (1 credit) seling and Family Therapy offers a master’s in Psychology with a specialization in PSYA540: Developmental and Treatment Drama Therapy (DT) and either Mental Models in Art Therapy Health Counseling (MHC) or Couple and PSYA551: Art Therapy Research in Family Therapy (CFT). The drama therapy Individual and Family Therapy curriculum promotes values of ethical PSYA592: MHC/AT Pre-internship practice, social responsibility and cultural Practicum and Supervision pluralism through a learning environment that encourages self-exploration, PSYC598: Internship Preparation empowerment and whole person learning. (Not for credit; taken two quarters Informed by this tradition and viewpoint, before starting internship) the Drama Therapy specialization balances PSYA651: Advanced Art Therapy traditional and contemporary perspectives Research in Individual and Family to develop graduates who are informed, Therapy effective practitioners and change agents PSYA653: Advanced Art Therapy in verbal and expressive therapies. Assessment Upon graduation, the Drama Therapy specialization enables students to work Elective Courses (3 credits) toward registration in drama therapy (RDT) ■ One of the following electives: as recognized by the National Association for Drama Therapy (NADT), as well as licen- PSYC528: Abusive Relationships sure as either a mental health counselor -OR- (LMHC) or marriage and family therapist PSYC529: Addictions and Substance (LMFT). Abuse Specialization Design -OR- PSYC530: Loss and Grief Students who enter the drama therapy specialization take 90 credits total, of Other Required Art Therapy Courses which 36 credits are in drama therapy, (2-5 credits) and remaining credits in core courses, internship and electives. Students develop PSYA650: Art Therapy Master’s Project competencies in drama therapy concur- -OR- rently with MHC or CFT for the effective PSYA660: Art Therapy Thesis practice of drama therapy with individuals, groups, couples and families. Required Internship Credits (15 credits) PSYA600A: AT/MHC Internship I PSYA601A: AT/MHC Case Consultation

Antioch University Seattle 89 Degree Requirements for M.A. in PSYC524: Human Sexuality Psychology – Drama Therapy PSYC598: Internship Preparation with CFT (Not for credit; taken two quarters 90 total credits to graduate before starting internship)

Required Psychology Courses Required Drama Therapy Courses Completed Before Internship Completed Before Internship (32 credits) (36 credits) PSYC505: Systems Perspectives in Family PSYD500: Competency Assessment I Therapy (taken first or second quarter) (Not for credit; taken first quarter) PSYC506: Communication and PSYD501: Competency Assessment II Counseling Skills (Not for credit; taken one quarter before PSYC512: Counseling Individuals in starting internship) the Family PSYD502: Competency Assessment PSYC515: Psychopathology III (Not for credit; taken last quarter of internship) PSYC516: Psychodiagnostics and Treatment Planning PSYD503: Family of Origin Systems and Drama Therapy PSYC519: Ethics in Family Practice (1 credit) PSYD504: Multicultural Perspectives in Drama Therapy PSYC580: Applied Couple Therapy PSYD505: Introduction to Drama PSYC581: Applied Family Therapy Therapy PSYC582: Theories of Couple and PSYD506: Improvisation and Creative Family Therapy Dramatics PSYC522: Human Development in the PSYD507: Approaches to Drama Therapy Family Life Cycle

90 Antioch University Seattle PSYD508: Psychodrama Degree Requirements for M.A. in PSYD509: Creative Arts Therapy I: Psychology – Drama Therapy with Children and Adolescents Mental Health Counseling 90 total credits to graduate PSYD510: Creative Arts Therapy II: Adults and Geriatrics Required Psychology Courses PSYD511: Community-based Theater & Completed Before Internship Sociodrama (38 credits) PSYD518: Ethics and Drama Therapy PSYC505: Systems Perspectives in Family Therapy PSYC506: Communication and PSYD551: Research and Assessment in Counseling Skills Drama Therapy with Individuals and Families PSYC507: Group Counseling PSYD591: CFT/DT Pre-internship PSYC508: The Counseling Profession Practicum and Supervision and Identity PSYD592: MHC/DT Pre-internship PSYC510: Theories and Practice of Practicum and Supervision Counseling: Psychodynamic and Cognitive Behavior PSYD650: Drama Therapy Master’s Project PSYC511: Theories and Practice of Elective Courses (6 credits) Counseling: Humanistic, Transpersonal and Eastern ■ One elective in a family practice course PSYC515: Psychopathology ■ One elective class in counseling a PSYC516: Psychodiagnostics and Treat- culturally specific population, ment Planning Historical/Socio-Cultural Perspectives PSYC523: Human Development in in Psychology classes, Context: Gender – A Lifespan -OR- Perspective one of the following electives: PSYC527: Career Development and PSYC528: Abusive Relationships or Counseling PSYC529: Addictions and Substance PSYC552: Tests and Measurements Abuse PSYC598: Internship Preparation (Not for credit; taken two quarters Required Internship Credits before starting internship) (16 credits) PSYC630-638: Advanced Theories: PSYD600B: DT/CFT Internship Varying topics PSYD601B: DT/CFT Case Consultation Required Drama Therapy Courses Completed Before Internship (36 credits) PSYD503: Family of Origin Systems and Drama Therapy PSYD504: Multicultural Perspectives in Drama Therapy PSYD505: Introduction to Drama Therapy Antioch University Seattle 91 PSYD506: Improvisation and Creative M.A. in Psychology – Dramatics Integrative Studies PSYD507: Approaches to Drama Therapy PSYD508: Psychodrama The Integrative Studies in Psychology PSYD509: Creative Arts Therapy I: (ISP) specialization offers a formal and Children and Adolescents interdisciplinary master’s degree in which students explore one of three PSYD510: Creative Arts Therapy II: concentrations: Adults and Geriatrics PSYD511: Community-based Theater & (1) Individualized, where students Sociodrama develop a self-directed, self-designed concentration. Through this PSYD518: Ethics and Drama Therapy concentration, students collaborate PSYD551: Research and Assessment in within the diverse Antioch community Drama Therapy with Individuals and and access other resources in the larger Families academic and professional community. PSYD592: MHC/DT Pre-internship This concentration is for people who Practicum and Supervision are: interested in new career paths that involve psychology; want to apply PSYD650: Drama Therapy Master’s psychology to their current careers; are Project interested in pursuing research; or want to pursue personal and professional Elective Courses (3 credits) development. ■ One of the following electives: (2) Ecopsychology – a structured PSYC528: Abusive Relationships concentration of study in the emerging PSYC529: Addictions and Substance field of Ecopsycholgy with tracks in Abuse either Ecopsychology and Cultural Transformation, or Research PSYC530: Loss and Grief (3) Psychology and Spirituality – a Required Internship Credits structured concentration of study of (15 credits) the intersections of these two areas PSYD600A: DT/MHC Internship with tracks in Depth Psychology, Transpersonal Psychology or Buddhist PSYD601A: DT/MHC Case Consultation Psychology. These courses of study do not lead to clinical certification or licensure.

Concentration-specific Admission Requirements ■ Ability to initiate independent work with a high degree of responsibility and self-direction ■ Ability to work collaboratively within a learning environment

92 Antioch University Seattle ■ Completion of one of the following the academic and professional com- academic prerequisites: munities. Students can select courses in • Lifespan development and theories of their focus area from either Antioch or personality courses with a minimum other accredited institutions. Examples grade of C of current student interests include: East/ West psychology, ecopsychology, health -AND- psychology, intercultural communication, ■ Two letters of recommendation: one adult development, somatic psychology, from a professional who can assess the geriatric interventions and transpersonal applicant’s organizational and psychology. interpersonal skills and one from a social science instructor who can describe his Theoretical Foundation Courses or her potential as a graduate student (27 credits) The theoretical foundation is comprised Admission Essay of the following required courses and Applicants must submit a one- to two- content areas: page response to each of four admission questions specified in the application. PSYI560: ISP Seminar (12) Content Areas: Transfer Credit Research Methods (3) An applicant may request transfer of up to Multicultural Perspectives (3) 12 quarter credits of prior graduate-level Advanced Theories (3) coursework. Communication Skills (3) Systemic Perspectives (3) Provisional Admission to ISP Specialization Individualized Self-designed Courses This option allows an applicant to be ad- (24 credits) mitted into a pre-master’s status when all The foundation of the specialization is the prerequisites have not yet been complet- individualized, self-designed portion of the ed. If admitted provisionally, the student learning. During this time, students take has two quarters to complete the prerequi- courses as electives or design independent sites at Antioch, prior to full admission into study courses to fulfill a learning goal of the ISP specialization. their concentration. A typical elective course or independent study is one to Individualized three credits. Up to nine credits may be Concentration Within ISP transferred as elective credits from another master’s-level, accredited institution. Concentration Design Application Project (9 credits) Students entering the Integrative Studies in Psychology specialization take 27 credits The application project section of the of required core courses, 24 credits in their specialization is the culmination of the concentration area and nine credits in student’s work in their concentration. The their application project. Students design nine credits for the project are distributed their concentration in consultation with a as follows: three for the literature review degree committee composed of a faculty and six for the application project, which adviser and field advisers drawn from can be a formal research thesis or research

Antioch University Seattle 93 project, an applied project, a creative/ex- Communication Skills (3) pressive project or a supervised internship. Systemic Perspectives (3)

Concentration Courses (9 credits): Ecopsychology PSYI640: Introduction to Ecopsychology Concentration within ISP (3) Ecopsychology seeks to tend the edges of PSYI642: Advanced Theory, Practice and cultural transformation and offers to those Research in Ecopsychology (3) who are called to this work an opportunity PSYI641: Historical & Sociocultural to participate in one of the great challenges Perspectives in Psychology: Applied of these times. Through rediscovering Ecopsychology (3) humanity’s kinship with all of life and following the ancient pathways of ancestors Second-year Tracks (18 credits): and healers, students in the ecopsychology concentration become bearers of the kind See courses under track descriptions. of change Antioch University always has been known for. The structure of the eco- Application Project (9 credits) psychology concentration offers a student PSYI597: ISP Application Project (9) the blueprint for building an understanding and practice in the field of ecopsychology. The application of this concentration Concentration Track Descriptions would give a student an opportunity to teach, write, practice wilderness-based Ecopsychology and Cultural healing, or work in a nonprofit or govern- Transformation Track (18 credits) mental social change setting. This track consists of three credits of The focus of this concentration is the classroom-based learning in each quarter in-depth study of the theory and practice and three credits of practicum to offer the of ecopsychology as it pertains or relates student an opportunity to build a body of to a student’s field of interest. From that knowledge and experience in the field of position, both practice and research in ecopsychology and cultural studies. Each ecopsychology can take many forms. The course requires the student to create an courses and the potential for elective and experiential practicum that relates specifi- self-designed explorations utilize the for- cally to the course content. The 3-credit mat of the ISP specialization in order to sat- practicum can be framed as participation isfy the requirements for the concentration in a vision quest, shamanic training, intern- in ecopsychology. There are no additional ship with a relevant nonprofit organization credits required and the degree concentra- or the creation of an independent study tion can be completed within 60 credits. that expands the course content. There is some flexibility in that the student may Theoretical Foundation Courses: design a 9-credit practicum that spans the year of coursework. The three classes are PSYI560: ISP Seminar (12) organized as follows: Content Areas (12 credits): PSYI643: Indigenous Perspectives and Global Psychology (3) PSYI660: Ways of Knowing (3) this is a specific course PSYI644: The Psychology of Climate Change (3) Multicultural Perspectives (3)

94 Antioch University Seattle PSYI645: Ecopsychology, Activism and Psychology and Spirituality Personal Transformation (3) Concentration within ISP PSYI595: ISP Practicum (3) (Repeated for a total of 9 credits) The intent of the concentration is to provide a more structured and comprehensive orientation to the intersection of Research and Design in Ecopsychology Track (18 credits) spirituality with the discipline of psychology, while still allowing students to pursue This offers the student an opportunity individualized areas of interest. These to explore the impact and outcomes of areas of study are non-clinical in nature, wilderness-based and ecopsychologically- and have potential relevance in areas of focused practices. These courses are self- personal growth and development, educa- designed and evaluated by Antioch faculty tion, organizational culture, theoretical or approved evaluator. understanding, research and many other domains of interest. All students in this Track Specific Courses (18 credits) concentration complete the 33 credits of For this track, the student takes the same foundational coursework as listed here. three courses as students in the Ecop- In addition, students choose a second- sychology and Cultural Transformation year track (18 credits) and an Application concentration. The 9-credit practicum for Project (9 credits). research students involves the indepen- Theoretical Foundation Courses: dent study of research methodologies relevant to the content area of their research PSYI560: ISP Specialization Seminar (12) project. Content Areas (9 credits): PSYI550: Quantitative Research Methods Communication Skills (3) (3) Systemic Perspectives (3) PSYI551: Qualitative Research Methods Multicultural Perspectives (3) (3) PSYI643: Indigenous Perspectives and Concentration Courses (15 credits): Global Psychology (3) PSYI540: Psychology & Spirituality PSYI644: The Psychology of Climate Foundations I (1) Change (3) PSYI541: Psychology & Spirituality PSYI645: Ecopsychology, Activism and Foundations II (1) Personal Transformation (3) PSYI542: Psychology & Spirituality PSYI646: Survey and Critique of Foundations III (1) Ecopsychological Research (3) PSYI660: Ways of Knowing (3) PSYI662: Comparative Spiritual Application Project (9 credits) Traditions (3) The core focus of this track is the research PSYI664: Contemporary Spiritual project. Here the student can design and Orientations (3) execute an in-depth study of areas within ecopsychology. Second-year Tracks (18 credits): PSYI597: ISP Application Project (9) Buddhist Psychology Transpersonal Psychology Depth Psychology

Antioch University Seattle 95 Application Project (9 credits) explore the evolving integral framework PSYI597: ISP Application Project (9) that provides multiple perspectives (body, mind and spirit in both nature and culture) and engages with human experience and Concentration Track Descriptions challenges of the times. Depth Psychology focuses on the struc- PSYI630: Transpersonal Psychology (3) ture and dynamics of the psyche and the history of the discovery of the personal, PSYI631: Transpersonal: Nonordinary collective and world unconscious in the States of Consciousness (3) works of Freud, Jung and James Hillman. PSYI632: Transpersonal Inquiries: Key themes in depth psychology relevant to Consciousness and Psychospiritual spiritual studies include dreams, mythology, Development (3) individuation, alchemy, initiatory process, PSYI633: Transpersonal: Transformative shamanism, the evolution of conscious- Practices for Mind, Body, Spirit and ness, the dynamics of the god-image and Shadow (3) the anima mundi (the soul of the world). PSYI634: Transpersonal: Integral Studies: Students learn to apply these ideas to the an Emerging Perspective (3) healing of self, other, community and earth. PSYI635: Transpersonal: Integral PSYI620: Depth Psychology: History of Approaches to Sacred Activism (3) the Unconscious (3) PSYI621: Depth: Myth, Symbol and the Buddhist Psychology focuses on the Sacred (3) theoretical and philosophical models and PSYI622: Depth: The Emblematic Life of ideas that have emerged from Buddhist C.G. Jung (3) tradition, and how it informs understand- PSYI623: Depth: Dreams and the Earth (3) ing of human psychology. This includes the Buddhist concepts of personality, identity, PSYI624: Depth: Seminar in Archetypal perception, mindfulness and being in Psychology (3) the world. Students explore the work of a PSYI625: Depth: Ritual Process and variety of contributors to this field, which Ceremonial Design (3) may include writers/practitioners such as Suzuki, Abe, Benoit, Epstein, Kornfield, Transpersonal Psychology focuses on a Welwood and Rahula. theoretical and experiential understanding PSYI650: Buddhism in its Contexts (3) of the intersections of psychology with the wisdom and practices of various spiri- PSYI651: Buddhism: Introduction to tual traditions, as explored in the field of Meditation Practice (3) transpersonal psychology since the 1960s. PSYI652: Buddhism: The three Vehicles Students examine the work of Maslow, to Basic Teaching (3) Wilbur, Grof, Washburn, Walsh, Vaughan PSYI653: Buddhism: Buddhist Psychol- and many others who emphasize study of ogy: an experiential exploration (3) the entire spectrum of human development, including the potential for stages of PSYI654: Buddhism: Zen Buddhism (3) growth “beyond the personal.” Students PSYI655: Buddhism: Buddhism in become familiar with research and theory America: applying the teachings (3) on such topics as states of consciousness, meditation and other transformative practices and spiritual emergencies. They also

96 Antioch University Seattle Doctor of Psychology – ■ Elective course options that round out Clinical Psychology the program ■ Practical experiences integrated throughout the program, including a Program Design full-year internship The Psy.D. program uses a practitioner/ ■ Clinical focus with flexibility of choice scholar model to educate students as for dissertation format professionals in clinical psychology and as scholars in psychology to promote health, ■ Competency-based model with education and human welfare. The curricu- electronic portfolio lum promotes values of ethical practice, social responsibility and cultural pluralism. Concentration Options Faculty members balance traditional and Concentrations provide the student with contemporary perspectives in the field of a spectrum of theoretical perspectives psychology, educating students to become and concomitant practical experiences informed and effective practitioners, and supported through professional seminars. agents of change in a complex world. Choose between two basic concentrations: ■ Adult Psychotherapy Features of the Program ■ Child Clinical Psychology ■ Flexibility to pursue the doctoral program full or part time (full time takes five years.) Then choose an elective concentration: ■ ■ Two basic and three elective Art Therapy concentrations from which to choose ■ Forensic Psychology ■ The only art therapy concentration ■ Health Psychology within a clinical doctoral program in the United States

Antioch University Seattle 97 Admission Requirements for the Psy.D. Additional Admission Requirements in Clinical Psychology Program for Art Therapy Concentration ■ Completion of academic prerequisites: In addition to the program requirements A master’s degree in a mental health- already listed, admission to the art therapy related field within the last 10 years. concentration requires: Eligible master’s degrees include: ■ Psychology coursework (18 quarter/12 marriage and family therapy, mental semester hours) including theories of health counseling, clinical social work personality, abnormal psychology and and art therapy. (Exceptions to the 10- developmental psychology plus other year requirement may be granted on a elective psychology courses case-by-case basis.) ■ Art coursework (27 quarter/18 semester –OR– hours) including work in both two- and A bachelor’s degree in psychology three-dimensional media such as within the last 10 years ceramics, metalsmithing, painting, –OR– drawing, printmaking and sculpture A bachelor’s or master’s degree in ■ A portfolio of 20 works that demonstrate other fields with four prerequisite multiple media competencies. The courses with a minimum grade of B: portfolio may be submitted as slides, prints, CD, DVD or by e-mail. Please note • Theories of Personality that portfolios become the property of • Abnormal Psychology Antioch University and are not returned. • Developmental Psychology An applicant may apply to the Psy.D. art therapy concentration with some art • Introduction to Statistics studio coursework in progress. If (If these courses were completed more accepted into the program, the student than 10 years ago, they must be must complete these credits during the retaken) first year. ■ Completion of 100 hours of volunteer or professional experience in a helping Admission Essay Instructions relationship role in an educational and/ Applicants must submit a one- to two-page or human services setting response to each of four admission ques- ■ Two letters of recommendation: one tions specified in the program application. from a professional who supervised the applicant in a human services setting; Prior Graduate Work one from an academic instructor who Graduate credits earned at regionally ac- can best assess the applicant’s credited institutions are accepted toward capabilities and readiness to enter a Antioch Seattle’s Psy.D. degree as follows: clinical doctoral program ■ Applicants who have a completed or ■ Documentation of relevant professional partial master’s degree in a mental and volunteer experience health-related field may submit ■ Documentation of professional graduate syllabi for review for course affiliations, publications and licensure waivers toward the doctoral program requirements; eligible fields include but are not limited to: marriage and family therapy, mental health counseling, clinical social work and art therapy. 98 Antioch University Seattle ■ Students must have earned a grade of B or better ■ A maximum of 24 graduate-level quarter credits may be accepted

Transfer into Psy.D. Program ■ Applicants who began a Psy.D. program approved by the American Psychological Association at another regionally accredited university may request a transfer credit evaluation. ■ Courses are reviewed for equivalent content on a course-by-course basis. Official transcripts and course syllabi for all requested courses must be submitted. International Student Admission ■ Courses must carry a grade of B or better. An international student who requires a stu- ■ For applicants entering from another dent visa must submit additional documen- Psy.D. program without a master’s tation to satisfy admission requirements: degree in a mental health-related field, up to 24 quarter credits may be ■ Certified and translated educational awarded. records, if the records are not in English. ■ ■ Courses from an institution that is Evaluation of international transcripts regionally accredited but not APA from institutions outside the United approved will be considered on a States or English-speaking Canada. See case-by-case basis. International Transfer Credit information. International Transfer Credit ■ Demonstration of English language proficiency – official TOEFL (Test of To receive credit for coursework com- English as a Foreign Language) test pleted at an institution outside the United results must be submitted and must States or English-speaking Canada, an reflect a minimum score of 600 (paper- applicant must have that institution send based) or 250 (computer-based). An official transcripts and records directly to applicant who has completed education a credential evaluator. The applicant may in the United States or Canada may select an evaluator from either of two web- request that this requirement be sites: www.naces.org or www.aice-eval. waived. org. Certified translations and evaluation of international documents are required. ■ Financial certification – Documentation Four to 10 weeks should be allowed for the of the applicant’s ability to pay for the evaluation. The evaluation and the original educational and living expenses for the transcript must be sent to the Admissions duration of the program must be Office. International transcripts must be submitted. evaluated before admission. Contact the Admissions Office for more information at admissions@antiochseattle. edu.

Antioch University Seattle 99 Degree Requirements PSYC731: Research Ethics, Quantitative 150 total credits to graduate (additional Methods and Analysis I (3) required for Art Therapy) PSYC732; Quantitative Methods and Analysis II (3) Required Courses: PSYC733: Qualitative Methods PSYC701: Diverse Cultures and Social and Analysis I (3) Systems (3) PSYC734: Qualitative Methods PSYC702: Diverse Ethnic Groups (3) and Analysis II (3) PSYC703: Multicultural Families as PSYC735: Psychometrics (3) Social Bases of Behavior. (3) PSYC736: Social Psychology (3) PSYC704: Individuals within Culture and Community (3) PSYC737: Group Therapy (3) or PSYA505 PSYC706: Medical Issues and Introduc- tion to Psychopharmacology (3) PSYC797: Practicum Supervision Seminar (2) PSYC707: Theories: Cognitive- Behavioral (3) PSYC800: Supervised Experience (0) PSYC708: Theories: Personality and PSYC804: Community Psychology (3) Psychodynamic Theories (3) PSYC805: Professional Issues in Career PSYC709: Theories: Individual Differ- Management (1) ences and Humanistic Psychology (3) PSYC806: Consultation and PSYC711: Assessment: Intelligence Supervision (3) Testing (3) PSYC807: Advanced Professional Issues PSYC712: Assessment: Intelligence in Career Management (2) Testing Practicum (1) PSYC810: Dissertation Seminar I (3) PSYC713: Assessment: Personality or PSYA810 Inventories (3) PSYC820: Dissertation Seminar II (3) PSYC714: Assessment: Personality PSYC830: Dissertation Seminar III (3) Inventories Practicum (1) PSYC840: Dissertation Seminar IV (3) PSYC717: Assessment: Integration (3) PSYC718: Assessment: Integration Health Psychology Concentration Practicum (1) Required Courses: PSYC721: Psychopathology (3) PSYC750: Health Psychology I (3) PSYC722: Psychophysiology (3) PSYC752: Health Psychology II (3) PSYC723: Psychopharmacology (3) PSYC754: Health Psychology III (3) PSYC724: Learning Theory (3) Child Clinical Psychology Concentra- PSYC725: Life Span Development I – tion Required Courses: Child (3) PSYC776: Developmental PSYC726: Life Span Development II – Psychopathology (3) Adult (3) PSYC771: Professional Seminar I: PSYC727: History of Psychology (3) Child Clinical Psychology (2-3) PSYC730: Ethics (3)

100 Antioch University Seattle PSYC772: Child and Adolescent PSYC738: Couples Therapy (3) Assessment (3) PSYC740: Affective Life and Relational PSYC773: Professional Seminar II: Psychoanalysis (3) Child Clinical Psychology (3) PSYC751: Elective Proseminar (3) (AT: 2cr + 1 cr. 801) PSYC790: Special Topics in Psychology PSYC777: Child and Adolescent (1-3) Therapy I (3) PSYC798: Practicum: Prior Learning (1) PSYC775: Professional Seminar III: Child Clinical Psychology (3) PSYC801: Supplemented Supervised (AT: 2cr + 1 cr. 801) Experience (1-3) PSYC778: Child and Adolescent PSYC802: Neuropsychology (3) Therapy II (3) PSYC803: Assessment: Neuropsychology (3) Adult Psychotherapy Concentration Required Courses: Graduation Requirements PSYC780: Adult Psychotherapy I: In addition to the satisfactory completion Introduction of all core courses, a student also must PSYC781: Professional Seminar I--Adult meet the following requirements to qualify Psychotherapy (AT: 2cr + 1 cr. 801) for award of the Psy.D. degree: PSYC782: Adult Psychotherapy II: ■ Satisfactory oral case study presentation Interventions ■ Satisfactory annual review evaluation PSYC783: Professional Seminar II--Adult from the faculty Psychotherapy (AT: 2cr + 1 cr. 801) ■ Satisfactory completion of clinical PSYC784: Adult Psychotherapy III: training sequence Interventions ■ Performances reflecting program PSYC785: Professional Seminar III--Adult competencies Psychotherapy (AT: 2cr + 1 cr. 801) ■ Satisfactory evaluation from all supervised experience hours Forensic Psychology Concentration Required Courses: ■ Satisfactory completion of dissertation PSYC760: Forensic Psychology I ■ Completion of 50 hours of personal psychotherapy PSYC762: Forensic Psychology II Students obtaining a combined MA in Art PSYC764: Forensic Psychology III Therapy and Psy.D. in Clinical Psychology need to take additional credits. Electives WRTG706: Inquiry and Research: Psy.D. Competencies and Electronic Doctoral (3) Portfolio PSYC715: Assessment: Projective The Psy.D. program is framed in terms of Testing (3) competencies needed by professional psy- PSYC716: Assessment: Projective chologists. Each competency is subdivided Testing Practicum (1) into levels, which are the developmental steps needed to achieve each competency. PSYC719: Theories: Systems Perspective All Psy.D. courses are tied into this frame- in Family Therapy (3)

Antioch University Seattle 101 work: the levels become the course goals, and the course requirements are designed to show the student can effectively put into action the content of that course and demonstrate the mastery of the competency level. An electronic portfolio is created by each student, documenting these key performances. The portfolios help assess and advise students, help the Psy.D. faculty continuously improve the program and help outside accreditors (e.g., APA) see that Antioch trains competent psychologists.

Clinical Training Sequence Students who enter the program complete a year-long community action research project. This work is tied to a series of courses in the first year, in which reflection on multicultural practice and other beginning-level clinical competencies are central. The next step of clinical training is in a concentration in which every student sees two to five clients each week in Antioch’s on-campus Community Counseling and Psychology Clinic, under supervision, for a year. By asking students to demonstrate their clinical skills in the Clinic and concentrations first, Antioch can confidently recommend students to sites for their practicum in the community and advanced practicum. Students are then well prepared to apply for competitive internships. The work done in the Antioch Clinic meets Washington state licensure requirements for practicum and internship.

