Pacific Oaks College

2004 - 2006 CATALOG

VALUE THE CHILD, CHANGE THE WORLD

~PACIFIC OAKS COLLEGE TPASADENA. CALIFORNI Non-Profit Org. ~PACIFIC OAKS COLLEGE U.S. Postage TPAS ENA, CALIFORN A PAID Mercury Mailing Systems, Inc. 2004 - 2006 CATALOG

• CONTENTS Letter from the President ...... Inside Front Cover About Pacific Oaks ...... 2 Admission for Degree, Certificate, Permit and Teacher Education Programs ...... 5 Financial Aid ...... 9 Academic Programs Degrees, Programs and Specializations ...... 12 General Information Locations and Time Frames ...... 26 Extended Education...... 28 General Information and Services ...... 28 Libraries ...... 29 Tuition and Fees ...... 30 College Policies ...... 31 Course Descriptions ...... 40 Administration and Faculty ...... 54 Board of Tnlstees ...... 56 Calendar...... 57 Index...... 59

IIWhat I'm constantly impressed about is how much we have accomplished on issues relating to diversity_ Ours is a vety progressive stance and I think our students benefit from it tremendous(JI. "

Renatta Cooper Director, jones/Prescott Institute Pacific Oaks College

I PACIFIC OAKS COLLEGE

Atcreditation Pacific Oaks is accredited by the INTRODUCTION Western Association of SchOOlS and Colleges. As a Pacific Oaks College, with its main campus in Quaker-founded institution, Pacific Oaks has tra­ Pasadena, California and off-campus academic ditionally sought in its student body: diversity in centers in Oakland, Visalia, and online is a unique age and in racial, ethnic, economic, and social educational institution offering upper division and background. Our policies in admission and other graduate-level college programs in human areas are non-diSCriminatory reg,miing race, gender, development and counseling, teaching credentials, religion, ethnicity, physical ability, sexual orientation, a children's school serving infants through kinder­ or age. garten age children and their parents, and asponsored Students may review institutional accreditation research program supporting applied research in and/or licenses in the College President's Office at early childhood education, human development 5Westmoreland Place during nomlal working hours, and social change. or by contacting WASC at: Three basic concepts underlie the educational Western Association of Schools and Colleges philosophy of Pacific Oaks: that growth is a dynamic 985 Atlantic Ave., Suite 100 and life-long process; that every individual has a Alameda, CA 9450l fundamental worth; and that each person, no matter (5lO) 748-900 1 how young or old, has a unique identity and human potential which they con­ tribute to the lives of all those with whom they come in contact. Pacific Oaks was founded as a community education center and nurs­ ery school by seven Quaker families in 1945. The School quickly grew under the leadership of Molly Morgenroth and Evangeline Burgess as word spread that there was a place in Pasadena where children were valued as individuals. The teacher education aspect of Pacific Oaks grew out of the need to train teachers for the expand­ ing nursery school. Today, over 200 families and 40 teachers have joined our inclusive community where each individual is provided with an oppor­ ~ tunity to learn and contribute in an ~ environment of acceptance. ~ In 1959, continued expansion led -­..------"==------' 2, to accredited B.A. and M.A. degree Pacific Oaks' graduating class 0/2003. programs in Human Development. These degrees are granted in Human Notite Students will adhere to the requirements Development rather than Education because we and programs outlined in the catalog of the aca­ believe that a teacher must know the whole life demic year in which they're admitted. Students who continuum to understand her/himself and her/his interrupt their programs for five or more years will students. Today, our programs serve not only edu­ adhere to the catalog of the academic year in which cators, but persons working in other helping pro­ they're readmitted. fessions, including counseling and other human The requirements, programs, class offerings, fees, service fields. policies, and all other subjects covered in this pub­ lication may be changed without notice. Users of this publication should contact Pacific Oaks repre­ sentatives to learn the current status of matters covered herein. Pacific Oaks assumes no respon­ sibility for any damages which may be claimed to have resulted from such changes. ABOUT PACIFIC OAKS

The style of learning emphasized at Pacific Oaks For further information about Extension, please is unique. In most colleges, a teacher lectures, stu­ contact: dents take notes and learning is evaluated by exam­ Extended Education and Community Service ination. We have a different approach. Pacific Oaks 5 Westmoreland Place students are encouraged to work together and to Pasadena, CA 91103 learn from each other. The faculty works with stu­ (626) 397-1389 dents to help each individual obt~n an education that meets personal needs. At Pacific Oaks, the pro­ Schedules of Closses are published as follows: cess of learning is valued as much as what is learned. • Spring: Weeklong, Weekday, Weekend and Online Classes Experiential learning, that is, learning by doing, • Summer and Fall: Weeklong, Weekday, Weekend and Online Classes is at the heart of Pacific Oaks' curriculum for adults Our students at the College are as well as for children. We believe that both theory Class schedules may be obtained from the and practice are learned through action and inter~ Registrar's Office at (626) 397-1342 or learnil1g to take their place as (800) 303-1342. Please call the Office of action, and we encourage students to value doing highly effedive teachers, as well as talking, reading and writing. In recogni­ Admissions at (626) 397-1349 or (800) 684-0900 tion of our unique teachingllearning pedagogy, to obtain admissions information. administrators and counselors ­ Pacific Oaks received a Special Commendation for leaders in their field. Distinguished Achievement in Undergraduate OVERVIEW OF PROGRAMS Education from the American Association of Pacific Oaks College offers upper division classes Colleges and Universities. leading to a B.A. degree in Human Development; Our Children's School is teaching The Children's School al~ has grown to include the courses of study leading to two teaching credentials: youngsters to be peacemakers, Infant/Toddler, Two-Year-Old, Three-and Four-Year Preliminary Multiple Subject English Leamer Old, Prekindergarten, Kindergarten, Child Care, and Teaching Credential and Education Specialist conflict resolvers and decision­ Credential (MildJModerate Disabilities); graduate After-School progr'J1l1s. makers. They are our future ­ Pacific Oaks' anti-bias commitment applies to all courses leading to two M.A. degrees: Human Devel­ areas of discrimination, including those based upon opment and Marriage, Family and Child Counseling; a well-informed responsible, race, ethnicity, class, sexual orientation, gender, age and a Post-Graduate Certificate program. concerned citizenry. and physical ability. We expect respect to be shown The B.A. in Human Development offers an upper towards persons in all categories, both generally division program focused on young children, their and as individuals. Respect, in interactive classes families, and the social contexts in which develop­ drawing on the rich experience of the faculty and ment takes place. Field experience or practicum in students alike, includes honoring the confidentiality the Pacific Oaks Children's School is often a part of the B.A. program. Students interested in public of personal experiences shared in class discussion. school teaching may become fully admitted to a We ask that all members of the Pacific Oaks com­ credential program upon completion of core B.A. munity be willing to engage actively in thought, dis­ requirements. cussion, and change as we all learn about the nature, Specializations are optional areas of focus dynamics and impact of bias and oppression and which are designed for students who have a spe­ the ways in which theories, practices and institutions cific interest in one of the areas outlined below. are oppressive. It is important that we be willing to Some specializations are available only in Pasadena. risk growing and changing together rather than The College offers these specializations at the clinging to old theories and practices simply because B.A. level: Art Education, Child Care, Developmental they are familiar and comfortable. Education, Early Childhood Education (with sub­ For further information about College programs, specialization in Play, Language and Literacy) , please contact: Human Development and Social Change, and Work Office of Admissions 'with Infants and Toddlers. Students may also, in 5Westmoreland Place cooperation with their advisor, design a study pro­ Pasadena, CA 91103 gram directly meeting their needs and interests. (626) 397-1349 or (800) 684-0900 The Admission By LifeIWork Experience admis­ sions option at the B.A. level offers students an For further information about Children's pro­ opportunity to document, through presentations grams, please contact: and papers, up to 30 units based on their learning Children's School from life experiences. 714 West California Boulevard The M.A. in Human Development is offered for Pasadena, CA 91105 the preparation of leadership personnel in profes­ I (626) 397-1363 sions serving young children and their families. The ABOUT PACifiC OAKS COLLEGE degree is awarded on the basis of demonstrated com­ you live in Southern California. As a convenience petence in human development, knowledge of the for those who travel a distance, some weekend social and political contexts of development, com­ classes are scheduled all day over three weekends munication skills, integration of theory into practice during the semester. In addition, weeklong classes and research. AMaster's project, which is an orig­ are offered within each semester. inal contribution to knowledge and understanding In Northern California, housed in the historic based on field experience, is required for the degree. YWCA bUilding in downtown Oakland, classes Students interested in public school teaching may leading to the B.A. and M.A. in Human enroll simultaneously in a credential program. Development are offered on weekends during the The Admission By Life/Work Experience option Fall and Spring semesters. Weeklong classes are of­ at the M.A. level offers students an opportunity to fered in June. Two or more classes in Human document competence equivalent to a B.A. degree Development are also offered each year in the from Pacific Oaks to begin graduate studies. This southern San Joaquin Valley, meeting on weekends must be in conjunction with either the M.A. in Hu­ in Visalia. Visalia also hosts a cohort of Marriage, man Development or the M.A. in Marriage, Family Family and Child Counseling for students specializ­ and Child Counseling. ing in Latinalo Family Studies. The option to do a specialization in the M.A. in Pacific Oaks Distance Learning, offering classes Human Development is also available. The special­ online, extends access to the B.A. and M.A. in izations are: Art Education; Bicultural Development; Human Development to students nationwide and Child Care; Developmental Education; Early Child­ around the world. Most online classes last for ten hood Education; Human Development and Social weeks in fall and spring semesters; four-week Change; Work with Infants and Toddlers; Social modules are scheduled in September, January, and Human Services; and Leadership in Education and April through July. The classes available at a and Human Services: with sub-specializations in distance are the same classes offered on campus, AdministrationlSupervision, College Teachinglfeaching and most specializations are available through Adults, and Parenti Community Work. Distance Learning. Distance Learning degree stu­ The MA in Marriage, Family and Child Counseling dents spend a minimum of two weeks in face-to­ expands students' competencies in counseling face classes at any Pacific Oaks site. families with young children, providing students For students interested in seeking the California with the educational qualifications for the California Child Development permit, Pacific Oaks has been MFf License. Aspecialization in Latino/a Family approved as an accredited site to offer high quality Studies is offered in a cohort format. curriculum and training opportunities for students Pacific Oaks offers two California teaching creden­ to qualify for each level of the permit. There are tials: the Preliminary California Multiple Subject six levels to the Permit structure. Normally, B.A. English Learner Credential (elementary) and the students would enroll in any of the first three lev­ Education Specialist Credential (MildIModerate) Level els: Child Development Assistant Permit, Child I and Level n. Development Associate Teacher Permit, or the Child The academic year includes two semesters, Fall Development Teacher Permit. The last three levels and Spring; two time frames, Weekday and Weekend; may be more appropriate for master's degree stu­ several locations; online courses; and a six-week dents: Child Development Master Teacher Permit, Summer Session. One week sessions are also offered Child Development Site Supervisor Permit, or the within each semester in Pasadena, and in summer Child Development Program Director Permit. Pacific in Oakland and Visalia. Oaks offers courses and facilitates some experience to help students qualify for the permits. Pacific Oaks The Pasadena campus of Pacific Oaks is located on will then review transcripts, course content and three beautiful, tree-shaded sites in the heart of his­ direct experience, and recommend candidates for toric Pasadena. The craftsman-style bungalows and the appropriate permit, usually in combination modem office buildings of these campuses provide an with a degree program. Students interested in the idyllic, serene setting for our students. Only a half-mile Child Development Permit must apply to the pro­ from Old Town Pasadena, Pacific Oaks is surrounded gram through the Admissions Office. Students are by cultural resources: the Norton Simon Museum of required to meet with their advisor to identify ap­ Art, the Huntington Library and Art Gallery, the propriate classes to take. SpeCific course and Gamble House and the Pacific Asia Museum. fieldwork requirements will be outlined in an ad­ The Pacific Oaks Pasadena campus offers class­ vising session with the assigned advisor.• es during Fall, Spring and Summer semesters. Our convenient evening and weekend class schedules make it possible to earn your degree no matter where UNDERGRADUATE ADMISSION

CURRICULUM PHILOSOPHY credit, including general education requirements, The curriculum in Human Development, Marriage, and completion of high school or GED, Family and Child Counseling, and the Teacher 2. be 30 years of age or older, Education programs is organized around five areas 3. have 3 or more years of profeSSional-level work in which students are expected to be competent. in a human services position, and The competencies are: 4. have the ability to conceptualize about their expe­ • Understanding of developmental theories. rience and communicate this conceptualization. • Understanding and valuing diversity, including Students are admitted provisionally by interview and an anti-bias approach. will be considered for full admission upon successful • Ability to implement theories and empower others. completion of the one-unit Assessment of Experience • Ability to communicate with others in a connec­ class and all general education requirements. tive way. Assessment of Experience must be taken in the first • Ability to collect, process, and evaluate data semester in which it is offered following provisional through research. admission. Students not completing the Assessment Each of these competencies, except research, class may not enroll in further Pacific Oaks course has a required core class. These classes introduce work until the class is completed unless they change active learning, as well as subject areas. Since the to traditional admission. (This requires consent of the core classes will also help students define their ABLE Coordinator and a Change of Admission Status own areas of interest and learning needs, these submitted to the Admissions Office.) classes should be taken early in a student's pro­ Students admitted to the BA degree program c: gram at Pacific Oaks. through the ABLE option may demoI1Sf:nJte competency c. (OC) equivalent to amaximum of 30 DC units through c One level of core classes is offered for B.A., c: M.A., and post-baccalaureate students who enter the assessment process. Documentation requires \\Titten c: .. Pacific Oaks with beginning knowledge in a com­ and oral analysis of one's work or other life experience. c petence area. Asecond level of core classes is of­ The documented units are recorded on the trans­ fered for M.A. and post-baccalaureate students cript with appropriate tides and are paid for at the who enter Pacific Oaks with advanced knowledge current assessment fee rate. Units must be paid for in a competence area. The second level of approach by the completion of the Assessment of Experience classes may also be used as electives for M.A. and class or according to a prearranged payment plan post-baccalaureate students in most programs. in order to enroll for the following term. All students must consult with their advisor re­ B.A. students admitted through the ABLE option garding choice of classes when enrolling. The cri­ may accumulate a maximum of 90 transfer and doc­ teria to consider are listed on page 12 for B.A. stu­ umented competency units. The student is required dents and page 16 for M.A. students. to complete 34 units of regular Pacific Oaks course work, including all B.A. degree requirements listed on ADMISSION FOR DEGREE, CERTIFICATE, PERMIT page 11. HD 298 Assessment of Experience counts as AND TEACHER EDUCATION PROGRAMS 1unit towards the B.A. It is recommended that students take only HD UNDERGRADUATE ADMISSION 298 Assessment of Experience in their first semes­ ter whenever possible. Since Assessment of Exper­ ience counts as 1 unit toward the B.A., students • TRADITIONAL ADMISSION applying for financial aid may not be eligible for Pacific Oaks offers only upper division courses at the aid during their first semester. Financial aid will be undergraduate leveL Applicants for the B.A. degree in granted for regular classes, including the Assess­ Human Development must have a minimum of 70 se­ ment class, but not for payment of the documented mester units of transferable courses from accredited units in the Assessment class. Please consult your two- or four-year institutions. In addition, applicants advisor and financial aid counselor if you are ap­ must be able to critically analyze literature and situa­ plying for financial aid. tions, and possess strong oral and written expression skills. Consideration will be given to the potential to • GENERAL EDUCATION TRANSFER succeed in an experiential academic program. REQUIREMENTS Transfer requirements for traditional admission to • ADMISSION BY LIFE/WORK EXPERIENCE the B.A. degree program include completion of a (ABLE) minimum of 70 semester units with a grade of "c" To be considered for admission to the B.A. through or higher (a minimum of 60 units through the ABLE I the ABLE option, a student must: option). Only courses taken at colleges and univer­ 1. have completed 60 semester units of college ABOUT PACIFIC OAKS COLLEGE sities accredited by regional ,:ommissions will be Studio Art courses, and EthnidCultural History. accepted. Please check with [he transfer center at 5. Electives Additional units may be transferred the colleges attended to see if an articulation agree­ ment is in place to assist you in selecting acceptable from Early Childhood Education/Child Develop­ courses for transfer. The Pacific Oaks Admissions ment, Physical Education Activity (4 units maxi­ Office determines whetller or not acourse is acceptable. mum) or other transferable courses not listed Applicants short of general education requirements in areas 1-4 above. may take CLEP (College Level Exam Program) tests to *A minimum of 3 semester or 4 quarter units will acquire units. Amaximum of 30 units may transfer. meet a specific course requirement. In addition to extemal transfer opportunities out­ lined above, applicants may trdnsfer Pacific Oaks Note: Amaximum of 3 units of early childhood ed­ Extended Education courses to eam a maximum of 30 ucationlchild development courses will be credited upper division transfer unit"). TIus would include toward the 9-unit requirement in content areas 1, Pacific Oaks Drug and Alcohol Studies courses and 2 and 4 above, course credit awarded by portfolio assessment ilirough Courses not accepted for transfer include the fol­ the national CDA certification program (see page 28). lowing courses: Contact tlle Adnussions Office at (626) 397-1349 or (800) 684-0900 for more information on the above. • remedial courses • applied business courses Transfer credits need to be in four basic con­ • orientation courses tent areas a.." follows: • sectarian religious courses 1. Oral and Written Expression Aminimum of • vocational courses nine semester unit" including English Composition:~ • library courses Additional courses may include: Creative Writing, • secretarial courses English or American Literature, Journalism, Early • word/data processing courses Childhood Language Arts, Logic, Critical Thinking, Speech/Communication, Foreign Language (in­ If a student has 15 units or more in anyone gen­ troductory level-1st-2nd semester or Ist-3rd eral education area, and less than nine in another, quarter), and American Sign Language. three units will be waived in the deficit area. This may be done on a one-tinle basis only. The Adnussions 2. Science and Math Aminimum of tune semester Office is the one who officially makes tills transfer. units to include at least one course* from Astro­ Applicants may cam up to 76 lower division se­ nomy, Biology, Chemistry, Physics, Ecology, mester units of classes listed under the four basic ar­ Geology, Math (College Algebra or higher), eas and acceptable electives. Additional upper division Physical Anthropology, Physical Geography, units may be awarded up to a maximum of 94 urnts. Physiological Psychology, ~utrition, Statistics, Proof of B.A. degree or completion of 60 trans­ Symbolic Logic, and Zoology. Additional courses ferable semester units is required for all admissions. may include Accounting, Business Math, Computer Science, First Aid, Math/Science for Options for Earning Additional Transferable Units Children, and Health Education, AppHcants who meet all admission transfer require­ 3. Social Sciences Aminimum of nine semester ments and have more than 76 lower division units units including required courses in Introductory will be awarded up to 18 additional transferable Psychology* and either Introductory Sociology or units if any of the follOWing criteria are met: Cultural Anthropology*, Additional courses may 1. Completed 24 or more units at a four-year col­ include: theoretical Early Childhood Educa­ lege(s), with no distinction made as to upper or tioniCillld Development courses, Political lower division status; History, Political Science, tinguistics, Psychology, 2. Completed at least 18 units in Child Development Social Geography, Sociology~ and U.S. History. or Early Childhood Education (Note: ECE courses 4. Humani1'ies and the Arts Aminimum of nine se­ used to meet the nine urnt minimum requirement mester units to include at least one course* from in categories 1 through 4 are excluded); Art History, Foreign Language (Advanced: 4th se­ 3. Completed at least 18 units in Psychology, mester or 5th quarter and beyond), Literature, Sociology or Anthropology (Note: Introduction Music TIleory or History, PWlosophy, Comparative to Psychology, Introduction to Sociology/ Religion and Theater History. Additional courses Cultural Anthropology and the remaining 3 mav include: Drama, Children's Literature, For­ units required to meet the 9-unit minimum ei~ Language (Intermediate: 3rd semester or 4th requirement in this category are excluded); quarter), Music or Art for CWldren, Performance, GRADUATE ADMISSION

4. Completed at least 15 units in each of three of Students are admitted provisionally by interview. the four general education content areas: Oral! They will be considered for full admission upon Written Expression, Science!Math, Social Science successful completion of the one-unit Assessment of or Humanities/Arts. Experience class and all general education require­ ments. Assessment of Experience must be taken dur­ Units in items #2-4 above may be taken at either ing the first semester in wInch it is offered follOwing a community college or a four-year institution. provisional admission. Students not completing the Amaximum of 94 units may be transferred into Assessment class may not enroll in further Pacific Oaks the traditional B.A. degree program. M.A. applicants course work until the class is completed lUlless they using the ABLE option may transfer only upper di­ change to B.A. traditional admission. This requires vision units beyond 94. consent of the ABLE Coordinator and a Change of Admission Status filed with the Admissions Office. Transcript Evaluations Students admitted via the ABLE option to the Prospective students may request a free transfer B.A. must petition the Admissions Committee to credit estimate based on unofficial transcripts by change to the M.A. option. Since this may affect the appointment with an admissions counselor. Please financial aid award, any student considering such call (626) 397-1349 or (800) 684-0900 outside a switch must talk with a Financial Aid counselor the Los Angeles area. before initiating any change. Students admitted to the M.A. program through GRADUATE ADMISSION the ABLE option document 30 upper division under­ graduate units through the assessment process. • TRADITIONAL ADMISSION In HD 298, the Assessment of Experience course, Applicants for Pacific Oaks graduate degrees, the MA students document that their life/work experience in Human Development and the MA in Maniage, has given them knowledge and skills eqUivalent to Family, Child Counseling, must have an earned BA de­ a B.A. in Human Development from Pacific Oaks. gree from a regionally accredited college or university. Verification of the award of the B.A. degree must be re­ Competencies to be demonstrated in the Assessment ceived by the Admissions Office as follows: Fall admits of Experience class are: by October 1; Spring admts by March 1; ~U1d Summer 1. DC 401 Early Years Theory 2. DC 402 Later Years Theory admits by Jl~y 1. In addition, applicants must be able to 3. DC 403 Constraints on Human Development critically analyze literature and situations at agraduate 4. DC 404 Work with Behavioral Data level, and possess strong oral and written expression 5. DC 405 Sensory Experiences skills. Consideration will be given to dle potential to 6. DC 406 Working with Adults succeed in an experiential academic program. Documented Competency units must be paid for bv the completion of the Assessment of Experience • ADMISSION BY LIFE/WORK EXPERIENCE class or according to a prearranged payment plan in (ABLE) order to enroll for the following term. To be considered for admission to either MA de­ Documented Competencies will appear as units gree through the ABLE option, students must: on the student's transcript. Students do not earn a 1. have completed at least two full years (60 semes­ B.A. degree. The degree reqUirement is waived on ter units) of college credit, including the required the basis of documented experience, and the student general education transfer requirements (see is admitted directly into graduate standing. page 6), and completion of high school or GED, The total number of PaCific Oaks units that a 2. not have a Bachelor's degree, M.A. in Human Development student adnlitted 3. be 35 years of age or older, through ABLE must complete to earn his/her de­ 4. have five or more years of leadership/profession­ gree is determined by the following formula:

al-level work experience in a human services # OF UNITS TRANSFERRED MINIMUM # OF UNITS TO position, assuming increased responsibilities TO PACIFIC OAKS COMPLETE AT PACIFIC OAKS" during tins time and demonstrating the ability to 60 42 function effectively in a complex setting, 80 39 100 36 5. demonstrate clear-cut ability to provide leader­ 120 or more 33 ship to a professional field, andlor peers, and/or community, *Completion of some specializations within the 6. have the ability to conceptualize and theorize degree program may require additional units. Com­ about their work and their understanding of pletion of the M.A. in Marriage, Fanilly and Child human development and to communicate this Counseling degree program ",ill require a minimum conceptualization. of 49 units of course work. (Units are in addition PACIFIC OAKS COLLEGE

to the 30 units documented through the Assessment ADMISSION TO THE INTENSIVE STRAND AS AN of Experience class.) INTERN CREDENTIAL CANDIDATE: Required graduate units include one unit for To be admitted as an Intern, and to earn an Intern the Assessment of Experience class. Credential while completing this program, candi­ Students follow curriculum requirements for dates must have the following requirements met the M.A. degrees and specializations in which they upon admission: are enrolled. • An earned B.A • CBEST • ADMISSION BY FOREIGN BACCALAUREATE • Subject matter competency through CSET Some Baccalaureates earned in other countries • Certificate of Clearance (fingerprints) are not considered equivalent to a U.S. Bachelor's • U.S. Constitution Competency degree. Pacific Oaks offers an admission option to • Evidence of full-time employment in a public help those students who received only three years elementary school of undergraduate degree credit. We will evaluate students' courses to determine what is needed to ADMISSION TO THE MFCC PROGRAM complete our general education requirements. As part of the admission process, an admission inter­ Once those are met and the student has a total of view will be scheduled with MFCC faculty. Students are 120 semester credits, she!he can begin taking prOvisionally admitted to the program with a review for courses in our graduate programs in Human De­ full admissions following the completion of 18 units. velopment or Marriage, Family, Child Counseling. ADMISSION TO THE POST GRADUATE • GRADUATE ADMISSION FOR PACIFIC OAKS CERTIFICATE PROGRAM B.A. STUDENTS Pacific Oaks B.A. students applying for a Pacific To apply for admission to the Post Graduate Certificate Oaks Master's degree must have completed their Program, applicants must hold a Master's degree B.A. degree or be fully admitted to the B.A. degree from a regionally accredited institution and work program, have applied for graduation through the in the area of human sernces. Admission is granted Registrar, be enrolled in their final semester, and be based upon the applicant's development of an in­ within 6units of completing the B.A. degree. dividual plan to meet the areas of competency and to meet herlhis own individual interests. ADMISSION TO TEACHER EDUCATION PROGRAMS Upon application to the Teacher Education INTERNATIONAL STUDENT ADMISSION Program, students choose whether they want the International applicants must have non-U.S. tran­ Education SpeCialist Credential (MildJModerate) scripts evaluated by the International Education or the Multiple Subject English Learner (MSEL) Research Foundation before the transcripts can be Teaching Credential (Part-Time Strand or used to determine admission. Order forms for this Intensive Strand). Students can also complete both service can be obtained from Admissions and fees credentials simultaneously. must be paid by the applicant. Ifan evaluation from Applicants can be admitted to any of the Teacher a service other than that named above has been Education programs only after the California Basic done prior to application, check with Admissions Educational Skills Test (CBEST) is passed. Until then, to determine whether or not it may be used. applicants are admitted to degree programs only. A All international applicants for whom English is student may be admitted to the Teacher Education a second language, with the exception of applicants Program as a B.A. or M.A. student, as a B.A. student who have an undergraduate degree from an English admitted through the ABLE option, or as a post B.A. language university, must take the international student enrolled only in the credential program. Test of English as a Foreign language (TOEFL) and Note: Applicants with a California B.A. degree have the scores sent directly to the Admissions in Education may not be admitted to a credential Office. Ascore of 213 or above on Computer-based z o program by CCTC regulations. TOEFL is required for admissions. Scores may be Admission to the Preliminary Level I Education no more than two years old. Specialist Credential may occur concurrently with All international applicants must have an admis­ either the B.A. or M.A. degree program. To be eli­ sion internew in person or by phone prior to admis­ gible, applicants must have passed CBEST. Admission sion. The Admissions Office will contact applicants to the Professional Level IT Education Specialist regarding the internew when tlle applicant's file is Credential requires an internew with aSpecial complete. International students who are requesting Education advisor. The SB57 Early Completion option to transfer from another U.S. institution must submit is now available. aletter from the international student advisor stating the student is in good standing with the institution. FINANCIAL AID

Applicants must submit an International Student READMISSION Application and an International Student Financial Students applying for readmission (those not en­ Statement and supporting documents in addition to rolled for five or more years) must complete all the Admissions Application. Contact the Admissions current program requirements and register for a Office to obtain these forms. International applicants minimum of 6 units. must meet application deadlines. International stu­ dents are not eligible for institutional financial aid. fiNANCIAL AID When an international student is admitted, a letter of admission and an 1-20 form is sent to the Pacific Oaks awards financial aid to admitted degree or student. The student must take these to the nearest credential students in accordance with a federally es­ U.S. Embassy or Consulate in order to receive an tablished policy based upon the belief that the student international student visa. This should be done as and herfhis family are the primary and responsible soon as possible to ensure entrance to the U.S. in source for funds to meet educational costs. Financial time to matriculate for the student's desired term. aid is available to fill the gap between potential re­ All international students are subject to federal sources (parents' contribution, student's and government regulations. spouse's income, savings, etc.) and expenses. The amount of financial aid is determined by careful eval­ MATRICULATION POLICIES uation of astudent's total financial strength, including income, size of family, allowable expenses and asset'!. Students admitted/readmitted for Summer 2004, Fall Pacific Oaks participates in all applicable Federal 2004 and Spring 2005 will be governed by this and State Financial Aid programs, as well as catalog. Students admitted the following academic awards limited amounts of privately donated funds. year will be governed by this catalog and asupplement Students are eligible for Federal funds at Pacific that will be published for the 2005 2006 academic ye.rr. Oaks College if they: 1) are citizens or permanent residents of the United States; 2) are accepted to NON-MATRICULATING STUDENT STATUS or in good academic standing in a degree or cer­ College classes may be taken on a space available tificate program. Students must be enrolled at least basis. Apply as a non-matriculating student by con­ half-time (defined as 6 units per semester for un­ tacting the Admissions Office at (626) 397-1349 or dergraduate students and 4 units per semester for (800) 684-0900. Applicants must be high school graduate students) in order to be eligible for aid. graduates or have aGED. There may be additional requirements depending up­ on the specific program. APPLICATION DEADLINES Note: Aid covers regular college classes only. It is Meeting the following application and financial aid not available for Extended Education classes or for units deadlines will ensure admissions review for the documented through the ABLE Assessment Process. A special payment plan for ABLE charges is available. desired semester. Application deadlines are more flexible for the Northern California campus. Applica1'ion Deadlines All financial aid forms must Applications not reviewed for the desired term will have been received by the Financial Aid Office by the be reviewed for the following term. follOWing priority deadline dates in order to ensure timely processing of financial aid requests. Institutional Grants and Scholarship April 15 Summer Session Eligibility (SummerlFal1JSpring) April 15 Fall Semester and Fall priority admission review April 15 October 1 Spring Semester Summer Semester: April 15 APPLICATIONS WILL BE ACCEPTED AFfER THE DEADLINE DATE Bur INSnTImONAL SCHOLARSHIP Fall Semester: June 1 AID CANNOT BE GUARANTEED. If you miss a dead­ Spring Semester: October 1 line, please contact the Business Office at (626) 397-1311 or (800) 699-1311, before the first day All application materials and the fee must be sub­ of class to make tuition payment arrangements. mitted by the above dates. When possible, the College will continue to review applications after these You must re-apply for financial aid every year. Fi­ dates. Applicants may expect to be notified of a de­ nancial Aid applications are available every January. cision approximately four weeks after the file is Students are strongly encouraged to apply early in complete. Admissions decisions cannot be appealed. order to meet the deadlines noted above. For an application and/or further information, contact the Admissions Office at (626) 397-1349 or (800) 684-0900 outside the Los Angeles Area. PACIFIC OAKS COLLEGE