102 Antioch University Seattle Course Listings

A Quick Reference Guide to Course Descriptions

1 2 3 4

A&L405: Literature of the Existential Imagination (3-4); SU Existentialism is unique in that many of its most important texts are novels, plays and short stories. Students examine selected works of that literature, plus excerpts from certain existential philosophers, to give a varied and particularly human dimension to the existential 5 frame of mind. A&L; HS; PSY; SPI; Prerequisites/Corequisites: if any. 6 7 1. Course prefix and number Course levels: 300 & 400 - undergraduate 500 & 600 - graduate, master's level 700 & 800 - doctoral 2. Course title 3. Quarter credits earned upon successful completion of course 4. Term(s) in which course is scheduled to be offered FA = fall term WI = winter term SP = spring term SU = summer term 5. Description of course 6. Baccalaureate Structured Areas of Concentration for which the course meets requirements A&L = Arts and Literature PSY = Psychology GS = Global Studies SPI = Spiritual Studies HS = Human Services LOS = Leadership and Organizational Studies SOJ = Social Justice 7. Prerequisite - course(s) that must be in progress or completed to register for the course Corequisite - course(s) that must be taken concurrently with the course

Index to Course Prefixes Course number prefixes identify the academic discipline: A&L Arts and Literature LITR Literacy PSYI Psychology – Integrative BUS Business LOS Leadership and Studies Program CHNG Creative Change Organizational Studies SCI Science ECED Early Childhood Education MATH Mathematics SOC Sociology ECON Economics MGMT Management and SOJ Social Justice EDUC Education Leadership SPAN Spanish ENVC Environment and MIDS Middle Level Math/ SPED Special Education Community Science Education SPIR Spiritual Studies EXP Experiential Learning MRKT Marketing STCM Communication FIN Finance ORGP Organizational THTR Theater Arts GBL Global Studies Development WRTG Writing HIST History PLSC Political Science WSDN Whole Systems Design HUMS Human Services PSYA Psychology – Art Therapy LIB Liberal Studies PSYC Psychology LIBM Library Media PSYD Psychology - Drama Therapy Antioch University Seattle 103 Codes identifying courses that meet choose details to put in and leave out, the requirements of a Bachelor of consider point of view and language Arts student’s Structured Area of usage. Students consider the similarities Concentration (SAOC) and/or specialized and differences between examples of certificate preparation are included at the personal essays and selections from end of each course description: different memoirs, autobiographies and biographies. A&L Arts and Literature A&L Environmental Studies ENV A&L305: Writing Poetry and the Global Studies GS Pursuit of Memory (3-4) Human Development and Learning HDL Students increase their confidence and Human Services HS abilities in writing poetry by refining Leadership and Organizational Studies LOS their own poems. They improve critical Psychology PSY reading skills by analyzing modern and Social Justice SOJ contemporary poetry. Using memory as Spiritual Studies SPI a trigger to develop their own original Sustainable Business SBUS pieces, students focus on the continuum between the lyric impulse and narrative A&L301: Writing from Life (3-4) strategies in poetry, as well as on issues of Direct observation and interaction are craft such as imagery, tone, pacing, voice the focus of a creative writing class that and persona. A&L explores different elements of fiction and narrative. Students practice how to A&L311: Acting Fundamentals (3); FA, develop the writer’s mindset where no WI, SP experience is wasted or useless. Notebooks The study of acting as a dynamic process for recording observations go with the of self-discovery. Through a progression of student everywhere and provide the raw improvisation and sound-and-movement materials for writing. A&L exercises, students develop fundamental acting techniques: living truthfully under A&L302: Character Driven: Writing imaginary circumstances, deep listening Short Fiction (3-4) and emotional availability to the scene Students approach short story writing partner. Students are encouraged to take from a character-driven perspective. risks in a safe and supportive environment. Through a variety of fiction exercises, A&L students develop believable and compelling characters, and discover what A&L312: Acting with Text (3); FA, WI, happens when the characters are let loose SP on the page. Students learn how different Working with text and given elements of a story – such as plot, setting circumstances, students apply the tools or structure – come into play. Through this learned from Acting Fundamentals to the process, students gradually build skills to crafting of scenes. Students learn how to produce a full-fledged story. A&L make strong choices that put the actor at the heart of the conflict and how to keep A&L303: Writing the Stories We Know the spark of spontaneity alive in scripted (3-4) work. A&L A creative nonfiction writing class in which students learn to bring stories artfully and truthfully to the page. Students explore narrative, find ways to frame stories,

104 Antioch University Seattle A&L317: Indigenous Art & Literature A&L325: Introduction to Drawing (3-4) (3-4) Examines several forms of art and Students learn to manipulate traditional literature across time and place. and modern material, establish an Exploration of visual arts, music, writings, understanding of terminology and explore live stage and traditional art forms from personal styles of expression. Still life, various indigenous world views. Students nature and the cityscape are used as visit local museums and cultural events subject matter. The class participates in in the local area as field trips and conduct group and individual discussions related intensive investigations through films, to the aesthetics and impact of student novels, poetry, spoken word and guest work. A&L lecturers. A&L; GS A&L326: Literary Magazine A&L318: Placemaking and Public Art Production (3-4); FA, WI, SP (3-4); SU Students grow as writers and editors by Rethink art as an elite endeavor. Discover learning the history of literary magazines, how art affects place and community. surveying a number of current magazines Students investigate the role of art in and practicing several key factors of public arenas, from housing projects literary magazine production: design and to commercial environments. Explore layout, editing, publicity, distribution, concept development, art plans, site- fulfillment, fundraising, etc. Focus is on integrated sculpture, funding possibilities KNOCK, Antioch Seattle’s literary magazine, from grassroots-initiated to percent including production of the current issue of public monies and take part in a as well as plans for expanding key features community art project. A&L of the magazine and website. May be repeated for credit. A&L A&L321: Ceramics I (3-4) An introduction to the basic principles A&L335: The American Family in and elements of ceramics. Students learn Literature and Film (3-4) a variety of clay-handling methods and Students examine the parameters skills, create pieces using various hand- and significance of family in America. building techniques and are introduced to Students explore American families that wheel throwing and the primary principles have evolved over a historically specific of glazing and firing. A&L time period. Films expand students’ understanding of cultural contexts of the A&L322: Ceramics II (3-4) readings. Throughout, students examine Building on the skills developed in elements of literary analysis such as “Ceramics I,” students learn more advanced voice/address, narrative forms, poetics, building and glazing techniques, chronological devices and allusions. A&L; including assignments completed using HS; PSY; SOJ a potter’s wheel. Students concentrate on techniques they wish to explore further A&L338: Contemporary Native and creatively apply their skills toward American Fiction (3-4) an artistic goal. Students may obtain Students discover general principles instructor’s approval for special projects. of Native American fiction, as well as A&L explore the particular world view of Native American writers. In addition to the leaders of the Native American canon—

Antioch University Seattle 105 Sherman Alexie, Louise Erdrich, and Leslie encountered serve as jumping off points Marmon Silko—students become familiar for students to write their own stories and with many other Native American writers poems, imagining their way into different whose fiction has exploded onto the lives. A&L; HS; PSY; SOJ literary scene in the last 20 years. A&L; SOJ A&L402: Literature of Displacement A&L340: Internship in Publishing (1-4) (3-4) Students develop knowledge and skills With essays and novels by today’s focused on conventional and alternative immigrants, refugees and indigenous marketing, publicity and distribution for an peoples, students look at specific independent press. A&L factors that motivate or force people to leave their countries or to become A&L341: Publicity and Outreach (1-4) alienated in their historical homeland. Students develop publicity and outreach Students also examine the similarities materials to promote new and existing in the circumstances of displaced features of the B.A. in Liberal Studies peoples (illusions, initial setbacks, hopes, Program. Learning outcomes include expectations, opportunities or lack thereof, experience with design concepts, market hardships etc.), as the course shatters some research, professional writing, and myths about immigration as the gateway outreach strategies. A&L to a brighter future. A&L; GS; HS; SOJ

A&L390: Special Topics in Arts & A&L403: Postcolonial Protest Literature (1-8) Narratives (3-4) Includes course offerings of special interest A look at narrative strategies used by within or across areas of concentration. the colonized and formerly colonized to denounce their own oppression A&L400: Literary Criticism: Many and dispossession in the 20th and 21st Voices of Short Fiction (3-4) centuries. The assigned readings include Students read and analyze contemporary representative selections from the major short fiction written from a range of directions that literature of protest has cultural perspectives inside and outside taken in various parts of the postcolonial the U.S. The focus is on learning how world. A&L; GS; HS; PSY; SOJ stories are constructed, and the many ways in which basic craft elements such as A&L407: Writing Fiction: Whose Story character development, language usage, (3-4) dialogue and narrative voice are used and An exploration of short-story writing shaped by different authors. A&L with an emphasis on point of view and narrative voice. Students discover the ways A&L401: Border Crossings: A Multi- in which shifting the point of view from cultural Journey Through Film (3-4) one character to another can dramatically Movies and short stories are used as a alter a story. They experience the different means of crossing borders of race, class, freedoms and restrictions of writing in first gender and ethnicity, to view American person or third person. Other key elements society from diverse viewpoints. Students of story writing – such as character consider the element of privilege and development, voice or plot – unfold in the experience of living in the wealthiest relation to the central question of “whose country in the world. The stories, story?” A&L images, themes, characters and settings

106 Antioch University Seattle A&L411: Spoken Word and departmental productivity. Examines Performance Poetry (3) principles, models and practices that This exploration of the art of performance nurture and sustain employees and poetry engages students in critique/ successful teams over the long term. analysis of past and present performers LOS; SBUS and poetic styles through text, video and audio samplings. Students find/develop/ BUS320: Economics for Global refine their own voices with writing Sustainability (3-4); WI exercises and take written poems on the Traditional micro and macro economic journey to become spoken-word pieces/ theory such as markets, pricing, supply performance poems. A&L & demand, international trade and government economic management are A&L422: Ceramics: Primitive examined through the lens of social and Techniques Today (3-4) environmental sustainability. Critiques of Students work creatively with clay, conventional economic thought, within regardless of experience level. Various the context of systems thinking, ecological techniques are explored, some of which economics and social responsibility are have been used in cultures across the integrated into this course. LOS; SBUS world for more than 10,000 years and are still employed today. The focus is on BUS330: Finance for Sustainable creative self-expression through clay Business (3-4); SP and the exploration of optional low fire Explores the theory and methods of techniques. Class may require participation finance for sustainable business. Based in firings off campus, outside of regularly on the principles of triple bottom line scheduled class periods. A&L accounting, the financial implications of climate change, carbon trading, A&L423: Mixed Media (3-4) building social capital, and the creation of An exploration of the purposeful use of environmentally conscious shareholder mixed materials for visual and conceptual value are investigated. LOS; SBUS expression. Students create two- and/or three-dimensional artwork using wet, dry, BUS390: Special Topics in Sustainable natural and manmade materials. Students Business (1-8) increase skills related to congruities in Includes course offerings of special interest content and materials, composition, within or across areas of concentration. personal style and preference. Students learn to articulate their ideas and expand CHNG510: Communication Design (3); their understanding of the basic elements SU, FA, SP of art. A&L Learn and share perspectives and skills for designing, presenting and evaluating A&L424: Mixed Media II (3-4) effective communication. Analyze Emphasis is on personal choice of subject rhetorical contexts including intention, matter. A&L audience and hoped-for outcomes.

BUS310: Sustainable Workplace CHNG520: Critical Inquiry (3); SU, WI Relationships (3-4); SU Learn social inquiry and research methods Good staff relations not only create a by completing and critically reflecting harmonious working atmosphere, but also on several small research projects. These improve communication and overall projects address fundamental questions

Antioch University Seattle 107 about the construction of knowledge for laws affecting Native Americans. Issues action and the role of power in shaping include sovereignty, tribal jurisdiction, what we know and understand. language policy, tribal schools, Indian Child Welfare, working with Tribal Councils, CHNG530: Systemic Thinking for a tribal justice resources and constitutional Changing World (3); FA, SP matters. Case studies demonstrate Native Develop conceptual frameworks issues including Supreme Court Indian and integrative and analytic skills for law opinions and social and legal issues understanding complex, dynamic patterns involved in acts of violence against Native in human and natural systems, with women. particular attention to the influences of dualism, reductionism and holism. CHNG590: Special Topics: Change Seminar (1-3); SU, FA, WI, SP CHNG534: Methods of Collaborative Students participate in a seminar on social Inquiry (3) change. The seminar provides support Explore methods of collaborative inquiry for students to follow an individual that engage members of organizations learning project, within the context of a and communities in defining, designing collaborative learning environment. and completing their own inquiries to initiate change. CHNG599: Independent Study (1-3); SU, FA, WI, SP CHNG545: Sustainability (3); FA, SP Students work on independent study Explore the many dimensions of projects with consultation from an adviser. sustainability – ecological, social, economic, organizational and personal CHNG601: Methods for Sustainable – and how they interact with each other Change 1-A (2) using practical examples and conceptual CHNG602: Methods for Sustainable models. Change 1-B (2) CHNG603: Methods for Sustainable CHNG550: Global Pluralism (3); SU, WI Change 1-C (2) Gain perspective of self in a global context and explore key forces – cultural, CHNG604: Methods for Sustainable political, social, environmental, spiritual Change 1-D (6) and economic – that impact the world Required: Attendance at new student community. orientation at an off-campus site prior to first quarter residency. CHNG560: Transformative Leadership Over four quarters, students in the First and Change (3); FA, SP People’s Program in Creative Change learn Gain a nuanced understanding of the how others have led and been involved dimensions of power, social organization in successful creative change through and cultural diversity as applied to thinking and reflecting in action. With leadership opportunities and challenges. emphasis on collaboration for social change in Native communities, students CHNG570: Tribal Law for Practitioners improve their ability to learn from their (4) experiences. This overview of the ethics, laws and legal This series of courses is taken four issues facing managers and practitioners consecutive quarters, starting in either today pays particular attention to specific spring or fall. For spring entry, students

108 Antioch University Seattle begin SP, and continue SU, FA, and WI. CHNG616: Organizational For fall entry, students begin FA and Development Caucus (1); SU, FA, WI, SP continue WI, SP, and SU. Students explore topics relevant to Organizational Development. Students CHNG614: Environment and must register for caucus credit in three Community Caucus (1); SU, FA, WI, SP consecutive quarters beginning their Students explore topics relevant to first quarter and/or the quarter they start Environment and Community. Students Methods for Sustainable Change. Students must register for caucus credit in three may earn a maximum of three credits for consecutive quarters beginning their Caucus. first quarter and/or the quarter they start Methods for Sustainable Change. Students CHNG617: Communication Caucus (1); may earn a maximum of three credits for SU, FA, WI, SP Caucus. Students explore topics relevant to Communication. Students must register CHNG615: Management and for caucus credit in three consecutive Leadership Caucus (1); SU, FA, WI, SP quarters beginning their first quarter and/ Students explore topics relevant to or the quarter they start Methods for Management and Leadership. Students Sustainable Change. Students may earn a must register for caucus credit in three maximum of three credits for Caucus. consecutive quarters beginning their first quarter and/or the quarter they start CHNG618: Whole Systems Design Methods for Sustainable Change. Students Caucus (1); SU, FA, WI, SP may earn a maximum of three credits for Students explore topics relevant to Whole Caucus. Systems Design. Students must register for caucus credit in three consecutive quarters beginning their first quarter and/or the quarter they start Methods for Sustainable

Antioch University Seattle 109 Change. Students may earn a maximum of degree program and their personal three credits for Caucus. learning goals. Students explore the relationship between their practical CHNG631: Methods for Sustainable experiences of social change and the Change (3); SP, FA relevant body of intellectual knowledge. CHNG632: Methods for Sustainable Completion of a Thesis requires 3-6 credits. Change (3); SU, WI ECED600: Early Childhood Education CHNG633: Methods for Sustainable Concentration Independent Study/ Change (3); FA, SP Elective (1-4) Required: Attendance at new student Through a selected course, independent orientation at an off-campus site prior to contract or cohort-designed seminar, first quarter residency. students engage in focused study on an Over three quarters, students learn how academic discipline or professional field to others have led and been involved in meet Washington state competencies for successful creative change through the selected endorsement. They become thinking and reflecting in action. With familiar with the current theory, bodies emphasis on collaboration for social of knowledge and lines of inquiry at the change, students improve their ability to heart of a curriculum area they teach learn from their experiences. or supervise, or in relation to policy or This series of courses is taken three program initiatives they create. May be consecutive quarters, starting in either reelected for up to 20 credits as part of spring or fall. For spring entry, students the M.A.Ed. Concentration/Endorsement begin SP, and continue SU, FA. For fall Options. entry, students begin FA and continue WI, SP. ECON390: Special Topics in Economics (1-8) CHNG655: Applications of Sustainable Includes course offerings of special interest Change (4); SP, FA within or across areas of concentration. CHNG656: Applications of Sustainable Change (4); SU, WI ECON630: Economics and the Environment (3); WI CHNG657: Applications of Sustainable Students use presentation and comparison Change (4); FA, SP of economic assumptions and models Increase capacity to integrate theory, from several paradigms to address local practice and reflection in a collaborative and regional social, environmental and learning community. Collaboration, design sustainability issues. and social change come together in a capstone change project. EDUC300: Reflective Practice (3) This series of courses is taken three Students begin an exploration of consecutive quarters, starting in either themselves as future educators through a spring or fall. For spring entry, students cognitive process of reflective practice and begin SP, and continue SU, FA. For fall address: What is education? What concerns entry, students begin FA and continue and questions define the field of teaching WI, SP. and education? How do paraprofessionals and prospective teachers define their CHNG699: Thesis (1-3); Varies relationship to the field of teaching and Students demonstrate their academic education? competence in a topic related to their 110 Antioch University Seattle EDUC301: Schooling in America (3) EDUC306: Technology in American Students investigate and discuss Society & Education (3); FA fundamental foundations of schooling. An introduction to technology curricular Topics include: educational philosophy; concepts as well as effective strategies culture; power; socialization; values; and for science and technology instruction. the study, construction and dissemination The course models innovative practices, of knowledge in the context of a reviews resources and explores authentic multicultural nation-state. assessment tools. Multicultural issues in technology education are highlighted. EDUC302: Children in America (3) An examination of the economic, political EDUC307: School and Community and sociological conditions of children Relations (3) in the 21st century in the United States. Topics addressed include: the influences Students examine factors that most impact of families’ and teachers’ attitudes; school children’s lives and roles children and leadership; school climate; and district, adults may play in constructing a socially state and federal policies on the lives of just future. schools. Special attention to the ways selected policies and mandates aid or EDUC303: Multicultural Education (3); obstruct efforts to reach out to families FA and the community. Students investigate Pre-service teachers become acquainted the effect of the school’s family and with theories, domains and possibilities community involvement on student of multicultural education in the schools. learning. Diverse interactions with educational organizations and other human services EDUC310: Curriculum and Instruction systems form the basis for exploring (3); FA comparative race, class and gender issues. Curriculum development, instructional Students focus on culture as the basis theory and assessment techniques are the of meaning-making and multicultural focus. A look at a spectrum of educational education as the basis for teaching all issues, from theories of learning to children. A required learner application the nuts and bolts of lesson planning activity includes the development and and assessment rubrics. Throughout demonstration of theories applied to the course, students use a critical and integrated instructional units. multicultural lens to understand the role of schooling in a democratic society. They EDUC304: Child Development and also explore a variety of instructional Educational Psychology (3); SP methods they apply directly to their Students increase their understanding instructional units. of the various stages and types of development of young children and early EDUC320: Child and Adolescent adolescents. They are equipped to deal Literature (3); SU with the profound impact of students’ Pre-service teachers are introduced to the psychological, social, physical, moral range of children’s literature and a variety and ethnic identity development on the of materials and activities used to enrich educational process. children’s awareness of literature. Students also explore materials and develop techniques that engage children in the reading process.

Antioch University Seattle 111 EDUC321: Literature: Exploring Lives Studies and the state’s Essential Learnings. Through Story (3); FA Participants use a variety of approaches to Students become engaged in reading and explore a critical and integrated approach writing stories so they can appreciate the to teaching social studies. value of fictional and/or autobiographical stories in the classroom. Reading a variety EDUC341: The Meaning and Practice of fictional stories and memoirs, listening of Social Studies (3); FA to oral tales and writing personal stories Through the perspectives of history, form the study of the personal influences the interactions of people and places in an understanding of “Americans.” As in geography, the lessons of rule of law students find themselves captivated by in civics and the economics of society, story, it is hoped they are encouraged students examine the knowledge and to integrate multiple and diverse voices skills needed to participate as responsible through story in their classrooms. and effective citizens in an increasingly Students develop an instructional unit in a complex world. collaborative project as part of the course. EDUC350: Math Content I (3); WI EDUC330: Arts, Culture and Learning Students examine concepts, skills and (3); FA processes of number sense and algebraic Why the arts? How are they manifested in sense with emphasis on problem solving diverse cultures? Why do psychological, and communication. Hands-on materials philosophical, spiritual and artistic views are used to solve problems and students of the arts collide, harmonize or collude? develop stronger personal understandings Participants deepen their understanding, of concepts such as number systems, appreciation and confidence in guiding place value, computation, patterns and their potential students and themselves relationships. Students use written and into the core of being human – generating oral communication to explain their beauty, communion and zest for life. understanding of math concepts and their Students explore with joy, humor and problem-solving strategies. Focus is on purpose the ways the arts can articulate mathematics as an integral part of life and soul and bring forth community, self- accessible to all learners. expression and celebration. EDUC351: Math Content II (3); FA EDUC331: Arts and the Imagination Math concepts, skills and processes (3) of geometric sense, measurement, Students examine the role of the arts in probability and statistics are the focus, society and in learning. They explore use with emphasis on problem solving and of the imagination for motivating students communication. Hands-on materials and encouraging self-expression as they are used to solve problems as students create their own works of art. develop stronger personal understandings of concepts such as geometric shapes and EDUC340: Social Studies Concepts (3) their properties, measurement uses and Students learn to integrate the content of appropriate tools, exploring uncertainty history, civic ideals, people and places, and and data gathering and analysis. Students issues of power and authority in society use written and oral communication by applying best practices in planning, to explain their understanding of math instruction and assessment in the context concepts and their problem-solving of the National Standards for Social strategies. Focus is on mathematics as an

112 Antioch University Seattle integral part of life and accessible to all students engage in focused study in an learners. academic discipline or professional field. They become familiar with the current EDUC360: Literacy Issues and theory, bodies of knowledge and lines of Methods I (3); FA inquiry at the heart of a curriculum area In this overview of critical issues in reading they teach or supervise, or in relation to and writing, students learn theories and policy or program initiatives they create. practices of teaching reading, writing and communication skills. The course EDUC430: Teaching the Arts (3); SP considers the full spectrum in the field Integrate creative arts (music, visual arts, of literacy, from whole language to drama and creative movement/dance) direct instruction methods and theories. into planning academic, technological and Particular emphasis is given to beginning multicultural curricula for K-8 classrooms. reading development and reading as the Students are introduced to the basic construction of meaning. elements, principles, related concepts and vocabulary of the creative arts, and learn to EDUC370: Critical Issues in Native apply district and state (EALR) guidelines American Education (3) for the creative arts curriculum. The course Educational issues in Native American expands exposure to and appreciation of communities – from birth through creative arts methods that can be applied adulthood – are addressed, with particular to specific classroom instruction. attention to the Pacific Northwest region. Emphasis is on solutions for current EDUC440: Teaching Social Studies (3); educational issues and how to involve WI families and communities with schools Students learn to view social studies as and other educational institutions. a central interdisciplinary aspect of the curriculum that addresses the student EDUC371: Tribal Law (1) as a present and future world citizen in a Explores the legal history and present multicultural world. Attention is given to context for tribal sovereignty and its teaching methods that foster conceptual ramifications, including those concerning learning, inquiry and creativity. schools. EDUC450: Math Methods for K-8 EDUC390: Special Topics in Education Teachers (3) (1-4); Varies Students learn theories and a variety Through a selected course, independent of approaches to teaching math. The contract or cohort-designed seminar, coursework emphasizes number sense, students engage in focused study on an patterns and algebraic sense, geometry academic discipline or professional field. and measurement, and probability and They become familiar with the current statistics. Using manipulatives, students theory, bodies of knowledge and lines of explore problem solving, reasoning, inquiry at the heart of a curriculum area communication and connections. they teach or supervise, or in relation to policy or program initiatives they create. EDUC451: Instructional Methods: Mathematics I (3) EDUC399: Independent Study (1-4); The understanding of mathematics Varies concepts and processes through teaching Through a selected course, independent methods that include problem solving, contract or cohort-designed seminar, manipulatives and written explanations. Antioch University Seattle 113 The concepts of number sense, algebraic development, including those with special sense and the meaning behind the literacy needs. algorithms of arithmetic are explored. A variety of instructional techniques EDUC462: Joy of Writing (3); SU are modeled with the integration of This course is intended to give the future multicultural ideas and literature. teacher extensive experience in written composition. The class approaches writing EDUC452: Teaching Life Science with as a “way of knowing and understanding Lab (3); SP the world” by requiring students to The great Northwestern natural compose in a variety of genres. environment is the laboratory for students in this class. During field trips to Puget EDUC477: English Language Learners Sound, mountains and forests, students (3); WI learn about the flora and fauna, and the The focus is on theories of teaching English development and processes that create as a second language as well as strategies the Northwestern ecosystem. that classroom teachers can use to support the learning of multilingual children. EDUC454: Teaching Physical Science with Lab (3); WI EDUC479: Children with Special Gifts Prospective teachers actively engage in and Needs (3); SU hands-on physical science investigations Several special needs areas are addressed, that focus on chemistry, physics and including gifted education, special matter. Students examine the WASL education and diverse ethnic and cultural assessment tools, instructional strategies issues. Curricular designs for meeting and the use of technology in science diverse students’ needs are considered. classrooms. EDUC480: Current Assessment EDUC456: Teaching Earth and Space Practices (3); SP Science with Lab (3); SP Development and use of effective Participants actively engage in examining classroom assessment practices – both hands-on Earth and space science formal and informal – guide instruction investigations, create and design lesson and ensure the continuous intellectual, plans, perform investigations, critique social and physical development of articles and examine the role and the use learners. of technology in science classrooms. EDUC481: Educational Law and the EDUC458: Health, Fitness and Safety School (3); FA Education (3); WI An overview of the law and legal issues This surveys curricular scope and sequence facing all educators today including concepts in health and physical education student discipline, professional liability, as well as appropriate instructional and teacher certification, code of professional assessment methods. conduct, special education and other important constitutional law issues. EDUC460: Literacy Issues and Students learn how to identify abused Methods II (3); WI children, how to report child abuse to Students continue the study of literacy authorities, how abuse affects students’ teaching and learning. The focus is development and strategies for child on creating classroom contexts that abuse preventive education. support all student reading and writing

114 Antioch University Seattle EDUC482: Teacher as Professional and their roles in the profession. Emphasis (2-3) on issues that arise in the course of student Teaching candidates reflect upon the goals teaching and preparation for interviewing they have for themselves as professionals. for jobs once students are certified. They prepare their portfolios and draft their Students create the draft professional professional development growth plan. growth plan.

EDUC484: Classroom Management EDUC 502: Education and Society - and Discipline (3); FA Foundations of Schooling in a Diverse Students explore a range of management America (4) and discipline theories and strategies An examination of the foundations of from the perspectives of researchers, American education – philosophies administrators, teachers and others. and orientations that inform it; historic, Students examine the values and beliefs economic, political, and social realities that inherent within each system, especially impact it; philosophical and psychological as they pertain to populations that sources that influenced it. Explorations traditionally fare poorly in the public highlight how schools have dealt with schools. increasingly diverse student populations and societal needs over time. Classroom EDUC485: Field Experience (1-3) simulations address ethical and practical Students explore the diversity of teaching aspects of change and specific needs and schooling with visits to various manifest by diverse communities. schools and by participating in the diverse educational practices at the schools. EDUC504: Diversity and Equity (4) Through exposure to many schools in a Students begin by constructing a critical number of school districts, students gain a and historical context for today’s issues of wider vision of the possibilities of teaching. race, class and gender, then progress to an examination of culture and how it affects EDUC490: Student Teaching (9-12); education and learning. The perspective of FA, WI, SP equity calls attention to recurring public During student teaching, students are policy, ethical and legal issues concerning responsible for: presenting a positive, access to schools, allocation of resources, professional and leadership role in the social and cultural relationships, and classroom and school; writing, teaching, educational outcomes. This exploration is assessing and reflecting upon lesson plans, associated with all social groups, especially curriculum units and an instructional those with less power, privilege, status and sample; videotaping and critiquing two wealth. How students and teachers from lessons; securing feedback from the host diverse backgrounds can deal with cultural teacher and faculty supervisor and refining differences in the classroom is addressed. one’s performance accordingly; and participating in both formal and informal EDUC505: Affirming Our Diversity (3); evaluations. Prerequisite: Successful SU, FA, WI, SP passage of the WEST-E test(s) by the end of Students construct a critical and historical the 4th quarter of enrollment. context for today's issues of race, class and gender, then examine culture and EDUC491: Integration Seminar (1); SP how it affects education and learning. The Teacher preparation interns continue their perspective of equity with all social groups dialogues about the nature of schooling calls attention to recurring public policy,

Antioch University Seattle 115 ethical and legal issues concerning access and to work in multicultural settings. to schools, allocation of resources, social and cultural relationships, and educational EDUC511: Curriculum Studies and outcomes. Students consider how those from Reflective Practice (4) diverse backgrounds can deal with cultural Consideration of major curricular differences in the classroom by examining orientations in education (dominant their own challenges and limitations. ideas and practices, as well as those that confront mainstream orientations and EDUC506: Technology in the beliefs); investigates their pedagogical, Classroom (3); SU, FA, WI, SP social and political origins within American Students use their own experiences with culture; and examines critiques of computers to address the interaction these orientations particularly from the between computers and learning theory. perspectives of children and adolescents They have opportunities to improve their from non-dominant American cultures. personal computer skills. Emphasis is on designing, building and using cognitive EDUC512: Curriculum, Instruction, tools that can assist diverse learners in and Assessment in Secondary their understanding of curricular content. Mathematics I (4) Of particular importance is the use of Teacher candidates develop an computers to enhance higher order understanding of mathematics concepts thinking skills in a way that demonstrates and teaching methods through a congruence between Washington’s socio-cognitive, developmental, Essential Academic Learning Requirements and investigative approach. Faculty and appropriate assessment strategies. model instructional techniques with the integration of multicultural ideas, EDUC509: Child Development and technology, and literature. Candidates Learning Theory (4); SU, FA, WI, SP develop lessons based on State and Candidates explore specific development National math standards including theories and themes in child development strategies, content, and assessment and learning and their implications for addressing diverse learning needs. classroom instruction and learning. Teacher candidates apply, with practical EDUC513: Curriculum, Instruction, applicability, the child development and Assessment in Secondary theories and current research to teaching Mathematics II (4) in today’s world. 5-12 Mathematics teacher candidates deepen their understanding and EDUC 510: Strategies of Instruction application of mathematics concepts and Assessment (4) and teaching methods by developing Teacher candidates explore behaviors, curriculum reflective of current needs instructional patterns, classroom and standards. Lessons address conditions, and school characteristics learning diversity incorporating real- associated with student learning. world applications, cultural relevance, Understanding research bases underlying appropriate technology, assessment, ethical and just practice of instruction and and literature connections. Candidates assessment enable teacher candidates to gain experience and practice by working develop skills using models of teaching and closely with expert teachers to develop, assessment, to understand and practice teach, and reflect on a unit of math varied components of effective instruction, instruction.

116 Antioch University Seattle EDUC514: Curriculum, Instruction, and EDUC534: Integrating the Arts (4); FA Assessment in Secondary Science I (4) Discipline Based Art Education creates a 5-12 Science teacher candidates deep understanding of the interlinking experience inquiry-based learning and concepts, skills and knowledge of teaching. Learning experiences integrate academic subjects and the arts that the appropriate use of technology, empower the learner. Teaching Candidates highlight multicultural issues present will experience the multiple arts through in science education, and apply current methods that are a fusion of practice and science assessment practices. Students theory grounded in an experiential context. develop inquiry-based, multicultural lessons that are based on the State and EDUC540: Instructional Methods for National Science Standards, with emphasis Social Studies I (4) placed on assessing student understanding Teacher candidates learn to integrate the and reflective teaching practices. content of history, civic ideals, people and places, economics, and issues of power EDUC515: Curriculum, Instruction, and and authority in society by applying Assessment in Secondary Science II (4) best practices in planning instruction 5-12 Science teacher candidates expand and assessment in the context of state their science teaching methods by and national social studies standards. designing curriculum addressing current Participants use a variety of approaches to curricular needs and learning expectations explore a critical and integrated approach related to the national, state, and local to teaching social studies including levels. They focus on furthering the Northwest history and the application of integration and attention to multicultural Initiative 1492. and equity issues, connections with literacy, incorporation of technology, and EDUC541: Instructional Methods for designing lessons that are relevant to the Social Studies II (4) lives of their students. Teacher candidates Teacher candidates learn to integrate the work closely with expert teachers to content of history, civic ideals, people and develop and teach a unit of instruction and places, economics, and issues of power gain practice in designing, conducting, and and authority in society by applying reflecting on formative and summative best practices in planning instruction assessments in the school setting. and assessment in the context of state and national social studies standards. EDUC516: Adolescent Development Participants use a variety of approaches to (4) explore a critical and integrated approach Teacher candidates thoroughly examine to teaching social studies including specific theories, concepts, and methods Northwest history and the application of related to the period of adolescence. Initiative 1492. They explore a wide range of topics including: cognitive development, moral EDUC543: Secondary Literacy Issues development, identity formation, gender and Methods I: Writing (4) role, social relationships, and the effects Teacher candidates learn theories and of culture and schooling on adolescent practices of teaching reading, writing and development. communication skills at the secondary level. Emphasis is on secondary content writing strategies and writing as the construction of meaning.

Antioch University Seattle 117 EDUC545: Secondary Literacy Issues of technology, highlight multicultural and and Methods II: Reading (4) sustainability issues present in science Teacher candidates learn theories and education, and apply current science practices of teaching reading, writing and assessment practices. Students develop communication skills at the secondary inquiry-based, multicultural lessons that level. Emphasis is on specific secondary are based on the State and National content reading strategies and reading as Science Standards, with emphasis placed the construction of meaning. on assessing student understanding and reflective teaching practices. EDUC546: Leadership and Reform (4); SU EDUC553: Instructional Methods: This is an overview of the wide landscape Science II (4); SU, WI of educational change in society, Teacher candidates expand their present and past. Students gain a broad science teaching methods by designing perspective on the critical issues of reform curriculum addressing current curricular and innovation in order to evaluate needs and learning expectations related to systematically the merit and effect of the national, state, and local levels. They change projects, and to take important give particular attention to furthering the and meaningful leadership roles in integration and attention to multicultural projects of interest and concern to them. and equity issues, connections with literacy, incorporation of technology, and EDUC550: Instructional Methods: designing lessons that are relevant to the Mathematics I (4); SU, FA, WI lives of their students. Teacher candidates develop an understanding of mathematics concepts EDUC558: Instructional Methods: and processes through a variety of Health Education & Physical teaching methods. They explore the Education (4); FA, SP concepts of number sense, algebraic Candidates explore current issues around sense and the meaning behind the children’s health and safety, including algorithms of arithmetic. Faculty model child abuse, from a variety of perspectives. a variety of instructional techniques with Central foci include integration of health, the integration of multicultural ideas and fitness, and safety curricula into other literature. content areas and integrating healthful practices into students’ daily lives. Teacher EDUC551: Instructional Methods: candidates design units of instruction that Mathematics II (4); SU, FA, WI assist students in establishing healthful An examination of the content standards daily practices in and out of school. developed by the National Council of Teachers of Mathematics (NCTM) including EDUC561: Literacy Issues and Number and Operations, Patterns, Methods I: Writing and Learning to Functions and Algebra, Geometry, and Write (4); FA Data Analysis, Statistics and Probability. Teacher candidates will explore the ways in which children acquire and develop their EDUC552: Instructional Methods: writing abilities. In the process prospective Science I (4); SU, WI teacher candidates will examine their Teacher candidates experience inquiry- own writing abilities and seek to further based learning and teaching. Learning develop them. experiences integrate the appropriate use

118 Antioch University Seattle EDUC562: Media Literacy Education attention to the Pacific Northwest region. (2-3); SU Emphasis is on solutions for current In our technological age, literacy must educational issues and how to involve include the ability to evaluate critically families and communities with schools and that information received from a range other educational institutions. of media. Students consider differing perspectives about literacy, media and EDUC571: Tribal Law (1) the role of media literacy education in Students explore the legal history and both organizational and school-based current context for tribal sovereignty and programs. Students are exposed to a its ramifications, including those that variety of media literacy models through concern schools. readings, films and class visits by local media literacy educators. Each then creates EDUC577: English Language Learners a plan for integrating media literacy into (4); FA, SP his/her own work. Teacher candidates focus theories of teaching English as a second language EDUC563: Literacy Issues and as well as strategies that classroom Methods II: Reading and Learning to teachers can use to support the learning of Read (4); FA multilingual children. In this overview of critical issues in reading and writing, students learn theories and EDUC578: Literacy for Secondary practices of teaching reading, writing and English Language Learners (4) communication skills. The course considers Teacher candidates research content- the full spectrum in the field of literacy specific secondary teaching strategies for with particular emphasis on beginning secondary English language students. The reading development and reading as the course integrates writing with literature constructing of meaning. across secondary content disciplines, addresses evaluation and modification of EDUC565: Global Perspectives on curricular materials, and teaches methods Children’s Literature (4) of evaluating student progress. An introduction to multicultural and international children’s literature. Teacher EDUC580: Current Assessment candidates examine canons of high quality Practices (3); FA, SP children’s literature and become familiar Development and use of effective with authors and illustrators who represent classroom assessment practices, both voices across cultures, continents, and formal and informal, guide instruction and languages. Through diverse literature ensure the continuous intellectual, social candidates view current issues from a and physical development of learners. child’s perspectives. Participants discuss current literary trends, themes, and genres, EDUC581: Educational Law and the and instructional practices that help foster School (3); FA, SP a love of reading in all students. An overview of the law and legal issues facing educators today including student EDUC570: Critical Issues in Native discipline, professional liability, teacher American Education (3) certification, code of professional conduct, Educational issues in Native American special education and other important communities, from birth through constitutional law issues. Students learn adulthood, are addressed, with particular how to identify abused children, how to

Antioch University Seattle 119 report child abuse to authorities, how is on issues that arise in the course of abuse affects students’ development student teaching and preparation for and strategies for child abuse preventive interviewing for jobs once students are education. certified. The draft Professional Growth Plan is created. EDUC584: Classroom Management and Discipline (3); WI EDUC599: Independent Study (1-4); Students explore a range of management Varies and discipline theories and strategies Through a specially tailored learning from the perspectives of researchers, contract, students engage in focused administrators, teachers and others. study in an academic discipline or the Students examine the values and beliefs professional field of education. They inherent within each system, especially as become familiar with the current theory, they pertain to populations that traditionally bodies of knowledge and lines of inquiry fare poorly in the public schools. at the heart of a curriculum area they teach or supervise, or in relation to policy or EDUC585: Field Studies (12) program initiatives they create. Students explore the diversity of teaching and schooling. EDUC600: Subject Area Concentration Independent Study/Elective (1-4); EDUC590: Student Teaching (11) Varies During student teaching, candidates Through a selected course, independent must: present a positive, professional contract or cohort-designed seminar, and leadership role in the classroom and students engage in focused study on an school; write, teach, assess and reflect academic discipline or professional field. on lesson plans, curriculum units and They become familiar with the current an instructional sample; videotape and theory, bodies of knowledge and lines of critique two lessons; secure feedback from inquiry at the heart of a curriculum area the host teacher and faculty supervisor they teach or supervise, or in relation to and refine one’s performance accordingly; policy or program initiatives they create. and participate in both formal and May be reelected for up to 20 credits informal evaluations. Teacher candidate as part of the M.A.Ed. Concentration/ receive classroom management training Endorsement Options. and support throughout the student teaching experience. Prerequisite: EDUC606: Research and Grant Writing Successful passage of the WEST-E test(s) by (4) the end of the 4th quarter of enrollment. This combines research, methodology and application process. Students have EDUC591: Support Seminar (1); FA, the opportunity to locate funding sources WI, SP and then write a grant for a project of their Students focus on preparation of the choice. endorsement portfolio. EDUC607: Inquiry and Research (4); EDUC592: Integration Seminar (1); SU, SU, FA, WI, SP FA, WI, SP Designed for the educator as researcher, Teacher preparation interns continue their this explores the multifaceted avenues of dialogues about the nature of schooling inquiry available to reflective practitioners and their roles in the profession. Emphasis with a primary emphasis on qualitative

120 Antioch University Seattle research. Students examine and critique EDUC630: Introduction to Ecological assumptions and studies from various Perspectives: Environmental and research paradigms, including action Sustainability Education (2) research and quantitative methods. Introduction to ecological dimensions of sustainability and its interconnectedness EDUC608: Research Project I (4) with local and global economic and Each candidate selects a project of strong social dimensions. Explores integrated personal interest that involves an issue environmental and sustainability issues or problem central to contemporary and curriculum development using education. The projects range widely; a Pacific Northwest based case-study all address practical questions and most approach. employ a variety of methodological research orientations. EDUC631: Introduction to Cultural, Social and Economic Perspectives EDUC609: Research Project II (4) in Environmental Education and Each candidate carries out a project of Sustainability Education (2) strong personal interest that involves an Explores the many dimensions of issue or problem central to contemporary sustainability—social, economic, cultural, education. The projects range widely; institutional, and personal that bear on the all address practical questions and most fabric of human society and its relationship employ quantitative and qualitative to and effect on the natural environment. research methodologies. Promotes related understanding of self and community in the global context. EDUC610: Inquiry Proposal (1-4); SU, FA, WI, SP EDUC632: Contemporary Issues This study begins the inquiry project work. in Environmental Education and Each student develops a proposal that Sustainability Education: Ecological delineates a focus for inquiry, the rationale Dimensions (2) for initiating inquiry and a theoretical Explores methods for identifying, perspective. It also includes a full literature investigating, and evaluating review that shows deep knowledge environmental and sustainability systems of the conceptual fields and research and issues using community resources. studies related to students’ inquiry and a Develops interdisciplinary (human/social description of the methodology to be used studies and environmental sciences) for investigation and interpretation. curriculum to promote student learning and engagement/advocacy in/for local EDUC620: Inquiry Development (1-4); and global sustainable communities. SU, FA, WI, SP Students who have had their inquiry EDUC633: Contemporary Issues proposal approved by their advisers may in Environmental Education and register for this course. These credits Sustainability Education: Cultural, consist of the development of a focus Social and Economic Dimensions (2) and the collection of data that allows for Develops conceptual frameworks experiential understanding of the chosen and analytic skills for understanding investigation. Evidence of data collection complex, dynamic patterns in human includes curriculum development work, systems (with particular attention to interview transcripts, observation notes the influence of dualism, reductionism, and the researcher’s journals. and holism) that underlie common and

Antioch University Seattle 121 specialized comprehension of critical cumulative portfolio learning and prepares contemporary issues in sustainability and for life-long personal and professional the natural environment, especially those development as educator and citizen of food production and distribution and dedicated to the purposes and best greenhouse gas emissions and global practices of environmental stewardship climate change. and pursuit of sustainability.

EDUC634: Identifying, Investigating, EDUC640: Leadership and Change (4); and Evaluating Current Issues in FA Environmental Education and the This is an overview of the wide landscape Sustainability Education (4) of educational change in American schools Evaluates, integrates and applies natural and society, past and present. Students and social science perspectives to gain a broad perspective on the critical explore effects of human activities on the issues of reform and innovation so they are natural and built environments for their able to evaluate the merit and effects of significance to sustainability in the near change projects. and long terms. Prepares for effectively teaching and assessing curriculum and EDUC650: Inquiry Report (1-4); SU, FA, programs for elementary and secondary WI, SP school students. A culmination of the inquiry project, the inquiry report consists of an introduction EDUC635: Policy-making, that articulates and updates the elements Engagement, and Action in of the proposal, literature review, findings Environmental Education and and a discussion or interpretation of the Sustainability Education (4) findings. Explores how a variety of social, economic and environmental theories, EDUC660: Instructional Planning (3) perspectives, insights and innovations A forum for creation of an exemplary can be implemented and practiced instructional plan in the new endorsement with special attention on regional, area using the criteria described in the national, and international sustainability Pedagogy Assessment Tool. Students innovations. Examines social, political clarify and document their readiness to and scientific considerations inherent meet the prerequisites of the practicum in environmental policy and regulation. and competencies required in the new Prepares for effectively teaching and endorsement area. assessing curriculum and programs at the elementary and secondary level. EDUC662: Practicum (3) Students engage in three to six weeks EDUC636: Professional Development (30 hours) of supervised internship and Contributions in Environment in a classroom appropriate to the Education and Sustainability new endorsement area and collect Education (4) documentation to submit in the work Examines the opportunities and benefits samples for the exit portfolio. to becoming an active member of the environmental and sustainability EDUC664: Culminating Project (3) education professional community For the culminating project students through a field experience based capstone prepare an exit portfolio, a collection of project. Experiential project reflects upon instructional plans and samples of student

122 Antioch University Seattle work as documentation of their content field studies, kayaking and restoration knowledge and teaching effectiveness. work -to understand the complex issues surrounding the river. ENV EDUC665: National Board Certification (3) ENVC335: Ecological Ceremonies (3-4) Provides support for teacher candidates Ecopsychology explores the value of the pursuing National Board Teaching human relationship with the other than Certification. human world. Students explore the many modalities and methods used to further ENVC300: Environmental Studies and nurture the healing aspects of being (3-4) in relationship with the natural world. Students explore the physical, biological Students survey many traditional methods and social environment from a variety based on indigenous perspectives, of perspectives. Special emphasis on including ceremony, ritual and shamanic the role of science in solving complex healing practices. ENV environmental issues and governmental policies intended to provide solutions. ENVC336: Nature Photography (3-4); Students research and analyze a complex SU environmental issue and present their Explores the natural world through the findings to the class. ENV; SOJ eye of the camera, with emphasis on macro and telephoto equipment, and on ENVC303: Birds in the Imagination photography hardware and sofware that and in the Field (3-4): FA enable digital enhancement of images. Takes a multidisciplinary approach to Substantial field work and projects guide viewing birds through many lenses and students to a deeper understanding avenues. As naturalists, class members of how to produce quality nature observe and identify bird species in photography, and how it contributes to a a variety of habitats, learn about the cultural understanding of our relationship patterns in their annual cycles and to the natural world. A&L; ENV examine the impacts of human civilization on the ecology of bird life. Students also ENVC351: Old Growth Forest Ecology explore the symbolic role of birds as (3-4) expressed through the literature, myth, Students embrace an interdisciplinary art and spirituality of several cultures and approach using natural and social sciences consider how birds serve as metaphors to look at both the complexity of the for one’s own relationship with the natural forests in the Pacific Northwest and the world. A&L; ENV issues surrounding its management. Students study the diversity of Pacific ENVC330: Bioregional Studies: Northwest forest ecosystems. ENV; SOJ Dynamic Duwamish (3-4) Explore the Duwamish River using ENVC370: Environmental Education: a deep time perspective: How can Theory, Resources & Methods (3-4); FA environmental history inform a sense of To inspire shareholders to care and protect place and inspire a vision for the future? their environment, students examine Students engage a multidisciplinary environmental education through its and bioregional approach to studying theory and practices, local and regional Pacific Northwest ecosystems with an resources, and delivery style and methods. experiential component - including Students visit, provide service, and analyze

Antioch University Seattle 123 a local environmental program or non- conduct a field research project, which profit. ENV includes data collection, analysis and interpretation. Students then synthesize ENVC371: Techniques in Outdoor findings into a comprehensive product Education (3-4): SU (deliverable) that addresses both abiotic The Pacific Northwest is a Mecca of (non-living) and biotic (living) factors. outdoor recreation, where water, forest, ENV; SOJ and mountains collide. Students are exposed to the many forms of outdoor ENVC590: Special Topics in education, as well as understanding Environment and Community (1-3); institutional policies and safety Varies procedures. All participants hike in the Students and faculty explore various Cascade Range, paddle a sea kayak, topics using collaborative and individual demonstrate rock climbing techniques, approaches to create new knowledge. and practice tying various knots, focusing on Leave No Trace techniques and ENVC610: Integrative Environmental navigation skills. ENV Science (3); SU Evaluate, integrate and apply natural ENVC390: Special Topics in and social science perspectives to Environmental Studies (1-8); Varies explore effects of human activities on the Includes course offerings of special interest environment. within or across areas of concentration. ENVC620: Theories and Practices of ENVC400: Field-based Environmental Socio-environmental Change (3); SP Analysis (3-4); SP Explore how a variety of social, Students examine the techniques and economic and environmental theories, procedures used to evaluate the relative perspectives, insights and innovations health of an ecological system. Students can be implemented and practiced with

124 Antioch University Seattle special attention on regional, national and urban garden to global commodity international sustainability innovations. agriculture – and acquire a deeper, more refined understanding of how food is ENVC621: Philosophical Perspectives produced and transformed around the on Environment and Community (3) world. Become familiar with a variety of contemporary philosophical stances on ENVC650: History and Culture of the the relationship between the human Pacific Northwest Environment (3) community and the more-than-human Address a historical and cultural context environment, including environmental for the environmental issues facing ethics, communitarianism, deep ecology, communities in the Pacific Northwest environmental justice, bioregionalism, and gain a richer understanding of how ecofeminism and earth-based spiritualities. environmental, cultural and social issues are deeply intertwined. ENVC622: Ethics and Environmental Justice (3) ENVC651: Globalization and Its Investigate the evolution of the Discontents: The Political Economy of environmental justice movement and its the 21st Century (3) impacts on mainstream environmental Examine contemporary economic thought. Develop more inclusive models globalization and some of its cultural, of environmental practice and identify social and ecological impacts throughout strategies for multiracial/class coalition the world. building. ENVC671: Permaculture and ENVC640: Environmental Policy and Sustainable Systems Design (3); SU Decision-making Processes (3); FA Develop a holistic approach and the Examine social, political and scientific practical skills and knowledge – in considerations inherent in environmental permaculture, urban sustainability, natural policy and regulation, and gain a deeper building and community development – awareness of how these factors interact. to design and implement restorative and sustainable systems – at home, work and ENVC641: Political Ecology of Eating elsewhere – in harmony with the natural and Consumption (3); FA world. The regular practice of eating has a significant impact on natural systems, ENVC672: Appropriate Technologies cultural practices and political economic and Social Adaptations (3); FA structures. Examine food consumption Students examine technology innovations, issues across political, social, cultural and system applications and personal/ economic dimensions and develop a more communal/social adaptations across sophisticated awareness of the connection realms of environmental interest, such between how we eat and how we live. as renewable energy, organic recycling/ composting, ecological design/ ENVC642: Food Systems and Their green building, water conservation Alternatives (3); WI and restoration, and alternative There are many pathways from soil to communications/social media. plate, with each maintaining an impact on social and ecological systems. Explore these varied systems – from the small

Antioch University Seattle 125 ENVC680: International Applications constructive feedback on their writing. in Sustainable Change (3) They complete prior learning packages Travel overseas and engage in hands- that are ready for evaluation by the on work on sustainable food systems, completion of the class. permaculture design and/or appropriate technologies. EXP390: Special Topics in Experiential Learning (1-8); Varies EXP 192: Using the World as a Includes course offerings of special interest Classroom (6) within or across areas of concentration. A three-month individual internship that focuses on service work in a part of the EXP394: Prior Learning world that is of particular significance Signifies credit earned through analysis, to the student and his/her developing documentation and evaluation of learning interests. This independent experience gained from life experience. exposes the student to diverse cultures, broadening horizons and deepening EXP396: Student Leadership (2-10); understanding of personal world view. Varies Students complete an ethnology project There are many opportunities for B.A. which explores the dynamic relationship students to gain leadership skills through between history and the present. An involvement in campus activities and exploration of career possibilities and initiatives. Examples include: organizing further language studies is part of the quarterly performance salons or internship. Participants learn specific educational forums; advertising/marketing job skills, identify their strengths and student events; participation in campus challenges regarding work ethic, personal governance system as an elected or motivation and self-presentation. GS; SOJ appointed representative; involvement in program development or strategic EXP301: Learning From Experience: planning initiatives. Documenting Life Learning (1-2); SU, FA, WI, SP EXP397: Service Learning (2-10); Learn skills necessary to translate life Varies experience into potential prior learning This includes learning in conjunction credit through concrete steps needed to with a volunteer/service project in the accomplish the translation and integrate community. prior learning into a liberal studies degree. Required for all students intending EXP398: Internship/Practicum (2-10); to document prior learning credits. Varies Attendance at all classes is required. This includes learning related to the development of practitioner skills EXP303: Writing Prior Learning either in one’s current workplace or in a Experience (2-3); SU, FA, WI, SP new professional role or setting one is For students who actively document life considering and/or preparing to enter. learning for college credit. Emphasis is on discrete disciplinary categories, class titles, EXP400: Service Learning: Women’s learning competencies and coherent, Education Project (2-4); FA, WI, SP articulate and comprehensive learning In this learning activity, students narratives. Students engage the necessary participate in Antioch’s Women’s Education stages of development and are given Project. Students learn about the lives

126 Antioch University Seattle of homeless women in the Seattle explore ways of thinking, knowing and community and find ways to assist those learning required by such an education; seeking to improve their lives during a survey the theory and philosophy of self- difficult time. Students are involved in directed, adult and experiential learning; setting up breakfast and assisting with and explore the acquisition of voice, whole- a variety of learning activities, including person learning, the nature of learning computer tutoring, art projects and communities, cultural diversity and the discussion and writing groups. HS historical context of the liberal arts.

FIN610: Managerial Finance and LIB302: Diversity, Power & Privilege Accounting (3); SU (3-4); WI, SP Learn to discern the financial health of an American studies with an emphasis on institution or business through knowledge issues of diversity, power and privilege in of sustainable business practices and American history and culture. Students commitment to the triple bottom line: bridge theory and practice by applying people, profits and planet. what they learn from their readings and videotapes to their real world. Students GBL300: Antioch Education Abroad explore the historical and contemporary (1-8) American construction of race, gender, May be reelected for up to 24 credits as social class and sexual orientation. part of the B.A. in Liberal Studies Program Study Abroad option. GS LIB310: Educational Design (1-2); SU, FA, WI, SP GBL390: Special Topics in Global Students learn the process and phases Studies (1-8) of directing their own degree program, Includes course offerings of special interest and how to access learning resources within or across areas of concentration. and strategies for collaborative learning; work with their core faculty advisor and GBL402: War and Gender (3-4); FA choose a pre-approved area of academic Through essays, documentaries, and concentration, or design an individualized reports by international human rights area of concentration with the assistance activists and organizations, students of a degree committee; develop a plan examine the gender dynamics in for how to meet the requirements of that contemporary armed conflicts. GS; SOJ concentration, and the required liberal arts competencies. Repeatable up to 6 credits HIST390: Special Topics in History earned. (1-8); Varies Includes course offerings of special interest LIB311: Educational Design II within or across areas of concentration. (Individualized pathway) (1); SU, FA, WI, SP HUMS390: Special Topics in Human Through this workshop/independent Services (1-8) study, the student continues to develop Includes course offerings of special interest self-directed learning skills. Working within or across areas of concentration. closely with a core faculty adviser and her/his committee, the student designs LIB301: Liberal Studies Seminar (3-4): an individualized area of academic SU, FA, WI, SP concentration, articulates program Students formulate an understanding of learning goals, negotiates a plan for the purposes of a liberal arts education; achieving and demonstrating the core Antioch University Seattle 127 outcome competencies, and plans the second degree committee meeting. LIB402: Liberal Studies IV: Senior Synthesis Seminar (1-2); SU, FA, WI, SP LIB312: Educational Design II Graduating students complete senior (Structured pathway) (1); SU, FA, WI, synthesis/‘capstone’ projects in learning SP community contexts. Students learn This workshop/independent study is for dynamic and professional presentation the student choosing a structured pathway skills in preparation for their presentation area of concentration. In consultation to the senior symposium. The seminar with the core faculty adviser, the student also provides a reflective forum for degree chooses one of the preapproved areas completion. of academic concentration, develops an individualized plan for how to meet the LIB404: Integration and Synthesis requirements of that concentration, and Seminar (2); SU, FA, WI, SP articulates preliminary program goals and Students prepare for and conduct a plan for achieving the program’s liberal liberal arts core competency and area of arts competency outcomes. concentration demonstrations. Students also complete senior synthesis/capstone LIB390: Special Topics in Liberal projects in learning community contexts. Studies (1-8); Varies Students learn dynamic and professional Includes course offerings of special interest presentation skills in preparation for their within or across areas of concentration. presentation to the senior symposium. The seminar also provides a reflective forum for LIB399: Independent Study (1-10); degree completion. Varies Includes all manner of independent LIB410: Mapping Worlds: Wayfaring at learning beyond the scope or format of the Margins (3-4) the B.A. program curriculum. It includes, Maps illuminate, inform, inspire and but is not limited to: guided readings; empower, but also obscure, deceive and independent research; special writing oppress. Drawing from history, geography, projects; studio work in the fine arts, politics, psychology, information music and theater; and, when appropriate, technology and art, maps are examined completion of a course syllabus on an as guides to uncharted territories, visual individualized basis. representations, social constructions, political instruments, metaphors, and LIB401: Liberal Studies III: expressions of the imagination. Highly Competency Demonstration (1-2); SU, experiential, participants learn to read, FA, WI, SP interpret, deconstruct and create maps. Students prepare for and conduct A&L; GS; SOJ liberal arts core competency and area of concentration demonstrations. Students LIB450: Senior Synthesis (1-10); Varies enter into reflective conversation about A capstone learning experience that may the meaning of a liberal arts education as include an integrative thesis or project seen from their current vantage point; they intended to help synthesize program envision their senior synthesis project; and learning, usually undertaken in the write a formal proposal. student’s final quarter.