SOURCES OF FINANCIAL AID Endowed Scholarships The following is a list of some of the Plimary sourc­ Ahmanson Foundation Scholarship es of financial aid to students. Information regarding Eaton and Beverly Ballard Scholarship eligibility requirements and application procedures Driscoll Clevenger CSF Scholarship are available in the Financial Aid Office. Rose Engel Scholarship For outstanding students u.Jith promise in the Federal Aid filed ofearly childhood/special education James and Elizabeth Greene Scholarship PeU Grant Entitlement grant program from the Federal gov­ ernment for students with high financial need. Student,> must William Randolph Hearst Scholarship be undergraduates working on their first undergraduate de­ For financially disadvantaged minority students gree. Awards range from $200 to $4,000 pel' academic year. who are single heads ofhousehold Supplemental Education Grant Program (SEOG) Grant Keck College Scholarship program for undergraduate students with exceptionally high financial need. (Priority given to Pell Grant recipients.) For students enrolled full-time at college Perkins Student Loans 5% long-term repayment program PilariolBrown Scholarship available to students with exceptional need. Awards range Sidney Stern Scholarship from $500 to $3,000 per academic year. Repayment begins Stauffer College Scholarship 9 months after graduation or termination of at least half­ Based on scholarship excellence: awarded to time status, with minimum repayment of $30 per month. Subsidized Stafford Loan Variable rate long-term repay­ students in top percentage ofclass ment loan program with 8.75% interest cap, provided Jane G. Treister Scholarship through private lenders such as banks, credit unions, and Wolman Scholarship savings and loan associations. Loan amount is based on student need with a maximum of $5,500 (undergraduate) or $8,500 (graduate). Note: Repayment of Stafford Loans Named Scholarships (Unendowed) does not begin until 6 months after a student graduates, George Mayr Foundation Scholarship drops below ll2-time status, or leaves school. Interest is For students who are residents ofCalifornia and paid by the Federal government while student is in school. are deserving, needy and worthy offinancial aid Unsubsidized Stafford Loans Variable rate loan with cap of Pacific Oaks Endowment Scholarship 8.75% interest, provided by private lender such as banks, For students who are enrolled in the college: credit unions, and savings and loan associations. Interest ac­ crues immediately and is payable 60 days after receipt of fi­ award based on financial need nal disbursement. Loan amount is a maximum of $5,000/ Pacific Oaks Career Incentive Grant undergraduates and $1 O,OOO/graduates. Note: Repayment of For students who are enrolled in specific pro­ Stafford Loans does not begin until 6 months after a student grams or as part o.f.specific cohort groups graduates, drops below 112-time, or leaves school. Ann Peppers Scholarship PLUS Loan Variable rate loans with a cap of 10% for the PLUS (Parent Loans for Undergraduate Students) Loan, available Pamela Solum Scholarship through private lending institutions. Note: Interest accrues immediately and repayment begins 60 days after receipt of the last disbursement of funds per academic year. Otller Outside Sources Students are encouraged Federal Work Study Provides opportunities for part-time em­ to investigate outside sources of scholarship assis­ ployment and is awarded on the basis of need and avail­ tance in their community. Many civic, fraternal and ability of employment opportunities. Students can earn from service organizations such as Elks, Soroptimists, $9 to $l2!hour. These jobs assist in reducing the amount a Kiwanis and Rotary clubs prOvide scholarships, as student may need to borrow, as well as defray living expens­ es. Awards range from $3,000 to $5,000 per academic year. do churches and private corporations. The Financial Aid Office maintains information about some com­ munity resources available to Pacific Oaks students. State Aid Additional scholarship information can be found Cal Grants Established to assist able and financially needy on the Internet or at local public libraries. undergraduate students who are residents of California. Cal Grants range from $500 to $5,482 and are awarded on the basis of academic achievement and need. Pacific Oaks Financial Aid Application Process The following forms are reqUired: PACIFIC OAKS SCHOLARSHIPS 1. Pacific Oaks College 2004-2005 Financial. Aid Application Our institutional scholarships are awarded to students 2. Completed and signed FAFSA cc­ based on need, scholarship availability, and range of (Free Application for Federal Student Aid) \J $250-$3,000 per academic year. While there is no sup­ 3. 2003 Federal Income Tax Return Z 011( plemental application to process to apply and qualify Z .... for these funds, students must first complete their financial All forms must be received and an admitted status to a aid applications by the aforementioned deadlines. Award degree program confirmed before an award letter will recipients also must maintain a minimum of 4 units per be generated. Shldents should allow 3-5 weeks for the semester (graduate students) and 6 units per semester Department of Education to process the FAFSA and an (undergraduate students) to preserve eligibility for our additional 4-6 weeks before receiving an award letter institutional scholarships. packet from the Pacific Oaks Financial Aid Office. • FINANCIAL AID-CONT'D

Financial Aid Satisfactory Acadentic Progress Policy eam their stated degree/certificate will be consid­ The federal government requires that colleges de­ ered ineligible to received student financial aid as­ velop and enforce an institutional system to monitor sistance for failure to maintain satisfactory progress. the academic progress of financial aid recipients and mandates that aid recipients be making satis­ Maximum Time Frames factory academic progress in order to maintain fi­ Maximum units Length of program Length of program nancial aid eligibility. These standards may be dif­ Degree to complete Degree Full time in semesters 112 time in semesters Program at Pacific Oaks FalJISpring enrollment FalJISpring enroUmenl ferent than the academic standards required to BA 54' BAABIJl 34 remain in the program, to advance to candidacy, or BAiCred' to earn a degree or certificate. Where differences MSTC/Special 12 Cred 12 exist, the standards set forth in this policy shall be MA 8 MAlCred' used to determine eligibility for participation in stu­ MSTCISpecial 16 MAlMFCC 12 dent financial aid programs at Pacific Oaks College. ~tWS Cohort MAABLE 1\ MA ABLflMFCC 14 Pacific Oak') College has developed the standards MSTCllntern 12 described in this policy. Students who meet or ex­ MSTCllmern/MA 16 ceed these standards are said to be making • may illcrea~e due to speciali7.ations IIWhat first attracted me to Pacific Oaks Satisfactory Academic Progress. Students who are Students who do not qualifyfor Financial Aid may still have not meeting these standards will be considered: access to the Tuition Payment Contract with FACTS: was the non-traditional education, the • On financial aid probation (or warning) Payments of tuition monthly during the semester. Payment in status, or full by end of semester. Please contact the Business Office for closeness and the small group settings. more information. • Ineligible to receive student financial aid I felt like aperson and not a number. based on failure to demonstrate satisfactory academic progress. Refund Checks But, best ofall, Pacific Oaks valued my The academic progress of aid applicants is reviewed on Students who have been awarded financial aid funds in life experiences. They took into account ayearly basis. Pacific Oaks College's standards of aca­ excess of their tuition and fees may request a refund demic progress can fall into two categories: qualitative check to be sent to them. The Pacific Oaks College all the knowledge and skills I had and quantitative. These categories are defined below. Business Office prepares refund checks three times a developed and acquired in my life,and month. Students must have attended the first class Qualitative Standards meeting, and paid their entire balance for the semes­ gave me credits for them through the To be eligible for financial aid, a student may not ter in order to receive a check Checks are processed ABLE option. " have more than six units of "Incomplete (I)" or on the 10th, 20th and last day of each month. "No Credit (NC) " work on herlhis transcript. If a student has more than six units of "Incomplete" Emergency Loans Tonita Fernandez Students who are expecting to receive financial aid or "No Credit" work, they will be placed on finan­ Graduate cial aid probation for one semester to give them funds for an upcoming semester can apply for an the opportunity to makeup the work. The student emergency loan to cover unexpected monetary ex­ Master's Degree Program in Human penses that may arise before their financial aid funds will be eligible for financial aid for the semester Development (ABLE) that they are on probation. If a student has to re­ have been received by the Business Office. These take a course to fulfill the makeup coursework, funds can be used to purchase books, etc. In order to they may register again for that course, however, it qualify for an emergency loan, the student must be will not count towards the minimum number of expected to receive a refund after all tuition/fees have units required for financial aid eligibility. If the been paid and be registered for classes for the up­ student does not fulfill the required make-up coming semester. Students can only request an emer­ coursework, they will cease to be eligible for fi­ gency loan one month or less prior to the beginning nancial aid in subsequent semesters until the work of the academic semester and the loan cannot exceed is completed and their "IncompleteiNo Credit" $500. Students are only able to apply for one emer­ grades are revised. gency loan per semester. For further information, please contact the Office of Financial Aid. Quantitative Standards Additionally, students must complete their educa­ tional objectives within reasonable periods of time. To accommodate all students and their schedules, the reasonable period is measured not chronologI­ cally, but by semester units earned. Students who are not significantly meeting the number of units to • PACIFIC OAKS COLLEGE

ACADEMIC PROGRAMS Field Work/Observation Component All students should be able to observe and comprehend devel­ • B.A., HUMAN DEVELOPMENT DEGREE opmentally appropriate practice with children. REQUIREMENTS Professional work with both children and adults Aminimum of 124 semester units is required to earn requires understanding of child development, in the Bachelor's degree in Human Development. A theory and in action, as the beginning of life-span minimum of 30 of those units must be earned in reg­ human development. (Note: students doing a ular Pacific Oaks classes (not Extended Education practicum at the Children's School must receive course work). These 30 units must include: clearance from the School prior to registration. Competency - Development Students comprehend Teacher Education students should see their advi­ and analyze developmental theories: sor for particular program requirements.) HD 200 Early Childhood Themes and Life Cycle Issues Students may fulfill the Field Work/Observation Competency - Diversity Students value diversity, requirement by completing either Option 1or demonstrate commitment to social justice, and an­ Option 2. alyze the dynamics of institutional and individual Option 1 biases and use of power: HD 200, HD 400 and one of the following field HD 282 Social and Political Contexts of Human Development work alternatives: Competency - Communication Students commu­ a. Two practica in Pacific Oaks Children's programs nicate clearly and effectively. They implement and or in an approved off-site location. Students analyze individual, dyad and group communications choosing on- or off-site practica enroll in the for appropriate audience reception, authenticity, appropriate developmental practicum seminar. and experience of empowerment for self and others: Students, with the approval of their advisor, may ALTERNATE CLASSES: choose two on-site practica, two off-site practica HD 231 Communication for Empowerment or one of each. HD 309 Communication and the Life Cycle HD 480 Developmental Practicum Seminar: 0-3 Years, or HD 310 Contlict Resolution and Mediation HD 481 Developmental Practicum Seminar: 3-5 Years, or HD 235 Communication for Empowerment A, B, C HD 482 Developmental Practicum Seminar: 5-8 Years SPED 247 Collaboration and Consultation for Special Educators OR Competency - Research Students are able to dis­ tinguish between observations and theory (reality b. One on- or off-site practicum and a second and fantasy, data and inferencesla..'isumptions). They child-focused class with an observation/field can collect verifiable and reliable data, present their component (5 hours minimum). Select from findings, and link their research with existing liter­ these classes or consult with your advisor. ature in the field. Aresearch paper is required of HD 218 Cognitive Development: How Children Learn all students in lID 200, iftaken as aweekday or week­ HD 246 Play in Childhood end class. This satisfies the research requirement. HD 396 Contemporatl' Urban Adolescents The research paper requirement for those enrolled HD 420 Art of Observation in a weeklong or online section of HD 200 must be lID 467 Foundations of Teaching Art: Releasing the Imagination met in HD 262 Research Seminar. HD 474 Intervention Models in Early Childhood SPED 239 The Child with Special Needs Competency - Implementation Students imple­ HD 480 Developmental Practicum Seminar: 0-3 Years, or ment a philosophy of education reflecting devel­ opmental theories gUided by observation, and HD 481 Developmental Practicum Seminar: 3-5 Years, or evaluate these actions according to results and im­ HD 482 Developmental Practicum Seminar: 5-8 Years pact on other persons (ethics, values, principles OR and empowerment). c. For full-time practiCing, experienced teachers of HD 400 Working with Children in a Diverse World, or young children in lead teacher or master HD 401 Working with Adults, or :IE teacher positions: ... HD 478 Working with Families in a Diverse World CII HD 465 Reflective Teaching Seminar and one of the ALTEIt'iATE CIA'iSF.s: courses listed in "b" i ~ HD 410 Developmental Education HD 415 Emergent Curriculum OR HD 340 Leadership in Education d. For students outside Pasadena: -- HD 452 Reflective Teaching DEGREES, PROGRAMS & SPECIALIZATIONS

OR HD 427 Working with Bicultural Children e. For highly experienced teachers of young chil­ 3) At least one of the following classes: dren whose experience includes supervision of HD 466 Women in Art the work of other adults in children's programs: HD 601 Arts and Social Change HD 602 Community as Classroom: Forging Connections Two classes meeting the criteria in item b. Consent Through the Arts of the advisor is required. (Alternate classes may be approved by Art Education advisor) Option 2 4) Fieldwork: a. HD 442 Art Studio Practicum (2 units) or HD 200, HD 400 and one of the following alterna­ HD 603 Art Education: Fieldwork (2 units) tives consisting of courses with an observation b. Previous or present documented (non-art) experience working with cWldren in a classroom setting with one component: or more of the following developmental levels: a. HD 420 Art of Observation (or, with consent of advisor, Infants/toddlers Preschool (2-4) HD 246 Play in Childhood) KindergartenlPrimary (4-8) OR Preadolescent (9-13) Adolescent (13-18) b. HD 415 Emergent Curriculum and 5) Exhibit: HD 410 Developmental Education HD 604 Art Exhibition (1 unit) B.A. CURRICULUM SPECIALIZATIONS Note: This program is available in Pasadena only. Admission to a specialization is done through a Advisor: Larry Garf, M.A. Program Change after admission to a degree pro­ gram and in consultation with the student's advisor. Child Care This specialization is designed for those who have an interest in full-day child care programs. The follOwing optional specializations are offered Areas of further exploration may include: program within the B.A. degree: Art Education, Child Care, development and evaluation; parent education and Developmental Education, Early Childhood Educa­ support; and staff development and support. tion, ECE sub-specialization in Play, Language and All students in this speCialization are required Literacy, Human Development and Social Change, to complete two field work experiences in a child and Work with Infants and Toddlers. Students may care setting. Students may choose a practicum in the specialize in more than one area. Each specialization child care program in the Children's School at Pacific has its own specific requirements which are outlined Oaks or an off-site practicum in an approved site. below. Other classes may be added with approval of the advisor. The follOWing are required for the child care Distance learning and other off-campus locations: seeyour specialization: advisorfor alternative courses specific to your location. 1. Two field work experiences in approved child care settings. Documentation of appropriate experience Art Education in child care may be accepted for one of the field This specialization is designed for teachers who work expeliences with the advisor's approval. wish to concentrate on the language of art and 2. At least two of the following classes: creativity. The graduate will be equipped to teach fID 218 Cognitive Development: How Children Learn the basics of art to children, design and imple­ HD 240 Models and Methods of Family/School Collaboration ment culturally diverse developmental curriculum, HD 246 Play in Childhood HD 250 Developing Anti-Bias Curriculum: Teaching Our and transmit the essential spirit of art as a living Values to Our CWldren form. An arts background is required. HD 285 Development of Bicultural Children Admission Requirements for Specialization: HD 427 Working with Bicultural Children • Comprehensive written description of arts background HD 460 Seminars in Bicultural Development and Education HD 464 Community as a Context for Development • Submission of portfolio HD 467 Foundations of Teaching Art: Releasing the Imagination • Demonstration of an art activity with children HD 474 Intervention Models in Early Childhood Education • Interview with advisor Advisor: Human Development Acceptance to the specialization is determined by the faculty advisor. Basic requirements are:

1) HD 467 Foundations of Teaching Art: Relea.'iing the Imagination 2) At least one of the follOwing classes: HD 246 Play in Childhood I HD 337 Play, Language and Literacy Development HD 343 TeacWng as Performing Art ",-,:.. PACIFIC OAKS COLLEGE

Developmental Education This specialization is de­ TeachingIPracticum with children at each level. signed for human services professionals who wish to b. Experience should be primarily in culturally increase their understanding of education in a develop­ relevant anti-bias, developmentallyappropri­ mental framework. In order to be eligible for admis­ ate settings and include work with diverse sion to the Developmental Education specialization, a children, families and settings. student must have prior-to-degree experience at 4de­ • Amajority of the experience should be in velopmentallevels (either documented or met through group settings. aprevious practicum) and/or have aplan to meet • Experience should include work in observa­ these requirements during the degree. In addition: tion, group work, one-on-one work, and cur­ • at least 2 levels must be met prior to admission riculum development and implementation. to the specialization by the end of the first year c. The following 3 options exist for meeting the or coursework (either through P.O. practicum requirements of a single level of experience: options or by documenting work experience). 1. Documentation of a successful practicum • at least one fieldwork experience must be com­ at another college pleted and documented during the student's de­ 2. Completion of 3 units of Reflective gree program regardless of prior experience. Teaching/Practicum at Pacific Oaks See Experience below (#3). 3. Written documentation of experience OR Basic requirements are: through dialogue with the advisor (to­ 1. HD 400 Working with Children in a Diverse World, gether with any supporting documenta­ or tion deemed necessary) using Pacific HD 410 Developmental Education Oaks' guidelines. or Please see the advisor for additional information. HD 478 Working with Families in a Diverse World Advisor and Fieldwork Supervisor: Human Development Faculty 2. At least two of the follOwing classes: Early Childhood Education This specialization is de­ HD 218 Cognitive Development: How Children Learn signed for those who would like to increase their under­ HD 246 Play in Childhood standing of education in adevelopmental framework. HD 285 Development of Bicultural Children HD 331 Team Building for Early Childhood Educators Students may choose to sub-specialize in Play, Language and Parent') and literacy. In order to be eligible for admission to the HD 340 Leadership in Education Early ChildllOod Education specialization, as student HD 396 Contemporary Urban Adolescents HD 420 The Art of Observation must have prior-to-degree experience at 4developmen­ HD 427 Working with Bicultural Children tal levels (either documented or met through aprevious HD 464 Community as a Context for Development practicum) and/or have aplan to meet these require­ HD 471 Implementing Anti-Bias Curriculum ments during the degree. In addition: HD 474 Intervention Models in Early Childhood Education Othel' classes may be selected with approval ofyour advisor. • at least 2 levels must be met prior to admission Distance learning and other outreach locations; seeyouI' to the specialization, by the end of the first year advisorfor alternative courses specific to youI' location. of coursework (either through P.O. practicum options or by documenting work experience). 3. Prior and/or current experience, which can be documented, in four of the following developmental • at least one fieldwork experience must be com­ levels: pleted and documented during the student's de­ Infantsffoddlers (0-2 years) gree program regardless of prior experience. Preschool (2-4) See Experience below. KindergartenIPrimary (4-6) Basic requirements are: Primary (6-9) Preadolescent (9-13) 1. HD 400 Working with Children in a Diverse World, Adolescent (13-18) or Young Adult (18-22) HD 410 Developmental Education Adult (over 21) or The follOWing guidelines apply to the required HD 415 Emergent Curriculum documented experience at each of the four devel­ 2. At least two of the following classes: opmentallevels: HD 218 Cognitive Development: How Children Learn a. Direct work at any level should equal a mini­ .....:IE HD 240 Models and Methods of Frunily/School Collaboration c mum of 135 hours HD 246 Play in Childhood cw: v • Aminimum of 100 hours paid or volunteer HD 250 Developing Anti-Bias Curriculum: Teaching Our cw: experience in a single setting Values to Our Children Experience at any level should stretch over a HD 285 Development of Bicultural Children minimum of 3 months HD 288 Developmental Assessment and Program Planning HD 331 Team Building for Early Childhood Educators • The above requirements can also be met and Parents through 3 units of Pacific Oaks' Reflective DEGREES, PROGRAMS & SPECIALIZATIONS

HD 337 Play, Language and Literacy Development theory and practice regarding the development of HD 420 The Art of Observation literacy skills in young children. Literacy develop­ HD 427 Working with Bicultural Children ment during early childhood is crucial for later de­ 464 a.1I HD Community a Context for Development velopment of rc-Jdi.ng and Wliting excellence. Research HD 471 Implemtnting Anti-Bias Curriculum HD 472 Advanced Studies in Implementing Anti-Bias in this area ha..'i increased our understanding of Curriculum the relevant issues and provided new resources to HD 474 Intervention Models in Early Childhood Education inform the practice of classr00m teachers in early HD 478 Working with Families in a Diverse World childhood education. In addition to the undergrad­ Other classes may be selected with approval of)!Oll1' advis01~ uate program requirements, the basic requirements for this sub speCialization include: 3. Prior and/or current experience, which can be doc­ umented, in four of dle following developmental levels: Specializatioll Core Courses (6 units) Infantslroddlers lID 307 Writing Our Stories: Reflections 011 Lilemcy Development Two Year Olds HD 337 Play, Language and Literacy Development 3and 4Year Olds 4 and 5Year Olds Specialization Core Electives (3 units) 6to 8 Year Olds Weracy and representational emphasis: Choose one: Working with Parents of Young Children HO 220 Sociolinguistics: Issues of Language and Culture The following guidelines apply to the required HD 228 Children's Literature documented experience at each of the four devel­ HD 415 Emergent Curriculum: Reflecting Learner Lives opmentallevels: HD "199 Family Literacy a. Direct work at any level should equal a mini­ ED 228 Curriculum Development: Billilj..,'llaJ instructional Methods mum of 135 hours Electives (3-6 units): • Aminimum of 100 hours paid or volun­ Choose one or two courses from this list (or COll­ teer experience in a single setting sult with advisor for other ECE-focused courses): • Experience at any level should stretch HD 203 The Earliest Years over a minimum of 3 months HD 240 Models and Methods of Famih/School Collaboration • The above requirements can also be met HD 250 Developing Anti-Bias Curricul~J[n through 3 units of Pacific Oaks' Reflective Field Experience at four developmental levels (as TeachinglPracticum with children at each specified for ECE specialization). level. Adl'isol's and Fieldll'Ork SupenJisors: Human Development b. Experience should be primarily in culturally Faculty relevant anti-bias, developmentally appropri­ ate settings and include work with diverse Human Development and So(ial Cilange This spe­ children, families and settings. cialization is for individuals who wish to acquire • Amajority of the experience should be in the skills to create large scale social change. The group settings. belief explored in this course of study is that one's own personal growth and the act of evoking posi­ • Experience should include work in observa­ 101 tion, group work, one-on-one work, and cur­ tive social change are interconnected processes .. and particularly so during times of national or c ricldum development and implementation. ... c. The following 3 options exist for meeting the global stress. Students in this specialization will .. requirements of a single level of experience: learn how to collaboratively design and implement 1. Documentation of a successful practicum change in an organization, school or community, c at another college and in society at large by making processes more 2. Completion of 3 units of Reflective participatory. Storytelling, dreaming, the arts, TeachinglPracticum at Pacific Oaks grant writing, action research, use of budgets and 00 timelines, and autonomous community building 101 3. Written documentation of experience OR c are among the methods and mediums employed. "" through dialogue with the advisor (to­ 1:1 gether with any supporting documenta­ No prior experience in any of the above areas is c.: required. The basic course requirements are: C tion deemed necessary) using Pacific G Oaks' guidelines. 1:1 Please see the advisor for additional information. 1. Required Theory Class: See advisor regarding the documentation process. HD 381 Human Development and Social Change 2. One of the following fieldwork courses: Early Childhood Edu(ation Sub..Specialization: HD 380 Children's Autobiographical Narratives as Social Play, Language and literacy Justice Curriculum, or This course of study is designed for students who HD 383 ParticipatOlY Action Research, or are teachers of children 0-8 and provides an op­ HD 464 Community as a Context for Development portunity to concentrate their studies on current • PACIFIC OAKS COLLEGE

3. One of the following courses evaluating issues of power: lID 273 Education for Critical Consciousness, or lID 360 Advanced Studies in Diversity and Anti-Bias Issues, or HD 396 Contemporary Urban Adolescents, or lID 477 Anti-Bias Work with Adults, or HD 499 Special Topics: Dewey, Vygotsky and Freire, or HD 601 Arts and Social Change, or HD 602 The Community as Classroom: Forging Connections through the Arts Advisors: Cindy Cruz, Greg Tanaka, Olga Winbush (Pasadena) Work with Infants and Toddlers There is a grow­ ing demand for professionals who are knowledge­ able in the developmental needs and issues of young children and their parents. This specialization is de­ signed for those students who have an interest in Greg Tanaka, Human Development working with infants and toddlers. Parent education, faculty member child care, early intervention, and programs for the prenatally exposed are examples of the types of set­ Specializations at the Master's level may have addi­ tings where students with this specialization might tional unit requirements as outlined below. seek employment. Students in this specialization are No units can be transferred into the student's encouraged to select practicum experiences in both M.A. program from other institutions. educational and clinical environments. Note: M.A. students who have earned their B.A. degree from Pacific Oaks must still take the courses Basic requirements for the specialization are: listed below, or the appropriate alternatives. 1. Two practica* (6-8 units) For every Master's program, general or special­ InfantiroddlerlParent Center ized, the following course work must be completed: Saturday Infantlroddler Program Off-campus practicum in a clinical or residential program Competency - Development Students evaluate Students can creatively 2. The follOWing classes: developmental theories: construct their own theories and compare them to HD 240 Models and Metho(b of Family/School Collaboration HD 250 Developing Anti-Bias Curriculum: Teaching Our existing work: Values to Our Children HD 200 Early Childhood Themes and Life Cycle Issues (if not HD 254 Authentic Infant-Competent Child, or taken at the B,A, level), or HD 201 Advanced Studies in Human Development, or lID 203 The Earliest Years lID 474 Intervention Models in Early Childhood Education Competency - Diversity Students value diversity, Advisor: Human Development Faculty demonstrate commitment to social justice and eval­ uate the dynamics of institutional and individual bi­ • M.A., HUMAN DEVELOPMENT, ases and use of power: DEGREE REQUIREMENTS HD 282 Social and Political Contexts of Human Development Pacific Oaks offers the interdisciplinary M.A. degree (if not taken at the B.A. level), or in Human Development for the preparation of lea­ HD 360 Advanced Studies in Diversity and Anti-Bias Issues dership personnel in professions serving young chil­ Competency - Implementation Students imple­ dren and their families. The degree is awarded on ment a philosophy of education reflecting develop­ the basis of demonstrated competence in human mental theories guided by observation, and evaluate "":E c development, communication skills, ability to work these actions according to results and impact on eM: ~ on bias issues, skill in implementing theories in work other persons (ethics, values, principles, and 0 \vith children and/or adults, and research. AMaster's eM: empowerment) : a.. thesis project, which is an original contribution to HD 400 Working with Children in a Diverse World (if not taken v knowledge and understanding based on field experi­ at B.A. level), or :E HD 401 Working with Adults (if not taken at B.A. level), or IoU ence and data analysis, is required for the MA degree. Q HD 427 Working with Bicultural Children c Students chOOSing to continue their Pacific Oaks HD 450 Ecology of Working with Children, or v '"I c education at the graduate level must officially apply HD 478 Working with Families in a Diverse World for graduate standing and be admitted to an M.A. de­ ALTflR.'iATE CIA~SES (if nol taken at the B,A, level): gree prior to enrolling in classes. HD 410 Developmental Education Thirty units of regular Pacific Oaks class work HD 415 Emergent Curriculum (not Extended Education) must be taken to fulfill the HD 340 Leadership in Education MFT 326 Therapy with Children requirements for the M.A. in Human Development. DEGREES, PROGRAMS & SPECIALIZATIONS