128 Antioch University Seattle LIBM600: Library Media technology-friendly media center in which Concentration Independent Study/ technology/instructional tools are an Elective (1-4); Varies integral part of the library program. Through a selected course, independent contract or cohort-designed seminar, LIBM606: Technology in the Library: students engage in focused study on an Production and Presentation (3); SU academic discipline or professional field to Participants focus on teacher-librarian meet Washington state competencies for productivity, instructional presentation the selected endorsement. They become and student productivity to support familiar with the current theory, bodies student-centered learning in the of knowledge and lines of inquiry at the classroom. Librarians and future librarians heart of a curriculum area they teach learn how to transform the learning or supervise, or in relation to policy or experience by designing lessons based on program initiatives they create. May be Grade Level Equivalents, ISTE technology reelected for up to 20 credits as part of standards and a scope and sequence of the M.A.Ed. Concentration/Endorsement technology skills designed to meet the Options. technology standards for No Child Left Behind legislation. LIBM602: School Library Program Management for the 21st Century (3); LIBM608: Selection of Children’s and SU Adolescent Library Materials (3); SU Students examine various procedures for The focus is the evaluation and selection developing a comprehensive collection for of books, magazines and other resources the K-12 school library. They use existing for the K-12 school library. Examination electronic and in-house management of all library material includes discussion tools and processes for analyzing existing of a multicultural focus in collection collections, with an emphasis on the consideration. In order to develop critical practical application of these tools. standards for literature and other library Students become prepared to promote resources, students examine online and a dynamic, multicultural school library print review sources and apply these to the collection that meets the needs of selection of library material. students and staff. They connect with the school curriculum and state standards, LIBM610: Library Research Skills: address current curricular issues and Working in Collaboration (3); SP support leisure reading. Students develop a school research program that includes understanding LIBM604: Technology-based and instructing student research skills, Instructional Resources (3); SU evaluating and using various resources, Students are introduced to the technology and collaborating with teachers. Through appropriate for a school library program hands-on practice and action research, and examine, evaluate and utilize a students gain an understanding of student variety of technology-based instructional research practices, develop a research resources for use in the classroom and project and plan, and collaborate with a school library setting. The emphasis is classroom teacher to implement a research on the role of the librarian in connecting project. Students also develop strategies students and teachers to information for becoming the research and curriculum media, regardless of its format. This lab- hub of the school. centered course helps librarians create a

Antioch University Seattle 129 LITR600: Literacy Concentration specific techniques and skills utilized by Independent Study/Elective (1-4); the coach. They also study coaching ethics Varies and general practice information. HS; LOS; Through a selected course, independent PSY contract or cohort-designed seminar, students engage in focused study on an LOS315: Group Facilitation (3-4) academic discipline or professional field to A hands-on introduction to group meet Washington state competencies for facilitation, with special emphasis on team the selected endorsement. They become building. Students learn the theory and familiar with the current theory, bodies practice of group dynamics through in- of knowledge and lines of inquiry at the class role-play experiences and reflective heart of a curriculum area they teach discussion and identify elements of or supervise, or in relation to policy or effective facilitation There are plenty of program initiatives they create. May be opportunities to practice facilitation skills. reelected for up to 20 credits as part of HS; LOS; PSY the M.A.Ed. Concentration/Endorsement Options. LOS325: Case Studies in Leadership (3-4); SP LOS301: Leadership, Mindfulness and Explores leadership by examining how Social Justice (3-4) figures who are well known came to be Approaching leadership from the inside leaders. Effective leadership principles out, through an experiential exploration are extracted from the lives of several of contemplative mindfulness practices. successful leaders and a few failed leaders Students deepen awareness of guiding as well, primarily gleaned from biographies values and commitments to social justice and autobiographies. Participants consider while developing practical leadership skills that leadership has less to do with roles for social change in the workplace and and positions than it does with how community. HS; LOS; SOJ; SPI one mobilizes oneself and others to do important things in the world. LOS; SOJ LOS306: Intro to Nonprofit Management (3-4) LOS390: Special Topics in Leadership Overview of management functions & Organizational Studies (1-8); Varies in nonprofit organizations, including Includes course offerings of special interest capacity-building, advocacy, fundraising within or across areas of concentration. and board development. Emphasizes building community collaborations, LOS400: The Power of Engaging: multicultural issues and change leadership. Listening, Collaboration, Facilitating HS; LOS; SOJ (6-8) Addresses the challenges and promises LOS310: Theory and Practice of of working collaboratively, recognizing Coaching (3-4) that cross functional workplace teams An experiential introduction to the theory and community-based partnerships and practice of life/personal coaching. are needed more than ever to meet the Co-active coaching is the primary complexities of today’s organizational method studied; includes introduction to and societal needs. Focus on learning other schools. Students learn concepts to design and facilitate participatory of fundamental coaching models, the meetings, conferences, change processes relationship between coach and client, and and community meetings. LOS; SOJ

130 Antioch University Seattle LOS401: Leadership and Conflict or developing within an organizational Resolution (3-4) context. LOS; SOJ Well-managed conflict can bring communities and individuals closer LOS408: Facilitating Democratic together, be resolved nonviolently and Participation (3-4); WI contribute to a richer and more diverse Informed by theoretical perspectives in the community experience. Emphasizes democratic literature, students examine skills that help students understand and numerous case examples of contemporary influence community conflict, manage participatory practice, such as self- interpersonal conflict and understand managed work teams or Seattle neighbors their own relationship with conflict more who dialogue in conversation cafes about deeply. Includes an outdoor ropes course world issues. Students also have multiple component. HS; LOS; SOJ opportunities to observe, experience and facilitate participatory processes and LOS402: Intercultural explore applications of individual interest. Communications and Conflict LOS; SOJ Resolution (3-4) Introduces communication styles and LOS410: Narrating Change: Stories for considers practices that create greater Collective Action (3-4) awareness when communicating across Students explore ways stories can cultures. Explores relationship building be used to guide organizational and across cultures, among global cultures, and community change, and draw from inside our local multicultural communities. ethnography’s focus on narrative and HS; LOS; SOJ traditions of participatory and action- oriented research. In a dynamic interplay LOS403: Far From Equilibrium: of theory and practice, students alternately Systems Perspectives on Change study underlying principles of story- (3-4); SP based change while they engage in an Properties of complex living systems are application project that utilizes stories brought to life – wholism, purposefulness, from their own organization or community interdependence and self-organization, in cycles of reflection and action. LOS; SOJ with special emphasis on patterns of emergence. Inquiry focuses on what it LOS415: Expeditionary Leadership: means for group, organizational and Lessons in Group Facilitation (3-4); SU community systems to embrace instability Explores the complexities of facilitative and uncertainty; that is, to live creatively as leadership by examining real-life case participative, adaptive and self-renewing studies of expeditions on the edge, from systems far from equilibrium at the edge of Shackleton's journey to the Antarctic chaos. LOS; SOJ to Arlene Blum's all-woman ascent of Annapurna. Students apply lessons from the LOS406: Turning the Ship: successes and failures of studied expeditions Organizational Change (3-4); FA to facilitating effective groups in nonprofits, Provides students interested in business, schools and communities. organizations and organizational change Experiential course format involves with techniques for being creative overnight camping and both wilderness and within organizations in times of change urban day hikes. HS; LOS; PSY and uncertainty. Students review nonlinear approaches to changing and/

Antioch University Seattle 131 MATH320: Real-World Mathematics MGMT633: Innovation and Creativity (3-4) in Turbulent Times (3); SU Enrich understanding of mathematics Examine diverse paradigms associated through engaging and interactive with the study of creativity, concepts of experiences. Using an investigation/ similarities and differences from both inquiry approach, students explore Eastern and Western traditions and various mathematics concepts in multiple ways. convergent and divergent processes for SBUS solving puzzles.

MATH390: Special Topics in Math MGMT640: Leadership in Business (1-8); Varies and Organization Systems Inquiry (3); Includes course offerings of special interest FA within or across areas of concentration. Use a case-in-point method to learn and practice key concepts of effective MATH400: Math Tutorial (1); FA leadership. Identify roles often played in Offers a small group tutorial experience organizations, learn reflection-in-action that supports proficiency in mathematics skills and develop a greater understanding literacy. Through structured, weekly of the many forces influencing group or meetings with a tutor, students engage team behavior. in exploring analytical, mathematical concepts and processes to support their MGMT643: Harnessing Human academic and career successes. Diversity (3) Explore the interdependence of personal, MGMT590: Special Topics in interpersonal and transpersonal identities Management and Leadership (1-3); to harness the immense richness of diverse Varies human identities in order to enhance Students and faculty explore various creativity, morale and productivity in the topics, using collaborative and individual workplace. approaches to create new knowledge. MGMT646: Evoking Spirit at Work MGMT630: Strategic Thinking and through Islamic Mysticism (3) Planning (3); SP Explore the human spirit at the core of all Explore planning concepts and learning experiences from the venue of methodologies with focus on Islamic mysticism – Sufism in particular. organizational life, including the evolution The principal objectives are to create of organizational systems, diverse awareness of the conditioning of thoughts paradigms, spiral dynamics, self-organizing by diverse paradigms – ranging from the systems and systems dynamics. reductionist to the holistic – and to use mystical and mythological perspectives MGMT631: Managing in a Changing to go beyond conventional thinking Context (3) to reexamine everyday reflections and Students and faculty collaboratively practices. address specific personal, organizational and global issues and topics related to MRKT610: Socially Responsible management and leadership in the 21st Marketing (3); WI century. Examine the role, practical application, ethics and social responsibility of marketing including learning the

132 Antioch University Seattle values-based approach to marketing ORGP630: Practitioner Development and the building blocks of creating (3); SU and managing a successful integrated Explore the impact of self in a consultative marketing program. Includes exploration relationship and focus on the skills and of marketing as a tool for organizational insights that accompany increased self- and social change and gaining consulting awareness and effectiveness in doing experience with a real client project. organizational change work.

ORGP590: Special Topics in ORGP631: Consulting Practice (3) Organizational Development (1-3); Learn the fundamentals of collaborative Varies consultation based on principles of action Students and faculty explore various research and process consultation, and topics, using collaborative and individual apply these concepts as you consult with approaches to create new knowledge. local organizations.

ORGP615: Overview of Organizational ORGP632: Systems-level Intervention Dynamics: Practicum (3); WI and Change (3) Students develop an effective lens to Students collaboratively explore large- participate in organizational change with group strategy in whole-organization and a local organization. The change work will community-change efforts, with a focus involve diagnosing issues and building on technologies such as Future Search, momentum for improving organizations. Real Time Strategic Change, SimuReal and Students learn the theoretical bases, Open Space. operating principles, terminology and concepts used to conduct a systems-based ORGP633: Intervening in a System (3); change. SP Learn the principles, ethics, design and ORGP621: Human Behavior in the implementation of systems change Workplace (3) to facilitate and directly work with Beginning with family of origin, students organizations and people. Students examine their own personal and learn how to approach people in the professional development, including organization to build trust among identifying the ways in which the organizations, the people who work generational family patterns impact their within, and the consultant. work as practitioners. ORGP640: Group Dynamics and ORGP622: Personal Wellness in Facilitation (3); FA Organizational Systems (3) Deepen theoretical and practical Using a systems framework and understanding of group process and emphasizing the intersection of the group roles. personal and the organizational, students develop models and assess an actual ORGP641: Theory and Practice of organization using their organizational Coaching (2) wellness model. Gain an overview of coaching types, learn coaching theories and practices (including: adult development, social psychology, motivational theories, organizational development, human systems thinking

Antioch University Seattle 133 and personality style assessments), receive ORGP646: Multi-Stakeholder videotaped feedback and develop the Collaboration (3); WI business case for the value of coaching. Students gain key techniques to facilitate Eligibility: permission of the instructor; engagement across boundaries of open only to CCC students. disciplines, sectors, worldviews and turfs. Examining and applying theories and ORGP642: Conflict Management (3); principles of bringing diverse groups SP together, students build competencies Explore the interconnection of various to draw out unique perspectives, find types and levels of conflict and increase common threads and deepen the capacity practitioner skills in managing conflict by for collective action. practicing the application of concepts and models. PLSC390: Special Topics in Political Science (1-8); Varies ORGP643: Trauma and Healing in Includes course offerings of special interest Organizations (3) within or across areas of concentration. Through an exploration of organizational culture, students look at sources of PLSC440: Political Economy of Oil organizational trauma and the resulting States (3-4); SU internal dynamics. Using a systemic Trains students in the comparative perspective, students learn ways to method of political science. Emphasis on address these dynamics and heal dependency theory and on the theory organizations. of the rentier state, through examination of three oil-producing states. Students ORGP644: Creating Collaborative evaluate theory for its internal consistency Teams (3) and normative implications, and to test its Learn how to form teams that work validity using empirical evidence. GS; SOJ collaboratively, an essential skill in every career. Students study communication, PLSC462: Marx’s Theory of History personality styles, problem solving and (3-4); SP decision-making, coaching and conflict Marx typically wrote as a critic, critiquing management with the goal of creating some of the most famous works in the collaborative teams. liberal tradition. Students understand where the primary differences exist ORGP645: Coaching (3); SU between the way Marx and the classical Interactively explore coaching theories economists understood supply and and best practices that encourage rapid demand. The class experiences Marx’s skill development regardless of experience critique of consumer society as well as level. Topics include methodology and his critique of property, which has serious process, overview of different coaching ramifications for the liberal understanding types, available resources, the value of of liberty. Students rip apart an analytical coaching (the business case), critical issues question set and organize an analytical in developing a coaching practice, practical essay that answers the question. GS; SOJ tools and skills for managers and leaders. PSYA500: Competency Assessment I (0); FA, WI, SP Provides an orientation to the CFT specialization, curriculum, and student

134 Antioch University Seattle e-portfolio. Emphasis given to students’ PSYA504: Multicultural Perspectives educational process, career goals, and and Art Therapy (3); WI preliminary assessment of beginning Promotes an understanding and clinical competencies. Note: Open only appreciation of cultural and ethnic to first-quarter students or by program differences among individuals, groups permission. and families, and the impact of such differences on the theory and practice PSYA501: Competency Assessment II of art therapy. Emphasis on nonverbal (0); SU, FA, WI, SP aspects of art therapy. There is a lab fee for Provides students with guidance in supplies. Prerequisite: PSYA503: Family of completing a rigorous self-evaluation Origin Systems and Art Therapy; others by prior to beginning internship. Students permission of liaison. review personal educational process and products, utilizing their e-portfolio. PSYA505: Group Art Therapy (3); WI Details regarding internship preparation Introduces theory and practice of group are provided. Prerequisites: Completion of art therapy practice. Integrates theoretical the required core courses in the student’s approaches to group counseling and specialization; must be taken one quarter emphasizes basic skills needed to prepare before starting internship. for leading a variety of client groups through creative experiential activities, PSYA502: Competency Assessment III lecture and role-play. There is a lab fee (0); SU, FA, WI, SP for art supplies. Prerequisite: PSYC506: Prepares students for graduation, post- Communication and Counseling Skills. masters clinical experience, and MFT licensure exam. Students self-evaluate PSYA506: Family Group Art Therapy their knowledge, skills, and competence, (1); WI utilizing their e-portfolio. Note: Open Designed for CFT/AT students. Introduces only to students in their final quarter of theory and practice of group art therapy internship or by program permission. practice. Integrates theoretical approaches to group counseling and emphasizes PSYA503: Family of Origin Systems basic skills needed to prepare for leading and Art Therapy (3); FA, SP a variety of family groups through Introduces family of origin systems creative experiential activities, lecture and perspective for understanding and role-play. There is a lab fee for supplies. addressing issues of human development Prerequisite: PSYC506: Communication in the context of multigenerational family and Counseling Skills. dynamics. Students examine their own development in terms of socio-cultural PSYA507: Art Therapy in Diverse roots, family history and unresolved family Settings: Individual and Group conflicts through experiential, creative Therapy (3); WI, SU exploration and papers. This is the first Provides background and theory on the course in a two-quarter sequence. There is practice of art therapy in a variety of a lab fee for supplies. Prerequisite: First- settings, primarily with adult through quarter clinical/AT students. geriatric populations. The student integrates theories inherent to art therapy with a spectrum of psychopathology and developmental characteristics in divergent treatment settings through lectures, role-

Antioch University Seattle 135 play, readings and papers. There is a lab and PSYA510: History and Theory of Art fee for supplies. Prerequisite: PSYA510: Therapy. Only for AT students. History and Theory of Art Therapy I. PSYA540: Developmental and PSYA508: Techniques and Practice of Treatment Models in Art Therapy (3); Art Therapy (3); FA SP, FA Provides studio-based comprehensive Provides an overview of the framework for the practice of art therapy developmental stages and effective through visual and nonverbal techniques treatment models with differing using various media and experiential populations, primarily children through exercises. Art therapy applications for adolescents. Emphasizes individual and diagnosis, therapeutic intervention and group art therapy format with role-play treatment through multidisciplinary to demonstrate different models and teamwork are explored. Case studies are stages. Students research, write critiques used to illustrate specific AT applications. and apply these models with diverse There is a lab fee for supplies. clients. There is a lab fee for supplies. Prerequisites: PSYA510: History and PSYA510: History and Theory of Art Theory of Art Therapy I and PSYA508: Therapy I (3); WI Techniques and Practice of Art Therapy. Overview of the history of art therapy as Only for AT students. a field of study and practice, inclusive of the founders, the therapeutic approaches, PSYA551: Art Therapy Research in philosophical frameworks, theoretical Individual and Family Therapy (3); FA emphasis and formation of the American Covers research literature, design and Art Therapy Association (AATA). There is a implementation in the art therapy field, lab fee for supplies. applicable to individual clients or family clients. Students research, design and PSYA511: History and Theory of Art complete a literature review and gain Therapy II (3); SP approval to implement the research Provides a continuation of and further project. The instructor aids in research development of History and Theory of Art ideas as needed. There is a lab fee for Therapy I. There is a lab fee for supplies. supplies. Prerequisite: PSYA511: History & Prerequisite: PSYA510: History and Theory Theory of Art Therapy II of Art Therapy I. PSYA590: Special Topics in Art PSYA518: Ethical Issues in Art Therapy Therapy (1-5); Varies (1); SP Explores contemporary and seminal issues Provides historical, philosophical and related to theoretical understanding, practical context for ethical, clinical and clinical assessment and treatment issues professional issues in art therapy. Applies using art therapy with individuals, groups, theory to clinical situations and introduces couples and families. The emphasis is on issues of confidentiality specific to art the creative process within the therapeutic therapy and ethical research practice. realm that attends to multicultural Students prepare a file of relevant ethical competency. Developmental, interactional codes, a glossary, a bibliography and and multicultural aspects are examined. other related material. There is a lab fee for supplies. Prerequisites: PSYA508: Techniques and Practice of Art Therapy

136 Antioch University Seattle PSYA591: Pre-Internship Practicum evaluator, write a syllabus and schedule and Supervision in Couple and Family learning activities of the independent Therapy/Art Therapy (1-3); SU, FA, WI, study prior to registration. All independent SP studies must have prior approval of the Students provide direct therapeutic student’s adviser, and all paperwork must services to clients and receive supervision be submitted to the program associate by and instruction regarding common Friday of week seven of the prior quarter. clinical and professional issues. First quarter students are assigned one client PSYA600A: Internship: Mental Health at a time, and may carry up to a total Counseling/Art Therapy (1-3); SU, FA, of five clients in Antioch’s Community WI, SP Counseling and Psychology Clinic. There Students provide clinical services in is a fee each quarter for liability insurance. settings that serve the mental health Prerequisites: PSYA503: Family of Origin needs of individuals, children, groups, Systems and Art Therapy, PSYC505: couples and families. During a minimum of Systems Perspectives in Family Therapy, four quarters, students must acquire 700 PSYC506: Communication and Counseling on-site hours, 350 of which must involve Skills, and PSYC515: Psychopathology. This direct face-to-face client contact using is an elective course; once elected, students art therapy. There is a fee each quarter are expected to repeat the course for a for liability insurance. Prerequisites: Core minimum of two quarters. required courses as listed in MHC/AT plan of study. Must be taken concurrently with PSYA592: Pre-Internship Practicum Case Consultation. and Supervision in Mental Health Counseling/Art Therapy (1-3); PSYA600B: Internship: Couple and SU, FA, WI, SP Family Therapy/Art Therapy (1-3); SU, Students provide direct therapeutic FA, WI, SP services to clients and receive supervision Students provide clinical services in and instruction regarding common settings that serve the mental health clinical and professional issues. First needs of individuals, children, groups, quarter students are assigned one client couples and families – usually over five at a time, and may carry up to a total quarters but never less than four. Students of five clients in Antioch’s Community must acquire 500 hours of direct face-to- Counseling and Psychology Clinic. There face client contact, 250 of which must be is a fee each quarter for liability insurance. with couples or families and 350 of which Prerequisites: PSYA503: Family of Origin must use art therapy, and 100 hours of Systems and Art Therapy, PSYC505: supervision from an Antioch-approved Systems Perspectives in Family Therapy, supervisor, of which 50 must involve direct PSYC506: Communication and Counseling observation. There is a fee each quarter Skills, and PSYC515: Psychopathology. This for liability insurance. Prerequisites: Core is an elective course; once elected, students required courses as listed in CFT/AT plan are expected to repeat the course for a of study. Must be taken concurrently with minimum of two quarters. Case Consultation or Case Supervision.

PSYA599: Independent Studies – Art Therapy (1-6); Varies For students who seek to design a course currently not offered at Antioch University Seattle. Students must designate an Antioch University Seattle 137 PSYA601A: Case Consultation: Mental approved supervisor. (See the updated list Health Counseling/ Art Therapy (1); of approved supervisors at “My Center” SU, FA, WI, SP on FirstClass.) Provides minimum of 100 Provides MHC/AT students the opportunity hours of supervision, inclusive of 50 hours to receive on-campus consultation of direct observation, and consultation regarding their work at internship sites. about ethical and professional issues. Progressive emphasis across quarters Supervision integrates family therapy given to: individual assessment, relational/ and art therapy. There is a lab fee for family assessment, integration of supplies. Prerequisites: Core required theory and practices associated with courses as listed in CFT/AT plan of study art therapy and the demonstration of and concurrent enrollment in CFT/AT clinical competence within a multicultural internship. Enrollment optional after four context. Additional emphasis on ethical quarters of internship. and professional issues. There is a lab fee for supplies. Prerequisites: Core required PSYA650: Art Therapy Master’s Project courses as listed in MHC/AT plan of study (1–5); SU, FA, WI, SP and concurrent enrollment in MHC/AT An individualized process designed internship. Enrollment optional after four mutually by the student and art therapy quarters of internship. chair to expand scholarship in and make a contribution to the field of art therapy. PSYA601B: Case Consultation: Couple This process may include various media, and Family Therapy/Art Therapy (1); including film, presentations and visual SU, FA, WI, SP imagery. Prerequisites: Core art therapy Provides CFT/AT students the opportunity coursework. to receive on-campus consultation regarding their work at internship sites. PSYA651: Advanced Art Therapy Learning is progressive across quarters. Research in Individual and Family Although emanating from the particular Therapy (3); WI experiences of the students in the A continuation of Art Therapy Research in class and integrated with theories and Individual and Family Therapy, in which practices associated with art therapy, students implement the research project emphasis typically is given to such topics through data collection and analysis. A as individual and family assessment, student’s completed research project integration of theory and practice, and includes an abstract, literature review, ethical and professional issues. There is a methodology and results section, and lab fee for supplies. Prerequisites: Core future research options. There is a lab fee required courses as listed in CFT/AT plan of for supplies. Prerequisites: All other art study and concurrent enrollment in CFT/ therapy classes and PSYA551: Art Therapy AT internship. Enrollment optional after Research in Individual and Family Therapy. four quarters of internship. PSYA653: Advanced Art Therapy PSYA602B: Case Supervision: Couple Assessment (3); FA and Family Therapy/Art Therapy (1); Provides an overview of art therapy and SU, FA, WI, SP pertinent assessment tools used in the Designed for CFT/AT students completing art therapy field. Students practice the their internships under the onsite utilization of these tools and/or develop supervision of those who do not meet and demonstrate their own tools. Art the standards for being an Antioch- therapy assessment of specific populations

138 Antioch University Seattle also included. There is a lab fee for PSYA799: Independent Studies – supplies. Prerequisite: PSYA511: History & Art Therapy (1-3); SU, FA, WI, SP Theory of Art Therapy II. Students work with faculty to design a course in an area of their interest not PSYA660: Art Therapy Thesis (1–5); SU, covered in the Psy.D. curriculum. FA, WI, SP An extensive research paper that expands PSYA810: Dissertation Seminar I – the body of existing art therapy literature Art Therapy (1-3) and makes a contribution to the field of Students in the Art Therapy concentration art therapy. The student and art therapy within Psy.D. work with an art therapist faculty mutually decide upon the research as they plan their dissertations, build topic area, timeline, design and process their dissertation committees and of completion. Prerequisites: Core art schedule their first committee meeting. therapy coursework. Prerequisites: PSYC731: Research Ethics and Quantitative Methods and Analysis, PSYA751: Professional Seminar I – PSYC732: Quantitative Methods and Art Therapy (3); WI, SP Analysis II, PSYC733: Qualitative Methods This three-quarter linked seminar and Analysis I and PSYC734: Qualitative accompanies coursework in specific con- Methods and Analysis II. centrations. Seminar provides additional consultation on case conceptualizations, PSYC310: The Counseling Role (3-4); cultural issues, diverse contexts and overall FA application of the concentration area Offers students the opportunity to acquire content. and practice basic counseling tools such as listening skills, congruent communication, PSYA753: Professional Seminar II – use of self as instrument and specific Art Therapy (3); WI, SP aspects of interviewing and contracting This three-quarter linked seminar with a client. In-class role-playing and accompanies coursework in specific practice, as well as additional practice concentrations. Seminar provides additional assignments, supplement the readings. consultation on case conceptualizations, HS; PSY cultural issues, diverse contexts and overall application of the concentration PSYC320: Loss and Grief: area content. Prerequisite: PSYA751: Interdisciplinary Perspectives (3-4); Professional Seminar I – Art Therapy. SU Physiological, psychological, social and PSYA755: Professional Seminar III – ethical perspectives on the process Art Therapy (3); WI, SP of dying and bereavement. Students This three-quarter linked seminar identify different coping styles with each accompanies coursework in specific developmental stage in the life cycle as concentrations. Seminar provides a response to attachment and loss, and additional consultation on case examine the individual in the context of conceptualizations, cultural issues, diverse gender, family, culture and spirituality. contexts and overall application of the Class time includes an off-campus concentration area content. Prerequisites: weekend retreat. HS; PSY; SPI PSYA751: Professional Seminar I –Art Therapy, PSYA753: Professional Seminar II – Art Therapy.

Antioch University Seattle 139 PSYC330: Transpersonal Psychology creating individual and community well- (3-4); WI being. Students explore the concepts and Introduces the field of transpersonal implementation of cultural healing. psychology, tracing its spiritual, intellectual and cultural origins as well as PSYC370: Archetypes in Classical its development in contemporary times. Literature (3-4) Emphasis is on direct experience of the Students approach the literature of transpersonal through some form of classic writers such as Homer, Dante, spiritual practice and through creative Conrad, Dostoyevsky and Willa Cather as expression. PSY; SPI psychological material. Responses to the rich symbols and metaphors may include PSYC340: Ecopsychology (3-4); FA art projects, theatric representations, Ecopsychology is the emerging synthesis poetry, and/or musical production pieces. of concerns in the fields of psychology, A&L; HS; PSY ecology and the environmental movement. Ecopsychology broadens PSYC380: Indigenous Psychology the context of traditional psychological (3-4) perspectives to include the human Surveys several indigenous worldviews relationship with the other-than-human and perspectives on human development world in historical, theoretical and applied and psychological well-being, with a focus aspects. PSY; SOJ on environmental stewardship and justice. PSY; SPI PSYC350: Social Psychology (3-4); SP Provides an overview of classic and PSYC390: Special Topics in Psychology contemporary research in social (1-8); Varies psychology, the study of individual Includes course offerings of special interest behavior in group contexts, group within or across areas of concentration. behavior and associated phenomena. Students explore social psychology both PSYC420: Introduction to Jungian theoretically and practically, examining Psychology (3-4) interpersonal and group dynamics, and An overview of Jung’s theory, including exploring how the thoughts, feelings and Jung’s model of the structure of the actions of individuals are influenced by personality and the psyche, typology, (and influence) the beliefs, values and implications for treatment and the analytic practices of large and small groups. HS; process. Students explore differences PSY; SOJ between the personal and the collective unconscious by looking at four major PSYC360: Liberatory Psychology and archetypes: the Shadow, the Anima, the Cultural Healing (3); SU Animus and the Self. Students consider Psychologies of liberation are emerging symbolism, myth and metaphor as on every continent in response to the fundamental principles in Jungian analysis. collective traumas inflicted by colonialism PSY; SPI and globalization. Students explore how the personal and collective unconscious, PSYC450: Seminar in Archetypal as well as historical and current events, Psychology (3-4) are ways to see through and listen into Students examine a view of self and world the psychological wounds of individuals that begins with the assumption that mind and communities for the purposes of is grounded not in physiology, behavior,

140 Antioch University Seattle language or society, but in the processes of treatment interventions; and social, imagination. Focus is on the philosophical cultural, ethical and legal issues related assumptions of the archetypal perspective, to this area of study. This class satisfies from the origins of this primarily Western prerequisites for admission to the School perspective in Classical Greece, the of Applied Psychology, Counseling and Renaissance, the Romantic era and 20th Family Therapy. HDL; HS; PSY century depth psychology. PSY; SPI PSYC500: Competency Assessment I PSYC490: Theories of Personality (3- (1); FA, WI, SP 4); SP Provides an orientation to the CFT The major Western and Eastern personality Specialization, curriculum, and student theories and theorists within their cultural e-portfolio. Emphasis given to students’ and historical contexts provide students educational process, career goals, and with a broader understanding of the advising issues. Note: Open only to first- evolution of ideas concerning human quarter clinical students or by program nature. Attention given to the interaction permission . of the individual with the social milieu, the cultural biases within theory and the PSYC501: Competency Assessment II effect of personal history on theoretical (1); SU, FA, WI, SP claims. This class satisfies prerequisites Provides students with guidance in for admission to the School of Applied completing a rigorous self-evaluation Psychology, Counseling and Family prior to beginning internship. Students Therapy. HDL; HS; PSY review personal educational process and products, utilizing their e-portfolio. Details PSYC492: Lifespan Development (3-4); regarding internship preparation are SU provided. Prerequisites: Completion of Traces the major phases of human the required core courses in the student’s development from a variety of specialization; must be taken one quarter perspectives. Lifespan is viewed as a before starting internship. continuum on which crises and change, coping and adjustment occur within a PSYC502: Competency Assessment III social context. Students address how a (1); SU, FA, WI, SP developmental perspective informs them Prepares students for graduation, post- of important lifespan issues. This class masters clinical experience, and MFT satisfies prerequisites for admission to the licensure exam. Students self-evaluate School of Applied Psychology, Counseling their knowledge, skills, and competence, and Family Therapy. HDL;HS; PSY utilizing their e-portfolio. Note: Open only to students in their final quarter of PSYC494: Abnormal Psychology (3-4); internship or by program permission. WI Introduces students to the theories PSYC503: Family of Origin Systems (3); and concepts of human behavior, as FA, WI, SP understood in the field of psychology. Introduces family of origin systems Topics include: defining abnormal perspective as a basic interpretive behavior; understanding the historical framework for understanding and context; reviewing psychological models addressing issues of human development and forms of assessment; delineating the in the context of multigenerational major categories of abnormal behavior; family dynamics. Students examine

Antioch University Seattle 141 their own development in terms of their PSYC507: Group Counseling (3); SU, socio-cultural roots, family history and FA, WI, SP unresolved family conflicts. Note: Open Introduces students to the theory and only to first-quarter clinical students or practice of group counseling. Emphasizes by program and instructor permission integrating theoretical approaches to for students outside of the clinical group counseling and learning basic skills specializations. needed to prepare for leading a variety of client groups. Prerequisite: PSYC506: PSYC504: Multicultural Perspectives Communication and Counseling Skills. (3); SU, WI, SP Promotes an understanding and PSYC508: The Counseling Profession appreciation of cultural and ethnic and Identity (3); SU, FA, WI differences among individuals, groups This course provides the foundation for and families, and the impact of such the development of one’s professional differences on the theory and practice of identity within the fields of counseling. MHC and CFT. Prerequisite: PSYA/PSYC/ Areas for exploration include the history PSYD503: Family of Origin Systems (for CFT/ and philosophy of the counseling MHC students); space may be available for profession; professional organizations other students during late registration. (including membership benefits, current issues, counselor roles, etc.); professional PSYC505: Systems Perspectives in credentialing (including licensure, Family Therapy (3); SU, FA, WI, SP accreditation, public policy); the role of Introduces family systems theory for counselors as part of multi-disciplinary the clinical assessment and treatment crisis response teams; counselor of mental health problems, inclusive of supervisions models and practices; and multicultural perspectives. Emphasis is counselor self-care strategies. on understanding and intervening in the interpersonal dynamics of the family PSYC510: Theories and Practice of system as a basic framework for mental Counseling: Psychodynamic and health treatment. Required of all MHC and Cognitive Behavior (3); SU, FA, WI, SP CFT students. Prerequisite: PSYA/PSYC/ Links theoretical foundations of PSYD503: Family of Origin Systems (or psychodynamic and cognitive behavior may be taken concurrently; waived for ISP theories to their application in the practice students) of counseling. Prerequisites: PSYC506: Communication and Counseling Skills and PSYC506: Communication and PSYC490: Theories of Personality. Counseling Skills (3); SU, FA, WI, SP Offers students the opportunity to acquire PSYC511: Theories and Practice and practice basic counseling tools such as of Counseling: Humanistic, listening skills, congruent communication, Transpersonal and Eastern (3); SU, FA, use of self as instrument and specific WI, SP aspects of interviewing and contracting Links theoretical foundations of with a client. In-class role-playing and humanistic, transpersonal and eastern practice, as well as additional practice theories to their application in the practice assignments, supplement the readings. of counseling. Prerequisites: PSYC510: Theories and Practice of Counseling: Psychodynamic and Cognitive Behavior.