Field Work Component: All Pacific Oaks students to Candidacy forms and register for three units of should develop competence in observing child be­ HD 299 ThesislMaster's Project. Students must reg­ havior and recognizing developmentally appropriate ister for 0 units the following semester and 0 units practice. All M.A. specializations and credential their last semester (3+0+0) to maintain their active programs require field work or field experience ap­ status for one year. This provides access to commit­ propriate to the program emphasis. Each program tee members and facilitates library privileges. If a defines the age/level with which the student should student needs a second year, she or he would reg­ develop competence in implementing developmen­ ister for one more unit per term for that second tally appropriate practice. M.A. students not special­ year (or any portion thereof.) izing may choose one of the field experience options If a student files a Leave of Absence form any listed under the B.A. program on page 12. Note: time within the first year, when she or he reregisters ED 252-4 Directed Teaching, if not taken at the it would be for one unit per term (essentially making B.A. level, may be taken for fieldwork (6 units). it a second year). Students on Leave of Absence do COII.petency - Communication Students commu­ not have the opportunity to work with their thesis nicate clearly and effectively. They implement and conunittee during the leave nor do they have access evaluate individual, dyad and group communications to library services. for appropriate audience reception, authenticity, and experience of empowerment for self and others: M.A. CURRICULUM SPECIALIZATIONS HD 231 Communication for Empowerment, or Admission to a specialization is done through a HD 232 Communication Skills and Individual Dynamics, or HD 235 Communication for Empowerment A, B, C, or Program Change after admission to a degree pro­ HD 309 Communication ~md the Life Cycle, or gram and in consultation with the student's advisor. HD 310 Conflict Resolution and Mediation, or The follOWing optional speCializations are offered MFT 505 Communication and Counseling Skills, or SPED 247 Collaboration & Consultation for Special Educators within the M.A. degree. Each specialization has its own specific requirements, which are outlined be­ Competency - Research Students are able to dis­ low. Other classes may be substituted with approval tinguish between observations and theory (reality of specialization advisor. and fantasy, data and inferences/assumptions). They Distance f.earning and other off-campus locations: see your can collect verjfiable and reliable data, present their advisorfor alternative courses specific to yout location. findings, and link their research Witll existing litera­ ture in the field. M.A. students must be able to: pose Art Education a burning, researchable question; justify tlle desire This specialization is designed for teachers who to investigate by placing the question in professional, wish to concentrate on the language of art and social, and personal context; address issues of diver­ creativity. The graduate will be equipped to teach sity and anti-bias in the field and in their approach; the basics of art to children, design and imple­ collect information, analyze, and synthesize the find­ ment culturally diverse developmental curriculum, ings; and evaluate the implications of their findings. and transmit the essential spirit of art as a living Aresearch paper is required of all students in HD form. An arts background is required. 200 or lID 201 when the class is taken as a weekday or weekend class. This satisfia"l dle research require­ Admission Requirements for Specialization: • Comprehensive written description of arts background ment. IflID 200 or 20lis taken in the weeklong or on­ • Submission of portfolio line format, ilie research competency is met by lID 262 • Demonstration of an art activity with children Research Seminar, a separate 1unit course. • Interview with advisor HD 277 Thesis Development Acceptance to the specialization is determined All M.A. students are required to take lID 277A, by the faculty advisor. B, and C, unless a waiver form is approved by the Basic requirements are: student's iliesis chair. Note: lID 277 sections A, B, and Cmust be taken in order. The student may petition 1) lID 467 Foundations ofTeaching Art: Releasing the Imagination to waive one, two, or all three sections of lID 277. 2) At least one of the following classes: HD 299 ThesislMaster's Project lID 246 Play in Childhood HD 337 Play Language and Literacy Students can apply for Advancement to Candida­ HD 343 Teaching as Pertorming Art cy after completing at least half of the course work HD 427 Working with Bicultural Children toward the degree and by submitting an approved 3) At least one of the following classes: thesis project proposal. The thesis proposal is writ­ HD 466 Women in Art ten as part of the lID 277 Thesis Development class. HD 601Arts and Social Change After the proposal is approved by the thesis com­ HD 602 Community as Classroom: Forging Connections mittee, the student must complete the Advancement Through the Arts • l'jil··!.,~.' J, PACIFIC OAKS COLLEGE

(Alternate classes may be approved by Art Education advisor) HD 452 Reflective Teaching"', or HD 465 Reflective Teaching Seminar* 4) Fieldwork: *Fieldwork in a bicultural setting is required. a. HD 442 Art Studio Practicum (2 units) or HD 603 Art Education: Fieldwork (2 units) OI'TIO:

• at least one fieldwork experience must be 2. Completion of 3 units of Reflective completed and documented during the stu­ TeachinglPracticum at Pacific Oaks dent's degree program regardless of prior ex­ 3. Written documentation of experience OR perience. See Experience below. through dialogue with the advisor (to­ Basic requirements are: gether with any supporting documenta­ 1. HD 400 Working with Children in a Diverse World, or tion deemed necessary) using Pacific HD 410 Developmental Education, or Oaks' guidelines. HD 450 Ecology of Working with Children Please see the advisor for additional information. Advisor: Human Development Faculty 2. At least two of the following classes: Distance J.eaming and other oifcampus IDeations: seeyour HD 218 Cognitive Development: How Children Learn advisorfor aiternatil>e courses spec(fte to your IDeation. HD 246 Play in Childhood HD 285 Development of Bicultural Children Early Childhood Education This specialization is de­ HD 331 Team Building for Early Childhood Educators signed for those who wish to increase their under­ and Parents standing of young children in a developmental pro­ HD 340 Leadership in Education gram. In order to be eligible for admission to the HD 396 Contemporary Urban Adolescents Early Childhood Education specialization, a student HD 401 Working with Adults must have prior-to-degree experience at 4develop­ HD 420 The Art of Observation mental levels (either documented or met through a HD 427 Working with Bicultural Children HD 464 Community as a Context for Development previous practicum) and/or have a plan to meet HD 474 Intervention Models in Early Childhood Education these requirements during the degree. In addition: Cheryl Greerjarman, PO graduate and • at least 2 levels must be met prior to admis­ Hu.man Developmentfaculty member. 3. Prior and/or current experience, which can be sion to the speCialization, by the end of the documented, in four of the following develop­ first year of coursework (either through P.O. mental levels: practicum options or by documenting work InfantsIToddlers (0-2 years) experience) . Preschool (2-4) • at least one fieldwork experience must be KindergartenIPrimal)' (4--6) completed and documented during the stu­ Primal), (6-9) Preadolescent (9-13) dent's degree program regardless of prior ex­ Adolescent (I3-18) perience. Young Adult (18-22) See Experience below. The basic requirements are: Adult (over 21) 1. HD 400 Working with Children in a Diverse World, or The following guidelines apply to the required HD 410 Developmental Education, or documented experience at each of the four devel­ HD 450 Ecology of Working with Children, or opmentallevels: HD 415 Emergent Curriculum a. Direct work at any level should equal a mini­ 2. At least two of the following classes: mum of 135 hours HD 218 Cognitive Development: How Children Learn • Aminimum of 100 hours paid or volun­ lID 240 Models and Methods of FamilylSchool Collaboration teer experience in a single setting HD 246 Play in Childhood • Experience at any level should stretch HD 250 Developing Anti-Bias Curriculum: Teaching OUf over a minimum of 3 months Values to Our Children • The above requirements can also be met HD 285 Development of Bicultural Children HD 288 Current Issues in Developmental Assessment through 3units of Pacific Oaks' Reflective HD 331 Team Building for Early Childhood Educators TeachinglPracticum with children at each and Parents leveL HD 337 Play, Language and Literacy Development b. Experience should be primarily in culturally HD 401 Working with Adults relevant anti-bias, developmentallyappropri­ HD 420 The Art of Observation ate settings and include work with diverse HD 427 Working with Bicultural Children children, families and settings. HD 464 Community as a Context for Development HD 467 Foundations in Art Education • Amajority of the experience should be in HD 471 Implementing Anti-Bias Curriculum I group settings. HD 472 Advanced Studies in Implementing Anti-Bias • Experience should include work in obser­ Curriculum vation, group work, one-on-one work, and HD 474 Intervention Models in Early Childhood Education curriculum development and implementa­ HD 478 Working with Families in a Diverse World tion. 3. Prior and/or current experience, which can be c. The following 3 options exist for meeting the documented, in four of the following develop­ requirements of a single level of experience: mental levels: I 1. Documentation of a successful practicum Infantsffoddlers at another college Two Year Olds PACIFIC OAKS COLLEGE

3 and 4 Year Olds 2. One of the follOWing fieldwork courses: 4 and 5 Year Olds HD 380 Children's Autobiographical Narratives as Social 6 to 8 Year Olds Justice Curriculum, or Working with Parents of Young Children HD 383 PartiCipatory Action Research, or The following guidelines apply to the required HD 464 Community as a Context for Development documented experience at each of the four devel­ 3. One of the follOwing courses evaluating issues opmentallevels: of power: a. Direct work at any level should equal a mini­ HD 273 Education for Critical Consciousness, or mum of 135 hours HD 360 Advanced Studies in Diversity and Anti-Bias • Aminimum of 100 hours paid or volun­ Issues, or teer experience in a single setting HD 396 Contemporary Urban Adolescents, or HD 477 Anti-Bias Work with Adults, or • Experience at any level should stretch HD 499 Special Topics: Dewey, Vygotsky and Freire, or over a minimum of 3 months HD 601 Arts and Social Change, or • The above requirements can also be met HD 602 The Community as Classroom: Forging tlrrough 3units of pacific Oaks' Reflective Connections through the Arts TeachinglPracticum with children at each level. Available in Pasadena only. b. Experience should be primarily in culturally Adt)isors: Cindy Cruz, Greg Tanaka, Olga Winbush relevant anti-bias, developmentally appropri­ Leadership in Education and Human Services Why is Pacific Oaks unique? ate settings and include work with diverse children, families and settings. This specialization is designed for students in lea­ Because we offer: • Amajority of the experience should be in dership roles who work with adults involved in the field of early childhood. Students must choose a • small class sizes group settings. • Experience should include work in observa­ SUb-specialization (see below), and may choose one • evening, weekend and weeklong tion, group work, one-on-one work, and cur­ or more areas in which to sub-specialize. Basic classes riculum development and implementation. requirements are: 1. HD 401 Working with Adults, or • life/work experience credits c. The following 3 options exist for meeting the requirements of a single level of experience: HD 340 Leadership in Education 2. For the Administration/Supervision sub-special­ • learning online 1. Documentation of a successful practicum ization, at least one of the following classes: • individualized faculty attention at another college HD 308 Women in Administration 2. Completion of 3 units of Reflective HD 360 Advanced Studies in Diversity • a stimulating learning environment, TeachinglPracticum at Pacific Oaks HD 474 Intervention Models in Early Childhood Education, AND • a chance to earn your degree in a field 3. Written documentation of experience OR through dialogue with the advisor (together HD 453 Administration/Supervision: Observation 0-2 units) where you can really make a HD 453 Administration/Supervision: Fieldwork (2-3 unil~) difference. with any supporting documentation deemed necessary) using Pacific Oaks' guidelines. 3. For the College Teachingffeaching Adults sub­ specialization, at least one of the following classes: Please see the ad\1sor for additional information. HD 360 Advanced Studies in Diversity Advisors andFieldwork Supervisors: Human Development Faculty HD 410 Developmental Education HD 415 Emergent Curriculum Human Development and Social Change This spe­ HD 472 Advanced Studies in Implementing Anti-Bias cialization is for individuals who wish to acquire Curriculum the skills to create large scale social change. The AND belief explored in this course of study is that one's HD 454 College Teachingffeaching Adults: Observation 0-2 units) own personal growth and the act of evoking posi­ HD 454 College Teachingffeaching Adults: Fieldwork tive social change are interconnected processes (2-3 units) and particularly so during times of national or global stress. Students in this specialization will 4. For the Parent/Community Work sub-speCiali­ learn how to collaboratively design and implement zation, at least one of the following classes: lID 240 Models and Methods of Family/School Collaboration change in an organization, school or community HD 331 Team Building for Early Childhood Educators and in society at large by making processes more and Parents participatory. Storytelling, dreaming, the arts, HD 474 Intervention Models in Early Childhood Education grant writing, action research, use of budgets and AND HD 456 Parent/Communitv Work: Observation 0-2 units) timelines, and autonomous community building HD 456 Parent/Community Work: Fieldwork (2-3 units) are among the methods and mediums employed. No prior experience in any of the above areas is Note: a student may register for one unit of field­ required. The basic course requirements are: work at a time, but a total of three units is required. 1. Required Theory Class: Prerequisites: To register for Fieldwork, the HD 381 Human Development and Social Change student must have a job or arrange an internship/ apprenticeship, which enables her/him to take a responsible role in working with adults. Credit is DEGREES, PROGRAMS & SPECIALIZATIONS

approved by advisor: HD 285 Development of Bicultural Children HD 360 Advanced Studies in Diversity and Anti-Bias Issues HD 427 Working with Bicultural Children HD 460 Seminars in Bicultural Development and Education MFf 235 Cross Cultural Mores and Values: Socio- Cultural Environments Advisors: Human Development Faculty Work with Infants and Toddlers There is a growing demand for professionals who are knowledgeable in the developmental needs and issues of young children and their parents. This specialization is designed for those students who have an interest in working with infants and toddlers. Parent education, BettyJones, Academic Co-Director, child care, early intervention, and programs for the Off-Campus Education. prenatally exposed are examples of the types of set­ tings where students with this specialization might seek employment. Students in this specialization Connie Destito, Academic Director, are encouraged to select practicum experiences in MFCC both educational and clinical environments. Basic requirements for the specialization are: based upon 45 hours per unit of field work and journal keeping. Credit for observation in each 1. Two practica (6-8 units) ParentlInfantffoddler Center and/or sub-specialization is based upon 45 hours per unit Saturday Infantfroddler Program of observation and reading. Off-Campus Practicum Most students will participate in a concurrent OR seminar offered online or on campus. HD452 Reflective Teaching (Distance Students) Advisors and Fieldwork Supervisors: Human Development 2. The following classes: Faculty. HD 240 Models and Methods of FamilvlSchool Collaboration Distance learning and other off-campus locations: seeyour HD 254 Authentic Infant-Competent Child, or advisorfor alternative courses specific to your location. HD 203 The Earliest Years HD 472 Advanced Studies in Implementing Anti-Bias Curriculum Social and Human Services HD 474 Intervention Models in Early Childhood Education This specialization is designed for professionals Advisor: Human Development Faculty working in group homes, adoption agencies, com­ munity activism, transitional housing, services for • M.A. IN MARRIAGE, FAMILY AND CHILD the homeless, child advocacy and in early childhood COUNSELING (MFCC) AND LATINA/LATINO settings with families who need additional support ..n FAMILY Sl'UDIES SPECIALIZATION (LFS) Z services who wish to increase their understanding o and knowledge of family systems, conflict mediation, The Marriage, Family and Child Counseling ..... Program is a unique educational masters program cc community assessment and strategies for working N with groups. for developing clinically skilled, culturally compe­ ..... tent child and family therapists. It offers a multidis­ cc Basic Requirements are: ciplinary, inclusive curriculum based on develop­ 1. HD 478 Working with Families in a Diverse World mental, psychodynamic and fanilly systems theories 2. At least one of the follOWing Social and Human and practice. Integrated throughout its curriculum Services electives: is a commitment to understanding the lived experi­ HD 310 Conflict Resolution and Mediation ence of both clients and practitioner, the power of HD 396 Contemporary Lrban Adolescents culture, oppression and society on the developmen­ HD 420 Art of Observation HD 450 Ecology of Working with Children tal process, and the impact of one's social political HD 464 Community as a Context for Development context on the developing mind and behavior. HD 474 Intervention Models in ECE The MFCC department's emphasis on intraper­ MFf 505 Communication and Counseling Skills sonal, interpersonal, family and institutional issues MFf 253 Child Abuse Assessment and Reporting MFf 374 Alcoholism and Chemical Dependency provides a holistic approach to understanding the MFf 475 Psychopathology of Childhood and Adolescence theory and practice of marriage, family and child 3. Clinical Field Experience: therapy. The program at Pacific Oaks respects the unique learning styles of the individual and prac­ HD 456 ParentiConunuruty: Fieldwork/Observation (3 units) E tices a relational model of learning that is dynam­ 4. At least one of the follOwing diversity electives or ic, engaging, respectful and transformational. an additional Social and Human S~rvices elective PACIFIC OAKS COLLEGE

Faculty and students are partners in the learning MFT 326 Therapy ''''ith Children (3 units) community. Students are e\pected and mentored MFT 473 Clinical Skills in Family Therapy (3 units) towards critically examining their own attitudes, Research: 6 units beliefs and values to become clinically skilled and MFf 321 Research DeSign and Methods (2 units) culturally competent therapists. MIT 322 Thesis Proposal (2 units) *Please note that though the M.A. degree is in MFf 399 Master'S Thesis Completion (2 units) Marriage, Family and Child Counseling, the related CUnical: 10 units clinical training and professional licenses are in MFr 221 Theories of MFCC (3 units) Marriage and Family Therapy. .MFf 267 Psychopathology of Adulthood (3 units), or Admissions As part of the admission process, an MFf 475 Psychopatholob'Y of the Child and Adolescence (3 units) admission interview will be scheduled with MFCC MFT 471 Psychopharmacolo!:,'Y (2 units) MFf 472 Substance Abuse, the Individual and Family faculty. Students are provisionally admitted to the Dynamics (2 units) program with a review for full admission following the completion of 18 units. Professional: 8 units MFf 224 Practicum I (3 units) Program Requirements Prior to registering for MFf 225 ProfeSSional Laws and Ethics (2 units) classes each semester, student" are required to meet MFf 226 Practicum II (2 units) with their advisor to identify the appropriate classes MFf 228 Summer Practicum (1 unit) to take, to receive information regarding changes in The MFCC students are required to take the fol­ the California State Board of Behavioral Sciences lowing foundation courses while they are in provi­ requirements, and to review their progress. The sional status (first 18 units). During that time they MFCC program includes the following components: are expected to complete these specific classes ·#lPacific Oaks prepared me very well for 1. The MFCC Department adheres fully to the five that constitute the necessary 12 of the 18 units. MFf 269 Personality Theories my career in early childhood education. main Pacific Oaks competencies, as these are defined and implemented within the scope of MFf 221 MFCC Theories The best part was getting to u'ork with mental health theory and practice: MFf 505 Communication and Counseling Skills Mrl 242 The Interface of Society, the Individual and Human children at the Children's School while Diversity Development Development tak~ng classes. Putting together them)! Communication Students are reminded that there are foundation course that are prerequisites for taking the advanced andpractice made a huge difference in Implementation Research practice classes. All of the theory courses are expected m)! being able to walk into my newjob to prepare the student for the advanced classes. Please In addition, the MFCC Department adheres to two meet with your advisor to plan your schedule of class­ with confidence. " other competencies specific to the needs of the es to meet the necessary requirement" accordingly. mental health profession, as defined by the laws and regulations of the State of California and as 2. After completing 18 units and the above re­ Rick Dolsey, B.A. ABLE '95 circumscribed by the professional standards of the quired courses, each student will obtain recom­ mental health profession: mendations from two core faculty members, one of CurrentlJI employed ~r the BoaI'd of Clinical (mental health theory and practice) whom must be an MFCC core faculty. After the Education, Fulton COUllty, GA, Professional (public role and behavior) recommendations have been submitted, the student will meet with herl his, advisor to review overall as a Pl'e-K teachel' at According to the above parameters, the MFCC pro­ performance in the program. After successful com­ gram coursework addresses the above seven com­ Seaborn Lee ElementmJ School pletion of this process, the student will be fully ad­ petencies as follows: mitted. All students must also have completed all Diversity: 6 units college admissions requirements to be fullyadmit­ MFf 235 Cross Cultural Mores and Values (3 units) ted to the program. Note: Students admitted to the MFf 242 The Interface of Society and Human Development M.A. in Marriage, Family, Child Counseling progranl (3 units) through the ABLE option cannot enroll in cUnicai Development: 6units courses until the successful completion of the MFT 269 Personality TheOlies and Related Psychological Testing Assessment course. :IE (3 units) loY The M.A. in Marriage, Family, and Child Counseling Q MFf 470 Clinical Theories of Child Development (3 units) is a clinical degree. In addition to academic perfor­ ""V Communication: 5 units mance, students are expected to demonstrate com­ "" MFf 323 Group Therapy (2 units) petencies in the following areas for consideration MFf 505 Communication and Counseling Skills (3 units) for full admission status: Implementation: 7 units 1. Capacity for insight, reflection MIT 320 Domestic Violence (1 unit) 2. Ability to listen effectively and empathically 3. Openness to feedback, new ideas and situations DEGREES, PROGRAMS & SPECIALIZATIONS

4. Commitment to self-growth experience is to be completed concurrently and in 5. Professional behavior in the classroom conjunction with the completion of the following 3. If the student does not meet the requirements classes in this order: for full admission after completing a minimum MIT 228 Summer Pmcticum (1 unit) of 18 units, the advisor and Academic Director MFT 224 MFCC Practicum (3 units) may counsel the student to change to the M.A. MFT 226 MFCC Practicum (2 units) in Human Development program. These three courses are offered once a year, only, 4. The M.A. in MFCC satisfies all of the require­ and must be taken in sequence starting with the ments of the Board of Behavioral Sciences summer semester. Students may choose to start their (BBS) (Business & Professions Code Sections Practicum, if they have met all eligibility require­ 4980.37,4980.39,4980.40, and 4980.41.) ments, during the second or third year of the pro­ These include: gram. It is highly advisable that students do not plan A. Pacific Oaks course work totaling 48 semester units to take the practicum courses concurrently with including: ' working on their Master's Thesis, as this will create a 1. No less than 12 semester units of course work in the areas of marriage, family, and child counseling, and huge workload, especially for those who will be marital and family systems approaches to treatment. working full time during their graduate studies. 2. 6 seme..<;ter units of supervised practi<.:wn, including completion of one year of clinical placement in an ap­ proved setting, concurrent with the pratticum seminar. Eligibility requirements to start Practicum: 3. I?? hours of face-to-face experience counseling in­ 1. Completion of 18 units, plus the follOWing dlVlduals, couples, families or groups three courses before taking Practicum classes: 4. Atwo semester course in California law and profes­ MFT 470 Clinical Theories of Child Development sional ethics MFT 267 Psychopathology of Adulthood, OR 5. Aminimum of seven contact hours of training or coursework in child abuse assessment and reporting MIT 475 Psychopathology of the Child/Adolescent 6. Aminimum of 10 contact hours of training or MFf 225 Professional Ethics and the Law coursework in human sexualitv 2. Completion of 20 hours of individual personal 7. Specific instruction in alcoholis~ and other chemical therapy with a licensed mental health profession­ substance dependency 8. 15 contact hours of course work in spousal or part­ al. (These hours have to have been realized after ner abuse assessment, detection and intervention the student has started the masters program.) 9. Aminimum of two semester units in a survey 3. Full admission into the MFCC Department. course in psychological testing 4. Completion of the Clinical Training Orientation 10. Aminimum of two semester units in a survey course in psychopharmacology Course (CTOC). The course is offered once annually in the spring semester. Students are CLINICAL TRAINING PROGRAM required to follow all steps toward clinical place­ ment as per course syllabus and the department's The MFCC Department is committed to prOviding clinical training guidelines. The goals of the an optimal clinical training experience for our Clinical Training Orientation Course are: graduate students. One of our main objectives is ... a. To acquaint students with the clinical training .. the careful selection of community agencies whose C regulations of the California Board of Behav­ clinical training programs meet the pedagogical to goals and standards of Pacific Oaks College. The ioral Sciences and of Pacific Oaks College. .. students of the Latinalo Fanlily Studies program b. To acquaint students with the various clinical placements approved by the MFCC Department are expected to complete their practicum experi­ ence in one of the approved agencies focusing on c. To support students through the process of interviewing with various agencies. the mental health needs of the Latinalo community. d. To explore issues of profeSSional roles, tasks During the degree program, the MFCC Depart­ " ment, under the mandate and guidelines of the Board and behaviors regarding the MFT Trainee experience. · · of Behavioral Sciences of the State of California mon­ 5. Consent of the student's Academic Advisor. itors all clinical training experience by complet~d 6. Submission to the Clinical Training Program of the students. The hours of supemsed clinical work a completed and signed contract with an ap­ completed at an agency approved by the MFCC proved agency (Three-Way Agreement of "• Department count toward the 3,000 clinical hours &. Clinical Placement) . that are required by the State of California for the 7. Completion of all prior coursework. state licenSing exams in Marriage and Family Therapy.

Pradicum Requirements for completion of Pradicum: 1. Satisfactory completion of all the clinical training Students must complete a Practicum as part of requirements as aManiage and Fanilly Therapist their Masters degree requirements. The Practicum • PACIFIC OAKS (OLLEGE

(MYf) Trainee, under the supetvision of a licensed focuses on recmiting, educating and developing and trained mental health practitioner in the clini­ mental health professionals who will be able to all training program ofamental health community meet the following important objectives: agency approved by the MFCC Department. 1. Have a clear, in-depth understanding of the 2. The minimum required time for the clinical specific mental health needs of children and placement is twelve hours a week for twelve con­ families in our Chicano/Latina communities. secutive months. During this period, the student is required to complete 150 hours of face-to­ 2. Possess the necessary cultural and cross-cul­ face client contact hours. tural sensitivity and clinical competence to ef­ 3. Concurrent attendance at and completion of the fectively serve this varied population. courses MFf 228 Summer Practium, MFf 224 3. Possess the linguistic ability to serve Spanish­ MFCC Practicum I, and MFT 226 MFCC speaking monolingual clients and varying de­ Practicum II. grees of bilingualism within families. 4. Satisfactory evaluations from the clinical super­ The Latino/a Family Studies Specialization is a visor at the clinical placement at the end of each comprehensive M.A. in MFCC degree program with semester or as required by the MFCC Department. a special emphasis on the diverse mental health needs These evaluations are an integral part of the over­ of Latino/Latina children and families. It is available all evaluation and credit that the student will re­ in a cohort group that meets for class in six (6), ceive for all three Practicum courses: MFT 228, three-day weekend intensive format each semester. MFf 224, and MFT 226. It requires the completion of 54 semester units, a 5. Satisfaction of all clinical and professional ex­ clinical training component and a bilingual lan­ pectations of the approved community agency guage component. The project is designed to fully in the provision of the agreed upon mental meet the academic reqUirements of the California health services. Board of Behavioral Sciences for the MFT license. Additional required coursework to complete the 54 Therapy for Students Students are required to be in unit specialization include: personal psychotherapy for atotal of 20 hours to qualify for clinical training. Thirty-six hours are a MFI 501 LatinaILatino History and Culture MFI 502 Latina/I.atino Family Systems requirement for all students to graduate in the MFCC MFI 503 LatinaILatino Psychology program. To facilitate this process, the MFCC department has a referral list of psychotherapists For further information please call Connie Destito, interested in working with our students at a lower fee. Academic Director of the MFCC Department at These therapists are from throughout the greater Los (626) 397-1327. "Teaching as Performing Art" students Angeles area. MFCC students are advised to contact participate in exercises designed to help their advisor or the clinical coordinator for referral. MFCC Continuing Education children imagine, enact and reflect The MFCC Department offers Continuing Education upon human experiences. Intern Registration Upon completion of the M.A. short courses and workshops in many areas of clini­ degree in Marriage, Family and Child Counseling, cal theory and practice. Offerings have included: Using students apply to the Board of Behavioral Sciences Art in Therapy; Working with Obsessive Compulsive for an intern registration number. As part of the ap­ Disorders; Techniques of Gestalt Therapy; Solution plication process, all applicants must submit their Focused Therapy, as well as the Object Relations fingerprints to the BBS for a background check. Therapy series of various courses and workshops. The Intern registration packet can be obtained from These programs are open to the community as well the office of the Clinical Training Program or by ac­ as Pacific Oaks students and alumnae/i. The PrOgranl cessing the Internet website of the Board of is an approved provider of hours for Maniage and Behavioral Sciences at: http://www.bbs.ca.gov and Family Therapists and licensed Clinical Social Workers then clicking on Forms and Publications. for renewal of their professional licenses, (Board of There are periodic changes in the BBS regulations. Behavioral Science Provider #PCE 853). Students and Students are required to stay up-to-date with all BBS clinical interns who have alicensed supervisor may use these hours toward their optional experience hours for :Ii regulations and changes by frequently logging onto the website and accessing all necessary infornlation. their licensing requirements. Latina/o Family Studies Specialization TEACHER EDUCATION PROGRAMS Currently there is a crisis in the provision of human The Preliminary Multiple Subject English Leamer services in California because of the extreme lack Teaching Credential (MSEL) offered at Pacific Oaks is of available biculturallbilingual profeSSionals to the first level of atwo-level credential. Candidates serve our diverse Latino/a families. The Latino/a complete the second level through an Induction pro­ Family Studies Specialization in the MFCC program DEGREES, PROGRAMS & SPECIALIZATIONS

gram in their district of employment. The Preliminary MULTIPLE SUBJECT ENGLISH LEARNER credential qualifies candidates to teach K-12 multiple TEACHING CREDENTIAL subjects in self-contained classrooms. Pacific Oaks A. Part-Time Strand: also offers Preliminary Level I and Professional Level II 44 units Education Specialist Credential which qualifies candi­ 7 semesters dates to teach students with mild to moderate disabili­ CBEST passed before starting ties in K-12 and adults through 22. Students may only enroll in the Level II Education Specialist Credential B. Intensive Strand: when they are employed with a Level I Credential. 44 units Astudent may enroll in the Teacher Education 4 semesters Program as a BA or MA degree student, as a BA CBEST passed before starting student admitted through the ABLE option, or as apost­ C. Requirements for Both Strands: BA student enrolled only in the credential program ED 099 Introduction to the Teacher Education Program The mission of the Teacher Education Program at (1 unit) Pacific Oaks College is to prepare professional educa­ ED 225 Integf'Jted Thematic Instruction: Science, Social tors who understand diversity, are grounded in human Studies and the Arts (3 units) development, and value children. We believe that ED 252-4 Directed Teaching Placement and Seminar (6 units - not required for Interns) • awareness of diversity is integral to an educa­ ED 504 An Anti-Bias Approach to the Inclusive Classroom tional process in which each individual is val­ (3 units) ued for their own identity, culture, language ED 520 A& BCognitive Development and Mathematics in a Diverse Classroom (6 units) and ability, and where discrimination against ED 524 A& BLanguage and Literacy in a Diverse others is identified and challenged; Cla.'!sroom (6 unit'!) • teachers as well as students must be involved in ED 531 Introduction to Urban School (2 units) lID 200 Early Childhood Themes and Life Cycle Issues (3 units) meaningful learning experiences characterized by HD 282 Social and Political Context'! of Human inquiry, reflection, and support; our courses mod­ Development (3 units) ellearning environments that take current knowl­ HD 231 Communication for Empowerment (3 units) edge about human development into account; HD 400 Working with Children in a Diverse World (3 units) lID 452 Retlective Teaching Online ( three I-unit sections, • to best serve children in public or private schools, with 25 hours observationlpartidpation during each) teachers must learn to integrate constructivist EDEX 820.0 Healthy children and Classroom communities approaches, standards-based instruction, and (2 Extension units) technology within a challenging and interesting D. Intern Program: curriculum. 38 units For additional information, contact the Teacher 4-7 semesters Education Department at (626) 397-1331. At this Interns may join either strand. time Teacher Education classes are only offered in Entrance requirements are: Full-time employment in apublic elementary school \I Pasadena ::z CBEST and CSET passed C l­ CREDENTIAL REQUIREMENTS AB.A. degree e Non-course Requirements for all Credential Programs: Fingerprints and U.S. Constitution competency ... B.A. degree or higher from an accredited institution EDUCA'flON SPECIALIST CREDENTIAL Certificate of Clearance (fingerprints) (MILD/MODERATE) U.S. constitution Competency In this program, candidates earn the Preliminary Level California Basic Educational Skills Test Iand Professional Level ncredentials, which author­ (CBEST) passed c ize teaching of individuals ages 5-22 with mild to California Subject Examinations for Teachers o moderate disabilities. Teacher candidates who com­ c.: (CSET) passed (Candidates earning Education c plete the Level Icredential have five years from the c Specialist Credential only can take a SSAT exam c date of issuance to complete the Level ncredential. instead of the CSET. See Advisor for details.) ..'" Reading Instruction Competency Assessment .. A. Level I Credential Requirements - 44 units: c: (RICA) passed lID 200 Early Childhood TIlemes and Life Cycle Issues (3 units) ..C. Level I Technology HD 282 Social and Political Contexl'! of Human , Development (3 units) ACompleted Portfolio HD 400 Working "vith Children in a Diverse World (3 units) ED 520 A& BCognitive Development and Mathematics in a Diverse Classroom (6 units) ED 524 A& BLanguage and Uteracy in a Diverse Classroom (6 units) • PACIFIC OAKS COLLEGE

ED 531 Introduction to Urban School (2 unit'!) granted based upon the student's development of SPED 239 The Child with Special Needs (3 units) an individual plan to meet the areas of competency SPED 240 Practicum (two I-unit sections with 25 hours observation/participation during each) and to meet the student's own individual interests. SPED 242 Behavior Intervention and Program Planning The certificate will be awarded after an assessment for Children with Special Needs (3 units) of the candidate's competence in the five areas re­ SPED 243 Instructing and Assessing Students with Mild to quired by Pacific Oaks (Development, Diversity, Moderate Disabilities (4 units) SPED 247 Collaboration and Consultation Skills for Communication, Research, and Implementation). Special Educators (3 Units) (Meets The certificate is awarded based upon the assess­ Communication Competency) ment and completion of 15 units of course work. SPED 257 Directed Teaching: MildIModerate Disabilities Assessment of competence and program planning (6 units) will be conducted by the program advisor. These B. Level II Credential Requirements 17 units units may be taken on campus and/or online. Prerequisites: Possession of a Level I Education Specialist LOCATIONS AND TIME FRAMES Credential (MildIModerate) Pacific Oaks College currently offers classes in Verification of full-time employment in a Pasadena, Oakland and Visalia, California, and public or non-public school teaching stu­ through Distance Learning online. dents with mild/moderate disabilities Course Requirements: PASADENA MAIN CAMPUS SPED 300 Induction Seminar A: Developing an Induction All degree, program and specialization requirements Plan (2 units) SPED 301 Induction Seminar B: Evaluating the Induction are offered on the Pasadena campus during fall and Plan (2 units) spring semesters. Some degree and program re­ SPED 302 Issues in Special Education (3 units) quirements are available during summer session. SPED 303 Special Education Law (3 units) Check with your advisor. SPED 304 Advanced Strategies for Teaching Students with The fall semester begins in early August and MildJModerate Disabilities (4 units) SPED 305 Assistive Technology and Transition (3 units) ends mid-December (15 weeks). The spring semes­ ter begins in January and ends near the end of May Additional Requirements Prior to (16 weeks including one week Spring break). Each Recommendation for Level II Credential: class is offered in three hour blocks once a week • At least 2years of verified successful full-time with a few exceptions. Most classes are scheduled employment in a public or non-public school, from 4:00 to 6:45 p.m. or 7:00 to 9:45 p.m. Some teaching students with mild/moderate disabilities one-unit classes are offered as weekend workshops. • 3 units or equivalent elective Field experience and student teaching are typically • Professional Portfolio scheduled mornings and afternoons. • Individual Induction Plan Some classes will be offered on three full weekends • Exit Interview (Saturday/Sunday) and some will be offered six full • EDEX 820.0 Healthy Children and Classroom Saturdays or Sundays. All degrees, programs, and spe­ Communities (2 Extension units) cialization courses are offered in the weekend format. • CPR: Infant/Child!Adult The B.A. and M.A. courses of study, generally, To add a Multiple Subject English Learner may be completed by attending weekends only, ex­ Teaching Credential: cept for field experience and student teaching. Mar­ • ED 099 Intro to Teacher Education Program riage, Family, Child Counseling and Teacher Edu­ • ED 225 Integrated Thematic Instruction z cation Program requirements are typically not c • One Directed Teaching placement in a .... available on weekends. oe public elementary school. ::e Specializations which may be completed byattend­ CIII::: ...c • POST GRADUATE CERTIFICATE ing mostly weekend courses are: z Pacific Oaks offers a Post Graduate Certificate for • Child Care Advanced Study in Human Development, Advanced • Developmental Education Study in Early Childhood Education, Advanced • Early Childhood Education Study in Bicultural Development, Advanced Study • Work with Infants and Toddlers in Leadership in Education &Human Services, or • Leadership in Education and Human Services: Advanced Study in Social & Human Services. Administration/Supervision This program is open to human services pro­ College TeachinglTeaching Adults fessionals who already hold a Master's degree from Parent/Community Work an accredited institution and wish to participate in the Pacific Oaks learning process. Admission is • Bicultural Development LOCATIONS AND TlMEFRAMES

Programs where less than 50% of the classes may Northern California (Oakland) be taken in weekend courses are: Pacific Oaks in Northern California offers classes • Art Education leading to the B.A. and M.A. in Human • Marriage, Family and Child Counseling (MFCC) Development and to the postgraduate certificate. In • Teacher Education/Credential Programs Oakland, weekend classes are offered in fall and spring semesters, and weeklong classes are held in The Pasadena Summer Session begins in June june. Avariety of classes are offered each year, in­ and ends in july. The six week session includes cluding all core classes and several electives. weeklong, evening and weekend classes. The B.A., Credentials, M.A. in Human Development, and The Oakland site also offers Extended and some M.A. specializations may be completed by Community Education classes which are aligned primarily attending summers. Depending upon the with the educational requirements of the California number of units required, it may take from two to Commission on Child Development Permit and the four summers to complete a degree. Child Care Center General Licensing Requirements. Three unit classes are offered twice a week on These are open enrollment classes which are sepa­ two alternate days for three hours and 45 minutes rate from the degree program classes; however, per day over a six-week term. Most classes are of­ they may be used as transfer credit for those who fered from 5:00-8:45 p.m. do not have a B.A. degree. Pacific Oaks Northern California Weekend classes are also offered during 1515 Webster Street Summer Session. Oakland, CA 94612 Weeklong classes are offered in all three terms. (510) 622-8130 Weeklong classes are usually scheduled from 8:30 [email protected] a.m. -4:30 p.m., and run from Monday through Friday. Reading and writing assignments are re­ Southern San Joaquin Valley (Visalia) Louise Derman-Sparks, Human quired prior to the first day of class. Early registra­ In the southern San Joaquin Valley, two or more classes leading to the B.A. and M.A. in Human Developmentfaculty and author with tion is required. theA.B.C. 1ask Force ofAnti-Bias Development and to the postgraduate certificate are Curriculum: Tools for Empowering Young OFF-CAMPUS EDUCATION offered in fall and spring. In August, weeklong inten­ Children. The Center for Off-Campus Education (COCE) ad­ sive classes may be offered. Visalia is also the site for ministers programs that serve students outside of a Latina/o Family Studies cohort program leading to the Pasadena main campus. Self-paced and co­ the Marriage and Family Therapy license. hort-based degree programs are offered through For information on this Counseling program, our online classes or at Academic Centers, which see page 24. For information on the Visalia are established in locations where sufficient inter­ Human Development program, contact Northern est has been expressed by working professionals. California (see above). Groups seeking to initiate such programs are invit­ ed to contact Veronica Estrada at (626) 397-1395 Off-Campus Education Faculty or [email protected]. Gretchen Brooke Karen Cardell Every Pacific Oaks student selects a primary Paige Parker study site at admission, but may take appropriate courses at any site, including online. Through en­ Distance Learning (Online) "... rollment at off-campus Academic Centers and on­ Pacific Oaks Distance Learning, offering classes on­ :i line, all Human Development programs (B.A., M.A. CI line, enrolls students nationwide and around the Q: and postgraduate certificate) can be completed. In world. Most online classes last for 10-12 weeks in .... addition, a Latina/o Family Studies cohort program fall and spring semesters; 4-week modules are :i for the Marriage, Family and Child Counseling de­ I-- scheduled in September, january, and April through c gree is offered in the southern San joaquin Valley. July. More than 20 classes are offered online each z c Most off-campus students enroll part-time and semester, with a smaller selection in summer ses­ extend their program over two or more years. sion. These classes are the same as those offered on "z However, Human Development students mayac­ C campus. The distance program, designed for part­ l­ celerate the program and/or increase specializa­ time students, leads to the BA or M.A. in Human e tion options by combining Northern and Central Development or to the postgraduate certificate. "'"c: California classes with classes online and/or in Degree programs are planned to include at Pasadena. Current Academic Centers outside of least two face-to-face classes (6 units), for a mini- the Pasadena main campus are: • PACIFIC OAKS COLLEGE

mum of two weeks during the student's program. ties are available in Northern California. Typically, Scheduling of these classes is flexible. Pacific classes offered for extended education or exten­ Oaks' alternate time frames and locations enable sion credit are held during weekends and students at any distance to plan individualized de­ evenings. Extended Education course fees are gree programs. Classes are available on weekends $170/unit plus a $30 registration fee. (meeting monthly) and as weeklongs at all sites. For further information: The Pasadena campus offers weeklong, weekday Extended Education and weekend classes dUling the six-week summer 5 Westmoreland Place session as well as fall and spring semesters. Pasadena CA 91103 Computer-mediated instruction is available to (626) 397-1389 FAX: (626) 583-60:)2 Pacific Oaks studenl~ at any distance. Students log on at any time of day or night. An orientation to Pacific GENERAL INFORMATION AND SERVICES Oaks online is required of all new online students. With advisor approval, a Pacific Oaks student's OFFICE HOURS The normal business hours for the degree program may include study at another Administrative Offices for the College are 8:30a.m. to member college of the national Early Childhood 4:30p.m. Monday through Fliday. The following Consortium. See below. offices which primarily serve students, Admissions, Distance Learning Financial Aid and the Registrar are open Monday, Pacific Oaks College Tuesday, Thursday 8:30-5:00, Wednesday 8:30-6:00, 5Westmoreland Place Pasadena, California 91103 and Friday 8:30-4:30. Student accounts personnel in ReGena Booze, PO graduate and Human (800) 613-0300, (626) 397-1340 or (626) 397-1320 the Business Office also maintain this schedule. The Developmentfaculty member chats with [email protected] or [email protected] CARE Center, located at 55 Eureka, will set its busi­ student before the annual Burgess ness hours based on student needs. All Administrative Lecture, a tradition since 1968. Distance Learning Faculty Offices are closed on weekends and holidays except Laila Aaen (COCE Academic Co-Director) as posted. It is best to call and make an appointment Sue Bawale before driving to the CaDlpuses to visit an office. Louise Derman-Sparks Debra Jenkins Betty Jones (COCE Academic Co-Director) ADVISING Judy Magee Pacific Oaks studenl~ are responsible for being fan1il­ iar with this Catalog and the requirements for their Note: Pacific Oaks operated a Seattle area site degrees and programs. All students will be assigned which offered B.A. and M.A. degrees in Human an advisor upon admission. Students are required to Development and a Teacher Education program contact their advisor regularly to review their academic since 1970. The campus was closed in June 2004. progress and standing. The process for changing an Inquiries should be addressed to Pasadena offices advisor or site is outlined on page 32. or to the Office of the Provost. CENTER FOR STUDENT ACHIEVEMENT, THE EARLY CHILDHOOD CONSORTIUM RESOURCES AND ENRICHMENT (CARE) The national Early Childhood Consortium is a coop­ The Center provides resources, services, and enables erative program which brings together four pio­ students to build academic and professional skills. neering colleges-Bank Street College of Education The Center can assist students in planning, organizing in New York, Erikson Institute in Chicago, and writing papers, developing study skills and learning Wheelock College in Boston, and Pacific Oaks z test taking strategies. The Center also provides assis­ o College--in a variety of collaborative activities in­ tance with resume writing, time management, job cluding conferences, publications, and teaching and search techniques and career planning. Acomputer learning. With advisor approval, a student at any of lab is available in the Center which students can use the colleges may include study at another Consor­ for word processing, Internet and e-mail access, and tium college in herlhis degree program. employment searches. In addition, the Center provides study strategy workshops throughout the school year. EXTENDED EDUCATION Students can also utilize the Center's mini-library that As a complement to regular classes, Extended houses both career and writing reference books. Education (EE) offers courses in Pasadena in the CARE assists students in clarifying career goals area of teacher education. The Marriage, Family and objectives, exploring career opportunities and and Child Counseling progranl also offers continu­ enhancing their job search techniques. Workshops ing education opportunities through Extended are provided on such topics as interviewing tech­ Education. Other continuing education opportuni­ niques, resume preparation, and time management. i I II! • GENERAL INFORMATION The Center is also available to assist \vith interna­ :l;13;j1'J tional student issues, student insurance resources, "i student concerns and student support services. Andrew Nonnan Library, Westmoreland Place Site The Andrew Norman library on the West­ moreland campus supports the degree programs of ACCOMMODATIONS fOR STUDENTS Pacific Oaks and independent faculty research. The WITH SPECIAL NEEDS collection emphasizes early childhood education Pacific Oaks is committed to providing program and curriculum development, human development, accessibility to all students. Students seeking accom­ family systems and therapy, and child care. Mater­ modations for documented physical and/or academic ials are purchased which reflect our commitment to exanline issues of racism, sexism, homophobia, challenges must self-identify themselves to the CARE "Pacific Oaks reveals many paths to the Office prior to the beginning of classes. Last minute ability, etc. These books, videos, and audio tapes requests may not be accommodated due to insufficient are meant to supplement the college curriculum at knowledge which grows teachers who tinle to make appropriate arrangements. Note: the undergraduate through graduate levels. truly value children. I deeply appreciate Students who do not require accommodations do The collection, which numbers over 17,000 ti­ not need to make their disabilities known. tles, reflects not only current research, but also in­ the unique experience ofthe credential cludes a Historical Collection including readers from program which has great{l' enhanced my Accommodation Request Procedures the 1800s and many seminal works in the field of 1. Students at all Pacific Oaks sites who are request­ early childhood. The Friends' Collection, dating back professional career. n ing disability accommodations must complete an to the mid-1800s, documents the beliefs and tradi­ accommodation request form and submit current tions of the Society of Friends. documentation of their disability (no older than In addition, the library subscribes to 100 peri­ Nosi Pollard three years) to the CARE Office located on the odicals and indices in early education, adult edu­ Pasadena Campus. (Note: Pacific Oaks does not cation, human development, family therapy, and provide diagnostic services.) Upon receipt of the the related social sciences. We have access to hun­ required materials, the CARE Director will contact dreds of other periodical titles through our online the student initiating the request and review the database services. next steps in the process. Not all materials required by instructors are 2. The accommodation request and documentation available in the library, though library staff do will be reviewed and a determination made as to monitor class reading lists and include such mate­ the nature and extent of accommodations that lials in their purchasing whenever appropliate (as will be prOvided. The student will be notified in in any higher education setting, students should wliting of the accommodations and the next step consider the purchase of required texts to be part for obtaining those accommodations. of the cost of education). Required readings which 3. Students for whom accommodations have been the library does own are placed on reserve each granted must contact the CARE Director no later semester, and circulate for one week at a time. than the second week of each semester to discuss Acquisitions for the collection are made based their accommodation needs for that semester. on faculty and student recommendations as well 4. Specific accommodations will be coordinated di­ as valuable review sources. Users are encouraged rectly wiili ilie CARE Director or herlhis designee. to offer suggestions. 5. As appropliate and with the permiSSion of the As part of its services the library offers formal

student, individual faculty will be infomled of the bibliographic instruction as a required component If: need for accommodations to be made and the of one of the core classes. Bibliographic instruction II: nature of the accommodation. Information is also available through a number of the other clas­ .. about the nature of the student's disability will ses offered at the discretion of the instructor. The C l­ not be released by the CARE Office. llbralians also provide assistance in specialized re­ e search and other reference services. Interlibrary . Any questions regarding accommodations or the I: loan services and online database searches are ( process for receiving assistance should be directed available through the library as well. ..~ to the CARE Director at (626) 397-1338. It is necessary to have a current Student J.D. card (available in the Business Office) to check out li­ brary matelials. Students who are on an official Leave of Absence may purchase a library guest card, which is good for one year. Please contact the library for hours of operation at (626) 397-1355. • • PACIFIC OAKS COLLEGE

Children'5 Library, California Blvd. Site The ment high quality programs for children Children's Library, located on the Children's School 3. To empower parents to become advocates in campus in La Loma House, houses a collection of ju­ the lives of their children and to provide them venile books. The parents of the Children's School with tools for participating effectively in their have been dedicated in their support of the Library and efforts are currently under way to plan and re­ children's development and learning design a "Children's Library for the 21st Century." 4. To foster new community linkages for the im­ Plans include an expanded collection for the chil­ provement of early childhood education and to dren, particularly in continuing the anti-bias participate in existing partnerships literacy materials, computer resources for chil­ dren and adults, and a parent resource center. 5. To promote wider access to Pacific Oaks College and its programs. ARCHIVES The Institute is currently involved in developing The Marianne Wolman Archives is housed at the and marketing a parent education curriculum. Westmoreland Place site adjacent to the library. The main purpose of the archives is to preserve For more information about the Institute and its and make available primary source material per­ programs, please contact Renatta Cooper, Institute taining to professionals who worked in the field of Director at (626) 397-1305. early childhood from the tum of the century onward. EARLY CHILDHOOD EQUITY ALLIANCE The archives also selVes as a repository of documents relating to the history of Pacific Oaks College and The Early Childhood Equity Alliance (ECEA) ,which Children's School. The Archives is open byappoint­ began as a pilot project under the aegis of Pacific ment only and is available for use by researchers, Oaks college, is an independent, non-profit organiza­ including faculty and students, by special permission. tion formed by a group of prominent educators com­ AppOintments may be made by contacting the mitted to the promotion of anti-bias, bilingual, and culturally relevant practices in early childhood edu­ Library at (626) 397-1355. cation. ECEA's focus is to build, connect, support and collaborate with a national network of early child­ SPONSORED PROGRAMS hood educators and organizations that recognize and The Office of Advancement coordinates the Title V work to eliminate bias and oppression as an essential and First Five LA projects, action research projects component in achieving quality care for all young and grants that support program quality improve­ children. For more information about our current ment and new approaches to serving children and activities, for resources and to join the ECEA listselV, families throughout the state. Projects are carried go to the ECEA website: www.rootsforchange.net out by Pacific Oaks faculty and staff. For further information, please contact Fiona Stewart, Director, 2004-2005 TUITION AND FEES Grant Administration at (626) 432-5565. Tuition/per unit $630 Application Fee for Admission $55 JONES/PRESCOTT INSTITUTE, HIXON CENTER Application fee for readmission FOR EARLY CHILDHOOD EDUCATION (absent 5 or more years) $55 Re-entry fee $30 The JoneslPrescott Institute began as a vision of Late registration fee $30 Carolyn Denham, the seventh President of Pacific Late transaction fee $30 --' Oaks College. Her desire to redefine Pacific Oaks' Student Services fee (per semester) $30 ...... Online Fee (per semester) $60 z leadership role in the national dialogue about ear­ o ly childhood education led to the establishment of Petition waiver fee $30 ..... Interlibrary loan transaction fee $1+ c the Institute as a place to develop and carry out in­ Library card (guest) per year $35 novative programs and initiatives that reflect the most Librarv card (student not currently enrolled) $10 Qi:== o.... current thinking in early childhood education and Applic~tion fee for non-matriculating students $30 z Assessment of experience parent training. To address these issues, the Insti­ (ABLE option-l unit course fee) $630 --' tute has established the follOWing goals: B.A. per unit (upper division) $131 C ...Qi: 1. To define best practices which lead to desired M.A. (B.A. equivalency) fee $3,930 Z Materials fee (per class) $15-50 outcomes in early childhood education programs Change of Program fee $15 with focus on developmental approaches to Child Development Permit Processing Fee learning (per level) $10

2. To build a well-prepared cadre of early child­ Note: Tuition and fees for 2005-2006 will hood professionals who can successfully imple­ likely increase. .. GENERAL INFORMATION

Graduation Fees TUITION B.A. $40 Tuition is due on the payment deadline or first day M.A. $65 of class, whichever comes first. All students must Multiple Subject Credential-Preliminary $20 Multiple Subject Credential-Professional Clear $20 complete a Payment Election Form. Tuition must Education Specialist Credential $20 be paid according to the payment plan elected. Late application for Graduation $40 Personal copy of thesis (optional) $25 Transcript Fees (applies to College and Extended l'UITION REFUND SCHEDULE Education transcripts) Drop slips, signed by advisor and received in the Transcript $10 Registrar's Office will have the following refund Rush Transcript (2 day service; sent first class mail) $20 schedule applied to them: Emergency Transcript (2 day service; sent FedF..x) $35 Within the add/drop period 100% Other Schools/each (credential students only when After the add/drop period 0% sent for licensing purposes) $10 Teacher Education Fees Note: Students who do not attend a class and who (Contact Teacher Education Department for do not officially drop the class will be charged CCTC Credential Application fees) for the class. U.S. Constitution Exam $35 Students are advised that if they received Finan­ npacific Oaks provided me with a better Health Education Competence cial Aid and would be due a refund in accordance A. Alcohol and Substance Abuse $35 understanding of group dynamics and B. Nutrition $35 with the above schedule, any refund due would be And it really sharpened Emergency Permit Renewal (Form CL 469) $10 returned to the Financial Aid Programs rather than human behavior. Credential Processing $35 to the student according to the follOWing: my interest in teaching. " Individual Intern Certificate $20 The portion of a refund or overpayment to be Children's School Pradicum returned to the Title N programs is the lesser of Fingerprint clearance through FBI and Child Abuse either the amount of Title N aid (minus work Ken Nakaba, Chair, Index through California Department ofJustice $93 study earnings) received for the payment period (Contact Children's School Administrator for forms.) or the amount obtained by multiplying the institu­ Department oflandscape Architecture, Note: Teacher Education students doing an off-site practicum must contact the Teacher Education Office regarding finger­ tional refund by the appropriate fraction. College ofEnvironmental Design, print clearance. COLLEGE POLICIES Cal Poly Pomona. Business Office Fees Late Payment Fee $10 ACADEMIC PROBATION Missed FACTS Payment Fee $10 Students with 7units or more of "Incomplete (I)" Charge for returned checks $20 or "No Credit (~C)" will be placed on academic probation and given one semester in which to rec­ FACTS Fees* tify the situation. The student will be given written Payment plan enrollment fee $25/semester notice of the probationary status along with the ac­ or $45/year tions needed to remove the probation. Acopy of Missed FACTS payment fee $25 ..... the notice will be sent to the student's advisor and o Fees are subject to change without notice. Fees are non-re­ the instructors of the courses in question. A. fundable. All funds owed the College must be paid when due. Students remain eligible for financial aid during Any student whose account is past due may be refused regis­ the one semester of academic probation. If the stu­ tration privileges until the account is settled. Transcripts and o diplomas will not be released until all bills have been paid. dent does not reduce the "I" or "NC" units to 6 or v Credential Services (Le., CL 469, credential application) are ...... less by the end of the semester of probation, the stu­ z not available until all bills have been paid. o dent will not be eligible to register or receive .... *Payment plans are only available through "FACTS" and are financial aid until such time as this criterion is cc reached. Students on probation can enroll only if they IE subject to the enrollment fee and missed payment fee. For 1:11: more information, contact the Business Office: (626) 397­ are retaking a course in which they received an "NC." o... 1311 or (800) 699-1311. Students can repeat "NC" courses only twice. Inability z to successfully complete core or program require­ STUDENT SERVICES FEE ments may prevent astudent from graduating. All students enrolling in Spring, Summer or Fall will be Students who receive one "Incomplete" or "No charged a Student Services Fee of $30 per tetm. This fee Credit" will be sent a copy of the policy so that covers such services as orientation, Center for Student they are aware of the possible consequences of re­ Achievement, Resources and Enrichme,nt, student spon­ ceiving more than one such evaluation. sored events and commencement activities. Non-matric­ ulating students are exempt from this fee. • PACIFIC OAKS COLLEGE

ADDjDROP POLICY whom the student disagrees and what outcome the student Students are responsible for dropping classes in is seeking. The Faculty Appeals Committee is composed of three people: a faculty member nominated by the student, which they no longer desire to be enrolled. Drop a faculty member nominated by the person with whom the forms must be signed by the advisor and submit­ student disagrees, and the Chair of the Faculty Appeals ted to the Registrar's Office prior to the AddJDrop Committee. (If the disagreement is with the Chair, another Deadline published in the Schedule of Courses. person acceptable to both the student and the other party will be appointed chair.) The Committee \ViII convene to Deadline is usually: review the student's appeal. The student will be notified, in Weekday Classes: end of second week of term writing, of the time and place of the meeting and will be in­ Weekend Classes: two weeks after first weekend vited to attend. The student may bring any witnesses (ex­ Weeklong Classes: Second class session eluding legal counsel) that might be relevant and will ver­ Online classes: follow the Weekday schedule bally present herlhis case to the Committee. The Committee takes the appeal under advisement, reaches a decision and unless otherwise notified. communicates that decision to the student, in writing, Any refund due to a student will be in accordance within 10 calendar days of the meeting. b. If the Faculty Appeals Committee's decision is not acceptable with the refund schedule (see page 31). to the student, shelhe may appeal to the Provost (for fac­ ulty/academic matters), or the Dean of Enrollment APPEAL PROCEDURE Management (for student services matters) in writing Astudent may appeal a staff, faculty, or adminis­ within 14 calendar days of receipt of the Faculty Appeals trative decision in writing. Informal efforts to re­ C,ommittee decision. The ProvostlDean will review the en­ tire appeal process and determine if a different decision solve the matter must be undertaken first. These is warranted. The ProvostlDean's decision will be com­ should include (1) meeting with the party with whom municated to the student in writing within 10 calendar you disagree and (2) discussing the situation \vith days of receipt of the written appeal. The decision is final. the CARE Director. Note: Admissions decisions may c. The timeline outlined in this procedure may be extended not be appealed. in extenuating circumstances by the Chair of the Faculty Ap­ If the informal processes do not resolve the sit­ peals Committee or the Provost/Dean, with concurrence of all parties involved. uation, the student may choose from one of two formal appeal processes: the administrative appeal process or the appeals committee process. (Note: CHANGE IN ADMISSION STATUS Admissions decisions cannot be appealed.) After discussing a change with herlhis faculty advi­ sor, the student submits a completed "Change in 1. Administrative Appeal Process Admission Status" form to the Admissions Office a. The student appeals in writing to the supervisor of the party indicating the change. Until the change has been in the dispute. (If it is a staff member, the appeal goes to the department director. If it is a faculty member, the appeal approved, you must continue with your current goes to the Academic Director. If the dispute is with the program and advisor. You will receive notification Academic Director or department director, move to "b.I!) in the mail once the Admission Status Change form The written appeal should outline the steps taken to date, has been processed. Note that changes in the the extent and nature of conversations with the person with Admission status are not automatic and require whom the student disagrees and what outcome the student faculty review and approval. is seeking. This appeal is to be submitted within 14 calendar -o The follOWing is a list of changes that require A.. days of the conclusion of the informal appeals process...... completion of the Admission Status Change form: c:.> ..... b. Ifthe department/Academic Director's decision is not ac­ • Addition of teaching credential(s) to the B.A. ceptable to the student, sheA1e may appeal to the Provost - o or M.A.IHD degree v (for faculty/academic matters) or the Dean of Enrollment • Addition of the M.A.IHD degree to a Teaching ...... Management (for student services matters) in writing with­ Z Credential Program o in 14 days of the department/Academic Director's decision. .... The ProvostlDean will review the entire appeal process and • Traditional admission to ABLE admission status e determine ifa different decision is warranted. The Provost/ • Changes within the ABLE admission option 15 ca= Dean's decision will be communicated to the student in • M.A.IHD degree to MFCC degree o.... writing within 10 calendar days of receipt of the written ap­ • MFCC degree to M.A.IHD degree z peal. The decision of the ProvostlDean is final. No appeals • ABLE admission status to traditional to the President or Board of Trustees \ViII be provided. c. The timeline outlined in this procedure may be extended admission status in extenuating circumstances by the Provost/Dean, with concurrence of all parties. CHANGE OF ADVISOR ANDJOR CAMPUS 2. Appeals Committee Process Students may request a change of advisor when they a. Ifthe appeal does not lead to a satisfactory solution, the are unable to resolve communication problems with student may appeal, in writing within 14 calendar days, to the Faculty Appeals Committee (via the Provost's Office). their current advisor. Students must make an effort The written appeal should outline the steps taken to date, to resolve any issues before requesting a change. Astu­ the extent and nature of conversations with the person with dent may ask the Academic Director or the CARE GENERAL INFORMATION

Director to assist in this process, if they choose. Change CLASS NUMBERING SYSTEM of Advisor/Campus request fonns are available from All classes are open to all student'l, except as noted the Registrar's Office. The fonn must be completed in this catalog. With the exception of ED (Education), by the student and signed by the current advisor. Fonns MFT (Marriage, Family and Child Counseling) and should be submitted to the Academic Director of Sp Ed (Special Education), all classes have the HD your department or program. If the request is grant­ (Human Development) prefix. Class numbering does ed, the Academic Director will assign a new advisor not indicate class leveL All classes give upper division and send the form to the Registrar who will notify and/or graduate credit, except DC 192, DC 401­ the appropriate parties. 406, and HD 094, HD 096, HD 097, HD 098 and Students wishing to change their campus must HD 099. For the B.A. at Pacific Oaks, "CD," "DC" submit to the Registrar's Office aChange of Advisor/ and Extension courses give upper division credit. Campus fonn signed by their Academic Director. Classes rna)! not be repeatedfor additional credit except as The Registrar will notify the student of their new ad­ noted in individual class descriptions. visor assigned as a result of the change in campus. Note: This information pertains to the Spring 2005 Students who request a change in admission registration period and beyond. Please refer to the "Schedule of Classes" to check the course number of a class status may be assigned a new advisor through the as some numbers may have changed. Please contact the Admissions Office. Registrar's Office with any question about course numbers.