142 Antioch University Seattle PSYC512: Individual Therapy in the helping behavior occurs. Emphasis is on Family System (3); SU, FA, WI, SP developing the ability to think about Links theoretical foundations of individual clinical situations in ethical terms. psychotherapy with their application in the context of family dynamics and PSYC519: Ethics in Family Practice (1); relationships. Individual psychotherapy FA, WI, SP methods are grounded in the overarching Provides an overview of special topics in perspective of systemic theory. family law, ethics and professional issues Prerequisites: PSYC506: Communication related to the practice of couple and family and Counseling Skills and PSYC490: therapy with a case-focused presentation. Theories of Personality. Prerequisite: PSYC518: Ethics and Professional Issues. (CFT students are PSYC515: Psychopathology (3); SU, encouraged to take these courses FA, WI, SP concurrently.) Provides orientation to the etiology and symptoms of the major DSM-IV- PSYC522: Human Development in the TR categories of psychopathology, as Family Life Cycle (3); SU, WI, SP understood from a variety of perspectives. Focuses on the basic developmental tasks Includes discussion of schizophrenia, of individuals throughout the lifespan, major affective disorders, borderline, and how these tasks relate to stages of the narcissistic and other personality disorders family life cycle. Students also examine and anxiety disorders. Focus is on the role stressors common to contemporary of the symptom in the inner world of the American families and their effect on the individual and in the broader interpersonal family life cycle. Prerequisite: PSYC492: and cultural contexts. Prerequisite: Lifespan Development. PSYC494: Abnormal Psychology, PSYC490: Theories of Personality. PSYC523: Human Development in Context: Gender – A Lifespan PSYC516: Psychodiagnostics and Perspective (3); FA, WI, SP Treatment Planning (3); SU, FA, WI, SP Presents current theories and perspectives A survey of approaches to assessment, on the development of gender identity steps in delineation and presentation of and gender role across the lifespan. Within client patterns and issues, and decision- an interdisciplinary perspective, students making procedures for recommending explore the psychological, interpersonal appropriate treatment options for clients. and societal issues related to gender in Students become familiar with the use Western culture. Particular attention is of DSM-IV-TR and multi-axial diagnosis, given to students’ individual experiences. as well as alternative conceptualizations and approaches, such as family systems PSYC524: Human Sexuality (3); FA, assessment. Prerequisite: PSYC515: WI, SP Psychopathology. Focuses on psychological aspects of human sexuality and the development PSYC518: Ethics and Professional of interpersonally intimate relationships, Issues (3); SU, FA, WI, SP including sexual attitudes and Introduces specific ethical guidelines for values, sexual issues in intimacy and counselors and therapists, with attention communication, and the influence of social to the broader historical, cultural and contexts in the meaning and experience of professional contexts within which sexual behavior.

Antioch University Seattle 143 PSYC525: Art, Practice and situations, examines the experiential and Application of Meditation (1); FA interactive patterns shared by participants Exploration of various meditations and in abusive systems and discusses the aspects of being which are related to treatment implications and models for meditation practice. Investigation into the intervention. psychological benefits of meditation and how to use these practices as therapeutic PSYC529: Addictions and Substance interventions take place during the second Abuse (3); SU, SP meeting. Practice of the meditations in Covers assessment, referral and class and between classes is integral to intervention in addictions and substance course content. abuse, based on current theories of etiology and treatment. It includes special PSYC526: Culturally Responsive topics such as children of alcoholics, Cognitive-Behavioral Therapy (1); SP women and addiction, family dynamics Presents a practitioner-oriented of addiction and family intervention, framework for addressing diverse cultural community resources and prevention. influences in therapy, an overview of the key concepts and principles in the field PSYC530: Loss and Grief (3); WI of Cognitive- Behavioral Therapy and Explores the experience of loss and grief opportunities to practice CBT with fellow from a variety of perspectives – personal, students and in relation to case examples socio-cultural, psychological, therapeutic, of culturally diverse clients. Students learn symbolic and spiritual. Emphasis on cutting-edge research from Culturally increasing awareness of one’s own grief Responsive Cognitive-Behavioral Therapy process and its potential impact on (2006), co-edited by the instructor. counseling work as well as on developing Prerequisite: PSYC506: Communication an understanding of principles and and Counseling Skills. practices involved in grief counseling and grief therapy. PSYC527: Career Development and Counseling (3); FA, WI, SP PSYC531: Assessment and Treatment Provides a practical understanding of the of Domestic Violence (3) resources and tools available to counselors Addresses the theory and practice of in relationship to career development. assessing, treating and monitoring Contemporary issues that relate to career domestic violence. Emphasizes the in an individual's life are examined in the practical application of theory to context of both historical and emerging treatment. Prerequisite: Permission of career development paradigms with instructor for BAC students. special attention paid to the connections between career and mental health issues. PSYC535: Historical and Socio-cultural Prerequisite: PSYC506: Communication Perspectives in Psychology: Social and Counseling Skills. Justice, Advocacy and Practice (3) Explores how contemporary social and PSYC528: Abusive Relationships (3); cultural changes impact how people FA negotiate personal identity and live out Provides an integrated perspective on their self-concept. Synthesis of wide- forms of abuse, including sexual, physical ranging and multidisciplinary perspectives, and emotional. Explores the relational including the environmental, cultural, dynamics commonly found in such social, economic and political contexts

144 Antioch University Seattle within which individual and community issues presented by Jewish individuals, behavior is shaped. couples and families. The class illustrates the way in which anti-Semitism and its PSYC537: Historical and Socio- internalization inform this cultural and cultural Perspectives in Psychology: therapeutic context. The class assists Explorations in Psychology and students to develop therapeutic attitudes Spirituality (3); SP and strategies that effectively address Examines how humans experience these issues. Prerequisite: PSYA/PSYC/ connections between spirit and PSYD504: Multicultural Perspectives. psyche, diverse spiritual traditions and transpersonal psychology. Investigates PSYC542: Counseling Multiracial such questions as: What is the self? Families (1); SU What are the connections between self Examines the lives of contemporary and spirit, between psychological and interracial couples, multiracial individuals spiritual development? How can spiritual and multiracial families, including perspectives and practices contribute to cross-racial adoptive families. A psychotherapy? multicultural counseling competency framework is applied to discussion PSYC539: Historical and Socio-cultural and recommendations of counseling Perspectives in Psychology: History of intervention with this population. Psychology (3) Prerequisite: PSYA/PSYC/PSYD504: An introduction to the historical, cultural Multicultural Perspectives. and intellectual foundations of the field of psychology on the cusp of the 21st PSYC543: Counseling Asian- century. In particular, students explore the Americans & Pacific Islanders (3) history of “madness,” the philosophy of Explores cultural considerations necessary science, the effects of culture and gender, to provide relevant assessment and and ways in which psychological thought treatment to various Asian American and has been translated into application. In a Pacific Islander populations. Prerequisites: broader sense, we come to understand PSYA/PSYC/PSYD504: Multicultural how a diversity of explorations into the Perspectives. human endeavor contributes to what is called “Psychology.” PSYC544: Counseling Native Americans (3) PSYC540: Counseling African Offers students an opportunity to explore Americans (3) psycho-social/cultural considerations Students explore cultural considerations relevant to assessment and treatment necessary to provide relevant assessment issues with urban and reservation-based and treatment to African American Native Americans, extended families and clients. More specific course content and communities. Prerequisite: PSYA/PSYC/ assignments are provided in the syllabus. PSYD504: Multicultural Perspectives. Prerequisite: PSYA/PSYC/PSYD504: Multicultural Perspectives. PSYC545: Counseling Hispanic/ Latino(a) Clients (3) PSYC541: Counseling Jews (3) Students explore cultural considerations Assists students in developing an necessary to provide relevant assessment understanding of Jewish cultural and and treatment. Prerequisites: PSYA/PSYC/ religious contexts that inform assessment PSYD504: Multicultural Perspectives. and interventions with respect to clinical Antioch University Seattle 145 PSYC546: Counseling Clients with PSYC552: Assessment: Tests and Disabilities (3) Measurements (3); SU, FA, SP Explore cultural considerations necessary Introduces psychological testing and to provide relevant assessment and surveys the most widely used tests. treatment to clients with various Emphasis on basic skills necessary to disabilities. Prerequisite: PSYA/PSYC/ interpret and appropriately use testing, PSYD504: Multicultural Perspectives. both for clinical and research purposes. A hands-on course with opportunities PSYC547: Counseling Sexual to take, administer or observe the Minorities: Issues and Interventions (3) administration of a sampling of tests. Students address a range of clinical, cultural and developmental issues PSYC580: Applied Couple Therapy (3) related to sexual minorities in light of First in a sequence of three courses that theory, intervention and practice. A must be completed prior to beginning variety of approaches serve to heighten internship. An introduction to an participants’ awareness of problems such integrative systems model for conducting as homophobia and heterosexism as couple therapy and emphasizes the they affect the counseling relationship development of clinical skill for working and process. Prerequisite: PSYA/PSYC/ with couples. Prerequisite: PSYC512: PSYD504: Multicultural Perspectives. Individual Therapy in the Family System.

PSYC550: Research Methods: PSYC581: Applied Family Therapy (3) Introduction to Research (3); SU, FA, Second in a sequence of three courses WI, SP following the completion of Applied Introduces social science research methods Couple Therapy. An introduction to the and fundamental strategies of inquiry in common factors approach to conducting psychology. Includes quantitative and family therapy and emphasizes the qualitative methods, descriptive and development of clinical skills for working inferential statistics, the logic of hypothesis with families. Prerequisite: PSYC512: development and testing, and the role of Individual Therapy in the Family System. program evaluation. PSYC582: Theories of Couple & Family PSYC551: Research in Family Practice Therapy (3) (1); FA, SP Third in a sequence of three courses Addresses special topics in research following the completion of Applied concerning child/couple/family studies Couple Therapy and Applied Family and therapy. After an overview of basic Therapy. A review of the foundational research issues in the field, students theories of couple and family therapy and develop and pursue a research question how these different clinical approaches are for themselves. Prerequisite: PSYC550: effectively applied. Prerequisite: PSYC580: Research Methods: Introduction to Applied Couple Therapy, PSYC581: Applied Research (CFT students can take this Family Therapy. course sequentially or concurrently with PSYC550: Research Methods: Introduction PSYC590A: Special Topics in Mental to Research). Health Counseling (3) Explores contemporary and seminal issues related to the theoretical understanding, clinical assessment and/or treatment

146 Antioch University Seattle of individuals and groups across the in Antioch’s Community Counseling lifespan. The emphasis is on a mental and Psychology Clinic. There is a fee health counseling approach to these each quarter for liability insurance. topics and examining them through a lens Prerequisites: PSYA/PSYC/PSYD503: that takes into consideration appropriate Family of Origin Systems, PSYA/PSYC/ developmental, interactional and PSYD504: Multicultural Perspectives, multicultural aspects. PSYC506: Communication and Counseling Skills, PSYC515: Psychopathology. This is PSYC590B: Special Topics in Couple an elective course; once elected, students and Family Therapy (3) are expected to repeat the course for two Explores contemporary and seminal issues consecutive quarters. related to the clinical assessment and/or treatment of children, couples and families. PSYC594: Case Management in Mental The emphasis is on taking a systemic Health (1); SU approach to these topics and examining Explores case management in mental the developmental, interactional and health, including the history and multicultural aspects of these issues. philosophical bases of case management, its role in the delivery of mental PSYC591: Pre-internship Practicum health services and its connections to and Supervision in Couple and Family counseling and psychotherapy inclusive Therapy (1); SU, FA WI, SP of the inherent therapeutic value Students provide direct therapeutic case management may provide in a services to clients and receive supervision collaborative approach to treatment. and instruction regarding common clinical and professional issues. First PSYC598: Internship Preparation (0); quarter students are assigned one client SU, FA, WI, SP at a time, and may carry up to a total Assists students in identifying professional of five clients in Antioch’s Community practice goals and finding prospective Counseling and Psychology Clinic. There internship sites consistent with those is a fee each quarter for liability insurance. goals. It also helps students negotiate Prerequisites: PSYA/PSYC/PSYD503: and complete their internship contract Family of Origin Systems, PSYC505: and other related requirements. Systems Perspectives in Family Therapy, Prerequisite: May be taken any quarter PSYC506: Communication and Counseling before the internship starts, but it is highly Skills, and PSYC515: Psychopathology. This recommended to be taken no less than is an elective course; once elected, students two quarters before starting internship. are expected to repeat the course for a May be repeated. minimum of two quarters. PSYC599: Independent Studies (1-6); PSYC592: Pre-internship Practicum SU, FA, WI, SP and Supervision in Mental Health For students seeking to design a course Counseling (1); SU, FA, WI, SP currently not offered at Antioch University Students provide direct therapeutic Seattle. Students must designate an services to clients and receive supervision evaluator, write a syllabus and schedule and instruction regarding common learning activities of the independent clinical and professional issues. Students study prior to registration. All independent are assigned one client at a time, and studies must have prior approval of the may carry up to a total of five clients student’s adviser, and all paperwork must

Antioch University Seattle 147 be submitted to the program associate by Core required courses as listed in MHC Friday of week seven of the prior quarter. plan of study and concurrent enrollment in MHC internship. PSYC600A: Internship: Mental Health Counseling (1-3); SU, FA, WI, SP PSYC601B: Case Consultation: Couple Students provide clinical services in and Family Therapy (1); SU, FA, WI, SP settings that serve the mental health Provides CFT students the opportunity needs of individuals, children, groups, to receive on-campus consultation couples and families. During a minimum of regarding their work at internship sites. four quarters, students must acquire 600 Learning is progressive across quarters. on-site hours, 300 of which must involve Although emanating from the particular direct face-to-face client contact. There is experiences of the students in the class, a fee each quarter for liability insurance. emphasis typically is given to such topics Prerequisites: Core required courses as as individual and/or family assessment, listed in MHC plan of study. Must be taken integration of theory and practice, concurrently with Case Consultation. and ethical and professional issues. Prerequisites: Core required courses as PSYC600B: Internship: Couple and listed in CFT plan of study and concurrent Family Therapy (1-3); SU, FA, WI, SP enrollment in CFT internship. Students provide clinical services in settings that serve the mental health PSYC602B: Case Supervision: Couple needs of individuals, children, groups, and Family Therapy (1); SU, FA, WI, SP couples, and families – usually over five Designed for CFT students who are quarters but never less than four. Students completing their internships under the must acquire 500 hours of direct face-to- onsite supervision of those who do not face client contact, 250 of which must be meet the standards for being an Antioch- with couples or families, and 100 hours approved supervisor. (See the updated list of supervision from an Antioch Approved of approved supervisors at “My Center” Supervisor, of which 50 must involve direct on FirstClass.) Provides a minimum of 100 observation. There is a fee each quarter hours of supervision, inclusive of 50 hours for liability insurance. Prerequisites: Core of direct observation, and consultation required courses as listed in CFT plan of about ethical and professional issues. study. Must be taken concurrently with Prerequisites: Core required courses as Case Consultation or Case Supervision. listed in CFT plan of study and concurrent enrollment in CFT internship. PSYC601A: Case Consultation: Mental Health Counseling (1); SU, FA, WI, SP PSYC610: Psychopharmacology (1); SP Provides MHC students the opportunity to An overview of psychopharmacology for receive on-campus consultation regarding nonmedical counseling or psychology their work at internship sites. Progressive students. Students explore the uses of emphasis across quarters given to: medication for mental disorders from individual assessment, relational/family a holistic perspective. Course material assessment, integration of theory and is presented within the whole picture practice, and the demonstration of clinical of treatment. Prerequisite: PSYC515: competence within a multicultural context. Psychopathology. Additional emphasis on ethical and professional issues and the supervision and consultation process. Prerequisites:

148 Antioch University Seattle PSYC612: Clinical Treatment of to assist clients in addressing clinical Children (3); FA, SP issues resulting from childhood sexual Provides an overview of clinical techniques abuse (CSA). The effects of CSA on human in the treatment of children from early development as well as the relationship childhood to puberty. Topics include: between CSA trauma and the emergence play therapy, parent education, family of psychopathology throughout the therapy, collateral parties, transference/ lifespan are addressed. Emphasis is counter-transference, use of expressive on developing an understanding of mediums, discussion of diagnostic issues principles and practices involved in the and medication use. childhood sexual abuse healing process using multiple modalities. Prerequisite: PSYC613: Clinical Treatment of PSYC506: Communication and Counseling Adolescents (3); SU Skills. Explores the many facets and issues involved in the psychotherapeutic PSYC621: Creative Modalities: treatment of adolescents. Transference, Countertransference and Creativity (3) PSYC614: Clinical Treatment of Older A variety of expressive arts modalities offer Adults and Families (3); WI students an opportunity to engage with Introduces concepts related to human their immediate experience and to observe development, assessment and treatment and creatively attend to experience as the of older adults. Emphasis given to basis for learning about transference and selected subtopics such as: myths about countertransference phenomena. This growing older, cultural aspects of aging, provides a substantive and imaginative contemporary social trends – such as introduction to the personal experience children being raised by their grandparents of these illusive dynamics. The concepts instead of their parents – and other topics. of transference and countertransference have evolved tremendously since Freud's PSYC616: Treating Internalized identification of them. In addition to the Oppression (3); SU, WI experiential nature of this course, students Introduces counseling theories and explore the evolution of theory about interventions for issues that result from transference and countertransference and internalized oppression based on gender, its clinical application through reading and class, race, age, religion etc. Emphasis on discussion of seminal and current writing. self-exploration as a basis for subsequent Prerequisites: PSYC506: Communication clinical work. Theoretical material, and Counseling Skills, PSYC515: counseling demonstrations and practice Psychopathology, PSYC510: Theories and sessions are included in the course Practice of Counseling: Psychodynamic expectations. Prerequisites: PSYC506: and Cognitive Behavior or by program and Communication and Counseling Skills instructor permission for students outside and PSYA/PSYC/PSYD504: Multicultural of the clinical specializations. Perspectives. PSYC622: Creative Modalities: PSYC617: Clinical Treatment of Adult Movement and Therapy (3); FA Survivors of Childhood Sexual Abuse Introduction to the theory and practice of (3); SU dance/movement therapy, with focus on Students are introduced to the application psychotherapeutic use of movement and of counseling theories and interventions body experience toward the expression,

Antioch University Seattle 149 communication and transformation of the to create. Prerequisite: PSYC506: self. Includes experiential movement work Communication and Counseling Skills. as an important adjunct to conceptual work derived from readings and group PSYC626: Creative Modalities: discussion. Class schedule includes an Psychodrama (3) all-day intensive meeting. Prerequisite: An introduction to the theory and PSYC506: Communication and Counseling practice of psychodrama. Developed Skills. by J.L. Moreno in the first half of the 20th century, psychodramatic methods, PSYC623: Creative Modalities: Music, widely used in group psychotherapy, also Self-exploration and Therapy (3) are applied in education, business and An overview of the field of music therapy. community development. Students learn Offers varied perspectives of therapeutic about the interweaving of dramatic ritual, approaches in this creative modality and role theory and sociometry in Moreno's hands-on opportunities for exploration in approach. Students explore the ethics the uses of music in therapy. Prerequisite: of psychodramatic practice and the PSYC506: Communication and Counseling appropriate application of action methods Skills. in client groups. This is learning by doing: practice outside of class in a peer group is PSYC624: Creative Modalities: a requirement of the course. Prerequisite: Adventure-based Counseling (3); SU PSYC506: Communication and Counseling Introduction to a spectrum of therapeutic Skills. uses of outdoor experiences, ranging from vision quests to challenge/survival PSYC628: Integrative Process Therapy: programs. Students have an opportunity The Virginia Satir Systemic Model (3); to pursue special topics of interest as SU well as to participate in planning and Provides an analysis of the systems facilitation of scheduled field experiences. theory and therapy model developed Prerequisite: PSYC506: Communication by Virginia Satir. Students explore and and Counseling Skills; good health. Please practice interventions, such as the use of clear any health concerns with instructor family maps to initiate change, sculpting, before registering. Prior experience in temperature reading and reframing. outdoor activities not required, but Discussion includes the applicability students must be able to hike several miles of Satir's model to various cultural and with a backpack and be able to participate gender issues. This course meets the in ropes course activities. Group gear for Advanced Theories requirement for MHC trips is provided. Students are responsible students. Prerequisites: PSYC511: Theories for their own personal gear, a share of and Practice of Counseling: Humanistic, food and transportation costs and ropes Transpersonal and Eastern for MHC course fees. students, PSYC581: Applied Family Therapy for CFT students. PSYC625: Creative Modalities: Writing and Therapy (3) PSYC630: Advanced Theories: Explore multiple forms of the art of writing Existential (3); FA as a tool for both therapeutic work and Explores the emergence of existential creative expression. Includes current practice from its roots in existential theories on the use of these tools in philosophy. Although the focus of study therapy. Examination of the relationship is on this phenomenological approach to of writing, emotion and the imperative research and therapy, it also can apply to 150 Antioch University Seattle fields such as education and organizational Theories and Practice of Counseling: theory. Prerequisite: PSYC511: Theories Humanistic, Transpersonal and Eastern, and Practice of Counseling: Humanistic, or by program and instructor permission Transpersonal and Eastern, or by program for students outside of the clinical and instructor permission for students specializations. outside of the clinical specializations. PSYC634: Advanced Theories: Gestalt PSYC631: Advanced Theories: Brief (3); WI Therapies (3); FA Gestalt therapy is a phenomenological/ Provides an introduction to the theory existential therapy founded by Frederick and practice of brief psychotherapies. and Laura Perls. Students explore gestalt Focuses on cognitive, narrative and concepts through lecture, reading, solution-focused approaches. Includes discussions, video and live demonstrations. consideration of clinical issues that arise in Students have the opportunity to try out today’s often time-limited clinical settings, the techniques of this approach, including such as the evidence-based treatment awareness, the dialogue or empty chair, movement and working within managed staying with feelings, the experiment and care. Prerequisite: PSYC510: Theories and others. Prerequisite: PSYC511: Theories Practice of Counseling, Psychodynamic and Practice of Counseling: Humanistic, and Cognitive Behavior, or by program Transpersonal and Eastern, or by program and instructor permission for students and instructor permission for students outside of the clinical specializations. outside of the clinical specializations.

PSYC632: Advanced Theories: Jungian PSYC635: Advanced Theories: Object (3); SP Relations (3); WI Overview of Carl Jung’s theory, An introduction to the rich and complex emphasizing the impact of analytical object-relations theory in psychoanalysis, psychology on counselors’ attitudes and with focus on key concepts and writings values in working with clients. Introduces based on the British school (Klein, H. the use of typology in understanding Segal, Winnicott, Bion) from its inception personality; the role of imagination, to contemporary concepts. Emphasis on symbols and creative process; and the the object-relations perspective, intra- application of dream analysis in therapy. psychic and interpersonal functioning Prerequisite: PSYC510: Theories and in adulthood, as well as on its model of Practice of Counseling: Psychodynamic early development and implication for and Cognitive Behavior or permission of personality structures. Experiential and instructor. clinical applications are considered along with theoretical analysis. Prerequisite: PSYC633: Advanced Theories: PSYC510: Theories and Practice of Introduction to Buddhist Psychology Counseling: Psychodynamic and Cognitive (3) Behavior, or by program and instructor Students discuss primary Buddhist permission for students outside of the ideas and explore their relevance to the clinical specializations. development of emotional stability, joy in life, higher functioning in daily affairs PSYC636: Advanced Theories: and peace of mind with their inner Cognitive Behavior Therapy (3); SP lives and the outer world. Mindfulness/ Cognitive behavior therapy (CBT) is vipassana meditation is an integral part of especially useful for beginning therapists this exploration. Prerequisite: PSYC511: because it provides clear, specific Antioch University Seattle 151 strategies and a well-defined structure integration with contemporary models that can be flexibly modified as one and methods. The course includes lecture, gains experience. CBT emphasizes the discussion, experiential exercises, case development of a cooperative therapeutic illustrations and video demonstrations. relationship. Special attention is given to Prerequisite: PSYC510: Theories and the practice of CBT in a gender-sensitive Practice of Counseling: Psychodynamic and culturally responsive manner. and Cognitive Behavior or by program and Prerequisite: PSYC510: Theories and instructor permission for students outside Practice of Counseling: Psychodynamic of the clinical specializations. and Cognitive Behavior or by program and instructor permission for students outside PSYC651: Research in Family Studies of the clinical specializations. (3-4); FA, SP Provides an opportunity to pursue PSYC637: Advanced Theories: individually selected topics of interest in Psychosynthesis (3) research literature pertaining to family Psychosynthesis is both a clinical studies and/or family therapy. Because approach and a self-development the course does not meet on a regular practice serving psychological integration basis, students must be able to work and spiritual self-realization. It is itself independently. Prerequisite: If students a synthesis of traditions, ranging from have received a waiver for PSYC550: psychoanalysis to Christian and Jewish Research Methods: Introduction to mysticism to Buddhism. This 90-year- Research, they may take this course. old approach views psychological and spiritual development as inseparable and PSYC701: Diverse Cultures and Social interdependent. Techniques including Systems (3); FA inner dialogues, meditation, guided The culture of psychology as a profession, imagery, movement, drawing and writing orientation to the clinic, electronic library. are taught for working with issues such A framework for understanding and as deepening experience, sub-personality addressing individuals in social systems, conflict, narcissism, the I, the will and multi-cultural ethnic groups, and multi- addiction, the self, etc. Prerequisite: generational families. Entry to an ethnic/ PSYC511: Theories and Practice of cultural community to start a community Counseling: Humanistic, Transpersonal action research project, and to practice and Eastern, or by program and instructor listening skills. permission for students outside of the clinical specializations. PSYC702: Diverse Ethnic Groups (3); WI Classes and clinical experience to complete PSYC638: Advanced Theories: degree mapped out. Ethnic/cultural Adlerian Therapy (3) groups framework for understanding and This provides an advanced understanding addressing individuals in social systems, of Adlerian Psychology theory and multi-cultural ethnic groups, and multi- application of the theory to the practice of generational families. Oppression and psychotherapy, couple and family therapy, discrimination of U.S. ethnic groups. and parent education. Adlerian Psychology Development of community action provides a comprehensive foundation research project and practice basic for the counselor and therapist that is "presence" in clinic and community. relevant, radical, practical and hopeful. Prerequisite: PSYC701: Diverse Cultures It consequently lends itself to creative and Social Systems

152 Antioch University Seattle PSYC703: Multicultural Families as PSYC708: Theories: Personality and Social Bases of Behavior (3); SP Psychodynamic Theories (3); SP Psychologists' career options. Multi-cultural/ Developmental and dynamic elements multi-generational family framework of personality, diagnosis and therapy as for understanding and addressing seen in psychodynamic theories. Students individuals in the context of social systems, consider the description, etiology, multi-cultural ethnic groups, and multi- assessment, and understanding of generational families. Examination of symptoms of behavior disorders as well as cultural ancestry of own family of origin. a methodology for organizing clinical data. Implement community action research project. Clinical observer for clinic client PSYC709: Theories: Individual and attending supervision. Prerequisite: Differences and Humanistic PSYC702: Diverse Ethnic Groups. Psychology (3); SU Provides an overview of the basic theory PSYC704: Individuals Within Culture of humanistic thought with focus on and Community (3); SU such ideas as self-actualization, internal Examine the individual within the congruence, self-disclosure, awareness framework for understanding social of the here and now, and interpersonal systems, multi-cultural ethnic groups, and encounters and irrationalism. Students multi-generational family dynamics. Apply are introduced to the works of a variety of social systems contextual understanding seminal theorists, such as Gordon Allport, to work as clinical observer with clinic Garner Murphy, Charlotte Buhler, Carl clients. Assessment phase of community Rogers, Abraham Maslow and Rollo May. action research project. Group advising/ reflection on the community action PSYC711: Assessment: Intelligence research project. Prerequisite: PSYC703: Testing (3); FA Multicultural Families as Social Bases of Introduces students to fundamentals of Behavior. assessment with a focus on intelligence testing using the Weschler Scales. Covers PSYC706: Medical Issues and test construction, psychometrics, history of Introduction to Psychopharmacology assessment, contemporary controversies (3); FA in assessment and assessment with diverse An overview of health issues that relate populations. to clinical psychology, including basic classifications of drugs used in clinical PSYC712: Assessment: Intelligence psychology and their mechanisms of action. Testing Practicum (1); FA This practicum supports students to PSYC707: Theories: Cognitive- complete assessments learned in the Behavioral (3); WI linked class. Corequisite: PSYC711: Introduces students to the conceptual Assessment: Intelligence Testing basis and techniques of cognitive and behavioral interventions and their PSYC713: Assessment: Personality applications in the treatment of specific Inventories (3); WI disorders. Included are cognitive Introduction to personality assessment restructuring and schema analysis. Also using objective measures. Includes examined are cognitive-behavioral administration, scoring and interpretation treatments, such as Dialectical Behavioral with specific focus on applications with Therapy, for some personality disorders. diverse populations. Prerequisites:

Antioch University Seattle 153 PSYC721: Psychopathology and PSYC711: theory is applied across varied family Assessment: Intelligence Testing. structures and a range of presenting problems. Clinical interventions address PSYC714: Assessment: Personality the whole family system as well as its Inventories Practicum (1); WI individual, couple, sibling and parental Practicum experience focused on subsystems. Multicultural perspectives also administration, scoring and interpretation are addressed. of objective personality measures. Corequisite: PSYC713: Assessment: PSYC721: Psychopathology (3); FA Personalities Inventories. Introduces students to the multi-axial diagnostic system and categories of PSYC715: Assessment: Projective psychopathology contained in the Diagnostic Testing (3); SP and Statistical Manual–IV (DSM-IV-TR). Introduction to projective assessment with Designed to give students the knowledge a focus on the Rorschach. Includes training needed to identify behavioral patterns for in the Exner scoring and interpretation diagnostic categories presently used by system. Prerequisites: PSYC721: the medical system in the United States. Psychopathology, PSYC711: Assessment: Intelligence Testing and PSYC713: PSYC722: Psychophysiology (3); FA Assessment: Personality Inventories. Focuses on the biological bases of behavior and provides foundational PSYC716: Assessment: Projective knowledge in the areas of neuroanatomy, Testing Practicum (1); SP neurophysiology and neurochemistry. Demonstrate assessment skill in Students become knowledgeable projective testing. Corequisite: PSYC715: about issues surrounding research on Assessment: Projective Testing. the biological basis of behavior so they can become critical consumers of new PSYC717: Assessment: Integration (3); information in this area. SU Students complete a battery of PSYC723: Psychopharmacology (3); WI assessments, learn to draw inferences Focus is on the pharmacology of agents from multiple measures and provide used in the treatment of diseases of feedback to clients and referral sources. the central nervous system and other Prerequisites: PSYC721: Psychopathology, agents that might be causative factors PSYC711: Assessment: Intelligence in diseases of the central nervous Testing, PSYC713: Assessment: Personality system. This includes the role of special Inventories, and PSYC735: Psychometrics. populations and multicultural differences. Prerequisites: PSYC706: Medical Issues PSYC718: Assessment: Integrative and Introduction to Psychopharmacology Practicum (1); SU and PSYC722: Psychophysiology. Practicum experience focused on skills integrating multiple assessment measures PSYC724: Learning Theory (3); WI in full battery assessments. Corequisite: An examination of fundamental learning PSYC717: Assessment: Integration. principles, their integration into various theoretical approaches and relevant PSYC719: Theories: Systems applications to therapy and teaching. Perspectives in Family Therapy (3); FA Provides an introduction to systems theory and practice in family therapy. Systemic

154 Antioch University Seattle PSYC725: Lifespan Development I – PSYC732: Quantitative Methods and Child (3); SP Analysis II (3); WI Part one of a two-course series on human This second course on methods used development, students focus on prenatal in quantitative research in psychology development through adolescence. explores a variety of quantitative designs Classical developmental theory is and both bivariate and multivariate examined within this context, as well as statistics. Prerequisite: PSYC731: Research issues in development such as emotional, Ethics and Quantitative Methods and social, cognitive and moral growth. Analysis.