CHILDREN IN THE CLASSROOM CLASS WAIVER PROCESS The Pacific Oaks mission statement reflects a com­ Certain required classes in the Pacific Oaks curricu­ mitment to meeting the needs of children and families. lum may be waived by students who meet specific However, we expect students who are parents to criteria. Processes currently exist for waiver of the make arrangements for child care off campus. The following requirement: administration, faculty, and staff of the college un­ 1. Thesis Development (HD 277, Part Aand/or Band/or C) derstand that situations may arise where a student's Requirements met by waiver do not appear on the child care arrangements fall through. When such a transcript. Students may still be responsible for the situation arises, the student is asked to notify the units associated with the waived requirement. Waiv­ instructor in advance to discuss whether the presence er fonns and instructions can be obtained from the of a child can be accommodated within the context Registrar's Office or academic advisors. The of the classroom setting. approval process begins witl1 the academic advisors. The personal care of the child (feeding, diaper­ Please consult with your advisor to determine eli­ ing, etc.) should be handled discreetly and in such gibility to attempt a class waiver. a way as to not interfere with the ongoing work of the class. If, in the view of the instructor, the edu­ ELIGIBILITY FOR REGISTRATION & cational process of the class is being disrupted, the COMMENCEMENT student may be asked to remove the cWId from the Students must submit a Graduation Application to classroom. Students who have concerns about the .... the Registrar's Office during the last semester of o policy and/or its implementation should discuss their program. The Registrar's Office will then do a Q...... their concerns with the student and/or instructor "grad. check" to insure that all degree or program .....c.:> involved. If the matter cannot be resolved at that requirements have been completed. For students .... level, the matter may be referred to the Dean of planning to participate in Commencement cere­ o v Enrollment Management for review. monies, the Graduation Application must be submit­ It is the College's hope that all adults at Pacific ...... ted by March 1. In order to participate in z: Oaks will grow in their appreciation of and tolerance Commencement, students must be fully admitted o for the presence of children in their environments, ..... and have no outstanding coursework. In addition, it e despite the complexity that children may produce is the policy of Pacific Oaks College and Children's :e in an academic setting. As students of human de­ GI: School that no student is eligible to register or par­ .....o velopment, we expect that problems will occur; our ticipate in commencement until any and all outstand­ z: aim is not to eliminate the problems, but to become ing balances owed to the institution from a previous .... skillful problem-solvers. The presence of differences e semester have been paid in full. The Business Office GI: (in age, culture, language, ability, lifestyle and val­ must also verify that payment in full has been received...... z: ues) in any group adds to its potential for conflict­ This policy does not exclude students on payment c.:> and for the growth of all its members-and offers plans. Students on payment plans can only register us experience in collegial conflict resolution. after their last payment is made to and noted by the At no time may children use the Pacific Oaks Business Office. Payment plans should be complet­ computers. This includes computers in the com­ ed by November 30th for the Fall semester and puter lab, CARE Center, Library or Q.ffices. April 30th for the Spring semester. ~\'\ • PACIFIC OAKS COLLEGE

EVALUATIONS HARASSMENT POLICY Pacific Oaks views goal-setting and evaluation as The Student Rights and Responsibilities listed on part of a shared learning process in which instruc­ page 38 echo Pacific Oaks' strong commitment to tors and students are both actively involved. For creating and maintaining an environment free this reason, Pacific Oaks does not issue letter grades from any type of unlawful harassment. However, as a means of evaluation. Evaluation is by written the college recognizes the need to establish a statement in which the instructor and student have more defined policy regarding sexual harassment had direct input. These written narrative evaluations and harassment. Harassment is destructive to the become part of the student's transcript. mission of the institution and will not be tolerated. Evaluations often include information in re­ The following is the College policy for harassment sponse to the following questions: complaints. Because of the importance of this pol­ 1) Did the student engage intellectually with the class material? icy, it is everyone's responsibility to bring such 2) Did the student engage affectively with the class material? matters to the attention of proper personnel as 3) Was the student skilled in written communication? quickly as possible so that prompt, effective action 4) How did the student participate in the dialogue process can be taken. Pacific Oaks cannot act on matters and in class discussions? of which it is unaware. 5) What is the student's ability to implement the class material in her/his own classroom or job? Harassing Condud 6) Did the student demonstrate appropriate level(s) of Harassment includes verbal, physical, and visual competence? conduct that creates an intimidating, offensive, or Narrative evaluations can be translated into letter hostile learning and/or working environment. Such grades for students who request a letter grade or conduct constitutes unlawful harassment when: grade point average for graduate applications or a. Submissions to the conduct is made either an financial aid/scholarship applications. Students must implicit or explicit condition of employment: submit documented proof of the requirement with b. Submission or rejection of the conduct is their request to the Registrar's Office. used as a basis for academic evaluation or Satisfactory (S) This grade is given when a student has suc­ employment decision; cessfully completed all class requirements. c. Harassment interferes with an individual's Incomplete (I) An "Incomplete" enables a student who has educational or work performance or creates completed a substantial amount of work for a class to satisfy the remaining requirements for passing that class within a an intimidating, hostile, or offensive learning specific time and according to specific requirements determined or working environment. by the class instructor. Students have up to one month prior to the end of the semester following the term in which an Harassing conduct may take many forms, including "Incomplete" was given (until the end of either April or No­ but not limited to slurs, jokes, statements, pictures, vember) in order to submit any written work required to sat­ gestures, or cartoons regarding an individual's sex, isfy the completion of the class. If the "Incomplete" require­ sexual orientation, race, color, national origin, an­ ments are not satisfied by the end of the semester follOwing the term in which the "I" was assigned, a grade of "No Credit" cestry, religion, age, gender, physical or mental will be given. (See Incomplete Policy on page 36.) disability, genetic information or characteristics, No Credit (NC) Students will receive a "No Credit" when: veteran status, or any other condition or character­ they have received an "Incomplete" and the contract period istic protected by federal, state or local laws. has elapsed without successful completion of the contracted work; or the instructor determines that an "Incomplete" is not warranted. In both instances full payment for the class is Sexual Harassment required. To receive credit for the class, it will be necessary Sexual harassment is one specific type of harassment. z to register and pay for the class again. It is prohibited by Pacific Oaks policy, as well as fed­ o .... Evaluation Delayed (ED) Astudent will receive an Evalua­ eral and state law. Pacific Oaks is committed to pro­ cc tion Delayed when the instructor has not submitted an evaluation. viding aworkplace and learning environment free of :e The College will take necessary steps to insure that evaluations &:II: sexual harassment. Sexual harassment may include o are received in a timely manner; however, students should also .... take responsibility to follow up with the instructors. explicit sexual propositions, sexual innuendoes, sug­ z gestive comments, sexually-oriented kidding, joking, .... Work in Progress (WP) Work in Progress is given when a cc student is enrolled in a class, Independent Study or Master's teasing or practical jokes, jokes about specific gen­ ...&:II: Project which extends beyond one semester. der, traits, offensive or obscene language or gestures, ...Z displays of offensive or obscene printed visual materi­ c:> al, and physical contact of a sexual nature. By law, all reports of harassment must be in­ vestigated and appropriate action must be taken. GENERAL INFORMATION

Who May File a Complaint When the investigation determines that there is Any student, staff, faculty member, or independent reasonable basis that a violation occurred, the contractor may report an incident of sexual or College will take appropriate action. Examples of unlawful harassment against any other mem­ appropriate actions for Pacific Oaks students and ber of the College community who is believed to employees include, but are not limited to: have violated the policy. • written notice in personnel or permanent academic file; How to File a Complaint • reassignment of the person who is in vio­ Acomplaint alleging aviolation of the harassment or lation of the policy; sexual harassment policy may be brought to any • dismissal of the person who is in violation appropriate member of the College community. of the policy Examples of designated persons within the College Ifthe complainant or the accused is not satisfied community would be: Human Resources Director, with the outcome of the complaint process, either par­ Provost, Dean of Enrollment Management, CARE ty may request the Dean of Enrollment Management to Director, Academic Directors, or supervisors. In all review the matter. The Dean of Enrollment Management cases, except if the complaint is against the Human will act in as expeditious amanner as possible. The Resources Director, the Human Resource Director complainant may also pursue options outside of the must be notified immediately by the designated staff College, such as filing a complaint with the California member, and will investigate the complaint. Ifthe com­ Department of Fair Employment and Housing (DFEH) plaint involves the Human Resources Director, the or the federal Equal Employment Opportunity Dean of Enrollment Management should be notified. Commission (EEOC). DFEH may be contacted at 200 In the complaint procedure, the Human "0" Street, #120, Sacramento CA 95814-5212 or by Resources Director will inform the complainant of telephone at (916) 445-9918. The EEOC can be con­ the pertinent considerations involved, such as: tacted at 1801"L" Street, Northwes~ Washington, D.C. • the details of the complaint process; 20507 or at (800) 669-4000. • the issues involved in the complaint; • possible resolutions; LEAVE OF ABSENCE • provisions in the policy for protection of Situations may arise that require a student to take the complainant's confidentiality \vithin time off from their studies. Students who find them­ the parameters required of the investiga­ selves in this situation need to file a "Request For tion, need for truthfulness, keeping com­ Leave of Absence" form prior to the end of the plainant informed of progress, action re­ first semester of leave. ALeave of Absence can be quested from the complainant; extended for up to one year. • prOvisions in the policy for protection of Note: If a Leave of Absence is requested for a the alleged offender's confidentiality with­ term in which a student is currently enrolled, an in the parameters required of the investi­ AddlDrop form must accompany the Leave of gation, need for truthfulness, right to be Absence Request. notified of any complaint. During a Leave of Absence a student can re-en­ The investigation will include, but not be limited roll at anytime before their leave expires. Once to, interviews with the complainant and the alleged five years have passed since the last enrollment, a offender. The purpose of the investigation is to estab­ student will be required to apply for readmission. lish whether there is a reasonable basis that the al­ Students who are using loans to fund their edu­ o v leged violation(s) of the harassment policy occurred. cation must be mindful that there is a six-month ...... z The Human Resources Director will interview grace period before repayment of loans must be­ o gin. ALeave of Absence does not prevent loans from l­ the complainant, the alleged offender and witness cc believed to have pertinent or factual knowledge of coming due. Not enrolling for one semester means :IE that approximately four months of the six-month CII: the allegation. The complaint will be investigated o.... in the most confidential manner possible. Every grace period will be used and a student's loan will z reasonable attempt will be made to handle a com­ come due two months after graduation. Any leave plaint in an expeditious manner. longer than six months does mean that loans The possible outcomes of the investigation are: come due immediately after that six-month grace • a finding that there is a reasonable basis period is over regardless of the date of graduation. that the violation occurred; If a student does not return as scheduled, the • a finding that there is no reasonable basis college must change herlhis status within 60 days that the allegation occurred; to "Withdrawn," with an effective date of the last • a finding that the evidence is not conclu­ date of attendance. sive one way or the other • · PACIFIC OAKS (OlLEGE

INCOMPLETE POLICY studies will not permit personal identification. In­ An "Incomplete"grade is only available to students formation released from Pacific Oaks College will who have completed a substantial amount of work state that no other party shall have access without required for aparticular class. Instructors are respon­ the written consent of the student. Any information sible for notifying students that an "Incomplete" is regarding students that is not personally identifiable being awarded. Faculty will discuss remaining class may be released at the discretion of the Provost requirements with the student involved and agree and/or Associate Dean of Financial Aid, Registrar. upon the criteria for satisfactory completion of the Students may challenge the contents of their class. Awritten contract will then be issued~ setting educational records on the grounds that they are out the conditions for successfully completing the inaccurate, misleading, or otherwise inappropriate, class. Faculty are responsible for making arrange­ by discussing their problems informally with the ~ ments with other instructors in those cases where Registrar. Hstudent and Registrar agree, records repeating the class is a component of the "Incomplete" will be amended. If agreement is not reached, a contract. Evaluations for "Incomplete" are submitted, statement of challenge should be submitted in follOwing the same time line for classes conducted writing to the Provost who will review the complaint during the term in which the "Incomplete" is and take necessary action. I At its discretion, the institution may provide completed. Hwritten work is required to complete the Directory Information in accordance with the pro­ class, this must be submitted to the class instructor vision of the Act. Directory Information includes: at least one month prior to the end of the semester student name, address, telephone number, date and following the one in which the "Incomplete" is place of birth, major field of study, units currently given [i.e., the end of April (for Fall classes) or enrolled, dates of attendance, degrees and awards November (for Spring/Summer classes)]. received, and previous educational agenCies or in­ Instructors may set an earlier deadline ifthey wish. stitutions attended by the student. Requests for non­ Students who fail to meet the conditions of the disclosure must be filed with the Registrar's Office "Incomplete" contract will automatically receive a at the beginning of each academic year (within the "No Credit." first two weeks of the semester) and remain in ef­ Students with seven or more units of fect for one year. Students may make written requests "Incomplete" may not register for the following for non-disclosure of information at two levels: 1) term until those classes have been completed. Phone and address only, or 2) non-disclosure of any information (this level of confidentiality would PRIVACY RIGHTS result in a response to any inquiries about you that Pacific Oaks College recognizes and conforms to "Pacific Oaks has no information about that indi­ the regulations set in accordance with the Family vidual." You would need to provide a written release Educational Rights and Privacy Act of 1974 (The to anyone, including loan companies and employ­ Buckley Amendment). Students have access to their ers, who might need verification of your status at records, with the exception of those considered Pacific Oaks.) It is Pacific Oaks' policy that failure confidential under the Act. Students may make an on the part of any student to request withholding appointment to view their records in the Registrar's of Directory Information indicates individual ap­ Office during regular business hours. Files may not proval for disclosure. be removed from that office. Students may obtain For a copy of the Family Educational Rights and copies of their records, except, again, those covered Privacy Act contact: The Family Educational Rights under the Act (Le., copy of the academic record :z and Privacy Office, Department of Education, Q for which afinancial "hold" exists; transcript or an Switzer Building, Washington, D.C. 20202 original or source document existing elsewhere; con­ fidentialletters/recommendations associated with PROGRAM CHANGE admission). Acopying fee may be assessed. After discussing a change with herlhis faculty advi­ Within the Pacific Oaks community, only those sor, the student submits a completed "Program members, individually or collectively, acting in the Change" form to the Registrar's Office indicating student's educational interest are allowed access the change. A$15 fee must accompany the form if to student educational records, except when infor­ the student is beyond the first term of enrollment. mation is required by: judicial order; state or fed­ Only Registrar's Office personnel may waive the eral agents in connection with audit or evaluation fee. Until the change has been approved, you need of federal legal requirements; for financial aid re­ to continue with your current program and advi­ quirements; an accrediting organization; organiza­ sor. You will receive notification in the mail once tions conducting educational studies, provided the the Program Change form has been processed. . GENERAL INFORMATION

Note that changes in the program are not automat­ STUDENT COMPLAINT PROCEDURES ic and require faculty review and approval. Students who feel they have a complaint relating to The following is a list of changes that require an action by a member of the college community completion of the Program Change form: have the following procedure available: • AdditioniDeletion of a specialization to the When a student has a complaint, slhe is encour­ B.A. or M.A. degree aged first to consult with the person involved before • Change from/to cohort to/from self-paced at­ initiating the complaint. If the student determines tendance that the complaint may be handled more appropri­ • Deletion of the M.A.IHD degree for students ately without the person's involvement, slhe may in a combined Teaching Credential program consult with herlhis advisor to assist in determining • Deletion of teaching credential(s) the reasonable course of action, or the student may contact the head of the appropriate department, or RE-ENTRY FEE the designated complaints officer, or the CARE Ifastudent is not continuously enrolled and does not Director. take an official Leave ofAbsence, sheJhe must pay a re­ When complaints filed with the head of the de­ entty fee upon return in order to be an active student. partment have not been resolved, the student may SPECIAL ASSISTANCE FOR CHEMICAL DEPENDENCY bring the complaint to designated complaints offi­ The 1986 Higher Education Amendments include cer (see above) for further action. a stipulation that schools and colleges take action The designated complaints officer will discuss to prevent alcohol and drug addiction on their cam­ the concerns outlined by the student and the op­ puses. This is in response to national research tions available for resolution. Should the student showing that drug use and alcohol abuse are high elect to proceed with a formal complaint, the con­ among the traditional college age population. cerns must be outlined in writing, specifying the An alcohol and chemical dependency treatment complaint, identifying dates and person(s) involved referral list is available in the office of the MFCC as accurately as possible, and indicate what result(s) department. In addition, the college offers a that slhe is seeking. The formal written complaint course in substance abuse through the MFCC will be forwarded by the designated complaints of­ department for students and college credit. ficer within ten instructional days to the person(s) Pacific Oaks prohibits the unlawful possession, named in the complaint and to the appropriate de­ use, or distribution of drugs and alcohol by student,; partment head for a response within ten instruc­ or employees on College property, or as any part tional days. of institutional activities. Should the written response not resolve the An individual who is determined to be impaired complaint, then the designated complaints officer or who becomes impaired (impaired meaning that will convene a conference with all parties concerned the individual's normal physical or mental abilities within ten instructional days, for the purpose of have been detrimentally affected by the use of sub­ achieving a resolution of the complaint. stances) while on College property is guilty of a The complaints officer will keep all written statements, transcripts, minutes, and resolutions .... major violation of institution policy and is subject o associated with the complaint as part of the confi­ Q. to severe disciplinary action. Severe disciplinary IoU dential files of the campus. c:J action can include suspension, dismissal, or other IoU penalty deemed to be appropriate under the circum­ If the conference resolutions do not satisfy the .... complainant, the deSignated complaints officer will o stance. Use, possession, transfer, or sale of any il­ \J notify the ProvostlDean of Enrollment Management ...... legal substance on College property is prohibited :z and violators are subject to severe diSciplinary action and forward the complaint for resolution. The o ProvostlDean will review the minutes, transcripts, l­ including the notification of appropriate authorities. cc This policy is distributed annually to all students and other pertinent statements and discuss the :e complaint with the parties involved. If complaints Qi: and employees pursuant to Public Law 101-226 o..... Drug-Free Schools and Communities Act filed with the ProvostlDean have not been resolved, :z runendrnent of 1989) . shelhe will issue a decision to resolve the complaint. The decision of the ProvostlDean of Enrollment Pacific Oaks will regularly review the terms of policy to: Management will be final. Appeals or formal hearings to the president or board of trustees will not be Determine its effectiveness; provided. The Provost! Dean of Enrollment Implement changes, as needed, and Management will inform the president of the decision. Ensure that sanctions are consistently reinforced. E PACifiC OAKS COLLEGE

PROCEDURES REGARDING EVALUATIONS: confidentiality damage the bUilding of community We will be unable to review any complaints re­ and trust and are not acceptable. questing a class evaluation review until after one Academic Integrity: Academic dishonesty (ie. semester from the date of issue of that evaluation. cheating, forgery, plagiarism) depreciates the Student complaints related to grades will be re­ learning experience. It is fundamental that students viewed as follows: contribute to the ideal of academic integrity and Students are encouraged to consult with the in­ accept individual responsibility for their work. structor before initiating a grade review process as For all of the above: In most instances accusa­ outlined in this procedure. tions are based on evidence which is not contested The student will provide the evaluation received by the accused student. The incidents shall be re­ in the course, together with the reason for the com­ solved between the parties involved and a written plaint, specifying as accurately as possible all per­ report will be filed in the student's permanent tinent performance indicators and attendance data, folder so that any future incidents may be referred if applicable. This information will be filed in writ­ to the Provost or Dean of Enrollment Management. ing with the deSignated complaints officer. The Major violations may result in disciplinary action, complaints officer will forward the complaint to up to and including dismissal from the College. the department head and to the course instructor for instructor's review and possible adjustment. STUDENT RIGHTS AND RESPONSIBILITIES The course instructor will return herlhis deci­ Each student is responsible for the following: sion in writing indicating the basis on which the 1. Read the Catalog and Schedule of Classes. They contain decision was made and include the current evalu­ all of the information needed to facilitate smooth plan­ ning. Questions are encouraged. ation written for the student, the evaluation criteria 2. Submit official transcripts to the Admissions Office when for the course, performance indicators, and atten­ transfer coursework has been completed, whether cours­ dance data, if applicable, achieved by student in that es are for completion of entl)' requirements or addition­ course. The decision is transmitted to the student al transfer credit. 3. Register for classes in keeping with registration deadlines. through the complaints officer with whom the com­ 4. Complete drops, adds, and changes of class by the pub­ plaint was initially filed. lished deadlines (see AddIDrop, page 31). Ordinarily, the above process of review should be 5. Make an appointment to see your advisor who must sufficient, but if the student feels there were extenuat­ sign all registration forms each time you register or change your schedule. Students unsure about who ad­ ing circumstances, a conference may be requested vises them should contact the Registrar's Office. with the Academic Director, the course instructor, and 6. Apply for aid and finalize number of units for the semester. the complaints officer. The conference will investigate 7. Pay tuition and fees in full or develop a payment plan on the circumstances of performance in the course and or before the first day of the term. Students who have determine appropriate adjustments ifwarranted. made no financial arrangements will be asked to with­ draw from class(es). Since the evaluation of course profiCiency is 8. Meet all payment deadlines in a timely manner. If they exclusively within the province of the instructor(s) are not met, in addition to being asked to withdraw for a particular course, any adjustments or grade from current class(es), students will be unable to obtain changes may be initiated only by that instructor(s), transcripts, diplomas or certificates, and will be denied future payment plans. Students may incur legal fees and or under proven extenuating circumstances, by substantial finance charges. the chief academic officer. 9. Follow up on understandings and agreements with the student services offices and faculty. STUDENT CONDUCT 10. Adhere to standards of confidentiality regarding infor­ mation shared by classmates and instructors during Behavior: Students enrolled in the college are ex­ z: class discussions. o pected to conduct themselves in a manner compat­ 11. Students who believe they have followed directions, have .... met deadlines, and who still have a problem with one or e ible with the College's function as an educational IE institution. Behavior that is disruptive and/or inter­ more student services offices or instructors, should con­ ar:: feres with the educational process is disrespectful tact the CARE Director who will act as a facilitator in re­ ....o solving the problem. z: of the rights of others and is not acceptable. 12. Keep copies of all transactions, records and receipts. These copies will verify transactions in the event a docu­ -I Confidentiality: Classes at Pacific Oaks are inter­ e ment has been misplaced or if there is a disagreement. ar:: active, drawing on the rich experiences of faculty ... and student alike. Often in the course of these dis­ 13. Submit change of name, address, or phone number to ...z: the Registrar's Office in writing with supporting docll­ C!) cussions, information of a personal or potentially ments (court order, drivers license, or other form of damaging nature is shared. It is the expectation of positive identification). Name changes apply to perma­ the college that such information will remain con­ nent student files (but not their contents) and computer fidential, allowing all to share freely without fear records; mentions of your previous name as it appears throughout your narrative evaluations, which are part of of disclosure outside the classroom. Breaches of your official transcript record, are not changed. GENERAL INFORMATION

14. It is the student's responsibility to check office hours VETERANS POLICIES before driving to Pacific Oaks. It is recommended that This institution will conduct an evaluation of the students call offices or faculty before driving to the campus. 15. Park in designated areas only. Please refer to the Student veteran's or eligible person's previous education Handbook for additional information. and training, grant appropriate credit, shorten the 16. All Pacific Oaks College students are asked to be willing veteran's or eligible person's duration of the course to engage actively in thinking, discussion, and change as proportionately and notify the Veteran's Adminis­ we all learn about the nature, dYl1amics and impact of bias and oppression, and the ways in which theories, prac­ tration and student accordingly. tices and institutions are oppressive. It is important that Aveteran or eligible person who obtains a grade we all be willing to risk growing and changing together, point deficiency below an overall "8" average and rather than clinging to old theories and practices simply accumulates more than 6 units of "Incomplete" or because they are familiar and comfortable. 17. Pacific Oaks College's anti-bias commitment applies to "No Credit" will have her/his veteran's benefits all areas of discrimination, including those based on terminated. Aveteran or eligible person may not race, ethnicity, class, sexual orientation, gender, age, register for additional classes until such time as disability. Respect is expected to be shown toward per­ the 'T's have been removed.• sons in all categories, both generally and as individuals. It is each student's responsibility to approach interac­ tions and diversity openly, and to act from one's cen­ tered, adult compa..'isionate self. 18. In order to ensure that students'administrative records are correct, students must file timely changes of admis­ sions status, program, advisor, campus, etc. with the appropriate offices as directed under these polices.

TRANSCRIPT REQUESTS Atranscript of College work costs $10 per copy. Please allow five working days for processing a col­ lege transcript request. Arush college transcript may be requested for a $25 per copy fee. Please al­ low one working day for processing. You may also request an emergency transcript to be sent via FedEx for $35. All requests for College transcripts should be addressed to: Registrar's Office Pacific Oaks College 5 Westmoreland Place Pasadena, fA 91103

All requests should include the follo\\-;ng informa­ Grandparents 'Day at the Children's School. tion: Name(s) while in attendance at Pacific Oaks; sig­ nature of student; social security number; phone num­ ber; date of birth; complete address where transcript o--' should be sent; and dates of attendance, if known. a.. All requests for EE (Extension) transcripts ....c,:) should be addressed to: --' --'o Extended Education v Pacific Oaks College ...... Z 5 Westmoreland Place o Pasadena, CA 91103 .... e ~ All requests should include the following infor­ c::: mation: Name(s) while in attendance at Pacific Oaks; o..... signature of student; social security number; date z of birth; complete address of where transcript e should be sent; class completed; and dates of atten­ c:::.... dance, if known. An Extended Education transcript ....Z costs $10 per copy. ($25 for a Rush transcript c,:) through regular mail or walk in and $35 for a Emergency transcript sent via FedEx.) Note: Transcripts will not be issued to students who have an outstanding balance on their account or who owe Library fees. • PACIFIC OAKS COLLEGE

EDUCATION discipline and management. The other issues. Students complete various practicum is accompilllied by a seminar assignments for the senlinar, including ED 099 1 UNIT which all student teachers attend. Topics audio and video tapes, journals, peer coach­ INTRODUCTION TO THE TEACHER: include discipline/classroom management, ing, observations, lesson plans in all EDUCATION PROGRAM cooperative learning, the effective teach­ content areas and an instructional unit. er, research, discussion skiUs, higher or­ Tllis seminar provides an overview or an Prerequisite: Successful completion of der thinking skills, holistic teaching strate­ orientation to the Teacher Education all coursework, CBEST, CSET and Certif­ gies, lesson planning, dealing with stress, program and the requirements that lead icate of Clearance. parent-teacher interaction, the first week to a preliminary credential. Present~Hion of school, substitute teaching, testing and of the Teacher Performance Expectations ED 292 1-3 UNITS other issues. Students complete various and Teacher performance M,sessments INDEPENDENT STUDY assignments for the seminar, including will be emphasized. Swdents are intro­ Available for students in the Credential audio and video t.1pCS, journals, peer coach­ duced to the portfolio development and progt"J.I11(s) to meet some individual com­ ing, observations, lesson plans in all assessment process that monitors their petency and/or program requirements. content areas and ~Ul instructional unit. progress in successfully completing the An independent study contract signed preliminary credential. Prerequisite: Successful completion of by the faculty supef\isor is required at tlle all coursework. CBEST, CSET and Certif­ time of registration. Classes offered at ED 225 3 UNITS icate of Clearance. Pacific Oaks may not be taken for inde­ INTEGRATED THEMATIC pendent study. Please consult the Sched­ INSIRUCTlON: SCIENCE, SOCIAL ED 253 4 or 6 UNITS ule of Classes for registration deadlines. STUDIES AND IHE ARTS DIRECTED TEACHING: PRIMARY Student'i, as teachersllearners, \'rill ex­ Student teachers work in grades 1, 2or 3 at ED 436 3 UNITS plore the concept of using science, social a public elementary school for approxi­ ADVANCED TECHNOLOGY IN THE studies, and the visual and perfonning arts mately 15 weeks. Beginning by teaclling in CLASSROOM as a franle for the rest of the curriculum. only two content are-as per day, the student The purpose of this class is to develop Topics in social studies and science will teacher gradually adv:mces to a two-week candidates' knowledge of computer soft­ be approached through hands-on learn­ complete take-over in wllich he/she is in ware and classroom technology applica­ charge of both curricular planning and im­ ing, critical thinking, ~U1d using the com­ tions. The class will also explore effective munity as a real-world text. Students will plementation, a...., well :l'l discipline and 1Th1J1­ models for using technology with special be introduced to state franleworks and agement. 111e practicum is accompilllied by needs and culturally diverse students. standar weeks. Beginning hy teaching in only tive learning, the effective teacher, re­ differences in gender, race, culmre, abili­ two content areas per day, the student search, discussion skills, higher order ties and class, and the impact that these teacher gradually advances to a lwo­ thinking skills, holistic teaching strat­ practices have on our stutlents' success week complete take-over in which egies, lesson plalUli.ng, dealing with stress, and failure in the classroom. ParticipanL<; he/slle is in charge of both curricular parent teacher interaction, the first week \villiearn how to develop and implement planning ~Uld implementation, as well as of school, substitute tC'Jching, testing and anti-bias curriculum and instructional COURSE DESCRIPTIONS strategies that include all students in the participate in related discussion semi­ extensive reading and a research project school community. Accommodations for nars. Schools are chosen to highlight cur­ which meets the research competency. at-risk sUldents and srudents '.vith special rent educational issues and trends. The Note: Students who take HD 200 as a needs will be explored by examining focus of the seminars is on educational weeklong or online class must also rake classroom environment, learning styles, st11Jcture and governance; school profes­ HD 262 Research Seminar to meet the re­ and school district polic)'. sionals and the law; student and paren­ search competency requirement. tal rights and responsibilities; profes­ ED 520 A&B 6 UNITS sional ethics and the law; school reform HD 201 3 UNITS COGNITIVE DEVELOPMENT AND and trends in teacher evaluation. ADVANCED STUDIES IN HUMAN MATHEMATICS IN ADIVERSE DEVELOPMENT CLASSROOM HUMAN DEVELOPMENT This class explores in depth how themes This two-semester six-unit course focuses which begin in early childhood recur on the theoretical and practical aspects of HD 094 0 UNITS later in the life cycle. Building on knowl­ teaching mathematics to elementary stu­ PACIFIC OAKS ONLINE ORIENTATION edge of Erik Erikson's theory and other Olga Winbush, PO graduate and dent'> in a diverse classroom. In keeping Required of all new online students. Must psychosocial and cognitive theories, the faculty member. ,vith the cognitive theories of Piaget, be completed before your class begins. participant'> will add and integrate theo­ Vygotsky, brain research, and Gardner, retical and personal knowledge of growth emphasis will be placed on the implica­ HD 095 0 UNITS during the life cycle and the interaction tions of a constructivist theory in terms of ADVANCE TO CANDIDACY SUPPORT between the contexts of development and the role of the teacher, the classroom en­ This cla'>s is for students who have taken psychological development. We will ex­ vironment and student learning. lID 277 Thesis Development and have amine our own developmental paths and Participants will therefore actively apply not yet advanced to cmldidacy. Stl1lcture look at choices made and options taken cognitive theoretical content to mathe­ of this class will include one weekend or rejected. Aresearch project focusing matics instruction, The unique needs of class and regularly scheduled opportuni­ on a developmental issue is required. English language learners and children ties for meeting with the instructor. The class will emphaSize develop­ with special needs will be addressed Foclls of this class is to provide support, ment in adulthood. throughout the course. This course uses expertise, information and encourage­ Prerequisitesfor HlJ 20/: the NCTM standards for the teaching and ment for students in the thesis proposal 1. All of the follOWing: learning of mathematics as a framework process. Students are preparing them­ a. M.A. or post baccalaureate srudent for creating developmentally appropriate, selves to advance to candidacy. b. Knowledge of Erik Erikson's learning-centered curriculum. theory and other psychosocial HD 096 0 UNITS theories ED 524 A& B 6 UNITS THESIS SUPPORT GROUP c. Knowledge of cognitive theories LANGUAGE AND LITERACY IN A An online facilitated group providing mu­ d. Ability to observe and interpret data DIVERSE CLASSROOM tual support in thesis writing. This group e. Abilitv to reflect on one's own This two-semester six-unit course focuses is ongoing ;U1d may be joined at ,U1y time. and ~thers' life development and on the historicaL theoretical ,Uld practical process or aspects of teaching reading, writing, HD 097 0 UNITS 2. M.A. or post-baccalaureate student, speaking, and listening to elementary stu­ INTRODUalON TO and previous completion of lID 200. dents in a diverse classroom. Emphasis is \'ot open to B.A. Studellts. on incorporating state Frmneworks and PACIFIC OAKS PEDAGOGY Aweekend workshop designed to pro­ Note: SUIdents who take HD 201 as a Standards into a program that also draws '"z on children's real-life experiences and vide an overview of Pacific Oaks Peda­ weeklong or online class must also take o knowledge about language. (n a language gogy with special attention to (l) partic­ liD 262 Research Semil1<,rr to meet the re­ environment that parallels that of a dy­ ipation, (2) critical thinking, (3) wtiting, search competency requirement. namic elementary school classroom, sru­ and (4) presentations. The implemen­ dents will explore reading and language tation of Pacific Oaks' mission state­ HD 203 3 UNITS al1s through readings, discussions, activi­ ment throughout the curriculum is also THE EARLIEST YEARS ties, observations, and reflection. The reviewed. Opportunities for exploration, Focus on the signific~Ulce of earliest child­ ..... discovery, reflections are utilized in or­ unique needs of English language learn­ hood, from birth to age three, in the hu­ a:::'" ers and children '.vith special needs wiII der to familiarize students with skills to man life cycle, with emphasis on trust ::::J enhance their engagement with course o be addressed throughout the course. Key and autonomy, sensory-motor explora­ v topics include the reading process, concepts, dynamics and material. tions, and the beginning of language and ...... Z phonemic awareness and phoniCS, pri­ play. This course will examine the range o mary and second language acqUisition, HD 200 3 UNITS of typical and atypical development in .... the role of language in learning, SDAIE EARLY CHILDHOOD THEMES AND diverse culrural contexts in the preschool c strategies, elements of a bal;Ulced reading LIFE CYCLE ISSUES years. Observation of child behavior from :IE a::: program including guided reading and Each stage of life poses a task to be ac- i the perspective of its meanings for the o the writing process, lesson planning, in­ complished. These task" appe;u' as a chal­ child will be included. Students will de­ w. Z clusion, srudent assessments, children's lenge and bring the chance for growth, velop skill in designing culturally rele­ literarure, enrichment versus deficit mod­ but also a fear of failure and discomforting VlUlt and inclusive home and group care els of schooling, bilinguaVESL education, disequilibrium. Themes which begin in environments for optimum development and analysis of classroom discourse. early childhood-attachment, separa­ of caring relationships and learning. tion, autonomy, accomplishment mld fail­ ED 531 2 UNITS ure--recur hUer in the life cycle. Aware­ HD 213 3 UNITS INTRODUCTION TO URBAN SCHOOL ness of their beginnings and knowledge EVALUATING ENVIRONMENTS AND Interns observe a variety of public school of psychosocial developmental theories PLANNING FOR CHANGE environments, focusing on the culture and enables ~ldults to be aware of the resolu­ The goal of this class is to teach people politics of school institutions and di­ tion of these themes in their own lives, as who are responsible for children and chil­ verse models of classroom practice, and well as in children's lives. This class requires dren's programs to analyze environmental • • PACIFIC OAKS COLLEGE "

dimensions and to examine the range of A: ISSUES OF LANGUAGE AND the present class is largely experiential, environmental variables that govern the CULTURE A: BICULTURAL/BILINGUAL with a central objective being the im­ behavior of children and staff. IDENTITY DEVELOPMENT pmvement of our communications skills There will be opportunities to ob­ Cultural response patterns and develop­ and the use of ourselves in positive ways serve at Pacific Oaks and in other settings ment of bicultural identity. Becoming in interactions. Students will have dIe op­ and to problem solve by altering the en­ bilingual. Impact of systemic oppres­ portunity to learn about themselves by vironment. By arrangement, this class sion on development. sharing their thoughts, ideas and feel­ may give credit for Administration! ings with group members. Avariety of Supervision of Child Care Programs. B: ISSUES OF LANGUAGE AND CULTURE techniques will be used to assist us in B: LANGUAGE AND CULTURAL MEANING our learning and growing. Among these HD 218 3 UNITS Language acquisition and communicative will be active listening, re-framing, role­ COGNITIVE DEVELOPMENT: behaviors within the sociocultural con­ playing and socio-drama. Context-build­ HOW CHILDREN LEARN text. Transmission of culture through ing for mutual understanding will be an An active investigation of the implica­ language. ongoing component of the class. tions of cognitive developmental theory for early childhood education and the C: ISSUES OF LANGUAGE AND CUUURE HD 235A 1UNIT elementary classroom. Objectives of the C: TEACHING BICULTURAL AND COMMUNICATION FOR class include: 1) acquisition of understand­ BILINGUAL LEARNERS EMPOWERMENT: ONLINE ing of basic constructivist theories, pri­ Strategies for incorporating the dynam­ What is the impact of the online format marily those of Piaget and Vygotsky; 2) ics of cultural diversity within the class­ on interpersonal communication? How exploration of the cultural and develop­ room environment. can existing skills be applied and adapt­ mental perspectives of cognitive theory; ed to improve the effectiveness of online and 3) application of theol), to the diverse HD 228 3 UNITS communication? educational needs of children. Emphasis (HILDREN'S LITERATURE Note: Communication for Empowerment will be placed on the implications of con­ Required for this class is a willingness is offered in this modular format online. structivist theory in terms of the role of to be both adult and child as we explore the teacher, the cla.o;;sroom environment, Note: All three sections of HD 235 must and examine the impact of books upon and the curriculum. be completed to satisfy core requirement. young minds. We will create positive and memorable curriculum experiences for HD 220 3 UNITS HD 235B 1UNIT children by group exposure to a wide SOCIOLINGUlS'I'ICS: ISSUES OF COMMUNICATION FOR variety of children's books and methods. EMPOWERMENT: IN THE LIFE CYCLE LANGUAGE AND CULTURE We ,,,ill explore when and how to use Focuses on the development of language Engagement with developmental stages books and language to meet specific needs, can be enhanced or diminished by com­ within the social context and its impli­ and how to create an environment that cations as one of the most powerful munication dynamics. Students will ex­ encourages a magical encounter between plore the impact of effective communi­ transmitters of culture. The role of langu­ children and literacy. age as a tool of social domination or li­ cation on specific life cycle issues. benltion will be explored. Emphasis will HD 231 3 UNITS Note: Communication for Empowerment be placed upon issues of bilingualism and COMMUNICATION FOR is offered in this modular format online. literacy as they relate to the process of bi­ EMPOWERMENT Note: All three sections of HD 235 must cultural development in American soci­ This class \vi1l empower students to make be completed to satisfy core requirement. ." ety; on analyzing primary and second lan­ Z connections with other people. Four areas guage acquisition; and on instruction of o of communication will be addressed: ac­ HD 235C 1 UNIT bilingUal learners. This course meets one tive listening for meaning; fluent concise COMMUNICATION FOR of the CLAD reqUirements in California. and organized writing; active, appropri­ EMPOWERMENT: IN CULTURE ate, and engaging group facilitation and One of dIe most challenging issues we face HD 225 ABC 1UNIT leadership; and articulate, organized ver­ in cross-cultural COlrunrullcation is the po­ ISSUES OF LANGUAGE AND CULTURE bal communication and presentation of tential for misunderstanding and the need A, B, ( self. In addition, students will develop and to move from an ethnocentric Orientation These modular courses will foclL" on the strengthen their ability to think critically, to the place of cultural eqUity. Students will development of language within the so­ integrating the subjective and objective, examine proxemics, kinesics and paralan­ cial and political context and its implica­ in all the areas of communication. They guage along with power dynamics. tions as one of the most powerful trans­ will examine the impact of their values and mitters of culture. The modules within Note: Communication for Empowerment biases on communication across cul­ is offered in this modular format online ..... this course will focus on the role of lan­ tUl'al, racial, class and gender lines. ea: guage as a tool of social domination or .Note: All three sections of HD 235 must ::E liberation. Areas of emphasis wiJl include be completed to satisfy core requirement. CII: HD 232 3 UNITS o the historical, psychological and cogni­ COMMUNICATION SKILLS AND ..... tive factors of language development. HD 240 3 UNITS z INDIVIDUAL DYNAMICS Particular emphasis will be placed upon MODELS AND METHODS OF In spite of the fact that we spend a great issues of bilingualism and literacy as they deal of our time with others, rarely do FAMILY/SCHOOL COLLABORATION relate to the process of bicultural devel­ we have an opportunity to see ourselves Students study the many avenues for fam­ opment in the Continental U.S. society. clearly as we interact with others. The ca­ ily collaboration with preschool and ele­ pacity to see ourselves clearly in social mentary programs, both direct class­ interactions is the nucleus of our empa­ room participation and program thy and the basis of the helping process. support activities. Cultural and socioeco­ Hence, knowledge of ourselves is, in­ nomic factors, the realities of working deed, very valuable, in that it leads into and single-parent families, and variations the worlds of other people. The focus of anlOng program types are considered. • COURSE DESCRIPTIONS .

This class meets the three-unit Home, HD 262 1 UNIT cal writing skills and practice editing School and Community requirement for RESEARCH SEMINAR thesis and proposal material, Students state licensing for Early Childhood Edu­ Students will learn about the process of must present a draft proposal for re­ cation/School Director. writing a research paper, develop a re­ view to complete this class. search question, examine the literature Prerequisite: lID 277AB, or waiver. HD 246 3 UNITS relevant to their question, and explore PLAY IN CHILDHOOD various ways of collecting and analyzing HD 282 3 UNITS An exploration of playas a human adaptive data. Offered as an option for meeting SOCIAL AND POLITICAL CONTEXTS OF function with a distinct developmental the research competency for a Pacific HUMAN DEVELOPMENT course, beginning in infancy and varying in Oaks degree or for work on a self-se­ The diverse social and political contexts content and mode from culture to culture. lected project. of our society affect the socialization of Fmphasis will be placed on the ability to ob­ Note: Required of students who take HD the individual and his/her understanding serve children's play and to make use of 200 Early Childhood Themes and Life of human development. This class exam­ these observations in planning for a child; Cycle Issues or HD 20 I Advanced Studies ines attitudes toward gender, class, race/ the importance of tIle physical environment; in Human Development in a Weeklong ethnicitv, disability and sexual orienta­ and the setting up of environments for play or Online format. tion, al~ng with the historical contexts that will engage children in using tIle skills within which specific theories of human that are prerequisites for academic learning. HD 273 3 UNITS development were created. Students are Cultural and gender issues and ways to sup­ EDUCATION FOR CRITICAL challenged to examine these influences port cultural expression and non-sexist play CONSCIOUSNESS on meir own growth and perceptions of opportunitie.'l will be considered. Although human behavior, to define their person­ our focus will be on early years, we will ad­ Paulo Freire tauglu adults in Brazil; Sylvia al ethics within me context of contempo­ Lorraine Lima, Pacific Oaks alumna. dress the integrative and transformative Ashton Warner taught children in New Zealand. Both taught oppressed popula­ rarv society, and to search for creative function of playas it contributes to the lives pr~fession~ responses to inequality and of individuals furoughout the life span. tions and believed that people learn through what they are passionate about. bias. Avariety of methods, including ex­ periential activities, small group discus­ HD 250 3 UNITS Their work will be read and discussed along with that of other theorists who sion, weekly writing, reading, and mini­ DEVELOPING ANTI-BIAS have similar beliefs about such issues as lectures are utilized. CURRICULUM: TEACHING OUR moral development, relationships and VALUES TO OUR CHILDREN literacy/cuniculum. HD 285 3 UNITS This class will introduce foundational DEVELOPMENT OF concepts, models and rationale for devel­ HD 277 3 UNITS BICULTURAL CHILDREN oping anti-bias curriculum, with a partic­ THESIS DEVELOPMENT This class will specifically focus on a ular focus on early childhood education Students will develop and refine their framework of bicultural development as and developmentally appropriate prac­ thesis topic while developing an under­ it compares with monocultural develop­ tice. Attitudes and behaviors towards oth­ standing of the elements of a formal mental meories. The pertinent issues and ers in the areas of gender, race, culture, proposal and theSiS, including literature major social-ecological influences that abilities and class ,vill be addressed. Other review, methodology and data analysis. play an important role in shaping the de­ content will include: developmental is­ They will learn to organize their writing, velopment of bicultural children will be sues, curriculum models, analysis of re­ develop themes, review technical writ­ explored. Culture and cognition, bilingual­ sources/materials and beginning advoca­ ing skills and practice editing mesis and ism, me biculturation process, and cultur­ cy tools. The importance of self-introspection proposal material. Students must pres­ al psychological dynamics as they relate '"z and critical thinking will be stressed. ent a draft proposal for review to com­ to personality and development and iden­ o Prerequisite: HD 400 or permission of plete this class. titv formation will be exanlined. An over­ instructor. vi~w of the current literature in the field This class may not be audited, will also be discussed. NOTE: Online students register for tllis HD 254 3 UNITS class in mree modules, which may be tak­ AUTHENTIC INFANT­ HD 288 3 UNITS en in direct sequence or in different se­ CURRENT ISSUES IN DEVELOPMENTAL ..... COMPETENT CHILD mesters: ASSESSMENT '"c::: Class content will consist of analyses of =» diverse approaches to infant-rearing \vith The assessment of children's develop­ o HD 277A 1 UNIT ment and learning is a public issue chal­ v special emphasis on the Pikler methods. THESIS DEVELOPMENT ...... lenging teachers and administrators in Z Topics will include: sensory-motor de­ Students will develop and refine their velopment, manipulation, human rela­ schools and eady childhood programs. o thesis topic while developing an under­ Assessment includes establishing and .... tionships and problem solving; infants', standing of the elements of a formal <£ parents' and carers' needs; what is an communicating leariling goals, collecting :IE proposal and theSiS, including literature and using multiple sources of informa­ cw.: "educarer;" how, what, and when do in­ review, methodology and data analysis. o fants learn; how, what, and when to teach; tion to plan program, involving children .... in documenting their learning and being z effects of environments ranging from HD 277B 1 UNIT neglectful to over-stimulating. Instruction accountable to families. Class members .... THESIS DEVELOPMENT <£ will include lectures and discussions. will be encouraged to critically analyze Students will initiate literature searches cw.: Students will observe environments where observational techniques, developmental ..... and develop andpilot their memodology. z infants are reared; discussion and eval­ a.'isessments, standardized tests, teacher­ ..... uations will follow. Prerequisite: lID 277A, or waiver. made tests and portfolio documentation C!) models. The class will discuss strategies HD 277C 1 UNIT for effective response to community de­ THESIS DEVELOPMENT mands for accountability. Students will learn to organize their ~riting, develop themes, review techni­ • "'c PACIFIC OAKS COLLEGE

HD 292 1-3 UNITS erate writers, and what their stories can HD 331 3 UNITS INDEPENDENT STUDY tell them about what they have learned TEAM BUILDING FOR EARLY Independent study requires that a from their experiences. CHILDHOOD EDUCATORS AND student design a project of one to six PARENTS months duration and find a faculty su­ HD 308 3 UNITS Designed for administrators, teachers, pervisor. An independent study contract WOMEN IN ADMINISTRAl'ION staff, and parents to create an effective signed by the faculty supervisor is re­ Designed to help women pursue a car­ team which values working together with quired prior to registration. Cla.'iSeS offered eer in administration, and to explore the mutual respect. Among the issues ad­ at Pacific Oaks may not be taken for in­ political and social forces that affect deci­ dressed will be: 1) including parents as dependent study. Please refer to the Sched­ sion making, understand the importance members of the team working for the ule of Cla.'>ses for registration deadlines. of style and image, develop networking growth and support of the children; 2) techniques, learn effective communica­ developing clear communication, writ­ HD 298 1 UNIT tion skills and examine sexual harass­ ten and oral, formal and informal and ASSESSMENT OF EXPERIENCE ment. Students will develop class projects, 3) exploring experiences of power and This class is designed for mature students conduct interviews, examine and compare powerlessness among people with di­ with professional experience in a human research findings, and participate in mi­ verse roles, perceptions, and histories. development-related field who seek to ni-seminars, as well as evaluate various Questions will include: What can you do Trevor Dobbs, MFCCfaculty member. apply for special admission to either the class guest speakers. By arrangement, this from where you are? What is your re­ Pacific Oaks B.A. or M.A. program. This class may give credit for Administration/ sponsibility when you are caught in the Life Experience Seminar will provide an Supervision of Child Care Programs. middle of a problem? How can you deal opportunity for mutual advising and with issues that are not clear? How can evaluation in working out the documen­ HD 309 3 lINITS you enable people to deal directly with tation of experience and the plan for a COMMUNICATION AND THE LIFE CYCLE others? This is an equivalent class for program at Pacific Oaks. Acla.'iS about life cycles and communica­ HD 240, Models & Methods of Prerequisite: Admission to BA or M.A. tion concepts. It is a goal of this class to en­ Family/School Collaboration, with program through ABLE option. hance understanding of the interconnected permiSSion of advisor. and interdependent components of com­ HD 299 0-3 UNITS munication and tasks of various life cycle HD 337 3 UNITS THESIS/MASTER'S PROJECT changes. Whether it's an infant learning PLAY, LANGUAGE AND about trust, an older adult learning to ad­ Required registration for all students com­ I.lTERACY DEVELOPMENT just to physical and mental changes, or any pleting a thesis or project in the semes­ How do young children develop the skills of the many stages in between, we all have ter the thesis is completed. Registration they need to grow up competent in a liter­ a vital need to communicate with one an­ is also required for all student'> working ate SOciety-language, dramatic play, us­ other. Focusing on specific life cycle stages on a thesis or project, who are NOT cur­ ing tools and materials to represent their and how attention to communication can rently enrolled in HD 277. Three units experience, and reading? An examination facilitate engagement with the task of that are required for the first registration in of the development of symbolic behaviors stage will provide valuable infOlmation for HD 299 and zero units per semester for and the role of adults in supporting chil­ personal and professional relationships. two semesters at which point the thesis! dren's play, language and litera(:y. Communication and life cycle issues will project is submitted. Students who have Students will examine developmentally be addressed in a holistic way, looking at not completed the thesis/project at the end appropriate curriculum and assessment the need,> of both parties as well as the so­ of three terms must enroll in one unit per design for diverse literacy learners. cial context of interactions. term until completion. HD340 3 UNITS Prerequisite: An Advancement to Can­ HD 310 3 UNITS LEADERSHIP IN EDUCATION didacy form signed by the Thesis Chair­ CONFUO RESOLUTION AND MEDIA1l0N person on file in College Records. This class is a seminar for profeSSionals This class is designed for human service in leadership situations who work in ear­ profeSSionals, including teachers, educa­ HD 307 3 UNITS ly childhood education and other human tional administrators, and marriage and service professions. Theoretical empha­ WRITING OUR STORIES: REFLECTIONS family counselors, who work with chil­ ON LITERACY DEVELOPMENT sis is on educational issues in contem­ dren, adolescents, and families. Partici­ porary society. Topics include: working ef­ Pacific Oaks students bring a breadth of pants will examine the nature of human fectively with diverse colleagues and diverse life experience to the college. conflict and effective strategies for con­ families; program development and ad­ They learn through telling and writing flict resolution, and will explore meth­ ministration; strategies for facilitating em­ their stories about these experiences ods for developing programs which pro­ powerment, responsibility and advoca­ and develop in-depth knowledge mote the peaceful resolution of conflict. cy; adult supervision; and professional .... through reflecting on them with others. e The class will focus on the techniques growth and survival. Students will be ex­ To be effective in facilitating young chil­ IE and models for conflict resolution, me­ pected to reflect upon their own prac­ a::: dren's beginning writing, teachers must diation, and creative problem-solving in tice and values, to observe other adults o have experiences themselves with writ­ ... various conflict areas, including the family, working with children and their families z ing. They must model literacy behav­ the school, and the workplace. Tech­ or with other adults, and to explore the iors, by writing where children can see, ... niques for effective communication, brain­ integration of values into practice. e scribing children's words, and repre­ a::: storming and cooperative group dedsion­ senting children's play in writing. ... making will be explored. Communicating HD 343 3 UNITS z Writing Our Stories will bridge between across cultures, and bias awareness is­ ... TEACHING AS PERFORMING ART C!) the kind of writing that people may be sues will be explored within all content Participants explore creative drama as comfortable with before they entered areas. Class format will include discus­ an imprOvisational, non-exhibitional, pro­ the program with writing that encour­ sion, lecture, reading, writing, demon­ cess-centered form of expression in which ages people to express their own cul­ stration and role playing. ture through writing. Students will prac­ students are guided by a leader to imag­ tice reflecting on this writing with ine, enact, and reflect upon human experi­ others to discover how they became lit­ ences. The puqJOse is to provide an altem­ eo UR SED ESC RIP TION S ative approach to teaching social studies in a participatory democracy, they must stress is being visited upon a COUlltry'S big and integrated arts which opens children's take an active role in the building of business, government, education, arts or minds, stimulates their imaginations and classroom communities, which emerge other social systems, one's own personal language abilities, and sparks their enthu­ from the context of their lives. Through development will be linked increasingly siasm for continued personal develop­ the sharing of autobiographical narra­ to the act of evoking positive social ment and discovery. This class may also tives, adults and children gain an im­ change to make society better. Under this serve as a practical guide for classroom portant entrance into one another's cul­ hypothesis, individuals will need to par­ teachers, recreational leaders, and oth­ tural lives and through that entrance ticipate personally in collaborative efforts ers who want to initiate creative drama they are able to create realistic inclusive to construct new socially just models and activities in a variety of subject areas and communities. This course will explore practices for schools, democratic institu­ need help in getting started. using children's narratives as a means tions, and community and arts organiza­ of developing anti-bias/culturally inclu­ tions if they are to become whole as indi­ HD 360 3 UNITS sive curriculum which supports chil­ viduals - and by the same token, in order ADVANCED STUDIES IN DIVERSITY dren's development in terms of being to evoke such change, one must come to AND ANTI-BIAS ISSUES advocates for social change. This better know and understand oneself. An in-depth, critical examination of the course will involve observations in the impact of institutional oppression on hu­ field as well as participants collecting HD 396 3 UNITS man service programs for children and and documenting children's narratives. CONTEMPORARY URBAN ADOLESCENTS adults and the significance of cultural and These narratives will be used to create This class will focus on several issues political contexts on individual develop­ anti-bias/culturally inclusive curriculum that affect the quality of life of adoles­ ment and learning. Students will study new and the building of partiCipatory class­ cents in urban areas. Subjects for study research and methods for working with room communities which empower will include: unemployment/underem­ bicultural children and adults, and devel­ children in the development as social ployment; gangs and other peer pressures; op skills for doing anti-bias human serv­ change agents. early sexuality; teen pregnancy; AIDS ice work and advocacy. Format is a grad­ and other sexually transmitted diseases; uate seminar individualized to the HD 381 3 UNITS and drugs. We will examine these topics participants' interests and issues. Stud­ HUMAN DEVELOPMENT AND SOCIAL from a developmental perspective and vis­ ents are expec~ed to engage in develop­ CHANGE it programs that are addressing them. ing their own theoretical and method­ This course will examine the importance ological framework for bicultural and of promoting positive social change in HD 400 3 lINITS anti-bias work. times of national stress. Exploring the WORKING WITH CHILDREN IN A Prerequisitesfor HD 360: connection between one's own personal DIVERSE WORLD gro\'"th and the act of evoking actual 1. All of the following: This class examines the developmental change, students will learn useful techniques needs of children and the different as­ a. M.A. or post-baccalaureate student based in storytelling, art, performance, sumptions which underlie developmental b. Experience working on issues and action research. Readings will be and constructivist approaches to working aSSigned from feminist theory, cultural regarding sexism, racism, with children. It includes an exploration classism, and disability studies, critical race theory, participatory of the uses of interpersonal power in set­ democracy, and other frameworks for c. Demonstrated commitment to tings where adults and children encounter social change. To put their new thinking each other, opportunities to observe social justice into action, each student will design a d. Understanding of the dynamics children in a variety of contexts, and the project proposing actual change at an examination and development of effective of institutional and individual bi­ organization, school, community or '"z: ases and use of power, or facilitative strategies for teaching, counsel­ o government agency. If a student already ing, parenting, and social and educational 2. M.A. or post-baccalaureate student has an ongoing project addreSSing social change. Emphasis will be on valuing diver­ and previous completion of HD 282. change, this course can be used to improve sity and respecting the individual; active that project. Group discussion will be a Not available to B.A. students. experiential learning; interaction between key component of this class. theory and practice; and the impact of so­ HD 380 3 UNITS cial contexts on oneself and others. IIoW HD 383 3 UNITS CHILDREN'S AUTOBIOGRAPHICAL '"c.:: PARTICIPATORY ACTION RESEARCH HD 401 3 UNITS ::::. NARRATIVES AS SOCIAL JUS1'ICE This course is a methods course designed o CURRICULUM WORKING WITH ADULTS v to give students the skills to initiate a proj­ ...... The roots of social change within chil­ Students are introduced to a rationale z: ect directed at actual sodal change. One of and methodology for working with adults dren begins with the learning of anti­ the assumptions in such a course is that o bias. Anti-bias/culturallv inclusive cur­ in educational, therapeutic and other hu­ .... actual change in an organization or agency man services settings. Topics covered will design and implement long term strategies. their understanding of the challenges in­ with their peers through their peers' au­ By the end of the course, each student will tobiographical stories is the first step in herent in working 'with adults. They will ,~.ave designed an implementation plan develop strategies to facilitate adult em­ unpackaging culture and creating inclu­ (with timelines) and a grant proposal to sive classrooms. In order for children powerment and learn to advocate respon­ help carry out that initiative. sibly in diverse settings. to become agents of social change with­ A second assumption is when high • PACIFIC OAKS COllEGE