PSYC726: Lifespan Development II – PSYC733: Qualitative Methods and Adult (3); SU Analysis I (3); SP Part two of a two-course series on human The first in a two-course series on methods development, students focus on young used in, and strategies for data analysis adulthood to geriatric life. Social, cultural, for, qualitative research in psychology. biological, cognitive and psychological Students focus on the theoretical issues of adulthood and aging are basis of qualitative traditions such as presented. grounded theory, case studies, biography, phenomenology and ethnography. They PSYC727: History of Psychology (3); design a qualitative study and begin data WI collection. Includes an introduction to Examines the field of psychology in a computer-aided qualitative data analysis. larger socio-cultural context by exploring its historical roots and development, place PSYC734: Qualitative Methods and in the contemporary world and potential Analysis II (2); SU future in response to the needs of the 21st In the second of a series on methods used century. in, and strategies for data analysis for, students investigate qualitative research in PSYC730: Ethics (3); WI psychology and additional methods from A thorough review of the American theoretical traditions of qualitative inquiry. Psychological Association ethics code They complete the qualitative study, and associated standards for practice. analyze the data and create an APA-style Ethics cases and their application to daily report. Prerequisite: PSYC733: Qualitative practice are used to deepen students’ Methods and Analysis 1. understanding of how these principles are applied. PSYC735: Psychometrics (3); WI The theory and technique of psychological PSYC731: Research Ethics and measurement. Quantitative Methods and Analysis (3); FA PSYC736: Social Psychology (3); FA This is the first of two courses on Examines on the behavior of individuals methods used in quantitative research within the context of social interactions in psychology. Students explore how to and the impact of social psychological design and carry out ethical research, how forces on the individual. Includes social research questions are made operational, learning theory, personality development, how appropriate designs are chosen, and behavior in the context of social groups, how data files are set up and data analysis psycho-legal issues, sexual liberation and is planned. ethnic conflict.

Antioch University Seattle 155 PSYC737: Group Therapy (3); SP operation of Antioch Community Clinic Focuses on acquisition of knowledge and assigned their initial clients. They and skills of group theory and group receive supervision, engage in case therapy skills. Applications include: short conceptualizations, and explore basic term and long term, psychoeducational clinical principles. Prerequisites: PSYC701: and support, and with particular Diverse Cultures and Social Systems, populations such as women, men, PSYC702: Diverse Ethnic Groups, children, adolescents, the medically ill and PSYC703: Multicultural Families as ethnically and racially diverse populations. Social Bases of Behavior and PSYC704: Individuals Within Culture and Community. PSYC738: Couples Therapy (3); SU An integrative systems perspective on PSYC752: Health Psychology II (3); WI couples therapy, including developmental, Second in the series of health psychology interactional and multicultural aspects. courses, students focus on health issues in Prerequisite: PSYC774: Child and Family early and middle adulthood. Prerequisite: Systems: Intervention. PSYC750: Health Psychology I.

PSYC740: Affective Life and PSYC754: Health Psychology III (3); SP Relational Psychoanalysis (3); FA Third in a series of courses to address Explores the concepts and practices health psychology from a lifespan of relational psychoanalysis and the developmental perspective. Students psychotherapeutic and intellectual focus on geropsychology and explore traditions that have created and common problems of older adults and developed it. Focus is on 1) the functions the aging process. Prerequisite: PSYC752: and meanings of affectivity; 2) the Health Psychology II. location of affectivity within an interactive, intersubjective, coauthored therapeutic PSYC760: Forensics I (3); FA space; 3) a cultural history, interpretive Covers basic concepts in forensic perspective. Prerequisite: PSYC708: psychology such as psychopathy, Theories: Personality and Psychodynamic risk assessment, legal terminology, Theory. malingering, ethics, testifying and landmark legal cases. Prerequisites: Either PSYC750: Health Psychology I (3); FA Adult Psychopathology or Child and First in a series of three courses that Family Systems concentration completed, provide an overview of health issues as PSYC713: Assessment: Personality they relate to clinical psychology from Inventories. Recommended: PSYC715: a lifespan developmental perspective. Assessment: Projective Testing. This first course focuses on health issues for children and families. Prerequisites: PSYC762: Forensics II (3); WI Either Adult Psychology or Child and Covers basic concepts in criminal forensic Family Systems concentration completed, psychology, kinds of criminal forensic PSYC722: Psychophysiology. evaluations and common forensic evaluation instruments. Prerequisite: PSYC751: Elective Professional PSYC760: Forensics I. Seminar (3); FA Designed to support a transition following PSYC764: Forensics III (3); SP completion of the first year clinical training Covers basic concepts in civil forensic sequence, students are introduced to the psychology, kinds of civil forensic

156 Antioch University Seattle evaluations, report writing. Prerequisite: of the concentration area content. Art PSYC762: Forensics II. Therapy students may take the seminar for 2 credits; all others should enroll PSYC771: Professional Seminar I-Child for 3 credits. Prerequisite: PSYC771: Clinical Psychology (2-3); WI Professional Seminar I-Child Clinical This three-quarter linked seminar Psych. accompanies coursework in specific concentrations. Seminar provides PSYC775: Professional Seminar III- additional consultation on case Child Clinical Psychology (2-3); SU conceptualizations, cultural issues, This three-quarter linked seminar diverse contexts and overall application accompanies coursework in specific of the concentration area content. Art concentrations. Seminar provides Therapy students may take the seminar additional consultation on case for 2 credits; all others should enroll for 3 conceptualizations, cultural issues, credits. Prerequisite: PSYC725: Lifespan diverse contexts and overall application Development I: Child. of the concentration area content. Art Therapy students may take the seminar PSYC772: Child & Adolescent for 2 credits; all others should enroll for 3 Assessment (3); FA credits. Prerequisite: PSYC773: Professional The first course in the Child Clinical Seminar II-Child Clinical Psych. Psychology concentration. The role of assessment in diagnosis, treatment, and PSYC776: Developmental follow-up with children, adolescents, Psychopathology (3); SU and their families including ethical An overview of the field of developmental /multicultural considerations. psychopathology and childhood disorders. Teaches skills in both formal and Students examine relevant biological, informal assessment methods. behavioral, psychodynamic, cognitive, Clinical activities include conducting socio-cultural, evolutionary, and family assessments, formulating findings, systems explanations in relation to both writing reports, and communicating adaptive and maladaptive pathways. treatment recommendations. Students learn basic rapport building, Prerequisites: PSYC776: Developmental diagnostic interviewing, behavioral Psychopathology, PSYC730: Ethics, observations, differential diagnosis, and PSYC711: Assessment: Intelligence treatment planning skills. Prerequisite: Testing, PSYC717: Assessment Integration, PSYC725: Lifespan Development I: Child. PSYC701: Counseling and Communication with Culturally Diverse Clients, PSYC702: PSYC777: Child & Adolescent Therapy Individual Differences and Culture in I (3); WI Families of Origin/or consent of instructor. The second course in the Child Clinical Psychology concentration. An PSYC773: Professional Seminar II- introduction to child, adolescent, and Child Clinical Psychology (2-3); SP family interventions including exploration This three-quarter linked seminar of the current literature on evidence-based accompanies coursework in specific psychotherapies, measuring efficacy and concentrations. Seminar provides outcome. Students focus particularly on additional consultation on case the ethical, legal, and multicultural issues conceptualizations, cultural issues, in the complex practice of child clinical diverse contexts and overall application psychology. Prerequisites: PSYC772:

Antioch University Seattle 157 Child & Adolescent Assessment, PSYC704: Prerequisites: PSYC721: Psychopathology, Systems of Psychological and Social PSYC730: Ethics . Change. PSYC782: Adult Psychotherapy II: PSYC778: Child & Adolescent Therapy Interventions (3); WI II (3); SP An advanced exploration and refinement The third course in the Child Clinical of the approaches initially studied in Psychology concentration. An advanced Theories I. Prerequisite: PSYC780: Adult seminar in child and adolescent Psychotherapy I: Introduction. psychotherapy continuing the exploration and implementation of evidence-based PSYC783: Professional Seminar II – child, adolescent, and family treatments Adult Psychotherapy (2-3); SP as well as current trends and issues related Students apply information acquired to the practice of child clinical psychology. in the theory classes to clients in the Prerequisite: PSYC777: Child & Adolescent Antioch Clinic or its satellites. Individual Therapy. and group supervision is provided. Art Therapy students may take the PSYC780: Adult Psychotherapy I: seminar for 2 credits; all others should Introduction (3); FA enroll for 3 credits. Prerequisite: An overview of a major approach to the PSYC781: Professional Seminar I: Adult assessment and treatment of adults, Psychotherapy. including clinical expertise, research evidence and patients’ characteristics, PSYC784: Adult Psychotherapy III: values and context. Prerequisites: Interventions (3); SP PSYC701: Diverse Cultures and Social Designed to give students a comparative Systems, PSYC702 Diverse Ethnic Groups, look of the main psychotherapeutic PSYC703: Multicultural Families as approach studied and specific applications. Social Bases of Behavior and PSYC704: It also expands the context of application Individuals Within Culture and to include biological, developmental Community, and two of the following: and socio-cultural influences. Cutting- PSYC707: Theories: Cognitive-Behavioral, edge research and development are PSYC708: Theories: Personality and pursued. Prerequisites: PSYC780: Psychodynamic Theories, PSYC709: Adult Psychotherapy I: Introduction Theories: Individual Differences and and PSYC782: Adult Psychotherapy II: Humanistic Psychology, or PSYC719: Interventions. Theories: Systems Perspectives in Family Therapy. PSYC785: Professional Seminar III – Adult Psychotherapy (2-3); SU PSYC781: Professional Seminar I – Students apply information acquired Adult Psychotherapy (2-3); WI in the theory classes to clients in the Students apply information acquired Antioch Clinic or its satellites. Individual in Theories I to clients in the Antioch and group supervision is provided. Community Counseling and Psychology Art Therapy students may take the Clinic or its satellites. Individual and seminar for 2 credits; all others should group supervision is provided. Art enroll for 3 credits. Prerequisite: Therapy students may take the seminar PSYC783: Professional Seminar II: Adult for 2 credits; all others should enroll Psychotherapy. for 3 credits. Corequisite: PSYC780: Adult Psychotherapy I: Introduction. 158 Antioch University Seattle PSYC790: Special Topics in Psychology health needs of individuals, groups and (1-5); Varies families. Includes course offerings of special interest within or across areas of concentration. PSYC801: Supplemented Supervised Experience (1-3); SU, FA, WI, SP PSYC797: Advanced Practicum Students register for this course when Seminar (2) they choose a practicum, pre-internship Provides PsyD students the opportunity to or internship site that requires additional receive on campus consultation regarding supervision for the hours to count toward advanced practicum work in community graduation or licensure. Registration settings. Students bring experiences from guarantees the availability of one their particular settings and engage in supervisor with appropriate credentials. consultation on topics which range from Prerequisite: prior approval of instructor. case conceptualization, integration of theory into practice, ethics, diversity, and PSYC802: Neuropsychology (3); SP professional issues. Students enroll each An overview of the central nervous system quarter of advanced practicum placement. in terms of its structure and function. Also Prerequisite: Completion of Adult or Child includes the study of the relationship Clinical Concentration. between neurophysiological processes and behavior, behavioral dysfunctions PSYC798: Practicum: Prior Learning and related mechanisms, and approaches (1); SU, FA, WI, SP used by clinical neuropsychologists. Students work with the instructor to Prerequisite: PSYC 722 Psychophysiology. identify documentation of 300 hours of practicum experience, along with PSYC803: Assessment: supervision and supervisor evaluation. Neuropsychology (3); SU Prerequisites: Earned mental health M.A. Focuses on the structure and function of and prior approval of instructor to ensure the central nervous system, brain-behavior M.A. meets practicum equivalents. relationships and neuropathology. Students explore evaluation techniques for PSYC799: Independent Studies (1-3); diagnosis of brain dysfunction including SU, FA, WI, SP visual, auditory, memory and language Students work with faculty to design a processes and remedial strategies course in an area of their interest not for neuropsychological dysfunction. covered in the Psy.D. curriculum. An Prerequisite: PSYC802: Neuropsychology. opportunity to add depth in an area of interest. Prerequisite: Third year or PSYC804: Community Psychology (3); beyond. SU, FA Psychology in the community context, PSYC800: Supervised Experience (0); with special attention to community SU, FA, WI, SP mental health, prevention and delivery This learning activity allows students to systems for psychological services. apply their academic learning and skills Central topics include: primary and in practical settings such as mental health secondary prevention delivery; the centers, adolescent treatment facilities, role of psychologists as change agents youth and family service agencies, college implementing actions to bring about counseling centers and other public or greater social justice; and the political private agencies that serve the mental and regulatory aspects of psychology.

Antioch University Seattle 159 Prerequisite: completion of one basic PSYC810: Dissertation Seminar I (1-3); concentration. SU, FA, WI, SP In the first of four related courses, the PSYC805: Professional Issues in Career emphasis is on selection of a research Management (1); SP focus area for the dissertation and Planning for the student’s professional identifying an appropriate methodology life post-graduation. Topics covered may and research design. Students who include: internship applications, licensing, register for 3 credits also are expected active engagement in professional to schedule and pass their first doctoral organizations and planning. Prerequisites: paper/dissertation committee meeting. Concentration complete or in final term Prerequisites: PSYC731: Research Ethics of concentration and passed two annual and Quantitative Methods and Analysis, reviews. PSYC732: Quantitative Methods and Analysis II, PSYC733: Qualitative Methods PSYC806: Consultation and and Analysis I and PSYC734: Qualitative Supervision (3); WI Methods and Analysis II. Students learn the basic philosophy behind different approaches to clinical PSYC820: Dissertation Seminar II supervision. Appropriately credentialed (1-3); SU, FA, WI, SP students may have an opportunity to A continuation of Dissertation Seminar I, conduct supervision through the clinic. the second quarter focuses on developing All students learn about and participate in the student’s idea for a doctoral paper peer consultation. At the end of the class or dissertation into a research proposal. students articulate their own philosophies An application to the Human Subject of clinical supervision. Prerequisite: Committee is prepared, if necessary. To Completed coursework for either Adult earn credit students who register for 3 Psychotherapy or Child and Family credits must schedule and pass their Systems concentration. second doctoral committee meeting. Prerequisite: PSYC810: Dissertation PSYC807: Advanced Professional Seminar I. Issues in Career Management (2); SU As graduation approaches, students PSYC830: Dissertation Seminar III continue planning for professional life (1-3); SU, FA, WI, SP as early career psychologists. Topics Dissertation Seminar III facilitates students covered include: life-long learning, in the data collection phase of their projecting and managing professional dissertation or in drafting their doctoral image, active engagement in community paper. Students have the opportunity and professional organizations, balance to present their data collection design between work and life, developing a and discuss problems/progress with data business plan, leadership in professional collection. Students who register for 3 organizations and retirement planning, credits are ready to write the final draft and are addressed at a deeper level. of their project. Prerequisites: PSYC810: Prerequisites: PSYC805: Professional Dissertation Seminar I and PSYC820: Issues in Career Management, and two Dissertation Seminar II. terms of clinical concentration. PSYC840: Dissertation Seminar IV (1-3); SU, FA, WI, SP This final course in the Dissertation Seminar focuses on facilitating the 160 Antioch University Seattle completion and defense of the student’s in the context of mutigenerational family dissertation or doctoral paper. Students dynamics. Students examine their own who register for 3 credits schedule and development in terms of socio-cultural pass their final doctoral committee roots, family history and unresolved family meeting. Prerequisites: PSYC810: conflicts through experiential, creative Dissertation Seminar I, PSYC820: action methods and papers. Dissertation Seminar II and PSYC830: Dissertation Seminar III. PSYD504: Multicultural Perspectives in Drama Therapy (3); WI PSYD500: Competency Assessment I Promotes an understanding and (0); FA, WI, SP appreciation of cultural and ethnic Provides an orientation to the CFT differences among individuals, groups, Specialization, curriculum, and student and families, and the impact of such e-portfolio. Emphasis given to students’ differences on the theory and practice of educational process, career goals, and drama therapy. advising issues. Note: Open only to first- quarter clinical students or by program PSYD505: Introduction to Drama and instructor permission for students Therapy (3); FA outside of the clinical specialization. Provides an introduction to the field of drama therapy and the theories and PSYD501: Competency Assessment II principles involved in its practice. It is an (0); SU, FA, WI, SP overview of the history of drama therapy, Provides students with guidance in key drama therapy concepts, including completing a rigorous self-evaluation information on major drama therapy prior to beginning internship. Students theorists and methods. review personal educational process and products, utilizing their e-portfolio. Details PSYD506: Improvisation and Creative regarding internship preparation are Dramatics (3); WI provided. Prerequisites: Completion of Develops students’ creative imagination, the required core courses in the student’s self-expression, self-knowledge and social specialization; must be taken one quarter relatedness through active participation in before starting internship. a variety of improvised dramatic activities.

PSYD502: Competency Assessment III PSYD507: Approaches to Drama (0); SU, FA, WI, SP Therapy (3); SP Prepares students for graduation, post- Provides comprehensive framework for masters clinical experience, and MFT the practice of drama therapy. Leading licensure exam. Students self-evaluate practitioners and their approaches/ their knowledge, skills, and competence, theories are introduced. Drama therapy utilizing their e-portfolio. Note: Open applications for diagnosis, therapeutic only to students in their final quarter of intervention and treatment are explored. internship or by program and instructor permission. PSYD508: Psychodrama (3) Provides theory and practice of PSYD503: Family of Origin Systems psychodrama as a therapeutic tool with and Drama Therapy (3); FA groups, families, couples, and individuals. Introduces family of origin systems Examines the efficacy of various warm-ups perspective for understanding and and intervention techniques in relation to addressing issues of human development a variety of populations. Antioch University Seattle 161 PSYD509: Creative Arts Therapy I: and complete a literature review and Children and Adolescents (3) gain approval to implement the research Provides an overview of five creative project. art therapy modalities: drama, poetry/ bibliotherapy, art, dance/movement, and PSYD591: Pre-Internship Practicum music, and explores how each modality’s and Supervision in Couple and Family theory, and hands-on experience can be Therapy/Drama Therapy (1-3); SU, FA, applied for age specific groups, primarily WI, SP children through adolescents. Students provide direct therapeutic services to clients and receive supervision PSYD510: Creative Arts Therapy II: and instruction regarding common Adults and Geriatrics (3) clinical and professional issues. Students Provides an overview of five creative are assigned one client at a time, and art therapy modalities: drama, poetry/ may carry up to a total of five clients in bibliotherapy, art, dance/movement, and Antioch’s Community Counseling and music, and explores how each modality’s Psychology Clinic or another designated theory, and hands-on experience can be site. There is a fee each quarter for liability applied for age specific groups, primarily insurance. Prerequisites: PSYA/PSYC/ adults through geriatrics. PSYD503: Family of Origin Systems, PSYA/ PSYC/PSYD504: Multicultural Perspectives, PSYD511: Community Based Theater PSYC506: Communication and Counseling and Sociodrama (3) Skills, PSYC515: Psychopathology. Provides theories and practices of Students are expected to repeat the course playback theater and other approaches for two consecutive quarters. to community-based theater as a tool for social change and a therapeutic change PSYD592: Pre-Internship Practicum with individual groups and families. and Supervision in Mental Health Examines various playback forms, and Counseling/Drama Therapy (1-3); SU, other forms of transformative drama FA, WI, SP such as Sociodrama and Theater of the Students provide direct therapeutic Oppressed. services to clients and receive supervision and instruction regarding common PSYD518: Ethics and Drama Therapy (3) clinical and professional issues. Students Provides historical, philosophical and are assigned one client at a time, and practical context for ethical, clinical and may carry up to a total of five clients in professional issues in drama therapy. Antioch’s Community Counseling and Applies theory to clinical situations and Psychology Clinic or another designated introduces issues of confidentiality specific site. There is a fee each quarter for liability to drama therapy and ethical research insurance. Prerequisites: PSYA/PSYC/ practice. PSYD503: Family of Origin Systems, PSYA/ PSYC/PSYD504: Multicultural Perspectives, PSYD551: Research and Assessment in PSYC506: Communication and Counseling Drama Therapy with Individuals and Skills, PSYC515: Psychopathology. Families (3) Students are expected to repeat the course Covers research literature, design and for two consecutive quarters. implementation in the drama therapy field. Applicable to individual clients or family clients. Students research, design

162 Antioch University Seattle PSYD600A: Internship: Mental Health PSYD650: Drama Therapy Master’s Counseling/Drama Therapy (1-3) Project (1-5) Students provide clinical services in An individualized process designed settings that serve the mental health mutually by the student and drama therapy needs of individuals, children, groups, faculty to integrate two years of study in couples and families. During a minimum of the process, theory, and practice of drama four quarters, students must acquire 600 therapy, expanding scholarship in and on-site hours, 300 of which must involve making a contribution to the field of drama direct face-to-face client contact. There is a therapy. This process may include a self- fee each quarter for liability insurance. revelatory performance, a theoretical paper or publishable article, a mini-research PSYD600B: Internship: Couple and project, or a documentary videotape. Family Therapy/ Drama Therapy (1-3) Students provide clinical services in PSYI540: Psychology & Spirituality settings that serve the mental health Foundations I (1) needs of individuals, children, groups, PSYI541: Psychology & Spirituality couples and families. During a minimum of Foundations II (1) four quarters, students must acquire 500 PSYI542: Psychology & Spirituality hours of direct face-to-face client contact, Foundations III (1) 250 of which must be with couples or Creates a shared context of experience families, and 100 hours of supervision from and exploration, focused on developing an Antioch Approved Supervisor, of which a deeper understanding of self and 50 must involve direct observation. There community through a variety of sacred is a fee each quarter for liability insurance. practices from both traditional and contemporary wisdom. The format PSYD601A: Case Consultation: Mental includes extended time frames, such as Health Counseling/Drama Therapy (1) one-day retreats. Provides MHC/DT students the opportunity to receive on-campus PSYI550: Quantitative Research consultation regarding their work at Methods (3); FA internship sites. Emphasis is given to An introduction to the quantitative integration of theory and practices approach to research, including a variety of associated with drama therapy, developing methodologies, an orientation to reading clinical competence, ethical and and critiquing quantitative research, professional issues as well as assessment. and an understanding of the process of developing a research proposal. PSYD601B: Case Consultation: Couple and Family Therapy/ Drama Therapy (1) PSYI551: Qualitative Research Provides CFT/DT students the opportunity Methods (3); WI to receive on-campus consultation An introduction to the qualitative regarding their work at internship approach to research, including a variety sites. Integrates theories with practices of methodologies, an orientation to associated with drama therapy with the reading and critiquing qualitative research, emphasis on such topics as individual and an understanding of the process of and family assessment, and ethical and developing a research proposal. professional issues.

Antioch University Seattle 163 PSYI560: Integrative Studies Seminar PSYI597: ISP Application Project (1-9); (1-2); FA, WI, SP SU, FA, WI, SP Provides a conceptual, intra- and The application project is the culminating interpersonal context for understanding project for students in the Integrative historical and cultural dimensions of the field Studies in Psychology specialization. of psychology and each student’s chosen Students design a project in collaboration role in the field, including specific attention with their degree committee and project to the developmental and ethical domains evaluator. The application project can be necessary for a rounded interdisciplinary a creative project, a formal research thesis degree. The seminar provides students with or an internship. The student’s academic a sense of community, an orientation to adviser must approve the project design graduate school and support throughout before the student registers for application their studies. Continues over six quarters project credits. Prerequisites: Core (excluding summers). Prerequisite: Only for integrative studies courses and approval ISP students. of adviser.

PSYI590: Special Topics in Integrative PSYI620: Depth Psychology: History Studies in Psychology (1-5); Varies of the Unconscious (3) These courses reflect topics of particular Topics include ancient approaches to interest within the Integrative Studies healing, encounters with the unconscious, in Psychology specialization specifically the connection between the individual geared towards students who coalesce soul and the soul of the world, and soul- around a shared area of concentration. making through literature and mythology. Examples of such topic areas include a Students acquire overviews of Jungian, focus on spirituality, ecopsychology or Archetypal and Spiritual Psychology, as animal behaviorism. well as ideas regarding depth psychology’s future in the new millennium. PSYI595: ISP Practicum (1-3) The practicum courses offer the student PSYI621: Depth: Myth, Symbol and an opportunity to build a body of the Sacred (3) knowledge and experience in the field of Examines the role of myth, symbol and ecopsychology and cultural studies. They metaphor in the sacred dimensions of run concurrently with the three second year human existence. Topics include the track courses and require the student to lifework of Joseph Campbell, the biological create an experiential practicum that relates basis of archetypes, the myth of the hero, specifically to the course content. Examples initiatory process and the emerging global of the 3 credit practicum can be framed as: myth. participation in a vision quest, shamanic training, internship with a relevant non- PSYI622: Depth: The Emblematic Life profit organization or the creation of an of C. G. Jung (3) independent study that expands the course Students examine the biography of the content. There is some flexibility in that the founder of analytical psychology, C. G. student may design a 9 credit practicum Jung, with a view towards understanding that spans the year of coursework and, his life as a model for conscious living in with the variable credit option, can start a complex, post-modern world. Themes their practicum in the summer quarter to explore include social and intellectual between the first and second year curricula. controversies, the structure and dynamics Repeatable for up to 9 credits. of the psyche, and spiritual epistemology.

164 Antioch University Seattle PSYI623: Depth: Dreams and the Earth and their role in psychospiritual growth. (3) Consideration is given to a variety of Examines how dreams connect us to practices and experiences, including our personal shadow, the archetypes meditation, guided imagery, shamanic of the collective unconscious, and the journeying, and holotropic breathwork,. intentionality of nature herself, to the Additional topics include spiritual anima mundi or "soul of the world." Topics emergencies, spiritual bypassing, the include the history of dream interpretation prepersonal/transpersonal distinction, and and methods of “tending” a dream for self, states vs. stages of development. other and dream groups. PSYI632: Transpersonal Inquiries: PSYI624: Depth: Seminar in Consciousness and Psychospiritual Archetypal Psychology (3) Development (3) Examines the archetypal perspective as a A more in-depth inquiry into transpersonal view of self and world that begins with the topics, including higher/deeper potentials assumption that mind is grounded not in for human experience of transpersonal physiology, behavior, language or society, realities as described by mystics and but in the processes of imagination. teachers from various traditions. Students explore the methods of Additional topics according to student archetypal psychology as applied to the interests: e.g. birth and death, children’s realms of religion, psychotherapy and spirituality, transpersonal studies and politics. science, contemporary perspectives on the evolution of consciousness. PSYI625: Depth: Ritual Process and Ceremonial Design (3) PSYI633: Transpersonal: Examines the dynamics of ritual process Transformative Practices for Mind, and the structure of ceremonial design. Heart, Body, Spirit, and Shadow (3) Topics include cross-cultural perspectives An experientially-oriented course that on ritual, indigenous technologies for focuses on practices designed to create invoking the sacred, shamanic practices, enduring transformations or and contemporary psychologies to account developmental growth. Explores practices for ritual experiences. Students acquire drawn from spiritual traditions, skills in creating their own rituals as a way psychological approaches, and the leading to dialogue with the “Sacred Other”. edge of contemporary paradigms.

PSYI630: Transpersonal Psychology: PSYI634: Transpersonal: Integral History and Foundations (3) Studies: An Emerging Perspective (3) An introduction to the major concepts, A focus on the field of integral studies, theories, practices, and applications of which has emerged out of the transpersonal psychology, including the transpersonal arena. Examines the notion historical roots, connections to the world’s of the evolution of consciousness and the wisdom traditions, and major figures and All-Quadrants-All levels map, as well as debates in the field. applications in integral psychology, spirituality, and other areas depending on PSYI631: Transpersonal: Nonordinary student interests. States of Consciousness (3) An experientially-focused course focusing on nonordinary states of consciousness

Antioch University Seattle 165 PSYI635: Transpersonal: Integral and nurture the healing aspects of being Approaches to Sacred Activism (3) in relationship with the natural world. They An experiential and action-focused course survey many traditional methods based on that looks more deeply into existing and indigenous perspectives, including potential applications of transpersonal/ ceremony, ritual and shamanic healing integral perspectives in service to the practices, and study the emerging theory needs of our world. and practice of ecotherapy and the application of these practices within the PSYI640: Introduction to traditional clinical setting. Note: May be Ecopsychology (3); FA taken by MHC students to meet the Ecopsychology is the emerging synthesis Historical & Socio-Cultural Perspectives in of concerns in the fields of psychology, Psychology elective area requirement. ecology and the environmental movement. Ecopsychology broadens the PSYI642: Advanced Theory, Practice context of traditional psychological and Research in Ecopsychology (3); SP perspectives to include the human Building on the basic theory and practices relationship with the other-than-human covered in Introduction to Ecopsychology, world in historical, theoretical and applied students explore the deeper theoretical aspects. Note: this course can be taken by sources that create the foundation of MHC students to meet the Historical & ecopsychological understanding and Socio-Cultural Perspectives in Psychology experience. They engage in critical elective area requirement. evaluations of ecopsychological thinking and perspectives and develop their PSYI641: Historical and Socio-Cultural own perspective, such as deep ecology, Perspectives in Psychology: Applied environmental justice, climate activism, Ecopsychology (3); WI ecotherapy, depth psychology, or Ecopsychology explores the value of the transpersonal psychology. Students then human relationship with the other-than- create a research-based project that human world. Students explore the many explores their area of interest. Prerequisite: modalities and methods used to further PSYC640: Introduction to Ecopsychology.

166 Antioch University Seattle PSYI643: Indigenous Perspectives and PSYI645: Ecopsychology, Activism and Global Psychology (3); FA Personal Transformation (3); SP Explores the assumption within Explores the question of personal action ecopsychology that in order to heal that is informed by empowerment through ourselves, our culture and our earth we the practice of releasing psychological must find a way to shift our current denial and repression in regards to worldview to one that is in relationship environmental degradation and with a systemic worldview. Surveying destruction. Students explore and other cultural worldviews and exploring experience practices developed to their perspectives on human development “awaken” and “reconnect” to the natural and psychological well-being informs the world. Beginning with identifying patterns transformational aspects of this course. within individuals and society that Students also look at issues of represent repression and denial students environmental justice and the journey together toward an informed psychological implications that our position of activism and engagement cultural practices and values impact the based on insights from experiential lives and environments of other practices during the course. communities and cultures around the world. Students explore the issue of PSYI646: Survey and Critique of cultural appropriation and develop a well- Ecopsychological Research (3); SP informed personal perspective in regards Students focus specifically on surveying to ecopsychological practices that are the existing research in the field of perceived as appropriating from native Ecopsychology in order to create a cultures. framework from which students begin to think about the focus of their own research PSYI644: The Psychology of Climate that culminates in their Application Change (3); WI Project. Climate change has become a central issue in political, environmental, cultural, social PSYI650: Buddhism: Buddhism in Its and personal circles. Students address how Contexts (3) ecopsychology can bring potentially Examines the historical context of healing practices to what is becoming Buddhism in India, the life and teachings known as the “climate crisis.” Beginning of the historical Buddha, and the spread of with an exploration of the scientific Buddhism to China, Japan, and the West. foundation of climate and the impact of Also considers Buddhism as a philosophy, increased carbon emissions, the student a psychology, and a set of practices. begins to clarify their own position in relationship to this pervasive issue. PSYI651: Buddhism: Introduction to Students ask the question; how can we Meditation Practice (3) facilitate the kind of cultural transformation Introduces the foundational practices of necessary to address this crisis? And, how Shamatha (calm-abiding), Vipassana (clear- does knowing that we are participating in seeing), Analytical practice, and the Triple changing nature and causing harm affect A: Attention, Awareness, Acceptance, as the development of a healing relationship well as the Cultivation Practices (Metta, with nature? Tonglen, and the Brahmavijaras (loving kindness, compassion, empathic joy, equanimity).

Antioch University Seattle 167 PSYI652: Buddhism: The Three PSYI660: Ways of Knowing (3); FA Vehicles and the Basic Teaching (3) Students explore more traditional Examines the 3 Vehicles or paths of quantitative and qualitative research Buddhism (Hinayana, Mahayana, methodologies, as well as nontraditional Vajrayana) and The Basic Teaching, methods of inquiry. including the dharma as teaching and as path/way, the Four Noble Truths, the sutras PSYI662: Comparative Spiritual (esp. Heart, Diiamond), and the Abidharma Traditions (3); WI commentaries. A study of an array of Eastern, Western and Indigenous religions and spiritual PSYI653: Buddhism: Buddhist traditions. Psychology: An Experiential Exploration (3) PSYI664: Contemporary Spiritual Explores Buddhist epistemology (first Orientations (3); SP person knowing, introspection, An exploration of contemporary contemplation, “valid cognition”); the orientations to spiritual practices including nature of reality (suffering, the five personal, shared and community-oriented skandhas, emptiness, impermanence, and paths toward understanding self, others no-self; the problem of the self; skillful and the world. means for working with difficult emotion; the definition of the good life. SCI350: Evolution (3-4); SU A philosophical exploration of PSYI654: Buddhism: Zen Buddhism (3) evolutionary theory. Examines Topics include the development of Zen in contemporary scientific controversies China and Japan (Buddhism and Taoism), within the field; uses and abuses of Zen culture and esthetics (Tea Ceremony, Darwinian theory in the realm of social Zen gardens), non-conceptual knowing thought; the continuing resistance to (after the mind, what?), the two paths of evolutionary theory among nonscientists; Soto Zen (gradual path) and Rinzai Zen and implications of evolution for our (working with koans, rapid path), and the attitudes about the purposes and meaning relationship between Zen and of life. HDL; PSY Psychoanalysis. SCI390: Special Topics in the Sciences PSYI655: Buddhism: Buddhism in (1-8); Varies America: Applying the Teachings (3) Includes course offerings of special interest A practice-oriented approach to the ways within or across areas of concentration. in which Buddhism has evolved in America. Topics include the first explorers (Watts, SOC130: Cultural Immersion: India (6) Suzuki), the major Buddhist Centers (East A 12-week, extended field study in and West Coast, Naropa University), and northern India gives direct exposure to the development of Buddhist-informed the people and culture of India through western psychology. Contemporary spiritual study, Hindu, Tibetan and topics include mindfulness (Kabbat- Muslim home-stays, social service and zinn), emotional intelligence (Goleman), environmental work, and individual and various psychotherapy approaches internships. Through these activities, (Dialectical Behavior Therapy, Acceptance students engage in activism through and Commitment Therapy, the approach of service work, develop awareness of their Mark Epstein, and Radical Acceptance. relationship to different cultures and of

168 Antioch University Seattle the Westernizing of cultures. They learn on integrity, conscious communication, how to utilize available resources positively health, nutrition, emotional literacy and and effectively. Additional topics include the place creativity has in an embodied culture shock, languages (Hindi and life. Awareness develops within the Tibetan), cultural differences, the effects crucible of learning about the necessary of privilege, karma and the caste system. ingredients for living in a sustainable, Opportunities abound for concentration effective community. Students learn a on each student’s individual interests. variety of communication tools as they Students identify their own cultural work to improve their fluency in effective assumptions as well as learn skills to travel communication, emotional literacy, effectively and cooperatively within a creativity and intuition. They explore these group. Prerequisite: Acceptance in the topics through the lens of developing LeapNow program. GS relationships, personal stories, cultural influences and the developing ego. A SOC135: Cultural Immersion: South three-day Rite of Passage is the capstone America (4) experience. Prerequisite: Acceptance in A 12-week, extended field study with the LeapNow program. GS direct exposure to the people and culture of Ecuador, Peru and Argentina SOC150: Ethnology Research Seminar through volunteer work, home-stays, I (4) environmental work in the Amazon, Students follow up their group study wildlife conservation, a trek to Machu abroad experience completed the previous Picchu and other cultural activities. quarter by writing a scholarly paper that Through these activities, students cultivate reflects on and demonstrates the effects an awareness of their relationship to other of cultural immersion and increased cultures, learn about activism through multicultural competence. Students are service work, and of the Westernizing of also introduced to ethnology research, cultures. They learn how to utilize available focused on the three-month internship resources positively and effectively. that the student will complete in the Additional topics include culture shock, following quarter. The ethnology project cultural differences, the effect of privilege, focuses on one of three areas: global/ and work ethics. Opportunities abound for cultural, conscious evolution, or the concentration on each student’s individual creation of a ‘Be the Change’ project to interests. Students identify their own be implemented during the internship. cultural assumptions as well as learn the Prerequisite: Acceptance in the LeapNow skills to travel effectively and cooperatively program. GS; SOJ within a group. Prerequisite: Acceptance in the LeapNow program. GS SOC151: Ethnology Research Seminar II (2) SOC145: The Whole Human Being (8) Brings all of the research and project Exploring the journey to adulthood in planning completed during the Ethnology the context of learning what it means to Research Seminar I to the internship site live a life of health and vitality, students where the field research begins. Each engage in an exploration of the body/mind student has the opportunity to continuum. This exploration integrates systematically study and directly observe contemplative practices with study of the different parts of a culture including its development and evolution of the human folklore, language, religious/spiritual being. Coursework includes workshops beliefs, symbols, artwork, architecture,

Antioch University Seattle 169 music, social structure, political systems, coalition building and democratic/ and value systems. Integrating the legislative processes. Students examine research and preparation done in several current examples of grassroots Ethnology Research Seminar I, the organizing, moving from neighborhood ethnology project requires the student to activism to statewide coalition building, engage the culture in a deeper way, choosing one specific grassroots effort to penetrating beneath the surface of things, study in depth. HS; SOJ allowing them to begin to understand the culture as a vibrant whole and not just as a SOC315: Wealth and Poverty (3-4) series of disconnected experiences. Poverty in the midst of plenty is a Prerequisite: Acceptance in the LeapNow striking aspect of American social life. program. GS; SOJ Students explore issues of poverty, such as homelessness, what is called welfare SOC305: History and Image of the reform/repeal and the particular problems American Family (3-4); SU of women and people of color. Students The social meanings of the American seek to understand what changes have family in the late 20th/early 21st century. brought about the economic struggles Contrary to the popular notion of a of the middle class, such as downsizing. traditional family, the structures of Students also seek to understand how American families have, historically, varied these many changes have resulted in a great deal, as have their composition, a redistribution of wealth upward. GS; the functions of their members and HDL;HS; SOJ the values underlying those features. Students examine how the family has SOC320: Children and Social Policy been “mythified” within popular films and (3-4); SP how public figures have both invoked and Explores key social policy issues that reinvented these representations in their affect children, such as the debate over attempt to shape society. HS; PSY; SOJ welfare reform, policies affecting at-risk children, controversies about approaches SOC310: Community Organizing in to child abuse and issues that affect public History (3-4) education. Strengthens understanding Community organizing is a practice that of political processes important to policy involves affected groups and people in decision-making and explores ways social grassroots, democratic efforts for social, policy is affected at the state and federal economic and/or political change aimed levels through avenues such as lobbying, at improving the quality of their lives lawsuits, demonstrations, projects and the and building stronger communities. legislative process. GS; HDL; HS; SOJ Students examine individuals and the accomplishments of their movements, SOC325: Women and Mental Health both past and present, and the various (3-4); FA methods and strategies that make Students utilize multiple perspectives community organizing effective today. GS; to explore definitions and treatment HS; LOS; SOJ of madness, including poverty, racism, social norms and expectations and how SOC312: Community Organizing in socialization, genetic predisposition and Action (3-4) body-mind connections influence women’s Students explore community organizing, mental health. Students examine at least including: social action, grassroots one mental health issue, and consider the

170 Antioch University Seattle implications of at least one current mental concept for understanding human identity. health policy. HDL; HS; PSY; SOJ Beginning with the impact of the race concept on African Americans, students SOC340: The Body in Context (3-4) also review the distinctive experiences Students examine how historical, social of other racially defined groups, and and imaginative contexts have shaped assess the parallels between racism and bodies, body images and concepts such other “isms” as sexism, classism, and associated with the body (like race, gender, ageism. HDL; GS; SOJ beauty and desire) in 19th through 21st century America. In addition, literary SOC352: Latinos in the U.S. (3-4) and artistic selections demonstrate how The cultural and historical significance American artists, writers and thinkers have of Latinos in the United States. Three interjected opposing or transformative main Latino groups are studied in depth: counter-representations into these social Mexican-Americans/Chicanos, Puerto conversations about the body. A&L; HDL; Ricans, and Cuban-Americans, with HS; PSY; SOJ smaller groups studied to varying degree. The primary focus is on the cultural SOC341: Nutrition & the Politics of contributions of Latinos in the following Food (3-4); FA areas: history, politics, entertainment Students explore the relationship between (music, dance, television, film and food, culture, politics and health in the comedy), literature, language and food. US. Considers the history of food in the A&L; HDL; HS; SOJ US; how food policies affect overall health and particular health issues such as heart SOC370: Gay, Lesbian, Bisexual and disease, ADHD, diabetes, and obesity Transgender Studies (3-4) (noting class and cultural differences); and Students study the history and the impact of the current whole foods and contributions of lesbians, gay, bisexual organic movement on health and well- and transgender people through the being. ENV; GS; SOJ; SBUS multidisciplinary lenses of the social sciences, psychology, literature and SOC350: The African American through students’ own stories and Experience (3-4); FA experiences. Students examine the roots Develops an analysis of the social, of hetero-centrism and homophobia in economic, political and cultural role of this culture and the effects it has had on the African in American society, blending all lives regardless of sexual orientations. historical linkages through chronology Students examine homophobia in context (African heritage, slavery, Reconstruction, with racism, sexism and classism. GS; HDL; agrarian experience, urban migration) with HS; PSY; SOJ social systems and institutions (family, church, work). Students explore the SOC380: Social Science Research (3-4); historical and socio-political experiences, SP the myths and realities of the African An introduction to the theory and American experience. A&L; GS; HDL; HS; methods of social research. Students learn SOJ and practice skills needed to evaluate the research others have conducted SOC351: Race, Justice and Political and design research projects to answer Reality (3-4); SU questions about social issues. HDL; HS; Functions and dysfunctions of the “race” LOS; PSY; SOJ.

Antioch University Seattle 171 SOC390: Special Topics in Sociology SOC403: Foundations of the Great (1-8); Varies Turning (3-4); FA Includes course offerings of special interest The Great Turning refers to this historical within or across areas of concentration. moment in which we live, as our civilization moves from an industrial SOC394: Perspectives in Human growth society to a sustainable Earth Development & Learning (3-4) community. Students examine the basic Childrearing, learning, coming of premises of the Great Turning, from age, parenthood, and elder status as holding actions in defense of the Earth to understood in various historical and new alternatives and to the philosophical cultural contexts—and in selected and spiritual resources needed for this modern theories of learning and of human transformation. Antioch University Seattle’s development. Includes field observation role in the Great Turning is examined and of children, youth, parents and/or elders engaged. in community and school settings. HDL; HS; SOJ SOC440: Homelessness: The Deepening Scandal (3-4); WI SOC395: Personal and Professional Focusing on homelessness in local Development Seminar (4) manifestations, students examine the An examination and critique of the organized response of Seattle and King approaches to leadership, human services County social service and social action and education with attention to systems groups. Students examine local causes of and approaches created by indigenous homelessness, how these have changed peoples as well as those created by over time and strategies in the community non-indigenous people. Students to help ameliorate the "problem." Local explore the themes of organizational activists and guest speakers with many wellness, personal wellness, and cultural years of experience enliven the discussion. competence as well as trends in their HS; PSY; SOJ fields. Students have opportunities for research, skill development, and SOC450: Climate Change Activism collaborative project completion. HDL; (3-4) HS, LOS Grassroots activism is critical in the fight to prevent global warming. Students SOC400: Human Services Seminar: examine the science of climate change Personal and Professional and explore the kinds of changes needed Development (3-4); SP to avert the worse consequences of global An examination and critique of the human warming. Students and faculty explore services delivery system and an overview grassroots efforts to bring about changes of models of service. Students explore in the U.S. and elsewhere. Students work various perspectives on human behavior, collaboratively to develop climate change health and healing including indigenous action projects, informed by existing approaches, how to maintain boundaries theories about social movements and and attention to self care, trends in human social change. Not taught in 2010-11. GS; services in Washington state. The student HS; SOJ has opportunities for research, skill development and collaborative project completion. HDL; HS

172 Antioch University Seattle SOC470: Law and Social Change (3-4); conflict situations. Students examine WI new thinking that helps to conceptualize An introduction to the role of law in alternatives, as well as anti-racism work American Society. Students focus on and holistic approaches to peace building. understanding the connection between GS; HS; SOJ the functioning of the courts, particularly the Supreme Court, and American history SOJ340: Nonviolence, Social and politics. Students challenge the myth Movements & Democracy (3-4); FA of judgment without judgment, i.e. that Nonviolent social movements have the development of law in the United been in many countries and contexts. States occurs via highly competent and Students explore principles and methods trained legal minds who apply value- of nonviolence, drawing on the work of neutral analysis to legal precedents. Not Mahatma Gandhi, Martin Luther King, taught in 2010-11. GS; HS; SOJ Jr., and others, and examine nonviolent movements in the U.S. and abroad. SOJ150: Being the Change (4); WI Students seek to understand the processes Students master skills needed to “be and strategies of nonviolent social the change we wish to see in the world.” movements, and to explore the role of (Gandhi) They explore and learn to movements and other forms of citizen translate their dreams into action in the action in a democracy. GS; HS; SOJ world by means such as studying theories which blast apart preconceived ideas and SOJ345: Prison Industrial Complex cultural conditioning that limit rather (3-4); WI than open the field of conscious, active In this so-called Land of the Free, more change. This exposes students to the power than one in 100 adults is behind bars. of setting intentions and reframing any Prison Industrial Complex analyzes various position into one of possibility rather than aspects of mass incarceration in the United limitations. Students learn to take a vision States, which has less than five percent and see it through to a practical outcome of the world's population, and almost a (their solo internship) as well as study the quarter of the world's prisoners. GS; SOJ power of reframing, setting intentions and life path visioning. Embedded throughout is SOJ390: Special Topics in Social an exploration of learning and transforming Justice (1-8); Varies education to serve the creative power of Includes course offerings of special interest each student and challenge the trance within or across areas of concentration. inherent in the question, “Why bother?” Prerequisite: Acceptance in the LeapNow SOJ402: Translating Gender (3-4) program. GS Provides an in-depth analysis of how local and global politics, as well as capitalism, SOJ320: Creating a Just, Peaceful and combine to determine what titles become Sustainable Future (3-4) available to English readers in the U.S. and Explores how local communities, how these titles become representative of nongovernmental organizations and a foreign culture. Students use reception grassroots groups envision, design and theory to examine fiction that informs begin to implement changes toward perceptions of gender dynamics in an environmentally sustainable world, selected parts of the world. Not taught in greater economic justice, strengthened 2010-11. A&L; GS; HS; PSY; SOJ democracy and peaceful solutions in

Antioch University Seattle 173 SOJ405: Women’s Health: Global struggles to create new political orders Perspectives (3-4); SP (e.g. Wahhabism, Zionism, Hindu Women's health is linked to many fundamentalism, Taliban). GS; SOJ dimensions: work, access to food, family status, cultural practices regarding SOJ430: Globalization, Development pregnancy and childbirth, and access to and Grassroots Movements: Issues in health care services. Topics include the role the Global South (3-4) of traditional birth attendants, the impact Globalization and its impact on of education on women's health, violence communities throughout the world, against women, the health effects of focusing on the countries of the Global poverty, problems in the health of girls and South (sometimes referred to as The Third specific health problems such as maternal World) as they struggle with issues of mortality and AIDS. Focuses on Asia, Africa development and “maldevelopment,” and Latin America. GS; HS; SOJ efforts to maintain and improve local standards of living in the face of SOJ410: International Activism (3-4); globalization, and the influence of FA institutions such as the International Looks at various transnational solidarity Monetary Fund and the World Bank. GS; movements (e.g. Non-Violent Peace SOJ; SBUS Force, International Solidarity Movement, Greenpeace, Amnesty International) to SPAN110: Spanish Language: examine how to put one’s privileged Classroom and Practicum (6) position to use to the benefit of others, An intensive, 10-week study of the Spanish without exporting and imposing language through academic and practical ethnocentric perceptions and values. GS; immersion. Students begin with two HS; SOJ weeks of total immersion in Ecuador. They study with native teachers one on SOJ415: The Palestine-Israel Conflict one. Students spend four afternoons a (3-4); SP week in volunteer community service and Explores the root causes and historical live with Ecuadorian home-stay families. developments through an analysis of After two weeks of volunteer service original historical documents, recent in an Amazonian community, students memoirs, political reporting and spend two additional weeks of language documentaries, by a number of Arab, immersion in Peru. The remaining six Israeli and American writers. Specific issues weeks are spent living, working and structure the discussion: the merging traveling with native speakers in Peru of religion and state, racism, genocide, and Argentina while doing construction, occupation, resistance, propaganda, service work and environmental work. human rights and international Traveling to Patagonia, students study responsibility. A&L; GS; HS; PSY; SOJ sustainable living in the Patagonian Andes – working side by side with gauchos and SOJ420: Global Economics and local staff members. The course design Ideologies (3-4) cultivates fluency in conversational Covers the emergence of liberal capitalism Spanish, with students engaged in and analyzes its impact on politics speaking Spanish for the entire time across the world, including its rejection abroad. Prerequisite: Acceptance in the in the form of communism, national LeapNow program. GS socialism and utopian, charismatic

174 Antioch University Seattle SPED600: Special Education Concentration Independent Study/ SPED622: The Special Education Elective (4); Varies Student in Context (4); SP Through a selected course, independent Using a multicultural perspective, students contract or cohort-designed seminar, examine current practices in opening students engage in focused study on an communication between home, school academic discipline or professional field to and community in the education of meet Washington state competencies for students with disabilities. Included is the selected endorsement. They become advocacy training, collaborative work with familiar with the current theory, bodies families, impact of cultural and linguistic of knowledge and lines of inquiry at the diversity on identification and heart of a curriculum area they teach classification, and transition to or supervise, or in relation to policy or independent living and provision of program initiatives they create. May be services across the lifespan. Students reelected for up to 20 credits as part of research issues such as the overrepresen- the M.A.Ed. Concentration/Endorsement tation and underrepresentation of cultural Options. and linguistic minorities in special education programs. (40 hours Supervised SPED601: Special Education (3) Field Experiences) Prerequisite: SPED621: Teacher candidates explore special needs Understanding Individuals with areas, including gifted education, special Disabilities. education and diverse ethnic and cultural issues. They consider curricular designs for SPED623: Assessment and Evaluation meeting diverse students’ needs. of Students with Special Needs. (4); WI Students consider the examination SPED607: Secondary Students with and evaluation of formal and informal Special Needs (4) assessment batteries for use with special Teacher candidates examine instructional needs students. They review development issues in teaching of students with of appropriate I. F. S. P. and I. E. P. goals, disabilities and highly capable secondary instructional objectives, and lesson plans students. Focus is on the assessment of in relation to student levels of functioning. student performance, the evaluation and Prerequisite: SPED621: Understanding modification of instructional curricula, and Individuals with Disabilities. the design of problem-solving strategies. SPED624: Curriculum Planning and SPED621: Understanding Individuals the IEP (4); WI with Disabilities (4); FA Students learn to design and develop Students use a global perspective to study Individual Education Plans (IEP) for mild, moderate, and severe disability students with a variety of disabilities. They conditions that affect individuals across consider the various medical problems that the lifespan. Included are historical may be associated with mild, moderate and foundations, key legislation governing severe handicapping conditions. (40 hours special education and habilitation of Supervised Field Experience) Prerequisite/ individuals with disabilities. Students corequisite: SPED623: Assessment and also investigate the overrepresentation Evaluation of Students with Special Needs. and underrepresentation of cultural and linguistic minorities in special education. (Special Education Endorsement Portfolio design under Supervision) Antioch University Seattle 175 SPED625: Curriculum Planning, completion of the Special Education Content and Practice in Special Endorsement Portfolio) Prerequisites: 24 Education (4); WI credits of special education courses and Students examine curriculum and permission of Chair. instructional practices appropriate for special needs students including: national SPIR130: Religions of India (4); FA and state standards, designing learning Experiential study of the spiritual practices environments, developing effective of Buddhism, Hinduism, Islam and Sikhism strategies for teaching contents areas, in north India. Students learn about each developing social skills, collaborative wisdom tradition by living in intentional teaching and problem solving. Students communities that focus on Hatha Yoga, will focus on the implication of diverse Tibetan Buddhist Meditation and Service population needs in relation to curriculum to Others (Karma Yoga). Students explore planning, and emphasize integration opportunities for intrapersonal and and use of technology. Prerequisites: interpersonal learning as part of their SPED623: Assessment and Evaluation of own personal journey. They discover their Students with Special Needs and SPED624: own biases and spiritual beliefs as well as Curriculum Planning and the IEP; explore the value of integrating Western Corequisite: SPED626: Managing Student and Eastern philosophies and belief Behavior and Social Integration Skills. systems. Prerequisite: Acceptance in the LeapNow program. GS SPED626: Managing Student Behavior and Social Integration Skills (4); WI SPIR135: Contemplative Practice and Students focus on the use of formal and Conscious Community (2) informal behavior assessment practices The practice of being in community is one with culturally and linguistically diverse of the most profound teachings within the students with special needs in both LEAPYEAR program. A necessary adjunct inclusive and special classrooms, the to living within conscious community development and use of I. F. S. P. and I. E. P. is the study of contemplative or inner- goals in relation to behavioral assessments, directed practices that help the individual the application of behavioral principles become more at home within themselves of classroom management to inclusive and with others. Students learn to define and special classrooms, and the specific and live within clear agreements, learn the data collection procedure to implement skills of clear communication and conflict behavioral change process with students. resolution, and do daily contemplative (40 hours Supervised Field Experiences) practice while traveling together in Corequisite: SPED625: Curriculum unfamiliar countries through unfamiliar Planning, Content and Practice in Special terrain - both inner and outer. Students Education. learn practices that support growing self-awareness and self-acceptance, SPED627: Internship in Special cornerstones of conscious community. Education (8); SU Prerequisite: Acceptance in the LeapNow Students demonstrate knowledge program. GS and skills in a classroom setting. The students participate in the processes of SPIR310: Pilgrimage: Walking With collaboration, teaming, partnerships, Intention (3-4); SU record keeping and supervision of The pilgrim journeys to a sacred place as volunteers and paraprofessionals. an act of devotion, in search of healing or (Six week Supervised Internship and

176 Antioch University Seattle answers to life's questions. The physical and spiritual realities. The class includes a journey becomes a metaphor for the dissection, meditation techniques and the inner journey. A highly experiential and use of a heart feedback machine. PSY; SPI interdisciplinary exploration of historical, cultural, spiritual and psychological SPIR407: Integral Psychology and perspectives on pilgrimage. A&L; SPI Spirituality (3-4); FA Students draw on the contemporary SPIR370: Psyche in World Religions Integral (all quadrants/all levels) model (3-4) of Ken Wilber as a framework for Introduces the history of the world’s understanding psychology and spirituality. religions as living symbol systems. With an emphasis on the integration Students explore the spiritual and of body, mind and spirit in the realms psychological importance of what Jung of self, culture and nature, students and Otto called the numinous and the are introduced to integral theory as it “idea of the holy;” and demarcations of applies to areas of their own experience the sacred and the profane through an as well as to the domains of psychology introduction to the philosophy, art, myth, and spirituality. The course interweaves and images of these traditions. Students experiential learning through the weigh tensions and similarities in such exploration of integral life practices and pairings as Judaism and Hinduism, and embraces the basic components of body, Christianity and Buddhism. PSY; SPI mind, spirit and shadow. PSY; SPI

SPIR372: God (3-4); SP SPIR410: Alchemy and Science: A non-dogmatic exploration of the God Towards a Re-imagining of Nature concept and its role in various faith (3-4) traditions and in contemporary spiritual Traces the historical, philosophical and practice. Working collaboratively, students spiritual roots of modern science as it articulate and refine their own views for developed in the Greek world, through the use in further reflection and in spiritual Renaissance and the Scientific Revolution life. Requires students to give respectful of 1600-1800 to today’s post-modern consideration to a wide range of views. era. In addition to this historical survey, PSY; SPI the class is also a study in epistemology, the theory of how reality is perceived SPIR390: Special Topics in Spiritual and what constitutes valid knowledge. Studies (1-8); Varies Students view the world alchemically to Includes course offerings of special interest see how feeling and aesthetics can restore within or across areas of concentration. the moral imagination of science. SPI

SPIR405: Spiritual Psychology of the SPIR420: Ritual Process and Human Heart (3-4); SP Ceremonial Design (3-4) Students view the heart as simultaneously Students first examine the anthropological a physical organ, an interior region of literature on the nature of ritual process soul and a receptacle for spiritual energy. from a cross-cultural perspective, and then Students explore the science of blood and study the nature of ceremonial design, circulation, the biology of the heart and trying to understand the patterns of its disruptions, and the feeling states of purpose, symbols, structure and timing the heart in an effort to experience the that give it power. Ritual ceremony is heart as a meeting place between human viewed as a means of dialoguing with the

Antioch University Seattle 177 “sacred other,” who may be thought of STCM620: Media for Social Change as soul, spirit, the gods and goddesses, (3); SP nature, the unconscious or the universe. Making change through the creative use of The class is highly experiential. SPI media today is examined through the lenses of theory and practice. Students analyze SPIR430: Depth Psychology: History contemporary social movements, the of the Unconscious (3-4); WI framing and re-framing of issues and ethical Topics include ancient approaches to choices. They learn strengths and limitations healing, encounters with the unconscious, of various forms of media. Students develop the connection between the individual communication strategies based on soul and the soul of the world, and soul articulated goals, designated audiences, making through literature and mythology. available tools and time. Students acquire overviews of Jungian, Archetypal and Spiritual Psychology, as STCM630: Communication Media (3); well as ideas regarding depth psychology’s FA future in the new millennium. SPI This introduction to current and emerging communication media SPIR440: Dreams and the Earth (3-4); combines experiential learning in new SP technologies with a critical analysis of Students entertain the possibility that their current communication theory. Students dreams can connect them not only to their learn to analyze the impact of messages personal shadow and the archetypes of produced with an array of new media, the collective unconscious, but also to the and to evaluate the social and political intention of nature herself, to the anima implications of these choices. mundi or “soul of the world.” Emphasis is on learning techniques of dream STCM631: Legal and Ethical Issues in tending, enactment of ritual and dream Communication (3) incubation. Course requires a high level of Examine the roles law and ethics play in self-disclosure and psychological maturity. shaping media content and the status of PSY; SPI expression in the American legal system by studying communication issues STCM590: Special Topics in such as persuasion versus propaganda, Communication (1-3); Varies manipulation in group discussions, Students and faculty explore various manifestation of prejudice (sexism and topics, using collaborative and individual racism), the language of oppression and approaches to create new knowledge. commercial and political doublespeak.