HD 410 3 UNITS settings. Particular emphasis will be placed HD 453 1-5 UNITS DEVELOPMENTAL EDUCATION on integrating the principles of bicultur­ ADMINISTRATION/SUPERVISION: This cla<;s exrunines traditions that under­ al development into the practical appli­ FIELDWORK/OBSERVATION lie a developmental, experiential, open­ cation of an effective educational approach. (1-3 Fieldwork units; 1- 2 Observation structured approach to education; one's units) own values and the values reflected in HD 440 3 UNITS FIELDWORK requires that students have a school programs and practices; the role ADMINISTRATION OF CHILD CARE job or intemship/apprenticeship which en­ of education as a tool of oppression and FACILITIES ables them to take responsibility in admin­ liberation for different groups in society; This class will identify approaches and istration and/or supervision. Credit is and personal and political strategies for techniques for working with parents, is­ ba<;ed on 45 hours per unit of fieldwork, educational change. Issues and trends in sues concerning programming, super­ joumal keeping and seminar partiCipation. early childhood education are considered vision of staff, and providing on-going OBSERVATION focuses on one or more per­ from a developmental, cross-cultural per­ growth and training of staff. We will dis­ sons, whose work, the culture in which it spective. Implications for older children cuss the skills and techniques necessary takes place, and whose style of de-.iling with and adult learners will also be explored. to administer a variety of early childhood their work is of interest to tlle student. education programs, including preschool Students function as observers, rather tlm as HD 415 3 UNITS and day care. Such issues as budgeting, partidpants, in daily processes. Pennission of EMERGENT CURRICULUM: record keeping, authority, communica­ the individual(s) being observed is required. REFLECTING LEARNER LIVES tion and creativity will be discussed. Credit is based on 45 hours per unit of obser­ Emergent curriculum is a values based vation, reading, and seminar participation. approach to teaching and learning which HD 442 2 UNITS Available to BA student upon discretion of focuses on who the students are, their socio­ CHILDREN'S ART STUDIO PRACTICUM advisor. cultural context and current issues, in AND SEMINAR order to shape "what happens" in an Students will work directly with children HD 454 1-5 UNITS educational setting. Decision-making about ages two to seven years in the Children'S COLLEGE TEACHING/TEACHING Martha Clark, PO graduate and Human curriculum should be negotiated by those Art Studio, supervised by resident artist; ADULTS: FIELDWORK/OBSERVATION DevelopmentfacultJ! member. who know the learners best. In this ap­ learn age-appropriate art curriculum us­ (1-3 Fieldwork units; 1-2 Observation proach, the focus is on the community ing various media, and apply skills and units) that teachers and learners create and in­ knowledge in directed teaching. Includ­ FIELDWORK requires that student') be ei­ volve in their lives together. ed are the art of preparing and hanging ther employed as the teacher of a college In this class, students will explore exhibitions, ceramic kiln firing, documen­ class, or be involved in another suitable sources of emergent curriculum, power ting and cataloguing children's art for adult teaching arrangement which enables dynamics, the balance between advance the Pacific Oaks Permanent Collection. them to take a responsible role co-teach­ planning and spontaneity, and issues of Written and photo-documentation are re­ ing or working with other adults in that cultural relevancy and accountability. Par­ quired. Enrollment is limited. Consent teaching arrangement. Credit is ba<;ed on ticipants will be required to actively en­ of instructor required. Teacher Education 45 hours per unit of fieldwork, journal gage in their own classroom in teacher students, plea~e consult your advisor. keeping and seminar participation. roles that are central to the emergent cur­ OBSERVATION in one or a variety of col­ riculum process-observation, analysis, HD450 3 UNITS lege cla<;ses, with special attention to in­ collaboration, research and documen­ ECOLOGY OF WORKING structional process and strategies. Credit tation. Implication for learners of all ages WITH CHILDREN is based on 45 hours per unit of observa­ .." will be conSidered, with a focus on the This class is an in-depth examination of tion, reading, and seminar participation. Z early childhood classroom. o educational and therapeutic practices us­ Available to BA student upon discretion of ing ecological and historical perspectives. advisor. HD 420 3 UNITS The content of the class is individualized, THE ART OF OBSERVATION built upon the interests and issues of stu­ HD 456 1-5 UNITS Observation is a basic teaching and a<;­ dents. This class will examine the dynamic PARENT/COMMUNITY WORK: sessment tool in early childhood education interaction between practice, reflection .... and a necessary skill in the field of counsel­ and theory, and include dose attention to FIELDWORKjOBSERVATlON .." ing. When you observe a child: What do you the impact of diversity and cross-cultural (I-3 Fieldwork units; 1-2 Observation r::II: units) ::::t see? What do you look for and why? How issues on our work with children. Through o do you interpret what you are seeing? How critical thinking, data analysis and review FIELDWORK requires that students have V a job or internship/apprenticeship which ...... do you translate what you have observed in­ of the literature, students will be expected Z to goals for intervention? Participants "ill to develop their own theoretical and enables them to take responsibility for o work with parents or other adults in an ..... observe children and adults, share and methodological framework for working ee evaluate frameworks for observation, and with children and adults in a diverse world. approved community, fanlHy or social :IE get feedback on observational skills. service setting. Credit is based on 45 r::II: Not available to B.A. students. hours per unit of fieldwork, journal o..... HD 427 3 UNITS keeping and seminar participation. z WORKING WITH BICULTURAL CHILDREN HD452 1-3 UNITS OBSERVAnON focuses on one or more per­ Focuses on the methodological issues as REFLECTIVE TEACHING sons whose work, the culture in which it -ee they relate to effectively working with bi­ This cla<;s requires that students have a takes place, and whose styie of dealing with ....r::II: cultural children. Learning theory and job or internship/apprenticeship which their work is of interest to the student. Z motivational concepts based upon re­ involves them in ongoing work with chil­ Students fimction as observers, rdfher than as (!) search with bicognitive children will be dren. Credit is based on 45 hours per participants, in daily processes. Pennis..'iion of examined. Bicultural curriculum and bi­ unit of fieldwork, reflective journal keep­ the individual(s) being observed is required. lingual program components will be dis­ ing and online seminar participation. Credit is basal on 45 hours per unit of obser­ cussed. Students will be required to par­ Not offered in Pasadena. vation' reading, and seminar partidpation. ticipate in several on-site classroom Available to BA student upon discretion of observations in bicultural and bilingual advisor. (OURSE DESCRIPTIONS

HD 460 1-3 UNITS HD 467 3 UNITS main objectives for this class. This is the SEMINARS IN BICULTURAL FOUNDATIONS OF TEACHING ART: "how to" class for putting anti-bias cur­ DEVELOPMENT AND EDUCAnON RELEASING THE IMAGINATION riculum into action in the classroom. These seminars are designed to focus on Numerous studies show that students who I-Early Childhood Education bicultural development and its implica­ are exposed to a creative and nurturing II-Elementary Education tion for educators and human service pro­ art program are also more likely to excel Prerequisite: HD 400, HD 282 or expe­ fessionals working in bilingual and/or in all areas of school. If you have always rience. bicultural communities. The seminars will considered yourself to be "art phobiC" be constructed on identified needs in the but have the desire to use art techniques HD 472 3 lINITS bicultural specialization and the areas in your classroom, this course is de­ ADVANCED STUDIES IN IMPLEMENTING of interest of faculty members who will signed to empower you-and your stu­ ANTI-BIAS CURRICULUM be teaching the course. Each weekend dents. We will explore art theory as well as This class is designed for students who will be a contained "mini class." Students hands-on art making. Beginning with an are interested in strategic planning, in­ may take one or all three weekends. Spe­ examination of the nature of creativity, the stitutional changes, and skills for working cific topics will be listed in the class sched­ class will evolve into practical, hands-on with adults within an anti-bias frame­ ule when the class is to be offered. techniques and concepts that can be put work. Class format will include discus­ into immediate use. Areas of study will in­ sions, interactive activities utilizing case HD 464 3 UNITS clude printmaking, sculpture, cartooning, studies and poliCies, readings and writ­ COMMUNITY AS ACONTEXT approachable and achievable drawing tech­ ten assignments. Students are expected FOR DEVELOPMENT niques, working with charcoal, pastels, wat­ to engage with each other in critical an­ Children develop as unique individuals ercolors, use of unorthodox materials, etc. alysis of educational practices and soci­ in the context of complex communities. etal obstacles to deepen their theoretical Growth and identity are influenced by the HD468 2 UNITS knowledge and to define levels and mod­ social dynamics and interactions of the GRADUATE SEMINAR IN els of advocacy work. An action project diverse families and cultural institutions ART EDUCATION will be reqUired. in which children live. This class focus­ This seminar will provide Master'S can­ Prerequisite: HD 282 or 360, or per­ es on theoretical and practical aspects didates with an opportunity to pursue in­ mission of instructor. of building, reflecting, and including depth those areas of interest to which they "community" in early childhood and pri­ have been drawn during their course of HD 474 3 UNITS mary classrooms. Students will be ex­ study. Through reading and dialogue, par­ INTERVENTION MODELS IN EARLY pected to create strategies which use the ticipant.;; will sharpen their focus on the is­ CHILDHOOD EDUCATION child's community to enhance learning sues of art education they find most chal­ This class will focus on the key the­ and build a sense of belonging. This class lenging. Participants are expected to be ories, philosophies, regulations and will explore community-building as an conversant with art theories and to work programs that have been developed to avenue to examine and promote cultur­ toward evolving their own philosophy of respond to the needs of (a) children al competence and advocacy for children. art education. Study topics will include: who are developing atypically; and (b) the relationship of the artist to society; cross­ children deemed at risk from family HD 465 3-4 lINITS cultural and culture-specific artwork; school dysfunction, abuse and neglect, prenatal REfLECl'lVE TEACHING SEMINAR as an agent of change and/or socializa­ drug exposure and community violence. Reflection on one's own practice with chil­ tion; the economics of art; and making space Early childhood special education, ther­ dren and analysis of the implementation for adults' and children's art. We ,vill create apeutic and social services will be ob­ of developmental theory. Self observation, a personal statement of our beliefs over the served and discussed as resources that z'" being observed by others, and observing course of the semester. offer support for early childhood pro­ o at other sites are all required. Class open Open to graduate students only. grams and families. to full-time, experienced teachers of young children only. HD469 3 UNITS HD476 3 UNITS Prerequisite: Consent of advisor, and cur­ ADULT DEVELOPMENT: QUALITA-rlVE METHODS rent full-time employment as a lead MISSION AND VISION This class is designed to teach students teacher with young children. We construct mission and vision in our the underlying principles, theoretical ap­ lives through the developmental ta..;;ks we proaches and applied skills of qualitative HD466 3 UNITS encounter. In turn, mission and vision in­ research by focusing on formulating re­ WOMEN IN ART form our life choices in deep and mean­ search questions, gathering data, categor­ Ahand.;;-on series of art experiences by, for ingful ways. Together, we will examine izing, coding and analyzing collected in­ and about women. We will discover and the emergence and development of mean­ formation in preparation for documenting practice our own forms as we become ac­ ing in the adult years through our own as and presenting research. Ethnography, .... cc quainted with the forms created by women well as others' stories. narrative analysis, case study and inter­ ::e ru1ists from every continent. We will explore viewing strategies and methods will be cr: the relationships between the traditional art HD 471 3 UNITS explored. Recommended for students en­ o forms and contemporary art forms. We will IMPLEMENTING ANTI-BIAS gaging in completion of or interested in z apply these findings to the art education of CURRICULUM engaging in a qualitative master's thesis. our children. Attendance at one museum or DeSigned for educators with some experi­ gallery show of women's work and a writ­ ence in anti-bias curriculum, this class HD 477 3 UNITS ten review will be required. will synthesize national standards, state AN'fI-BIAS CURRICULUM WITH ADULTS frameworks and district courses of study We will explore: (a) the pedagogical prin­ with a developmental, anti-bias philoso­ ciples, strategies and activities for pro­ t.:hy. Developing interdisciplinary curricu­ moting anti-bias education with E.C.E. stu­ lum, critically analyzing current instruction­ dents, staff, parents and other caregivers; al practices and infusion of an anti-bias (b) the issues, obstacles and developmen­ curriculum into all content areas are the tal journey adults travel when engaged • PACIFIC OAKS COLLEGE

in anti-bias education; and (c) the knowl­ HD 480 3 UNITS periences and the developmental needs edge base, skills and dispositions required DEVELOPMENTAL PRACTICUM of individual children are the corner­ of anti-bias education trainers. Class meth­ SEMINAR: 0-3 YEARS stones of curriculum for this age range ods include experiential activities, retlec­ This seminar is designed to provide an and consequently, for the seminar. Both tive discussions, mini-lectures, reading opportunity for student" placed in Pacific cognitive and affective growth are ad­ and writing. Students must have a work­ Oaks' programs for children, infant dressed by both the core curriculum and ing knowledge of anti-bias curriculum. through age three, and off-site practica to practicum deSign, which includes hands­ Completion of HD 282, Social and Politi­ discuss relevant issues. The seminar will on activities in the areas of science and cal Contexts of Human Development, is explore the relationship between theory math (such as blocks, math manipula­ strongly recommended. and practice in programs for children un­ lives, gardening, and cooking); language der three years of age, examine develop­ arts (dictation of stories, poetry, visual, HD 478 3 UNITS mental issues, teacher/care giver roles, and three-dimensional arts, journals, WORKING WITH FAMILIES IN and the relationship between group and books); and social development ADIVERSE WORLD care and families. Students will explore (families, lifelines, and the exploration of This class is designed for educators, coun­ and practice techniques for the obser­ the neighborhood and community) . selors and other human services pro­ vation and recording of behavior and Additionally, attention is particularly fessionals who work with families di­ writing developmental summaries, ex­ directed to the wide range of readiness rectly or as allies for their young children amine environments for young children in this age group and the resulting impli­ and adolescents. We will examine the psy­ and plan, implement, and evaluate de­ cations for the emergence of the founda­ chosocial developmental stages/tasks of velopmentally appropriate, culturally tions of the academic skills (reading, writ­ families, the critical importance of cul­ relevant, anti-bias experiences for in­ ing, arithmetic). The curriculum balances ture/ethnic traditions, values and beliefs fants, toddlers, and twos. Students will teacher-initiated with child-initiated ac­ and how these all affect our relationship also explore team teaching, examine tivities, demonstrating that the child and as advocates. Learning objectives will in­ program issues, and consider the social the adult are active partners in learning. clude utilizing culturally sensitive meth­ and political aspects of group care. Observing children, practicing the ods to assess family needs, designing and Students spend 12 hours/week (3 writing of developmental summaries, ar­ implementing supportive social service units) or 16 hours/week (4 units)in ticulating the challenges of an integrat­ and community structures, developing ap­ placement. Teacher Education students ed curriculum, working with mainstream­ propriate interventions and promoting consult with your advisor. ing experiences, involving parents, and learning about environmental education effective communication and interaction Students planning to do their within the family and between the fami­ are major components of the practicum. practicum must receive clearance from The anti-bias perspective is woven into ly, school, social service agency, or oth­ the Children's School prior to registering. er professionals. Within this context, stu­ the curriculum that includes a focus on dents will develop strategies to be more conflict resolution and issues of inclusion, successful individual, interpersonal and HD 481 3 UNITS respect and diversity in the classroom. institutional change agents. The empha­ DEVELOPMENTAL PRACTICUM Students spend 12 hours/week (3 sis will be on active, experiential learn­ SEMINAR: 3-5 YEARS units) or 16 hours/week (4 units) in ing, interaction between theory and prac­ This seminar is designed for students placement. tice, and the impact of social, ethnic, placed in Pacific Oaks' Preschool and Students planning to do their gender and class contexts on ourselves, Child Care programs, and off-site practi­ practicum must receive clearance from and our work ,vith children and families. ca. Discussions will include developmen­ the Children'5 School prior to registering. tal issues, curriculum, differences in '"z HD 479 3 UNITS scheduling for half-day vs. full-day pro­ o HD 499 1-3 UNITS WORKING WITH CHILDREN WHO granls, parental support, and group care SPECIAL TOPICS: CHALLENGE TEACHERS' SKILLS issues. The seminar will incorporate ob­ Special interest classes. See current Often teachers encounter children who serving and recording techniques, devel­ Schedule of Classes for specific descrip­ challenge their teaching skills and un­ opment and implementation of anti-bias, tion(s). derstanding. This class will help teachers culturally relevant curriculum, environ­ ..... stretch their skills, develop a better un­ mental analysis, and will explore the re­ HD 601 3 UNITS derstanding of children who challenge lationship between theory and practice. ARTS AND SOCIAL CHANGE '"&:III: them, and also identify those children Students will be expected to articulate the Treatment of societal issues in art as well =o whose behavior extends beyond their difference between half-day pre-school as art education. Topics will include art v programs and full-day child care pro­ ...... expertise and may require different or as an anti-bias tool, the inclusive potential Z specialized help. Students will use and grams. Students spend 12 hours/week (3 of art, and art as a political statement. o .... critique observational and assessment units) or 16 hours/week (4 units) in place­ strategies while creating an intervention ment. Teacher Education students con­ HD 602 3 UNITS cc sult your advisor. :E plan for the support of an individual THE COMMUNITY AS CLASSROOM: &:III: child. Atypical development, family in­ Student" planning to do their o practicum must receive clearance from FORGING CONNEalONS THROUGH .... stability, differences in cultural expecta­ z the Children's School prior to registering. THE ARTS tions, and the limitations of the student's Every community has a wealth of people, -I own experiences will all be considered places and organizations on which schools, cc HD 482 3 UNITS &:III: as possible influences on the teacher's human service agencies and other insti­ ..... DEVELOPMENTAL PRACTICUM Z difficulties with a particular child. tutions can draw to enrich the quality of ..... SEMINAR: 5-8 YEARS C!) care, education and opportunities to con­ This seminar is deSigned for students struct meaningful experiences. Incor­ placed in the Pacific Oaks Children's porating scholarship and methodolOgies School or in off-site kindergarten or from visual and performing arts, folk­ .. primary programs. Based on child-cen­ lore, oral history and intergenerational tered theory and best practices, life ex­ programs, this course views field trips and COURSE DESCRIPTIONS

site visits by artists and local residents systems theories, and feminist theory and sessment, diagnosis and treatment will as being at the heart of the human serv­ how each informs work with individuals, be developed. This class \Vill monitor and ices rather than enrichment activities. couples, families, and children. The class support the students' experience in cUn­ The course will explore ways to integrate will present an inclusive framework, so ical placement and will study issues of the rich resources of local communities that students develop competency working counter/transference, spousal abuse as­ into classrooms and institutions that en­ with bicultural populations. sessment and treatment, interventions courages exploration and discovery. Cur­ \Vith various types of crises, ongoing treat­ riculum will include visits to studios of lo­ MFT 224 3 UNITS ment and termination. An understanding cal artists, who will explore technical MFCC PRAalCUM I of the impact of social, racial, cultural, application in the arts through a variety of This class is developmental in its approach, gender and sexual orientation issues in media. As part of the course, students will combining supervision issues that arise in psychotherapy will be promoted. The class participate in a field trip of their own and clinical placement with theoretical issues will also examine a wide variety of ethi­ develop a project based on the experience. studied in class. Various psychotherapeutic cal, professional and personal issues that techniques will be examined and clinical impact the mental health professional in HD 603 2-4 UNITS skills in intake evaluation, assessment, diag­ the pursuit of the profeSSion within the Taka Nomura, member ofthefirst ART EDUCATION: FIELDWORK nosis and treatment will be developed. This market reality of present day health care faculty in 1945, Pacific Oaks Friends Students are required to spend a specif­ class will monitor and support the stu­ systems. School, at a recent visit to the Children's ic number of hours in a minimum of two dents' experience in clinical placement School different settings during the course of the and will study issues of coun­ MFT 228 1 lINIT semester. Responsibilities of the student ter/transrerence, spousal abuse assessment SUMMER PRACTICUM must include planning, implementation and treatment, interventions with various This course provides the initial basic and documentation of an art curricu­ types of crises and ongoing treatment and skills that are needed when starting lum. Each student will create a portfolio termination. An understanding of the im­ clinical training. Included in the content that includes documentation of commu­ pact of social, racial, cultural, gender and of the class are the following areas of nication in four arts disciplines; com­ sexual orientation issues in psychother­ inquiry: professional role as a Marriage munication and mastery in at least one apy will be promoted. The class will also and Family Therapist Trainee (MIT art form; development and presentation examine a wide variety of ethical, pro­ Trainee) and relationships with peers of basic analyses of works of art from fessional and personal issues that impact and supervisors at the clinical place­ informed structural, historical and cul­ the mental health profesSional in the pur­ ment. Initiating first client contact, mak­ tural perspectives; and the relation of var­ suit of the profession within the market ing an early diagnostic assessment, and ious types of arts knowledge and skills reality of present day health care systems. establishing an effective therapeutic re­ within and across disciplines. Students lationship with a mental health client. will gain an informed acquaintance with MFT 225 2 UNITS exemplary works of art from a variety of PROFESSIONAL ETHICS AND THE LAW MFT 235 3 UNITS cultures and historical periods and from The class reviews the follOWing areas: CROSS-CULTURAL MORES AND VALUES: combinations of those perspectives; and SOClOjCULTURAL ENVIRONMENTS 1. Contemporary professional ethics and derive their own knowledge, beliefs and This class is designed to consider and pre­ statutory, regulatory, and decisional laws values for making personal and profes­ sent a conceptual framework for review that delineate the profession'S scope sional artistic decisions. Students \Vill also and incorporation of sociocultural fac­ of practice; acquire a well-grounded understanding tors into clinical and communication the­ of the nature, value and meaning of the 2. The therapeutic, clinical, and practi­ ories and practices. Specific cultural con­ arts as part of their own humanity. cal considerations involved in the leg­ tent (with emphasis on family history, Students are required to complete at al and ethical practice of marriage, structures, dynamics, values, mores, ad­ least one fieldwork experience and could be family, and child counseling, includ­ aptive strengths, and coping styles) and expected to complete two. The ~;pecializa­ ing family law; socio-political constraints on human de­ lion advisor would determine this based on 3. Spousal or partner abuse, detection, velopment (with emphasis on racism and the student's experience and program goals. and intervention. normative value psychology) will be ex­ amined. The importance of racial/ethnic 8D604 1 UNIT 4. The current legal patterns and trends in the mental health profession; identity is highlighted as the core of one's ART EXHIBI1'ION self-identity, the framework which has In the course graduate students will plan 5. The psychotherapist/patient privilege, shaped personality, and the basis for un­ and prepare for display, 15-20 selected confidentiality, including issues relat­ derstanding diagnostic assessment, treat­ pieces of project work, integrating ac­ ed to a patient being dangerous to ment goals and the realizations of success­ cessible and affordable techniques and self or others and the treatment of min­ ful interrelations. The objective of the cIass methods; design and distribute exhibition ors with and without parental consent; is to develop knowledge of and an openness materials; and submit a portfolio of the 6. Arecognition and exploration of the and sensitivity to the cultural differences. exhibition along with a narrative about the relationship between a practitioner's Prerequisite: MIT 242 The Interface of process for the permanent collection. sense of self and human values and his Society and Human Development and/or or her professional behavior and ethics. HD 360, Advanced Studies in DiverSity. MARRIAGE, FAMILY & This class meets the requirements for CHILD COUNSELING the California MIT license. MFT 237 1 UNIT HUMAN SEXUALITY AND SEXISM MFT 221 3 UNITS MFT 226 2 UNITS This class focuses on the professional and THEORIES OF MARRIAGE, FAMILY MFCC PRAalCUM II personal aspects of human sexuality. The class will explore various issues including AND CHILD COUNSELING This class is developmental in its ap­ proach combining supervision issues that the development of a working vocabulary This class will review the major psycho­ arise in clinical placement with theoretical of appropriate language and a knowledge therapeutic approaches in marriage, fam­ issues studied in class. Various psychother­ of procedures that enable people to feel I ily and child counseling. There will be a apeutic techniques will be examined more at ease discussing sex. Because sex­ focus on interpersonal theories, family .and clinical skills in intake evaluation, as­ uality is an integral part of the whole per- PACIFIC OAKS COLLEGE

son, the following topics are addressed: tic competence of, as well as an effective MFT 321 2 UNITS anatomy, physiology, communication, sex understanding and comfort with, the RESEARCH DESIGN AND METHODS therapy, sexuality in childhood and other various mental health disorders. Atten­ The goal of this two unit course is to ac­ life cycle periods, and suggested books for tion will also be given to etiology, epi­ quaint the beginning research student clients and their children. demiology and treatment, including with a variety of research paradigms and This class is designed to meet the re­ chemotherapy. Some of the main psychi­ methods, both qualitative and quantita­ quirement for the California MIT license. atric testing tools will be examined. tive, useful in pursuing clinically relevant Prerequisite: MIT 269 Personality and competent research in the human MFT 242 3 UNITS Theories, MFr 221 MFCC Theories and MFr sciences, within the multicultural and di­ THE INTERFACE OF SOCIETY AND 505 Communication and Counseling Skills. verse sociopolitical context of our society. HUMAN DEVELOPMENT Avariety of such methods will be srudied, This course integrates a variety of theo­ MFT 269 3 UNITS explored and tried in simulated research ries of human development, with a vari­ PERSONALITY THEORIES AND tasks, with a focus on the pa11icular ety of societal issues, forces and dynam­ CLINICAL INTERVENTION needs of the mental health research/prac­ ics, including politics, economics, This class is designed to explore the var­ titioner. Basic skills in reading, under­ globalization, race, culture, gender, ious personality theories and study their standing and assessing research literature class, sex, sexual orientation, physical logical conclusions in psychotherapy. \\ill also be developed. Provost Corrine McGuigan. or mental ability, privilege and oppres­ Therefore, each theory will be followed sion. Using the class participants' lived by clinical case diSCUSSions, usually cllOS­ MFT 322 2 UNITS experiences and critical thinking, along en from that theorist's writing. In cases THESIS PROPOSAL side classic and contemporary texts, the where testing material or research tech­ The goal of this course is to help the grad­ course will explore if, how, and to what niques were developed from theory, uate student choose an appropriate thesis extent, society impacts, influences or snldy of these materials will replace clin­ topic, frame the research question to fit shapes human development, identity ical material. Active student participation the developmental needs and goals of the and life chOices, and in turn becomes a and preparation is essential. Masters Thesis and complete the Masters possible significant factor in the devel­ Thesis Proposal. The course is designed to This class provides training require­ address the research needs of the emerg­ opment of mental health stressors, is­ ment for the California MIT license. sues, symptoms and needs in individu­ ing mental health profeSSional. The Thesis als and families. This class will develop Proposal will include initial drafts of the MFT 274 2 UNITS Introduction and Methodology chapters, skills that promote civic empowerment THEORIES AND APPLICATIONS OF and responsibility in individuals and an outline and partial draft of the PSYCHOLOGICAL TESTING that enhance and promote social literature Review Chapter, and a Pilot This class considers the strategies and change, as well as develop basic re­ Study of the Methodology. procedures involved in making decisions search skills in addressing relevant so­ Prerequisite: MIT 321 ResC'Mch Methods about people in a multi-cultural society. cietal concerns. Theories of measurements and assess­ MFT 323 2 UNITS MFT 253 1 UNIT ments, standardized testing and psycho­ logical tests \\ill be examined. Moral and GROUP THERAPY CHilD ABUSE ASSESSMENT ethical issues involved in decision-making The W11at, Where, When, Why, Who and AND REPORTING will be an important focus of this class. How of working with groups as a counsel­ This workshop includes the study of the ing modality. An exan1i.nation of group assessment and method of reporting sex­ MFT 292 1-3 UNITS practice with individuals, families, adoles­ '"z: ual assault, general neglect, severe neg­ INDEPENDENT STUDY cents and children. Alook at the wide range C) lect, willful cruelty or unjustifiable pun­ of popUlations and problems for which ishment, corporal punishment or injury Independent Study reqUires that a student group work has become a therapy of and abuse in out-of-home care. Physical design a project of one to six months du­ choice. The class will begin to answer the and behavioral indicators of abuse, crisis ration and find a faculty supervisor. An in­ question of how one can become a safe, se­ counseling techniques, community re­ dependent study contract signed by the cure, and sllccessful group practitioner. faculty supervisor is required prior to sources, rights and responsibilities of re­ Prerequisite: MFf 221 Theories of MFCC, registration. Classes offered at Pacific .... porting, consequences of failure to re­ MIT 269 Personality Theories and Clinical Oaks may not be taken for Independent '"I:lIII: port, caring for achild's needs after report IntelVention, and MIT 505 Communication Study. Please refer to the Schedule of = is made, and implications and methods and Counseling Skills. C) Classes for registration deadlines. V of treatment for children and adults are ...... also included. MFT 326 3 UNITS z: MFT 320 1 UNIT C) This class provides training require­ DOMESTIC VIOLENCE THERAPY WITH CHilDREN ment for the California MIT license. This class will provide an overview of the The impact of domestic violence on the knowledge base and an introduction to individual, the family and family life will MFT 267 3 UNITS the clinical skills of child therapy. The be examined. The types of domestic vio­ public and private mental healtll systems, PSYCHOPATHOLOGY OF ADULTHOOD lence will be presented in this class with levels of care, range of child therapy set­ Ageneral view of the various definitions special emphasis in understanding the tings, and barriers to access will be dis­ .... and forms of psychopathology is pre­ trauma to the developing mind of chil­ C cussed. An understanding of migration, sented in a historical, sociopolitical and dren and to the mental health of the vic­ I:lIII: class, cross-cultural and intra-cultural .... cross-cultural perspective. The purpose tim and family. Culture and gender con­ z: variations in normative child and family .... and history of various diagnostic systems siderations and implications for Co!) functioning will be integrated with the will be discussed. Using the DSM IV as treatment will be discussed, in addition development of child evaluation and treat­ the main paradigm, some of the most to the legal responsibilities for the men­ ment skills. Multiple theoretical perspec­ prevalent psychopathologies of our cul­ tal health practitioner. ture will be explored. The purpose and us­ tives of child therapy will be considered. age of DSM IV will be studied. Focus The major childhood disorders will be will be on building a cognitive diagnos­ reviewed and applied to specific case ma­ COURSE DESCRIPTIONS

teriaL The range of modalities utilized in consist of reading and discussion, as­ tion of the process of p~;ychotherapy. child therapy will be explored with spe­ signed observation of children, modeling Prerequisite: MFf 221 Theories of cial emphasis on the use of play therapy. and role playing, and viewing of films. Marriage, Family and Child Counseling, Clinical assessment and treatment of the Prerequisite: MFf 269 Personality MFf 269 Personality Theories, MFf 505 child in socio-cultural context will be Theories. Communication and Counseling Skills. the focus of practice skills development. Clinical issues in child therapy with spe­ MFT 471 2 UNITS MFT 475 3 UNITS cial populations will be presented. PSYCHOPHARMACOLOGY PSYCHOPATHOLOGY OF Prerequisite: MFf 470 Clinical Theories This course provides an overview of clin­ CHILDHOOD AND ADOLESCENCE of Child Development, MFf 221 ical psychopharmacology for the gradu­ This class will examine the psychopath­ Theories of Marriage, Family and Child ate student in clinical training. It focuses ology of infancy, childhood and adoles­ Counseling, MFf 269 Personality on the use of psychiattic medications for cence within a biopsychological, develop­ Theories. specific mental health disorders, diag­ mental, sociopolitical and family ~ystems nostic issues, and treatment plans, as perspective. It will address challenges MFT 374 1UNIT well as addressing cultural differentials that children, adolescents and their fami­ ALCOHOLISM AND CHEMICAL in assessment. The course explores bio­ lies face that reqUire direct and special­ DEPENDENCY logical etiologies and addresses the ex­ ized mental health and social services tent and impact of side effects in the life An ovetview of alcohoVdrug abuse and its alongside the appropriate educational related disorders within the family unit. of the client. It prepares the MFf Trainee sen1ces. This is an interdiSciplinary class Therapeutic issues associated with chemi­ to act as profeSSional support to the psy­ with an emphasis on facilitating intimate cal dependency as it relates to physical, chiatIistlclient dyad. understanding, communication and col­ emotional and sexual abuse will be exam­ laboration among the class participants of MFT 472 2 UNITS the three professions of Education, Hu­ ined, along with various techniques for in­ Rebecca Rojas,foculty member. tervention. Dependency and co-depend­ SUBSTANCE ABUSE, THE INDIVIDUAL, man Development and Marriage, Family ency, essential requirements necessary AND FAMILY DYNAMICS and Child Counseling in the service of for recovery, and the function of a strong This course will introduce the student to children, adolescents and their families. aftercare progranl will all be explored. the scope and depth of substance abuse Prerequisite: MFf 470 Clinical Theoties and dependence as a biochemical and This class meets the requirement for the of Child Development. psychological addiction and its impact California MFT license. on the individual and the family. Offered on Weekends Pathogenic sources, therapeutic issues and treatment interventions associated MFT 500 1-2 UNITS MFT 399 0-2 UNITS with alcoholism and substance abuse in INTRODUCTION TO TRAUMA, MASTER'S THESIS COMPLETION relation to culture, gender, interpersonal AANDB In this ultimate segment of the Master's and family dynamics will be examined. This class is an introduction to clinical Thesis process, the mental health re­ Childhood and adolescent developmental victimology, trauma theory and practice search student forms the Master's Thesis issues in relation to families and sub­ for people working in a clinical setting Committee, receives approval for stance abuse will be presented. The neu­ of victims of trauma and interpersonal Advancement Candidacy, and completes rological effect'; of psychoactive drugs on violence. The impact of trauma on the the Thesis with the Committee's gUid­ the brain and how these biological developmental process throughout the ance, support and approval.This includes changes impact affect, mood and behav­ life cycle will be examined. The first half .. both limited class time and independent ior will be explored. This course will ex­ of the class will focus on the prevalence .. amine both theory and clinical practice. ( study. The two units provide Thesis and culture of violence in America. In the Committee availability for 2 consecutive MFT requirement for graduation; regis­ second half of the class, various treat­ semesters after which the student must tration preference given to MFf students. ment approaches for children and adults register for 1 unit of MFf 399 each sub­ Prerequisites: MJ:! 221 Theories of will be examined. Additionally, the class sequent semester until completion. MFCC and MFf 269 Personality Theories will examine the effect'; of secondary trau~ Prerequisite: Completion of MFI' 321 and Clinical Intervention ma that the helpers of victims experience. Research Metho

constellation of families including the 2. Knowledge of federal!state mandates and addresses tlle design of instruction and monocultural traditional family structure, as for educating students with disabilities; selection of curriculum materials for stu­ well as the emerging bicultura1!biracial fam­ 3. Identification and screening of a cltild dents and young adults with ntild to moder­ ily structure, are among those to be studied. with special needs; ate disabilities. Class work will include ob­ Issues, such as acculturation and genera­ 4. Involvement of parents in the process serving and learning from practicing tion, class, changing values and beliefs, gen­ of meeting student needs; special education teachers. (Fifteen hours der roles, language, religion, spirituality, 5. Collaboration with other professionals of fieldwork/observation is required at two within group diSCrimination, the effects of to identify appropriate inteIventions; different age levels.) Emphasis will be immigration and status, health care, myths, 6. Application of methods used to mod­ placed on collecting data from many taboos, and traditions will be included in de­ ify the curriculum and accommodate sources, and accuf clusive and more restrictive settings. 2. Collaboration with families and other For purposes of enhanCing the teacher's INSTRUalNG AND ASSESSING professionals to coordinate services; effectiveness in the classroom, the fol­ STUDENTS WITH MILD TO MODERATE 3. Planning and implementing appro­ lowing areas will be addressed: DISABILITIES priate individualized instructional 1. Knowledge of, and sensitivity toward, This course examines principles and tech­ programs, including transition plans; people with disabilities niques for assessing acadentic progress 4. Providing a supportive climate for COURSE DESCRIPTIONS

growth in interpersonal relationships; SPED 302 3 UNITS SPED 30S 3 UNITS 5. Evaluating children's progress and APPLIED ISSUES IN SPECIAL EDUCA1'ION ASSISTIVE TECHNOLOGY &TRANSI1'ION program effectiveness with a variety In this course, Level II candidates dis­ This course addresses a variety of of assessment approaches; and cuss current challenges and controver­ SUbtopics, including current legislation, 6. Developing an effective classroom sies in the field of special education, re­ funding, assessment, resources and cur­ management plan, including individ­ flect on various pOSitions, options and riculum related to assistive technology ual Positive Behavior Support Plans, emotions of each, and research addi­ (AT) and transition to adulthood. as appropriate. tional perspectives. The reflection and Candidates will learn about advancements critical thinking involved in discussing in technologies and services that can sup­ SPED 292 1-3 UNITS these issues will deepen understanding port a person with a disability to reach in­ INDEPENDENT STUDY of the realities inherent in teaching stu­ dividual academic, employment and daily Available for students in the Education dents who are often marginalized by the living goals. Candidates will develop skills Specialist Credential program(s) to meet majority culture, and introduce new in administering assistive technology and some individual competency and/or pro­ perspectives which will, in turn, guide vocational assessments, and will develop gram requirements. An independent study actions and decisions in actual practice appropriate goals and lessons for student contract signed by the faculty supervisor in the field. Topics include social jus­ success in school-related or post-second­ is required at the time of registration. tice, advocacy, inclusion, least restric­ ary tasks. Emphasis will be on working Classes offered at Pacific Oaks may not tive environment, over-representation with students who have learning, cognitive, be taken for independent study. Please of students of color, standardized as­ communication and sensory disabilities consult the Schedule of Classes for reg­ sessment, and transitional services. that cause difficulties in academics, memo­ istration deadlines. ry, organization, communication, self-help, SPED 303 3 UNITS movement, hearing and vision. SPED 300 2 UNITS SPECIAL EDUCATION LAW INDUCTION SEMINAR A: DEVELOp· This course provides a historical and so­ ING AN INDUCTION PLAN ciopolitical perspective of the legal man­ This seminar provides guidance, support dates for equity in special education, as well and assistance to beginning special edu­ as an examination of the current legal, poli­ cators working on their Professional cy and leadership issues which impact best Level II Induction Plan (liP). Candidates practices in both the school and the social reflect on their current practice in the services systems. Topics include the review classroom and assess their strengths and of integral laws and litigation, court cases, needs based on the state and national policy documents, legal procedures, em­ standards for he profession. Individual powerment of parents and guardians in un­ professional development goals are es­ derstanding their rights, and professional tablished collaboratively with the school ethics related to the provision of services to district's support provider and the col­ students with disabilities and their families. lege advisor. The strategies to achieve these goals become an action plan that SPED 304 4 UNITS outlines the requirements and opportu­ ADVANCED STRATEGIES FOR TEACHING nities for coursework, support and pro­ STUDENTS WITH MILD/MODERATE fessional development. These opportuni­ DISABILInES ties offer candidates the chance to This course will focus on three dynamic pursue specific topics which reflect their aspects of successful teaching practice: own interests and values. assessment, instruction, and behavior Note: The lIP requires an additional management, in relation to creating 3-unit elective course or 45 hours of classroom communities which reflect non-college activities as options for the complex interaction between the professional development which much student, the teacher, and the environ­ have prior approval as part of the liP. ment. Advanced collaboration and con­ sultation skills will be woven through­ SPED 301 2 UNITS out all three topiCS. Personal reflections INDUCTION SEMINAR B: EVALUAT· and case studies will be used in design­ ING THE INDUCTION PLAN ing instructional strategies which are This seminar facilitates the implementa­ both cognitive and affective, and which tion and documentation efforts of the encourage active engagement in the candidate in attaining the goals they es­ learning process. Evaluating instruc­ tablished for themselves in their tional practices will also be covered. Individualized Induction Plan (lIP) and Two Saturday Labs are required to compiling evidence that demonstrates practice and demonstrate advanced mastery of each of the Level II competen­ strategies, which are culturally compe­ cies an standards. The outcome becomes tent, in effectively communicating as­ the Level II Professional Portfolio, which sessment results and faCilitating IEPIITP is reviewed during an exit interview at the meetings with parents and teachers. end of the Level II program. The portfo­ lio includes, but is not limited to, a per­ sonal mission statement, reflections on practice, and artifacts from the candi­ I date's learning experiences. PACIFIC OAKS COLLEGE

ADMINISTRATION Connie Destito AId Ohseki Academic Director, MFCC Ed.D., Teachers College, Columbia University Carolyn H. Denham, M.S. W., University of California, Los Angeles, Curriculum And TeachinglEarly Ph.D., President Social Work. B.A., California State University, Chil(lliood, M.A. New York UniverSity, Early Los Angeles, Sociology. Licensed Clinical ChildhoodlElementary Education. B.A. SU/\''Y, Jan Brown, CPA Social Worker, State of California. Albany, Psychology. Chief Financial Officer Trevor Dobbs Paige Parker Renatta Cooper, Ph.D., Newport Psychoanalytic Institute. M.A., California School of Professional Tustin, CA. M.A., Fuller Th~ological . Psychology. M.A. Stanford UniverSity, M.A., Director, JonesJPrescott Seminary, Marriage and Family Counseling. Communications. M.A., Bank Street College Institute B.A" Pepperdine University. of Education, Early Childhood Education. Sara Exposito B.A., Howard University, Education. Diane Erickson, Ph.D., Claremont Graduate University, Rebecca Rojas M.B.A., Chief Administrative Officer Education. M.A., Claremont Graduate Ph.D., University of Southern California, Pamela McClure, CPRE University, Education. B.A., CSULA, Liberal Counseling Psychology. M.A. Pepperdine M.A., Vice President, Advancement Studies. UniverSity, Psychology. B.A., California State William Franklin UniverSity, Long Beach, Music Therapy. Corrine McGuigan, Ph.D., Stanford University, ~)'Chological Smdies Joseph T. Sundeen Ph.D., Provost in EducatiOn/Child and Adolescent Dt'Velopment. Academic Director, Human Development, Barbara Raskin, M.A., G..I)U, Northridge, Educational Psychology. Pasadena Ph.D., University of California, Los BA, CSU, Northridge, Psycholoh')!. Angeles, Anthropology; M.A., University of Executive Assistant to the President California, Los Angeles, Anthropology; B.A., and Director, Board Relations Kathy Fuller PH.D., UClA and CSUIA, Education. M.A., Columbia University, History. Jane Rosenberg, California State University, Northridge, Greg Tanaka M.A., Director, Children's School Elementary Education with emphasis on Ph.D., University of California, Los Angeles, Early Childhood; B.A.E., University of Education. MAT., New Mexico State liThe people at Pacific Oaks were there "lorthern Colorado, Elementary Education, UniverSity, Elementary Education/ESL. B.A., FACULTY Special Education. Williams College, Psychology/Child Larry Garf Development. for me and helped me find a way to Lana Aaen M.A., Pacific Oaks College, Human Olga Winbush Academic Co-Director Development. B.A., State University of "lew Ph.D., University of California, Los Angeles, fulfill my dream. My greatest Off-Campus Education Education. M.A., Pacific Oaks College, Ph.D., The Wright Institute in Berkeley, York at New Paltz. Human Development. B.A., University of satisfaction is knowing I am able Psychology. M.A., University of Wisconsin, Cheryl GreerJarman California, Los Angeles, Sociology. Sociology. B.A., Carthage College, Sociology. M.A., Pacific Oaks College, Human Development BA, pacific Oaks College, Human to help people create afoundation Sue BawaIe Development. Multiple Subject Ed.D., Teachers College, Columbia University, Preliminary Teaching Credential, Pacific Oaks College. Pacific Oaks Adiund Faculty on which they can build the rest Curriculum & TeachinglEarly Childhood Paul Angers Education. M.Ed., Teachers College, Columbia Cynthia Grutzik M.A., Pacific OJks College, Human Development. oftheir lives. n University, Curriculum & Teaching. M.A., Academic Director >­ Teachers College, Columbia University, Early Teacher Education. Pasadena Diane Pasillas Araujo .... Ph.D., University of t.:alifornia, tos Angeles, M.P.A., California State University, -..I Childhood Education. B.A., Tufts University, Child Study. Multiple Subject Teaching Education. MA, University of Arizona, Northridge, Public Administrati<;n. B.A., =v Mi Hyung-Lee California State University, Los Angeles. cc Credential, University of Califol1lia, Irvine. Language, Reading and Culture. B.A., Westmont .... College, EducationlDiversified Studies. Robin Armstrong-Hugg Counselor-in-Training Susan 8ernheimer Q Ph.D., Claremont Graduate University, Toni Guajardo Ph.D., The American University, Special Z Visiting Faculty Education; M.A., Eastel1l Michigml cc Glendale College Education. M.A., California State Uni~ersitv, l\orthridge, Educational PsychologylEarly' Ph.D., California School of Professional University, Emotional Disturhance; B.A., z Psychology. M.s., California State University, Eastern Michigan University, Social Work. o Alumna, Pacific Oaks College Childhood Education. B.A., University of Califol1lia, Los Angeles, Social Anthropolof,'Y. Los Angeles, Psychology. B.A., California Tina Arora State University, tos Angeles, Speech ReGena Booze Ed.D, CSULVllCIA]oint Program, Special Pathology/Audiology. Ph.D., M.A. Fielding Graduate Institute, Education; M.A. Kent State, Ohio, Special Human Development, and Organizational Debra Jenkins Education; M.S. Human DeVelopment ,md z Systems. M.A., Pacific Oaks College, Human M.A. Pacific Oaks College, Human Family Studies, University of Madras, [nelia. Development. B.A. (ABLE), Pacific Oaks Kai-lee Berke :& Development. B.A., California State University, Q Hayward, Sociology. College, Human Development. A.A.S., Clark M.A., Pacific Oaks College, lIuman cc College, Early Childhood Education. Development; B.S. University Of Maryland, ...... Gretchen Brooke z Visiting Faculty BettyJones Early Childhood Education o MA, Pacific Oaks College, Human DL'Velopment Academic Co-Director Margot Boyer Off-Campus Education .... Karen Cardell M.A. Goddard College, Creative Wliting; B.A., Ph.D., University of Southern California, cc MA, Pacific Oaks College, Human Development. Evergreen State College, InterdiSCiplinary Studies. :& Sociology. M.A., Whittier College, Sociology. Pat Bryning CIII: Martha Clark o M.A., University of Wisconsin, Child M.S., San Diego State University, Child .... MA, Pacific Oaks College, Htunan Development. Development. B.A., College of the Pacific, z B.A., Pacific OJks College, Human Development. Development and Eunily Relations; B.A. Psychology. Standard Teaching Credential, Macalester College, Spanish, Secondary Cynthia Cruz Elementary and Early Childhood. Education. . Ph.D., University of California, Los Angeles, Dino Koutsolioutsos Donna Buchanan Education. M.Ed., University of California, Los MFCC; Ph.D. (ABD), Pacifica Graduate Angeles, Education. B.A., Scripps College, M.A., Pacific Oaks College, Human Institute. M.A., Loyola Marymount University, Development. B.A., Loyola Marymount Literature. Certificate, University of London, Counseling Psychology. Westfield College, Literature and Theater. University, Sociology. Certificate, Richmond Judith Magee College, Kensington, London, Sociology. Louise Derman-Sparks M.A., Pacific Oaks College, Human Martha Carr M.A., University of Michigan, Early Development. B.A., University of California, Childhood and Elementary Education. B.A., M.A., Pacific Oaks College, MFCC. B.A. (ABLE), Davis, Psychology. Pacific Oaks College, Human Development. Brooklyn College, American Litemture & History. Preschool, Early Elementary and Special Education Teaching Credentials. FACULTY

Karen Caruso Judith Kunitz Laurie Todd M.A. Antioch University, Psychology; M, Ed" M.A" Pacific Oaks College, Human M.A., Pacific Oaks College, Human Cniversity of California, Los Angeles, Development. B,A., CSU, Hayward. Development. B.S" Portland State University, Administrative Studies; B,F,A., University of Denise Landis History. Hartford Art School; National Board of M,A., Pacific Oaks College, Human Nikola Trumbo Teaching Standards, 2000, Development. M.A" Pacific Oaks College, Human Delaine Certo Gary Larkin Development. B.A" University of Colorado, M,A., Pacific Oaks College, Human M.S., M.A., National University, Special Nitti Washington Development. Education, Counseling Psychology, B.A., M.A" CSULA, Multicultural/Multilingual David Chavez Ramapo College, Art. Special Education. Ph.D. University of California, Berkeley, Constance Lent Chiquita Waters Clinical Psychology; M.A., [niversity of M,A" Pacific Oaks College, Human M.A., Pacific Oaks College, Human California, Berkeley, Clinical Psychology; Development; B.A, University of Wisconsin, Development. B.A., Pacific Oak" College, A.B" Harvard University. Education/Spanish. Human Development. Bruce Cowan Judith Matson Susan Williamson M,S,W., [niversity of California, Los Angeles. Ph,D., National University, Clinical M.A., Pacific Oaks College, Human B.A., California State University, Los Angeles. Psychology. M.A., Pacific Oaks College, Development. Administration. B,A., Lisa Crim Human Development B,A., Pacific Oak" California State Cniversity, I.os Angeles, M.Ed.,james Madison University, Early College, Human Development. Mary Worthington Childhood Education; B.S., james Madison Shirley Murray M.A., Pacific Oaks College, Human University, Early Childhood Education. M.A" Pacific Oak" College, Human Development. B.A., Pacific Oak.:; College, Sharon Davisson Development; B.A. California State University Human Development. College founder Margaret Yarrow visited M,A., Pacific Oaks College, Human Chico, Child Development. Nanette Wylde the Children's School in May of199B. Development; B.A., California State Judith Nygren M,A., Pacific Oaks College, Human [niversity, Chico, Sociology, M.A., George Washington University, Early Development. Karen Fite Childhood/Special Education. B.A., Smith Scott Zimmer J.D., Loyola Law SchooL M.A., Georgetown College. M.S., Azusa Pacific university, Computer University, English. B,A., Pomona College, Sara Packer Science. M,L.S., University of Iowa, Library English and Creative Writing. M,A., Pacific Oaks College, Human and Information Science. B.A"Cniversity of Catherine Goins Development. South Dakota, English. M,A., Pacific Oaks College, Human Marsha Peralta Development; B.A., California State M,A., Pacific Oaks College, Human University, Sacramento, Child Development. Development. B.A., California State Faculty Members Emeritae Janet Gonzalez-Mena University, Sacramento, Psychology. Carroll Borland-Parten M.A., Pacific Oaks College, Human Lulaellen Pilgrim D.Ed" Fielding Institute, M.A., California Development. B.A., U.C" Davis, English. M,S., University of Utah, Educational State University at Los Angeles, Early Extension Credential Prognml, U.c., Santa CIUZ, Psychology and Counseling, B.S., Utah State Childhood Education, B.A., Pacific Oaks Senta Greene University, Elementary Education. College, Human Development. "Core Celiificate" University of California at Los M.A" California State University, Northridge, Elizabeth Kay Stritzel Rencken Early Childhood Special Education. B,A., Angeles. Nursery School Education. A.A., M.A., Pacific Oaks College, Human University of California at Berkeley, Speech California State University, Northridge, Child Development, Specializing in Early Development Arts, California Special Education Teaching Childhood Education. B,A" University of Credential. California General Elementary Ruth Anne Hammond Arizona, Tucson, Education. Teaching, M.A" Pacific Oaks College, Human Theresa Rochambeau Mio Polifroni Development. Certificate, Emmi Pikler .\tA., Pacific Oaks College, Human M.A" Pacific Oaks College and Claremont Methodological Institute, Budapest B,A., Development. Southern Methodist University, Fine Arts. Graduate School, Human Development. Terryl Ross Graduate work, School of Social Service, DebraHori Ph.D., University of Washington, Educational University of Chicago. B.A., University of M.A., California State University, Los Angeles, Communication and Technology; M.S, Chicago, Social Service Administration. Special Education; BA Occidental College, Svracuse University, Public Relations; B.A. Elizabeth Prescott Psychology; Certificate in Assistive E~tern Washingto'n University, Technology Application. M.A., Los Angeles State College, Psychology, Government/Commercial Recreation. B.A" University of Denver, Social Sciences Brenda Ingram Heidi J. Steinberger and Mathematics, M.S.W., california State University, M.A" Bank Street College, Early Childhood Molly Scudder Sacramento, B.A., University of California, and Elementarv Education. B.A., State Los Angeles, Psycholo!,'Y. M.A., Goddard College, B.A" Nursery University of N~w York, College at Old Training School at Boston (Tufts University). Marlyn James Westbury, Finance, M.A" Pacific Oaks College, Human Fiona Stewart Development. B.A., Pacific Oak>; College, M.A., Pacific Oak" College, Human Human Development. Development. B,S., Cornell University, Suzanne Duarte Jones HUlmm Development and M.A., Pacific Oaks College, Human Family Studies. Development. B.A" University of California, Simeon Stumme Santa Cruz. Ph.D. c,,1lldidate, VCL-\, Urban Schooling; Katie Kissinger M.A. Chapman University, Curriculum and M,A., Pacific Oaks College, Human Instruction. Development. B.A., Marylhurst College, Beatrice Sweeney Social Science. M.A., Pacific Oaks College, Human Kim Kmetz Development. B,A" University of Alaska­ MfCC; M.S" California State Cniversity, Los Southeast, Early Childhood Education. Angeles, Psychology. B.A., UCL\, Psychology. Elizabeth Tertell I Karin Kroner M,Ed" University of illinois, Instructional M.A., Pacific Oak" College, Human Leadership. B,S,', Southern Illinois University, Development. Earlv Childhood, Human Development. Postgraduate Certificate, Pacific oaks College, • PACIFIC OAKS COLLEGE

BOARD OF TRUSTEES Ex-Officio Elena Phleger, Chair Cindy Cruz, College Faculty Julio Ramirez, Vice Chair Tracie Matthews, College Staff Dana Treister, Vice Chair Brent Hinson, College Student Priscilla Gamb, Secretary Cathy Kralik, Children's School Parent Tom Baxter, Treasurer Sally Rhett Roberts, Children's School Carolyn H. Denham, PreSident, Teacher ex-officio Mentor Thomas Baxter Marvin Hoffenberg Lynn Brengel Robert Brown Life Trustees Marlene Canter Ann and Olin Barrett Elena Phleger, Chair, Board o/Trustees, Angelica Clark Ray Cortines with one 0/her sons. Faye Davidson Adelaide Hixon Carolyn Ellner Jack Scott Sue Femino Betty Williams Priscilla Gam b Brenda Hansen PACIFIC OAKS FOUNDERS Daryn Horton Molly and Edwin Morgenroth Phaedra Ledbetter Marian and Edwin Sanders Fred Marcus Jean and William Taylor Peter Pannell Alice and John Way Elena Phleger Marguerite and Phillip Wells Jeff Prater Margaret and Clarence Yarrow Julio Ramirez Asenath and Robert Young Terry Roberts Marisa Silver Stephen Torres Dana Treister Donna Vaccarino Edwin Woodsome, Jr. ...'" Amre Youness ...... '" ....=CII::

.... cc E CII:: o.... :z cc -...CII:: ...:z CD • GENERAL INFORMATION

2004-2005 CALENDAR

SUMMER 2004 March 29- April 9...... Summer Advising Period March 29- April 30 ...... Summer Registration Period April 9...... Deadline: Registration for Summer & Fall Directed Teaching April 15 ...... Deadline: SummerIFall Financial Aid Application ...... Priority Deadline: Financial Aid Application for 2004/05 Academic Year. April 30...... Deadline: Summer Registration (Late fees apply after this date) May 31 ...... Holiday (Memorial Day) June 1, 2004 ...... Summer Session Begins* June 21 ...... Children's School Practicum Orientation June 22 ...... Children's School Practica begin July 2...... Holiday (Independence Day) July 5 ...... Deadline: Registration for Independent Study & Master's Thesis July 31 ...... Summer Session Ends* In the Elizabeth E. Herrick Courtyard

FALL 2004 March 29-April 9 and May 31-June 11 ...... Fall advising period March 29-June 11 ...... Fall registration April 9 ...... Deadline: Fall Directed Teaching April 15 ...... Deadline: Fall Financial Aid Application ...... Priority Deadline: Financial Aid Application for 2004/05 Academic Year August 1 ...... Fall Semester Begins* June 28-August 1 ...... New Student Advising Period August 1...... Deadline: New Student Registration August 2...... August Weeklong Classes Begin September 3 ...... Children's School Practica Orientation September 6...... Holiday (Labor Day) September 7 ...... Children's School Practica Begin September 7 ...... Fall WeekdayIWeekend Classes Begin* September 24 ...... Holiday (Yom Kippur) October 8...... Deadline: Registration for Independent Study & Master's Thesis November 11 ...... Holiday (Veteran's Day) November 12 ...... Deadline: Registration for Spring Directed Teaching November 25-26 ...... Holiday (Thanksgiving) December 20, 2004-January 2, 2005 ...... Faculty and Student Winter Break - < December 23-24...... Holiday (Christmas) '­ December 30-31 ...... Holiday (New Year's) December 31 ...... Fall Semester Ends* 11

* See Class listings for your site to obtain s~."ific dates and times for classes. • PACIFIC OAKS (OLLEGE

SPRING 2005 October 1, 2004 ...... Deadline: Spring Financial Aid Application November 3-14, 2004 ...... Spring Advising Period November 3-December 1, 2004...... Spring Registration Period December 1, 2004 ...... Deadline: Spring Registration (Late fee applies after this date) January 1, 2005 ...... Spring Semester Begins* January 4 ...... Spring Weeklong Classes Begin January 5...... Financial Aid Application for 2005-06 available January 5-9 ...... New Student Advising Period January 17 ...... Holiday (Dr. Martin Luther King, Jr. Day) January 23 ...... Deadline: New Student Registration (Late fee applies after this date) January 23 ...... Children's School Practica Orientation January 24 ...... Spring WeekdaylWeekend Classes Begin* January 26 ...... Children's School Practica Begin February 21 ...... Holiday (President's Day) March 1...... Deadline: Application for Spring Graduation March 10 ...... Deadline: Registration for Independent Study & Master's Thesis March 21-25 ...... Spring Break March 25 ...... Holiday (Good Friday) May 13 ...... Last day of instruction for weekday classes May 22 ...... Commencement May 30 ...... Holiday (Memorial Day) May 31 ...... Spring Semester Ends* * See Class Schedule for your site to obtain specific dates and times for classes.

a.:: C Q z: ...... cc v ...... z: o .... c IE ar:: o ...z: ..... cc ....ar:: ....z: e

Students enjoying the Summer Outreach luncheon. GENERAL INfORMATION

About Pacific Oaks ...... 2 Human Development and Social Change .. 15,20 Academic Probation...... 31 "Incomplete" Policy...... 36 Accommodations for Students Infants and Toddlers ...... 16,21 with Special Needs ...... 29 Jones/Prescott Institute ...... 30 AddJDrop Policy ...... 32 Latina/o Family Studies ...... 24 Administration ...... 54 Leadership in Education Admission for Degree, Certificate, Permit & Human Services ...... 20 and Teacher Education Programs ...... 5 Leave of Absence ...... 35 Advising...... 28 Libraries ...... 29 Appeal Procedure ...... 32 Locations and Time Frames ...... 26 Archives...... 30 M.A., ABLE option ...... 7 Art Education ...... 13, 17 M.A. Curriculum SpeCializations ...... 17 B.A., ABLE option ...... 5 M.A. Human Development Requirements ..... 16 B.A. Curriculum Specializations ...... 13 M.A. in Marriage, Family and B.A. Human Development Requirements ..... 12 Child Counseling ...... 21 Bicultural Development...... 18 MFCC Continuing Education ...... 24 Board of Trustees ...... 56 Mission Statement ...... Inside Front Cover Calendar ...... 57 Multiple Subject Teaching Credential ...... 25 Alumna Dena Wako. Career Planning ...... 28 Northern California Programs ...... 27 Center for Student Achievement Resources Off-Campus Education ...... 27 and Enrichment (CARE) ...... 28 Office Hours ...... 28 Change of Advisor and/or Campus ...... 32 Overview of Programs ...... 3 Chemical Dependency ...... 37 Pasadena Main Campus ...... 26 Child Care ...... 13, 18 Play, Language and Literacy Children in the Classroom ...... 33 Sub-specialization ...... 15 Class Numbering System ...... 33 Post Graduate Certificate ...... 26 Class Waiver Process ...... 33 Privacy Rights ...... 36 College Policies ...... 31 Program Change Procedures ...... 36 Course Descriptions...... 40 Sexual Harassment...... 34 Curriculum Philosophy ...... 5 Social and Human Services ...... 21 Degrees, Programs and SpeCializations ...... 12 Sponsored Programs ...... 30 Developmental Education ...... 14, 18 Student Complaint Procedures ...... 37 Distance Learning (Online) ...... 27 Student Conduct...... 38 Early Childhood Consortium ...... 28 Student Rights and Responsibilities ...... 38 Early Childhood Education...... 14, 19 Teacher Education Programs ...... 24 Early Childhood Equity Alliance ...... 30 Transcript Requests ...... 39 Education Specialist Credential ...... 25 Transfer ReqUirements ...... 5 Eligibility for Registration and Tuition and Fees ...... 30 Commencement ...... 33 Tuition Refund Schedule ...... 31 Extended Education ...... 28 Undergraduate Admission ...... 5 Evaluations ...... 34 Veterans Policies ...... 39 FaCUlty ...... 54 Work With Infants and Toddlers ...... 16,21 Financial Aid ...... 9 General Information and Services ...... 28 Graduate Admission ...... 7 I Harassment Policy ...... 34