STCM610: Communicating Across STCM637: Power in Media (3) Cultures (3); WI Examine the changing media environment Develop awareness, knowledge and from the perspectives of economic and skills to understand between-the-lines cultural instruments of power, explore messages across cultures, avoid costly the distinct strengths of various media miscommunications and build strong technology, investigate how media shape relationships within and among diverse public opinion and policies, and determine constituencies. points of intervention.

178 Antioch University Seattle STCM639: Integrity and Public academic program. Through structured, Relations (3) biweekly meetings with a faculty Investigate the complicated working facilitator, students process their writing: relationships among journalists, from generating ideas to composing, from researchers and public relations proofreading to revising. professionals, and probe the nature of truth-telling and manipulation of WRTG401: Writing Seminar with information from a critical perspective. Digital Storytelling (1-3); SU, FA, WI, SP STCM640: Participatory Students meet as a small group Communication for Social Change (3); community focused on the creation of SU digital stories that may complement Learn tools and innovative models efforts in an academic program. In this necessary for becoming a participative way, the digital story becomes another communication strategist. medium for academic inquiry. Through structured, biweekly meetings with a STCM641: Documentary Film (3); WI faculty facilitator, students engage in all Examine documentary filmmaking from aspects of the process and production of a a variety of perspectives that focus on digital story. films associated with contemporary social change movements. Students think WRTG402: Researching Strategies visually, write descriptively and document Seminar (1-3); SU, FA, WI, SP learning through hands-on exercises and Students explore ways of researching, reflective practice. using databases, and other resources available online and through Antioch’s STCM642: Citizen Journalism (3) library. Students engage in multiple Examine concrete examples of how approaches and strategies for searching advocacy journalists and inquisitive the Internet and finding information in citizens have shined a light on crucial various formats. realities that have fallen outside of the dominant media's frame. WRTG403: Rhetorical Questions (3); FA STCM697: Media Fieldwork (3) Students survey the grammar rules of This interactive course offers the written communication important to opportunity to examine closely the visual successful writing, thereby demystifying and aural data that surrounds us. Students the conventions of formal writing. The identify patterns, deconstruct them and focus is on the sorts of technical difficulties create media using an instrument of common to writers interested in learning choice (camera, video, audio recorder, the details of the mechanics, grammar and artwork, text, music), thereby developing conventions of standard written discourse. techniques for gleaning information that is transferable. WRTG404: The Writing Process (3); SU, FA, WI, SP WRTG400: Writing Strategies Seminar Introduces students to the generative and (1-3); SU, FA, WI, SP recursive nature of reading and writing. This writing seminar offers students a small Through critical reading and writing, group community of writers that supports students develop their writing and the individual student’s writing in his/her thinking skills. A critical understanding of

Antioch University Seattle 179 the writing process develops as students WRTG409: Literacies: The Intersection learn to generate ideas, compose, of Writing Across Multiple proofread and revise for focus, support, Understandings (3); WI organization and conventions. What is the future of writing within an aural, visual, kinesthetic world? This course WRTG405: Writing in Academic explores the diverse literacies that may be Contexts (3); SU, FA, WI, SP required to communicate effectively in this Offers students a critical exploration changing world and the multiplicities of of reading and writing intrinsic to the learning design that are emerging where university. Students compose a variety of writing may include more than paper and genres, from personal narratives to more pencil. formal, academic writing incorporating outside research. The writing workshop WRTG490: Special Topics in Writing approach includes tutorials supporting (1-5); SU, FA, WI, SP their writing process, peer editing and Offers students a concentrated successful revising and proofreading examination of a topic that reflects current techniques. issues related to writing and society. Some topics that might be explored are: WRTG406: Inquiry and Research (3); Eco-writing, magazine/journal writing for SU, FA, WI, SP specific audiences, writing as healing, etc. Emphasizes that writing and inquiry are both cognitive processes. Student-writers WRTG600: Writing Strategies Seminar develop their understanding of their (1-3); SU, FA, WI, SP particular discourse community through This writing seminar offers a small group critical, active reading, researching and community of writers that supports the writing, and integration of primary and individual student’s writing in his/her secondary sources. They also explore a academic program. Through structured, personal stance in relation to the material biweekly meetings with a faculty facilitator, studied. Some sections also explore a students process their writing: from personal stance in relation to material generating ideas to composing, from studied in an online writing community. proofreading to revising.

WRTG407: Technical and Professional WRTG601: Writing Seminar with Writing (3); SU, FA, WI, SP Digital Storytelling (1-3); SU, FA, WI, Students examine the forms of writing SP required in professional, administrative Students meet as a small community and research contexts: from memos to focused on the creation of digital stories grants and proposals, research writing that may complement efforts in an and technical reports. This course includes academic program. In this way, the digital more than mastering these forms of story becomes another medium for writing; particular emphasis is placed on academic inquiry. Through structured, understanding the rhetorical contexts for biweekly meetings with a faculty facilitator, writing (subject, audience, ethics, context, students engage in all aspects of the and purpose). process and production of a digital story.

180 Antioch University Seattle WRTG602: Researching Strategies WRTG606: Inquiry and Research (3); Seminar (1-3); SU, FA, WI, SP SU, FA, WI, SP Students explore ways of researching, Emphasizes that writing and inquiry are using databases, and other resources both cognitive processes. Student-writers available online and through Antioch’s develop their understanding of their library. Students engage in multiple particular discourse community through approaches and strategies for searching critical, active reading, researching and the Internet and finding information in writing, and integration of primary and various formats. secondary sources. They also explore a personal stance in relation to the material WRTG603: Rhetorical Questions (3); studied. Some sections also explore a FA personal stance in relation to material Students survey the grammar rules of studied in an online writing community. written communication important to successful writing, thereby demystifying WRTG607: Technical and Professional the conventions of formal writing. The Writing (3); SU, FA, WI, SP focus is on the sorts of technical difficulties Students examine the forms of writing common to writers interested in learning required in professional, administrative the details of the mechanics, grammar and and research contexts: from memos to conventions of standard written discourse. grants and proposals, research writing and technical reports. This course includes WRTG604: The Writing Process (3); FA, more than mastering these forms of WI, SP writing; particular emphasis is placed on Introduces students to the generative and understanding the rhetorical contexts for recursive nature of reading and writing. writing (subject, audience, ethics, context, Through critical reading and writing, and purpose). students develop their writing and thinking skills. A critical understanding of WRTG609: Literacies: The Intersection the writing process develops as students of Writing Across Multiple learn to generate ideas, compose, Understandings (3); WI proofread and revise for focus, support, What is the future of writing within an aural, organization and conventions. visual, kinesthetic world? This course explores the diverse literacies that may be required WRTG605: Writing in Academic to communicate effectively in this changing Contexts (3); SU, FA, WI, SP world and the multiplicities of learning design Offers students a critical exploration that are emerging where writing may of reading and writing intrinsic to the include more than paper and pencil. university. Students compose a variety of genres, from personal narratives to more WRTG610: Project Writing (3); SU, FA, formal, academic writing incorporating WI, SP outside research. The writing workshop Explores the complexities involved in approach includes tutorials supporting researching, composing, revising and their writing process, peer editing and formatting the proposal, project paper, successful revising and proofreading thesis or dissertation. Graduate students techniques. engage in careful examination of rhetorical strategies involved in researching and writing their terminal paper for a degree in their content area.

Antioch University Seattle 181 WRTG690: Special Topics in Writing WSDN612: Experience of Place (3); SP (1-5); SU, FA, WI, SP Study the relationship of place to identity Offers students a concentrated formation, well-being, community examination of a topic that reflects current and organizational development and issues related to writing and society. culture. Understanding the relationship Some topics that might be explored are: between epistemology and ontology, Eco-writing, magazine/journal writing for students explore the link between somatic specific audiences, writing as healing, etc. awareness and a wholistic paradigm. Students consider built and “natural” WRTG706: Inquiry and Research- environments – from an office to a Doctoral (3); FA landscape – in terms of their effects on Emphasizes that writing and inquiry are behaviors, and consider how to design for both cognitive processes. Student-writers preferred outcomes. develop their understanding of the psychological discourse community WSDN613: Metaphor, Worldview and through critical, active reading, researching Change (3) and writing, and integration of primary Explore language as reflection and shaper and secondary sources. They also explore a of worldview and as a leverage point personal stance in relation to the material for change. Study draws on linguistics, studied. rhetoric, design, cognitive and social sciences. Students critique metaphors – WRTG790: Special Topics in Writing drawn from organizational, community, (1-5); SU, FA, WI, SP environmental and civic life – for their Offers students a concentrated meaning, entailments and consequences; examination of a topic that reflects current consider alignment with intentions; and issues related to writing and society. propose language more congruent with Some topics that might be explored are: intentions. Explore systemic relationships Eco-writing, magazine/journal writing for among language, perception and social specific audiences, writing as healing, etc. possibilities.

WSDN590: Special Topics in Whole WSDN614: Applications in Human Systems Design (1-3); Varies Systems (3); SU Students and faculty explore various Apply systemic concepts to issues such topics, using collaborative and individual as leadership, power, conflict, group approaches to create new knowledge. dynamics, democracy and community. Students consider critiques and resistances WSDN610: Design as a Practice of to systemic thinking as well as ways to Wholeness (3); FA introduce the concepts and approaches In this pragmatic exploration of wholism more effectively. They compare early students explore notions of aesthetics and systemic thinkers such as Mary Parker utility from various cultural perspectives Follett to more contemporary ones. and orient their own approach to designing within a wholistic/systemic WSDN624: Design for Social understanding. Framing design as a Innovation (3); WI practice of wholeness and systemic Study design theory, thinking and skills thinking, students explore the intrinsic with attention to collaborative approaches relationship between beauty and function. and process. Explore diverse theorists from They critique a variety of designs and the design traditions as well as systems, propose wholistic alternatives.

182 Antioch University Seattle sustainability and psychology. Students learn design as an intentional co-creation process of acting and being in the world to facilitate organizational renewal, societal change and personal transformation.

WSDN632: Structures of Meaning: Distinctions, Intentions and Outcomes (3); SP Learn how meaning is constructed, individually and collectively, through the structures as well as contents of thought. Draw on mathematics, design, science, engineering and psychology to consider how distinctions and boundaries are created, and, once created, how they impact communications, conflict, design and decision-making. Students deepen their understanding of wholistic/systemic perspectives and gain skills for developing greater clarity around intention.

WSDN633: Systemic Change and Persistence (3); FA Students explore persistence, change and resilience in human systems. They consider differences between mechanistic and autopoietic systems and their implications. Studying systems dynamics, structures and archetypes, students gain skill in describing and communicating about significant patterns of interest and possible points of intervention.

Antioch University Seattle 183 Center for Continuing Education

Antioch University Seattle, with its 158-year recognizes their experiences and chal- heritage of quality in higher education and lenges them to succeed. CCE instructors its experience as a leader in the “University include Antioch faculty members, as well Without Walls” movement, has a long his- as regional and national experts in the tory of finding creative solutions for meet- fields of mental health, mediation, social ing the educational needs of underserved service case management, grant writing, learners personally, professionally and non-profit management and more. academically. This history includes a clear CCE collaborates with a variety of edu- focus on customer service, flexibility, educational partners that bring additional cational excellence and relevant programs. resources to the community. Current True to this heritage, Antioch’s Center for partners include The Heritage Institute, Se- Continuing Education (CCE) offers high attle Jobs Initiative, Staff Development for quality learning opportunities designed to Educators, Education Development Center, meet changing educational needs of work- Heinemann Publishing, Invite Change and ing professionals. Through certificate and the Dispute Resolution Center of Snohom- continuing education programs, courses, ish, Island and Skagit Counties. workshops and special events, CCE promotes learning that connects profession Because CCE offerings are responsive to with passion and enables alumni and their community needs, they change often. colleagues to update their skills and stay Antioch’s website is the best way to learn abreast of the most current trends in their about upcoming CCE programs: fields. www.antiochseattle.edu/ce. You may also contact the CCE office by phone: 206-268- CCE provides learners with an educational 4111 or e-mail: [email protected]. experience that supports their goals,

182 Antioch University Seattle Antioch University Seattle Faculty and Principal Officers

Cassandra Manuelito-Kerkvliet, B.A., M.S., Seminary; Dean, School of Applied Psy- University of Wyoming; Ph.D., University of chology, Counseling and Family Therapy. Oregon; President. Anne Maxham, B.A., Montclair State Col- Peter M. Rojcewicz, B.A., Assumption lege; M.A., Utah State University; Ph.D., College; M.A., Northeastern University; University of Idaho; Director, Center for Ph.D., University of Pennsylvania; Vice Teaching and Learning. President of Academic Affairs and Dean of Doug Arnold, B.A., University of Washing- the Faculty. ton; M.B.A., City University; Ph.D., Union Betsy Raleigh, B.A., M.B.A., University of Institute and University; Dean of Academic Washington; Vice President for Finance and Outreach and Enrollment Services. Administration. Beverly Stuart, B.S., Evergreen State Col- David Fagerlie, B.S., Augsburg College; lege; M.L.I.S., University of Washington, M.S.W., University of Washington, Vice Interim Director of Library Services and President of Institutional Advancement. faculty member. Shana Hormann, B.A., M.S.W., University Douglas M. Wear, B.S., St. Lawrence Uni- of Washington; Ph.D., Antioch University; versity; M.S., Ph.D. University of Wyoming; Associate Academic Dean and Dean of Stu- Director, Antioch Community Counseling dents and core faculty, Center for Creative and Psychology Clinic. Change. Katy Stahl, B.A., Central Washington Uni- Richard Norris, B.A., M.Ed., Western Wash- versity; Director of Financial Aid. ington University; Special Assistant to the Barbara Talmadge, A.B., A.M., University of President. Illinois at Urbana-Champaign; Registrar. Betsy W. Geist, B.A., Wellesley College; M.A., Antioch University; Ph.D., Union Insti- tute and University; Interim Director and Antioch University Seattle core faculty, Center for Creative Change. Board of Trustees Edward Mikel, B.A., Yale University; Ph.D., Ken Friedman, Chair Washington University (St. Louis); Interim Janet Berglund Dean and core faculty, School of Educa- Richard Conlin tion. Anil Coumar Steve Crandall Bryan Tomasovich, B.A., University of Alejandro Di-Tolla Wisconsin; M.A., New York University; Ph.D., Marthalee Galeota University of Wisconsin-Milwaukee; Interim Charles A. Heinrich Director and core faculty, B.A. in Liberal Paula M. Kinney Studies Program. Anna Liotta Catherine Koverola, B.Sc., University of Sean Maloney British Columbia; M.A., University of West- Jim Moore ern Ontario; M.A., Ph.D., Fuller Theological Mauri Moore

184 Antioch University Seattle Eddie Pate Bill Groves, General Counsel, J.D., The Ohio Halene Sigmund State University College of Law. Michael Sotelo Rebecca Todd, Counsel to the Chancellor Deborah Wege for Regulatory Affairs, J.D., Cornell Law School. Antioch University Board of Governors Leadership of the Antioch Members University Campuses Arthur J. Zucker, chair David A. Caruso, President, Antioch Lawrence Stone, vice chair University New England; Ph.D., Cornell Tullise (Toni) Murdock, secretary (ex-officio) University. Sharon Bloome Michael Fishbein, President, Antioch Uni- Howard Coleman versity Midwest; Ph.D., Clark University. Maureen Curley William H. Graves Nancy Leffert, President, Antioch Uni- Reuben T. Harris versity Santa Barbara; Ph.D., University of Jeffrey C. Kasch Minnesota. Sharon Merriman Neal King, President, Antioch University Janet Morgan Los Angeles; Ph.D., University of California- James E. Morley Berkeley. Charlotte Roberts Cassandra Manuelito-Kerkvliet, President, Emeriti Antioch University Seattle; Ph.D., University Lillian P. Lovelace of Oregon.

Antioch University Core Faculty – Antioch University Administration Seattle Tullisse A. (Toni) Murdock, Chancellor, Ann B. Blake, A.A., Hibbing State Junior Ph.D., University of Arizona. College; Ph.B., University of North Dakota; Laurien Alexandre, Vice Chancellor for M.Ed., Ph.D., University of Washington; core University Academic Affairs and Director, faculty, School of Applied Psychology, Ph.D. program; Ph.D., University of Counseling and Family Therapy. California-Irvine. Sadruddin Boga, B.S., University of Michael Boehm, Vice Chancellor of Glasgow (U.K.); M.S., University of London Information Technology and CIO, B.S., (U.K.); M.A., Ph.D., The Fielding Institute; Southern Illinois University. core faculty, Center for Creative Change. Thomas Faecke, Vice Chancellor and Chief B.J. Bullert, B.A., Boston University; M.Litt., Financial Officer, M.A, Sonoma State Oxford University; Ph.D., University of University. Wash- ington; core faculty, Center for Creative Change. Grady Jones, Vice Chancellor for University Advancement, M.A., Indiana University Hee-Sun Cheon, B.A., Han Yang University; Purdue University. M.A., Kansas State University; Ph.D., Iowa State University; core faculty, School of Ap- Iris Weisman, Associate Vice Chancellor for plied Psychology, Counseling and Family Academic Affairs and Student Services, Therapy. E.d.D., North Carolina State University.

Antioch University Seattle 185 Anthony Collis, B.A., University of Mary- Bill E. Forisha, B.A., University of Texas; land; M.A., Ball State University; Ed.D., M.A., San Francisco State University; Ph.D., Temple University; professor emeritus, University of Maryland; professor emeritus, School of Applied Psychology, Counseling School of Applied Psychology, Counseling and Family Therapy. and Family Therapy. Donald E. Comstock, B.S., University of Betsy W. Geist, B.A., Wellesley College; Southern California; M.A., University of M.A., Antioch University; Ph.D., Union Insti- Denver; Ph.D., Stanford University; core tute and University; Interim Director and faculty, Center for Creative Change. core faculty, Center for Creative Change. Phillip Cushman, B.A., University of Cali- Kenneth A. Hapke, B.A., Wesleyan Univer- fornia, Los Angeles; M.A., California State sity; J.D., Brooklyn Law School; M.A., Ph.D., University, Los Angeles; M.A., United States Fielding Graduate University; core faculty, International University; Ph.D., Saybrook School of Applied Psychology, Counseling Graduate School. and Family Therapy. Paul David, B.A., University of Washing- Candace Harris, B.A., M.A., Antioch Uni- ton; M.A., Antioch College/West; Ph.D., versity Seattle; core faculty, B.A. in Liberal Saybrook Institute; Chair, Couple and Studies. Family Therapy; and core faculty, School Anne Nancy C. Harvey, B.A., The Evergreen of Applied Psychology, Counseling and State College; M.S.W., University of Wash- Family Therapy. ington; core faculty, B.A. in Liberal Studies. Katherine S. Davies, B.Sc. (Sp. Hons.), Shana Hormann, B.A., M.S.W., University Sheffield University (U.K.); M.A., California of Washington; Ph.D., Antioch University; Institute of Integral Studies; D.Phil., Somer- Associate Academic Dean and Dean of ville College, Oxford University (U.K.); core Students. faculty, Center for Creative Change. Janice Hoshino, B.A., Edinboro University; Nada Elia, B.A., Beirut University College, M.A., Indiana University of Pennsylvania; (Lebanon); M.A., American University of Ph.D., United States International Univer- Beirut, (Lebanon); Ph.D., Purdue University; sity; chair, Art Therapy; and core faculty, core faculty, B.A. in Liberal Studies. School of Applied Psychology, Counseling Suzanne Engelberg, B.S., Ohio State and Family Therapy. University; M.A., Ph.D., Southern Illinois Mark Hower, B.A., Whitman College; M.S., University Carbondale; core faculty, School Antioch University Seattle; core faculty, of Applied Psychology, Counseling and Center for Creative Change. Family Therapy. Jane Harmon Jacobs, B.A., Simmons Ned Farley, B.A., University of Washing- College; M.A.T., Boston College; Ph.D., ton; M.A., Vermont College of Norwich University of Washington, Associate Dean University; Ph.D., The Union Institute; Chair, and Director of Clinical Training, School of Mental Health Counseling; coordinator, In- Applied Psychology, Counseling, and Fam- tegrative Studies; and core faculty, School ily Therapy. of Applied Psychology, Counseling and Family Therapy. Gwendolyn Jones, B.A., M.S., Ph.D., Uni- versity of Washington; core faculty, School Mary Lou Finley, B.A., Stanford University; of Applied Psychology, Counseling and M.A., Ph.D., University of Chicago; M.P.H., Family Therapy. University of Washington; core faculty, B.A. in Liberal Studies.

186 Antioch University Seattle Christie Kaaland, B.A., Pacific Lutheran Jonathan M. Scherch, B.A., West Chester University; M.A., Ed.D., University of Wash- University; M.S.W., University of Pittsburgh; ington; core faculty, School of Education. Ph.D., University of Tennessee; core faculty, Catherine Koverola, B.Sc., University of Center for Creative Change. British Columbia; M.A., University of West- Farouk Y. Seif, B.Arch., M.Arch., Helwan ern Ontario; M.A., Ph.D., Fuller Theological University (Egypt); Ph.D., University of Seminary; Dean, School of Applied Psy- Washington; professor emeritus, Center for chology, Counseling and Family Therapy. Creative Change. Patricia Linn, B.S., Denison University; M.A., Ormond Smythe, B.A., Antioch College; Ph.D., University of Kansas; core faculty, Ed.M., Ed.D., Harvard University; core fac- School of Applied Psychology, Counseling ulty, B.A. in Liberal Studies. and Family Therapy. Susan Starbuck, B.A., Smith College; Anne Maxham, B.A., Montclair State Col- M.A.T., Yale University; Ph.D., University of lege; M.A., Utah State University; Ph.D., Washington; professor emerita and core University of Idaho; Director, Center for faculty, B.A. in Liberal Studies. Teaching and Learning. Beverly Stuart, B.S., Evergreen State Col- Edward Mikel, B.A., Yale University; Ph.D., lege; M.L.I.S., University of Washington, Washington University (St. Louis); Interim Interim Director of Library Services and Dean and core faculty, School of Education. faculty member. Randy Morris, B.A., Whitman College; M.A., Alejandra Suárez, Licensed in Experimen- Ph.D., Emory University; core faculty, B.A. in tal Psychology, National Autonomous Uni- Liberal Studies. versity of Mexico; M.S., Ph.D., University of Rachel Oppenheim, B.A., Wellesley Col- Washington; M.S., Alliant University; Chair, lege; M.Ed. Loyola Marymount University; Psy.D.; and core faculty, School of Applied Ed.D., Columbia University; core faculty, Psychology, Counseling and Family Therapy. School of Education. L. Tien, B.A., University of Michigan; M.A., Yvonne Palka, B.A., Swarthmore College; Antioch University-Cook Institute; Psy.D., M.A., Ph.D, University of California-Los University of Denver; core faculty, School Angeles; professor emerita, School of Ap- of Applied Psychology, Counseling and plied Psychology, Counseling and Family Family Therapy. Therapy. Bryan Tomasovich, B.A., University of Brandy Parris, B.A., San Jose Sate Univer- Wisconsin; M.A., New York University; Ph.D., sity; M.A., Boston College; M.S., University University of Wisconsin-Milwaukee; Interim of Illinois at Urbana-Champaign; Ph.D., Director of B.A. in Liberal Studies program University of Washington; Coordinator, and core faculty. Center for Teaching and Learning. Kelly Vancil, B.A., Univesity of Illinois at Wendy J. Rosen, B.S., State University Chicago; M.Ed., Lesley University, Ed.D., College at Buffalo; Ed.M., Harvard Univer- Seattle University; core faculty, School of sity; Ph.D., Michigan State University; core Education. faculty, School of Education. Colin Ward, B.A., University of Northern Mark Russell, B.A., M.A., Chapman College; Colorado; M.S. Winona State University; M.S., Ph.D., Pacific Graduate School of Ph.D., Oregon State University; core faculty, Psychology; core faculty, School of Applied School of Applied Psychology, Counseling Psychology, Counseling and Family Therapy. and Family Therapy.

Antioch University Seattle 187 Mary Wieneke, B.S., Skidmore College; M.S., Russell Sage College; Ph.D., California School of Professional Psychology; core faculty, School of Applied Psychology, Counseling and Family Therapy. Sue Woehrlin, B.A., College of the Atlantic; M.A., Antioch University Seattle; Ph.D., Union Institute and University; core faculty, B.A. in Liberal Studies. Britt Yamamoto, B.A., University of Michi- gan; M.S. University of California-Davis; Ph.D., University of Washington; core faculty, Center for Creative Change. Darlene York, B.S., Pepperdine University; M.A., University of California-Santa Clara; Ph.D., University of Southern California; core faculty, School of Education.

188 Antioch University Seattle Director of Financial Aid Antioch Key Contacts Katy Stahl...... 268-4010 [email protected] Disability Support Services Coordinator Main Number...... 206-441-5352 Maud Steyaert...... 268-4151 Reception/Front Desk...... 268-4000 [email protected] ...... Fax.…441-3307 Executive Assistant to the President Admission Information ...... 268-4202 Wendy Dahl...... 268-4107 [email protected] Library Services Director, Interim Associate Academic Dean Beverly Stuart...... 268-4109 Shana Hormann...... 268-4714 [email protected] B.A. in Liberal Studies Program...... 268-4406 President Cassandra Manuelito-Kerkvliet...... 268-4105 Bookstore...... 268-4012 [email protected] Registrar’s Office...... 268-4772 [email protected] Center for Continuing Education.....268-4111 [email protected] School of Applied Psychology, Counseling and Family Therapy ...... 268-4810 Center for Creative Change...... 268-4901 Communication ...... School of Education...... 268-4600 Environment and Community ...... Center for Native Education (CNE).....268-4137 Management and Leadership...... Organizational Development...... Student Accounts Office...... 268-4009 Whole Systems Design [email protected] Center for Teaching and Learning...... Student Life Office...... 268-4025 [email protected] Academic Support Lab...... 268-4416 [email protected] Transcripts for Continuing Education Classes...... 268-4111 Community Counseling and Psychology [email protected] Clinic...... 268-4840 Transcripts for Degree Program Students Computer Lab...... 268-4550 ...... 268-4350 Dean of Academic Outreach and Enrollment [email protected] Services Vice President of Academic Affairs and Doug Arnold...... 268-4200 Dean of the Faculty Dean of Students Peter M. Rojcewicz...... 268-4108 Shana Hormann...... 268-4714 Vice President for Finance and Director of Administrative and Campus Administration Services Betsy Raleigh...... 268-4044 Lynne Nakamura...... 268-4002 Vice President of Institutional Director of Development Advancement Michelle Wilkinson...... 268-4114 David Fagerlie...... 268-4483 [email protected]

Antioch University Seattle 189